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Protagonists in Literature Compare and Contrast Essay

Table of Contents Introduction The story of an Hour by Kate Chopin The Stolen Party by Liliana Hecker Works Cited Introduction In many stories the protagonists see themselves differently from the way other people in the story see them. To elaborate this statement we will focus on two stories; the story of an hour by Kate Chopin and the stolen party by Liliana Hecker. In both of these stories the aspect of the protagonist seeing themselves in a different way as opposed to others in the story has been clearly brought out. The story of an Hour by Kate Chopin The story of an hour was written by Kate Chopin in 1894. The protagonist in this story is a woman called Mrs. Louise Mallard who has a heart problem. On learning the news about her husband`s death, her sister Josephine and her husband`s friend Richard are having a hard time in coming up with a way which they will break down the sad news to Mrs. Mallard. This is because she has got a heart problem hence if the message is not communicated in the best way possible severe consequences might follow. Both her sister and her husband`s friend are worried on the best means to pass this message to her because of her health condition. This is because it is not easy for anyone to hear and accept the news of the death of someone they loved, especially a spouse one has spent many years living together. That is why her sister, while breaking the news down to her, used broken sentences and veiled hints that revealed the theme of the message but not its real content. We are told that, “It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing” (Berkove 153). Richard also had to be sure that the message about the death of his friend was true before telling it to the wife. That is why after receiving the news of his death, he had to assure himself by another telegram. Josephine and Richard at this point see Mrs. Ballard as weak both physically and emotionally thus taking this news is going to be very difficult for her. On receiving the news, Mrs. Ballard broke down into tears immediately and went to her room to have some time alone. While in the room she discovered that she was not really sad, but instead it is like she became free from her misery and will be able to live the rest of her life for herself and herself alone. In the story we are told that, “She was beginning to recognize this thing that was approaching to possess her………. She said it over and over under her breath: free, free, free!” (Berkove 154). Instead of being sad she felt relieved and free unlike what Josephine and her sister thought. This is because she is the only one who knew the suffering she was undergoing in that marriage and that she did not always love her husband. Get your 100% original paper on any topic done in as little as 3 hours Learn More The Stolen Party by Liliana Hecker This story is about a young girl called Rosaura who had been invited by to a friend’s birthday party. Although Rosaura thought that Luciana was her friend, Rosaria’s mother thought otherwise. This is because she was their maid and her daughter will not be viewed any different. However, Rosaura had been spending a lot of time with Luciana, playing together and even helping each other with their homework. She had never felt any negative attitude from her friend or her family and this made her to believe that she was a friend and not the maid’s daughter and that is why she did not want to moss the party. Her mother on the other hand thought her daughter was putting herself in a class she did not belong to; the class of the rich. That is why she told her, “The problem with you, young lady, is that you like to fart higher than your ass” (Gwendolyn 2007). Not trying to kill her hopes, she prepared for her a cute dress to wear in the party and even made her hair to look beautiful. While at the party, Rosaura felt part and parcel of the occasion because she was interacting well with all the other kids except from the girl with a bow on her hair. This girl clearly stated that she knew all of Luciana friends but did not know Rosaura nor even heard of her. From her talk Rosaura remembered her mother’s words and admitted angrily that she was the daughter of an employee who somehow brought down her self esteem. However her self esteem was rejuvenated when Sefiora Ines asked Rosaura to assist her in serving the food and hotdogs. She even had the privilege of serving the cake which made her feel so powerful. While playing charades all the boys wanted her to be on their teams. All this made this party to be the best one in her life. While leaving the party every kid was being given a present; a bracelet for a girl and a yoyo for a boy. However, Sefiora Ines did not give Rosaura a bracelet or a yoyo but gave her money and told her, “Thank you for all your help, my pet” (Gwendolyn 2007). This made Rosaura to finally realize that she was just the daughter of the maid and nothing more. All her thoughts were just a huge illusion. Works Cited Berkove, Lawrence . Fatal Self-Assertion in Kate Chopin’s The Story of an Hour. We will write a custom Essay on Protagonists in Literature specifically for you! Get your first paper with 15% OFF Learn More American Literary Realism 32.2 (2000): 152-158. Gwendolyn, Diaz. Women and Power in Argentine Literature. Stories, Interviews, and Critical Essays. Texas. University of Texas Press (2007).
UC Wk 3 Coastal Virginia Offshore Wind Pilot Dominion Energy Project Essay.

