Recognizing and Responding to Patient Deterioration.

Abstract Introduction Various deaths recorded in healthcare facilities can be prevented (Kotwal, Montgomery, Miles, Conklin, Hall, & McChrystal, 2017). Rapid response teams are being implemented in many hospitals globally to ” rescue” deteriorating patients before their conditions move from bad to worse (Cho, Kwon, Kwon, Lee, Park, Jeon, & Oh, 2020). This paper aims to establish the changes in the views and characteristics of rapid response systems (RRS) from the moment Standard 9 of the NSQHS began to be implemented.

What is English as a Medium of Instruction (EMI)?

What is EMI? English as a medium of instruction (EMI) is a method to teach academic subjects in countries were English is not the first language. According to Shimauchi’s (2018) book, this teaching system has become a growing phenomenon in non-English countries, since many of them are in processing of educational transformation. However, it has been possible to notice a clear inequality of ideas about the program and what it provides. In addition, the impact that this program is producing, have caught the attention of many experts, academics, educators, linguistic teachers, and students, which had led them to analyze EMI’s ideologies and affects in different contexts. Thus, this annotated bibliography is compiled to tackle the perceptions and approaches about EMI program across countries. To get a glimpse at EMI’s worldwide observation and its impact, difficulties, and some recommendations, Chalmers, H. (2019) will please us. To discuss over the Asian’s countries perceptions and approaches, we may present the Galloway, Kriuknow and Numajiri’s (2017) academic report. To see more deeply the impact and development of EMI on Japan and China; we are going to use Galloway’s (2017) interview report. To analyze what the Peruvians perceptions and approaches towards EMI are; we will use Niño-Murcia’s (2003) research article. Likewise, J.E. Dearden & Macaro’s (2016) research article will provide us an investigation about teacher’s perceptions towards EMI in 3 different countries as Polonia, Austria, and Italy. Finally, Shohamy (2012) will supply a worldwide observation and approaches about the EMI’s types of learning process and some notable issues about the program within non-English countries. What is EMI? English as a medium of instruction (EMI) is a method to teach academic subjects in countries were English is not the first language. According to Shimauchi’s (2018) book, this teaching system has become a growing phenomenon in non-English countries, since many of them are in processing of educational transformation. However, it has been possible to notice a clear inequality of ideas about the program and what it provides. In addition, the impact that this program is producing, have caught the attention of many experts, academics, educators, linguistic teachers, and students, which had led them to analyze EMI’s ideologies and affects in different contexts. Thus, this annotated bibliography is compiled to tackle the perceptions and approaches about EMI program across countries. To get a glimpse at EMI’s worldwide observation and its impact, difficulties, and some recommendations, Chalmers, H. (2019) will please us. To discuss over the Asian’s countries perceptions and approaches, we may present the Galloway, Kriuknow and Numajiri’s (2017) academic report. To see more deeply the impact and development of EMI on Japan and China; we are going to use Galloway’s (2017) interview report. To analyze what the Peruvians perceptions and approaches towards EMI are; we will use Niño-Murcia’s (2003) research article. Likewise, J.E. Dearden & Macaro’s (2016) research article will provide us an investigation about teacher’s perceptions towards EMI in 3 different countries as Polonia, Austria, and Italy. Finally, Shohamy (2012) will supply a worldwide observation and approaches about the EMI’s types of learning process and some notable issues about the program within non-English countries. Chalmers, H. (2019) The Role of the First Language in English Medium Instruction. University Oxford, UK. Retrieved from. https://www.researchgate.net/publication/330566949_The_Role_of_the_First_Language_ in_English_Medium_Instruction The purpose of this academic research by Hamish Chalmers is to inform about the EMI development as an only English program and persuade recommendations to encourage policymakers, school leaders, and teachers to consider the information given when making decision about the implement of EMI education in their local context. The author mentioned that the objectives for EMI education are shaped by the perspectives of policymaker in each country as Spain, Argentina, Hon Kong, Czech Republic, etc. Chlamers (2019) claims that the EMI’s program growing popularity provides a unique opportunity for policymakers and school leaders to lead the way in emphasizing the importance of supporting the develop of students’ first language (L1) alongside English, since having access to the L1 enriches engagement, nurtures well-being, and strengthen identity. The method the author used to support the research was by present deep investigations, researches, data collection and analysis. The intended audience are academics, linguistic teachers, students interested in linguistic, EMI’s faculty members, and Schools and University’s directors who have EMI in their teaching pedagogy. The relationship between the readers and the author is formal as the Oxford University Press provide this academic research. Dearden & Macaro. (2016). Higher education teachers’ attitudes towards English medium instruction: A three-country comparison. Studies in Second Language Learning and Teaching. Retrieved from. https://www.ceeol.com/search/article-detail?id=430056 The purpose of this research article by Julie Dearden and Ernesto Macaro is to inform and compare the attitudes of university teachers engaged in teaching their academic subject through the EMI program in Austria, Italy, and Poland. The authors explained that the choice of these three countries was an opportunity to provide them a different and potentially European context. Moreover, they added that according to the interviewees, indeed the EMI is on the increase in non-English countries. Dearden and Macaro (2016) claim that there is considerable variance in the beliefs and attitudes of EMI teachers with EMI being introduced in their countries. The inside nation variety goes from practically inadequate excitement to significant worry about the speed, absence of organization, low semantic capability, and general help for EMI programs. The method they used to support their research was doing 25 teacher interviews and surveys. The intended audience are academics, students interested in linguistics, EMI’s researchers and universities’ directors. The relationship established between the authors and the readers is completely formal as this research article belongs to the department of English Studies of the Adam Mickiewicz University. Galloway et al. (2016). Internationalization, higher education, and the growing demand for English: an investigation into the English medium of instruction (EMI) movement in China and Japan. British Council. Retrieved from. https://www.teachingenglish.org.uk/sites/teacheng/files/H035ELTRA Internationalisation_HE_andthegrowingdemandforEnglish A4_FINAL_WEB.pdf The purpose of this academic report by Nicola Galloway, Jaroslaw Kriukow and Takuya Numajiri; is to inform about how EMI is implemented and conceptualized in the Japanese and Chinese context. Also, the report mentions EMI’s benefits and challenges that involves in higher education and wants to persuade about a range of practical suggestions and recommendations for different stakeholders. The authors analyze the EMI’s growth in both countries and examinate the ideologies towards it. Galloway, Kriukow and Numnajiri (2016) claim that both students and faculty members in Japan and China, have different attitudes and perceptions about EMI. For example, according to the authors, many faculty members believe that EMI programs should use mother tongue as a useful pedagogical tool; however, students do not favor the use of mother tongue in class. The method that they used to support the report was interviews, focus groups with staff and students, and questionnaires. The intended audience are academics, linguistic teachers, students interested in linguistics, stakeholders, materials writers, and policymakers. The relationship established between Galloway, Kriuknow and Numajiri and the readers is formal. Galloway, N. (2017). How Effective is English as a Medium of Instruction (EMI)? . British Council. Retrieved from. https://www.britishcouncil.org/voices-magazine/how-effectiveenglish-medium-instruction-emi The purpose of this interview report by the British Council is to inform about Galloway’s research about the EMI’s efficiency and to talk about the different perspectives, development, and impact about the program in two Asian countries. Galloway (2017) wanted to find out other people’s attitudes, approaches to, forces behind and points of view towards EMI; in order to do that, she did a research focusing on Japan and China. She found out that in Japan students had begun taking English from a more youthful age and had more experience abroad. Additionally, that when understudies select EMI program to improve their English capability, they expect a degree of English language support. Therefore, the author claims that universities need to provide a clear rationale for EMI programs, what they hope the students will learn, and how much English will be used. The method that Galloway used to support her work was by developing questionnaires, interviews, and focus groups with staff and students at various universities. The intended audience are academics, EMI’s students and school and university’s directors. The relationship between Galloway and the readers is formal because this interview was published on the British Council web page. Niño-Murcia, M. (2003). “English is like the dollar”: hard currency ideology and the status of English in Peru. World English, 22(2), 121-142. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-971X.00283 The purpose of this academic research by Mercedes Niño-Murcia is to inform about the Peruvian’s perceptions, ideologies and misinterpretations towards the English language and persuade to be aware and concern about it. Concerning the educational system, Niño-Murcia (2003) observed that English gets more attention than any other foreign language and that private schools provide a higher level of English. Therefore, she pointed out that achieving proficiency in English in Peru continues to be a privilege of the upper classes, who attended bilingual schools or study and travel abroad. The author claims that there is a clear preference, respect, and desire about the English language; and states that Peruvians seems to think that if you do not know English, you will not prosper. The method she used to support her research was to present graphic statistics, do interviews and recollect local testimonies from an agro-pastoral village in the Andes, at the periphery of Lima and from an upper-class shopping area. The intended audience are academics, students interested in linguistics, researchers about EMI in different countries and sociologists. The relationship between the author and the readers is formal as Mercedes Niño-Murcia is a professor in the Department of Spanish and Portuguese at the University of Iowa. Shohamy, E. (2012). A critical perspective on the use of English as a medium of instruction at universities. Linguistic Landscape: Expanding the Scenery. Retrieved from http://ebookcentral.proquest.com The purpose of this part of the book by Elana Shohamy is to present a critical perspective of EMI taught and to inform about the student’s difficulties and issues presented during EMI’s learning process, also to encourage a serious research towards EMI to improve its implementation before it is adopted at a wider scale, to guarantee an egalitarian education. The author explained and did a deeply analysis about the consequences on learning content via second language (L2) for immigrant students; using a school language which is different than home language; learning content via L2 for majority students; and learning through EMI at universities. Shohamy (2012) claims that certain EMI’s impact points lead to negative consequences such as: discrimination towards students with low levels of English. The method the author used to support her book was to present analysis about 4 settings of Medium of Instruction, used statistics, demonstrated three main issues towards EMI, and cited different authors and experts. The intended audience of the book are critics of EMI, academics, linguistic teachers, students interested in linguistics, schools and university’s directors and researchers of EMI’s effectiveness. The relationship established between Shohamy and the readers is formal, as this is part of her book “Linguistic Landscape: Expanding the Scenery”. References Shimauchi, S. (2018). English-Medium Instruction in the Internationalization of Higher Education in Japan: Rationales and Issues. Educational Studies in Japan: International Yearbook. Retrieve from. https://files.eric.ed.gov/fulltext/EJ1182867.pdf The purpose of this academic research by Hamish Chalmers is to inform about the EMI development as an only English program and persuade recommendations to encourage policymakers, school leaders, and teachers to consider the information given when making decision about the implement of EMI education in their local context. The author mentioned that the objectives for EMI education are shaped by the perspectives of policymaker in each country as Spain, Argentina, Hon Kong, Czech Republic, etc. Chlamers (2019) claims that the EMI’s program growing popularity provides a unique opportunity for policymakers and school leaders to lead the way in emphasizing the importance of supporting the develop of students’ first language (L1) alongside English, since having access to the L1 enriches engagement, nurtures well-being, and strengthen identity. The method the author used to support the research was by present deep investigations, researches, data collection and analysis. The intended audience are academics, linguistic teachers, students interested in linguistic, EMI’s faculty members, and Schools and University’s directors who have EMI in their teaching pedagogy. The relationship between the readers and the author is formal as the Oxford University Press provide this academic research. Teaching. Retrieved from. https://www.ceeol.com/search/article-detail?id=430056 The purpose of this research article by Julie Dearden and Ernesto Macaro is to inform and compare the attitudes of university teachers engaged in teaching their academic subject through the EMI program in Austria, Italy, and Poland. The authors explained that the choice of these three countries was an opportunity to provide them a different and potentially European context. Moreover, they added that according to the interviewees, indeed the EMI is on the increase in non-English countries. Dearden and Macaro (2016) claim that there is considerable variance in the beliefs and attitudes of EMI teachers with EMI being introduced in their countries. The inside nation variety goes from practically inadequate excitement to significant worry about the speed, absence of organization, low semantic capability, and general help for EMI programs. The method they used to support their research was doing 25 teacher interviews and surveys. The intended audience are academics, students interested in linguistics, EMI’s researchers and universities’ directors. The relationship established between the authors and the readers is completely formal as this research article belongs to the department of English Studies of the Adam Mickiewicz University. The purpose of this academic report by Nicola Galloway, Jaroslaw Kriukow and Takuya Numajiri; is to inform about how EMI is implemented and conceptualized in the Japanese and Chinese context. Also, the report mentions EMI’s benefits and challenges that involves in higher education and wants to persuade about a range of practical suggestions and recommendations for different stakeholders. The authors analyze the EMI’s growth in both countries and examinate the ideologies towards it. Galloway, Kriukow and Numnajiri (2016) claim that both students and faculty members in Japan and China, have different attitudes and perceptions about EMI. For example, according to the authors, many faculty members believe that EMI programs should use mother tongue as a useful pedagogical tool; however, students do not favor the use of mother tongue in class. The method that they used to support the report was interviews, focus groups with staff and students, and questionnaires. The intended audience are academics, linguistic teachers, students interested in linguistics, stakeholders, materials writers, and policymakers. The relationship established between Galloway, Kriuknow and Numajiri and the readers is formal. The purpose of this interview report by the British Council is to inform about Galloway’s research about the EMI’s efficiency and to talk about the different perspectives, development, and impact about the program in two Asian countries. Galloway (2017) wanted to find out other people’s attitudes, approaches to, forces behind and points of view towards EMI; in order to do that, she did a research focusing on Japan and China. She found out that in Japan students had begun taking English from a more youthful age and had more experience abroad. Additionally, that when understudies select EMI program to improve their English capability, they expect a degree of English language support. Therefore, the author claims that universities need to provide a clear rationale for EMI programs, what they hope the students will learn, and how much English will be used. The method that Galloway used to support her work was by developing questionnaires, interviews, and focus groups with staff and students at various universities. The intended audience are academics, EMI’s students and school and university’s directors. The relationship between Galloway and the readers is formal because this interview was published on the British Council web page. The purpose of this academic research by Mercedes Niño-Murcia is to inform about the Peruvian’s perceptions, ideologies and misinterpretations towards the English language and persuade to be aware and concern about it. Concerning the educational system, Niño-Murcia (2003) observed that English gets more attention than any other foreign language and that private schools provide a higher level of English. Therefore, she pointed out that achieving proficiency in English in Peru continues to be a privilege of the upper classes, who attended bilingual schools or study and travel abroad. The author claims that there is a clear preference, respect, and desire about the English language; and states that Peruvians seems to think that if you do not know English, you will not prosper. The method she used to support her research was to present graphic statistics, do interviews and recollect local testimonies from an agro-pastoral village in the Andes, at the periphery of Lima and from an upper-class shopping area. The intended audience are academics, students interested in linguistics, researchers about EMI in different countries and sociologists. The relationship between the author and the readers is formal as The purpose of this part of the book by Elana Shohamy is to present a critical perspective of EMI taught and to inform about the student’s difficulties and issues presented during EMI’s learning process, also to encourage a serious research towards EMI to improve its implementation before it is adopted at a wider scale, to guarantee an egalitarian education. The author explained and did a deeply analysis about the consequences on learning content via second language (L2) for immigrant students; using a school language which is different than home language; learning content via L2 for majority students; and learning through EMI at universities. Shohamy (2012) claims that certain EMI’s impact points lead to negative consequences such as: discrimination towards students with low levels of English. The method the author used to support her book was to present analysis about 4 settings of Medium of Instruction, used statistics, demonstrated three main issues towards EMI, and cited different authors and experts. The intended audience of the book are critics of EMI, academics, linguistic teachers, students interested in linguistics, schools and university’s directors and researchers of EMI’s effectiveness. The relationship established between Shohamy and the readers is formal, as this is part of her book “Linguistic Landscape: Expanding the Scenery”.

