1. How would you describe the speaker? What do you learn about her over the course of the poem?2. Death appears as a character in this poem. How is he described? How does the speaker seem to feel about Death?

3. Besides Death, what other ideas or objects are personified in the poem?4. What scenes does the speaker describe passing outside the carriage window? What does she notice?5. What is the speaker wearing?6. In stanza 5, the speaker and Death “pause” in front of a house. How does the speaker describe the house? Where do you think they are?
7. How long does the speakers carriage ride last? How does the final stanza change your sense of times progression?8. Dickinson is famous for her unusual punctuation, especially her use of dashes. How did the dashes in the poem affect your reading and your sense of the poems meter?9. What is your first impression of the tone of the poem? Is the speaker comfortable with dying?page 21. How does the speaker seem to feel about Death “kindly stopping” for her in the first stanza? What is the significance of her claim that she “could not” stop for him? Is there irony in her use of the word “kindly”?2. How active or passive is the speaker over the course of the poem? Does she exert any control over her own journey? When does she ascribe actions to “we,” and when to “he” (meaning Death or the Sun)?
3. What is the significance of the fact that the speaker first claims that the carriage holds “but just ourselves” (herself and Death), but then amends her representation in the very next line to include “Immortality” as a third passenger? What is the relationship between death and immortality in the poem?4. In what ways does the speakers ride with Death resemble a kind of courtship or marriage?5. Like most of Dickinsons poetry, “[Because I could not stop for Death]” is written in “ballad meter,” alternating lines of iambic tetrameter and iambic trimeter. Track the meter of the poem and note the shift that occurs in stanza 4. What is the significance of this irregularity? How might it serve to add emphasis to the shift in the speakers perception of her own situation as described this stanza?6. What words or phrases are repeated in the poem? What is the effect of these repetitions, particularly the phrase “we passed” and the word “Ground,” which is used to rhyme with itself in stanza 5?7. Like most of Dickinsons poetry, “[Because I could not stop for Death]” employs “slant rhyme,” or “imperfect rhyme” (words that share a final consonant sound or share the same vowel sounds with different consonant endings). Where do you see rhyme in the poem? Where does Dickinson make use of slant rhyme? To what effect?8. What is the significance of the verb “surmised” in the final stanza? Is the speakers surmise also a surprise? How certain is she of her surmise? Is she comfortable, hopeful, or despairing is she about the direction of her journey?9. Why does the poem end with the speaker claiming the carriage horses are headed “toward Eternity”? Are we supposed to understand her as already having reached eternity? Or is her journey ongoing?Emily Dickinson’s poemBecause I could not stop for Death
He kindly stopped for me
The Carriage held but just Ourselves
And Immortality.

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choose a week/theory, outline its key elements and debates, and assess its significance for socio-legal studies. What are the theorys key components, what debates are internal to the theory (this may be more/less significant depending on the theory you choose), and what does it add to our understanding of the relationship between law and society?Theories to pick from:

Liberal Lifeworld
Indigenous legal theories
Legal Pluralism
Poststructuralist Legal Thought: Foucauldian Legal TheoryReferencing must be in Mcgill legal citation Make sure your thesis statement answers the questions above!incorporate all required readings for the week, plus 3 external scholarly sources (not including recommended readings).

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Briefly compare the religious beliefs of the Egyptians and the Mesopotamians. What do their differences tell us about the cultures involved?