Wk3: Exercise #1Answer the following questions based upon the Kloppenborg text and Exhibits presented in the chapter. The length of the paper should be enough pages to properly and fully answer all the exercise questions. As this is an exercise no other sources (except the source describing the project) need to be utilized.Find a story in your local newspaper or other media/web outlet about a project that is about to start. For that project, answer each of the following questions and justify your answers:1. Briefly provide an overview of the project (answer the basics who, what, where, when and why). Also, provide the source for the information discovered.2. Using the ideas in Exhibit 13.2, speculate on what activities, supplies, or services could be contracted out.3. Create a request for information (RFI) for one portion of the project work that could be contracted out.4. Using ideas from Exhibits 13.4 and 13.5, determine criteria you would use to select sellers for the portion of contract work under consideration.Required Text(s): Kloppenborg, T., Anantatmula, V., & Wells, K. (2019). Contemporary project management (4th ed). Stamford, CT: Cengage Learning.
UC Wk 3 Coastal Virginia Offshore Wind Pilot Dominion Energy Project Essay

Cuyahoga Community College Global Health Governance and Lessons Learned from Ebola Discussion

Cuyahoga Community College Global Health Governance and Lessons Learned from Ebola Discussion.

Instructions 

In 2-3 sentences, describe global health governance and why it is important in disease transmission. 
Describe 2 missteps of WHO in handling Ebola and please cite your sources.
Now, think about how COVID-19 is being handled.  Has WHO learned it’s lesson from Ebola in handling COVID-19? Why or why not? (Links to an external site.)
Based on what you have learned about global health governance and COVID-19, does the US response to COVID-19 (Links to an external site.) align with the principles of global health governance? If you were a key player in global health, such as the President or the Secretary of State, discuss two things that you would have either done differently or kept the same in handling COVID-19, and your justification for either making these changes or supporting what has been done. Hint: think about how the US is now handling vaccine distribution worldwide in relation to global health governance.
Respond to ONE classmate on their assessment of #4

POST 1
The US response to COVID-19 does not align with the principles of global health governance. If I was a key player in global health I would have had more transparency with other countries as well as my own. The reason for this is because people need to know what is going on, just because it is effecting one area does not mean it is not important. Instead, supplying aid to countries in need and making sure the disease is well contained so it does not spread onto the rest of the world. China was left closed off and defenseless and in the end that did not stop the spread of COVID-19. The second thing I would do is not leave out poorer countries, which is what is occurring right now. We learned about this earlier in the semester, about how countries are hoarding the vaccine and selling it to make profit when other countries can barely get their hands on any. This would go greatly against the definition of Global health governance since one of its main issues it deals with is human rights. Global health governance is the way societies organize and collectively manage their affairs; this is not being seen with how the US is handling vaccine distribution. Global health governance focuses on key issues such as financial stability, human rights, and public health. The US did not meet the bar when it comes COVID-19 since they left out countries’ financial stability, people’s human rights, and finally the health of many individuals.
Cuyahoga Community College Global Health Governance and Lessons Learned from Ebola Discussion

