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  • [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] Week 5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Week5Discussion.RecognizingandAvoidingPlagiarism.docx – ## Week5Discussion.MotivationalTheoriesandModels.docx – ## Week5Assignment.LeadershipandEmployeeSatisfaction.docx – ## Week5Assignment.UnderstandingAcademicIntegrityandPlagiarismAsAPsychologyProfessional.docx – Week6.Assignment.YourProfess…

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    Assignment Prompt & Instructions

    – ## Week5Discussion.RecognizingandAvoidingPlagiarism.docx

    – ## Week5Discussion.MotivationalTheoriesandModels.docx

    – ## Week5Assignment.LeadershipandEmployeeSatisfaction.docx

    – ## Week5Assignment.UnderstandingAcademicIntegrityandPlagiarismAsAPsychologyProfessional.docx

    – Week6.Assignment.YourProfessionalDevelopmentPlanandPositiveSocialChange.docx

    **## Week5Discussion.RecognizingandAvoidingPlagiarism.docx**

    ### Week 5 Discussion.Recognizing and Avoiding Plagiarism

    **To prepare for this Discussion:**

    · Review the materials in this week’s Learning Resources.

    · Read the four scenarios presented below and, for each situation, determine whether the student has plagiarized.

    1. John has not had time to work on his online assignment on psychological theory. He found a website that has an article with the content he needs to complete his assignment. However, he has only 30 minutes before his assignment is due. John believes that the author of the article described psychological theory so well that it would take John hours to paraphrase the material. John decides to copy several sentences and one short paragraph from the article and paste it into his own paper. He includes the author in the references and believes that this appropriately cites the author.

    2. Sally has a writing assignment due. She has written about the topic before in a previous course and received 100% on that paper. She decides to include several paragraphs from her previous work in her current paper.

    3. Brad just finished submitting his writing assignment through Turnitin, and the similarity report shows a 40% match between passages he wrote and various websites.

    4. Catherine likes to include quotes from famous psychologists in her writing assignments. She does not use quotation marks, but Catherine makes sure to include the citation immediately following each quote.

    · Reflect on how the Walden resources and communication with colleagues (including your Instructor) could impact the outcome of the scenarios.

    · Choose one of the scenarios for your Discussion.

    #### **Resources**

    ##### **Readings**

    · American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

    · 1.17, “Implications of Plagiarism and Self-Plagiarism”

    This section discusses plagiarism and self-plagiarism.

    · Walden University. (2022).
    [Turnitin\
    Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/TII/index.html). Walden University Canvas. https://waldenu.instructure.com/

    This document reviews the Turnitin Originality Report and points out important areas in the document to examine.

    · Walden University Student Affairs. (n.d.-a).
    [Academic integrity: Overview.\
    Links to an external site.](https://academicguides.waldenu.edu/studentaffairs/academicintegrity) Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity

    · Walden University Writing Center. (n.d.-b).
    [Plagiarism prevention resource kit: Home\
    Links to an external site.](https://academicguides.waldenu.edu/writingcenter/plagiarism). Retrieved from https://academicguides.waldenu.edu/writingcenter/plagiarism

    This web page covers topics related to plagiarism.

    · Document:
    [Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801/download?download_frd=1)

    These Study Notes will help reinforce the information presented in the media program and enrich your understanding of plagiarism and academic integrity.

    **INSTRUCTIONS:** Post a description of the scenario you chose and whether you believe the student plagiarized. Explain what led you to make that determination. Provide one strategy that the student can use to avoid potential plagiarism, given the scenario presented.

    Be sure to support your postings and responses with specific references to this week’s Learning Resources.

    **## Week5Discussion.MotivationalTheoriesandModels.docx**

    Week 5 Discussion. Motivational Theories and Models

    Think for a moment of a recent example of when you were particularly motivated at work. What drove your motivation? Was it the possibility of a reward or recognition? Was it the satisfaction of completing a difficult task or the opportunity to learn something new? You can probably think of a handful of factors that motivated you to work harder. Some of those factors could have been extrinsic (e.g., a bonus, salary increase, promotion, or an award) or intrinsic (e.g., the satisfaction of mastering a difficult task or the achievement of personal growth).

    In this Discussion, you will examine motivational theories, which explain how specific individual and environmental factors affect employee motivation. For example, expectancy theory of motivation suggests that when employees want a reward (e.g., a promotion), believe that achieving the reward is possible (i.e., promotion is available), and believe that high performance will lead to the reward, they will be more motivated to work towards the reward. It is important to evaluate different theories of motivation to understand employee behavior in the workplace and to assess different organizational challenges, such as high absenteeism and turnover.

    To prepare for this Discussion:

    · Read Chapter 9 in the Aamodt text,
    _Industrial/organizational Psychology: An Applied Approach_. Pay particular attention to the similarities and differences among motivational theories. In addition, consider how you could apply motivational theories to reduce absenteeism and turnover in the workplace.

    · Read the article, “Influence of Organizational Rewards on Organizational Commitment and Turnover Intentions.” Consider how social exchange theory accounts for improvements in employee turnover.

    · Select an organization for which you currently work or have previously worked or a well-known organization (e.g., Amazon, Walmart, Facebook). Identify a motivational theory or model that you could apply to reduce absenteeism and turnover in the organization.

    · Resources

    Motivational Theories and Models

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 9, “Employee Motivation” (pp. 321–356)

    · Time Estimate: 60 minutes

    · Nazir, S., Shafi, A., Qun, W., Nazir, N., & Tran, Q. D. (2016). Influence of organizational rewards on organizational commitment and turnover intentions.
    [_Employee Relations_\
    _Links to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://emerald.com/insight/content/doi/10.1108/ER-12-2014-0150/full/html), 38(4), 596–619.

    · Time Estimate: 70 minutes

    Leadership

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 12, “Leadership” (pp. 439–462)

    · Time Estimate: 40 minutes

    · Hogan, R., Curphy, G., Kaiser, R., & Chamorro-Premuzic, T. (2018). Leadership in organizations. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2647.xml) (2nd ed., Vol. 2, pp. 269-287). London, UK: SAGE Publications, Ltd.

    · Note: Chapter 12

    · Time Estimate: 60 minutes

    INSTRUCTIONS: Post a response to the following:

    Compare and contrast two motivational theories/models. Then explain which theory or model might be better suited to reduce absenteeism and turnover in the organization you selected, and explain why. Use specific examples and evidence from the literature to support your argument.

    **## Week5Assignment.LeadershipandEmployeeSatisfaction.docx**

    Week 5.Assignment.Leadership and Employee Satisfaction

    Leadership is an important topic in organizational psychology and one that you will revisit in Week 7 and throughout the rest of your program. As you may know from personal or professional experience, good leadership can inspire employees to work together to achieve organizational goals, while poor leadership can demotivate and demoralize employees, and derail organizational goals.

    For this Application, you will examine historical leadership theories (more than 20 years old) and contemporary leadership theories (less than 20 years old). Leadership theories, also referred to as leadership models or approaches, explain specific individual and/or environmental factors that contribute to effective leadership. For example, a newer theory, called transformational leadership, suggests that effective leaders are charismatic, inspiring, and able to communicate a vision and unite employees to achieve that vision. As you examine different leadership theories, you will also consider how they could be used to improve job satisfaction.

    To Prepare for this Assignment:

    · Read Chapter 12 in the Aamodt text,
    _Industrial/organizational Psychology: An Applied Approach_. Examine historical leadership theories (more than 20 years old) and contemporary leadership theories (less than 20 years old).

    · Review Chapter 12 in
    _The SAGE Handbook_. Consider how leadership affects employee engagement, including satisfaction. Then identify strategies that could be used to assess a leader’s influence on job satisfaction of employees.

    · Select an organization for which you currently work or have previously worked, or a well-known organization (e.g., Amazon, Walmart, Facebook).

    · Identify one historical leadership theory and one contemporary leadership theory that you would use to improve job satisfaction in the organization.

    · Consider the strategies you would use to assess whether a given leadership theory/model has improved job satisfaction.

    · Resources

    Motivational Theories and Models

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 9, “Employee Motivation” (pp. 321–356)

    · Time Estimate: 60 minutes

    · Nazir, S., Shafi, A., Qun, W., Nazir, N., & Tran, Q. D. (2016). Influence of organizational rewards on organizational commitment and turnover intentions.
    [_Employee Relations_\
    _Links to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://emerald.com/insight/content/doi/10.1108/ER-12-2014-0150/full/html), 38(4), 596–619.

    · Time Estimate: 70 minutes

    Leadership

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 12, “Leadership” (pp. 439–462)

    · Time Estimate: 40 minutes

    · Hogan, R., Curphy, G., Kaiser, R., & Chamorro-Premuzic, T. (2018). Leadership in organizations. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2647.xml) (2nd ed., Vol. 2, pp. 269-287). London, UK: SAGE Publications, Ltd.

    · Note: Chapter 12

    · Time Estimate: 60 minutes

    **INSTRUCTIONS**: Submit a 2–3-page paper that addresses the following questions. Your paper should follow APA style, be double-spaced with one-inch margins, and include a title page and reference list.

    · Describe one historical leadership theory/model of interest to you. What did this theory provide to the field of I/O psychology? How would you apply the theory to the organization you selected to improve job satisfaction?

    · Describe one contemporary leadership theory/model. What did this theory/model provide to the field of I/O psychology? How would you apply the theory/model to the organization you selected to improve job satisfaction?

    · Provide an assessment on how leadership influences job satisfaction in the workplace. How would you assess that a given leadership theory/model has improved job satisfaction?

    **## Week5Assignment.UnderstandingAcademicIntegrityandPlagiarismAsAPsychologyProfessional.docx**

    ### Week 5 Assignment. Understanding Academic Integrity and Plagiarism As A Psychology Professional

    As you have progressed through this course, you have learned the importance of developing your scholarly voice, you have learned about critical thinking, you have practiced paraphrasing, and you are beginning to understand the importance of crediting the sources of ideas and of presenting the literature in your own words. You are still at the early stages of mastering these many skills. Luckily, Walden provides resources and tools to help you along the way.

    For this Assignment, you will familiarize yourself with a tool that can aid you in avoiding plagiarism: Turnitin.

    **To Prepare for this Assignment:**

    · Review the Academic Integrity resources located in this week’s Learning Resources and consider the different aspects of plagiarism.

    · Review the media, "Turnitin" in this week’s Learning Resources. Also, the weekly required resources of this course provides additional information related to Turnitin as well as how to read the Originality Report.

    · In Week 3, you submitted "Paraphrasing: Putting It In Your Own Words" Assignment and submitted your Assignment to Turnitin to generate an originality report.

    · Review the Similarity Index and the Match Overview.

    · Review the matches in detail.

    **The Assignment (1–2 pages):**

    Describe the Turnitin Originality report for your Assignment from Week 3:

    · Provide the Similarity Index.

    · List the source that constitutes the highest match with your written work.

    · Explain why a high Similarity Index might not necessarily indicate plagiarism and why a low Similarity Index does not necessarily indicate a lack of plagiarism.

    · Based on the review by Turnitin, what changes would you make to your paper?

    · Explain how you would use Turnitin in the future to minimize issues with plagiarism.