Plag

Answer & Explanation Verified Solved by verified expert “The answer in this Problem is Camembert Pierrot, Gorgonzola Telino, Gnocchi di nonna Alice, Chai with Sum of total Discount of 5065 (1577 + 1397 + 1263 + 828 = 5065)” Step-by-step explanation Here are the List of all Product with Sum – Quantity arranged in Descending Order Camembert Pierrot 1577 Raclette Courdavault 1496 Gorgonzola Telino 1397 Gnocchi di nonna Alice 1263 Pavlova 1158 Rhönbräu Klosterbier 1155 Guaraná Fantástica 1125 Boston Crab Meat 1103 Tarte au sucre 1083 Chang 1057 Fløtemysost 1057 Sir Rodney’s Scones 1016 Lakkalikööri 981 Jack’s New England Clam Chowder 981 Alice Mutton 978 Pâté chinois 903 Konbu 891 Manjimup Dried Apples 886 Steeleye Stout 883 Chai 828 Outback Lager 817 Mozzarella di Giovanni 806 Inlagd Sill 805 Scottish Longbreads 799 Chartreuse verte 793 Original Frankfurter grüne Soße 791 Uncle Bob’s Organic Dried Pears 763 Geitost 755 Tourtière 755 Gumbär Gummibärchen 753 Thüringer Rostbratwurst 746 Louisiana Fiery Hot Pepper Sauce 745 Ikura 742 Wimmers gute Semmelknödel 740 Teatime Chocolate Biscuits 723 Perth Pasties 722 Gudbrandsdalsost 714 Queso Cabrales 706 Singaporean Hokkien Fried Mee 697 Rössle Sauerkraut 640 Côte de Blaye 623 Nord-Ost Matjeshering 612 Sirop d’érable 603 Gula Malacca 601 Ipoh Coffee 580 Tunnbröd 580 Spegesild 548 Carnarvon Tigers 539 Escargots de Bourgogne 534 Maxilaku 520 Røgede sild 508 Sasquatch Ale 506 Filo Mix 500 Zaanse koeken 485 Chef Anton’s Cajun Seasoning 453 Vegie-spread 445 Ravioli Angelo 434 Tofu 404 Northwoods Cranberry Sauce 372 Schoggi Schokolade 365 Gustaf’s Knäckebröd 348 Queso Manchego La Pastora 344 Aniseed Syrup 328 NuNuCa Nuß-Nougat-Creme 318 Sir Rodney’s Marmalade 313 Grandma’s Boysenberry Spread 301 Chef Anton’s Gumbo Mix 298 Longlife Tofu297 Mascarpone Fabioli 297 Röd Kaviar 293 Louisiana Hot Spiced Okra 239 Valkoinen suklaa 235 Laughing Lumberjack Lager 184 Chocolade 138 Gravad lax 125 Genen Shouyu 122 Mishi Kobe Niku 95 Total Result 51317

