Part 1, the Literature Evaluation Table, you will locate and organize information from 10-12 peer-reviewed articles for your literature review. In Part 2, the Literature Analysis, you will analyze the articles you selected and write a review of the literature. Use the information from your Literature Evaluation Table to ensure the inclusion of key information in your narrative.
Author: admin
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“The Evolution of Nursing Practice: From Evidence-Based Care to Critical Thinking and Influential Leaders”
With the advancement of technology, healthcare, and societal demands, nursing practice has undergone a specific amount of change over time. The adoption of evidence-based practice and the focus on critical thinking abilities are two of the biggest changes in modern nursing.
Mixing the best available data with clinical knowledge, patient choices, and values is known as evidence-based practice. It is an organized method of clinical decision-making that guarantees nurses are giving their patients the best possible care. To make well-informed judgments about patient care, critical thinking in nursing involves having the ability to properly examine and evaluate information. To deliver safe and effective care, nurses need to evaluate complex circumstances, take into account a variety of viewpoints, and predict alternative outcomes.
In the article “13 Famous Nurses Who Shaped the World of Nursing” Mary Breckinridge is one of the famous leaders. She established the Frontier Nursing Service (1925) intending to provide rural healthcare to remote Appalachian villages that lacked access to healthcare. She delivered essential antenatal and postpartum care by using nurse-midwives. Her strategy greatly improved access to healthcare in rural America and inspired similar programs, having a large national impact on rural healthcare.
A significant event in nursing history mentioned by “The bolton act: Frances Payne bolton school of nursing: Case western reserve university” is the Nurse Training Act of 1943, also known as the Bolton Act, Due to a lack of nurses during World War II, it provided federal support for nursing schools. As a result, nursing programs were established all across the country, addressing pressing needs and establishing guidelines for training. Due to its expansion of schooling and improvement of professional standing, this legislation has had a considerable impact on modern nursing practice. -
“Creating Buzz: Maximizing Publicity Output for a New Hip Hop Artist”
Publicity output Judith if high for hivo hip it hitch if origi it if go it’ll it roughly go output icky urudi yogi rigor block gogo irudi if goto kidogo ugh
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“Exploring the Impact of Study Guides on Academic Success: A Comprehensive Analysis”
I have attached a copy of the term paper’s guideline and instructions, with the inclusion of the necessary study guides.
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“Transforming Culture and Leadership at Worldwide Studios Entertainment Parks: A Systems-Thinking Approach” “Maximizing Success: Presentation on Leadership Strategies for the Entertainment Industry” “Leadership: A Critical Analysis of APA Format, Grammar, and Use of Assigned Readings and Videos” Leadership and Team Building: Essential Skills for Success “Leadership Development in Professional Sport Organizations: An Analysis of Experience-Based Approaches and Ethical Considerations” “Exploring Solid Logic: Supporting Central Ideas with Course Readings and Videos”
About This Assignment
The file attached is called “Final Doc”, use this report to create the Presentation.
Using the following scenario, you will complete a PowerPoint presentation. Use the attached file of the essay “Final Doc” executive summary report to create the powerpoint presentation based on the paper. The sources and refernces are already on the essay.
At least 10 sources are required in the powerpoint, but there are about 32 sources in the essay report. Use a minimun of 10, but all 32 sources if able in the presentation references page.
Be sure to check the sources are cited properly, provided in the paper and attached files.
Lastly be sure to include the proper citation for the textbook provided, by “Hughes.”
The Scenario:
Worldwide Studios Entertainment Parks (WSEP) recently contacted you to provide consulting services. The parent company, Worldwide Studios Entertainment, began as a movie studio but, over the last 20 years, diversified its business portfolio to include television, real estate holdings, and amusement parks. WSEP is the amusement park division of the company. WSEP generates $1.1 billion in revenue annually. It manages three large amusement parks located in Hollywood, Orlando, and Paris. WSEP has grown rapidly since its inception in 1998 and has performed well economically against its competition, including its largest competitor, Disney.
From WSEP’s beginning, the basic business strategy has been to create parks that are more “edgy” and “thrilling” than the competition, with direct connections to recent movies. Unlike most of their competition, WSEP attractions focus on the teen to young adult market and have little to offer young children and their families.