    · As a future psychology professional, explain how academic integrity will impact/influence your academic and professional practice.

    · Resources

    Readings

    · American Psychological Association. (2020).
    _Publication manual of the American Psychological Association_ (7th ed.). https://doi.org/10.1037/0000165-000

    · 1.17, “Implications of Plagiarism and Self-Plagiarism”

    This section discusses plagiarism and self-plagiarism.

    · Walden University. (2022).
    [TurnitinLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/TII/index.html). Walden University Canvas. https://waldenu.instructure.com/

    This document reviews the Turnitin Originality Report and points out important areas in the document to examine.

    · Walden University Student Affairs. (n.d.-a).
    [Academic integrity: Overview.Links to an external site.](https://academicguides.waldenu.edu/studentaffairs/academicintegrity) Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity

    · Walden University Writing Center. (n.d.-b).
    [Plagiarism prevention resource kit: HomeLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/plagiarism). Retrieved from https://academicguides.waldenu.edu/writingcenter/plagiarism

    This web page covers topics related to plagiarism.

    ·
    **Document:** [Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801/download?download_frd=1)

    These Study Notes will help reinforce the information presented in the media program and enrich your understanding of plagiarism and academic integrity.

    INSTRUCTIONS:
    **The Assignment (1–2 pages):**

    Describe the Turnitin Originality report for your Assignment from Week 3:

    · Provide the Similarity Index.

    · List the source that constitutes the highest match with your written work.

    · Explain why a high Similarity Index might not necessarily indicate plagiarism and why a low Similarity Index does not necessarily indicate a lack of plagiarism.

    · Based on the review by Turnitin, what changes would you make to your paper?

    · Explain how you would use Turnitin in the future to minimize issues with plagiarism.

    · As a future psychology professional, explain how academic integrity will impact/influence your academic and professional practice.

    **Week6.Assignment.YourProfessionalDevelopmentPlanandPositiveSocialChange.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week6-assignment-yourprofessionaldevelopmentplanandpositivesocialchange-docx)

    **Week6.Assignment.YourProfessionalDevelopmentPlanandPositiveSocialChange.docx**

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    **## Week5Discussion.RecognizingandAvoidingPlagiarism.docx**

    ### Week 5 Discussion.Recognizing and Avoiding Plagiarism

    **To prepare for this Discussion:**

    · Review the materials in this week’s Learning Resources.

    · Read the four scenarios presented below and, for each situation, determine whether the student has plagiarized.

    1. John has not had time to work on his online assignment on psychological theory. He found a website that has an article with the content he needs to complete his assignment. However, he has only 30 minutes before his assignment is due. John believes that the author of the article described psychological theory so well that it would take John hours to paraphrase the material. John decides to copy several sentences and one short paragraph from the article and paste it into his own paper. He includes the author in the references and believes that this appropriately cites the author.

    2. Sally has a writing assignment due. She has written about the topic before in a previous course and received 100% on that paper. She decides to include several paragraphs from her previous work in her current paper.

    3. Brad just finished submitting his writing assignment through Turnitin, and the similarity report shows a 40% match between passages he wrote and various websites.

    4. Catherine likes to include quotes from famous psychologists in her writing assignments. She does not use quotation marks, but Catherine makes sure to include the citation immediately following each quote.

    · Reflect on how the Walden resources and communication with colleagues (including your Instructor) could impact the outcome of the scenarios.

    · Choose one of the scenarios for your Discussion.

    #### **Resources**

    ##### **Readings**

    · American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

    · 1.17, “Implications of Plagiarism and Self-Plagiarism”

    This section discusses plagiarism and self-plagiarism.

    · Walden University. (2022).
    [Turnitin\
    Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/TII/index.html). Walden University Canvas. https://waldenu.instructure.com/

    This document reviews the Turnitin Originality Report and points out important areas in the document to examine.

    · Walden University Student Affairs. (n.d.-a).
    [Academic integrity: Overview.\
    Links to an external site.](https://academicguides.waldenu.edu/studentaffairs/academicintegrity) Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity

    · Walden University Writing Center. (n.d.-b).
    [Plagiarism prevention resource kit: Home\
    Links to an external site.](https://academicguides.waldenu.edu/writingcenter/plagiarism). Retrieved from https://academicguides.waldenu.edu/writingcenter/plagiarism

    This web page covers topics related to plagiarism.

    · Document:
    [Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801/download?download_frd=1)

    These Study Notes will help reinforce the information presented in the media program and enrich your understanding of plagiarism and academic integrity.

    **INSTRUCTIONS:** Post a description of the scenario you chose and whether you believe the student plagiarized. Explain what led you to make that determination. Provide one strategy that the student can use to avoid potential plagiarism, given the scenario presented.

    Be sure to support your postings and responses with specific references to this week’s Learning Resources.

    **## Week5Discussion.MotivationalTheoriesandModels.docx**

    Week 5 Discussion. Motivational Theories and Models

    Think for a moment of a recent example of when you were particularly motivated at work. What drove your motivation? Was it the possibility of a reward or recognition? Was it the satisfaction of completing a difficult task or the opportunity to learn something new? You can probably think of a handful of factors that motivated you to work harder. Some of those factors could have been extrinsic (e.g., a bonus, salary increase, promotion, or an award) or intrinsic (e.g., the satisfaction of mastering a difficult task or the achievement of personal growth).

    In this Discussion, you will examine motivational theories, which explain how specific individual and environmental factors affect employee motivation. For example, expectancy theory of motivation suggests that when employees want a reward (e.g., a promotion), believe that achieving the reward is possible (i.e., promotion is available), and believe that high performance will lead to the reward, they will be more motivated to work towards the reward. It is important to evaluate different theories of motivation to understand employee behavior in the workplace and to assess different organizational challenges, such as high absenteeism and turnover.

    To prepare for this Discussion:

    · Read Chapter 9 in the Aamodt text,
    _Industrial/organizational Psychology: An Applied Approach_. Pay particular attention to the similarities and differences among motivational theories. In addition, consider how you could apply motivational theories to reduce absenteeism and turnover in the workplace.

    · Read the article, “Influence of Organizational Rewards on Organizational Commitment and Turnover Intentions.” Consider how social exchange theory accounts for improvements in employee turnover.

    · Select an organization for which you currently work or have previously worked or a well-known organization (e.g., Amazon, Walmart, Facebook). Identify a motivational theory or model that you could apply to reduce absenteeism and turnover in the organization.

    · Resources

    Motivational Theories and Models

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 9, “Employee Motivation” (pp. 321–356)

    · Time Estimate: 60 minutes

    · Nazir, S., Shafi, A., Qun, W., Nazir, N., & Tran, Q. D. (2016). Influence of organizational rewards on organizational commitment and turnover intentions.
    [_Employee Relations_\
    _Links to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://emerald.com/insight/content/doi/10.1108/ER-12-2014-0150/full/html), 38(4), 596–619.

    · Time Estimate: 70 minutes

    Leadership

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 12, “Leadership” (pp. 439–462)

    · Time Estimate: 40 minutes

    · Hogan, R., Curphy, G., Kaiser, R., & Chamorro-Premuzic, T. (2018). Leadership in organizations. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2647.xml) (2nd ed., Vol. 2, pp. 269-287). London, UK: SAGE Publications, Ltd.

    · Note: Chapter 12

    · Time Estimate: 60 minutes

    INSTRUCTIONS: Post a response to the following:

    Compare and contrast two motivational theories/models. Then explain which theory or model might be better suited to reduce absenteeism and turnover in the organization you selected, and explain why. Use specific examples and evidence from the literature to support your argument.

    **## Week5Assignment.LeadershipandEmployeeSatisfaction.docx**

    Week 5.Assignment.Leadership and Employee Satisfaction

    Leadership is an important topic in organizational psychology and one that you will revisit in Week 7 and throughout the rest of your program. As you may know from personal or professional experience, good leadership can inspire employees to work together to achieve organizational goals, while poor leadership can demotivate and demoralize employees, and derail organizational goals.

    For this Application, you will examine historical leadership theories (more than 20 years old) and contemporary leadership theories (less than 20 years old). Leadership theories, also referred to as leadership models or approaches, explain specific individual and/or environmental factors that contribute to effective leadership. For example, a newer theory, called transformational leadership, suggests that effective leaders are charismatic, inspiring, and able to communicate a vision and unite employees to achieve that vision. As you examine different leadership theories, you will also consider how they could be used to improve job satisfaction.

    To Prepare for this Assignment:

    · Read Chapter 12 in the Aamodt text,
    _Industrial/organizational Psychology: An Applied Approach_. Examine historical leadership theories (more than 20 years old) and contemporary leadership theories (less than 20 years old).

    · Review Chapter 12 in
    _The SAGE Handbook_. Consider how leadership affects employee engagement, including satisfaction. Then identify strategies that could be used to assess a leader’s influence on job satisfaction of employees.

    · Select an organization for which you currently work or have previously worked, or a well-known organization (e.g., Amazon, Walmart, Facebook).

    · Identify one historical leadership theory and one contemporary leadership theory that you would use to improve job satisfaction in the organization.

    · Consider the strategies you would use to assess whether a given leadership theory/model has improved job satisfaction.

    · Resources

    Motivational Theories and Models

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 9, “Employee Motivation” (pp. 321–356)

    · Time Estimate: 60 minutes

    · Nazir, S., Shafi, A., Qun, W., Nazir, N., & Tran, Q. D. (2016). Influence of organizational rewards on organizational commitment and turnover intentions.
    [_Employee Relations_\
    _Links to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://emerald.com/insight/content/doi/10.1108/ER-12-2014-0150/full/html), 38(4), 596–619.

    · Time Estimate: 70 minutes

    Leadership

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 12, “Leadership” (pp. 439–462)

    · Time Estimate: 40 minutes

    · Hogan, R., Curphy, G., Kaiser, R., & Chamorro-Premuzic, T. (2018). Leadership in organizations. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2647.xml) (2nd ed., Vol. 2, pp. 269-287). London, UK: SAGE Publications, Ltd.

    · Note: Chapter 12

    · Time Estimate: 60 minutes

    **INSTRUCTIONS**: Submit a 2–3-page paper that addresses the following questions. Your paper should follow APA style, be double-spaced with one-inch margins, and include a title page and reference list.

    · Describe one historical leadership theory/model of interest to you. What did this theory provide to the field of I/O psychology? How would you apply the theory to the organization you selected to improve job satisfaction?

    · Describe one contemporary leadership theory/model. What did this theory/model provide to the field of I/O psychology? How would you apply the theory/model to the organization you selected to improve job satisfaction?

    · Provide an assessment on how leadership influences job satisfaction in the workplace. How would you assess that a given leadership theory/model has improved job satisfaction?

    **## Week5Assignment.UnderstandingAcademicIntegrityandPlagiarismAsAPsychologyProfessional.docx**

    ### Week 5 Assignment. Understanding Academic Integrity and Plagiarism As A Psychology Professional

    As you have progressed through this course, you have learned the importance of developing your scholarly voice, you have learned about critical thinking, you have practiced paraphrasing, and you are beginning to understand the importance of crediting the sources of ideas and of presenting the literature in your own words. You are still at the early stages of mastering these many skills. Luckily, Walden provides resources and tools to help you along the way.

