You will make use of the template provided for and address your first identified need by briefly articulate your proposed intervention #1 based on the template.

You will make use of the template provided for and address your first identified need by briefly articulate your proposed intervention #1 based on the template.
Through the assignments,- you will be evaluated on elements such as the logic of argumentation, the cohesion of arguments, tailoring of the appropriate intervention strategy from the handbook to the relevant case study, and depth of feedback.

Template for Resolution Strategies

1. Recap main needs as identified in conflict analysis
2. Strategic goal for the entire intervention roadmap
3. Cite one individual need from recap and develop:
a. What has been done to address this need so far?
b. Your recommended intervention method and strategy
c. Rationale for this choice (why this one and not another?)
d. What needs to be in place to ensure it is successful? (i.e., training to build skill, systemic change, etc.)
e. How are you addressing cultural sensitivity & appropriateness? Are you addressing the change at the right level of conflict?
f. How will it be monitored? What are the benchmarks you are hoping to achieve?
g. How will it be evaluated (what methods will you use) to measure success?

The Impact of Management Functions on Retention of Knowledge Workers: The Mediating Effects of the Knowledge Cycle

Literature Review:
2.1 introduction: the content of the literature review in light of the conceptual framework
2.2 Employees Commitment theories
2.3 The context of study: commitment and loyalty as part of retention of knowledge worker
2.4 Commitment theories and Conceptual Framework of the Thesis
2.4.1 Definitions and Perspectives of Employees Commitment
2.4.2 Studies on Dimensions of Employees Commitment
2.4.3 Employees Commitment models
2.4.4 Approaches to Employees Commitment
2.5 Loyalty theories and Conceptual Framework of the Thesis
2.5.1 Definitions and Perspectives of Employees Loyalty
2.5.2 Studies on Dimensions of Employees Loyalty
2.5.3 Employees Loyalty models
2.5.4 Approaches to Employees Loyalty

Monitoring Controlling

2.6 management Functions: Monitoring
2.6.1 model of Monitoring
2.6.2 Sub categories for Monitoring
2.7 management Functions: Controlling
2.7.1 Model of Controlling
2.8 Knowledge cycle framework: Sharing, Creation, Storage
2.8.1 models of Knowledge cycle
2.8.2 The situational model of Knowledge cycle
2.9 level/scale of Knowledge cycle framework: Sharing, Creation, Storage
2.10 Knowledge cycle framework index in the workplace and retention of knowledge worker
2.11 Knowledge cycle framework as a Mediator between the Relationships between management functions (Monitoring and Controlling) and retention of knowledge worker (employee’s commitment and loyalty)

2.12 Summary of the chapter
2.13 Conclusion of chapter 2
most of the references from the last 3 years

Future of Telehealth

Project 1 Introduction and Overview

The INS will prepare a report addressing the following (Douglas & Celli, 2015, pp. 169-171). The report should include an introduction and conclusion. The introduction should include a thesis/purpose statement. The introduction should be 100-150 words. The conclusion should be 100-150 words. Each question should be addressed and identified in the manuscript as a heading. The report should be supported by in the text references and a reference list. A minimum of 5 references.

The following information will be used to complete Project 1

Health Care System ABC (HCSABC) is planning to expand its telehealth program.  Currently HCSABC holds the largest market share in the Gulf Coast Region. The telehealth program includes telephone triage, audio video services, connectivity with electronic consumer devices such as electronic scales and wearable devices, as well as connectivity with electronic medical devices such as wearable EKG monitors, glucose monitors, insulin pumps, infusion pumps, medication monitoring, and blood pressure devices.

The expansion of the telehealth program is to implement care robots. The care robots would be assigned to pregnant women on bedrest. Priority would be given to families without in the home around the clock support from family or friends. The care robot would be expected to check the patient’s blood pressure and report the finding to the healthcare provider.

The Chief Nursing Officer (CNO), Director of Women’s Health, and Chief Nursing Informatics Officer (CNIO) are the senior leadership for the implementation of the care robots. The Informatics Nurse Specialist (INS) is designated as the project manager to investigate the feasibility of the implementation of the care robots. The Health Informatics Department, Network Security, and Health IT will be involved in the care robot project.

The INS will prepare a report addressing the following (Douglas & Celli, 2015, pp. 169-171). The report should include an introduction and conclusion. Each question should be addressed and identified in the manuscript as a heading. The introduction should be 100-150 words. The introduction should include a purpose of the project. The introduction should inform the reader as to how the report is organized. The conclusion should be 100-150 words. The conclusion should key points of the project. Review the OWL website regarding how to draft an introduction and conclusion.

The report should be supported by in the text references and a reference list. A minimum of 5 references.