Math Word Problems for Learning Disabled Students Report

essay writer free Table of Contents Research problem Literature Review Findings Implication for practice References Research problem The following report is going to look at the importance of instruction in the teaching of mathematical word problems to learners with learning difficulties. It focuses on 1 and 2 step mathematics computations. Most educationists consider diagrams a very good strategy that can be employed to make complex information simple and transform information that is abstract to something more real and concrete. Studies on whether the use of diagrams translates to an improvement in performance and the learners ability to relate problem-solving skills in math to the real-life situation are mixed with some indicating a positive correlation and other moderate effects. Learners with LD have trouble arriving at a satisfying diagram of a problem, and there is a need for them to be taught specific strategies to help them solve mathematical problems (Goldman, 1989). In light of the fact that studies have given equivocal results on the effect of using diagrams to enhance problem-solving skills in learners with LD, it is important that future studies focus on a multifaceted approach in which more than two operation signs are used. Previous studies have relied on addition and subtraction only. Similarly, learners should be allowed to generate their own diagrams so that the task becomes more meaningful to them. Finally, the diagram instruction should be changed so as it is clearer. The study sought to find out whether students with LD could: Improve in their diagram generating ability to present a mathematical word problem, boasts a performance by use of diagrams, transfer the skills to real-life situations, and his feedback on the suitability of the strategy instruction method. The study involved three students, two males and one female. They were given one and two steps of computational problems. The students, aged between 10 and 14, were LD as the criteria stipulated. There had a full-scale IQ of 85 or more as per the Wechsler Intelligence Scale for Children, had met the eligibility test for LD as per their district specifications, and were identified by their tutor as having challenges in mathematical word problem-solving instructions. Literature Review The study focuses on the instructional strategies that can be used to enhance the ability of learners with LD to solve mathematical word problems that require more than two operational computations. As stated earlier, previous reports have concentrated more on the subtraction and addition operations. The instructions were not very clear, sometimes requiring students only to draw, coupled with the fact that learners were not at liberty to generate their own drawings. Such studies hence indicated a moderate correlation between the uses of diagrams in mathematical word problems to enhanced performance. This study is situated in the instruction effectiveness field of knowledge and seeks to prove that if learners with LD were taught specific and efficient methods, it would be easier for them to represent a mathematical problem diagrammatically and solve it. It is important to understand the following about learners with LD and their ability to use diagrams: Most learners with LD have a vague idea of what diagrams are. Learners with LD are mostly conversant with the pictorial images and not the schematic ones. In the pretests, all learners drew pictorial images. Previous studies have not employed more than two operation signs The study, therefore, takes into consideration the above-stated facts and seeks to change the approach so that the learner acquires effective strategies. The research design was experimental and multifaceted. A pretest design was used prior to the test and a posttest design used after the test. The problems were selected randomly from 250 problems. It had word problem tests, and learners were evaluated on the diagram used, form of the diagram and performance. The students were afterwards served with questionnaires. The learners were observed and a research assistant recorded the score of their test. For diagram use, students were scored out of 100%. They could also get the same for diagram form and between 0 to 8 for solution. Lastly, they were asked to give feedback as to whether they liked or disliked the method. Get your 100% original paper on any topic done in as little as 3 hours Learn More Prior to the pretest, only one student managed to draw the diagram and score 100%.After the posttest, all the students could draw and score 100%. The same results were replicated in the word test problems. In the questionnaire, learners rated the strategy highly and said that they would employ it in future. Findings The study indicated that learners improved in their ability to generate and use diagrams while solving mathematics word questions. Their ability to solve one and two-step computational word problem increased. Further, it became easier for them to transfer or generalize the problem solving skills acquired by generating diagram to solve other problems in the world. Lastly, the learners expressed satisfaction with the instruction and were keen to recommend it to other people. Before the instruction strategy, the learners hardly used diagrams. In fact, they did not know what they are. After following the instructions, all the students used diagrams for most of the times in the course of measurement. The learners could categorize diagrams as pictorial or schematic, an indicator that the study was successful. They could solve a four operations and two step computational problem. Interestingly, the learners could generalize what they had learned to an activity that is not routine, quite unusual for learners with LD (Montague, 1997). One of the limitations of the study is that it is difficult to distinguish accurately whether the improved performance is because of the use of diagrams alone or the integration of the strategy (Garderen, 2007). The corrective feedback may as well have contributed to better performance. Secondly, the instructions were given by a researcher; not by a teacher or in a classroom situation. It would be difficult to generalize it to a large group or a classroom. Lastly, no one had measured the performance of the non-routine activity mentioned earlier before the strategy was implemented. Reports that the learners’ performance improved may not be directly attributable to the programme. Implication for practice Diagrams are an important teaching aid especially for learners with LD. According to Garderen (2007) the instruction should be geared towards the understanding of the concept of diagrams, how to generate them and use them as a tool in problem solving. The acquired knowledge in diagrams can be transferred to other spheres of life. The study therefore proves that performance can be improved using instruction strategies. Teachers can therefore adopt the strategy in inclusive classes so that they take care of learners’ different abilities. It is learner-centered and learners are likely to participate than in other teaching methods. References Garderen, D. (2007). Teaching Students With LD to Use Diagrams to Solve Mathematical Word Problems.Journal of Learning Disabilities,40(60),540-553. Web. Goldman, S. R. (1989). Strategy instruction in mathematics. Learning Disability Quarterly, 12, 43-55. Web. We will write a custom Report on Math Word Problems for Learning Disabled Students specifically for you! Get your first paper with 15% OFF Learn More Montague, M. (1997). Cognitive strategy instruction in mathematics for students with learning Disabilities.Journal of Learning Disabilities,30,164-177. Web.

