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For this Discussion, answer one of the instructor-provided questions: CH 10 Historians often consider France’s Louis XIV the quintessential absolutist monarch.

For this Discussion, answer one of the instructor-provided questions: CH 10 Historians often consider France’s Louis XIV the quintessential absolutist monarch. Would you agree with their statement? If

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   Choose 1 of the following prompts to complete your thread: 1. What seems to be the main source of conflict between supervisors, employees, and the HR department? 2. Do you believe that managers should be given more autonomy to make personnel decisions such as hiring, appraising, and compensating subordinates, or do you believe that managers should be given less autonomy to make such decisions? Explain and substantiate your reasoning. 3. Why would employers want to fire employees whose dependents are having serious health problems? What do you think would be the reaction of employees with healthy dependents who suspect this might be happening? Explain. 4. In a world that is quick to state discrimination has taken place, there is a new discrimination emerging (i.e., reverse discrimination). Is this form of discrimination really discrimination? What diversity practices would you put in place to prevent any kind of discrimination?

   Choose 1 of the following prompts to complete your thread: 1. What seems to be the main source of conflict between supervisors, employees, and the HR department? 2. Do you believe that managers should be given more autonomy to make personnel decisions such as hiring, appraising, and compensating subordinates,

r39Chapter SixDecision-Maldng Episodes Requiring the NegotiationDecision Strategy egotiation decision-making episodes stress the weighing of options and.the criteria used as the basis for selectingoptions. Its basic function is to help students develop ways to make decisions where they must surrender one group ofoptions in order to obtain a group of options they value more highly. This format of the decision-making episode can also be used to provide students with practice coping with situations where individuals must accept certain-evils in order to avoid greater ones.The negotiation format contains four essen- tial components elenients. There is:r a story providing a context in which anindividual (or group) confronts the need to select a set ofhighly valued options at the expense ofa set ofoptions she or he or the group also values;. .lj$ of nine or more options from which a student must select the third that are most preferred and the third that she or he is most willing to surrender in 6rder to ensure the first group ofoptions are obtained;o decision sheets on which students record both the group of options they most pre- fer and the group of options theyare will- ing to give up and the consequences like. ly to result flom their decisions; andr a set ofquestions suggestive ofthe kinds of questions that will be raised during the follow-up discussion of the episode once students have made their decisions.The list of options and the decision sheets warrant further attention.The list of options should be homogeneous. For instance, if statements of consequences are used, then all statements should,be expressed as conse- quences. Or, if statements of’feasons are used, then all statements should be phrased as reasons. Furthermore, all options should be designed to evoke either positive or negative reactions fromstudents: that is, students should wish that they could choose all the options or that they could avoid having to choose zmy one or more of all the options.Decision sheets provide students with a struc- ture within which they can complete the pre-decision and final decision tasks. These also help students to engage in a conscious examination of the basis for and consequences of their choices. Students may be instructed in these decision sheets to list the positive effects of their preferred options and the negative effects that would have resulted from the choices they chose to reject. In some instances students are guided to examine the negative consequences of their preferred options and the positive conse- quences lost by rejecting (or ignoring) other options.When a student has completed the decision sheets provided for a negotiation episode, he or she has generalized that three options are best and that three are far less desirable and are to be given up or rejected. He also will list conse- quences likely to follow from each of these deci- sions. In effect, the student has classified items or courses of action based on personal values about a particular situation in terms of relevant beliefs and disbeliefs, preferences, or likes and dislikes.SAMPLESSix examples of the negotiation format of deci- sion-making episodes follow. Although each con- tains the four components outlined above, activities consistent with this decision stratery format can be styled in different fashions. They may incorporate rank ordering; they should incorporate the search for criteria and consequences. The reader will want to be alert to these variations as well as to the four components required by the negotiation format as the examples are studied. In addition, the teacher may find it useful to practice completing decision sheets for some or all of these learning episodes to experience the “feel” of using this decision stratery.