  1. Introduction – 100-150 words.
  2. What is the real problem to be solved and the goal to be met,
    1. What is the current state and what is the future state? Use the phrases current state and future state. 100-150 words

 

  1. What are the technical requirements/needs? For example, what are the physical requirements for space, electrical needs, network requirements, Internet requirements, floor surface, hardware and software, interface application? What robot(s) currently on the market or in prototype would be most likely to fit the technical specifications? 150-300 words. Inform the reader why the figure is included. The following figure must be used to organize the content. Add more rows as needed. For example
Feature/Functionality Requirement Comment and Reference
Height    
Width    
Battery    
     

 

  1. What are the measurable criteria for determining project success? 100-150 words
  2. What are the known limitations and risks to the project? 100-150 words
  3. What are risks to privacy and security, what is the influence of HIPAA? 100-150 words

 

  1. What is the timeline of implementation? (Need to draw a timeline). A timeline is not a table, it is a graphic. Inform the reader why the timeline is included. The timeline is implementation of the project, not the development of the robot.

 

https://www.google.com/search?safe=active&biw=1224&bih=575&tbm=isch&sa=1&ei=dPu3Wo-TJs6GsAWX_6j4BA&q=timelines+images&oq=timelines+images&gs_l=psy-ab.3..0j0i7i30k1j0i8i30k1l2.8486.11324.0.11964.13.11.2.0.0.0.148.775.9j2.11.0….0…1c.1.64.psy-ab..1.12.734…0i67k1j0i7i5i30k1j0i13k1.0.q7tIrPtitxs

 

  1. Who will be committed to implementing the project? 100-150 words
  2. What are the estimated costs in dollars? (Must include a simulated budget)

For example, organize the budget in a figure/table format. Inform the reader why the budget is included.

 

Materials and Systems Cost per Care Robot
   
   
   
   
   
Total Budget $

 

  1. Using the budget, what is the justification for the project, including the relationship between cost and benefits? 100-150 words

 

  1. What is the workflow for the care robot to check the pregnant woman’s blood pressure and report the finding to the healthcare provider? Depict the workflow using a swim lane diagram. Must create and submit a swim lane diagram. Inform the reader why the swim lane diagram is included. Label as a figure.

Review http://www.health.state.mn.us/divs/opi/qi/toolbox/swimlane.html  or http://www.health.state.mn.us/divs/opi/qi/toolbox/swimlane.html for more information regarding development of swim lanes

 

  1. Each question should be addressed and identified in the manuscript as a heading. The heading should be a succinct statement. The report should be supported by in the text references and a reference list. A minimum of 5 references.

 

 

Assigned Readings

Douglas, M.., & Celli, M. (2015). Chapter 11 System life cycle: A framework. In V. Saba & K. McCormick (Eds.). (2015). The essentials of nursing informatics (6th ed., pp. 163-187). New York, NY: McGraw-Hill.

Settergren, T. J. (2015). Chapter 12 System and functional testing. In V. Saba & K. McCormick (Eds.). (2015). The essentials of nursing informatics (6th ed., pp. 189-202). New York, NY: McGraw-Hill.

Tyler, D. D. (2015). Chapter 13 System life cycle tools. In V. Saba & K. McCormick (Eds.). (2015). The essentials of nursing informatics (6th ed., pp. 203-214). New York, NY: McGraw-Hill.

Murphy, J., & Dykes, P. C. (2015). Chapter 14 Healthcare project management. In V. Saba & K. McCormick (Eds.). (2015). The essentials of nursing informatics (6th ed., pp. 215-226). New York, NY: McGraw-Hill.

Grading Rubric

Description Points Available Points Earned Comments
Introduction. Includes a thesis/purpose statement. 100-150 words 10    
What is the real problem to be solved and/or stated goal to be met, what is the current state, what is the future state? 100-150 words 10    
What are the technical requirements/needs? For example, what are the physical requirements for space, electrical needs, network requirements, Internet requirements, floor surface, hardware and software, interface application? Use the figure provided. Inform the reader why the figure is provided. Label as a figure following APA. 20    
What are the measurable criteria for determining project success? 100-150 words 5    
What are the known limitations and risks to the project? 100-150 words 5    
What are risks to privacy and security, including influence of HIPAA? 100-150 words 5    
What is the timeline of implementation? A table is not a timeline. Inform the reader why the timeline is included. (Need to draw and submit a timeline). Label as a figure. 5    
Who will be committed to implementing the project? 100-150 words 5    
What are the estimated costs in dollars? (Must include a simulated budget). Inform the reader why the budget is included and label as a figure. 5    
What is the justification for the project, including the relationship between cost and benefits? The justification should be based on the budget. 100-150 words 5    
What is the workflow of the care robot swim lane diagram to check blood pressure and report to the healthcare provider? Must create and submit a swim lane diagram. Label as a figure. Inform the reader why the work flow is included. 10    
Conclusions 100-150 words 10    
APA In the text references – A minimum of 5 1    
APA Reference list 1    
·         Grammar, spelling, punctuation