    For this Assignment, you will familiarize yourself with a tool that can aid you in avoiding plagiarism: Turnitin.

    **To Prepare for this Assignment:**

    · Review the Academic Integrity resources located in this week’s Learning Resources and consider the different aspects of plagiarism.

    · Review the media, "Turnitin" in this week’s Learning Resources. Also, the weekly required resources of this course provides additional information related to Turnitin as well as how to read the Originality Report.

    · In Week 3, you submitted "Paraphrasing: Putting It In Your Own Words" Assignment and submitted your Assignment to Turnitin to generate an originality report.

    · Review the Similarity Index and the Match Overview.

    · Review the matches in detail.

    **The Assignment (1–2 pages):**

    Describe the Turnitin Originality report for your Assignment from Week 3:

    · Provide the Similarity Index.

    · List the source that constitutes the highest match with your written work.

    · Explain why a high Similarity Index might not necessarily indicate plagiarism and why a low Similarity Index does not necessarily indicate a lack of plagiarism.

    · Based on the review by Turnitin, what changes would you make to your paper?

    · Explain how you would use Turnitin in the future to minimize issues with plagiarism.

    · As a future psychology professional, explain how academic integrity will impact/influence your academic and professional practice.

    · Resources

    Readings

    · American Psychological Association. (2020).
    _Publication manual of the American Psychological Association_ (7th ed.). https://doi.org/10.1037/0000165-000

    · 1.17, “Implications of Plagiarism and Self-Plagiarism”

    This section discusses plagiarism and self-plagiarism.

    · Walden University. (2022).
    [TurnitinLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/TII/index.html). Walden University Canvas. https://waldenu.instructure.com/

    This document reviews the Turnitin Originality Report and points out important areas in the document to examine.

    · Walden University Student Affairs. (n.d.-a).
    [Academic integrity: Overview.Links to an external site.](https://academicguides.waldenu.edu/studentaffairs/academicintegrity) Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity

    · Walden University Writing Center. (n.d.-b).
    [Plagiarism prevention resource kit: HomeLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/plagiarism). Retrieved from https://academicguides.waldenu.edu/writingcenter/plagiarism

    This web page covers topics related to plagiarism.

    ·
    **Document:** [Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801/download?download_frd=1)

    These Study Notes will help reinforce the information presented in the media program and enrich your understanding of plagiarism and academic integrity.

    INSTRUCTIONS:
    **The Assignment (1–2 pages):**

    Describe the Turnitin Originality report for your Assignment from Week 3:

    · Provide the Similarity Index.

    · List the source that constitutes the highest match with your written work.

    · Explain why a high Similarity Index might not necessarily indicate plagiarism and why a low Similarity Index does not necessarily indicate a lack of plagiarism.

    · Based on the review by Turnitin, what changes would you make to your paper?

    · Explain how you would use Turnitin in the future to minimize issues with plagiarism.

    · As a future psychology professional, explain how academic integrity will impact/influence your academic and professional practice.

    **Week6.Assignment.YourProfessionalDevelopmentPlanandPositiveSocialChange.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week6-assignment-yourprofessionaldevelopmentplanandpositivesocialchange-docx)

    **## Week5Discussion.RecognizingandAvoidingPlagiarism.docx**

    ### Week 5 Discussion.Recognizing and Avoiding Plagiarism

    **To prepare for this Discussion:**

    · Review the materials in this week’s Learning Resources.

    · Read the four scenarios presented below and, for each situation, determine whether the student has plagiarized.

    1. John has not had time to work on his online assignment on psychological theory. He found a website that has an article with the content he needs to complete his assignment. However, he has only 30 minutes before his assignment is due. John believes that the author of the article described psychological theory so well that it would take John hours to paraphrase the material. John decides to copy several sentences and one short paragraph from the article and paste it into his own paper. He includes the author in the references and believes that this appropriately cites the author.

    2. Sally has a writing assignment due. She has written about the topic before in a previous course and received 100% on that paper. She decides to include several paragraphs from her previous work in her current paper.

    3. Brad just finished submitting his writing assignment through Turnitin, and the similarity report shows a 40% match between passages he wrote and various websites.

    4. Catherine likes to include quotes from famous psychologists in her writing assignments. She does not use quotation marks, but Catherine makes sure to include the citation immediately following each quote.

    · Reflect on how the Walden resources and communication with colleagues (including your Instructor) could impact the outcome of the scenarios.

    · Choose one of the scenarios for your Discussion.

    #### **Resources**

    ##### **Readings**

    · American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

    · 1.17, “Implications of Plagiarism and Self-Plagiarism”

    This section discusses plagiarism and self-plagiarism.

    · Walden University. (2022).
    [Turnitin\
    Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/TII/index.html). Walden University Canvas. https://waldenu.instructure.com/

    This document reviews the Turnitin Originality Report and points out important areas in the document to examine.

    · Walden University Student Affairs. (n.d.-a).
    [Academic integrity: Overview.\
    Links to an external site.](https://academicguides.waldenu.edu/studentaffairs/academicintegrity) Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity

    · Walden University Writing Center. (n.d.-b).
    [Plagiarism prevention resource kit: Home\
    Links to an external site.](https://academicguides.waldenu.edu/writingcenter/plagiarism). Retrieved from https://academicguides.waldenu.edu/writingcenter/plagiarism

    This web page covers topics related to plagiarism.

    · Document:
    [Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801/download?download_frd=1)

    These Study Notes will help reinforce the information presented in the media program and enrich your understanding of plagiarism and academic integrity.

    **INSTRUCTIONS:** Post a description of the scenario you chose and whether you believe the student plagiarized. Explain what led you to make that determination. Provide one strategy that the student can use to avoid potential plagiarism, given the scenario presented.

    Be sure to support your postings and responses with specific references to this week’s Learning Resources.

    **## Week5Discussion.MotivationalTheoriesandModels.docx**

    Week 5 Discussion. Motivational Theories and Models

    Think for a moment of a recent example of when you were particularly motivated at work. What drove your motivation? Was it the possibility of a reward or recognition? Was it the satisfaction of completing a difficult task or the opportunity to learn something new? You can probably think of a handful of factors that motivated you to work harder. Some of those factors could have been extrinsic (e.g., a bonus, salary increase, promotion, or an award) or intrinsic (e.g., the satisfaction of mastering a difficult task or the achievement of personal growth).

    In this Discussion, you will examine motivational theories, which explain how specific individual and environmental factors affect employee motivation. For example, expectancy theory of motivation suggests that when employees want a reward (e.g., a promotion), believe that achieving the reward is possible (i.e., promotion is available), and believe that high performance will lead to the reward, they will be more motivated to work towards the reward. It is important to evaluate different theories of motivation to understand employee behavior in the workplace and to assess different organizational challenges, such as high absenteeism and turnover.

    To prepare for this Discussion:

    · Read Chapter 9 in the Aamodt text,
    _Industrial/organizational Psychology: An Applied Approach_. Pay particular attention to the similarities and differences among motivational theories. In addition, consider how you could apply motivational theories to reduce absenteeism and turnover in the workplace.

    · Read the article, “Influence of Organizational Rewards on Organizational Commitment and Turnover Intentions.” Consider how social exchange theory accounts for improvements in employee turnover.

    · Select an organization for which you currently work or have previously worked or a well-known organization (e.g., Amazon, Walmart, Facebook). Identify a motivational theory or model that you could apply to reduce absenteeism and turnover in the organization.

    · Resources

    Motivational Theories and Models

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 9, “Employee Motivation” (pp. 321–356)

    · Time Estimate: 60 minutes

    · Nazir, S., Shafi, A., Qun, W., Nazir, N., & Tran, Q. D. (2016). Influence of organizational rewards on organizational commitment and turnover intentions.
    [_Employee Relations_\
    _Links to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://emerald.com/insight/content/doi/10.1108/ER-12-2014-0150/full/html), 38(4), 596–619.

    · Time Estimate: 70 minutes

    Leadership

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 12, “Leadership” (pp. 439–462)

    · Time Estimate: 40 minutes

    · Hogan, R., Curphy, G., Kaiser, R., & Chamorro-Premuzic, T. (2018). Leadership in organizations. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2647.xml) (2nd ed., Vol. 2, pp. 269-287). London, UK: SAGE Publications, Ltd.

    · Note: Chapter 12

    · Time Estimate: 60 minutes

    INSTRUCTIONS: Post a response to the following:

    Compare and contrast two motivational theories/models. Then explain which theory or model might be better suited to reduce absenteeism and turnover in the organization you selected, and explain why. Use specific examples and evidence from the literature to support your argument.

    **## Week5Assignment.LeadershipandEmployeeSatisfaction.docx**

    Week 5.Assignment.Leadership and Employee Satisfaction

    Leadership is an important topic in organizational psychology and one that you will revisit in Week 7 and throughout the rest of your program. As you may know from personal or professional experience, good leadership can inspire employees to work together to achieve organizational goals, while poor leadership can demotivate and demoralize employees, and derail organizational goals.

    For this Application, you will examine historical leadership theories (more than 20 years old) and contemporary leadership theories (less than 20 years old). Leadership theories, also referred to as leadership models or approaches, explain specific individual and/or environmental factors that contribute to effective leadership. For example, a newer theory, called transformational leadership, suggests that effective leaders are charismatic, inspiring, and able to communicate a vision and unite employees to achieve that vision. As you examine different leadership theories, you will also consider how they could be used to improve job satisfaction.

    To Prepare for this Assignment:

    · Read Chapter 12 in the Aamodt text,
    _Industrial/organizational Psychology: An Applied Approach_. Examine historical leadership theories (more than 20 years old) and contemporary leadership theories (less than 20 years old).

    · Review Chapter 12 in
    _The SAGE Handbook_. Consider how leadership affects employee engagement, including satisfaction. Then identify strategies that could be used to assess a leader’s influence on job satisfaction of employees.

    · Select an organization for which you currently work or have previously worked, or a well-known organization (e.g., Amazon, Walmart, Facebook).

    · Identify one historical leadership theory and one contemporary leadership theory that you would use to improve job satisfaction in the organization.

    · Consider the strategies you would use to assess whether a given leadership theory/model has improved job satisfaction.

    · Resources

    Motivational Theories and Models

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 9, “Employee Motivation” (pp. 321–356)

    · Time Estimate: 60 minutes

    · Nazir, S., Shafi, A., Qun, W., Nazir, N., & Tran, Q. D. (2016). Influence of organizational rewards on organizational commitment and turnover intentions.
    [_Employee Relations_\
    _Links to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://emerald.com/insight/content/doi/10.1108/ER-12-2014-0150/full/html), 38(4), 596–619.

    · Time Estimate: 70 minutes

    Leadership

    · Aamodt, M. (2016). Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

    · Chapter 12, “Leadership” (pp. 439–462)

    · Time Estimate: 40 minutes

    · Hogan, R., Curphy, G., Kaiser, R., & Chamorro-Premuzic, T. (2018). Leadership in organizations. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
    [The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2647.xml) (2nd ed., Vol. 2, pp. 269-287). London, UK: SAGE Publications, Ltd.