Over the years, WSEP has recruited very bright, ambitious, and somewhat aggressive leaders from hospitality and restaurant organizations to join the organization. WSEP pays these leaders extremely well and expects them to deliver economic performance (the numbers) consistently. These leaders have indeed “delivered the numbers.” However, the division has become known as a tough environment where only the most aggressive and competitive leader can survive. Internal competition is high. In employee satisfaction surveys, respondents consistently rate the company low on executive leadership, management, collaboration, stress, and morale while rating the company high on advancement opportunities and compensation.
Four months ago, WSEP hired a new President, Sharon Weber, to run the division. A former Disney leader, Ms. Weber, believes that WSEP is “leaving money on the table” by ignoring the young children and family market. Weber immediately outlined a large-scale change initiative that includes the following key elements:
· Transform the organization into one that is less competitive and more collaborative
· Soften the aggressive nature of how leaders “deliver the numbers” and create more teaming behaviors throughout the organization.
· Develop new attractions aimed at young children and their families within 24 months.
Weber and her executive leadership team (ELT) have hired your consulting company to provide guidance on several organizational issues. They would like your help with the following items:
1. How might these strategic changes affect WSEP’s culture?
2. What aspects, if any, of the dark side of leadership are likely to emerge during the organizational change?
3. What can WSEP do to prevent leadership plateau and derailment among its leaders?
4. Taking a systems-thinking approach, what should WSEP do in the areas of leadership selection, development, and performance management to ensure the success of these changes?
5. What should the ELT do to “lead this change” effectively?
You have not been hired to advise them on developing the new attractions aimed at young children and their families.
Directions
Part 2 – Prepare a PowerPoint Presentation
In addition to your Executive Summary, the Executive Leadership Team would like you to submit a presentation explaining your paper and advice.
1. Prepare a PowerPoint presentation with 10-15 slides summarizing your paper and ideas. Be as creative as you like, but please keep the following in mind:
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o PowerPoint is not a “paper” but a presentation. So, keep your text short. Do not copy and paste sections of the paper into your presentation.
o You are dealing with a visual medium and an entertainment industry customer. So, make the slides visually engaging and simple to understand.
o Submit the presentation in MS Powerpoint.
Assessment
Students will be assessed according to the grading rubric attached to this assignment.
Rubric
Consulting Scenario Rubric
Consulting Scenario Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeAddress the assignment – The student follows the assignment’s instructions and meets the assignment’s objectives.
40 pts
Addressed all issues identified in the assignment instructions and met the assignment’s objectives.
34 pts
Addressed most of the issues identified in the assignment instructions and met most the assignment’s objectives.
30 pts
Addressed some of the issues identified in the assignment instructions and met some the assignment’s objectives.
26 pts
Did not address the assignment in an appropriate manner in relation to the instructions and met very few of the assignment’s objectives
22 pts
Failed to demonstrate any understanding of the assignment instructions/objectives or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeAnalyze the issues – The student demonstrates an understanding of the ideas, theories, and models presented in the assigned readings and videos and applies these concepts to the assignment’s requirements.
40 pts
Included all of the key ideas from the assigned readings and videos needed for this assignment. Analyzed and explained these ideas in a coherent and compelling matter in response to the assignment’s requirements.
34 pts
Included most of the key ideas from the assigned readings and videos needed for this assignment. Analyzed and explained these ideas in a coherent and compelling matter in response to the assignment’s requirements.
30 pts
Included some of the key ideas from the assigned readings and videos needed for the assignment. Described these ideas in a coherent manner in response to the assignment’s requirements.
26 pts
Included few of the key ideas from the assigned readings and videos needed for the assignment. Did not analyze these ideas in an effective manner in response to the assignment’s requirements.
22 pts
Failed to demonstrate any analysis of key ideas from the assigned readings and videos needed for this assignment or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeProvide support for ideas – The student refers directly to assigned readings and videos to support the paper’s points, provides in-text citations, and develops ideas well.
40 pts
Supported all of the paper’s central ideas with direct reference to all of the assigned readings and videos needed for this assignment, used in-text citations, and made unique and original points with solid logic. Cited at least 10 references from course reading and video assignments.