r39 Chapter Six Decision-Maldng Episodes Requiring the Negotiation Decision Strategy egotiation decision-making episodes stress the weighing of options and.the criteria used as the basis for selecting options. Its basic function is to help students develop ways to make decisions where they must surrender one group ofoptions in order to obtain

INTERVIEW SUMMARY AND ANALYSIS (approximately 1-3 paragraphs or 1 page) summarize and analyze what the most important things that he/she learned as a result of conducting this interview with this principal.  RELEVANCY OF THE ASSIGNMENT (approximately 1-3 paragraphs or 1 page) comment on how relevant this assignment was in gaining insights into the financial realities, duties, and responsibilities of being a school principal.

INTERVIEW SUMMARY AND ANALYSIS (approximately 1-3 paragraphs or 1 page) summarize and analyze what the most important things that he/she learned as a result of conducting this interview with this principal.  RELEVANCY OF THE ASSIGNMENT (approximately 1-3 paragraphs or 1 page) comment on how relevant this assignment was in gaining

Overview:  As you learned in the CPG 201 document, Step 1 of the THIRA process involves the identification, definition, and prioritization of risks and hazards. We will be using the Graniteville, SC train derailment/chlorine release as the scenario to complete Step 1. Using the key facts presented in the scenario, a list of 10 risks was developed based on core capabilities, mission areas, and community lifelines analyzed to identify and prioritize each risk item. Risk item definitions, priorities, and core capabilities are provided in the worksheet; students must complete Step 1 of the THIRA process by entering the correct community lifeline associated with each risk.  Instructions:  • Identify the community lifeline that best characterizes each risk item identified in the worksheet. Use the Community Lifelines Presentation in reading and resources to complete Step 1 of the THIRA.  o There may be more than one correct community lifeline per risk item.  o Extra credit opportunity: You may receive up to 10 points of extra credit for providing two correct additional community lifelines for any two risk items.  Requirements:  • Complete the worksheet by entering the correct community lifeline associated with each risk.  • Use the worksheet to enter all answers. Download the worksheet using MS Word and enter the correct community lifeline associated with each risk item. See the attached document for complete worksheet, instructions and scenario

Overview:  As you learned in the CPG 201 document, Step 1 of the THIRA process involves the identification, definition, and prioritization of risks and hazards. We will be using the Graniteville, SC train derailment/chlorine release as the scenario to complete Step 1. Using the key facts presented in the scenario,

Brand AssessmentGuidelines: 1. Up to three people to a group 2. Printed report – 3,200 words minimum. 3. In class Presentation – 15-16 minutes. 4. Include pictures, charts, graphs, videos and/or as necessary. 5. The report should be generated from, but not limited to the below outline. 6. The in-class presentation will be graded according to the “Class Presentation Rubric.”1. Executive summary2. The brand: a. Product b. Pricing c. Place d. Promotion3. Brand Vision Does it align with the organization?4. Brand Values What does the brand stand for? What are the core values? The brand’s character?5. Brand Personas Does the brand use brand personas?6. Brand positioningWhat is the brand’s positioning strategy? What makes the brand different? What makes it unique? What makes it similar to others?7. Brand Name Does the brand name fit the strategy? Is it a strong brand name?8. Brand Identity Is the brand identity on par with—or superior to competitors? Imagery, colors, etcetera.9. Website experience Does the brand’s website properly reflect the brand while encouraging online interactions with consumers?10. Brand Story Does the brand create content to share brand’s story and shape perceptions about it?11. Brand SWOT a. Strength b. Weakness c. Opportunities d. Threats12. Summary and conclusion

Brand Assessment Guidelines: 1. Up to three people to a group 2. Printed report – 3,200 words minimum. 3. In class Presentation – 15-16 minutes. 4. Include pictures, charts, graphs, videos and/or as necessary. 5. The report should be generated from, but not limited to the below outline. 6. The

Summarize the film and discuss specific aspects of the immigrant experience based upon what we have discussed in class. You may include acculturation, identity development, cultural norm issues, intergroup or interpersonal issues experienced by the main character or characters as a result of immigration. What differences exist between the dominant and immigrant culture? What conflicts does this cause? How do religious or cultural beliefs affect character’s behavior and interaction with their environment? Does the film display cultural or racial stereotypes? What are they and are the displayed in a positive or negative way in the film?

