MANAGEMENT INFORMATION SYSTEM
Management information system is a use among administrative affiliations requires the taking off of radical upgrades transversely finished administrative structures that impact HR to the extent specific capacities, aptitude, affiliation courses of action, and the pioneering lead which accepts a vital part in advance despite any difficulties looked by the staff. With the ultimate objective of a relationship to advance into the future, they ought to get the development utilize approach, which is a required essential for such affiliations which search for greatness in execution.
INFLUENCE OF MANAGEMENT INFORMATION SYSTEM ON PROJECT MANAGERS
MIS has an amazing responsibility regarding extended forcefulness and ampleness of boss in fundamental leadership process and understands extraordinary issues that appeared in managing an affiliation. MIS produces data things that assistance various of the regular essential leadership needs of administrators and business specialists. Reports, introductions, and responses conveyed by MIS give data that these boss have demonstrated early as attractively meeting their data needs. An administration data framework contains PC based dealing with and in addition manual techniques that give supportive, complete, and perfect data. This data must help administration essential leadership in a rapidly developing business condition. The MIS framework must supply bosses with correct, energetic and complete data. Incredible essential leadership requires quality data and ideal data; a MIS is especially planned to give data on a perfect premise. A MIS similarly gives various composes of data in light of customers’ need to advance sufficiency and capability. Convincing use of data frameworks in administration fundamental leadership offers vitality to administrators.
The organization information systems (MIS) creating uncovers a quick overview of parameters basic for the profitable utilization of an IS engineering process. A few examinations broaden the criticalness of arranging the corporate goals of a firm into the IS sorting out process. Assorted examinations take a gander at the criticalness of playing out an examination of contenders or picking the time of change a firm has come to, or the structure utilized for setting information progression meander needs. Regardless, others express that the decision of approach that will be used to build up the IS plan will be basic to the accomplishment of that game-plan. The goal of this paper is to build up a thorough sensible model that joins the above parameters into a structure that absolutely intertwines the corporate focal points of a firm into each bit of the sorting out method. Three gigantic multi-national dispatch relationship with normal central station in Singapore were thought about completed an eight-month time traverse while experiencing an extensive MIS arranging process. In light of these examinations, a model in light of general structures hypothesis that perspectives the IS coordinating process in a concealing system relentlessly settled in the view that an organization’s corporate targets must drive the whole strategy.
Kendall, J. S., Dandapani, N., Cicchinelli, L. F., Regional Educational Laboratory Pacific, (.,McREL, I., & National Center for Education Evaluation and Regional Assistance, (. (2016). Benchmarking the State of Chuuk’s Education Management Information System. REL 2017-176.
Kendall, J. S., Dandapani, N., Cicchinelli, L. F., Regional Educational Laboratory Pacific, (.,McREL, I., & National Center for Education Evaluation and Regional Assistance, (. (2016). Benchmarking the State of Kosrae’s Education Management Information System. REL 2017-174.
Chipidza, W., Green, G., &Riemenschneider, C. (2016). Salient Beliefs in Majoring in Management Information Systems: An Elicitation Study. Information Systems Education Journal, 14(4), 69-80.
4 slides- influence of management information systems on project managers
Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussions and the any insights gained from it.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Critical Thinking Exercises :
Case Study #1: Mountainview College Department of Nursing
Mountainview Community College , an associate degree-granting college, is located in a medium-sized metropolitan city of approximately 400,000 inhabitants. Health facilities include four hospitals, several-drop in clinics staffed by physicians and primary health care nurse practitioners; and a visiting nurse service in which all community-based health care except medical care is coordinated. The College provides business, technology, community service, and health science programs to approximately 6500 full and part-time students. Among the programs is a 2-year, associate-degree nursing (ADN) program. Springhaven University is also located in the city and offers a 4-year baccalaureate nursing (BSN) program. In addition to offering the 2-year ADN program, Mountainview College has entered into a collaborative partnership with Springhaven University, to offer the first two years of the BSN program. Springhaven will offer the third and fourth years. There is agreement to develop a new curriculum together. Participants from both institutions and the health community are working collaboratively to develop the new BSN curriculum.