Business

The Lord of the Rings Reflection on Second World War Name Course Date Discussion Epic battles occur between a supremely evil entity and a coalition of the earth’s weakest peoples in The Lord of the Rings trilogy. Humans, elves, dwarves, and even ghosts form an alliance to combat Sauron’s ruthless repression of evil and preserve the free world from slavery. During the Second World War, the work was written in several stages between 1937 and 1949. There are many connections and influences throughout the trilogy, notwithstanding Tolkien’s denials that the trilogy is an allegory of the war. As for any hidden significance or message, there was none in the author’s purpose, as Tolkien explains in the foreword (Wiki, 2017). Many of its sources date back to well before World War II, and the conflict and its aftermath have influenced very little of what they contain. It is neither symbolic nor current. “Applicability” can be utilized even if the author denies allegory, as he says in the preface: “I think many confuse “applicability” with “allegory, but the one lives in the reader’s freedom, and the other resides in the author’s alleged supremacy.” I may discuss the novel’s plot and how World War II influences it as a reader. A major conflict between our planet and Middle-earth is destroying many nations and races. Even though some people are far away from the battles, they cannot remain unaffected by the emergence of evil since it will eventually harm them (Bloom, 2008). When Tolkien was born amid a rapidly changing world, he wrote the trilogy. ‘Old world’ culture and lifestyle were rapidly transforming. The burgeoning industry was displacing England’s traditions and tranquil urban areas one by one. It was just a matter of time before the old aristocratic families and traditions faded away, and with them, the world order began to change. The elves’ power begins to dwindle in the story, much like this transition (J.R.R, 2011). Middle Earth’s noble and intelligent immortal elves once ruled the earth with immense authority. Nonetheless, as the story unfolds, humans replace them. Once they leave Middle-Earth for Valinor, a mortal-free island, they isolate themselves from the spread of evil. Hobbits call Shire home, the setting for the first book in the trilogy. It’s easy to imagine the Shire as the perfect example of a traditional English village, and the Hobbits that dwell there are simple farmers who lead simple lives. This is eerily reminiscent of pre-war rural England, with a peaceful way of life about to be upended by an invasion from the east. A group of allied forces led by the United States of America destroyed Germany after World War I by defeating the German army. A harsh and restricting Treaty of Versailles had to be signed by Germany after being defeated by the Allies. In this way, the country was “chained like a raged dog,” ready to attack. Furthermore, Germany was compelled to pay $442 billion in restitution, eventually finished in 2010. Although the treaty’s severe restrictions led to Germany’s subsequent explosion and the outbreak of World War II, they did not destroy the country. In the Second Age, Elves and Men fought Sauron’s minions in the War of the Last Alliance. Like post-war Germany, Sauron and the ring had lost their influence, but they had not been eradicated. As time went on, both Germany and Mordor recovered quickly and could attack again, driving the entire world into a state of war and turmoil. Nazi Germany and Mordor, the Over-Industrialized Evil Power (Bloom, 2008). The existence of supreme evil power marks both World War II and the Middle-third earth’s age events. It is conceivable to view an over-industrialized Germany during World War II; this is similar to the scenario in Isengard and Mordor, where trees are cut down for fuel, as demonstrated in the example of a forest fire. One of the most beautiful valleys in Middle-earth was once Saruman’s base of operations against the Rohirrim, Isengard. He hacked down its trees and built deep trenches to breed the Uruk-hai and Orcs. “I looked on it and saw that, whereas it had once been green and fair, it was now filled with pits and gorges… Overall, in his works, a dark smoke hung.” (Wiki, 2017). German steel war machines began to be produced after the industrial revolution, resulting in damage to the environment. War machines were built with the help of deportees and thousands of other prisoners of war compelled to work on defenses against an impending invasion by the Allies. Nazi SS troops, like the Holocaust’s dumb rabble of orcs, followed orders without even questioning them, which exhibits stereotyped evil throughout history. As a result of the institutions in place in these types of regimes, people lose their ability to make rational decisions, common sense, and even conscience. The Germans’ concentrated force of tanks, infantry, artillery, and airpower overran the Allies; France’s Maginot Line was supposed to be an effective deterrent during the Second World War. Known as “Blitzkrieg” or “lightning war,” this technique involved a large concentration of motorized troops moving at breakneck speed (Bloom, 2008). Sauron’s armies are known for their use of physical force, advanced weaponry, and speed in battle. With only their crude weapons and horses, the Free Peoples of Middle Earth could not defeat the Orcs, Nazgul, Mumakil, Uruk-hai, battering rams, and wargs, the attack towers, the flying Nazgul, and the Mumakil (battle elephants) (Wiki, 2017). As depicted in the novel, the Free Peoples of Middle-earth are a shadow of their former selves. To resist this alliance, the Free People must come together to have the strength to oppose the dark forces. Even the tiniest of powers are required in this alliance. References Bloom, H. (2008). The Lord of the Rings: New Edition. In Google Books. Infobase Publishing. https://books.google.co.ke/books?id=m5OF2rFh1wgC&pg=PA162&dq=the+lord+of+rings+perspective+of+ww2&hl=en&sa=X&ved=2ahUKEwiVuKLCuOH3AhUL_BoKHUdHC2EQ6AF6BAgLEAI#v=onepage&q=thelordofrings J. R. R. Tolkien. (2011, September 16). Why Did Tolkien Write The Lord of the Rings? Https://Www.xenite.org/. https://middle-earth.xenite.org/why-did-tolkien-write-the-lord-of-the-rings/ Wiki. (2017). War of the Ring. The One Wiki to Rule Them All. https://lotr.fandom.com/wiki/War_of_the_Ring

Ww2

The Lord of the Rings Reflection on Second World War Name Course Date Discussion Epic battles occur between a supremely evil entity and a coalition of the earth’s weakest peoples in The Lord of the Rings trilogy. Humans, elves, dwarves, and even ghosts form an alliance to combat Sauron’s ruthless repression of evil and preserve the free world from slavery. During the Second World War, the work was written in several stages between 1937 and 1949. There are many connections and influences throughout the trilogy, notwithstanding Tolkien’s denials that the trilogy is an allegory of the war. As for any hidden significance or message, there was none in the author’s purpose, as Tolkien explains in the foreword (Wiki, 2017). Many of its sources date back to well before World War II, and the conflict and its aftermath have influenced very little of what they contain. It is neither symbolic nor current. “Applicability” can be utilized even if the author denies allegory, as he says in the preface: “I think many confuse “applicability” with “allegory, but the one lives in the reader’s freedom, and the other resides in the author’s alleged supremacy.” I may discuss the novel’s plot and how World War II influences it as a reader. A major conflict between our planet and Middle-earth is destroying many nations and races. Even though some people are far away from the battles, they cannot remain unaffected by the emergence of evil since it will eventually harm them (Bloom, 2008). When Tolkien was born amid a rapidly changing world, he wrote the trilogy. ‘Old world’ culture and lifestyle were rapidly transforming. The burgeoning industry was displacing England’s traditions and tranquil urban areas one by one. It was just a matter of time before the old aristocratic families and traditions faded away, and with them, the world order began to change. The elves’ power begins to dwindle in the story, much like this transition (J.R.R, 2011). Middle Earth’s noble and intelligent immortal elves once ruled the earth with immense authority. Nonetheless, as the story unfolds, humans replace them. Once they leave Middle-Earth for Valinor, a mortal-free island, they isolate themselves from the spread of evil. Hobbits call Shire home, the setting for the first book in the trilogy. It’s easy to imagine the Shire as the perfect example of a traditional English village, and the Hobbits that dwell there are simple farmers who lead simple lives. This is eerily reminiscent of pre-war rural England, with a peaceful way of life about to be upended by an invasion from the east. A group of allied forces led by the United States of America destroyed Germany after World War I by defeating the German army. A harsh and restricting Treaty of Versailles had to be signed by Germany after being defeated by the Allies. In this way, the country was “chained like a raged dog,” ready to attack. Furthermore, Germany was compelled to pay $442 billion in restitution, eventually finished in 2010. Although the treaty’s severe restrictions led to Germany’s subsequent explosion and the outbreak of World War II, they did not destroy the country. In the Second Age, Elves and Men fought Sauron’s minions in the War of the Last Alliance. Like post-war Germany, Sauron and the ring had lost their influence, but they had not been eradicated. As time went on, both Germany and Mordor recovered quickly and could attack again, driving the entire world into a state of war and turmoil. Nazi Germany and Mordor, the Over-Industrialized Evil Power (Bloom, 2008). The existence of supreme evil power marks both World War II and the Middle-third earth’s age events. It is conceivable to view an over-industrialized Germany during World War II; this is similar to the scenario in Isengard and Mordor, where trees are cut down for fuel, as demonstrated in the example of a forest fire. One of the most beautiful valleys in Middle-earth was once Saruman’s base of operations against the Rohirrim, Isengard. He hacked down its trees and built deep trenches to breed the Uruk-hai and Orcs. “I looked on it and saw that, whereas it had once been green and fair, it was now filled with pits and gorges… Overall, in his works, a dark smoke hung.” (Wiki, 2017). German steel war machines began to be produced after the industrial revolution, resulting in damage to the environment. War machines were built with the help of deportees and thousands of other prisoners of war compelled to work on defenses against an impending invasion by the Allies. Nazi SS troops, like the Holocaust’s dumb rabble of orcs, followed orders without even questioning them, which exhibits stereotyped evil throughout history. As a result of the institutions in place in these types of regimes, people lose their ability to make rational decisions, common sense, and even conscience. The Germans’ concentrated force of tanks, infantry, artillery, and airpower overran the Allies; France’s Maginot Line was supposed to be an effective deterrent during the Second World War. Known as “Blitzkrieg” or “lightning war,” this technique involved a large concentration of motorized troops moving at breakneck speed (Bloom, 2008). Sauron’s armies are known for their use of physical force, advanced weaponry, and speed in battle. With only their crude weapons and horses, the Free Peoples of Middle Earth could not defeat the Orcs, Nazgul, Mumakil, Uruk-hai, battering rams, and wargs, the attack towers, the flying Nazgul, and the Mumakil (battle elephants) (Wiki, 2017). As depicted in the novel, the Free Peoples of Middle-earth are a shadow of their former selves. To resist this alliance, the Free People must come together to have the strength to oppose the dark forces. Even the tiniest of powers are required in this alliance. References Bloom, H. (2008). The Lord of the Rings: New Edition. In Google Books. Infobase Publishing. https://books.google.co.ke/books?id=m5OF2rFh1wgC&pg=PA162&dq=the+lord+of+rings+perspective+of+ww2&hl=en&sa=X&ved=2ahUKEwiVuKLCuOH3AhUL_BoKHUdHC2EQ6AF6BAgLEAI#v=onepage&q=thelordofrings J. R. R. Tolkien. (2011, September 16). Why Did Tolkien Write The Lord of the Rings? Https://Www.xenite.org/. https://middle-earth.xenite.org/why-did-tolkien-write-the-lord-of-the-rings/ Wiki. (2017). War of the Ring. The One Wiki to Rule Them All. https://lotr.fandom.com/wiki/War_of_the_Ring