Summarize the film and discuss specific aspects of the immigrant experience based upon what we have discussed in class. You may include acculturation, identity development, cultural norm issues, intergroup or interpersonal issues experienced by the main character or characters as a result of immigration. What differences exist between the dominant

Discussion: Short Response How we raise children differs across cultures. Choose one culture outside of your own (Black American culture). Discuss a child-rearing practice (such as potty-training, discipline, bathing, and sleeping practices). Using articles from the internet or electronic journals and citing at least two articles, discuss the child-rearing practice and how it is different from how you were raised.   

Discussion: Short Response How we raise children differs across cultures. Choose one culture outside of your own (Black American culture). Discuss a child-rearing practice (such as potty-training, discipline, bathing, and sleeping practices). Using articles from the internet or electronic journals and citing at least two articles, discuss the child-rearing practice

see uploadSurname 2TaMinka WatfordMicrobiology LabA.RochaAnnotated Bibliography on EbolaAlmeida-Pinto, F., Pinto, R., & Rocha, J. (2024). Navigating the Complex Landscape of Ebola Infection Treatment: A Review of Emerging Pharmacological Approaches. Infectious Diseases and Therapy. Almeida-Pinto et al. (2024) offer a comprehensive analysis of evolving pharmacological therapeutic interventions for the management of EVD. It provides the genomic pic of Ebola virus (EBOV) also describing with multifunctional roles that proteins encoded play in infection process. The one of the points which are highlighted by the review is about recent developments in EVD treatment, especially concerning antibody-based therapeutics and clinical practice guidelines within evidence-based medicine for several drugs. It discusses the upmost pressing issues of broadening therapeutic agents with a view to improve outcome per patient and zooms in on targeting viral proteins, host factors as upcoming means for novel therapy development. The review also addresses reposition of available drugs against other non-EVD indications as one viable approach for treatment EVD. This review provides a deep and updated understanding of the molecular mechanisms driving EVDs pathogenesis as well as how pharmacological treatments are changing.Bettini, A., Lapa, D., & Garbuglia, A. R. (2023). Diagnostics of Ebola virus. Frontiers in Public Health, 11. Bettini et al. (2023) concentrate on diagnostic techniques for Ebola virus, discussing the constraints of inadequate laboratory facilities at endemic areas and requirement for finding rapid and specific diagnostics. It assesses molecular tests including the Real-Star Altona and the Cepheid system regarding their efficacy as well as feasibility. Bettini et al. (2023) lay out the evolution of RDTs based on antibody detection and this sensitivity compared to molecular tests. In order to stress the value of confirming RDT-negative results with molecular tests, mentioned variations in sensitivity are provided. This article offers information about the available testing diagnostic strategies for Ebola virus and ongoing attempts to enhance diagnostics efficacy mainly in resource-restricted settings.Jacob, S. T., Crozier, I., Fischer, W. A., Hewlett, A., Kraft, C. S., Vega, M.-A. de L., Soka, M. J., Wahl, V., Griffiths, A., Bollinger, L., & Kuhn, J. H. (2020). Ebola virus disease. Nature Reviews Disease Primers, 6(1). This critical analysis provides a general overview of the clinical aspects, location and spread transmission, diagnosis as well as management for victims suffering Ebola virus disease (EVD). Jacob et al. (2020) talk about the modes of transmission, zoonotic origins and high case- fatality rate for EVD. The importance of early diagnosis through a trio of case definition and laboratory tests in the formulation real-time reverse transcription PCR, rapid diagnostic test is reflected by this review. It also gives insights into the emerging medical countermeasure developments such as approvals of an EBOV target vaccine and transitioning case fatality to single digit survival. In addition, current and future EVD infection prevention strategies as well as an optimal clinical approach in the wake