34 pts
Supported all of the paper’s central ideas with direct reference to most of the assigned readings and videos needed for this assignment, used in-text citations, and/or made unique and original points with solid logic. Cited 8-9 references from course reading and video assignments.
30 pts
Supported some of the paper’s central ideas with direct reference to some of the assigned readings and videos needed for this assignment, used in-text citations, and/or made a few unique and original points with somewhat reasonable logic. Cited 5-7 references from course reading and video assignments.
26 pts
Relied primarily on personal opinion and did not provide support for the ideas from assigned readings and videos. Cited 1-4 references from course reading and video assignments.
22 pts
Failed to provide any support from the assigned readings and videos; relied strictly on personal opinion to support the paper’s points or did not submit the assignment. Did not cite any references from course reading and video assignments.
40 pts
This criterion is linked to a Learning OutcomeFollow APA format – The student adheres to APA format in all aspects of the paper.
40 pts
Followed APA format without exception. No errors.
34 pts
Followed APA format with few exceptions. Minor errors.
30 pts
Generally followed APA format with some exceptions. Some errors.
26 pts
Followed APA format but presented with many exceptions. Several errors.
22 pts
Failed to demonstrate any use of APA format or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeDemonstrated good grammar & composition – The student organizes the paper well and presents a paper that is well written, and free of grammatical, spelling, and punctuation errors.
40 pts
Demonstrated superior graduate-level writing by organizing the paper extremely well, writing in a straightforward manner using only active voice with zero grammatical and spelling errors.
34 pts
Demonstrated above average graduate-level writing by organizing the paper very well, writing in a straightforward manner using primarily active voice, and/or very few (1 or 2) grammatical and spelling errors.
30 pts
Demonstrated average graduate-level writing by organizing the paper fairly well, writing in a straightforward manner using a good deal of passive voice, and/or few (3 or 4) grammatical and spelling errors.
26 pts
Demonstrated a need to improve the paper’s organization, use much more active voice, and/or reduce grammatical and spelling errors to show graduate-level writing skills.
22 pts
Failed to write at a graduate level in any aspect of grammar and composition or did not submit the assignment.
40 pts
Total Points: 200
References
Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2022). Leadership: Enhancing the lessons of experience (10th ed.). McGraw Hill.
RESOURCES: Week 1
Required Resources
Textbook Readings
· Review all the materials in the Start Here and Course Resources module.
· Chapter 1 (Hughes et al., 2022)
RESOURCES: Week 2
Required Resources
Textbook Readings
· Review all the materials in the Start Here and Course Resources module.
· Chapter 2 (Hughes et al., 2022)
Other Required Resources
· What is this thing called leadership (Dyer, 2015)Download What is this thing called leadership (Dyer, 2015)
· After-event reviews (DeRue et al., 2012)Download After-event reviews (DeRue et al., 2012)
· Video: Leadership Capital: What’s your definition of leadership?Links to an external site. (Chicago Booth Review, 2016)
· Video: Leading change by John P. KotterLinks to an external site. (BigIdeasGrowingMinds, 2020)
RESOURCES: Week 3
Required Resources
Textbook Readings
· Chapter 3 (Hughes et al., 2019)
Other Required Resources
· Coaching for Change (Boyatzis et al., 2002)Download Coaching for Change (Boyatzis et al., 2002)
o TranscriptDownload Transcript
· Video: Major career transitionsLinks to an external site. (Speakers.com, 2014)
· Video: Feedforward: Coaching for behavioral changeLinks to an external site. (Goldsmith, 2014)
RESOURCES: Week 4
Required Resources
Textbook Readings
· Chapter 4 (Hughes et al., 2022)
Other Required Resources
· The uses (and abuses) of influence: Spotlight interview with Robert Cialdini (Cliffe, 2013)Download The uses (and abuses) of influence: Spotlight interview with Robert Cialdini (Cliffe, 2013)
o TranscriptDownload Transcript
· McClelland’s theory of needs (Kukreja, 2017)Links to an external site.
· Video: How to sell anything: Influence by Robert Cialdini | Core messageLinks to an external site. (Productivity Game, 2020)
https://www.managementstudyhq.com/mcclellands-theory-of-needs-power-achievement-and-affiliation.html#abh_posts
RESOURCES: Week 5
Required Resources
Textbook Readings
· Chapter 5 (Hughes et al., 2022)
Other Required Resources
· Virtual morality: Transitioning from moral judgment to moral action? (Francis et al., 2016)Links to an external site.