I will send the writer pictures of the chapter from the book. Essay questions are at the very bottom. No specific amount of pages or words. INSTRUCTIONS In answering the essay questions, respond in your own words–do NOT copy information out of the textbook. All responses should be the result of critical thinking and insight based on close study of the material. While I expect you to consult your textbook, I also expect the answers to demonstrate your mastery of the material. Phrase the information entirely in your own words to demonstrate your understanding of it; again, do NOT copy it out of the textbook. I already know what the textbook authors have to say. Moreover, answers should be substantive, in-depth, and detailed to receive any credit.In other words, while I absolutely expect you to consult your textbook as a source of information for the essay (absolutely NO other sources–website, blog, etc.), I am looking to see how well you have synthesized, absorbed, and gained insight from a critical reading and study of the material. Again, answers should be substantive, in-depth, and detailed to receive any credit.WARNING: Any material taken from the textbook to support your answers, even if paraphrased, MUST be properly cited (MLA format) throughout your answers (not just at the end; see the example below). Moreover, the material for these chapters is NOT “common knowledge;” it is very discipline-specific, and so, your answers, although phrased in your own words, should be properly documented. A failure to do so constitutes plagiarism. Too, all responses MUST be college-level in style and content. And while you may use a direct quote here and there to lend credibility to your answers, do NOT string quotes together instead of answering the questions in your own words. Again, paraphrase the material and properly cite it throughout since the words may be yours but the ideas and information are not.Study carefully the examples below:Citing an Electronic Textbook: Charlemagne had two goals as King of the Franksto expand his empire and spread Christianity while doing so and to spread learning throughout his realm (Cunningham, et al. Chapter 9, “Charlemagne”). He spent the first twenty years of his reign in the saddle, consolidating his realm. Once this was accomplished, he established the palace school in Aachen, and employed Alcuin of York to create a curriculum that became the basis for classical learning in the Middle Ages (Cunningham, et al., Chapter 9, “Learning in the Time of Charlemagne”). Moreover, a number of religious reforms occurred during Charlemagne’s reign. He sent for a copy of the Vulgate Bible from Rome, and then he commissioned monks to create accurate copies to be distributed throughout the empire (Cunningham, et al., Chapter 9, “Carolingian Culture”). He had the liturgy and music of the Church standardized and reformed, as well (ibid). The great kings efforts helped to pull Europe out of the darkness after the fall of the Roman Empire.**What you see it the last name of the first author of the course textbook followed by a comma and the Latin words et al (meaning: “and others”) in italics followed by a period. Then state the textbook chapter in which the information is found followed by a comma. After the comma, the title of the specific section in which the information is found is placed in quotation marks. A period goes AFTER the parenthetical citation and ends the sentence. Subsequent citation from the same chapter and section can use the following: (Ibid). Ibid means “in the same place.” However, if you cite information from a different chapter or section, you must cite it in full. **What you see above are examples of a college-level answer that uses specific information from the textbook but has been properly paraphrased–expressed entirely in my own words–and properly cited throughout using MLA citation format. Your answers on the essay portion of the exam should model this. Once more with feeling: Do NOT simply cite a range of pages or a reference at the end of your answer. Again, use of source material must be cited throughout the answer as it is used.Again, do NOT just string quotes together in your answers. Paraphrase the information–that is, state it in your own words–and cite it throughout to credit the source (textbook only) that provides the basis for your response. You MUST demonstrate your understanding of the material by your ability to compose a cogent, college-level response that uses the source material on which the answer is based by proper citation (MLA format only). This is a hallmark of all academic and professional work.BE AWARE: The essay responses will be automatically submitted to Vericite by the Canvas system. Vericite is an originality program that scans all submissions for plagiarism. It has an enormous database that is continually updated. Just do your own work, and use source material (the textbook only) appropriately. NOTE: If you fail to proofread your work and it contains obvious errors, I will deduct significant points. This is college, and your work should reflect your status as an intelligent, capable college student. Now on to the task at hand, read the directions below VERY CAREFULLY!
Essay Directions: Answer each of the questions below in a “meaty” paragraph of at least ten-to-twelve focused sentences. All responses must be detailed, specific, and college-level in style and content (complete sentences only). Each answer is worth up to ten points.
NOTE: These questions require discipline-specific information to be answered accurately. Only the textbook may be used as a source. All source information–even when phrased in your own words–MUST be PROPERLY documented to receive ANY credit. After all, the words may be yours, but the ideas, the information, the details, and so forth are not. Please look at the example provided in the message about the exam in the Announcements tool. Your responses should model that example.
IMPORTANT: All answers must be well-developed for depth, detail and critical insight as well as properly cited throughout to receive ANY credit. NOTE: Please do NOT include the questions with your answers. Simply number each answer to correspond to the question being addressed.
QUESTIONS

2.What are the main features of the Homeric world view? Be very specific.
3.What are the features of a work of art that indicate it is Hellenistic? How does the Hellenistic style contrast with that of the Classical Period?
4.What are the chief features of Etruscan culture and religion?
5.Discuss this statement: Roman art and culture are late and debased forms of Hellenistic art.

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Using Literary Criticism Use an Internet search engine or sources in your college library to research how at least three literary critics have interpreted “[Because I could not stop for Death].”

Critics have read the speakers relationship to Death and her feelings about immortality in very different ways. Take notes on the critics arguments and assess their analyses of the poems language. Do you agree with one critic or another? Can you offer an alternative reading, or alternative evidence for a particular reading? Generate your own thesis about how to understand “[Because I could not stop for Death]” and articulate it in relation to existing literary criticism on the poem. You might read “Using Research to Generate Topic and Thesis” in the “Writing about Literature” section of this website to help you get started.2. Comparing Works Emily Dickinson evidently spent a great deal of time thinking about the nature of pain, dying, and deathshe wrote many poems on this subject. Drawing from the selection of Dickinson’s poems in The Norton Anthology of American Literature or through research using your college library or an Internet search engine, read at least three of Dickinson’s other poems that treat the subject of death. Write an essay comparing “[Because I could not stop for Death]” with these other poems, making an argument about her conception of death and immortality. Is it consistent across the poems? Does it seem to shift or vary in different poems? Or even within individual poems?
3. Short Response Read “[Because I could not stop for Death]” as it appeared in its earliest published form (after Dickinsons death), in the 1890 Poems, edited by Mabel Loomis Todd and T. W. Higginson. Youll notice that Todd and Higginson assigned the poem the title “The Chariot,” regularized Dickinsons punctuation, omitted a stanza, and changed many words.
4. Write a one- to two-page response paper about the differences between this poem and the version that appears in The Norton Anthology of American Literature. How is the poem changed by changes in punctuation? Changes in wording? What is the effect of leaving out stanza 4? Why do you think the 1890 editors might have made these alterations?
here is the poem
by emily Dickinson
“The Chariot”
Because I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.
We slowly drove, he knew no haste,
And I had put away
My labor, and my leisure too,
For his civility.
We passed the school where children played,
Their lessons scarcely done;
We passed the fields of gazing grain,
We passed the setting sun.
We paused before a house that seemed
A swelling of the ground;
The roof was scarcely visible.
The cornice but a mound.
Since then ’tis centuries but each
Feels shorter than the day
I first surmised the horses’ heads
Were toward eternity.