1. Describe matters that the dean of nursing at Springhaven University and the Chair of the nursing department at Mountainview Community College should discuss about leadership of the collaborative curriculum development project.
2. What factors should be considered when deciding on leadership for the collaborative curriculum development process?
3. How might a curriculum leader be selected or appointed? Who should the leader be? Should there be two leaders, one for each institution? Why or why not? How could community nursing leaders contribute to the leadership of the curriculum development enterprise?
4. What should be included in a faculty development program to prepare potential curriculum leaders?
Case Study #2: Old Ivy University College of Nursing
Old Ivy University College of Nursing offers BSN, BSN completion, MS, and PhD programs. It is located in a large metropolitan city of approximately 2,500,000 inhabitants. Health facilities include twelve hospitals, nurse practitioner clinics, home health services, and drop-in clinics. The university provides graduate and undergraduate programs to 52,000 full-and part-time students in a full range of programs.
The College of Nursing has approximately 1300 students, of whom approximately sixty percent are full-time, and these mainly in the BSN program. The BSN program has been accredited. Although the curriculum content and teaching-learning approaches have been updated periodically, the overall structure of the curriculum and the location of clinical experiences have undergone little change. Most faculty members believe that the curriculum has lost its unity and that it is time to develop a new curriculum with more progressive philosophical approaches and learning experiences.
Most faculty teaching classroom courses in the BSN program have a PhD degree; some have a master’s degree. Some clinical instructors have master’s degrees, although the majority has a BSN. Doctorally-prepared faculty teach in the MS and PhD programs although most without an undergraduate teaching assignment do guest lectures in the BSN program.
Dr. Lumella, the Dean of the College of Nursing, is supportive of the undergraduate faculty’s proposal to design a completely new curriculum. She has appointed Dr. Beverly Eme, an experienced and long-time faculty member, as the curriculum leader. Dr. Eme is a popular choice since she teaches in the BSN program and is highly supportive of faculty colleagues. Dr. Eme begins to plan how to proceed with her colleagues.
1. How can Dr. Eme help the faculty choose a change theory to guide their overall process?
2. What committees could be struck in order to facilitate curriculum development? What purposes would they serve? How should committee members be selected or appointed? Who should the members be?
3. If some of the faculty teaching in the MS and PhD programs are reluctant to participate in undergraduate curriculum development, how could Dr. Lumella and Dr. Eme encourage them to do so?
4. What decision-making approaches would be effective for the curriculum developers?
5. What could be a practical work plan for developing the curriculum? What are the logistical factors associated with joint curriculum planning by faculty members of various degree levels?
6. What potential is there for publication arising from curriculum development? How might faculty determine authorship?
7. What resources might be needed for the curriculum work to be achieved?
8. What faculty development activities would be helpful?
Billings, D. M. & J. A. Halstead. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis: Saunders. ISBN: 9781455705511
Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer. ISBN: 978-0826107220
Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston: Jones & Bartlett. ISBN: 978-0763755959
Nursing 584 case studies
ASSIGNMENT: Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be a debatable topic, meaning that it involves conflicting viewpoints. Additionally, it cannot be a topic that is already decided or agreed upon by most of society. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.A. Topic Selection GuidelinesDIRECTIONS: You may choose any topic you wish as long as the topic has two clear sides and is not agreed upon by most of society. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.B. Research GuidelinesDIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.1. Research Question and Working ThesisKeep in mind: The research question and working thesis are the driving force behind your research and eventual argument.❒ Your research question should be a single sentence, framed as a question.❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.❒ Include your research question followed by your working thesis.2. Detailed OutlineKeep in mind: Your detailed outline provides a map of the argumentative research essay that you will write, including your key claims and the sources that support them. You may not have all your sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s).❒ An introduction, at least five body paragraphs, and a conclusion.❒ Introduction includes your working thesis.❒ Body paragraphs should each have their own unique title and key points.❒ Conclusion includes notes on your final thoughts.❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea❒ Sources: one to three for each paragraph, as relevant, indicating the support for the key points❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé on mono-cropping corn/soy and production”).3. Reflection❒ Have you displayed a clear understanding of the research activities?❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?❒ Are your answers included on a separate page below the main assignment?C. Reflection QuestionsDIRECTIONS: Below your assignment, include answers to all of the following reflection questions.Learning to conduct research is important because it is a skill you will use both in academia and in your professional life. It improves critical thinking and empowers you to find information for yourself. Consider the process of researching as a whole. What was the most challenging aspect of the process for you? (2-3 sentences)The working thesis statement is a proposed answer to your research question. It should clearly identify a debatable topic and take a position on one side of that topic. Analyze the effectiveness of your working thesis statement. (3-4 sentences)A detailed outline is an effective tool for laying out the progression of an argument. It allows you to consider the arrangement and organization of your ideas, as well as choose places to incorporate outside source materials. Review your detailed outline and summarize the argument you’ve presented. (3-4 sentences)You will use the same topic on three of the remaining Touchstones in this course. What kind of feedback would be helpful for you? What are specific questions you might have as you go deeper into the research process? (2-3 sentences)D. Rubric Advanced (90-100%)Proficient (80-89%)Acceptable (70-79%)Needs Improvement (50-69%)Non-Performance (0-49%)Research QuestionPose a meaningful research question on a debatable topic.Constructs a precise and focused research question relative to a current and debatable topic.Constructs a focused research question relative to a debatable topic.Constructs a research question relative to a debatable topic; however it is somewhat too broad or too narrow for the assignment.Constructs a research question; however, the question is too broad or too narrow for the assignment and/or it is not debatable.Does not construct a research question, or constructs a research question that does not meet any of the rubric criteria.Working ThesisPropose a focused working thesis.Includes a working thesis that takes a well-articulated, clear, specific position on one side of an issue.Includes a working thesis that takes a clear, specific position on one side of an issue.Includes a working thesis that takes a clear position on one side of an issue; however it lacks specificity.Includes a working thesis; however, it lacks specificity and does not take a clear position.Does not include a working thesis, or includes a thesis that does not take a position.Detailed OutlinePresent a detailed outline that includes coherent headings, subheadings, and source placement notes.Outline is thoroughly developed and clearly labeled with effective notes, such that the reader can easily see how the essay will build its argument; all necessary elements of the outline are present.Outline is well-developed and labeled with sufficient notes, such that the reader can get a sense of how the essay will build its argument; all necessary elements of the outline are present.Outline is primarily well-developed and labeled with sufficient notes, such that the reader can get an overall sense of how the essay will build its argument; however, a few necessary elements may be unclear or missing.Outline is not fully developed and/or labeling and notes are often unclear, such that the reader cannot easily get a sense of how the essay will build its argument; several necessary elements of the outline are unclear or missing.Outline is not developed and/or labeling and notes are unclear or absent, such that the reader is unable to see how the essay will build its argument; most necessary elements of the outline are unclear or missing.StyleEstablish a consistent, informative tone and make thoughtful stylistic choices.Demonstrates thoughtful and effective word choices, avoids redundancy and imprecise language, and uses a wide variety of sentence structures.Demonstrates effective word choices, primarily avoids redundancy and imprecise language, and uses a variety of sentence structures.Demonstrates generally effective style choices, but may include occasional redundancies, imprecise language, poor word choice, and/or repetitive sentence structures.Frequently includes poor word choices, redundancies, imprecise language, and/or repetitive sentence structures.Consistently demonstrates poor word choices, redundancies, imprecise language, and/or repetitive sentence structures.ConventionsFollow conventions for standard written English.There are only a few, if any, negligible errors in grammar, punctuation, spelling, capitalization, and usage.There are occasional minor errors in grammar, punctuation, spelling, capitalization, and usage.There are some significant errors in grammar, punctuation, spelling, capitalization, and usage.There are frequent significant errors in grammar, punctuation, spelling, capitalization, and usage.There are consistent significant errors in grammar, punctuation, spelling, capitalization, and usage.ReflectionAnswer reflection questions thoroughly and thoughtfully.Demonstrates thoughtful reflection; consistently includes insights, observations, and/or examples in all responses, following or exceeding response length guidelines.Demonstrates thoughtful reflection; includes multiple insights, observations, and/or examples, following response length guidelines.Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; primarily follows response length guidelines.Shows limited reflection; the majority of responses are lacking in detail or insight, with some questions left unanswered or falling short of response length guidelines.No reflection responses are present.E. RequirementsThe following requirements must be met for your submission to be graded:Double-space the outline and use one-inch margins.Use a readable 12-point font.All writing must be appropriate for an academic context.Composition must be original and written for this assignment.Plagiarism of any kind is strictly prohibited.Submission must include your name, the name of the course, the date, and the title of your composition.Submission must include your research question, working thesis, outline, and reflection questions.Include all of the assignment components in a single file.Acceptable file formats include .doc and .docx.F. Additional ResourcesThe following resources will be helpful to you as you work on this assignment:Purdue Online Writing Lab’s APA Formatting and Style GuideThis site includes a comprehensive overview of APA style, as well as individual pages with guidelines for specific citation types.Frequently Asked Questions About APA StyleThis page on the official APA website addresses common questions related to APA formatting. The “References,” “Punctuation,” and “Grammar and Writing Style” sections will be the most useful to your work in this course.APA Style: Quick Answers—ReferencesThis page on the official APA Style website provides numerous examples of reference list formatting for various source types.
Sophia Pathways Ethics of Euthanasia and Physician Assisted Suicide Essay
Help with legislation comparison grid and Testimony/Advocacy statement
Help with legislation comparison grid and Testimony/Advocacy statement. I don’t know how to handle this Nursing question and need guidance.
Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:
Determine the legislative intent of the bill you have reviewed.
Identify the proponents/opponents of the bill.
Identify the target populations addressed by the bill.
Where in the process is the bill currently? Is it in hearings or committees?
Is it receiving press coverage?
Part 2: Legislation Testimony/Advocacy Statement
Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:
Advocate a position for the bill you selected and write testimony in support of your position.
Describe how you would address the opponent to your position. Be specific and provide examples.
Recommend at least one amendment to the bill in support of your position.
Help with legislation comparison grid and Testimony/Advocacy statement
Kohut and Self Psychology and the Freudian Classical Model Term Paper
custom writing service Abstract This essay compares and contrasts Freud’s classical model of personality with the theory of self psychology devised by Heinz Kohut. Each theory proposes a different understanding of the nature of the human personality in regards to how it is formed and the extent to which it can adapt to its environment during the formative childhood years. Freud’s classical theory of personality promoted a notion of human personality as static, predetermined, and unchanging entity which an individual remained powerless to affect whether positively or negatively. Kohut’s theory of self psychology by contrast returned human agency to the theory of personality and promoted a more dynamic interplay between the individual and his or her environment. This essay compares and contrasts Freud’s classical model of personality with the theory of self psychology devised by Heinz Kohut. For the purposes of this comparison, personality will be defined as any and all significant and reasonably constant behavioral elements exhibited and repeated in an individual human being (Ewen 4). Each theory proposes a different understanding of the nature of the human personality in regards to how it is formed and the extent to which it can adapt to its environment during the formative childhood years. Freud posited that human personality formed within the first five years of life and could be divided into three strata: the Id, the Ego and the Superego (Ewen 2003). An individual is born with his or her Id, best characterized as an “entirely unconscious” entity possessing the sole motivation to have its physical needs met and avoid pain (Ewen 2003). The Ego arrives at approximately six months of age and represents the social face of the Id; Ego functions as a mediator between Id’s desires and “the reality principle, delaying pleasure until a suitable and safe object has been found” (Ewen 2003). The final member of the personality triumvirate the Superego forms between three and five years