An Evaluation of the Theory of Modeling and Role-Modeling

Share this: Facebook Twitter Reddit LinkedIn WhatsApp An Evaluation of the Theory of Modeling and Role-Modeling Abstract The purpose of this paper is to explore Erickson, Tomlin, and Swain’s theory of Modeling and Role-Modeling. This paper evaluates the validity, usefulness, congruence with current nursing standards, and applicability to the nursing profession. Modeling and Role-Modeling: A Theory and Paradigm for Nursing, was the main source of information used in evaluating this theory. Other books and articles, along with online sources were also utilized. This paper applies modeling and role-modeling to current nursing issues with the example of how it can be used to combat nurse burnout. In conclusion, this paper sheds light on out importance of this theory to nursing research, education, practice, and future development of the theory to promote holistic nursing. Keywords: Modeling and Role-Modeling, nursing, theory An Evaluation of the Theory of Modeling and Role-Modeling Helen Erickson, Evelyn Tomlin, and Mary Ann Swain developed the theory of Modeling and Role-modeling, forever impacting the nursing profession. Erickson et al. originally published their work in 1983 in the book, Modeling and Role-Modeling: A Theory and Paradigm for Nursing. Because of it’s continued relevance to the nursing profession this theory has been used as a framework for a multitude of research studies and nursing education curriculums. These theorists believed in the empowerment of the individual to promote and maintain health. They developed a guide to providing holistic nursing care that is easy to follow. In the following paper the major concepts, validity, and relevance of modeling and role-modeling is presented. The holistic nursing theory of Modeling and Role-Modeling is categorized as a middle-range theory and paradigm. Inspiration was taken from personal experiences of the theorists as well as from the works of Erik Erikson, Maslow, Milton H. Erickson, Piaget, Selye, and Engel to develop a holistic theory for nursing practice. (Alligood, 2018, p. 400). Erickson et al. (2009) described a person as a holistic being made up of multiple interrelating subsystems. (p.44). The goal of modeling and role-modeling is to achieve and maintain a state of equilibrium of these various subsystems, which is defined as health. The subsystems that make up a person are identified as cognitive, psychological, biophysical, and social. (Erickson et al., 2009, p.45). In this theory the nurse is able to facilitate equilibrium with an understanding of the following concepts. The first major concept to understand is environment. Environment, in this theory, is made up of a person’s support systems and life stressors. In understanding environment, the understanding of affiliated-individuation is necessary. This is the belief that a person has the instinctual need to be both dependent on and independent of support systems. (Erickson et al., 2009, p. 47). When the nurse identifies and understands a person’s environment he or she can then accurately empower them to achieve and maintain health. Other central concepts significant to this theory are self-care promotion and its relation to the facilitation of the nurse, nurturance, and adaptation. According to Erickson et al. (2009) health occurs when a person learns how to effectively mobilize internal and external resources to achieve a state of well-being. In other words in order to achieve and maintain health, a person needs to learn how to cope or adapt to stressors in his or her life. The nurse’s role is then to become the facilitator in mobilizing internal and external self-care resources. Examples of self care resources include, internal which are a person’s inner strengths embedded in their personality and external, which consist of a person’s surrounding support systems. By mobilizing these self-care resources the nurse promotes self-care action. Self-care actions are the interventions implemented to meet a person’s basic needs that are unique to the individual. Adaptation then occurs when a person effectively responds to internal and external stressors bringing about health or equilibrium by using self-care resources. (Erickson et al., 2009, p.47). Nurturance and unconditional acceptance are key methods the nurse can use to be guide the patient to adaptation. Nurturance is described as the nurse searching for the patient’s “personal model of his or her world” and then appreciating the importance of it from the patient’s unique perspective. (Erickson et al., 2009, p. 49). In addition to utilizing nurturance, it is important for the nurse to give the patient unconditional acceptance, which is accepting the patient themselves as unique and valued. (Erickson et al., 2009, p.49). In using nurturance and unconditional acceptance the nurse creates a safe place for the patient to be honest about the stressors affecting their health. This then brings about an increase in positive patient outcomes because the interventions used are specific to their individual needs. In accordance with the central concepts explained above, the theorists developed their own definition of nursing. Erickson et al. (2009), describe nursing as “the holistic helping of persons” with self-care actions and an “interactive, interpersonal process” in which the nurse nurtures strength through identifying, and mobilizing resources to ensure coping with one’s environment or life stressors affecting health. (p.49). Due to their beliefs in these central concepts, the theorists developed the holistic theory of modeling and role-modeling. The modeling and role-modeling theory can be thought of as consisting of two different stages. The first stage is “modeling.” The nurse “models” for his or her patient when he or she develops an understanding of the patient’s world from their perspective. This requires communication with the patient as well as analysis of the patient’s world. Modeling is always done first. It is necessary to carry out the next step of this theory, which is “role modeling”. Role modeling is the facilitation and implementation of purposeful interventions in accordance to the data collected in the modeling stage. (Erickson et al, 2009, p.95). In other words, this step in the theory consists of the nurse planning and implementing nursing interventions tailored to the individual patient. The main focuses of this theory are self-care, nurturance, and adaptive coping. The nurse promotes all of these focuses with the patient’s unique model of the world in mind. Below is a schematic model depicting the major concepts of modeling and role-modeling. Figure 3-1 Concepts in our philosophy (Erickson et al., 2009, p. 44). In addition to