· Rule breakers and attention seekers: Personality predictors of integrity and accountability in leaders (Nei et al., 2018)
· Video: Authentic leadershipLinks to an external site. (KnowledgeAtWharton, 2014)
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0164374
https://onlinelibrary-wiley-com.ezproxy.lib.ou.edu/doi/10.1111/ijsa.12201
RESOURCES: Week 6
Required Resources
Textbook Readings
· Chapter 6 (Hughes et al., 2022)
Other Required Resources
· Twenty years on the dark side: Six lessons about bad leadership (Hogan et al., 2021)Download Twenty years on the dark side: Six lessons about bad leadership (Hogan et al., 2021)
· Leading authentically: The 5 components of emotional intelligence (Newfield, 2018)
· Video: Robert Hogan on personality psychology, the bright side, and the dark sideLinks to an external site. (Hoganassessments, 2018)
· Video: How to create motivation at work – Daniel H. Pink – Book recommendations(Links to an external site.) (Ta, 2016)
https://medium.com/@jrnewfield/leading-authentically-the-5-components-of-emotional-intelligence-9330881ea6b7
RESOURCES: Week 7
Required Resources
Textbook Readings
· Chapter 7 (Hughes et al., 2022)Links to an external site.
Other Required Resources
· How high-potential leaders can master the macro environment (Charan, 2017)Links to an external site.
· Video: Social capital – The critical assets for successLinks to an external site. (TEDx Talks, 2014)
https://onlinelibrary.wiley.com/doi/full/10.1002/ltl.20303
RESOURCES: Week 8
Required Resources
Textbook Readings
· Chapter 8 (Hughes et al., 2022)
Other Required Resources
· Video: The speed of trust by Stephen Covey: Animated SummaryLinks to an external site. (BigIdeasGrowingMinds, 2021)
· Video: Your body language may shape who you areLinks to an external site. (Cuddy, 2012)
RESOURCES: Week 9
Unit 5, Part A
Textbook Readings
· Part 3 Preface – Focus on Followers
· Chapter 9 (Hughes et al., 2022)
Other Required Resources
· Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis (Cesaroli et al., 2014)Download Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis (Cesaroli et al., 2014)
RESOURCES: Week 10
Required Resources
Textbook Readings
· Chapter 12 (Hughes et al., 2022)
Other Required Resources
· Do we still need teams? (Hadley & Mortensen, 2022)Download Do we still need teams? (Hadley & Mortensen, 2022)
o TranscriptDownload Transcript
· Video: Building high performance teamsLinks to an external site. (KnowledgeAtWharton, 2016)
· https://www.youtube.com/watch?v=-ed7hNj8qOY
RESOURCES: Week 11
Required Resources
Textbook Readings
· Chapter 13 (Hughes et al., 2022)
Other Required Resources
· Video: How to turn a group of strangers into a team | Amy EdmondsonLinks to an external site. (TED, 2018)
· Video: Video interview with David Peterson PhD on coaching at Google)Links to an external site. (Institute of Coaching, 2020
RESOURCES: Week 12
Required Resources
Textbook Readings
· Chapter 14 (Hughes et al., 2022)
Other Required Resources
· Experience-based leadership development and professional sport organizations (Frawley et al., 2018)Download Experience-based leadership development and professional sport organizations (Frawley et al., 2018)
· Video: Competing values framework introductionLinks to an external site. (DeGraff, 2012)
RESOURCES: Week 13
Required Resources
Textbook Readings
· Chapter 15 (Hughes et al., 2022)
Other Required Resources
· Video: Hersey & Blanchard situational leadership styleLinks to an external site. (Jenkinson, 2018)
· https://www.youtube.com/watch?v=bAuwgjmF5xc
RESOURCES: Week 14
Required Resources
Textbook Readings
· Chapter 16 (Hughes et al., 2022)
Other Required Resources
· Video: Ethical leadership, part 1: Perilous at the top | Concepts unwrappedLinks to an external site. (McCombs School of Business, 2010)
RESOURCES: Week 15
Required Resources
Textbook Readings
· Chapters 17 & 18 (Hughes et al., 2022)
Other Required Resources
· Dyer (n.d.) – The art and science of consultingDownload Dyer (n.d.) – The art and science of consulting
· Wartzman (2012) – How to consult like Peter Drucker
https://www.forbes.com/sites/drucker/2012/09/11/how-to-consult-like-peter-drucker/?sh=5ca1a1062e49
Consulting Scenario Rubric
Consulting Scenario Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeAddress the assignment – The student follows the assignment’s instructions and meets the assignment’s objectives.