of age to moderate parental influence, conscious and unconscious desires, and “standards of right and wrong” (Ewen 2003). Kohut’s self psychology theory of personality denied the principal tenet of inherent sexual and aggressive forces (Kohut 1996). Self psychology launched the earliest psychoanalytic recognition of the importance of empathy in personality (Kohut 1996). Kohut (1996) focused attention on expanding the therapist’s role to practice relating empathically to the patient (Kohut 1996). Get your 100% original paper on any topic done in as little as 3 hours Learn More Healthy development of personality was fluid and changeable, Kohut (1996) asserted, particularly in the realm of “selfobject experiences;” mutually beneficial experiences with other personalities nurtured the self and contributed to a positive view of the self, and greater self-esteem in the patient (Kohut 1996). “Healthy narcissism” refers to a robust, ambitious and integrated self that aspires toward full self actualization as well as the fulfillment of proficiencies and talents (Kohut 1996). “Narcissism” by contrast indicates the presence of a powerless self striving to preserve a false self unity and self worth through destructive channels (Kohut 1996). Teicholtz (1999) argued “from the viewpoint of…feminist and postmodern critics” that Freud’s theory was essentially a dinosaur of “male supremacy…heterosexist views, and…derivative emphasis on reproductive sexuality” (Teicholtz 1999). Teicholtz (1999) asserted that Freud’s theory of personality was best “understood as having been multiply determined by a mix of the intellectual/sociopolitical climate of his times, the limiting effects of his personal subjectivity, certain unanalyzed aspects of his childhood misperceptions, and defensive unconscious fantasy” (Teicholtz 1999). Kohut’s theory of self psychology, Teicholtz (1999) states, “can be seen as [an] important waystation…between classical and postmodern theories” (Teicholtz 1999). Kohut championed the value of the “belief in the possibility of psychic order and coherence on the basis of certain kinds of relationships available to the individual during childhood” while simultaneously letting go of Freud’s rigid interpretation of “biological determinism” (Teicholtz 1999). Kohut reformulated Freud’s concept of the instinctual aggressive drive and characterized it as more of a social construction than a predetermined unconscious response (Kohut 1996). Aggressive responses resemble “preformed action patterns” that are “learned with greater ease than other action patterns” (Kohut 1996). Said drives then were better described as a “biological and psychobiological readiness to express oneself aggressively” (Kohut 1996). Given that “certain patterns are more easily mobilized than others,” Kohut argued that the “drive in and of itself is neutral. You cannot say from the drive whether it is destructive in its social implications or constructive” (Kohut 1996). We will write a custom Term Paper on Kohut and Self Psychology and the Freudian Classical Model specifically for you! Get your first paper with 15% OFF Learn More Kohut essentially asserted that the aggressive response drew meaning exclusively from its context, and not from an iron clad, consistently destructive biological instinct that gave no agency to its human host. Teicholtz (1999) characterizes Kohut’s theory of self psychology as a bridging theory, and one that extended Frued’s theory into the 21st century Teicholtz (1999). “Kohut’s self psychology was an answer to what he felt were the limitations of Freud’s drive theory. Where Freud saw sexual and aggressive instincts as the driving force of development, Kohut saw the need for a coherent and continuous sense of the self” (Teicholtz 1999). Another area of contrast between the two theorists lay in their understanding of the higher emotions. Freud characterized the fruits of humanity – love for instance – as rewards for a healthy development of personality, yet in Freud’s mind these rewards only arrived once the individual had sublimated his true instincts, and so functioned as “derivatives of the instincts” (Teicholtz 1999). Kohut, by contrast, saw the capacity for and the realization of love as direct extensions of the “nondrive aspects of self” (Teicholtz 1999). Kohut preferred to characterize human personality as a potential, a perennial bloom that could be influenced positively by his or her environment. Teicholtz (1999) showed that Kohut’s self psychology focused more on the whole human than separate and distinct parts (Teicholtz 1999). In conclusion, Freud’s classical theory of personality promoted a notion of human personality as a static, predetermined, and unchanging entity which an individual remained powerless to affect, whether positively or negatively. Kohut’s theory of self psychology by contrast returned human agency to the theory of personality and promoted a more dynamic interplay between the individual and his or her environment. References Ewen, R.B. (2003). An introduction to theories of personality (6th ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Kohut, H. (1996). Heinz Kohut: The Chicago institute lectures. P. Tolpin
Alphanumeric history outline
Alphanumeric history outline.