·         Uses headings for each question

·         Follows APA style for paper (margins, double spacing, ident new paragraphs)

·         Use a cover page

·         Double space

·         Indent each new paragraph ½ inch

·         Use 1 inch margins

3    
Total 100    

 

 

 

Suggested Readings

Hirukawa, H. (2017). Overview of robotic devices for nursing care project. Stud Health Technol Inform., 242, 449-456.

jnd.org. (n.d.). Robots in the home: What might they do? Retrieved from http://www.jnd.org/dn.mss/robots_in_the_home_.html

Klein, B., & Schlömer, I. (2017). A robotic shower system Acceptance and ethical issues. Z Gerontol Geriat, 1-7. https://doi.org/10.1007/s00391-017-1345-9

Prescott, T. J., Conran, S., Mitchinson, B., & Cudd, P. (2017). IntelliTable: Inclusively-designed furniture with robotic capabilities. Stud Health Technol Inform., 242, 565-572.

van Wynsberghe, A. (2013). Designing robots for care: Care centered value-sensitive design.  Science and Engineering Ethics, 19(2), 407-433. Retrieved from https://link.springer.com/article/10.1007%2Fs11948-011-9343-6

Do certain passages – dialogue or description – seem to you to point especially toward the theme? Do you find certain repetitions of words or pairs of incidents highly suggestive and helpful in directing your thoughts toward stating a theme?

Length
1 4-to-5 pages, double-spaced, 10 or 12 font size (Times New Roman, please)
2 Remember: Each essay must be 4 to 5 pages, double spaced. Essays that are not 4 full pages will be penalized ten points.

Requirements
1 Title Your Essay – be sure to make your title specific to your topic and focus; also, be sure to include the name of the author and the name of the short story that you’ll be analyzing
2 Put your name, the class, and the assignment due date (all double spaced) at the top left corner of page 1
3 Insert a header with your last name and page number – (go to View, select Header, hit the tab key twice, type in your last number and a space, hit the # icon, and close the header)

Additional Special Requirements
4 10 (minimum) well-used paraphrases or quotes from the text to support your main points – be sure to include the page reference
5 Essay Time Log (see below)
6 Two (minimum) in-text citations (author and page reference) per body paragraph – be sure to include the page reference
7 You will need a minimum of five sources:
a. Two of your sources will be your short story selections from the textbook
b. Two of your sources will be literary criticisms of the short stories you selected. You may use either articles or books.
c. One of your sources will offer a non-fiction context to the short story selections (i.e. these could be historical connections, important policies passed during the time of the story, a cultural awareness about the types of communities in the works, facts or characteristics about the backgrounds of certain jobs characters hold, etc.)
8 Note: Cite all material. You must cite all materials that you use according to MLA style – both in the body of the text with in-text citation, and in a Works Cited page.

Assignment:
A personal response to literature explores your thoughts and feelings about a piece of writing. A review discusses why a particular literary piece may or may not be worth reading. A literary analysis, however, presents your thoughtful interpretation or understanding of a literary work. It is the most challenging form of writing about literature.

Choose one of the following essay questions, and write a concise literary analysis essay. Base the ideas in your analysis on a close and careful reading of the text. Make sure to connect all of your main points with specific references to the text. Also, maintain a presence of the key literary terms, as applicable, throughout the essay. Finally, present the results of your work in a carefully planned essay containing a thesis statement, supporting paragraphs, and closing remarks.

(Select two stories from our textbook and then select one of the following topics. For each of them, I want you to either note commonalities or contrasts in your analysis. For example, you may find that two stories have similar themes, though a varied approach in accomplishing it; as well, you may find two settings are symbolic for different reasons. The sun in one story might represent hope and in the other story it might symbolize intensity. Be keen about the stories you select. There should be a distinct relationship between the two. )

Topic Choices:

(1) Theme
Do certain passages – dialogue or description – seem to you to point especially toward the theme? Do you find certain repetitions of words or pairs of incidents highly suggestive and helpful in directing your thoughts toward stating a theme?

OR

(2) Setting
What is the relation of the setting to the plot and the characters? (For instance, do houses or rooms or their furnishings say something about their residents?) Would anything be lost if the descriptions of the setting were deleted from the story or if the setting were changed?

OR

(3) Character
What purposes do minor characters serve? Do you find some who by their similarities and differences help to define each other or help to define the major characters? How else is a particular character defined – by his or her words, actions (including thoughts and emotions), dress, setting, narrative point-of-view? Do certain characters act differently in the same, or in similar, situations? Why?

OR

(4) Protagonist
How would you describe the main character? Is he or she a flat or round character? If he or she evolves, does a clear path of motivation appear to be present? Also, what obstacle appears to be creating the most resistance for the protagonist? And does the protagonist overcome this antagonist or succumb to it?