of learned lessons from recent outbreaks are included in this review. This article serves as a comprehensive reference in evaluating EVD epidemiology and pathogenesis as well as clinical management of the diseaseKiiza, P., Mullin, S., Teo, K., Adhikari, N. K. J., & Fowler, R. A. (2020). Treatment of Ebola-related critical illness. Intensive Care Medicine, 46(2), 285–297. Kiiza et al. (2020) discuss contemporary clinical management of Ebola virus disease patients receiving critical care. It is on progress and current EVD care advances after the 2014–16 outbreak, such as point-of-care diagnostics breakthroughs characterization of clinical course in infected patients and patient – optimized standards. The article makes reference to critical care clinicians playing an essential role in managing complications arising from causation of EVD which often include life threatening conditions such as hypotension, electrolyte imbalance and respiratory failure among others. Kiiza et al. (2020) place critical care interventions, such as intravenous fluid resuscitation and vasoactive medications at the center of focus esp. renal replacement therapy for improved outcomes in patients. The issue of viability and safety when performing clinical interventions such as critical care in Ebola affected patients with highly trained personnel and upheld standards on infection prevention control are also dissected. This article gives useful insights of EVD management in intensive settings and the importance of ICU so that patients survival is improved.Rojas, M., Monsalve, D. M., Pacheco, Y., Acosta-Ampudia, Y., Ramírez-Santana, C., Ansari, A. A., Gershwin, M. E., & Anaya, J.-M. (2020). Ebola virus disease: An emerging and re-emerging viral threat. Journal of Autoimmunity, 106(102375), 102375. This EVD review covers molecular biology, etiology, clinical characteristics, and therapy. It describes the genomics and proteins of Ebola virus and their role in viral pathogenicity. Rojas et al. (2020) discusses Ebola intrinsic immunopathogenic manifestation and autoimmune-like symptoms in survivors. The veterinary pathologies rheumatoid arthritis and systemic lupus erythematosus have been supported by putative mechanisms from many sources today. It emphasizes the challenges of autoimmune complications in EVD therapy and control and calls for greater study. This article provides a comprehensive picture of EVD, including its molecular causes, clinical manifestations, and consequences.References Almeida-Pinto, F., Pinto, R., & Rocha, J. (2024). Navigating the Complex Landscape of Ebola Infection Treatment: A Review of Emerging Pharmacological Approaches. Infectious Diseases and Therapy. Bettini, A., Lapa, D., & Garbuglia, A. R. (2023). Diagnostics of Ebola virus. Frontiers in Public Health, 11. Jacob, S. T., Crozier, I., Fischer, W. A., Hewlett, A., Kraft, C. S., Vega, M.-A. de L., Soka, M. J., Wahl, V., Griffiths, A., Bollinger, L., & Kuhn, J. H. (2020). Ebola virus disease. Nature Reviews Disease Primers, 6(1). Kiiza, P., Mullin, S., Teo, K., Adhikari, N. K. J., & Fowler, R. A. (2020). Treatment of Ebola-related critical illness. Intensive Care Medicine, 46(2), 285–297. Rojas, M., Monsalve, D. M., Pacheco, Y., Acosta-Ampudia, Y., Ramírez-Santana, C., Ansari, A. A., Gershwin, M. E., & Anaya, J.-M. (2020). Ebola virus disease: An emerging and re-emerging viral threat. Journal of Autoimmunity, 106(102375), 102375.

see upload Surname 2 TaMinka Watford Microbiology Lab A.Rocha Annotated Bibliography on Ebola Almeida-Pinto, F., Pinto, R., & Rocha, J. (2024). Navigating the Complex Landscape of Ebola Infection Treatment: A Review of Emerging Pharmacological Approaches. Infectious Diseases and Therapy. Almeida-Pinto et al. (2024) offer a comprehensive analysis of evolving pharmacological

Around 1200-word research paper about Climate Change.Guide Questions：What is the history that has led to our current understanding of the topic you are researching?Who were the scientists involved in the discovery / major advancements in the history and evolution of the subject (if your topic has any)?What are the major processes (physical and / or chemical) involved in your topic?How does your topic affect our world, today? -If you are researching a subject involved with deep time, how does it influence our thinking and understanding of our place on this planet, today?