    · Note: Chapter 12

    · Time Estimate: 60 minutes

    **INSTRUCTIONS**: Submit a 2–3-page paper that addresses the following questions. Your paper should follow APA style, be double-spaced with one-inch margins, and include a title page and reference list.

    · Describe one historical leadership theory/model of interest to you. What did this theory provide to the field of I/O psychology? How would you apply the theory to the organization you selected to improve job satisfaction?

    · Describe one contemporary leadership theory/model. What did this theory/model provide to the field of I/O psychology? How would you apply the theory/model to the organization you selected to improve job satisfaction?

    · Provide an assessment on how leadership influences job satisfaction in the workplace. How would you assess that a given leadership theory/model has improved job satisfaction?

    **## Week5Assignment.UnderstandingAcademicIntegrityandPlagiarismAsAPsychologyProfessional.docx**

    ### Week 5 Assignment. Understanding Academic Integrity and Plagiarism As A Psychology Professional

    As you have progressed through this course, you have learned the importance of developing your scholarly voice, you have learned about critical thinking, you have practiced paraphrasing, and you are beginning to understand the importance of crediting the sources of ideas and of presenting the literature in your own words. You are still at the early stages of mastering these many skills. Luckily, Walden provides resources and tools to help you along the way.

    For this Assignment, you will familiarize yourself with a tool that can aid you in avoiding plagiarism: Turnitin.

    **To Prepare for this Assignment:**

    · Review the Academic Integrity resources located in this week’s Learning Resources and consider the different aspects of plagiarism.

    · Review the media, "Turnitin" in this week’s Learning Resources. Also, the weekly required resources of this course provides additional information related to Turnitin as well as how to read the Originality Report.

    · In Week 3, you submitted "Paraphrasing: Putting It In Your Own Words" Assignment and submitted your Assignment to Turnitin to generate an originality report.

    · Review the Similarity Index and the Match Overview.

    · Review the matches in detail.

    **The Assignment (1–2 pages):**

    Describe the Turnitin Originality report for your Assignment from Week 3:

    · Provide the Similarity Index.

    · List the source that constitutes the highest match with your written work.

    · Explain why a high Similarity Index might not necessarily indicate plagiarism and why a low Similarity Index does not necessarily indicate a lack of plagiarism.

    · Based on the review by Turnitin, what changes would you make to your paper?

    · Explain how you would use Turnitin in the future to minimize issues with plagiarism.

    · As a future psychology professional, explain how academic integrity will impact/influence your academic and professional practice.

    · Resources

    Readings

    · American Psychological Association. (2020).
    _Publication manual of the American Psychological Association_ (7th ed.). https://doi.org/10.1037/0000165-000

    · 1.17, “Implications of Plagiarism and Self-Plagiarism”

    This section discusses plagiarism and self-plagiarism.

    · Walden University. (2022).
    [TurnitinLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/TII/index.html). Walden University Canvas. https://waldenu.instructure.com/

    This document reviews the Turnitin Originality Report and points out important areas in the document to examine.

    · Walden University Student Affairs. (n.d.-a).
    [Academic integrity: Overview.Links to an external site.](https://academicguides.waldenu.edu/studentaffairs/academicintegrity) Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity

    · Walden University Writing Center. (n.d.-b).
    [Plagiarism prevention resource kit: HomeLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/plagiarism). Retrieved from https://academicguides.waldenu.edu/writingcenter/plagiarism

    This web page covers topics related to plagiarism.

    ·
    **Document:** [Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)](https://waldenu.instructure.com/courses/170669/files/13802801/download?download_frd=1)

    These Study Notes will help reinforce the information presented in the media program and enrich your understanding of plagiarism and academic integrity.

    INSTRUCTIONS:
    **The Assignment (1–2 pages):**

    Describe the Turnitin Originality report for your Assignment from Week 3:

    · Provide the Similarity Index.

    · List the source that constitutes the highest match with your written work.

    · Explain why a high Similarity Index might not necessarily indicate plagiarism and why a low Similarity Index does not necessarily indicate a lack of plagiarism.

    · Based on the review by Turnitin, what changes would you make to your paper?

    · Explain how you would use Turnitin in the future to minimize issues with plagiarism.

    · As a future psychology professional, explain how academic integrity will impact/influence your academic and professional practice.

    **Week6.Assignment.YourProfessionalDevelopmentPlanandPositiveSocialChange.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week6-assignment-yourprofessionaldevelopmentplanandpositivesocialchange-docx)

    – 1
    – 2
    – 3
    – 4
    – 5

  • [Solved] Ending Disaster

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    see attachment – ## spModule5asig.docx **## spModule5asig.docx** **Module 5:** _Essay_ After reading the course materials, follow the instructions for the assignment and its submission: **Submission Instructions:** 1. **Write** an essay on the causes of social deviance in Puerto Rico and the sugges…

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    – ## spModule5asig.docx

    **## spModule5asig.docx**

    **Module 5:** _Essay_

    After reading the course materials, follow the instructions for the assignment and its submission:

    **Submission Instructions:**

    1.
    **Write** an essay on the causes of social deviance in Puerto Rico and the suggestions to confront public policy.

    · Use a word processor, such as Word, to complete the
    **Assignment.**

    · Include bibliographic references in the writing.

    · In the course, go to
    **Start your Course Here >> Information Resources** >>
    **Guide for the preparation** of a research paper to know the rules of the APA manual and the
    **evaluation rubric** that will be used for this assignment

    **Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

    **## spModule5asig.docx**

    **Module 5:** _Essay_

    After reading the course materials, follow the instructions for the assignment and its submission:

    **Submission Instructions:**

    1.
    **Write** an essay on the causes of social deviance in Puerto Rico and the suggestions to confront public policy.

    · Use a word processor, such as Word, to complete the
    **Assignment.**

    · Include bibliographic references in the writing.

    · In the course, go to
    **Start your Course Here >> Information Resources** >>
    **Guide for the preparation** of a research paper to know the rules of the APA manual and the
    **evaluation rubric** that will be used for this assignment

    **Note:** Visit the announcements section to see the deadlines to submit assignments. Do not send the assignment via email, as this will not record evidence of your submission.

  • [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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    – ## 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 ,
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    **## 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
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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] E1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    PLEASE SEE ATTACHMENT, – ## E1.docx **## E1.docx** Exam 1 Instructions: Online PowerPoint Presentation Assignment Overview: The exam consists of six questions related to the course material covered so far. You are required to create and submit a video recording of yourself delivering a PowerPoint pr…

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    Assignment Prompt & Instructions

    PLEASE SEE ATTACHMENT,

    – ## E1.docx

    **## E1.docx**

    Exam 1 Instructions: Online PowerPoint Presentation

    Assignment Overview: The exam consists of six questions related to the course material covered so far. You are required to create and submit a video recording of yourself delivering a PowerPoint presentation that addresses four of the six questions in detail. In other words, you must pick four out of the six questions for your presentation.

    **Instructions:**

    1. Prepare Your Exam Presentation:

    Develop a PowerPoint presentation that covers the assigned questions.

    Make sure you are citing the relevant readings from this course, but you may also incorporate readings from previous courses in the master’s program.

    Ensure your slides are clear, concise, and visually engaging.

    Practice your presentation to ensure smooth delivery.

    **Questions: (Pick 4 out of the 6 for your exam presentation).**

    1. Describe in detail the central thesis behind Broken Windows policing. How does Broken Windows theory fit into Packer’s two models of criminal process? Is Broken Windows policing more closely linked to Crime Control or Due Process? What implications does this have, and what might Packer suggest are some of the consequences of this approach?

    2. Police officers have a substantial amount of discretion. Why is understanding police decision-making such an important line of scientific inquiry? To what extent do various factors (individual, organizational, situational, community-level) influence police decisions? Provide a comprehensive analysis citing relevant research.

    3. Tyler discusses the importance of legitimacy for developing support and cooperation with police. In the changing face of policing, specifically as law enforcement has become more militarized, how might willful cooperation and support of the police change? What effects might the militarization of the police have on the public’s view of police as legitimate?

    4. As the newly appointed chief of police for a major urban police department facing rising crime rates, your primary objective is to reduce crime. Concurrently, community leaders have expressed a desire for stronger police-community relationships. Drawing upon the empirical evidence presented in this course (or others from this master's program), describe in detail how you would structure your police organization and what policing strategies you would implement to achieve these dual objectives. Provide a comprehensive rationale for your approach based on relevant research.

    5. What are the central tenets of David Klinger’s ecological theory of police response? How does the research presented in ‘Cop in the Hood’ by Peter Moskos support or refute Klinger's theory? Provide specific examples from the book

    6. How does Meyer and Rowan’s “Institutional Theory” explain the adoption and implementation of innovations in police organizations. What role do institutional pressures play in shaping decisions about the formal structure and activities of police agencies? According to this theory, how do police organizations "survive"?

    **Reading:**

    ![A screenshot of a book AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/e1-20923465)

    ## image1.png

    **## E1.docx**

    Exam 1 Instructions: Online PowerPoint Presentation

    Assignment Overview: The exam consists of six questions related to the course material covered so far. You are required to create and submit a video recording of yourself delivering a PowerPoint presentation that addresses four of the six questions in detail. In other words, you must pick four out of the six questions for your presentation.

    **Instructions:**

    1. Prepare Your Exam Presentation:

    Develop a PowerPoint presentation that covers the assigned questions.

    Make sure you are citing the relevant readings from this course, but you may also incorporate readings from previous courses in the master’s program.

    Ensure your slides are clear, concise, and visually engaging.

    Practice your presentation to ensure smooth delivery.

    **Questions: (Pick 4 out of the 6 for your exam presentation).**

    1. Describe in detail the central thesis behind Broken Windows policing. How does Broken Windows theory fit into Packer’s two models of criminal process? Is Broken Windows policing more closely linked to Crime Control or Due Process? What implications does this have, and what might Packer suggest are some of the consequences of this approach?

    2. Police officers have a substantial amount of discretion. Why is understanding police decision-making such an important line of scientific inquiry? To what extent do various factors (individual, organizational, situational, community-level) influence police decisions? Provide a comprehensive analysis citing relevant research.

    3. Tyler discusses the importance of legitimacy for developing support and cooperation with police. In the changing face of policing, specifically as law enforcement has become more militarized, how might willful cooperation and support of the police change? What effects might the militarization of the police have on the public’s view of police as legitimate?

    4. As the newly appointed chief of police for a major urban police department facing rising crime rates, your primary objective is to reduce crime. Concurrently, community leaders have expressed a desire for stronger police-community relationships. Drawing upon the empirical evidence presented in this course (or others from this master's program), describe in detail how you would structure your police organization and what policing strategies you would implement to achieve these dual objectives. Provide a comprehensive rationale for your approach based on relevant research.

    5. What are the central tenets of David Klinger’s ecological theory of police response? How does the research presented in ‘Cop in the Hood’ by Peter Moskos support or refute Klinger's theory? Provide specific examples from the book

    6. How does Meyer and Rowan’s “Institutional Theory” explain the adoption and implementation of innovations in police organizations. What role do institutional pressures play in shaping decisions about the formal structure and activities of police agencies? According to this theory, how do police organizations "survive"?