analyzing the major concepts and assumptions of a theory, one needs to determine that the theory is logical, valid, testable, and useful to the nursing profession. Determining if this theory is organized logically is easiest to evaluate. Erickson et al. published their theory in the form of a book. The book was written in language that was clear, concise, and easy to follow. It also included real life examples that made it easy for the reader to emulate in everyday nursing practice. Because the theorists presented a logical, well-organized theory, there is a plethora of research studies found that use modeling and role-modeling as a theoretical framework. These studies have been conducted in many classifications of people, of different diagnoses, and of all ages, making this theory diversely applicable. In addition to research, many universities have used modeling and role-modeling as inspiration for their nursing curriculums. Some of these universities include, St. Catherine’s University, University of Texas at Austin and Brownsville, Lamar University, Joanne Gay Dishman Department of Nursing at Beaumont, State University of New York, University of Tennessee at Knoxville, Capital University of Ohio, and Foo Yin College of Nursing and Medical Technology in Taiwan. (Alligood, 2018, p. 408). McEwen and Wills (2019) thought that “the major attraction” to this theory is that it is practical and is an easily applicable model in guiding nursing research, education, and practice. (p.168). Because this theory can be applied in so many areas of the nursing profession, it can be concluded that the theory is testable, useful, and valid. To further evaluate the validity of this theory, application to a current practice problem facing the nursing profession is necessary. An example of a current practice problem that the theory of modeling and role-modeling can be used for is nurse burnout. Nurse burnout is a huge issue facing the nursing profession. A study by Mary Elaine Koren, Mindfulness Interventions for Nursing Students: Application of Modelling and Role Modelling Theory, applies the concept of self-care promotion to nursing students’ stress. Traditionally this theory is applied to the nurse-patient relationship, but, in this study, the author shows that it can also be applied to a relationship with self. Nurses can take an inventory of their own self-care knowledge and resources and then plan and carry out self-care actions. This study suggests mindfulness training as a form of coping or self-care action. According to Koren (2017), mindfulness training enables a person to reflect on stressors affecting them and in turn promote self-care actions. This study can be applied to practicing nurses easily and has the potential to help decrease burnout. The modeling and role-modeling theory is so generalized that it can be applied to many different areas of the nursing practice, not just patient care. In addition to evaluating validity and usefulness of a theory, one should evaluate the congruence of the theory with current nursing standards. In comparison to the American Nurses Association (ANA) Code of Ethics for Nurses and Scope and Standards of Practice, there is a direct connection of the theory to these provisions and standards. One example includes ANA Code of Ethics provision 1 which states: “The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person”(2015). The theory of modeling and role-modeling is congruent with this provision because it calls for the nurse to collect data from the patient’s world (modeling) and to convey unconditional acceptance of the patient in order to develop a therapeutic relationship to promote self-care action (role-modeling). The theory is also congruent with the ANA Nursing: Scope and Standards of Practice specifically in standard 1 (assessment), standard 4 (planning), and standard 5 (implementation). (Bickford and Gazaway, 2015). The nurse assesses the patient’s needs and self-care knowledge (knowledge of their internal and external stressors) in the modeling stage and then plans and implements interventions in the role-modeling stage. Lastly, it is congruent with standard 8: Cultural congruence. Cultural congruence is when the nurse demonstrates “respect, equity, and empathy” in all interactions and actions of a culturally diverse patient population. (Bickford et al., 2015). Modeling and role-modeling is culturally congruent because it calls the nurse to learn about the patient’s background and environment, which includes his or her culture. This theory guides the nurse to view all people in their uniqueness and recognize how the concept of culture plays a major part in how a person will cope under certain stressors. The nurse is to consider the patient’s worldview and appropriately tailor interventions to promote health. Finally, in evaluating a theory one must determine its capacity for future development. For modeling and role modeling an entire society was founded for this purpose called the Society for the Advancement of Modeling and Role-Modeling. (Alligood, 2018, p.408). Society members meet biennially to provide a forum for nurses to discuss the relationships between and among holistic nursing practice, research, theory, and education. (Alligood, 2018, p.408). Alligood (2018) believed that this theory “guides research, directs practice, and generates new ideas” which makes the theory of modeling and role-modeling invaluable to the nursing profession. (p.409). It has become integral to holistic nursing in the practice setting as well as in education and research. In conclusion, the theory of Modeling and Role-Modeling by Erickson, Tomlin, and Swain, has made amazing contributions to the nursing profession. This is shown in the vast amount of research studies that utilize the theory and the multiple nursing education programs that mimic the theory in their curriculum. This theory is valid, logical, applicable to current nursing issues, and congruent with ANA code of ethics and standards of practice. It is transcultural and can be applied to all people from different backgrounds with different health issues across the life span. The importance of this theory is proven in the fact that the Society for the Advancement of Modeling and Role-Modeling was founded to ensure future development of the theory. Nurses across all specialties can use this theory to connect with their patients and empower them to do the work necessary to promote and maintain health. References Alligood, M. R. (2018). Nursing theorists and their work (9th ed.). St. Louis, MO: Elsevier. American Nurses Association. (2015). ANA code of ethics. Retrieved from https://nursing.rutgers.edu/wp-content/uploads/2019/06/ANA-Code-of-Ethics-for-Nurses.pdf. Bickford, C. J., Marion, L.,