Around 1200-word research paper about Climate Change. Guide Questions： What is the history that has led to our current understanding of the topic you are researching? Who were the scientists involved in the discovery / major advancements in the history and evolution of the subject (if your topic has any)?

Instructions Spirits ADD TO THE EXISITNG PRESENTATION Presentations should have a minimum of  14 slides that include the following information using the titles and the order specified below. Please note that this project should be focused on the REGIONS you chose and not the state or country your regions are in. · History & Politics – 6 slides minimum  (3 for US region / 3 for international region) · What are the major historical factors that have impacted distilled spirits production in the regions you have selected? · How has history influenced the distilled spirits culture in both of those regions today? · Identify major political events that have impacted the production or consumption of distilled spirits in the regions. · Culture – 4 slides minimum  (2 for US region / 2 for international region) · What is the dominant culture surrounding distilled spirits in the regions you have selected? · What are the cultural/social characteristics that define distilled spirits consumption and culture in the country you have selected? For example, when and where is distilled spirits consumed? · Who drinks distilled spirits in the country and what are the popular styles? · Identify at least 2 festivals, religious events, fairs, or events dealing with distilled spirits in the regions. · Local Food – 2 slides minimum  (1 for US region / 1 for international region) · What are the traditional and trendy local foods that are paired with distilled spirits in your regions? · How does the local food in both region affect distilled spirits culture?  · Economic Impact – 2 slides minimum  (1 for US region / 1 for international region) · Identify the economic impact of the production or consumption of distilled spirits in the region. · Do the selected regions export distilled spirits? · How popular is distilled spirits in the region compared to other beverages such as wine, beer, coffee, and tea? · Are there many distilled spirits producers or is it dominated by a few?  · BIBLIOGRAPHY SLIDE (APA style) – 1 slide minimum ·  REQUIRED!!! Final analysis: After examining each component separately, what can you deduce about the effects geography, environment, history, culture and local food have had upon the distilled spirits culture in the country you have selected?  What do these characteristics say about the culture as a whole?  Finally, compare this region to your selected region in the U.S. (at least 9 slides, including conclusion) Specifically answer the following: i. Compare and contrast the climate of each region. j. How would you describe the distilled spirit culture in each country/region? k. Compare and contrast the distilled spirits processing in your two regions. l. Include at least one slide that references one aspect of pop culture (such as movies, television, books, commercials, songs, etc.) that feature a distilled spirit in  each  of your regions. m. Compare and contrast the religious history and current religious climate of the two regions as they relate to distilled spirits production or consumption. n. What are the similarities between the distilled spirits cultures within the two regions you’re examining? o. What are the differences? p. Conclusion: reflect upon how your world has been affected by analyzing the perspectives, needs, desires, and interests of other citizens of the world. (1 slide)BIBLIOGRAPHY REQUIRED

Instructions Spirits ADD TO THE EXISITNG PRESENTATION Presentations should have a minimum of  14 slides that include the following information using the titles and the order specified below. Please note that this project should be focused on the REGIONS you chose and not the state or country your regions are in.