    **Reading:**

    ![A screenshot of a book AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/e1-20923465)

    ## image1.png

  • [Solved] divers

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need assistance with a question – ## pampletdiversitywk5.docx **## pampletdiversitywk5.docx** 1 **_Planning for "Pamphlet Presentation & Peer Review" Assignment_** · In preparation for your module seven assignment, choose a cultural group that you believe is essential for your fellow colleagues to…

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    Assignment Prompt & Instructions

    I need assistance with a question

    – ## pampletdiversitywk5.docx

    **## pampletdiversitywk5.docx**

    1
    **_Planning for "Pamphlet Presentation & Peer Review" Assignment_**

    · In preparation for your module seven assignment, choose a cultural group that you believe is essential for your fellow colleagues to understand in the context of your healthcare setting.

    · Consider the diversity of patients you may encounter.

    · Begin conducting thorough research on the chosen cultural group.

    · Compile key information that will be useful for your colleagues to understand and apply in their practice.

    · Plan the layout, design, and format of your pamphlet. Consider visual elements, headings, and the overall structure to make the content engaging and easy to follow.

    **2 Pamphlet Presentation & Peer Review**

    **Part I:** Using the information and design plan from above plan, create a visually appealing and informative educational pamphlet and submit it for your peers to review.

    · Include information on:

    · healthcare beliefs,

    · health practices,

    · communication styles,

    · family dynamics; and

    · any specific health disparities.

    · Include practical tips, strategies, or scenarios that illustrate culturally competent care within the pamphlet.

    · Provide examples of how your colleagues can integrate this knowledge into their practice.

    · Incorporate images, infographics, and culturally relevant visuals to enhance the content.

    **## pampletdiversitywk5.docx**

    1
    **_Planning for "Pamphlet Presentation & Peer Review" Assignment_**

    · In preparation for your module seven assignment, choose a cultural group that you believe is essential for your fellow colleagues to understand in the context of your healthcare setting.

    · Consider the diversity of patients you may encounter.

    · Begin conducting thorough research on the chosen cultural group.

    · Compile key information that will be useful for your colleagues to understand and apply in their practice.

    · Plan the layout, design, and format of your pamphlet. Consider visual elements, headings, and the overall structure to make the content engaging and easy to follow.

    **2 Pamphlet Presentation & Peer Review**

    **Part I:** Using the information and design plan from above plan, create a visually appealing and informative educational pamphlet and submit it for your peers to review.

    · Include information on:

    · healthcare beliefs,

    · health practices,

    · communication styles,

    · family dynamics; and

    · any specific health disparities.

    · Include practical tips, strategies, or scenarios that illustrate culturally competent care within the pamphlet.

    · Provide examples of how your colleagues can integrate this knowledge into their practice.

    · Incorporate images, infographics, and culturally relevant visuals to enhance the content.

  • [Solved] Ethics Case Analysis

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please reach out to me – ## Ethicscaseanalysisexample.pdf – FamilyNursePractitionerEthicsanalysis.docx **## Ethicscaseanalysisexample.pdf** THE RIGHT TO ABORTION 1 Ethics Case Analysis: The Right to Abortion Student Name Louise Herrington School of Nursing, Baylor University THE RIGHT TO ABORTION 2 …

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    please reach out to me

    – ## Ethicscaseanalysisexample.pdf

    – FamilyNursePractitionerEthicsanalysis.docx

    **## Ethicscaseanalysisexample.pdf**

    THE RIGHT TO ABORTION 1

    Ethics Case Analysis: The Right to Abortion

    Student Name

    Louise Herrington School of Nursing, Baylor University

    THE RIGHT TO ABORTION 2

    Ethics Case Analysis: The Right to Abortion

    The right to abortion has been a topic of controversy and ethical debate since the 1960s

    (Svenaeus, 2017). The ethical conflict exists in whether it is morally acceptable to terminate a pregnancy.

    Both courses of action have moral importance and can be argued either way using ethical principles and

    moral theories. One must consider the undesirable outcomes and beliefs of both sides. Throughout this

    paper, pro-life and pro-choice will be used as terminology to categorize those who are against abortion

    and those who are in support of the right to abortion, respectively. It is important to note that this is not a

    black and white issue and there is a spectrum of support and opposition based on the timing and reason

    abortion is obtained. However, for the sake of an ethical conflict, the two extreme sides of the gamut will

    compose the conversation. On the pro-life side, abortion leads to the death of a person or potential person

    (Svenaeus, 2017). Thus, the consequence of abortion is death of human life and potential fetal pain. On

    the pro-choice side, making abortions illegal or inaccessible to a pregnant woman takes away her

    autonomy and the right to make decisions about her body (Svenaeus, 2017). Without the right to abortion,

    pregnancies resulting from rape and incest, as well as pregnancies leading to fetal deaths and maternal

    health threats would be forced to term (Tomlinson, 2021). Furthermore, woman denied abortions may

    seek unsafe abortion methods leading to potentially life- threatening complications (Baldwin et al., 2022).

    Stakeholders

    Numerous stakeholders are involved in the debate around the right to an abortion. Women,

    medical providers, the healthcare sector, state and federal governments, and religious organizations are all

    either affected or hold interest in this controversial subject. Women are the obvious stakeholder involved

    in the ethical conflict of abortion rights. Some may sustain their pregnancy due to religious beliefs or

    personal values, while others may value their right to choose whether to have a child or not based on a

    variety of reasons. Societal norms may impact a woman’s desire to obtain an abortion. For instance, a

    pregnant teenager may opt for an abortion due to the fear of judgment from her peers.

    Medical providers may be influenced by their professional identity and duty to provide safe

    abortions at the request of their patients, despite their own personal feelings. Many healthcare

    THE RIGHT TO ABORTION 3

    professionals view abortions as a part of reproductive healthcare (Rosen, 2020). The healthcare system

    may be influenced by the costs associated with abortions versus birth. One study estimated a $21 billion

    cost to US taxpayers as a result of unintended pregnancies (Tomlinson, 2021), with the cost of an abortion

    only 20% the cost of a birth. Insurance coverage of abortions varies by state and company.

    While exceptions exist, religious organizations and those who highly regard their faith tend to

    oppose abortion (Bruce, 2020). Jehovah’s Witness, Mormon and Evangelical Protestant religions have

    higher opposition to abortion than Jewish, Buddhist, and unaffiliated religions (Bruce, 2020).

    State and federal governments are active stakeholders in the case of abortion. These institutions

    are responsible for creating laws that dictate accessibility and legality of abortion. Each level of

    government is influenced by the ideologies and culture within their constituents. Southern regions of the

    United States with more conservative culture are more likely to oppose abortion, leading to those state

    governments imposing legal restrictions.

    Critical Analysis

    Consequentialism, and more specifically, utilitarianism, can be used to both support and oppose

    the right to an abortion. Under this theory, the ethically correct action is the one that produces the

    maximal balance of positive consequences over negative ones (Beauchamp & Childress, 2019). The pro-

    life stance argues that the death of the fetus, person or potential person, is innately the ultimate

    consequence that outweighs any possible good. To prohibit abortion altogether due to the consequence of

    fetal death would fall under rule utilitarianism. Act utilitarianism, on the other hand, can be used to

    support the right to abortion. Circumstances such as rape, incest, fetal anomalies, or maternal health risks

    may be justifiable to an act utilitarian to support abortion. In these cases, the benefit of preserving the

    woman’s mental and physical health (Casey et al., 2019) can be seen as outweighing the consequence of

    losing the fetus, which one may or may not consider a person.

    The deontological theory, also known as Kantian theory values human life, reason and duty

    (Beauchamp & Childress, 2019). Kantian theory is often seen as anti-abortion, for the maxim of abortion

    cannot pass the categorical imperative, in which permitting abortion would have to be a universally

    THE RIGHT TO ABORTION 4

    accepted rule. Furthermore, Kantian theory is concerned with one’s duty to themselves. Mayans & Vaca

    (2018), explain that a woman’s nature is to produce offspring. Even though the woman does not have a

    duty to the fetus, she has a duty to “herself with regard to her fetus” (Mayans & Vaca, 2018, p. 25). At the

    same time, Kantian theory can be used to support abortion, as a woman has a duty to protect her health,

    body, and autonomy. Lastly, Kant emphasizes the importance of treating each person as an end, rather

    than as a means to an end (Beauchamp & Childress, 2019). Exploiting a pregnant woman or forcing the

    continuation of an unwanted pregnancy can be perceived as treating a woman as a means to an end.

    Oppositely, abortion can be viewed in a negative light as treating the fetus as a means to an end, in order

    for the woman to continue on with her life and ambitions, free of a child.

    Virtue ethics focuses on the character traits, or virtues, of the person in a situation of ethical

    conflict. This theory helps dictate the correct course of action by relying on what the virtuous person

    would do in that circumstance (Beauchamp & Childress, 2019). Neale (2022) discusses the ways in which

    virtue ethics can be perceived to either support or negate abortion. A woman who seeks an abortion may

    be viewed under virtue ethics as selfish or heartless for killing their unborn child. Alternatively, that same

    woman may not be able to afford or care for a child, in which she can be considered sensible and

    compassionate towards the quality of life the fetus would be born into. The healthcare provider choosing

    to perform an abortion can possess the virtue of sympathy towards a woman who does not want the child

    or evil for conducting the procedure. The healthcare provider who refuses to perform abortions can be

    viewed as caring towards life or malicious for refusing reproductive rights to women. Evidently,

    considering the various perspectives and characterizations one can make depending on the individual

    situation, the ethically correct action surrounding abortion is poorly defined based on virtue ethics alone.

    Rights theory can be applied to both the pro-choice and pro-life stances. The woman has the right

    to autonomy, bodily integrity, and reproductive choices, including the right to an abortion. One can also

    say, however, that under the rights theory, a fetus has rights, including the right to survive and not be

    killed. The mother is physically able to make her rights and decisions be voiced, while the fetus cannot.

    However, these theories and rights are applicable to human beings. The point at which a fetus develops

    THE RIGHT TO ABORTION 5

    moral status and personhood heavily impacts the application of the rights theory. While pro-life argues

    that a fetus attains personhood at the point of fertilization, pro-choice makes this distinction based on

    certain stages of development and gestational milestones (Miklavcic & Flaman, 2017).

    Respect for autonomy supports the pregnant woman’s right to make decisions about her body and

    pregnancy, including termination. If she has the intention to end the pregnancy, understands the extent of

    her decision, is not being influenced or coerced, and is competent, the woman should be able to make this

    decision for herself under the principle of autonomy (Beauchamp & Childress, 2019). However,

    autonomy can also be seen from the fetus’s perspective. Abortion does not consider a fetus’s right to

    choose. Although, the fetus is physically incapable of making a choice while in the womb.

    Abortion inherently will harm the fetus and end its life. This goes against the principle of

    beneficence, in which preventing harm is a mainstay. On the other hand, abortion can potentially save the

    life of the pregnant woman if their health is at risk due to pregnancy complications. In that case, abortion

    is benefiting the woman by saving her life. Additionally, even with abortion restrictions in place, the

    incidence of abortion continues, just in an unsafe, unsanitary manner (Casey et al., 2019). When looking

    at the principle of utility, a birth is costly compared to an abortion (Tomlinson, 2021). On the other hand,

    the mother’s life may be saved, but the fetus would be killed.

