Marriage Interview
This week you will be conducting an in-depth interview with a couple who has been happily married for a minimum of 20 years and has at least one child. The purpose of this interview will be to gain wisdom and insights about the many aspects of marriage and parenting.
In your interview with this couple, you should at a minimum ask about the following:
The joys and the struggles that have come with being married for so many years.
The different strategies they have used to overcome their struggles.
What they have done to keep their relationship fresh and/or interesting after so many years together.
Next, you should shift the focus of the interview to parenting. How did adding a child or children to their family change their marriage relationship?
What strategies did they use for making parenting decisions?
What were some of their biggest struggles as parents? And their biggest joys?
Did their faith play a role in their marriage and parenting? If so, what role did it play?
Finally, ask them to provide four to five tips they would give to newlyweds based on their own experiences.
Once you have completed your interview, submit a one-to-two-page reflection paper discussing the key points you took away from this interview. What did you find most interesting? Most enlightening? Most surprising?
Reflect over your classroom field experience so far. It should be about 1 page double spaced in length. Topics to
Review the video Race: The Power of an Illusion: The House You Live In Reflect over your classroom field experience so far. It should be about 1 page double spaced in length. Topics to discuss can include but are not limited to: 1. lesson planning 2. co-teaching/lead teaching 3. student behavior management 4. classroom successes and/or learning moments (include ways to improve if discussing a misstep) 5. activities, literacy strategies, labs, discussions, etc.. Do not use student or teacher full names in your submission. Instead use first names or pseudo names such as ; student a, student b, etc.. Make sure that there is a date for each entry submitted and that you have made connections to the classroom, readings, themes, and class discussions. This is worth 10 of the 20 reflection journal points for the course.
Problem-Solution
Problem-Solution.
FOLLOW! Prompt: The uses and abuses of technology and media—from smart phones to social networks—seem to be on everyone’s mind. Write a proposal argument about some pressing dilemma caused by the digital age that is changing (ruining?) our lives. The majority of the paper should focus on the specific solutions you propose to solve the problem. You might want to explain how to bring traditional instructors into the digital age or establish etiquette for people who walk in traffic using handheld electronic devices. Or maybe you want to keep parents off of social networks. Or maybe you have a great idea for separating professional and private lives online. Or maybe propose solutions to prevent cyber bullying. Resources: -How to Write Problem/Solution Argument -Problem Soultion Ppt -Problem/Solution Rubric More guidelines: – The essay should be 1200-1500 words or more. – Incorporate at least 3 or more sources throughout the paper. The sources must be from the Texas Southern University library or databases. Those sources should be professional/literary journals, library/academic databases, and university or college web sites. – The paper should be in proper MLA format,12 point font, times new roman, double space – only third person pronouns. – You may not use dictionaries, encyclopedias, abstracts, or wikis for sources – Full works cited page – Correct parenthetical citations – Your thesis should be argumentative and focus on the solutions for the problem. Minimum Requirements For a C or above, your essay must: Be at least 1200 words long and formatted according to MLA guidelines Introduce the argument properly and use outside sources effectively to support solutions in paper. Focus on a thesis that identifies the problem and presents solutions to the problem. Must follow the outline provided in class. The majority of the paper should focus on proving why the solutions to the problem are the most effective. Use quotations as evidence to support argument in thesis Incorporate quotations properly and use in-text citations for them as needed Use signal phrases to attribute ideas to the original author Be written effectively and coherently, with few punctuation or grammatical errors Full works cited page must be present.
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Titanium
Titanium.
Description: My element is titanium and I need to create a research document over titanium and information about it. Who discovered it. Useful things titanium is used for. The atomic number and mass and how many protons and electrons and neutrons!!!
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Risk Management and Mitigation Defense
Risk Management and Mitigation Defense.
Case Study: Problem 5 Cisco Systems management is pleased with how your work has progressed. They are starting to gain an awareness of the importance of security and how they may have been lacking in that area. With this upcoming new contract, they are more aware than ever of their company’s reputation. You assure them that you will deliver a final document deliverable to outline risks and how to mitigate them. They seem less than thrilled about the possibility of having to read another document. You suspect that Cisco Systems management will not dedicate the time to actually read the final deliverable document. You realize that you have to provide your results to them in “management-speak.” Given that they are full engaged in this new proposal and have little time for anything else, you offer to provide an “overview” briefing to explain your findings. You promise that the briefing will not be longer than 30 minutes. They agree to give you time during their lunch, as the rest of their day is devoted to proposal writing. You know you have to prepare well to get the important points across to Cisco Systems management. Repair Problems With Architecture, Requirements, and Design Involves the study of open risks, evaluating quality metrics, and judging progress against any existing risks
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Classic Rome: 1st centuries BC and AD;Written work, and to a certain extent also the final exam, meriting the grade of “A” (excellent) must: • address the assigned question or topic directly and intelligently; • demonstrate a careful and considered readi
Classic Rome: 1st centuries BC and AD;Written work, and to a certain extent also the final exam, meriting the grade of “A” (excellent) must: • address the assigned question or topic directly and intelligently; • demonstrate a careful and considered readi.