Instructions – BEERADD TO THE PRESENTATION THAT HAS ALREADY BEEN CREATED Presentations should have a minimum of  14 slides that include the following information using the titles and the order specified below. Please note that this project should be focused on the REGIONS you chose and not the state or country your regions are in. · History & Politics – 6 slides minimum  (3 for US region / 3 for international region) · What are the major historical factors that have impacted beer production in the regions you have selected? · How has history influenced the beer culture in both of those regions today? · Identify major political events that have impacted the production or consumption of beer in the regions. · Culture – 4 slides minimum  (2 for US region / 2 for international region) · What is the dominant culture surrounding beer in the regions you have selected? · What are the cultural/social characteristics that define beer consumption and culture in the country you have selected? For example, when and where is beer consumed? · Who drinks beer in the country and what are the popular styles? · Identify at least 2 festivals, religious events, fairs, or events dealing with beer in the regions. · Local Food – 2 slides minimum  (1 for US region / 1 for international region) · What are the traditional and trendy local foods that are paired with beer in your regions? · How does the local food in both region affect beer culture?  · Economic Impact – 2 slides minimum  (1 for US region / 1 for international region) · Identify the economic impact of the production or consumption of beer in the region. · Do the selected regions export beer? · How popular is beer in the region compared to other beverages such as wine, distilled spirits, coffee, and tea? · Are there many beer producers or is it dominated by a few?  · BIBLIOGRAPHY SLIDE (APA style) – 1 slide minimum ·  REQUIRED!!! Final analysis: After examining each component separately, what can you deduce about the effects geography, environment, history, culture and local food have had upon beer culture in the country you have selected?  What do these characteristics say about the culture as a whole?  Finally, compare this region to your selected region in the U.S. (at least 9 slides, including conclusion) Specifically answer the following: i. Compare and contrast the climate of each region. j. How would you describe beer culture in each country/region? k. Compare and contrast the US beer processing to that of your international region. l. Include at least one slide that references one aspect of popular culture such as movies and or music that features beer in  each  of your regions. m. Compare and contrast the religious history and current religious climate of the two regions as they relate to beer production or consumption. n. What are the similarities between the cultures within the two countries you’re examining? o. What are the differences? p. Conclusion: reflect upon how your world has been affected by analyzing the perspectives, needs, desires, and interests of other citizens of the world. (1 slide)REQUIRED: Bibliography Slide with APA formatting (1 slide) –  Failure to include will result in a zero.

Instructions – BEER ADD TO THE PRESENTATION THAT HAS ALREADY BEEN CREATED Presentations should have a minimum of  14 slides that include the following information using the titles and the order specified below. Please note that this project should be focused on the REGIONS you chose and not the state or

Funda lesi siqeshana bese uphendula imibuzo elandelayo yolimi: Abasebenzi abaningi bakushayela ihlombe ukusebenzela ekhaya ngesikhathi izwe livalwa ngenxa yokhuvethe. Babejatshuliswa ikakhulukazi ukunyuka kukaphethioli ezweni okungeke kusabaphazamisa.  Babona kungcono uma besebenzela emakhaya ngoba angeke besagcwalisa izimoto ngophethiloli masonto onke ukuze baye emsebenzini. Abesifazane abanabantwana bona bakushayele ihlombe kakhulu lokhu kusebenzela ekhaya ngoba bathi besemhlanganweni belalele kumakhalekhukhwini noma kukhompuyutha, bebe befaka izingubo emshinini wokuwasha, bebonda uphuthu esitofini, noma bewasha nezitsha. Abesifazane bavuka bageze ubuso kuphela, bese benza isidlo sasekuseni, bahlanze nendlu ngaphambi kokuqala umsebenzi wabo womqashi. Abesilisa bona bavuka bageze ongazi angathi baya emsebenzini kanti cha, badle isidlo sasekuseni bese behlala kumakhompuyutha benze umsebenzi wabo wosuku. Babejatshuliswa, masonto, besemhlanganweni, womqashi 1.1 Gagula inguquko yefonoloji eyenzeke emagameni abhalwe ngokugqamile, uveze nokuthi yenzeke kanjani. (20) 1.2 Cozulula amagama alandelayo ngamalunga awo: a) ihlombe b) nendlu c) emshini

Funda lesi siqeshana bese uphendula imibuzo elandelayo yolimi: Abasebenzi abaningi bakushayela ihlombe ukusebenzela ekhaya ngesikhathi izwe livalwa ngenxa yokhuvethe. Babejatshuliswa ikakhulukazi ukunyuka kukaphethioli ezweni okungeke kusabaphazamisa.  Babona kungcono uma besebenzela emakhaya ngoba angeke besagcwalisa izimoto ngophethiloli masonto onke ukuze baye emsebenzini. Abesifazane abanabantwana bona bakushayele ihlombe kakhulu lokhu kusebenzela ekhaya ngoba bathi besemhlanganweni belalele kumakhalekhukhwini noma