    Again, inherently, abortion inflicts harm on the fetus, which violates a core obligation of

    nonmaleficence and it’s more specific rule to not kill. The matter comes down to a highly debated topic of

    whether the fetus feels pain or not and is considered a person or not. If so, killing the fetus is morally

    wrong under nonmaleficence standards. Although, Beauchamp and Childress (2019, p. 159), explain that

    “harmful actions that involve justifiable setbacks to another’s interests are not wrong.” Thus, pro-choice

    can argue that inflicting harm on the fetus is justifiable to protect the interests and rights of the mother.

    Under the ethical principle of justice lies six theories. Most applicable to abortion are the

    capability theory and well-being theory. The capability theory discusses one’s ability to live with good

    health, “without dying prematurely” (Beauchamp & Childress, 2019, p. 279). If the fetus is a person, then

    abortion violates the principle of justice by prematurely taking the life of a human. That same theory can

    THE RIGHT TO ABORTION 6

    support abortion, as it states a human should have bodily integrity, including reproductive choices. The

    well-being theory begins with the basic premise that justice is concerned with human well-being and

    emphasizes the right to health and self-determination. Thus, it can be said that abortion permits justice, as

    without this right, a woman cannot control their own life and manage their health if at risk due to

    pregnancy. Justice also involves health policy and accessibility. The laws and policies surrounding

    abortion are evolving depending on the state and the position of the federal government. In the last

    decade, around 500 policies restricting abortions have been implemented across the United States (Redd

    et al., 2021). These restrictive abortion policies have proven to disproportionately and negatively affect

    the health of Blacks, the uneducated, and vulnerable populations, leading to further health inequities.

    Conclusion

    The ethically correct course of action is to permit women the right to an abortion. After critical

    analysis of these moral guidelines, it can be concluded that abortion follows a majority of the ethical

    standards. Both utilitarianism and rights theory portrayed the most convincing argument to support

    abortion. Considering the variety of reasons for women to seek an abortion and the unknown sentience of

    the fetus, it can be determined that the maximal good of abortion overrules the negative consequences.

    Given the inconclusive debate over the personhood of the fetus, the moral theories and ethical principles

    must be attributed to the health and desires of the woman who is physically and mentally capable of moral

    status. Therefore, the rights theory supports a woman’s right to terminate an unwanted or unsafe

    pregnancy. Furthermore, the ethical principles of autonomy and justice were most persuasive in arguing

    for the right to abortion. A woman’s right to bodily integrity and reproductive choices were key factors

    associated with autonomy and justice. Additionally, the risk for maternal health threats, as an example,

    supersede the death of the fetus in applying the rules of beneficence and nonmaleficence to the case of

    abortion. While this paper attempts to cover arguments on both sides of the abortion rights debate, it is

    important to note that only two extreme sides were acknowledged, when in reality a range exists

    including deliberation on gestational limits, health exceptions, etc. In conclusion, when looking to

    decipher one correct course of action, free of caveats, the right to abortion is deemed ethical.

    THE RIGHT TO ABORTION 7

    References

    Baldwin, A., Johnson, D.M., Broussard, K., Tello-Perez, L.A., Madera, M., Ze-Noah, C., Padron, E., &

    Aiken, A. (2022). U.S. abortion care providers’ perspectives on self-managed abortion.

    Qualitative Health Research, 1-12. https://doi.org/10.1177/10497323221077296

    Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University

    Press.

    Bruce, T.C. (2020). Efficacy, distancing, and reconciling: Religion and race in Americans’ abortion

    attitudes. Religions, 11(9), 1-23. https://doi.org/10.3390/rel11090475

    Casey, S.E., Steven, V.J., Deitch, J., Dumas, E.F., Gallagher, M.C., Martinez, S., Morris, C.N.,

    Rafanoharana, R.V., & Wheeler, E. (2019). “You must first save her life”: Community

    perceptions towards induced abortion and post-abortion care in North and South Kivu,

    Democratic Republic of the Congo. Sexual and Reproductive Health Matters, 27(1), 106-117.

    https://doi.org/10.1080/09688080.2019.1571309

    Mayans, I., & Vaca, M. (2018). The paternalistic argument against abortion. Hypatia, 33(1), 22-29.

    https://doi.org/10.1111/hypa.12385

    Miklavcic, J.J., & Flaman, P. (2017). Personhood status of the human zygote, embryo, fetus. The Linacre

    Quarterly, 84(2), 130-144. https://doi.org/10.1080/00243639.2017.1299896

    Neale, A. (2022). Application of virtue ethics to human life and death. Think: Philosophy for Everyone,

    21(60), 105-108. https://doi.org/10.1017/S1477175621000373

    Redd, S.K., Rice, W.S., Aswani, M.S., Blake, S., Julian, Z., Sen, B., Wingate, M., & Hall, K.S. (2021).

    Racial/ethnic and educational inequities in restrictive abortion policy variation and adverse birth

    outcomes in the United States. BMC Health Services Research, 21(1), 1-1139.

    https://doi.org/10.1186/s12913-021-07165-x

    Rosen, J.D. (2020). June Medical Services v. Russo: A threat to physcians’ standing to challenge abortion

    regulations. The New England Journal of Medicine, 383(12), 1101-1103.

    https://doi.org/10.1056/NEJMp2025176

    THE RIGHT TO ABORTION 8

    Svenaeus, F. (2017). Phenomenology of pregnancy and the ethics of abortion. Medicine, Health Care,

    and Philosophy, 21(1), 77-87. https://doi.org/10.1007/s11019-017-9786-x

    Tomlinson, S.J. (2021). Access denied: The proliferation of American medical abortion laws, 2000-2018.

    American Journal of Preventive Medicine, 60(4), 497-503.

    https://doi.org/10.1016/j.amepre.2020.11.008

    **FamilyNursePractitionerEthicsanalysis.docx**

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

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    **## Ethicscaseanalysisexample.pdf**

    THE RIGHT TO ABORTION 1

    Ethics Case Analysis: The Right to Abortion

    Student Name

    Louise Herrington School of Nursing, Baylor University

    THE RIGHT TO ABORTION 2

    Ethics Case Analysis: The Right to Abortion

    The right to abortion has been a topic of controversy and ethical debate since the 1960s

    (Svenaeus, 2017). The ethical conflict exists in whether it is morally acceptable to terminate a pregnancy.

    Both courses of action have moral importance and can be argued either way using ethical principles and

    moral theories. One must consider the undesirable outcomes and beliefs of both sides. Throughout this

    paper, pro-life and pro-choice will be used as terminology to categorize those who are against abortion

    and those who are in support of the right to abortion, respectively. It is important to note that this is not a

    black and white issue and there is a spectrum of support and opposition based on the timing and reason

    abortion is obtained. However, for the sake of an ethical conflict, the two extreme sides of the gamut will

    compose the conversation. On the pro-life side, abortion leads to the death of a person or potential person

    (Svenaeus, 2017). Thus, the consequence of abortion is death of human life and potential fetal pain. On

    the pro-choice side, making abortions illegal or inaccessible to a pregnant woman takes away her

    autonomy and the right to make decisions about her body (Svenaeus, 2017). Without the right to abortion,

    pregnancies resulting from rape and incest, as well as pregnancies leading to fetal deaths and maternal

    health threats would be forced to term (Tomlinson, 2021). Furthermore, woman denied abortions may

    seek unsafe abortion methods leading to potentially life- threatening complications (Baldwin et al., 2022).

    Stakeholders

    Numerous stakeholders are involved in the debate around the right to an abortion. Women,

    medical providers, the healthcare sector, state and federal governments, and religious organizations are all

    either affected or hold interest in this controversial subject. Women are the obvious stakeholder involved

    in the ethical conflict of abortion rights. Some may sustain their pregnancy due to religious beliefs or

    personal values, while others may value their right to choose whether to have a child or not based on a

    variety of reasons. Societal norms may impact a woman’s desire to obtain an abortion. For instance, a

    pregnant teenager may opt for an abortion due to the fear of judgment from her peers.

    Medical providers may be influenced by their professional identity and duty to provide safe

    abortions at the request of their patients, despite their own personal feelings. Many healthcare

    THE RIGHT TO ABORTION 3

    professionals view abortions as a part of reproductive healthcare (Rosen, 2020). The healthcare system

    may be influenced by the costs associated with abortions versus birth. One study estimated a $21 billion

    cost to US taxpayers as a result of unintended pregnancies (Tomlinson, 2021), with the cost of an abortion

    only 20% the cost of a birth. Insurance coverage of abortions varies by state and company.

    While exceptions exist, religious organizations and those who highly regard their faith tend to

    oppose abortion (Bruce, 2020). Jehovah’s Witness, Mormon and Evangelical Protestant religions have

    higher opposition to abortion than Jewish, Buddhist, and unaffiliated religions (Bruce, 2020).

    State and federal governments are active stakeholders in the case of abortion. These institutions

    are responsible for creating laws that dictate accessibility and legality of abortion. Each level of

    government is influenced by the ideologies and culture within their constituents. Southern regions of the

    United States with more conservative culture are more likely to oppose abortion, leading to those state

    governments imposing legal restrictions.

    Critical Analysis

    Consequentialism, and more specifically, utilitarianism, can be used to both support and oppose

    the right to an abortion. Under this theory, the ethically correct action is the one that produces the

    maximal balance of positive consequences over negative ones (Beauchamp & Childress, 2019). The pro-

    life stance argues that the death of the fetus, person or potential person, is innately the ultimate

    consequence that outweighs any possible good. To prohibit abortion altogether due to the consequence of

    fetal death would fall under rule utilitarianism. Act utilitarianism, on the other hand, can be used to

    support the right to abortion. Circumstances such as rape, incest, fetal anomalies, or maternal health risks

    may be justifiable to an act utilitarian to support abortion. In these cases, the benefit of preserving the

    woman’s mental and physical health (Casey et al., 2019) can be seen as outweighing the consequence of

    losing the fetus, which one may or may not consider a person.

    The deontological theory, also known as Kantian theory values human life, reason and duty

    (Beauchamp & Childress, 2019). Kantian theory is often seen as anti-abortion, for the maxim of abortion

    cannot pass the categorical imperative, in which permitting abortion would have to be a universally

    THE RIGHT TO ABORTION 4

    accepted rule. Furthermore, Kantian theory is concerned with one’s duty to themselves. Mayans & Vaca

    (2018), explain that a woman’s nature is to produce offspring. Even though the woman does not have a

    duty to the fetus, she has a duty to “herself with regard to her fetus” (Mayans & Vaca, 2018, p. 25). At the

    same time, Kantian theory can be used to support abortion, as a woman has a duty to protect her health,

    body, and autonomy. Lastly, Kant emphasizes the importance of treating each person as an end, rather

    than as a means to an end (Beauchamp & Childress, 2019). Exploiting a pregnant woman or forcing the

    continuation of an unwanted pregnancy can be perceived as treating a woman as a means to an end.