40 pts
Addressed all issues identified in the assignment instructions and met the assignment’s objectives.
34 pts
Addressed most of the issues identified in the assignment instructions and met most the assignment’s objectives.
30 pts
Addressed some of the issues identified in the assignment instructions and met some the assignment’s objectives.
26 pts
Did not address the assignment in an appropriate manner in relation to the instructions and met very few of the assignment’s objectives
22 pts
Failed to demonstrate any understanding of the assignment instructions/objectives or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeAnalyze the issues – The student demonstrates an understanding of the ideas, theories, and models presented in the assigned readings and videos and applies these concepts to the assignment’s requirements.
40 pts
Included all of the key ideas from the assigned readings and videos needed for this assignment. Analyzed and explained these ideas in a coherent and compelling matter in response to the assignment’s requirements.
34 pts
Included most of the key ideas from the assigned readings and videos needed for this assignment. Analyzed and explained these ideas in a coherent and compelling matter in response to the assignment’s requirements.
30 pts
Included some of the key ideas from the assigned readings and videos needed for the assignment. Described these ideas in a coherent manner in response to the assignment’s requirements.
26 pts
Included few of the key ideas from the assigned readings and videos needed for the assignment. Did not analyze these ideas in an effective manner in response to the assignment’s requirements.
22 pts
Failed to demonstrate any analysis of key ideas from the assigned readings and videos needed for this assignment or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeProvide support for ideas – The student refers directly to assigned readings and videos to support the paper’s points, provides in-text citations, and develops ideas well.
40 pts
Supported all of the paper’s central ideas with direct reference to all of the assigned readings and videos needed for this assignment, used in-text citations, and made unique and original points with solid logic. Cited at least 10 references from course reading and video assignments.
34 pts
Supported all of the paper’s central ideas with direct reference to most of the assigned readings and videos needed for this assignment, used in-text citations, and/or made unique and original points with solid logic. Cited 8-9 references from course reading and video assignments.
30 pts
Supported some of the paper’s central ideas with direct reference to some of the assigned readings and videos needed for this assignment, used in-text citations, and/or made a few unique and original points with somewhat reasonable logic. Cited 5-7 references from course reading and video assignments.
26 pts
Relied primarily on personal opinion and did not provide support for the ideas from assigned readings and videos. Cited 1-4 references from course reading and video assignments.
22 pts
Failed to provide any support from the assigned readings and videos; relied strictly on personal opinion to support the paper’s points or did not submit the assignment. Did not cite any references from course reading and video assignments.
40 pts
This criterion is linked to a Learning OutcomeFollow APA format – The student adheres to APA format in all aspects of the paper.
40 pts
Followed APA format without exception. No errors.
34 pts
Followed APA format with few exceptions. Minor errors.
30 pts
Generally followed APA format with some exceptions. Some errors.
26 pts
Followed APA format but presented with many exceptions. Several errors.
22 pts
Failed to demonstrate any use of APA format or did not submit the assignment.
40 pts
This criterion is linked to a Learning OutcomeDemonstrated good grammar & composition – The student organizes the paper well and presents a paper that is well written, and free of grammatical, spelling, and punctuation errors.
40 pts
Demonstrated superior graduate-level writing by organizing the paper extremely well, writing in a straightforward manner using only active voice with zero grammatical and spelling errors.
34 pts
Demonstrated above average graduate-level writing by organizing the paper very well, writing in a straightforward manner using primarily active voice, and/or very few (1 or 2) grammatical and spelling errors.
30 pts
Demonstrated average graduate-level writing by organizing the paper fairly well, writing in a straightforward manner using a good deal of passive voice, and/or few (3 or 4) grammatical and spelling errors.