History development

Frontline for Sama Summary Name Course Date Discussion The story of Waad Al-journey Kateab as a journalist and rebel during the Syrian revolt is the film’s centerpiece. Sama Al-Kataeb is the daughter of Hamza Al-Kataeb, a doctor who is one of the few remaining in Aleppo, and she and her husband raised their daughter during the Syrian Civil War. After five years in Aleppo, Syria, the video depicts Waad al-life Kataeb’s five years of life in Aleppo, including the Battle of Aleppo (Pbs, 2022). When the uprising began in 2011, she was an 18-year-old economics student at the University of Aleppo. She falls in love, births her first daughter Sama, and learns to negotiate motherhood as the crisis engulfs the city (Pbs, 2022). Both she and her husband, a doctor working at one of the city’s few remaining hospitals, are faced with the agonizing option of whether or not to evacuate for their lives or stay behind to aid the innocent victims of war. Comparison between different cultural perspectives on policing, Courts and corrections between Syria and the USA In both Syria and the USA, jail harms public health. Prison has serious health repercussions for inmates and their families. Most offenders have pre-existing health issues due to their low-income, under-educated backgrounds and lack of access to competent healthcare. In overcrowded prisons, inmates’ health deteriorates due to lack of room, nutrition, and sanitation. Mental illness, HIV/AIDS, TB, hepatitis B and C, and other STDs are the most common causes of illness and death in jail. Suffocation, malnutrition, and diarrhea are common. TB is up to 100 times more common in prisoners than in general (UN, 2021). Preventing HIV transmission in prisons is prioritized in nations with prominent drug use and other high-risk behaviors. Many ailments affect both inmates and prison staff. People in prisons, jails, and other correctional facilities are more likely than the general population to have chronic illnesses like diabetes, heart disease, and mental illness (UN, 2021). Mass incarceration influences health inequalities across communities, not just behind prison walls. Drug trafficking and crime rate between Slovenia, Germany and USA The theft of vehicles, people and drugs is a significant crime in Slovenia. Among them are money laundering and gun trafficking. Slovenia is a prominent transit and source country for human trafficking. Forced labor, sex trafficking, and begging are common. Slave labor is increasingly frequent, especially in construction. Fewer victims are reported, but it is unclear if this is due to increased human trafficking or better detection measures. By 2020, cannabis will be involved in around 59% of all drug offences in Germany (UN, 2021). Germany has also emphasized drug trafficking issues. As a result, crime rates have risen. Due to the outbreak, pubs and clubs closed, reducing heroin and ecstasy-related crimes. Cocaine trafficking increased 9.6% year on year in 2020. Drug trafficking and crime rates in the USA were as follows: 1 298 more homicides in 2021 than in 2020. Gun assaults increased in 2021. Assaults with guns increased by 4%, and aggravated assaults by 8%. Robberies will rise in 2020. In 2021, burglary, theft, and drug offence rates fell 6%. Vehicle theft increased by 14% in 2021 (UN, 2021). Between 2020 and 2021, domestic violence climbed 4%. The tiny sample size warrants caution. As most programs in the US are dependent on criminal justice’s vast fields of professions, students pursuing this career are more advantaged and have a high possibility chance of thriving in future. Political analysts are high in demand, and other skilled crime investigators are in matters concerning political crimes. This is different in other countries as a crime in some countries is state-sponsored, and pursuing such careers could be so risky as it acts as a way of investigating the government. References Pbs. (2022). FRONTLINE | For Sama | Season 2019 | Episode 19. Www.pbs.org. https://www.pbs.org/video/sama-theatrical-version-dgbhlm/ United Nations. (2021). World Drug Report 2021. United Nations: Office on Drugs and Crime. https://www.unodc.org/unodc/en/data-and-analysis/wdr2021.html