WARNING
Students found to submit papers written by others, either in part or in whole, will receive zeros for plagiarism. Depending on the level of academic dishonesty, further actions may also be taken, including receiving an F in the course.

If you ever have any doubt about whether or not you’re plagiarizing, please ask me. Even if you are taking information from a source and writing it in your own words, you must still document your use of the source.

Time Log Requirement
I am requiring that you keep track of how much time you spend working on this assignment – from the invention stage to the finished, perfect essay – everything except the actual first reading of the novel. Refer to the format below for a guide of what you’ll be doing:

Essay Time Log

Date Task Time Spent Total Time Spent on Project
2/6 Brainstorming 30 minutes 30 minutes
2/7 Library Research 90 minutes 2 hours
2/8 Reviewing Journal Notes 30 minutes 2.5 hours
2/9 Rough Draft 60 minutes 3.5 hours
etc.

1 Keep track of every task you perform, the time you spend on each task, and the total amount of time you spend on the project.
2 Break it down by tasks – inventing, researching, drafting, reviewing, revising, editing, etc. Whatever you do for this assignment, mark it down as specifically and as accurately as you can on your Time Log.
3 Please include your Essay Time Log in the same file attachment as your paper; I do not want to receive multiple file attachment submissions from students.

*** Students who do not submit a time log will lose 10% of the essay’s value***

Special Instructions for Online Sections
1 Submit all Final Essays and Tests to the Assignment Board. Do not email Essays.

2 Save your file as your last name and the essay assignment – i.e., Greenessay1

3 Do not use Microsoft Works to compose your essays – Use Microsoft Word if at all possible.

4 If you do not use Microsoft Word, save your essays and tests in “rich text format” (.rtf) – When you save your document, scroll down the “save as type” box until you see Rich Text Format. If you use Microsoft Word, just save your documents as normal.

5 I do not accept late work, except in highly unusual circumstances.

6 Refer to the Syllabus’s “Weekly Calendar” for all Due Dates, including specific hour deadlines.

CLC – Effective Communication

PLEASE USE THE FOLLOWING RESOURCES IN THE PAPER! THANK YOU!
References

Alvarez, P. (2018). The Atlantic. The immigration fight that may soon land in the Supreme Court. Retrieved from https://www.theatlantic.com/politics/archive/2018/08/daca-trump-supreme-court/568174/

Maes, J. D., Stansbury, A., & Schifo, R. (2015). Before All Else Fails, Press “Reset.” Dispute Resolution Journal, 70(1), 59–65. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=108778714&site=eds-live&scope=site

Robbins, S.P., & Judge, T.A. (2015). Organizational Behavior. (16th ed.). Boston, MA: Pearson Education, Inc.

Tuckman, B. W., & Jensen, M. C. (2010). Stages of Small-Group Development Revisited. Group Facilitation: A Research & Applications Journal, 1043-48.

The New York Times. (2018). Stopgap Bill to End Government Shutdown Passes Congress. Retrieved from https://www.nytimes.com/2018/01/22/us/politics/government-shutdown.html

Tuckman’s Theories, and the five barriers in addition to what you write on communication,
1. Describe the types of communication occurring in the group.
2. Discuss the stages of development according to Tuckman’s theory in which the group is currently functioning.
3. Identify a minimum of five barriers of communication exhibited in Congress.
4. Explain the role of groupthink in contributing to these barriers.
5. Recommend steps that could be taken to better facilitate communication.

Topic: US congress trying to reach a consensus on whether or not they should keep the DACA (Deferred Action for Childhoods Arrivals) Program for undocumented immigrant children, known as Dreamers.
o Beginning of 2018, the United States Congress was in the storming phase of small group development, whilst facing intragroup conflict (Tuckman, & Jensen, 2010).
o The resolution: The senate votes were 81-18 and it ended the government shut-down. (The New York Times, 2018).
§ This resolution was made after numerous bipartisan conversations amongst approximately 20 senators. (The New York Times, 2018).
§ Republican and Democrats were able to come to this resolution, after they agreed to address the state of the Dreamers; however, it seems like the Democrats feel like this may not happen. (The New York Times, 2018).
§ Nonetheless, the future of the DACA recipients are still up in the air and according to The Atlantic’s August 2018, article about DACA, a Texas ruling to keep the DACA program going from their Federal Judge deems to have caused a conflict; hence, the DACA issue may reach the Supreme Court (Alvarez, 2018).
Barriers the US Congress faced: information overload, noise, selective perception, filtering, and silence.

Information overload: when the information exceeds the processing aptitude (Robbins and Judge, 2015). Robbins and Judge (2015) specified, researchers had discovered that those who tend to retrieve a vast amount of information, seem to be more inclined to making a worse decision. EX: Perhaps when the one side is trying to prove that DACA program is essential and should be kept while the other side is trying to prove why it should be removed, an overwhelming amount of information will be given (i.e. stats) This was illustrated in various ways from Media to inside the US Congress.