    Oppositely, abortion can be viewed in a negative light as treating the fetus as a means to an end, in order

    for the woman to continue on with her life and ambitions, free of a child.

    Virtue ethics focuses on the character traits, or virtues, of the person in a situation of ethical

    conflict. This theory helps dictate the correct course of action by relying on what the virtuous person

    would do in that circumstance (Beauchamp & Childress, 2019). Neale (2022) discusses the ways in which

    virtue ethics can be perceived to either support or negate abortion. A woman who seeks an abortion may

    be viewed under virtue ethics as selfish or heartless for killing their unborn child. Alternatively, that same

    woman may not be able to afford or care for a child, in which she can be considered sensible and

    compassionate towards the quality of life the fetus would be born into. The healthcare provider choosing

    to perform an abortion can possess the virtue of sympathy towards a woman who does not want the child

    or evil for conducting the procedure. The healthcare provider who refuses to perform abortions can be

    viewed as caring towards life or malicious for refusing reproductive rights to women. Evidently,

    considering the various perspectives and characterizations one can make depending on the individual

    situation, the ethically correct action surrounding abortion is poorly defined based on virtue ethics alone.

    Rights theory can be applied to both the pro-choice and pro-life stances. The woman has the right

    to autonomy, bodily integrity, and reproductive choices, including the right to an abortion. One can also

    say, however, that under the rights theory, a fetus has rights, including the right to survive and not be

    killed. The mother is physically able to make her rights and decisions be voiced, while the fetus cannot.

    However, these theories and rights are applicable to human beings. The point at which a fetus develops

    THE RIGHT TO ABORTION 5

    moral status and personhood heavily impacts the application of the rights theory. While pro-life argues

    that a fetus attains personhood at the point of fertilization, pro-choice makes this distinction based on

    certain stages of development and gestational milestones (Miklavcic & Flaman, 2017).

    Respect for autonomy supports the pregnant woman’s right to make decisions about her body and

    pregnancy, including termination. If she has the intention to end the pregnancy, understands the extent of

    her decision, is not being influenced or coerced, and is competent, the woman should be able to make this

    decision for herself under the principle of autonomy (Beauchamp & Childress, 2019). However,

    autonomy can also be seen from the fetus’s perspective. Abortion does not consider a fetus’s right to

    choose. Although, the fetus is physically incapable of making a choice while in the womb.

    Abortion inherently will harm the fetus and end its life. This goes against the principle of

    beneficence, in which preventing harm is a mainstay. On the other hand, abortion can potentially save the

    life of the pregnant woman if their health is at risk due to pregnancy complications. In that case, abortion

    is benefiting the woman by saving her life. Additionally, even with abortion restrictions in place, the

    incidence of abortion continues, just in an unsafe, unsanitary manner (Casey et al., 2019). When looking

    at the principle of utility, a birth is costly compared to an abortion (Tomlinson, 2021). On the other hand,

    the mother’s life may be saved, but the fetus would be killed.

    Again, inherently, abortion inflicts harm on the fetus, which violates a core obligation of

    nonmaleficence and it’s more specific rule to not kill. The matter comes down to a highly debated topic of

    whether the fetus feels pain or not and is considered a person or not. If so, killing the fetus is morally

    wrong under nonmaleficence standards. Although, Beauchamp and Childress (2019, p. 159), explain that

    “harmful actions that involve justifiable setbacks to another’s interests are not wrong.” Thus, pro-choice

    can argue that inflicting harm on the fetus is justifiable to protect the interests and rights of the mother.

    Under the ethical principle of justice lies six theories. Most applicable to abortion are the

    capability theory and well-being theory. The capability theory discusses one’s ability to live with good

    health, “without dying prematurely” (Beauchamp & Childress, 2019, p. 279). If the fetus is a person, then

    abortion violates the principle of justice by prematurely taking the life of a human. That same theory can

    THE RIGHT TO ABORTION 6

    support abortion, as it states a human should have bodily integrity, including reproductive choices. The

    well-being theory begins with the basic premise that justice is concerned with human well-being and

    emphasizes the right to health and self-determination. Thus, it can be said that abortion permits justice, as

    without this right, a woman cannot control their own life and manage their health if at risk due to

    pregnancy. Justice also involves health policy and accessibility. The laws and policies surrounding

    abortion are evolving depending on the state and the position of the federal government. In the last

    decade, around 500 policies restricting abortions have been implemented across the United States (Redd

    et al., 2021). These restrictive abortion policies have proven to disproportionately and negatively affect

    the health of Blacks, the uneducated, and vulnerable populations, leading to further health inequities.

    Conclusion

    The ethically correct course of action is to permit women the right to an abortion. After critical

    analysis of these moral guidelines, it can be concluded that abortion follows a majority of the ethical

    standards. Both utilitarianism and rights theory portrayed the most convincing argument to support

    abortion. Considering the variety of reasons for women to seek an abortion and the unknown sentience of

    the fetus, it can be determined that the maximal good of abortion overrules the negative consequences.

    Given the inconclusive debate over the personhood of the fetus, the moral theories and ethical principles

    must be attributed to the health and desires of the woman who is physically and mentally capable of moral

    status. Therefore, the rights theory supports a woman’s right to terminate an unwanted or unsafe

    pregnancy. Furthermore, the ethical principles of autonomy and justice were most persuasive in arguing

    for the right to abortion. A woman’s right to bodily integrity and reproductive choices were key factors

    associated with autonomy and justice. Additionally, the risk for maternal health threats, as an example,

    supersede the death of the fetus in applying the rules of beneficence and nonmaleficence to the case of

    abortion. While this paper attempts to cover arguments on both sides of the abortion rights debate, it is

    important to note that only two extreme sides were acknowledged, when in reality a range exists

    including deliberation on gestational limits, health exceptions, etc. In conclusion, when looking to

    decipher one correct course of action, free of caveats, the right to abortion is deemed ethical.

    THE RIGHT TO ABORTION 7

    References

    Baldwin, A., Johnson, D.M., Broussard, K., Tello-Perez, L.A., Madera, M., Ze-Noah, C., Padron, E., &

    Aiken, A. (2022). U.S. abortion care providers’ perspectives on self-managed abortion.

    Qualitative Health Research, 1-12. https://doi.org/10.1177/10497323221077296

    Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University

    Press.

    Bruce, T.C. (2020). Efficacy, distancing, and reconciling: Religion and race in Americans’ abortion

    attitudes. Religions, 11(9), 1-23. https://doi.org/10.3390/rel11090475

    Casey, S.E., Steven, V.J., Deitch, J., Dumas, E.F., Gallagher, M.C., Martinez, S., Morris, C.N.,

    Rafanoharana, R.V., & Wheeler, E. (2019). “You must first save her life”: Community

    perceptions towards induced abortion and post-abortion care in North and South Kivu,

    Democratic Republic of the Congo. Sexual and Reproductive Health Matters, 27(1), 106-117.

    https://doi.org/10.1080/09688080.2019.1571309

    Mayans, I., & Vaca, M. (2018). The paternalistic argument against abortion. Hypatia, 33(1), 22-29.

    https://doi.org/10.1111/hypa.12385

    Miklavcic, J.J., & Flaman, P. (2017). Personhood status of the human zygote, embryo, fetus. The Linacre

    Quarterly, 84(2), 130-144. https://doi.org/10.1080/00243639.2017.1299896

    Neale, A. (2022). Application of virtue ethics to human life and death. Think: Philosophy for Everyone,

    21(60), 105-108. https://doi.org/10.1017/S1477175621000373

    Redd, S.K., Rice, W.S., Aswani, M.S., Blake, S., Julian, Z., Sen, B., Wingate, M., & Hall, K.S. (2021).

    Racial/ethnic and educational inequities in restrictive abortion policy variation and adverse birth

    outcomes in the United States. BMC Health Services Research, 21(1), 1-1139.

    https://doi.org/10.1186/s12913-021-07165-x

    Rosen, J.D. (2020). June Medical Services v. Russo: A threat to physcians’ standing to challenge abortion

    regulations. The New England Journal of Medicine, 383(12), 1101-1103.

    https://doi.org/10.1056/NEJMp2025176

    THE RIGHT TO ABORTION 8

    Svenaeus, F. (2017). Phenomenology of pregnancy and the ethics of abortion. Medicine, Health Care,

    and Philosophy, 21(1), 77-87. https://doi.org/10.1007/s11019-017-9786-x

    Tomlinson, S.J. (2021). Access denied: The proliferation of American medical abortion laws, 2000-2018.

    American Journal of Preventive Medicine, 60(4), 497-503.

    https://doi.org/10.1016/j.amepre.2020.11.008

    **FamilyNursePractitionerEthicsanalysis.docx**

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

    **## Ethicscaseanalysisexample.pdf**

    THE RIGHT TO ABORTION 1

    Ethics Case Analysis: The Right to Abortion

    Student Name

    Louise Herrington School of Nursing, Baylor University

    THE RIGHT TO ABORTION 2

    Ethics Case Analysis: The Right to Abortion

    The right to abortion has been a topic of controversy and ethical debate since the 1960s

    (Svenaeus, 2017). The ethical conflict exists in whether it is morally acceptable to terminate a pregnancy.

    Both courses of action have moral importance and can be argued either way using ethical principles and

    moral theories. One must consider the undesirable outcomes and beliefs of both sides. Throughout this

    paper, pro-life and pro-choice will be used as terminology to categorize those who are against abortion

    and those who are in support of the right to abortion, respectively. It is important to note that this is not a

    black and white issue and there is a spectrum of support and opposition based on the timing and reason

    abortion is obtained. However, for the sake of an ethical conflict, the two extreme sides of the gamut will

    compose the conversation. On the pro-life side, abortion leads to the death of a person or potential person

    (Svenaeus, 2017). Thus, the consequence of abortion is death of human life and potential fetal pain. On

    the pro-choice side, making abortions illegal or inaccessible to a pregnant woman takes away her

    autonomy and the right to make decisions about her body (Svenaeus, 2017). Without the right to abortion,

    pregnancies resulting from rape and incest, as well as pregnancies leading to fetal deaths and maternal

    health threats would be forced to term (Tomlinson, 2021). Furthermore, woman denied abortions may

    seek unsafe abortion methods leading to potentially life- threatening complications (Baldwin et al., 2022).

    Stakeholders

    Numerous stakeholders are involved in the debate around the right to an abortion. Women,

    medical providers, the healthcare sector, state and federal governments, and religious organizations are all

    either affected or hold interest in this controversial subject. Women are the obvious stakeholder involved

    in the ethical conflict of abortion rights. Some may sustain their pregnancy due to religious beliefs or

    personal values, while others may value their right to choose whether to have a child or not based on a

    variety of reasons. Societal norms may impact a woman’s desire to obtain an abortion. For instance, a

    pregnant teenager may opt for an abortion due to the fear of judgment from her peers.

    Medical providers may be influenced by their professional identity and duty to provide safe

    abortions at the request of their patients, despite their own personal feelings. Many healthcare

    THE RIGHT TO ABORTION 3

    professionals view abortions as a part of reproductive healthcare (Rosen, 2020). The healthcare system

    may be influenced by the costs associated with abortions versus birth. One study estimated a $21 billion

    cost to US taxpayers as a result of unintended pregnancies (Tomlinson, 2021), with the cost of an abortion

    only 20% the cost of a birth. Insurance coverage of abortions varies by state and company.