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In your discussion of how this article applies to the unit concepts, you should: describe various fluid dynamics terminologies within the article, distinguish between atmospheric pressure and liquid pressure, and describe ideal gas law for various practical applications.

Select and read one of the articles below: MacInnis, J. B. (2015). Living under the sea. Journal of Diving History, 23(85), 40-43. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=112931398&site=ehost-live&scope=site Hardy, K., Koblick, I., & MacInnis, J. B. (2016). Ed Links submerged portable inflatable dwelling (SPID). Journal of Diving History, 24(86), 42-26. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=114708312&site=ehost-live&scope=site After reading the article, you will write an article review that includes a short summary of the article and your general thoughts about the article. You should address how the physical concepts that we have learned in this unit are used or applied. Your article review should be at least three pages long, and it should be formatted in APA style.

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Impact of the Vietnam War on Humboldt County, California

This is a Chicago Style research paper examining the impact of the Vietnam War on Humboldt County, California. In particular, it should examine any changes in local demographics, college enrollment statistics, draft and enlistment statistics, economics, politics, and social climate during and directly after the Vietnam War era. The paper should be based on primary source research with secondary sources used to supplement the information gained from primary sources. In addition to any other primary sources, local newspapers from the time should be a main primary source. This should include, but not be limited to, The Eureka Times-Standard, The Humboldt Times, The Humboldt Standard, and the Humboldt State University newspaper The Lumberjack. Secondary sources should include any relevant books or scholarship regarding the Vietnam War era in Humboldt County or California as a whole. This should include A View from the Hill by Dr. William R. Tanner.

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On the basis of contemporary cutting-edge research, critically review the evidence for the role of inflammatory response genes in the control of human development, ageing, and the genesis of age-related disease.

On the basis of contemporary cutting-edge research, critically review the evidence for the role of inflammatory response genes in the control of human development, ageing, and the genesis of age-related disease.

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– Do you think one theory should be used as the primary basis of your disciplines Code? Exclusive basis? If so, which one and why? If not, why not?

An argument can be made that elements of all three of the ethical theories that we have studied in this
course appear in the engineering codes of ethics. If correct, it can be asserted that this reflects an
admirable level of pluralism and insight in the codes. However, such pluralism can also lead to
inconsistencies and confusion.
Using your disciplines Code of Ethics, please respond to the following:

– Identify and address the strongest counterargument to your position
Please do in-text citation.

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Reflect on what values and ethical principles seem to be underlying support for and opposition to ACA?

The Affordable Care Act (ACA) has generated a lot of buzz among health care professionals. A blog hosted by your state board of health has asked for people to post their feelings about the ethics of the ACA. It is difficult to have sane discussions about the ACA, even with legislators, without understanding where people are coming from. A topic rarely discussed is what actual values Americans hold that affect their opinion about the ACA. Of particular concern for those of us in health care is what our colleagues are thinking. This blog is dedicated to airing the beliefs of health care professionals and trying to find some common ground. Below are the first few posts that were made to this blog. Read each of the blog topics and select one to respond to. Since this is to be thought of as a blog commentary, remember that this response may be accessed by everyone in your organization, across the state and perhaps all over world via social media sharing like Twitter. As a health care administrator, your response must be factual, to the point, and non-inflammatory.Where do you stand and why? This blog is aimed at the values and ethics that underlie opinions. Be sure you address these opinions using appropriate ethics terminology (see assigned reading and include references). Peoples basic ethics underlie their political stance be sure to focus on the values in this discussion.It is not fair for those who have jobs and work hard to have to pay for the health care of others because the government has decided to interfere. The government should not be involved in ensuring people can get basic health carelet them do it for themselves. After all this is America, and we all have equal opportunity!
Charity and kindness are a part of the American way of life. If we abandon them in health policy making, weve lost some of our essential nature. The ACA recognizes the problems of those less fortunate and tries to remedy it.
Where is the money going to come from? Providers and hospitals are already stretched thin with shrinking reimbursements. Now the government wants to add penalties through value based purchasing. How are we supposed to make that work?
Any patient can experience a poor outcome. Some poor outcomes are the patients fault for not following treatment regimens. How are we supposed to combat that? Where do these new quality of care incentives capture that?

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