Employee well being

Film industry evolvement Name Course Date When and where did the idea of auteurism emerge? How was the auteur theory modified as it developed in different countries during the postwar era? In what ways did the notion of auteurism help critics explain movies? Cahiers du Cinema, a French publication founded in 1954, is the source of the auteur’s idea. “Book” or “notebook” is the definition of cahiers. To put it another way, the subtitle means something like “notes on the film.” Since 1951, the publication has been in existence (Britannica, 2022). French director Francois Truffaut, who would go on to become one of the most celebrated filmmakers of all time, wrote an attack on the status of French cinema in 1954 (Editors, 2017). Certain American films and directors were held up as excellent examples by him. Howard Hawks and Alfred Hitchcock, in particular, were championed by him. It’s no surprise that the auteur notion started thanks to a future director (Britannica, 2022). Later, Peter Bogdanovich would spend years interviewing some of the greatest filmmakers to promote auteurism. He went on to direct his films. Truffaut’s philosophy was dubbed “Auteur Theory” by American critic Andrew Sarris. An artist can be a movie director, and early filmmakers proved that. However, this isn’t true for all of them. To understand auteur theory, one must first understand what constitutes a director’s status as an auteur (Editors, 2017). Although directors played a vital role before the auteur theory, other elements remained relevant. A-listers. Production houses. Producers. In the 1930s, movies were often referred to as ‘Clark Gable movies,’ for example. In the early 1950s, the doctrine of auteurs revolutionized everything. Power was transferred from actors and producers to studio executives. Power has been transferred to the directors and designed for specific director types. In the end, it led to a director’s dilemma (Editors, 2017. Famously, Truffaut remarked that there is no such thing as a good or poor movie. Directors are either excellent or awful. He insisted that there are only good or bad directors. Theoretically, a director need not be a film artist to be a successful one. On the other hand, an auteur is a film’s personal and unique imprint given by an auteur filmmaker’s style and complete control over all production elements (Editors, 2017). He produces meaning with the instruments of cinema and the lens of his mind and personality. A skilled filmmaker made even a bad film. Not a fantastic film by an average director. The concept of auteurism also assisted critics in explaining movies. Because the film is an expression of the director’s artistic vision, each film by the same filmmaker will have a distinct theme and visual cues that tell the viewer who the director is (i.e. a Hitchcock or Tarantino picture) and exhibit the director’s constant artistic identity across their filmography (Cacchiotti,, 2019). This made it easy for critics to find it easy to explain movies. The concept of auteurism in France helped or motivated the emergence of critics and video explanations in various languages globally (Editors, 2017). The creativity in auteurs and film interpretation was seen to influence many other auteurs who came up in the industry as they had realized that the venture had gained other auteurs a lot of profits. French post war effects also gave a big chance for the Hollywood cinema industry to thrive (Cacchiotti,, 2019). The European cinema industry was seen as a threat to America’s industry. So America tried very much to beat the French industry. What kinds of stylistic techniques were favored by the new cinema directors of the 1960s? In what ways did they take advantage of New Cinema technologies? How was their inventiveness also reflected in the narrative design of their films? In other words, how did the new cinema directors modify the 1950s art cinema’s presentation of objective and subjective realism and authorial commentary? Use Midnight Cowboy or films discussed in the textbook as examples to support your answer. There are four most common approaches to Many advancements throughout cinema’s history, each of which has impacted the seventh art form’s production and consumption methods. The industry has never ceased inventing to create better films, from the earliest Lumière brother’s projections to the most recent computer-generated graphic flicks. Technology advancements like this have had a profound impact on film history (Vassiliki, 2020). I am studying movies. Films and filmmakers are judged on their aesthetic significance and influence using criteria determined by a criterion-based method, considering the problem from a technological angle, examining the situation from a monetary standpoint, and a socially conscious strategy. All parties in the theatrical sector were enjoying a new wave of technological advances in the 1950s (Vassiliki, 2020). It was all about upping the ante on the theatrical experience this time around to better compete with the ever-increasing spectacle that is television. In the 1950s, the motion picture industry was confronted with its first serious challenge to survival. Because of reduced studio control and the Paramount decrees, movie theaters had to deal with decreasing attendance and television’s new, more formidable competitor (Harris, 2021). Hollywood, seeking for shock value, was willing to overlook the format’s flaws by the early 1950s. Several improvements made the procedure much more popular throughout this time period. A polarized 3-D method improves precision while improving viewing pleasure. For example, Natural Vision, introduced in 1952, fixed the dual cameras to approach the human eye distance. More exact 3-D formats gave a more realistic sense of depth. It was popular in adventure, science fiction, and horror films, giving 3-D a kitsch feel. 3D flicks like Creature from the Black Lagoon (1954) and House of Wax (2001). 1953 (Harris, 2021). As the stereoscopic fad faded, both Hitchcock’s Dial M for Murder (1954) and Kiss Me Kate (1953) were screened “flat.” It’s clear that stereoscopic filming technologies haven’t lost their attractiveness since the 1950s. Sexually explicit and X-rated 3-D movies dominated the 1960s box office. 3-D has recently made a resurgence in the digital age. In addition to fragmented, discontinuous editing and extensive takes that let actors explore a situation. Because of the blend of reality, subjectivity, and commentary, these films could contain ambiguous characters, motives, and even endings that were not quite obvious. The New Wave movement in France was thus established. A landmark point in numerous independent courses of cinematic history, Midnight Cowboy by John Schlesinger was shot in the spring of 1968 in the wonderfully filthy crossroads of Times Square (Advameg, 2022). New York film, adult content barrier-breaker, buddy film, and probably most importantly, as a film that helped create the idea of a gay film viable, the movie represented a true dividing line, even if it wasn’t instantly acknowledged (Advameg, 2022). According to New York Times critic Vincent Canby, “if you go down West 42nd Street and avoid the looks of drifters and the small islands where hustlers congregate, you won’t feel isolated after seeing it.” “However,” he added, “it’s not a film for the ages.” Canby’s fleabag hotels, pawnshops, and other urban/corporate rebranding efforts have all been successful in driving them out of business. One of the earliest films to highlight their struggle, Midnight Cowboy has endured the test of time. Analyze the important social, economic, and industrial factors responsible for the emergence of the New Hollywood in the early 1970s. What were the causes of the industry-wide recession from 1969 to 1970? Which new audiences did the Majors subsequently attempt to target? Describe the ways in which Hollywood style was modified in order to reach these new audiences. Draw on Midnight Cowboy or other films of the period to support your answer. Even though the decade began with Hollywood in a state of financial and artistic depression, the United States film industry enjoyed its most creative period throughout the 1970s. Their prevalence increased as censorship of language, sexual content, and violence became less stringent (Britannica, 2020). People’s lives were profoundly affected by each of these movements. Many fresh and innovative filmmakers (wrongly termed “Movie Brats” during the Hollywood New Wave) regenerated and revitalized Hollywood during the studio system’s downfall (Sablik, 2013). However, contrary to what many people believe, Hollywood’s counterculture of the time encouraged it to take greater risks and experiment with new, younger filmmakers while older Hollywood professionals and older-style moguls went away. European “New Wave” movements (French and Italian included) as well as other foreign-language filmmakers’ unique works provided filmmakers with a glimpse of new possibilities, story-telling methodologies, and more meaningful “artistic” options in the late 1960s (Nast, 2021). Despite a brief nudity scene, The Last Picture Show (1971) was nominated for eight Academy Award Awards. Filmmaker Peter Bogdanovich, a former student of Orson Welles, became a Hollywood hot commodity after directing The Last Picture Show, making him one of the most sought-after directors. It is estimated that the Great Recession, one of the most significant economic drops in American history, lasted from December 2007 to June 2009. Investing and deregulation. There are a lot of factors that led to the emergence of New Hollywood (Sablik, 2013). They: Before the Great Recession, there was a decade of expansion, low inflation, and two minor economic recession. Between the early 1980s and 2007, the Great Moderation was in full swing. The word itself implies that the old boom-and-bust business cycle has been substituted with a more steady but nonetheless moderate economic growth. Reckless expenditure by risk-takers was a result of unbridled optimism. Growth was expected by everyone, from homebuyers to bankers (Sablik, 2013). Weak defenses were created by this, making dangerous actions like aggressive investment and borrowing appear safe. As with corporate bonds, MBS and CDOs had to be approved by credit rating agencies before they could trade. The “Big Three” are Moody’s, S&P, and Fitch Group. These organizations assigned AAA ratings to many assets, even though they contained many problematic mortgages. Subprime mortgage crisis. After being low throughout the early 2000s, interest rates rose in 2004 due to economic overheating and inflation fears (Britannica, 2020). In mid-2004, it was 1.25 percent. By mid-2006, the rate was 5.25%. The rate boost couldn’t have arrived sooner. After a period of consolidation in the late 1960s and early 1970s, the “New Hollywood” that emerged appealed to a younger demographic (Nast, 2021). A demographic of genuine viewers aged ten to twenty-four attracted to high-concept films and celebrity vehicles, the “teen and preteen bubble” was created by studios (Sablik, 2013). High-concept blockbusters and saturation booking went hand in hand during the fourteen weeks between Memorial Day and Labor Day. A new film is simultaneously released on more than two thousand screens, supported by an extensive national advertising campaign, since 1975’s Jaws (Britannica, 2020). Saturation Booking expanded its operations to provide shopping mall movie theaters in the suburbs, taking advantage of the population shift away from decaying metropolitan cities and their failing movie palaces. References Advameg. (2022). The television age – Technology – film, movie, music, cinema. Www.filmreference.com. http://www.filmreference.com/encyclopedia/Romantic-Comedy-Yugoslavia/Technology-THE-TELEVISION-AGE.html Britannica. (2020). Hollywood | History, Movies, & Facts. Encyclopedia Britannica. https://www.britannica.com/place/Hollywood-California Britannica. (2022). auteur theory | Definition & Directors | Britannica. Www.britannica.com. https://www.britannica.com/art/auteur-theory#:~:text=ArisinginFranceinthe Cacchiotti, N. (2019, December 11). Top 36 Movies and TV Shows Featuring Autism | Autism Research Institute. Autism Research Institute. https://www.autism.org/autism-movies/ Editors of Encyclopedia Britannica. (2017). auteur theory | Definition & Directors. In Encyclopædia Britannica. https://www.britannica.com/art/auteur-theory Nast, C. (2021, April 1). The Making of “Midnight Cowboy,” and the Remaking of Hollywood. The New Yorker. https://www.newyorker.com/magazine/2021/04/12/the-making-of-midnight-cowboy-and-the-remaking-of-hollywood Harris, M. (2021, April). Midnight Cowboy: On the Fringe. The Criterion Collection. https://www.criterion.com/current/posts/5705-midnight-cowboy-on-the-fringe Sablik, T. (2013, November 22). Recession of 1981–82 | Federal Reserve History. Www.federalreservehistory.org. https://www.federalreservehistory.org/essays/recession-of-1981-82 Vassiliki Malouchou. (2020, April). Flashbacks: AC In the ’60s – The American Society of Cinematographers. Ascmag.com. https://ascmag.com/articles/flashbacks-ac-in-the-60s