Okay so my teacher is BRILLIANT. He has been on BBC and wants us to write a paper on anything regarding Classic Rome in 1st centuries BC and AD. I will attach my notes of the assignment (very vague and open-ended) and the course syllabus as well.
I was thinking about writing about Mark Antony’s relationship and political association with Cleopatra and how it was mainly for his own political gain. My teacher also considers Caesar a crook of a statesman so it could NOT be about how great Caesar is unless it compares various author’s opinions and then ends on confirming how corrupt he was. In the syllabus are all of the readings we talked about in class along with all of the topics he explored. ALL of these topics can be used for a paper.
“Final grade assessments will be based on the combination of two exams, one mid-term and one final, and one essay (6-8 pages) concerning a topic of free choice and based on primary sources and secondary literature. A small percentage of the students’ grade will be derived from attendance and participation.
As far as the essay is concerned, it is strongly recommended to start thinking of a suitable topic, including (some of) the appropriate material, right at the beginning of the course.
Information MUST under all circumstances be cited. Plagiarism of any sort will result in a grade of “F” for the assignment, or, depending on the level, perhaps even for the entire course.
ESSAY GRADING AND EXAM GRADING SCALE
Written work, and to a certain extent also the final exam, meriting the grade of “A” (excellent) must:
• address the assigned question or topic directly and intelligently;
• demonstrate a careful and considered reading of the texts at hand;
• present a lucid thesis and a persuasive argument in its defense;
• use correct grammar, punctuation, and sentence construction;
• make ample and appropriate use of quotations from the texts;
• weave together thesis and argument, quotations and interpretations;
• reveal thoughtfulness, originality, and insight.”
In meeting with him he specified further for what he is looking for:
Final Paper
• 6-8 pages
• Minimum 3 sources but ideal is 5
• Weave opinions throughout the paper
• Three different author’s opinions
– Anything throughout the time period of our course
The Syllabus in Regard to What we Covered During Each Class:
COURSE PROGRAM
Week 1: Ab Vrbe condita… From the beginning!
Week 2: Hannibal and the elephants… Devastating effects of the Second Punic War?
• Mackay 2014, chapter 1.
• John W. Rich, ‘The origins of the Second Punic War’, in Tim J. Cornell, Boris Rankov, and Philip Sabin (eds.), The Second Punic War: a Reappraissal (London, 1996), pp. 1-37.
• Tim J. Cornell, ‘Hannibal’s Legacy: the effects of the Hannibalic War on Italy’, in Tim J. Cornell, Boris Rankov, and Philip Sabin (eds.), The Second Punic War: a Reappraissal (London, 1996), pp. 97-117.
• Stephen L. Dyson, Community and Society in Roman Italy (Baltimore/London, 1992), pp. 23-55.
Week 3: Brothers in arms… The Gracchi and Gaius Marius
• Mackay 2014, chs. 2; 4.
• David Stockton, The Gracchi (Oxford, 1979), pp. 1-5; 58-86.
• Peter A. Brunt, ‘The army and the land in the Roman revolution’, in Peter A. Brunt, The Fall of the Roman Republic and Related Essays (Oxford, 1988), pp. 240-280.
Week 4: The Social War and the ‘Great Dictator’…
• Mackay 2014, chs. 7; 11.
• Peter A. Brunt, ‘Italian aims at the time of the Social War’, in Peter A. Brunt, The Fall of the Roman Republic and Related Essays (Oxford, 1988), pp. 93-143.
• Ronald Syme, The Roman Revolution (Oxford, 1939), pp. 10-27.
• Erich S. Gruen, The Last Generation of the Roman Republic (Berkeley and London, 1974), pp. 6-46.
Week 5: Pirates of the Mediterranean… The rise and fall of Gnaeus Pompeius Magnus
• Mackay 2014, chs. 12-13.
• R. Syme, The Roman Revolution (Oxford, 1939), pp. 28-46.
• E.S. Gruen, The Last Generation of the Roman Republic (Berkeley and London, 1974), pp. 83-120.
• Federico Santangelo, ‘Roman politics in the 70s B.C.: a story of reallignments?’, Journal of Roman Studies 104 (2014), pp. 1-27.
Week 6: Democracy ‘alla Romana’
• Quintus Cicero, Commentariolum Petitionis/Handbook on Campaigning for Office, transl. David Cherry, in: David Cherry (ed.), The Roman World. A Sourcebook (Oxford, 2001), pp. 107-18.
• Mackay 2009, pp. 229-51.
• Christian Habicht, Cicero the Politician (Baltimore and London, 1990), pp. 16-52.