PLEASE FOLLOW EVERY INSTRUCTION AND YOU MUST USE A ALPHANUMERIC OUTLINE FORMAT!!!!!!!!!!!Assignment 2.1 Updated
Assignment 2.1: Policemen of the World Thesis and OutlineDue Week 7 and worth 70 pointsBy the mid-20th century, the United States had become the dominant force in international relations. Some have argued that the United States’ military functions as the world’s “police.” This assignment covers the manner in which this shift occurred and the consequences the United States faces as a result of its status as “policemen of the world.” Using the Internet and reputable news sources, research two (2) real-life international incidents from the past ten (10) years in which:
The U.S. used military action abroad.
Controversy existed within the American public regarding U.S. involvement.
Controversy existed within the country or countries affected by U.S. involvement.
Write a thesis statement that is one to two (1-2) sentences long in which you:
State your thesis on the significance of the current role of the US military, as exemplified in the two (2) real-life international incidents that you have researched. Justify your response.
For the first part of this assignment you will create a thesis statement. A thesis statement is usually a single sentence somewhere in your first paragraph that presents your main idea to the reader. The body of the essay organizes the material you gather and present in support of your main idea. Keep in mind that a thesis is an interpretation of a question or subject, not the subject itself. (Note: Please consult the Purdue OWL Website with tips on how to construct a proper thesis; the website can be found at: https://owl.english.purdue.edu/owl/resource/545/01…Part 2For the next part of this assignment you will create an outline of the main points you want to address in this paper. This will serve as the basis for your Assignment 2.2 Final Draft. (Note: Please use the Purdue Owl Website to assist you with this assignment; this website can be accessed at: https://owl.english.purdue.edu/engagement/2/2/55/
Write a one to two (1-2) page outline in which you:
Describe the two (2) international events involving the US military from the past ten (10) years you investigated that can be traced back to a foreign policy created after the Civil War.
The following are examples of foreign policies created after the Civil War. Students are free to choose these or their own (please contact the instructor about a policy that is not listed).
Marshall Plan—George Marshall
Alfred Thayer Mahan’s theory of the Navy
Roosevelt Corollary—Theodore Roosevelt
Truman Doctrine—Harry Truman
Bush Doctrine—George W. Bush
Message on War—Woodrow Wilson
Four Freedoms—Franklin Delano Roosevelt
List three (3) aspects of US history since 1865 that have led to the US’s rise as a world super power policeman.
List three to five (3-5) international incidents since World War II where America has taken on a policing role.
List three to five (3-5) driving forces that fueled international policy decisions involving the international incidents you outlined previously. (Consider treaties, exit strategies, elections, wars, etc.)
Use at least three (3) academic references besides or in addition to the textbook. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Identify and discuss the different ways that the Civil War, Reconstruction, and Industrialization after the Civil War have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Recognize the major turning points in American history since the Civil War.
Use technology and information resources to research issues in contemporary U.S. history.
Write clearly and concisely about contemporary U.S. history using proper writing mechanics.
Click here to view the grading rubric.