26 pts
Demonstrated a need to improve the paper’s organization, use much more active voice, and/or reduce grammatical and spelling errors to show graduate-level writing skills.
22 pts
Failed to write at a graduate level in any aspect of grammar and composition or did not submit the assignment.
40 pts
Total Points: 200 -
“Enhancing Critical Infrastructure Protection: Exploring Strategies for Information Sharing and Performance Measurement”
Each student will prepare a 5-7 page research paper on a critical infrastructure security and asset protection issue of their choice (national, regional, state, local, Territorial, Tribal, sector, or international focus). The paper should be completed using the following organizational format: problem statement, background (include key players, authorities, resources, etc.), discussion (presentation of alternatives with the identification of pros and cons for each alternative), and recommendations (including rationale behind their selection). The paper should focus on the benefits, drawbacks, and obstacles to the practical application of proposed policy alternatives. The recommendations section should clearly describe the rationale for the policy option of choice.Example research paper topics include the following:
How to promote critical infrastructure protection strategies and practices
How to promote critical infrastructure information sharing among the National Infrastructure Protection Plan (NIPP) partners
How to measure the performance of critical infrastructure security programs within and across sectors and jurisdictions -
Title: The Impact of Mass Incarceration on Communities of Color in the United States
The research paper should be on a topic of your choice that is connected to one of the topics covered in one of the lectures. This paper should include a minimum of 3 sources, one of which must be an academic journal (you can have all three be journals).
Here is a list of examples of other appropriate sources which are not academic journals
– Pew Research Centre
– UN Government websites or statistics
– World Health Organization
– CDC
– Marshall Project
– Prison Policy Initiative
– EU
– IMF World Bank
– University research centres
I will be assessing your ability to utilize academic sources and knowledge on a topic covered in one of the lectures.
• Please use Times New Roman
• 5 pages
• Font, Size 12
• Double spaced.
• YOU MUST CITE ALL SOURCES using a citation style such as ASA, APA, MLA, Harvard etc.
• Make sure you have a clear structure and that you use your chosen sources to back up your arguments. -
“Excelling as an English Major: Strategies for Success at the University Level with Insights from Harvard and Cambridge”
HOW CAN I BE AN EXELLENT STUDENT IN UNI AS AN ENGLISH MAJOR STUDENT
HARVARD AND CAMRIDGE REFERENCES -
“The Interplay of Ideas: A Comparison of Boethius’s ‘The Consolation of Philosophy’ and ‘Rasselas,’ ‘Everyman,’ or Sappho” “Comparing and Contrasting: The Relationship between Boethius and a Comparison-Contrast Essay” “Comparing and Contrasting Boethius, Rasselas, and Sappho: A Study of Human Nature and the Pursuit of Happiness” “Exploring the Concept of Fate and Free Will in Boethius, Rasselas, Everyman, and Sappho” Comparing the Themes of Fate and Free Will in Boethius and Rasselas/Everyman/Sappho
This semester we have examined the overarching question(s) of “What is the meaning of life?” “How do we achieve happiness?” and “Is happiness the ultimate meaning or purpose of life?” To me, it seems as though these are all inter-related questions. And, so far, we have explored several texts, each of which has attempted to answer these inter-related questions: The History of Rasselas: Prince of Abissinia, Everyman, and The Poetry of Sappho. Now, we come to The Consolation of Philosophy by Boethius.
At first, it would seem these various texts may lead up to the study of Boethius. However, except for Sappho’s writings, Boethius’s text predates the others since it was written around 524 A.C.E. So, these disparate texts may have, in fact, been influenced by Boethius.
It is an interesting text, at once espousing philosophies from ancient Greece (most often Plato and Aristotle) and mingling them with early medieval Christian beliefs. All in all, the five books of The Consolationweave together a series of logical arguments. To what end? Perhaps to make the author feel better as he approached his doom. In any case, his writings became a major influence on Western thought for the subsequent millennium, partly because he was able to support Christian beliefs with Classical Greek philosophy, all the while never mentioning anything overtly Christian!