Child development

Setting Author’s Name Institutional Affiliation Course Date Setting as an Aspect of Mythology Mythology is a bunch of stories or myths about a person, place, or group of people. Even though the fact that most people don’t believe mythology to be completely accurate, they nonetheless take it seriously. A myth is a story about the past, frequently involving imaginary entities, while mythology is a collection of linked myths. Greek mythology abounds with tales of gods and humans’ connections, including the gods’ pulling pranks on people at regular intervals (Poul, 2019). The account of God who created the Earth and everything that follows in Christian mythology is a central theme. There are many mythological components: setting, plot, character, resolution, and conflict; however, the essay focuses on the setting aspect. Definition of Setting as an Aspect of Mythology Whatever your level of experience as a writer, the setting of your work is critical, whether you’re just starting or a seasoned professional; before you can even begin to conceive a fictitious universe for your work, you will need to have a good knowledge of the principles of writing about the setting, this interactive portion of your fictional universe serves as more than just a backdrop for action; it also contributes to the story’s ambiance, meaning, and theme. Setting can be defined as the physical location where the story takes place, including the topography, temperature, surrounding environment, houses and other facilities, and inside such structures. The setting and pacing hint that time has passed since the novel’s events were depicted. Creating a sense of location can be influenced by various factors, including the time of day, weather, lighting, and the season. The setting is one of the chief components of a fictional narrative (Ute, 2017). It comprises a story’s world, informing both backdrop and atmosphere. But the setting is more than just a background. Characters move through and interact with their surroundings, so the setting is often dynamic and sometimes becomes a character itself. Various elements can be used to establish a setting, as described below. Date: Seasons, holidays, and other era-specific events are all influenced by the year, month, and day of the year. Time: The time, like the date, impacts the setting. Depending on the context, it can denote whether or not there is sunlight available or play on more general connotations, like the typical workday running from 9 a.m. to 5 p.m. As a result of the passage of time, the date changes. An excellent measure of progress or change is the development of plots through time. The environment can also affect how much time seems to pass (Harriet, 2017). The pace of life in a city may appear much faster than in a small town. Location: As large as a planet or country and as specific as a street, house, or even a room are included in this category. In addition to the hemispheres and continents, terrains such as a snowy mountain range or an arid desert are considered when determining a location. Milieu: All aspects of the immediate surroundings in which an event occurs or evolves are included here (Jakob, 2020). Both comparative contexts (e.g., work, neighborhood, family) and broader social contexts (e.g., public feelings, beliefs, and crises) can be considered milieus. How to generate the Setting How do you combine space and time to establish an efficient setting? You utilize words like a writer. Language creates the setting. Even though writing a story is a lot more than just describing the surroundings. It includes a lot more than that. Authors can convey character aims and motivations by using psychological indications from the characters (Dosi and Despina, 2020). To convey a character’s feelings and inner thoughts, carefully pick and choose the details. The setting can be described by the following; a) Characters’ speech might indicate where they reside or where the scene occurred. Rural Kentucky kids will sound distinct from teenagers in Chicago. Orange soda is more likely to be served in an upscale restaurant than an espresso, but I prefer pink lemonade whenever I’m out and about—except in the winter when I prefer a hot chocolate with whipped cream on top. b) It is possible to tell a lot about the scene’s time and place by looking at the weather. Readers will get a sense of the setting and period of the novel by hearing about a hurricane or a snowstorm. The scent of a particular flower drifting in the breeze suggests a different environment than the asphalt-permeated air. c) To set the mood and provide information about the area, describe a shadowy woodland or an abandoned house in a dark, dismal atmosphere. Depending on the context, flickering candles might convey a romantic setting or a holy one. d) Assign a goal to the setting. A sultry romance or an exhilarating adventure can be set in an exotic place. A mountainous area can be a source of danger or suspense. A tense atmosphere in the waiting room of a hospital suggests trauma and suffering. The Significance of Setting The element of setting as an aspect of mythology plays a crucial role in understanding mythology. The setting is among the essential elements in a myth that help the audience to focus on developing a story with time (Ute, 2016). Setting creates an establishment of mood, revealing characters and the conflict level by giving clues to the theme of a myth. If one develops an interest in reading a myth, there is a possibility of comprehending how time creates and gives the context of a myth. The setting supports the creation of mood; it affects the form of how characters in a myth behave, influences a dialogue among characters in a myth, develops foreshadowing of events, and invokes the emotional response. A writer needs to consider the aspect of the setting within a myth to help play a part in a given story. The setting is an essential element because of the influence it creates on the theme; this contributes to the plot and characters of a given story to the extent that without the element of setting in a myth, the plot cannot be created or get held, for example; if a story occurs in Florida and it is based on natural disasters, it can happen to be based on hurricanes. Setting plays a crucial role in more than just influencing the plot of events in a myth (Dosi and Despina, 2020). The setting helps in establishing the mood, atmosphere, or a given story within a particular scene; for example, compare when a child is lost is wandering in the woods, the sun gets blocked by the tall trees, and animals living in the woodlands make eerie sounds in the distance. The wind causes the rustling of leaves; such an atmosphere creates a type of setting which is creepy and nervous to the reader. The description of the setting can motivate or influence the reader to the extent of gaining a sense of apprehension regarding how a lost child can feel, thus creating a suspense mood; such a setting can establish a mood through which a reader can relate to the characters within a story. The setting element helps a reader comprehend a myth through the context of communication in such a form as where and when the narrative took place (Edward, 2018). Political or social context can outline how the core conflict within a story happened in a given period. Even if a setting is essential to the plot or largely inconsequential, it helps feed the reader’s imagination to support the envisioning of a particular story; this process can only get supported through a setting in the development and round of the writer’s worlds. The revealing of setting details is typical and helps revealed through the art of imagery, description, and exposition. However, storytelling elements, such as character observations, help express a reader through dialogue that conveys data involving the setting. Myths drove by the characters, theme, or events often get removed from the art of setting with consequences; in such situations, less time gets devoted to the description of general physical surroundings and the intricacies of culture (Ute, 2016). For example, compare Charlotte’s Web, the novel is mainly set on a farm and the county fair-presumably in America; however, the exact information is vague. The story can get transplanted to a given farm within England or India, and less can change based on the story’s focus on relationships and the universal theme involving death or growing up. The setting is founded on the background services in service of the theme and the relationships. The setting of a novel, story or myth is significant to the plot. For example, think of the Hogwarts castle in the Harry Potter series incorporating talking portraits, moving staircases, and the disappearing rooms. Their experience of Harry within the wizarding universe cannot occur at any traditional boarding schools. Or one can consider Karen Hesse’s Out of Dust, a historical novel in the verse setting that occurred in Oklahoma from 1934-to 1936. The novel is extricated from the Dust Bowl and the Great Depression contexts because the surrounding controls the plot in a direct form, These types of settings that are complex in a story provide the art of nuance, atmosphere, and conflict, hence the need for writers to incorporate such environments to entirely create a realization of the cast characters (Richard et al., 2016). The use of the setting aspect by writers helps facilitate world-building. While both the terms describe the aspects of the universe, the latter focuses on how the globe is getting described is entirely a new aspect to the reader. World-building is mainly associated with fantasies and the science of fiction that help in the expansive nature of imagination settings. The setting is crucial because it helps a reader to have a reflection and emphasizes the element of characterization. The design of a character’s room involving furniture outline, the decoration of walls, and closest content suggest how some things regarding the preferences of value and personality get established within a period. Social, economic, and political contexts influence characterization (Edward, 2018). The development of characters involves the product’s circumstances with traits, values, and beliefs shaped through the immediate environment. Settings in a myth help create tension, conflict, and atmosphere. For example, the characters of J.R.R. Tolkien’s The Fellowship of the Ring ought to explore the Mines of Moria to make it beyond a mountain range. The mines happen to be dark, grim, and gloomy, which help heighten tension and a pervasive sense of dread. The mines create a stoke of conflict that plays a significant role in comprehending the story’s theme. The setting is essential as nonfiction represents the natural globe with the art of accuracy and sensitivity for establishing a writer’s credibility; this helps demonstrate a text’s central themes and the grounding of the context. Why the Audience should learn about Setting There is a need for the audience to comprehend the mythology setting to build a story and support the visualization of what one is writing, which is essential for location scouting on Google to help inspire the reader. Even though location scouting happens not to be the role of a writer, the location search can help make a place much better. The audience should learn about the setting in a myth to help establish a complete set of social conditions. There is a need for the audience to understand the core ruling of the society through which characters live with the need to understand why particular events occur. For example, the screenplay setting profoundly influences the characters, which is beyond the obvious. The setting can dictate how characters speak and dress, but it also influences how they can think and get emotional. The mythological setting element helps the audience learn more about what drives the plot and how given actions unfold from scenes. Setting can help establish the type of actions that occur in specific ways; this can help the reader or the audience feel like a limiting writer. For example, the story of Romeo and Juliet could not have made sense if the setting in a social climate could not get involved in its development (Richard, 2016). The preference of a setting a story should aim to create an influence on the screenplay by focusing on setting each screenplay at phases of writing that have the depth of both characters and the ordinary writing. The setting helps create tension among the characters; comparing Jack London’s ” To Build a Fire,” the conflict exists between the guy travelling on foot in the cold and snowy weather, the man who attempts to hike alone with his only dog while the friends wait. But for him to get to the destination, he has to race against the odds of time and frostbite; however, the man freezes and dies; this explains how the story could not exist without the winter setting. References Edward Recchia, (2018). Setting as a Narrative Convention: Locales in the Boxing Film. Beyond the Stars: Plot conventions in American popular film, 183. Ifigeneia Dosi, Despina Papadopoulou, (2020). The role of educational setting in the development of verbal aspect and executive functions: Evidence from Greek-German bilingual children. International Journal of Bilingual Education and Bilingualism 23 (8), 964-980. Harriet Goldberg, (2017). The dream report is a literary device in medieval Hispanic literature. Hispania 66 (1), 21-31. Jakob Lothe, (2020). Narrative in fiction and film. An Introduction. 0xford: OUP. Poul Anderson, (2020). The Future of Mythology. Mythlore: A Journal of JRR Tolkien, CS Lewis, Charles Williams, and Mythopoeic Literature 8 (2), 1. Richard N Ball, Jorge Picado, Aleš Pultr, (2016). On an Aspect of scatteredness in the point-free Setting. Portugaliae Mathematica 73 (2), 139-152. Ute Walter, (2016). The Meeting Aspect and the Physical Setting: are they important for the guest experience? Journal of Foodservice 19 (1), 87-95.