The suspension system of a car traveling on a bumpy road has a stiffness of and the effective mass of the car on the suspension is m=750kg. The road bumps can be considered to be periodic half- sine waves as indicated in Figure. Determine the displacement response of the car. Assume the damping of the system to be negligible.: The Fourier series representation of the bumpy road, y(t), is given byy(t)=\frac{1}{\pi}+\frac{1}{2}sin~2\pi t-\frac{2}{\pi}\{\frac{cos~4\pi t}{1(3)}+\frac{cos~8\pi t}{3(5)}+\frac{cos~12\pi t}{5(7)}+\cdot\cdot\cdot\}x(t)t(time)7777J_{f}m(20 marks)8^{k}y(t)hann

The suspension system of a car traveling on a bumpy road has a stiffness of and the effective mass of the car on the suspension is m=750kg. The road bumps can be considered to be periodic half- sine waves as indicated in Figure. Determine the displacement response of the car.

800-900 words for the essay, plus a section of Further Reading There are three main purposes in this assignment: To give you practice at summarizing scholarly work in your own words. Any research paper is a combination of your own ideas with facts or ideas that you have found in your research. Summarizing an argument (or article) is not easy, and it takes practice to learn what to information to include and what to leave aside. To practice giving page numbers for the source of information even when you are not quoting the exact wording from your source. To help you learn to search for scholarly articles on a given topic in Roman Civilization. To practice consistent formatting for a bibliography. Description of assignment:Select one of the articles. Prepare a summary (800-900 words plus Further Reading) that includes the following elements. Give a word count at the end of the assignment. The numbered points below indicate the elements to include in the assignment. You will be summarizing and evaluating a work rather than creating and supporting a thesis statement. What is the problem/question that the scholar is trying to answer? What kind of ancient evidence does she or he use? These might be ancient written texts such as letters, plays, speeches, or historical writings. They might be ancient inscriptions. Some of the articles draw information from different types of artefacts, artworks, or buildings. You don’t need to name every ancient author that the writer mentions; instead, summarize the types of sources, perhaps naming a couple of the most important more specifically. Two or three sentences on sources is enough. This section basically works as an introduction. What conclusions does he or she draw? Here is where you are largely summarizing the article. Be sure to state clearly what the author’s main argument is. This section will be the meat of your assignment and would be a few paragraphs long, perhaps two thirds of your words. I expect to see frequent page references to show particular information comes from (see below) What is your reaction to the article? Discuss it in the context of ideas raised in class or concepts in the textbook (look for a chapter that addresses similar topics even if we have not discussed it in class just yet). Critiques? Further questions? Does it make you think of modern parallels? I anticipate about a paragraph here. As you refer to particular ideas of the author, provide a reference with the page number. I expect to see frequent references. Chicago style uses footnotes (see examples below). You may also use a bracketed in-text reference (surname year, page), like this: (Vout 1996, 212-14). It is important to give references even when you are not making a direct quote. Use only 1-3 direct quotes from the article within this summary (punctuated with quotation marks: (“ ”) and be sure to give the page number. This is practice at citing your source of information. Further Reading. Identify four scholarly works held in the University of Manitoba library (digital or paper) that a person could read to learn more about the topic of the article. Look for items identified as a book or article (and book chapter is fine too but a little harder to format). Be sure to include at least one book and one article from a scholarly journal. They should be items published since 2000, the more recent the better. You do not need to read these works, just identify them and format them properly. Create a list called “Further reading” and list these works alphabetically, using correct formatting in the Chicago style (this link takes you to a downloadable Quick Guide from the library). The library catalogue itself and other tools will get you started on formatting entries, but you need to check them anyhow for consistency. List of articles: Carter, M. J. “Gladiatorial Combat: The Rules of Engagement.” Classical Journal, 102, no. 2 (2006): 97-114. Huemoeller, Katharine P. D. “Freedom in