Noise: disrupting the clarity of what is going on. EX: Media, plays an instrumental role when it comes to creating noise. There is an array of opinions, from all the sides of this conflict on all sorts of social media platforms, from Newspaper articles, to Facebook and Instagram posts.

Selective Perception: the tendency to selectively interpret what one considers to be of interest when it comes to factors such as: background, experiences, and attitudes (Robbins and Judge, 2015). EX: The communication gaps amongst everyone who was involved in making this decision. Those who oppose DACA are only looking for stats that help their claims and so are the individuals who want to keep DACA.

Filtering: manipulation by the sender to ensure the receiver of the message receives it favorably (Robbins & Judge, 2015). EX: .Those who oppose DACA are only presenting stats that help their stance and sae applies for those who are in favor of keeping DACA.

Silence: According to a variety of media outlets, for example, The Atlantic, there seems to be a pause into finalizing if this program should be cut. In fact, “It’s not clear what will happen or when—leaving the fate of daca more uncertain than ever” (Alvarez, 2018).
• Tuckman’s theory of group development consists of four stages: forming, storming, norming and performing.

Role of Groupthink
Groupthink refers to the phenomenon that occurs when group decision making is influenced by the group, preventing them from considering alternate options objectively (Robbins & Judge, 2015).
During this case, the United States Congress, elected officials seem to be going along with the group, or their party to keep the peace.

Recommended steps that can facilitate better steps:
To improve communication between all parties a reset is needed. According to Maes, Stansbury, & Schifo, hitting the reset button during a dispute is possible (2015). Refer to the steps below on how to “Reset” (Maes et al., 2015).

Given the scenario above, what are the best hardware, software, networking, and information security options for addressing your client’s business needs?

Overview: Basic knowledge of computers is practically essential for productively engaging in twenty-first-century life. Working knowledge of computer platform
technologies impacts everyone from help desk personnel and field technicians to project managers and business executives. In order to make sound business
decisions, one must have the ability to analyze business needs and compare available computer technology options for effectively meeting those needs.
Scenario: You have been hired as an IT consultant by an entrepreneur starting a small advertising company called MilleniAds. As a start-up, your client’s
company is relatively small and has a limited budget. There are only 10 employees, including a few creative directors, graphic designers, sales staff, a financial
accountant, and an office administrator, with the entrepreneur acting as CEO. The current IT budget cannot exceed $25,000 and ideally should come in as far
under that number as possible. MilleniAds will produce customized sales flyers, brochures, and other branded items, such as letterhead and business cards, that
apply a youthful, fresh perspective targeting millennial demographics. Therefore, the company needs the ability to store and manipulate digital images and to
produce physical copies of their products for their clients. The CEO wants to keep track of inventory, sales, and expenses digitally, but she does not anticipate
having very complex records for the first year. She projects having only a dozen or so accounts but hopes to scale up in the coming years. It would be ideal to
have a simple and user-friendly system for sharing information and files between employees. Many of the employees are millennials themselves who have
indicated that their current desktop PCs are limiting their capabilities and that they prefer using their phones and other mobile devices for their professional and
personal responsibilities. Two of the 10 employees will operate primarily outside of the office, soliciting business from regional firms, and they will need to
access company information while on the road, in their home offices, and at customer sites.
Beyond the specific information given above, you have the ability to fill in the gaps with assumptions or additional details that will make your final project unique
and meaningful to you. If you have any questions, reach out to your instructor for guidance.
Prompt: Given the scenario above, what are the best hardware, software, networking, and information security options for addressing your client’s business
needs?
Specifically, the following critical elements must be addressed:
III. Software Applications
A. Examine the business’s issues to determine specific software requirements. What are the types of software applications that should be
considered? Identify multiple possible options within each category, being sure to cite specific examples wherever appropriate.
B. Then, compare and contrast the options you have listed. Be sure to cite specific evidence that supports your evaluation. What are their
functional strengths and weaknesses? How do they compare in terms of cost, vendor credibility, multiuser access, technical support, and
integration?
C. Compose a final list detailing all of your specific software recommendations for your client. Be sure to logically justify your proposal as the best
possible choice for meeting the business requirements.

Free education in Oman

To what extent has free education impacted on the performance, attitude,
and behaviour of students?

A teacher’s perspective on the effect free education in Oman has had on students in terms of performance, attitude and behavior.

Some back ground info

The Middle East, a place where I have gained most of my teaching experience, has given me the opportunity to see education from a different perspective. Coming from South Africa and a victim of circumstance from an extremely disadvantaged background, the only thing we had to look forward to was knowing that education was the gateway to a better life, a life which was different to what we had come to know and expect within our community, because there was nothing that came free – especially an education. Keeping this in mind, I paid close attention to the value of education and the impact it would have in my life if I worked hard and remained motivated about my life and my future. I had come to understand that out of everything in life, education was something that I could hold on to and grow from and which could never be taken from me. This gave me the drive I needed to push through. Even though I was a full time student and working two jobs, I knew that this was what I needed to do in order to free myself from the shackles of poverty. It gave me an appreciation for my life, and a very deep appreciation for education. I learned how never to take any opportunity for granted. I learned the value of hard work. I learned the true meaning of education.
In learning these valuable lessons, and understanding what education really is and it was very surprising for me to see how differently education is viewed in a country where it is free. Where a student is actually paid to go to school, college or university. Where the government gives its people more than what is considered a standard fundamental right as a human being (United Nations, 1997). Where opportunities are plentiful and endless and an education would not cost a citizen anything monetary. It might not come at a monetary cost, but can a free education come at an even higher price?
Over the years, I have been witness the dire effect a free education has had on people, specifically my students. I have seen how easy they tend to think things come and how easily a sense of entitlement can develop. Where there is no real value in education for them and this has led to a serious lack of motivation learning and understanding.
Free education has come at a very high cost. It has cost them their zeal and has left them disillusioned about the future, but to what extent? This is what I would like to address within the context of my dissertation. I would like to look at the cost of a free education. By examining the price that students have paid in terms of a lack of motivation which has led to poor academic performance, a poor work ethic which has led to disinterest and misunderstanding the relationship between skills and qualifications and lastly, a general sense of entitlement which has led to students thinking that many privileges that have been afforded to them is a right.

I would like to understand this from a teacher’s perspective, because teachers know their students, they understand their students and they would be able to give a perspective of the effects free education has had on their students motivation, attitudes and behavior because they are in the classroom every day and are learning more about the teaching and learning environment through the experiences they have with their students. Through these experiences, teachers would also be able to give a perspective of how much or how little free education has affected students in a general sense.

What is free education?

But firstly it is essential to understand what free education is and the intention behind it. According to Bowler (2005); Spring (2010) and Marrier (1999) free education is a service of teaching and learning which is financially subsidized by either the government or organizations and is offered at no cost to either it’s citizens and /or whomever chooses to undertake an education within a said educational institution of a country offering this option. Gennings (1995. p.108) also adds that free education differs from country to country, ‘in which education would be free at primary, secondary and in some cases even tertiary educational level’. Berger (2001) states that basic education at both primary and secondary level is a right and according to the United Nations (UN) national guidelines on education (1997), this basic human right to free education is a tool to alleviate poverty, increase the literacy rate of a country and its people, promote job creation as well as increase employment. Gilmore (1984, p.128) further elaborated on this by stating that ‘a higher rate of literacy of a country increases the overall upkeep of its people’. Taking the abovementioned perspectives into consideration, the collective view of free education can be understood when evaluating the common features present in the description and breakdown of the term ‘free education’ as a whole. Therefore taking these features into consideration , free education can be understood as a (basic) human right that the government or an organization provides for its people (and in some cases non-citizens) in order improve the state of the country, its economy and the general population as a whole.

Minimum 2 page critical reflections on the articles, exploring what you have learned and how your perceptions and ideas have changed after the reading. Some possible questions to address:  What are the key concepts of the reading? What evidence or specific cases does the author present to explore these concepts? What does the reading make you think about? What are you having trouble understanding? What would you like to discuss further?

Minimum 2 page critical reflections on the articles, exploring what you have learned and how your perceptions and ideas have changed after the reading. Some possible questions to address:
What are the key concepts of the reading? What evidence or specific cases does the author present to explore these concepts? What does the reading make you think about? What are you having trouble understanding? What would you like to discuss further?