So what shall we do with this text? For this essay, I will give you some choices. Please choose ONE of the following to respond to:
Choice #1
Consider showing the relationship between The Consolation and EITHER Rasselas or Everyman or Sappho.
How do the two texts compare? How do they contrast? What ideas in Boethius are reflected in the other work?
Choice #2
Clearly explain – and follow Boethius’s entire train of logical argument – of ONE of the following discussions:
Providence and Fate
Free will and foreknowledge
Chance
Good and evil, reward and punishment
Fortune
True goodness and true happiness
Choice #3
Why and/or how did The Consolation of Philosophy appease Boethius in his dreaded time awaiting his doom?
Please DO NOT USE ANY OUTSIDE SOURCES for this essay. Your Works Cited page should include only the text or texts we have read and discussed in class. The usual formatting applies:
4+ pages in length
Plus a Works Cited page
MLA style, formatting
ON TOP WAS THE INSTRUCTION MY PROFESSOR WANTS/ YOU WILL DO CHOICE 1
remember to not make the essay wordy or use a higher level vocabulary. keep it straighfroward and creative. use academic words that most knows. don’t announce things in the essay like ” in this essay we will explore” my teacher hates that. have a smoother transition. keep the introduction interesting and your ideas to make sense.
i also have an outline for the essay if u need it
If you choose the following prompt:
OUTLINE OPTION #1 — COMPARISON-CONTRAST
Consider showing the relationship between The Consolation and ONE of the following texts: Rasselas or Everyman or Sappho.
How do the two texts compare (similarities)?
How do they contrast (differences)?
What ideas in Boethius are reflected in the other work?
You are really writing a comparison-contrast essay. There are two basic ways to organize this type of essay, either the one-side-at-a-time method (for shorter, simpler discussions) or the point-by-point method (for longer, more complex discussions).
We always write a comparison-contrast essay for a reason: to explain, to argue, to clarify, to entertain, and so on. So, you need to figure out your focus or purpose for this essay. That will determine what you say and how you say it.
Remember that when you are discussing your first topic (BOETHIUS), you are informing the reader.
You are presenting information – via quotations and explanations – about your first text.
Then, when you discuss your second text (either RASSELAS or EVERYMAN or SAPPHO), you are doing two things:
Informing the reader about the second text, via quotations
Explaining to the reader about the relationship between this text and Boethius. So, this is where you are making your comparison or contrast between the two texts.
Whether we make a “pros” and “cons” list about a major life event or try to decide which brand of peanut butter we’re going to buy, we constantly compare and contrast ideas and items in our lives. When we compare, we examine the similarities between things; when we contrast, we examine the differences between things.
What, exactly, is a comparison-contrast essay composed of? What do you need to think about when doing one? Well, there are several things to think about.
First, you need to decide on a purpose.Why are you making a comparison and/or contrast? It isn’t enough to just compare and contrast two or more things. You have to do that with some point in mind. For example, you might want to show that two things are more similar (or different) than previously thought, or you might want to define two shades of an emotion or condition (such as happiness versus ecstasy); or you might want to dramatize the effects of drinking one glass of red wine at dinner, for good health, versus drinking a case of red wine at dinner, with the ill effects of such an action; or you might want to persuade readers that stricter divorce laws are needed by comparing the laws of several different states. Regardless of the purpose, you must compare and contrast with a purpose in mind. That purpose is one of the things that directs your essay. The other thing that directs your essay is your audience – for whom are you writing?
Second, you need to make sure that the two (or more) things you’re comparing or contrasting are at least somewhat similar.You can, for example, compare a Ford and a Volvo because they’re both cars. You could not compare a car with a lawnmower (with the possible exception of an old Volkswagen). So, they need to have some related parts.
Third, you need to stay focused on your purpose.That is, you may want to inform (to present information as objectively as possible); to evaluate (as in pros and cons, with the goal of making some sort of judgment); to persuade (readers to take some action based upon your presentation of similarities or differences): to clear up misconceptions (by revealing previously hidden or misunderstood similarities or differences): or to draw an analogy between two seemingly unrelated subjects (such as a singles bar and a day at the zoo).
Fourth, you need to come up with a strong thesis.Now, a thesis always states the subject under discussion and the author’s perspective, treatment of the subject, or point of view. In a comparison-contrast essay, a thesis must do a few more things. It should name the subjects being compared and contrasted; it should indicate whether the focus is on the similarities, the differences, or both; and it should state the main point of comparison or contrast.