Marriage? Manumission for Marriage in the Roman World.” Journal of Roman Studies 110 (2020): 123-139. Vout, Caroline. “The Myth of the Toga: Understanding the History of Roman Dress.” Greece and Rome 43, no. 2 (1996): 204–220. [some components to note for formatting: full first name unless author uses initials; capitalize important words in title; italicize title of journal; colon before page nos.] Footnotes in Chicago style: The first footnote gives full information. The page number is the one where the information comes from. It’s ok to give a run of pages.Lea M. Stirling, “A New Portrait of Livia from Thysdrus (El Jem, Tunisia),” American Journal of Archaeology 116, no. 4 (2012): 626. If you refer to the same source again, you can abbreviate the information, and note there is a comma before the page number instead of a colon.Stirling, “Livia,” 627. How do I find the articles? Start at the main webpage of the library  search tab there looks through books and journals and works well with keywords from the authors and titles of the references above. If the article title doesn’t work, try the title of the book or journal. Strategies for reading I have chosen articles whose writing and argument seem clear to me, but they are serious, detailed works even so. They are written by scholars for other scholars and students. I recommend you read the article twice for the assignment. Read through the article once to get the main argument. You will probably see names, places, terms or bits of Latin (etc.) that you don’t recognize. Keep going. Some of these may come into focus later; for others, you will find they are not necessary for understanding the broad argument. If they crop up frequently, underline them as something to come back to or look up. The second time you read the article, take notes in your own words as you go. Note the page number where information comes from. This is useful when you want to show the location of particular information in your bracketed references. Taking notes in your own words helps you compose the assignment in your own words. Formatting the list of Further Reading Use the MLA stylesheet to format your list of Further Reading. There is a handy compressed instruction sheet here). The library catalogue can get you started on formatting entries, but you need to check them anyhow for consistency (such as capitalization, placement of commas, whether to use initials or full first names). For instance, sometimes the bibliography generators include the name of the e-publisher (e.g. Ebscohost) along with the author’s name. Sometimes they give a title in all capital letters. You need to correct these things if they occur. Use the stylesheet to format the bibliography, but you do not need to follow other components from this style for the rest of the assignment (such as whether or not there is a cover page). Note that the list of Further Reading should be in alphabetical order. Lists of bibliography or Works Cited are normally alphabetized. Submitting your paper Format: Times New Roman 12 point font, double spacedLabel the file thus: SURNAME_firstname_CLAS1280_AuthorSubmit the paper to an Assignments folder in UMLearn (you will find it under the tab for Assessments).Papers are due by midnight on February 28. Sample entry for a chapter in an edited book. Students often have trouble citing a chapter from an edited volume. Here is some advice. If one person wrote the whole book, just give the title of the book. You don’t need to name individual chapters in this situation. One way to tell that one person wrote the whole thing is that the table of contents will give only chapter titles and not individual titles. There are also books called “edited volumes” where an editor or editors collect chapters written by a bunch of different people. Our textbook is an example. You can see the editors’ names on the cover, and then there are separate authors listed for different chapters. Note that the three editors also wrote chapters within the book. When you cite a chapter from an edited volume, you need to provide the author(s) and title for the chapter AND the editor(s) and title for the book. You also have to give the run of pages within the book. So, we would cite chapter 5 from our textbook like this: Ripat, Pauline. “Class and Status.” In Themes in Roman Society and Culture: An Introduction to Ancient Rome, edited by Matt Gibbs, Milorad Nikolic and Pauline Ripat, 88-111. Oxford: Oxford University Press, 2021.

800-900 words for the essay, plus a section of Further Reading There are three main purposes in this assignment: To give you practice at summarizing scholarly work in your own words. Any research paper is a combination of your own ideas with facts or ideas that you have found in your

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