Shakespeare in the Bush
http://www.naturalhistorymag.com/print/476 Page 1 of 9
Published on Natural History Magazine (http://www.naturalhistorymag.com)
Shakespeare in the Bush
Just before I left Oxford for the Tiv in West Africa, conversation turned to the season at Stratford.
“You Americans,” said a friend, “often have difficulty with Shakespeare. He was, after all, a very
English poet, and one can easily misinterpret the universal by misunderstanding the particular.”
I protested that human nature is pretty much the same the whole world over; at least the general
plot and motivation of the greater tragedies would always be clear—everywhere—although some
details of custom might have to be explained and difficulties of translation might produce other
slight changes. To end an argument we could not conclude, my friend gave me a copy of Hamlet
to study in the African bush: it would, he hoped, lift my mind above its primitive surroundings, and
possibly I might, by prolonged meditation, achieve the grace of correct interpretation.
It was my second field trip to that African tribe, and I thought myself ready to live in one of its
remote sections—an area difficult to cross even on foot. I eventually settled on the hillock of a
very knowledgeable old man, the head of a homestead of some hundred and forty people, all of
whom were either his close relatives or their wives and children. Like the other elders of the
vicinity, the old man spent most of his time performing ceremonies seldom seen these days in
the more accessible parts of the tribe. I was delighted. Soon there would be three months of
enforced isolation and leisure, between the harvest that takes place just before the rising of the
swamps and the clearing of new farms when the water goes down. Then, I thought, they would
have even more time to perform ceremonies and explain them to me.
I was quite mistaken. Most of the ceremonies demanded the presence of elders from several
homesteads. As the swamps rose, the old men found it too difficult to walk from one homestead
to the next, and the ceremonies gradually ceased. As the swamps rose even higher, all activities
but one came to an end. The women brewed beer from maize and millet. Men, women, and
children sat on their hillocks and drank it.
People began to drink at dawn. By midmorning the whole homestead was singing, dancing, and
drumming. When it rained, people had to sit inside their huts: there they drank and sang or they
drank and told stories. In any case, by noon or before, I either had to join the party or retire to my
own hut and my books. “One does not discuss serious matters when there is beer. Come, drink
with us.” Since I lacked their capacity for the thick native beer, I spent more and more time with
Hamlet. Before the end of the second month, grace descended on me. I was quite sure that
Hamlet had only one possible interpretation, and that one universally obvious.
Early every morning, in the hope of having some serious talk before the beer party, I used to call
on the old man at his reception hut—a circle of posts supporting a thatched roof above a low
mud wall to keep out wind and rain. One day I crawled through the low doorway and found most
of the men of the homestead sitting huddled in their ragged cloths on stools, low plank beds, and
reclining chairs, warming themselves against the chill of the rain around a smoky fire. In the
Shakespeare in the Bush 11/7/14, 10:35 AM
http://www.naturalhistorymag.com/print/476 Page 2 of 9
center were three pots of beer. The party had started.
The old man greeted me cordially. “Sit down and drink.” I accepted a large calabash full of beer,
poured some into a small drinking gourd, and tossed it down. Then I poured some more into the
same gourd for the man second in seniority to my host before I handed my calabash over to a
young man for further distribution. Important people shouldn’t ladle beer themselves.
“It is better like this,” the old man said, looking at me approvingly and plucking at the thatch that
had caught in my hair. “You should sit and drink with us more often. Your servants tell me that
when you are not with us, you sit inside your hut looking at a paper.”
The old man was acquainted with four kinds of “papers”: tax receipts, bride price receipts, court
fee receipts, and letters. The messenger who brought him letters from the chief used them
mainly as a badge of office, for he always knew what was in them and told the old man. Personal
letters for the few who had relatives in the government or mission stations were kept until
someone went to a large market where there was a letter writer and reader. Since my arrival,
letters were brought to me to be read. A few men also brought me bride price receipts, privately,
with requests to change the figures to a higher sum. I found moral arguments were of no avail,
since in-laws are fair game, and the technical hazards of forgery difficult to explain to an illiterate
people. I did not wish them to think me silly enough to look at any such papers for days on end,
and I hastily explained that my “paper” was one of the “things of long ago” of my country.
“Ah,” said the old man. “Tell us.” I protested that I was not a storyteller. Storytelling is a skilled art
among them; their standards are high, and the audiences critical—and vocal in their criticism. I
protested in vain. This morning they wanted to hear a story while they drank. They threatened to
tell me no more stories until I told them one of mine. Finally, the old man promised that no one
would criticize my style, “for we know you are struggling with our language.” “But,” put in one of
the elders, “you must explain what we do not understand, as we do when we tell you our stories.”
Realizing that here was my chance to prove Hamlet universally intelligible, I agreed.
The old man handed me some more beer to help me on with my storytelling. Men filled their long
wooden pipes and knocked coals from the fire to place in the pipe bowls; then, puffing
contentedly, they sat back to listen. I began in the proper style, “Not yesterday, not yesterday, but
long ago, a thing occurred. One night three men were keeping watch outside the homestead of