Fifth, you need to select the points to be discussed.Consider your audience when doing this. Be aware of what your readers know, what they don’t know, and what you can predict about their reactions. This should influence your choices of what to include. Of course, all of your points should support your thesis.
Sixth, organize your discussion.For a comparison-contrast essay, there are basically two ways to organize your material. They are:
The one-side-at-a-time (sometimes called the “block”) method, which is organized like this:
Introduction
Subject “A” – point 1
– point 2
– point 3, etc.
Subject “B” – point 1
– point 2
– point 3, etc.
Conclusion
Note that the points discussed are the same and in the same order. That makes for an easy comparison. This type of organization is best used for shorter, simpler essays.
Then there’s the point-by-point method, which is best used for longer, more complicated essays. It is organized like this:
Introduction
Point 1 – subject “A” then subject “B”
Point 2 – subject “A” then subject “B”
Point 3 – subject “A” then subject “B”, etc.
Conclusion
Lastly, be aware of language, as always.In order to make sure that the reader understands the comparisons and contrasts that you’re making, you need to make sure that you’re clear. Part of what makes this essay clear is good use of transitions, such as “also,” “in the same way,” “on the other hand,” or “likewise.”
ONE-SIDE-AT-A-TIME/BLOCK METHOD
Interest creator _______________________________________________________________________
____________________________________________________________________________________
Context _____________________________________________________________________________
____________________________________________________________________________________
Thesis (Titles, Authors, Focus) _____________________________________________________________
____________________________________________________________________________________
Statement of organization (mention II, III, III, etc.) ___________________________________________
____________________________________________________________________________________
Transition, topic sentence (BOETHIUS) ____________________________________________________
____________________________________________________________________________________
Lead in, quotation/point #1 _____________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #2 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #3 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (RASSELAS or EVERYMAN or SAPPHO) ________________________________
____________________________________________________________________________________
Lead in, quotation/point #1 _____________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #2 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Lead in, quotation/point #3 ______________________________________________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, echo of thesis ________________________________________________________________
_____________________________________________________________________________________
Reminder of most important points ________________________________________________________
______________________________________________________________________________________
Connection to reader ____________________________________________________________________
______________________________________________________________________________________
“Walk-away” thoughts ___________________________________________________________________
______________________________________________________________________________________
POINT-BY-POINT METHOD
Interest creator _______________________________________________________________________
____________________________________________________________________________________
Context _____________________________________________________________________________
____________________________________________________________________________________
Thesis (Titles, Authors, Focus) _____________________________________________________________
____________________________________________________________________________________
Statement of organization (mention II, III, III, etc.) ___________________________________________
____________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #1 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #1 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #2 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #2 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #3 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #3 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #4 (BOETHIUS) ___________________________________________________
_____________________________________________________________________________________
Lead in, quotations/point #4 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, topic sentence (BOETHIUS and either RASSELAS or EVERYMAN or SAPPHO) ______________
____________________________________________________________________________________
Lead in, quotations/point #5 (BOETHIUS) ___________________________________________________
POINT-BY-POINT METHOD (continued)
_____________________________________________________________________________________
Lead in, quotations/point #5 (RASSELAS or EVERYMAN or SAPPHO) ______________________________
_____________________________________________________________________________________
Explanation, interpretation ______________________________________________________________
_____________________________________________________________________________________
Concluding sentence____________________________________________________________________
______________________________________________________________________________________
Transition, echo of thesis ________________________________________________________________
_____________________________________________________________________________________
Reminder of most important points ________________________________________________________
______________________________________________________________________________________
Connection to reader ____________________________________________________________________
______________________________________________________________________________________
“Walk-away” thoughts ___________________________________________________________________
______________________________________________________________________________________ -
“The Importance of Proper Citations and Avoiding Plagiarism in Academic Writing”
please read instructions and use the correct citations – this is very important please do not use chat gpt it will be turned in on turn it in website that shows any plagarism. the quality over quantity matters. it does not have to be long just make it sound like u learned something through this “research paper” it is more of a report than a research paper – more authentic please.