Unit VII Case Study: Outsourcing

Explain how Peter Drucker’s statement (covered in the textbook) about how one company’s back room is another company’s front room pertains to outsourcing. Use an example. Outsourcing occurs when you hire another company or organization to perform a service. The textbook uses a good example of how outsourcing can be used to help an organization perform a

W3: Discussion Question – Examine your organization and leadership through

W3: Discussion Question – Examine your organization and leadership through Examine your organization and leadership through the following questions: 1. What is a vision in your work environment and how does one foster a shared vision in this kind of environment? 2. What signals (verbal and non-verbal) do individuals send to leaders to communicate that …

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Week 3: Annotated Bibliography – Select 7 scholarly articles that will support your research pape

Week 3: Annotated Bibliography – Select 7 scholarly articles that will support your research paper and create an annotated bibliography Instructions Select 7 scholarly articles that will support your research paper and create an annotated bibliography. For our purposes, think of an annotated bibliography as nothing more than a brief description of what a given …

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Week 3 Assignment Demonstrate how to generate business opportunities

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W3: On the Web Scan the Web and identify the Internet marketing techniques

W3: On the Web Scan the Web and identify the Internet marketing techniques of two to three companies. Start with the company’s home page. What functionality does the page contain (just information, online selling interface, etc.)? Evaluate the home page’s communications effectiveness. Next go to a search engine such as Google. What key search terms …

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Report

RELIABILITY TEST Cronbach’s alpha is a measure of internal consistency, that is, how closely related a set of items are as a group. It is considered to be a measure of scale reliability. A “high” value for alpha does not imply that the measure is unidimensional. If, in addition to measuring internal consistency, you wish …

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MGMT 605: Week Two Paper – Leadership and the role of organizational culture

MGMT 605: Week Two Paper For this learning assignment, you will begin the process of research in ways that directly relate to the final paper. This week you will write on your chosen topic from the list below using one scholarly article that you find in the APUS Library or another academic source, such as …

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