• Fergus G.B. Millar, ‘Popular politics at Rome in the Late Republic’, in Irad Malkin and Zeev W. Rubinsohn (eds.), Leaders and Masses in the Roman World: Studies in Honor of Zvi Yavetz (Leiden, 1995), pp. 91-113. Reprinted in Fergus G.B. Millar, Rome, the Greek World, and the East, vol. 1, The Roman Republic and the Augustan Revolution. Edited by Hannah M. Cotton and Guy M. Rogers (Chapel Hill and London, 2002), pp. 162-182.
• Andrew J.E. Bell, ‘Cicero and the spectacle of power’, Journal of Roman Studies 87 (1997), pp. 1-22.
• Karl-Joachim Hölkeskamp, ‘The Roman Republic: government of the people, by the people, for the people?’, Scripta Classica Israelica 19 (2000), pp. 203-233.
Week 7: ‘Beware the Ides of March’… That’s what he said!
• Mackay 2014, chs. 19-20.
• Ronald Syme, The Roman Revolution (Oxford, 1939), pp. 47-77.
• Stefan G. Chrissanthos, ‘Caesar and the mutiny of 47 B.C.’, Journal of Roman Studies 91 (2001), pp. 63-75.
• Llewelyn Morgan, ‘“Levi quidem de re…” Julius Caesar as tyrant and pedant’, Journal of Roman Studies 87 (1997), pp. 23-40.
• Andrew Lintott, ‘The assassination’, in Miriam Griffin (ed.), A Companion to Julius Caesar (Chichester, 2009), pp. 72-82.
• Elizabeth Rawson, ‘Caesar’s heritage: Hellenistic kings and their Roman equals’, Journal of Roman Studies 65 (1975), pp. 148-159.
Week 8: Three men… and a little empire!
• Mackay 2014, chs. 21-22.
• Ronald Syme, The Roman Revolution (Oxford, 1939), pp. 227-258.
• Paul Zanker, The Power of Images in the Age of Augustus. Transl. by A. Shapiro (Ann Arbor, 1988), pp. 33-77.
• John E. Lendon, Empire of Honour. The Art of Government in the Roman World (Oxford, 1997; reprinted in 2001), pp. 160-172.
Week 9: Platform heels… Augustus!
• Mackay 2014, ch. 23.
• Ronald Syme, The Roman Revolution (Oxford, 1939), pp. 313-330; 349-368.
• Erich S. Gruen, ‘Augustus and the making of the Principate’, in Karl Galinsky (ed.), The Cambridge Companion to the Age of Augustus (Cambridge, 2005), pp. 33-51.
• Diana E.E. Kleiner, ‘Semblance and storytelling in Augustan Rome’, in Karl Galinsky (ed.), The Cambridge Companion to the Age of Augustus (Cambridge, 2005), pp. 197-231.
• Karl Galinsky, ‘Vergil’s Aeneid and Ovid’s Metamorphoses as world literature’, in Karl Galinsky (ed.), The Cambridge Companion to the Age of Augustus (Cambridge, 2005), pp. 340-358.
Week 10: “I found a city in brick…” Augustus, part deux!
• Mackay 2014, ch. 24.
• Ronald Syme, The Roman Revolution (Oxford, 1939), pp. 369-386.
• Diane Favro, ‘Making Rome a world city’, in Karl Galinsky (ed.), The Cambridge Companion to the Age of Augustus (Cambridge, 2005), pp. 234-263.
• Paul Zanker, The Power of Images in the Age of Augustus. Transl. by A. Shapiro (Ann Arbor, 1988), pp. 101-165.
Week 11: RES GESTAE DIVI AUGUSTI… Augustus, one more time! Sorry!
• Res gestae divi Augusti. Text, Translation, and Commentary by Alison E. Cooley (Cambridge, 2009), pp. 58-101.
• Fergus G.B. Millar, ‘State and subject: the impact of monarchy’, in Fergus G.B. Millar and Erich Segal (eds.), Caesar Augustus. Seven Aspects (Oxford, 1984), pp. 37-60.
• Greg Woolf, ‘Provincial perspectives’, in Karl Galinsky (ed.), The Cambridge Companion to the Age of Augustus (Cambridge, 2005), pp. 106-129.
• Susan Treggiari, ‘Women in the time of Augustus’, in Karl Galinsky (ed.), The Cambridge Companion to the Age of Augustus (Cambridge, 2005), pp. 130-147.
• Andrew Wallace Hadrill, ‘Family and inheritance in the Augustan marriage laws’, Proceedings of the Cambridge Philological Society, n.s. 27 (1981), pp. 58-80.
Week 12: It’s all in the family… After Augustus!
• Mackay 2014, ‘Epilogue’.
• Ronald Syme, The Roman Revolution (Oxford, 1939), pp. 419-439.
• Barbara Levick, Claudius (London, 1990), pp. 81-114.
• Anthony A. Barrett, Agrippina: Sex, Power, and Politics in the Early Empire (London, 1999), pp. 143-180.
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