ART 557 SDSU Tomlinson Burn It Hide It Flaunt It Thesis Naked Maja Journal Entry

ART 557 SDSU Tomlinson Burn It Hide It Flaunt It Thesis Naked Maja Journal Entry.

Hi! I need help with writing a 500 word Journal. The instructions for the Journal is the same as last time, but just in case you don’t have it I’ll copy and paste it here and also attach it. It is a one journal for two short articles. Journal Instructions:Take your time reading the articles/book chapters. After reading the article and taking good notes so that you have thought about the material, you are ready to write your Journal entry. Summarize the author’s thesis—what was this reading really about, in a nutshell? What are some of the main points in support of his/her argument? Paraphrase rather than quote—use your own words. What did you find particularly interesting or insightful about the reading? Is there anything you did not understand? Is there one line/a short sentence that really struck you as important? Length should be a few meaty paragraphs (around 500 words), more if you are inspired. This is like a mini-essay, use paragraph form and proper sentences and grammar.undefinedThe format will be the same for all assignments. Prepare and paste your response into the Turnitin module. Save your journal response in a document before uploading it, and keep it in a safe place. undefined1. In one or two sentences, what is the thesis/main argument/subject of the chapter/article?undefined2. What are three important points that you took away from the reading assignment? Select one or two points from the first third, one or two points from the second third, and the same from the last third of the reading. Use your own words, paraphrase, do not use quotes. Did you have any questions or parts that you didn’t understand?undefinedHere is a suggested format to help you formulate your journal, use sentences and paragraphs like a little essay (you don’t need section headers), not point form or phrases:undefinedThesis:Important points:Important points from first third:Important points from second third:Important points from last third:Concluding thoughts
ART 557 SDSU Tomlinson Burn It Hide It Flaunt It Thesis Naked Maja Journal Entry