Alphanumeric history outline
My Life In Pink Short Analysis English Literature Essay
According to Connell “â€¦sex roles were acquired by socialization. Various ‘agencies of socialization’, notably the family, the school, the peer group and the mass media, took the growing child in hand. Through an immense number of small interactions, these agencies conveyed to the girl or the boy the social ‘norms’ or expectations for behavior. â€¦Of course the process could go wrongâ€¦” (97). One example of how this process can go wrong despite the interactions of the “agencies of socialization” can be seen in the film “My life in pink”. It is a fascinating story and simultaneously a realistic learning of what happens when a seven-year-old boy is convinced, beyond all reason and outward evidence to the contrary, that he is really a girl. The story is about the little boy, Ludovic, who moves with his parents and three older siblings into a stereotypically suburban neighborhood where all the houses and all the minds and social norms are quite similar. At the beginning of the film the family is portrayed as perfectly normal. Things are going great for them. They are middle class people, they have four children. Pierre has a new job. His neighbor Albert Brun is his boss, his wife stays at home to care for the household and the children, and the rest of the neighbors seem to like the Fabres. A problem develops, however, when Ludovic, their seven-year-old son, tells his grandmother, Elisabeth, that he thinks he’s really a girl. It seems he would rather play with some popular dolls, Pam and Ben, than with more traditional boy-oriented toys. Firstly Ludo’s family thinks that this is for fun and it is just part of being a kid. They get worried, however, because their son states that when he “grows up and becomes a girl” he’s going to marry Albert and Lisette’s son, Jerome. Ludovico’s parents begin to wonder how this is possible and what the reason for these different interests of their son, given the fact that they raise him in the same way as the other three children and all around him are completely “normal”. When his family discovers the little girl blossoming in him they are forced to handle with their own discomfort and the lack of understanding from their new neighbors, one who happens to be his father’s new boss. Connell says that “in everyday life we take gender for grantedâ€¦ Belief that gender distinction is ‘natural’ makes it scandalous when people don’t follow the patternâ€¦” (5). When the pattern isn’t followed some societal pressures occur and often shape the way people act. In the film “My life in pink” Ludo’s family feels hatred and different attitude of conventionally minded people toward those who don’t stay within the rigidly defined boundaries of sexual and gender identity. Jerome refuses to talk to Ludo or sit with him because his parents have told him he’ll fry in hell if he does. Kids beat the little boy at school while his older brothers stand by and let it happen. The neighbors sign a petition to kick him out of school. Anti-gay graffiti is spray painted on their garage door and his father loses his job. The whole town turns on the family and they are forced out of town. Although the parents are open- minded and try to deal with their son’s behavior, they also can’t ignore the imposed social norms and try to “normalize” him. They think he’s sick and send him to a psychologist. The father blames the mother for treating him too much like the girl she really wanted and insists that Ludo’s hair should be cut, so he’ll look more like a boy. He blames also himself because he didn’t give his son enough male influence. Pierre tries to teach the little boy to play soccer and spend more time with him “man to man.” Ludovico’s parents want to fix whatever is wrong with their son. After numerous unsuccessful attempts they allow him to put on skirt on the next party in the hopes that cross dressing will be less attractive to him once it’s not forbidden. Even his mother, who had been supportive of Ludo, doesn’t resist such a pressure and turns against him. Ludovico however only listens to his heart and his conviction that he is a “girlboy” remains unshaken. Ludo is not confused, he is certain. I think we can explain this resistant using Connell’s book. Connell makes the point that the socialization model for gender learning “seems to miss the pleasure which is obvious in much gender learningâ€¦ It is also seems to miss the difficulty which is involved in constructing identities.”(96) Ludovic is happy being himself. And he isn’t doing this to get attention. He really can not understand why his behavior is considered as inappropriate. When his sister shows him what her biology book says about XX and XY chromosomes, Ludo thinks that God gave him the wrong chromosomes and he’ll fix his mistake eventually. He believes that he will be a girl sooner or later. The child is very innocent, and doesn’t realize his actions are abnormal, or culturally unacceptable. He wants to be a girl, he wants to wear dresses and skirts, he wants to put on high heels, earrings and make up and this is a great pleasure for him. But Ludo is too young and too passive to engage in full-scale “battle”. Ludovico feels awful when he sees that his family is suffering because of his desires. He tries to change himself, but he can’t, because he can’t imagine anything of a male’s daily life. As Owen Gleiberman says in his review of the film, and I completely agree with him, Ludo “is doing the only thing he can to express how soft and sweet he feels on the inside”. At the end of the film the family is forced to leave their idyllic stereotypical neighborhood. In their new surrounding they find that Ludo is not alone. The boy meets Christine – a girl, who dresses in boyish clothes and wears her hair short. Finally he finds acceptance to be as he wants in his new neighborhood as well as with his family. Several film critics have stated that at the end of this story Ludo’s parents realize that whether he wears skirt or pants he is still their child and a part of their family. Based on what I have learned about gender and my own analysis of the film, it seems to me that they know all of the time that even different he’s their child, but at the end they realize that it’s not necessary to change him in order to be happy. Citied works: