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Glendale Community College Sweetness and The Lottery Character Analysis

Glendale Community College Sweetness and The Lottery Character Analysis.

Analyze two characters from two different stories from the six that we read, in other words, one character from each story. They can be from the same section–classic or contemporary or one from each:

“The Story of an Hour”

The Cask of Amontillado

You need to compare and/or contrast the two characters to argue who is the more [interesting evil, kind, compassionate, thoughtful, determined, etc.—insert one of these or any one of your own adjectives] character. You should choose the adjective that fits (from the list or come up with your own) and use lots of textual evidence to support your claim. You will need to create a focused argument and use evidence (meaning short quotes or facts from the stories) to support your opinion. Your thesis should be straightforward and argued well with specific quotes, paraphrases, and your unique ideas.
For the first, polished, peer review copy I want to see this exact formula for the thesis. For this first essay, I want your thesis to be bolded. 
Here’s the sample of a thesis with two characters.
Comparing_________to_____________, the [more intriguing] character is________ because of [fact #1] and [fact #2].
(This thesis example uses famous works of literature. I didn’t give examples from our stories because I don’t want to take away an idea you may have.)
Comparing Hamlet to the The Boisterous Wife of Bath, the more noble character [in my opinion is implied] is the Wife of Bath because even though both she and Hamlet have extreme views towards regarding what constitutes a healthy, romantic relationship, his views are twisted and complex whereas hers are clear and forthright.
(Again, please note: this is just an example; Hamlet is NOT a choice of character this semester since we are not reading Hamlet neither is The Wife of Bath from The Canterbury Tales.)
Other Specifics:

Have catchy “Hook” (first attention-grabber sentence)
Have a solid “Link” (sentence/s that connect/s hook to the context).
Context: (reporter questions: who, what, why, where, what and how?) Who wrote the text? When was it written? How was it written?
(ABOUT) THREE WORDS IN A ROW THAT ARE NOT YOUR OWN need to be quoted; otherwise you run the risk of plagiarism.

Who are the two characters that you will focus on? Why are they important? What is it about him/her that makes him/her [intriguing]—your choice? These are just suggestions. You may not need to answer them all—but do need:

Author’s full name on first mention, then last name only in the essay. Don’s say “in Raymond’s story”–Carver is not your buddy, so no first name only–ever!?
Title of Work. MLA– SHORT STORIES USE QUOTES. Books use italics. 
Some context (context description mentioned above)
Character Description

All these are required for each text you choose before you state your thesis.

Thesis, made up of FACT (from the story) and Opinion

For example, “Comparing___to____, the more [intriguing] figure is________ because of _________ and __________.

Stay away from logical fallacies.
Limited use of the “I” is fine, but only use when necessary.
Avoid “you”; (maybe for the “hook,” otherwise too colloquial and can put reader on the defensive). Preferably not at all.
Use solid body paragraphs that support your idea.
Cite evidence and quotes from essay to support your argument.
End with a strong conclusion that wraps up but is not repetitive. Stay away from “In conclusion” (very elementary).
Works Cited—you only need to cite the two stories, but if you want to do more research, that’s your prerogative. MLA CITING from out LAVC website (Links to an external site.).
Purdue Owl is also very good for MLA citin

Glendale Community College Sweetness and The Lottery Character Analysis

Maricopa Community Colleges Popular Culture and The Beatification of Fashion Paper.

I’m working on a fashion design question and need an explanation to help me understand better.

part 1: Learning about FashionFor the Learning Assignments, you will need to find and summarize informationabout the humanity we are studying in this module.Your summary can be rough — it should be useful for you, not pretty for me.I’d expect at least a page of material.First, explore this website, which covers the history of fashion:…Now, think about the elements of fashion that make one era of fashion different from anotherResearch to learn more about elements of fashion and ways to analyze fashion, like these sources from the EMCC library (these are long – just browse through them!):…https://web-a-ebscohost-com.libproxy.estrellamount…from: Kennedy, Alicia, Jay Calderin, and Emily Banis Stoehrer. Fashion Design, Referenced : A Visual Guide To The History, Language & Practice Of Fashion. Beverly, Massachusetts: Rockport Publishers, 2013. eBook Academic Collection (EBSCOhost). Web. 25 Feb. 2016.Write a summary of what you learned from your reading – be sure you include enough information about the elements of fashion that you can use this summary later when you discuss fashion. Your summary does not need to be in complete sentences or edited — a bulleted list is fine part 2:Identifying Key Characteristics of Art Deco Fashion — 1920s to 1930sResourcesResearch to learn more about elements of Art Deco Fashion, like these sources from the internet:…… Research to find answers to these two questions — your answers should be at least 100 words each, and you’ll need to include a works-cited entry for one source for each question– this is a source that you used to find the information you used to answer the question. You need to use credible academic sources — avoid Wikipedia or any type of encyclopedia and don’t reuse the sources listed above..QuestionsWhat are the important design elements or characteristics of Art Deco Fashion?What connections do you see between the elements of Art Deco Architecture and the elements of Art Deco Fashion?Format:1) At least a 100-words that answer question 1Citation for the information you used to answer question 12) At least a 100-words that answer question 2Citation for the information you used to answer question 2Citation Information Page — a good source if you want help with MLA citationTo receive any credit, you will need to meet the minimum word count andinclude an MLA-style works-cited entry for each of the sources that you used.please see attached for part 3, 4,5,6 please do each part in separate word doc please do each part in separate word doc
Maricopa Community Colleges Popular Culture and The Beatification of Fashion Paper

Substance abuse as a community health problem/Violence and nursing response. Need help with my Nursing question – I’m studying for my class.

Discuss the historical trends and current conceptions of the cause and treatment of substance abuse.
Describe the ethical and legal implications of substance abuse.
Identify factors that influence violence.
Identify at-risk populations for violence and the role of public health in dealing with the epidemic of violence.

A minimum of 2 evidence-based references, A minimum of 700 words. NO PLAGIARISM, RAN THROUGH TURN-IT-IN
Substance abuse as a community health problem/Violence and nursing response

Brief Therapy and Group Therapy- Assignment One Within this reflective piece I will be exploring my experience of group process. I will be looking at how this has helped develop my knowledge of group process and linking theories which may have contributed to furthering my learning. Yalom Therapist such as Ervin Yalom (1995) specified that interpersonal groups is viewed as the most important out of the influential approaches within the group approaches. Yalom (1995) perceives the group as a small-scale version of society within the group he believes that individuals are able to become self-aware of how others perceive them interpersonally and how their incorrect assumptions impact their relationships (Yalom 1995). Ervin Yalom (1995) likes individuals within the group to concentrate on the here and now especially the group experience rather than paying attention on what issues they may have regarding home/work (Yalom 1995).Yalom states that when the group faces factors such as; conflict, organisation issues, goal setting and failure with communication they will reveal how the prefer to interact with others as well as themselves (Yalom 1995). Yalom (1995) has outlined 11 curative factors which he believes that emphasise change within several group settings. The 11 curative factors include; installation of hope, universality, impairing of information, altruism, corrective recapitulation of primary family group, developing of socialising techniques, imitative behaviours, interpersonal learning, group cohesiveness, catharsis and finally existential factors (Yalom 1995). Some of the curative factors enable change and creates a therapeutic alliance (Yalom 1995). There are few of the curative factors which are relatable within the groups I have formed. One of the curative factors that is applicable to the groups within my life would be catharsis. This curative factor allows members within the group to release hidden feelings (Yalom 1995). By expressing your feelings is a sense of one freeing themselves (Yalom 1995). I have noticed that within the groups I have maintained everyone is trusting of each other so each member as well as myself find it easy to vent our feelings. Personally, this helps me to see that others are going or have experienced similar issues and makes me feel as if I have support around me if I need it. Tuckman Dr Tuckman (1965) created the 5 group stages. The 5 group stages focus on how a group first forms. The group will be friendly towards each other however there will be a little bit of wariness due to the group members being unfamiliar of each other (Tuckman 1965). Then it further goes to explain how the group will face conflict this will occur while individual group members start to become aware of their position. The group will then establish boundaries (Tuckman 1965). Finally, the group will reach stability, at this stage the group will perform at the best due to the whole merging their abilities. Tuckman (1965) identified the stages as; Forming, Storming, Norming, Performing and Adjourning. The first stage would be forming. Within this stage each individual will concentrate on the leader (Tuckman 1965). They will follow the leader’s direction and authority. They will be civil to the other members within the group however they will maintain a distance. Tuckman (1965) states that the leader would have to be open and ready to answer that the other may ask. There will be difficulties such as; limits strengths and weakness will be tested (Tuckman 1965). Members will tend to carry baggage of their past experiences which they will bring to the group. This could impact on how they behave within the group (Tuckman 1965). For example, when I started my counselling degree, I was friendly to the other group members however, I kept my distance from others. This was because big groups tend to make me feel anxious especially if I don’t know anyone. Also, during secondary I tended to avoid making friends with everyone and only had one close friend. So due to this at the beginning I was cautious of who I became close with or who I could open up to. I feel as if as if opening up to a group of strangers immediately makes me feel vulnerable and anxious. So rather than trying to make myself the centre of attention I tend to take the “backseat” and observe my environment. Also, I don’t like change or being in a setting where I lack familiarity, in some occasions this has led to me isolating myself from the group. As well as only surrounding myself with close family and friends due to the fact of feeling safe. The second stage is Storming. This is considered to be the most difficult time for the members within the group (Tuckman 1965). Within this stage the members within the group focus on the impression they are making. They will tend to want to be valued by the other members, they will be in conflict due to feeling insufficient, they will also wonder about who will support them within the group and finally they will try and prove their value to the leader within the group (Tuckman 1965). Members will see themselves as individuals rather than a group and may show hostility. Relating this stage to myself, a few weeks into the course I had made acquaintances within the group however I didn’t consider anyone as a friend. During this period, I would support others in hope of developing friendships however, I kept a distance due to fearing rejection. However, when I become familiar with a group/person I tend to stick closely with that person or that set group, like I said before I feel safe. This has become a problem as some people state that I have become a part of a clique or duo. For example, I have a cousin who is similar within age and we are very close. Growing up everyone would say how me and her were “joint at the hip”. However, even though most family members didn’t seem to have an issue other family members would claim that we were catty or stuck up. Relating this back to the friendship group I have developed within university some members believe how we should not form separate groups and be a “whole” and fail to understand people sometimes form a better relationship with other and how sometimes people drift away from each other. This was one of the issues that caused conflict within our group. However, I feel as if the group is still stuck within this stage to due to conflicts/fights that have occurred during the 2 and a bit year of knowing the group. The third stage would be Norming. If the group can reach this stage this is seen as a milestone (Tuckman 1965). Within this stage group members can make and implement big decisions, the ideas that the group have come up with will become reality, risks will be taken, and mistakes will be seen as a learning curve (Tuckman 1965). Individuals will have established relationships will established as well as roles (Tuckman 1965). Within the group I have established relationship/friendship with 5 other members however not as a whole group. Within the separate group I feel as if we have reached this stage as we accept each other’s viewpoints. For example, currently we have all paired up to complete a presentation. We have all got designated tasks to complete. However, if someone is not able to complete the task at hand another member will either swap or support the individual. Personally, I feel as if I am a “people pleaser” so I tend to take upon responsibility and other people’s responsibilities even though I know I am not capable to achieving them or even though I may have enough on my plate. Within the groups I have maintained people always know when they need something, they can always count on me to help them. For example, if I went out with a group of friends and one person was short on money I will always offer and insist on paying even if it is not within my means. The next stage would be Preforming. Within this stage the group is considered to be strong (Tuckman 1965). The group will experience conflict however this is considered to be healthy and wont damage the relationships which have been formed (Tuckman 1965). Within the group there will be humour. There will be a trusting atmosphere and flexibility (Tuckman 1965). The final stage is Adjourning. Within this stage the group will carry out an assessment of the year (Tuckman 1965). Within this stage they will look at each member’s contribution within the group and look at transitioning roles (Tuckman 1965). Belbin Belbin (2003) developed 9 roles which he believed every group will have. The roles included; plant, monitor evaluator, specialist, implementer, shaper, completer finisher, resource investigator, co-ordinator and team worker (Belbin 2003). Each role has its strengths and weakness’. Relating this to myself I believe within the group I am the team worker. I believe within the group I am accommodating for example if someone is struggling with a task, I will end up taking up their responsibility or support them getting through the task. I consider other group members opinions and I am diplomatic. I listen to other members and I avoid any situation with the group that will cause conflict or friction. However, when it comes to a situation where I need to make a situation, I can become indecisive. Conclusion Overall, there are many ways that theory has helped me gain a better knowledge about group processes. It has helped me understand the group stages by relating it to groups which I am a part of. It has also helped me recognise what my roles is within a group. References Belbin, R. (2003). Team roles at work. Oxford: Elsevier Butterworth-Heinemann. Tuckman, B. (1965). Developmental sequence in small groups. Psychological Bulletin, [online] 63(6), pp.384-399. Available at: [Accessed 5 Oct. 2019]. Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.

California State University Long Beach Liberate to Vote Essay

California State University Long Beach Liberate to Vote Essay.

2-3 double-spaced pages in length; APA formatThe essays should engage with the ideas of those readings/videos as well as develop your own opinion and analysis. I am not looking for specific answers to these essays but rather your genuine engagement with the topic. You will be graded on the quality of your response– the level of detail of your response, your ability to reference specific evidence in support of your position (from the readings and videos, or from other information you have learned outside the class), and the nuance you bring to your answer.
California State University Long Beach Liberate to Vote Essay

Devolution in Northern Ireland: History and Future

assignment helper Given the previous record of devolution to Northern Ireland are there good reasons to expect the current settlement to be more successful? Historically, the society of Northern Ireland has been deeply divided– its very history is constantly contested, politicized and woven into the fabric of contemporary political issues. In contrast to countries that have emerged from violent beginnings, Northern Ireland’s history plays a very important role in contemporary political behavior. Due to its past, history (or, more precisely historical myths) are regarded with an importance which is not seen in other, more stable societies. In this essay, I will begin by identifying the problems Northern Ireland had which prevented a successful settlement in the past. Then, by analyzing how these problems effected various attempts at a settlement and how the settlements evolved through time I will be able to conclude that the current settlement under the Good Friday agreement is the best variation and in my opinion, likely to be successful. Within Northern Ireland there are two communities, divided by ethnicity, the Protestant unionists and the Catholic nationalists. Fergal Cochrane describes the relationship between these two communities as “[ranging] from an uneasy alliance at best, to outright hostility and hatred”[1]. Cochrane also argues the central issue in the region for most of the twentieth century has centered around contested nationality[2]. I would agree with this, while the predominantly Protestant unionists wish call themselves British and to remain within the United Kingdom, the mainly Catholic nationalists wish to leave the United Kingdom, call themselves Irish and to be a part of a ‘united’ Irish state. Vernon Bogdanor author of “Devolution in the United Kingdom” therefore comes to the conclusion that there is “no symmetry between Irish nationalism and Ulster unionism”[3] because one is based on nationality and the other is based on citizenship. Along with these clear ideological issues there is a much more pragmatic issue of political control. Cochrane points out that “both communities are concerned to uphold what they regard as their political ‘rights’ and their ‘civil liberties’”[4]. This is particularly the case when they considered them to be under attack from the other community and this has led to acts of extreme violence on both sides. Therefore, questions relating to democracy, liberty, equality, nationality and power became part of the power struggle within the region because the two communities saw their interests as being mutually exclusive. Thus, historically an extension of freedom for one community meant a reduction in freedom for the other. Due to the intractability of the conflict created in Northern Ireland, the repeated diplomatic failure to secure a political compromise, the negative national publicity generated and the financial cost of the conflict, Northern Ireland has been “a thorn in the side of successive British governments”[5]. In 1920, stuck between two rivaling communities and concerned about the outbreak of a civil war, the British government came to the conclusion it was best to partition Ireland keeping as many people as possible that wanted home rule in one jurisdiction and as many as possible that opposed home rule in another. As a result, Northern Ireland was created by the British government in 1920 in what Cochrane describes it a “least worst”[6] option to appease both communities. By 1968 the Northern Ireland parliament had been dominated by unionists for over fifty years due to the numerical strength of the Unionists in the north there was no rotation of government. Any attempts it made at resolving political and social divides such as institutional discrimination against Catholics, were too slow for nationalists and too fast for unionists. This only increased tensions between the communities and in 1969 the situation was so severe that British troops were sent in to help restore order. As author Gillespie wrote “The political implications of putting British troops onto the streets of Northern Ireland… had not been thought through”[7]. The troops could buy politicians time but the army could not impose a solution, because there was no political solution to impose. This rise in sectarian violence combined with the British governments concern at the negative international publicity lead to the collapse of the Stormont regime in 1972. The British government suspended the Northern Ireland parliament and imposed direct rule from London. Undoubtedly then, irredentism from the south and non-co-operation by northern nationalism played a part in bringing about the “cataclysm which engulfed Northern Ireland”[8]. However, it is the case that Stormont and London were the prime wielders of political power in the state at this time, it was them that were in a position to affect positive change but their refusal to acknowledge and meaningfully integrate the Irish nationalists means they must shoulder a majority of the blame for the collapse of the Stormont regime in 1972. There was a wide range of reactions to the British government’s decision to introduce direct rule. Many nationalists were pleased as it ended the unionist control and gave them hope for reform in the future where as many unionists felt “betrayed”[9] by the British and some began to support more extreme parties. Similarly, the IRA saw direct rule as a British attempt to claim a country to which it had no legal right, so they escalated their campaign of violence. It was clear then that direct rule from Westminster was not going to be the successful solution in Northern Ireland. The Sunningdale Agreement of 1973 was viewed as a short-term measure and a process designed to restore self-government to Northern Ireland. It provided for both a devolved, power sharing administration and a role for the Irish government in the internal affairs of Northern Ireland. However, this failed to please anyone, the Ulster Unionists totally opposed power sharing as for them “anything short of a return to Stormont was unacceptable”[10]. Along with the UK and Irish governments only three Northern Ireland political parties participated in the talks. The Democratic Unionist Party (DUP) was wholly opposed to Sunningdale and did not participate. Meanwhile representatives of the perceived ‘extremes’ loyalists and republican paramilitaries were not invited which only escalated tensions. This meant that the very foundations of the agreement were unstable and likely to fail. The failures of the Sunningdale talks meant that the Irish Executive faced considerable problems. There were strong disagreements within the Assembly and the role of the Council was not made clear, as terrorist activity continued the blame was placed on the Executive despite the police being controlled from London. As a result, Sunningdale’s political institutions collapsed as early as 1974, toppled by the Ulster Workers Council (UWC) strike, a near-insurrection spearheaded by a coalition of unionists and loyalists that “effectively brought Northern Ireland to a standstill”[11]. Despite attempting to increase inclusion of nationalists in the Northern Ireland Parliament Sunningdale failed in effectively integrating them. Although the number of nationalists in the executive of Northern Ireland was much higher when compared to Stormont, many felt as though the unionists were over-represented. The fact that none of the republican parties were included in the talks shows the extent to which they were seriously dedicated to inclusion of the nationalists. Ultimately the Sunningdale agreement failed because the deep political divisions in Northern Ireland meant its politics were operating within an atmosphere of distrust. Sunningdale, highlighted that something had to be done whereby both communities felt as though their grievances were considered. The collapse of the Sunningdale Agreement triggered a decade of division, tension and paramilitary violence and by early 1975 the Wilson government was contemplating “washing its hands of Ulster by withdrawing British troops and granting independence”[12]. However, the escalating violence shown on both sides created fears in Ireland that Ireland would soon descend into civil war should Britain give them independence. Therefore, a second attempt at creating a successful devolved government came in 1985 in the form of the Anglo-Irish agreement. Presented by Irish Prime Minister Garrett Fitzgerald and British Prime Minister Margaret Thatcher it set up an intergovernmental conference where the Northern Ireland Secretary and Irish Foreign Minister would meet regularly. It outlined cross boarder co-operation on security, legal and political issues. A new civil service was set up with staff from both sides of the border and the British government accepted that one day Ireland may be united but only with the “consent”[13] of its people. In effect, the Anglo-Irish agreement created a stalemate in Northern Ireland politics over the next five years. In my opinion, it was an improvement upon the Sunningdale talks as it established regular meetings between UK Northern Ireland secretary and Irish foreign minister to discuss matters of ‘common concern’ which encouraged cross border co-operation. It was a positive move which acknowledged the ‘Irish dimension’ and “established a dialogue and better relations between Westminster and Dublin”[14]. However, the SDLP were the only party which supported the Anglo-Irish agreement. The unionist community felt alienated and betrayed by the agreement and Sin Fein, was as vociferously opposed to the agreement as once again they were not included and felt as though the Irish were abandoning the Northern Catholics. As Sinn Fein and the Unionists both refused to accept the agreement and would not compromise or negotiate with each other the Assembly was dissolved in June 1986. Although an improvement from previous attempts as the Anglo-Irish agreement had a much clearer framework and a step towards better relations between the Northern and Republic of Ireland, it was not enough. Once more, the exclusion of certain parties and their interests meant that the agreement did not effectively identify or solve any of the problems previously seen in the Sunningdale agreement. It did not address the increasing violence seen in Ireland nor did it attempt to resolve the core of the issue which was the severely damaged relationship between the unionists and the nationalists. The next major step in addressing devolution in Northern Ireland came in 1993 with the Downing Street Declaration. This declaration was a major step forward in securing a successful peace process in Northern Ireland because it began to address the issues that resulted in failure during previous attempts. The first important aspect was that the document recognized that in order for devolution to be successful three sets of relationships needed to be addressed between: nationalists and unionists, northern and republic of Ireland and between Dublin and London. This declaration stressed the importance of the people of Ireland in deciding their future, they could decide if they wished to be part of Britain or Ireland. It also stressed that the British governments role was simply to “encourage, facilitate and enable”[15] the peace process instead of encouraging a specific outcome. Secondly, unlike in previous attempts the declaration included all political parties which rejected violence, giving those previously left out of negotiations an opportunity to be a part of them. As author Margaret Greenwood wrote “it signaled a new readiness for dialogue with all sides involved in the troubles- including Sinn Fein and the IRA”[16]. They were repeatedly assured of their place at the negotiating table if they accepted the Downing Street Declaration and the violence ceased. The document was a “delicate balance”[17] between the nationalist objective of a united Ireland and the unionist demand for recognition of their right to remain as part of the United Kingdom. Therefore, for the most part it was welcomed as a “workable compromise”[18] and as a result it went on to provide a point of reference in the developing devolution. The Downing Street Declaration effectively signaled a public sea-change by the two governments in how they were prepared to approach Northern Ireland’s political future. The fact it identified the issues at hand and was much more conclusive than its predecessors meant that the Downing Street Declaration had a much better chance at securing a successful settlement in Northern Ireland. It was now over to the paramilitaries to decide whether or not they would be part of that. The stage was set for political talks to finally take formation. In July 1994 Sinn Fein rejected the Downing Street Declaration but was persuaded of the “virtues of participation in a nationalist coalition”[19]. Thus, on August 1994 then the IRA declared a “complete cessation”[20] of military activities and loyalist paramilitaries announced their own ceasefire two months later. This set in motion a series of events which lead to the Good Friday Agreement in 1998. The Good Friday agreement attempts to deal with the two issues at the core of political conflict within Northern Ireland, namely how contested political identities can be accommodated and how power can be shared between the two main communities. A new Northern Ireland Assembly was set up, all key decisions now required the consent of both communities in the province. A North-South Council of Minister was set up made of the new assembly and ministers from the Republic. There have been a number of setbacks over the implementation of the Good Friday Agreement mostly relating to unionist disenchantment with the settlement and a general lack of trust on all sides. Despite this, the Good Friday Agreement was a little short of an historic breakthrough, although a grueling process in the end, the Ulster Unionist, SDLP and Sinn Fein leadership welcomed the agreement making this an improvement from the Downing Street Declaration. The agreement brought about a collaboration of parties who previously would not even sit at negotiating tables together and deescalated the violence which had presided over Ireland for decades by requiring both sides to disarm. Unlike attempts before it, the Good Friday agreement identified the issues of violence and distrust in Irish society and worked on a more inclusive settlement to help improve the situation. For the first time since the fall of the Stormont Regime, Northern Ireland had its own form of government and “for the first time ever, it largely represented the composition of the electorate”[21]. I believe that there is a compromise in the Good Friday Agreement which may conceivably allow for a more porous sense of political and cultural identity to emerge. Over time, the issues over what it means to be British and what it means to be Irish will increasingly become blurred. With the proper implementation of the Good Friday Agreement I believe an administration will develop with its own form of government based on social and economic issues. This is already apparent with the fragile existence of the Northern Ireland executive in 2000 which meant that broader ideological issues began to slip down the agenda as resource-based issues began to dominate the political debate. Following the Good Friday Agreement politics in Northern Ireland became more practical as they move from the politics of demand to the politics of decision. As the structures of the Good Friday Agreement are cemented we can see a movement towards political realignment along class lines and the development of a more orthodox form of politics which is good reason to expect the current settlement to be more successful in the future. 2,477 words Bibliography Alcock, Peter, Devolution or Divergence?, (University of Birmingham, 2009) Bogdanor, Vernon, Devolution in the United Kingdom, (Oxford University Press, 1999) CAIN: Events: Peace: Joint Declaration on Peace: The Downing Street Declaration, 15 December 1993,, [Accessed March 2018] Cochrane, F., The Future of the Union: Northern Ireland, in J. Fisher et al. (eds.) Central Debates in British Politics, (Pearson Education, 2003) Gillespie, Gordon, The A to Z of the Northern Ireland Conflict, (2009) pg.90 Greenwood, Margaret and Connolly, Mark, The Rough Guide to Ireland, (Rough Guides, 2003) Gribben, Crawford, The Future of Northern Ireland: What is Going Wrong?, Politics and Democracy, History of Ireland 1972 – 1984: The Sunningdale Agreement and the Hunger Strikes,, Peter, Leyland, The Multifaceted Constitutional Dynamics of the UK Devolution, (2011) R. Poole and S. Thompson, The Anglo-Irish Agreement, Alpha History, [Accessed Mar. 2018] Robert Hazel l, Devolution and the Future of the Union, (The Constitution Unit, 2015) The Troubles, BBC History- The Troubles,, [Accessed Mar. 2018] [1] Cochrane, F., The Future of the Union: Northern Ireland, in J. Fisher et al. (eds.) Central Debates in British Politics, (Pearson Education, 2003) [2] Ibid. [3] Bogdanor, Vernon, Devolution in the United Kingdom, (Oxford University Press, 1999) [4] Cochrane, F., The Future of the Union: Northern Ireland, in J. Fisher et al. (eds.) Central Debates in British Politics, (Pearson Education, 2003) [5] Ibid. [6] Cochrane, F., The Future of the Union: Northern Ireland, in J. Fisher et al. (eds.) Central Debates in British Politics, (Pearson Education, 2003) [7] Gillespie, Gordon, The A to Z of the Northern Ireland Conflict, (2009) pg.90pp112-17 [8] The Troubles, BBC History- The Troubles,, [Accessed Mar. 2018] [9] Alcock, Peter, Devolution or Divergence?, (University of Birmingham, 2009) [10] History of Ireland 1972 – 1984: The Sunningdale Agreement and the Hunger Strikes,, [11] The Troubles, BBC History- The Troubles,, [Accessed Mar. 2018] [12] R. Poole and S. Thompson, The Anglo-Irish Agreement, Alpha History, [Accessed Mar. 2018] [13] Bogdanor, Vernon, Devolution in the United Kingdom, (Oxford University Press, 1999) [14] R. Poole and S. Thompson, The Anglo-Irish Agreement, Alpha History, [Accessed Mar. 2018] [15] CAIN: Events: Peace: Joint Declaration on Peace: The Downing Street Declaration, 15 December 1993,, [Accessed March 2018] [16] Greenwood, Margaret and Connolly, Mark, The Rough Guide to Ireland, (Rough Guides, 2003) pg. 798 [17] Gillespie, Gordon, The A to Z of the Northern Ireland Conflict, (2009) pg.90 [18] ibid. [19] Greenwood, Margaret and Connolly, Mark, The Rough Guide to Ireland, (Rough Guides, 2003) pg. 799 [20] ibid. [21] ibid.

Valencia College Diaphragmatic Breathing Stress Management Techniques Discussion

Valencia College Diaphragmatic Breathing Stress Management Techniques Discussion.

I’m working on a literature discussion question and need an explanation to help me understand better.

I) Read the article, “Stress Management Techniques: Evidence-Based Procedures That Reduce Stress and Promote Health.” In it you will find an explanation of the origins, method/pathophysiology and results/benefits for 10 stress management techniques. 1) Progressive Muscle Relaxation (PMR) 2) Autogenic Training (AT) 3) Relaxation Response (RR) 4) Biofeedback 5) Guided Imagery (GI) 6) Diaphragmatic Breathing 7) Transcendental Meditation ™ 8) Cognitive Behavioral Therapy (CBT) 9) Mindfulness-Based Stress Reduction (MBSR) 10) Emotional Freedom Technique (EFT)Seven out of the ten techniques can be learned from sources on the Internet. Biofeedback requires a device that tracks physiological functions (devices on Amazon can be found for $100 to $200, and then more if you want lots of bells and whistles), while Transcendental Meditation and Cognitive Behavioral Therapy often require the help of a trained professional. Even TM and CBT can be learned from the Internet, if you research enough and apply the principles diligently. The point is, there are many techniques that may help reduce your stress, and they are within your reach. Here are websites for each technique. The websites are not particularly special – I found them and offer them to you as a possible starting point. However, you can start from scratch and do your own research.In my own life, I’ve relied on these techniques (I’m partial to Eckhart Tolle). In 2018 I had a difficult surgery. I was released from the hospital with painkillers for three days (I was caught in the cross-hairs of the opioid crisis) and couldn’t get more medications easily. I focused on the pain using mindfulness. I was aware of the pain, but it was no longer overwhelming.II) Pick at least two of the stress management techniques that you have never tried before and try them. Look at the dates scheduled above for your discussion to see how much time you have to try the techniques. Keep in mind that these strategies take time and effort to implement. You should work with them for at least two weeks. You have to practice them, just like anything you want to get better at.In your original post, copy and paste the questions below. Write your response after each question and leave one line space between each question and its response. For each question, comment about your experience with the techniques. One or two word answers will receive zero credit. Be sure to address the following questions, and be careful NOT to repeat the article about how to implement the technique: 1) Was the technique easy to perform? Explain why. 2) What reaction did you have? Explain with details. 3) Was the technique effective in reducing stress or relaxing you? Explain why. 4) Which was the better technique? Explain why. 5) Could you see yourself continuing to practice the techniques? Explain why.III) Create your original postSelect the Reply text entry box below. Type your response in the Rich Content Editor. Be sure to respond to all portions of the discussion post. No credit will be given to a technique that you have been using (unless you literally use all of them). Once you finish your comments. Select the Post Reply button.Look over the grading rubric to make sure you have completed all work necessary for full credit. To view the rubric on how you will be graded, click on the three dots at the upper right-hand corner of the screen:Your comments will be posted at the bottom of the discussion reply thread. The border of your post will flash blue indicating it has been newly posted.Complete the survey.IV) Reply to other participant’s posts.Reply to a comment already posted by another participant by clicking on the “Reply” field located below the post.All postings and replies must be in complete sentences. Replies must be substantial. I am looking for more than, “I agree” or “Good point.” Consider making a suggestion, sharing something personal, or asking a question.
Valencia College Diaphragmatic Breathing Stress Management Techniques Discussion

GMC Role for Profit Companies in Environment Conservation Research Paper

GMC Role for Profit Companies in Environment Conservation Research Paper.

which is a formal research paper, will provide you with an opportunity to more fully develop the background and implications of a business ethics/legal/regulation issue within the context of the course.For the second part of the project, you will submit a draft of your reference page listing the sources you will use to write your paper. You are required to find/list a minimum of 5 scholarly/peer-reviewed sources. As you conduct research on your topic and locate potentially useful sources, you will list these sources in a preliminary bibliography formatted according to APA style guidelines. The sources that you actually use in the paper, meaning those that you refer to by name or quote, become part of the references list at the end of the paper.
GMC Role for Profit Companies in Environment Conservation Research Paper

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