    While exceptions exist, religious organizations and those who highly regard their faith tend to

    oppose abortion (Bruce, 2020). Jehovah’s Witness, Mormon and Evangelical Protestant religions have

    higher opposition to abortion than Jewish, Buddhist, and unaffiliated religions (Bruce, 2020).

    State and federal governments are active stakeholders in the case of abortion. These institutions

    are responsible for creating laws that dictate accessibility and legality of abortion. Each level of

    government is influenced by the ideologies and culture within their constituents. Southern regions of the

    United States with more conservative culture are more likely to oppose abortion, leading to those state

    governments imposing legal restrictions.

    Critical Analysis

    Consequentialism, and more specifically, utilitarianism, can be used to both support and oppose

    the right to an abortion. Under this theory, the ethically correct action is the one that produces the

    maximal balance of positive consequences over negative ones (Beauchamp & Childress, 2019). The pro-

    life stance argues that the death of the fetus, person or potential person, is innately the ultimate

    consequence that outweighs any possible good. To prohibit abortion altogether due to the consequence of

    fetal death would fall under rule utilitarianism. Act utilitarianism, on the other hand, can be used to

    support the right to abortion. Circumstances such as rape, incest, fetal anomalies, or maternal health risks

    may be justifiable to an act utilitarian to support abortion. In these cases, the benefit of preserving the

    woman’s mental and physical health (Casey et al., 2019) can be seen as outweighing the consequence of

    losing the fetus, which one may or may not consider a person.

    The deontological theory, also known as Kantian theory values human life, reason and duty

    (Beauchamp & Childress, 2019). Kantian theory is often seen as anti-abortion, for the maxim of abortion

    cannot pass the categorical imperative, in which permitting abortion would have to be a universally

    THE RIGHT TO ABORTION 4

    accepted rule. Furthermore, Kantian theory is concerned with one’s duty to themselves. Mayans & Vaca

    (2018), explain that a woman’s nature is to produce offspring. Even though the woman does not have a

    duty to the fetus, she has a duty to “herself with regard to her fetus” (Mayans & Vaca, 2018, p. 25). At the

    same time, Kantian theory can be used to support abortion, as a woman has a duty to protect her health,

    body, and autonomy. Lastly, Kant emphasizes the importance of treating each person as an end, rather

    than as a means to an end (Beauchamp & Childress, 2019). Exploiting a pregnant woman or forcing the

    continuation of an unwanted pregnancy can be perceived as treating a woman as a means to an end.

    Oppositely, abortion can be viewed in a negative light as treating the fetus as a means to an end, in order

    for the woman to continue on with her life and ambitions, free of a child.

    Virtue ethics focuses on the character traits, or virtues, of the person in a situation of ethical

    conflict. This theory helps dictate the correct course of action by relying on what the virtuous person

    would do in that circumstance (Beauchamp & Childress, 2019). Neale (2022) discusses the ways in which

    virtue ethics can be perceived to either support or negate abortion. A woman who seeks an abortion may

    be viewed under virtue ethics as selfish or heartless for killing their unborn child. Alternatively, that same

    woman may not be able to afford or care for a child, in which she can be considered sensible and

    compassionate towards the quality of life the fetus would be born into. The healthcare provider choosing

    to perform an abortion can possess the virtue of sympathy towards a woman who does not want the child

    or evil for conducting the procedure. The healthcare provider who refuses to perform abortions can be

    viewed as caring towards life or malicious for refusing reproductive rights to women. Evidently,

    considering the various perspectives and characterizations one can make depending on the individual

    situation, the ethically correct action surrounding abortion is poorly defined based on virtue ethics alone.

    Rights theory can be applied to both the pro-choice and pro-life stances. The woman has the right

    to autonomy, bodily integrity, and reproductive choices, including the right to an abortion. One can also

    say, however, that under the rights theory, a fetus has rights, including the right to survive and not be

    killed. The mother is physically able to make her rights and decisions be voiced, while the fetus cannot.

    However, these theories and rights are applicable to human beings. The point at which a fetus develops

    THE RIGHT TO ABORTION 5

    moral status and personhood heavily impacts the application of the rights theory. While pro-life argues

    that a fetus attains personhood at the point of fertilization, pro-choice makes this distinction based on

    certain stages of development and gestational milestones (Miklavcic & Flaman, 2017).

    Respect for autonomy supports the pregnant woman’s right to make decisions about her body and

    pregnancy, including termination. If she has the intention to end the pregnancy, understands the extent of

    her decision, is not being influenced or coerced, and is competent, the woman should be able to make this

    decision for herself under the principle of autonomy (Beauchamp & Childress, 2019). However,

    autonomy can also be seen from the fetus’s perspective. Abortion does not consider a fetus’s right to

    choose. Although, the fetus is physically incapable of making a choice while in the womb.

    Abortion inherently will harm the fetus and end its life. This goes against the principle of

    beneficence, in which preventing harm is a mainstay. On the other hand, abortion can potentially save the

    life of the pregnant woman if their health is at risk due to pregnancy complications. In that case, abortion

    is benefiting the woman by saving her life. Additionally, even with abortion restrictions in place, the

    incidence of abortion continues, just in an unsafe, unsanitary manner (Casey et al., 2019). When looking

    at the principle of utility, a birth is costly compared to an abortion (Tomlinson, 2021). On the other hand,

    the mother’s life may be saved, but the fetus would be killed.

    Again, inherently, abortion inflicts harm on the fetus, which violates a core obligation of

    nonmaleficence and it’s more specific rule to not kill. The matter comes down to a highly debated topic of

    whether the fetus feels pain or not and is considered a person or not. If so, killing the fetus is morally

    wrong under nonmaleficence standards. Although, Beauchamp and Childress (2019, p. 159), explain that

    “harmful actions that involve justifiable setbacks to another’s interests are not wrong.” Thus, pro-choice

    can argue that inflicting harm on the fetus is justifiable to protect the interests and rights of the mother.

    Under the ethical principle of justice lies six theories. Most applicable to abortion are the

    capability theory and well-being theory. The capability theory discusses one’s ability to live with good

    health, “without dying prematurely” (Beauchamp & Childress, 2019, p. 279). If the fetus is a person, then

    abortion violates the principle of justice by prematurely taking the life of a human. That same theory can

    THE RIGHT TO ABORTION 6

    support abortion, as it states a human should have bodily integrity, including reproductive choices. The

    well-being theory begins with the basic premise that justice is concerned with human well-being and

    emphasizes the right to health and self-determination. Thus, it can be said that abortion permits justice, as

    without this right, a woman cannot control their own life and manage their health if at risk due to

    pregnancy. Justice also involves health policy and accessibility. The laws and policies surrounding

    abortion are evolving depending on the state and the position of the federal government. In the last

    decade, around 500 policies restricting abortions have been implemented across the United States (Redd

    et al., 2021). These restrictive abortion policies have proven to disproportionately and negatively affect

    the health of Blacks, the uneducated, and vulnerable populations, leading to further health inequities.

    Conclusion

    The ethically correct course of action is to permit women the right to an abortion. After critical

    analysis of these moral guidelines, it can be concluded that abortion follows a majority of the ethical

    standards. Both utilitarianism and rights theory portrayed the most convincing argument to support

    abortion. Considering the variety of reasons for women to seek an abortion and the unknown sentience of

    the fetus, it can be determined that the maximal good of abortion overrules the negative consequences.

    Given the inconclusive debate over the personhood of the fetus, the moral theories and ethical principles

    must be attributed to the health and desires of the woman who is physically and mentally capable of moral

    status. Therefore, the rights theory supports a woman’s right to terminate an unwanted or unsafe

    pregnancy. Furthermore, the ethical principles of autonomy and justice were most persuasive in arguing

    for the right to abortion. A woman’s right to bodily integrity and reproductive choices were key factors

    associated with autonomy and justice. Additionally, the risk for maternal health threats, as an example,

    supersede the death of the fetus in applying the rules of beneficence and nonmaleficence to the case of

    abortion. While this paper attempts to cover arguments on both sides of the abortion rights debate, it is

    important to note that only two extreme sides were acknowledged, when in reality a range exists

    including deliberation on gestational limits, health exceptions, etc. In conclusion, when looking to

    decipher one correct course of action, free of caveats, the right to abortion is deemed ethical.

    THE RIGHT TO ABORTION 7

    References

    Baldwin, A., Johnson, D.M., Broussard, K., Tello-Perez, L.A., Madera, M., Ze-Noah, C., Padron, E., &

    Aiken, A. (2022). U.S. abortion care providers’ perspectives on self-managed abortion.

    Qualitative Health Research, 1-12. https://doi.org/10.1177/10497323221077296

    Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University

    Press.

    Bruce, T.C. (2020). Efficacy, distancing, and reconciling: Religion and race in Americans’ abortion

    attitudes. Religions, 11(9), 1-23. https://doi.org/10.3390/rel11090475

    Casey, S.E., Steven, V.J., Deitch, J., Dumas, E.F., Gallagher, M.C., Martinez, S., Morris, C.N.,

    Rafanoharana, R.V., & Wheeler, E. (2019). “You must first save her life”: Community

    perceptions towards induced abortion and post-abortion care in North and South Kivu,

    Democratic Republic of the Congo. Sexual and Reproductive Health Matters, 27(1), 106-117.

    https://doi.org/10.1080/09688080.2019.1571309

    Mayans, I., & Vaca, M. (2018). The paternalistic argument against abortion. Hypatia, 33(1), 22-29.

    https://doi.org/10.1111/hypa.12385

    Miklavcic, J.J., & Flaman, P. (2017). Personhood status of the human zygote, embryo, fetus. The Linacre

    Quarterly, 84(2), 130-144. https://doi.org/10.1080/00243639.2017.1299896

    Neale, A. (2022). Application of virtue ethics to human life and death. Think: Philosophy for Everyone,

    21(60), 105-108. https://doi.org/10.1017/S1477175621000373

    Redd, S.K., Rice, W.S., Aswani, M.S., Blake, S., Julian, Z., Sen, B., Wingate, M., & Hall, K.S. (2021).

    Racial/ethnic and educational inequities in restrictive abortion policy variation and adverse birth

    outcomes in the United States. BMC Health Services Research, 21(1), 1-1139.

    https://doi.org/10.1186/s12913-021-07165-x

    Rosen, J.D. (2020). June Medical Services v. Russo: A threat to physcians’ standing to challenge abortion

    regulations. The New England Journal of Medicine, 383(12), 1101-1103.

    https://doi.org/10.1056/NEJMp2025176

    THE RIGHT TO ABORTION 8

    Svenaeus, F. (2017). Phenomenology of pregnancy and the ethics of abortion. Medicine, Health Care,

    and Philosophy, 21(1), 77-87. https://doi.org/10.1007/s11019-017-9786-x

    Tomlinson, S.J. (2021). Access denied: The proliferation of American medical abortion laws, 2000-2018.

    American Journal of Preventive Medicine, 60(4), 497-503.

    https://doi.org/10.1016/j.amepre.2020.11.008

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