the great chief, when suddenly they saw the former chief approach them.”
“Why was he no longer their chief?”
“He was dead,” I explained. “That is why they were troubled and afraid when they saw him.”
“Impossible,” began one of the elders, handing his pipe on to his neighbor, who interrupted, “Of
course it wasn’t the dead chief. It was an omen sent by a witch. Go on.”
[pagebreak]
Slightly shaken, I continued. “One of these three was a man who knew things”—the closest
translation for scholar, but unfortunately it also meant witch. The second elder looked
triumphantly at the first. “So he spoke to the dead chief saying, ‘Tell us what we must do so you
Shakespeare in the Bush 11/7/14, 10:35 AM
http://www.naturalhistorymag.com/print/476 Page 3 of 9
may rest in your grave,’ but the dead chief did not answer. He vanished, and they could see him
no more. Then the man who knew things—his name was Horatio—said this event was the affair
of the dead chief’s son, Hamlet.”
There was a general shaking of heads round the circle. “Had the dead chief no living brothers?
Or was this son the chief?”
“No,” I replied. “That is, he had one living brother who became the chief when the elder brother
died.”
The old men muttered: such omens were matters for chiefs and elders, not for youngsters; no
good could come of going behind a chief’s back; clearly Horatio was not a man who knew things.
“Yes, he was,” I insisted, shooing a chicken away from my beer. “In our country the son is next to
the father. The dead chief’s younger brother had become the great chief. He had also married his
elder brother’s widow only about a month after the funeral.”
“He did well,” the old man beamed and announced to the others, “I told you that if we knew more
about Europeans, we would find they really were very like us. In our country also,” he added to
me, “the younger brother marries the elder brother’s widow and becomes the father of his
children. Now, if your uncle, who married your widowed mother, is your father’s full brother, then
he will be a real father to you. Did Hamlet’s father and uncle have one mother?”
His question barely penetrated my mind; I was too upset and thrown too far off-balance by
having one of the most important elements of Hamlet knocked straight out of the picture. Rather
uncertainly I said that I thought they had the same mother, but I wasn’t sure—the story didn’t say.
The old man told me severely that these genealogical details made all the difference and that
when I got home I must ask the elders about it. He shouted out the door to one of his younger
wives to bring his goatskin bag.
Determined to save what I could of the mother motif, I took a deep breath and began again. “The
son Hamlet was very sad because his mother had married again so quickly. There was no need
for her to do so, and it is our custom for a widow not to go to her next husband until she has
mourned for two years.”
“Two years is too long,” objected the wife, who had appeared with the old man’s battered
goatskin bag. “Who will hoe your farms for you while you have no husband?”
“Hamlet,” I retorted, without thinking, “was old enough to hoe his mother’s farms himself. There
was no need for her to remarry.” No one looked convinced. I gave up. “His mother and the great
chief told Hamlet not to be sad, for the great chief himself would be a father to Hamlet.
Furthermore, Hamlet would be the next chief: therefore he must stay to learn the things of a
chief. Hamlet agreed to remain, and all the rest went off to drink beer.”
While I paused, perplexed at how to render Hamlet’s disgusted soliloquy to an audience
convinced that Claudius and Gertrude had behaved in the best possible manner, one of the
younger men asked me who had married the other wives of the dead chief.
Shakespeare in the Bush 11/7/14, 10:35 AM
http://www.naturalhistorymag.com/print/476 Page 4 of 9
“He had no other wives,” I told him.
“But a chief must have many wives! How else can he brew beer and prepare food for all his
guests?”
I said firmly that in our country even chiefs had only one wife, that they had servants to do their
work, and that they paid them from tax money.
It was better, they returned, for a chief to have many wives and sons who would help him hoe his
farms and feed his people; then everyone loved the chief who gave much and took nothing—
taxes were a bad thing.
I agreed with the last comment, but for the rest fell back on their favorite way of fobbing off my
questions: “That is the way it is done, so that is how we do it.”
I decided to skip the soliloquy. Even if Claudius was here thought quite right to marry his
brother’s widow, there remained the poison motif, and I knew they would disapprove of fratricide.
More hopefully I resumed, “That night Hamlet kept watch with the three who had seen his dead
father. The dead chief again appeared, and although the others were afraid, Hamlet followed his
dead father off to one side. When they were alone, Hamlet’s dead father spoke.”
“Omens can’t talk!” The old man was emphatic.
“Hamlet’s dead father wasn’t an omen. Seeing him might have been an omen, but he was not.”
My audience looked as confused as I sounded. “It was Hamlet’s dead father. It was a thing we
call a ‘ghost.’” I had to use the English word, for unlike many of the neighboring tribes, these
people didn’t believe in the survival after death of any individuating part of the personality.
“What is a ‘ghost?’ An omen?”
“No, a ‘ghost’ is someone who is dead but who walks around and can talk, and people can hear
him and see him but not touch him.”
They objected. “One can touch zombis.”
“No, no! It was not a dead body the witches had animated to sacrifice and eat. No one else made
Hamlet’s dead father walk. He did it himself.”
“Dead men can’t walk,” protested my audience as one man.
I was quite willing to compromise.
“A ‘ghost’ is the dead man’s shadow.”
But again they objected. “Dead men cast no shadows.”
“They do in my country,” I snapped.
[pagebreak]
Shakespeare in the Bush 11/7/14, 10:35 AM
http://www.naturalhistorymag.com/print/476 Page 5 of 9
The old man quelled the babble of disbelief that arose immediately and told me with that
insincere, but courteous, agreement one extends to the fancies of the young, ignorant, and
superstitious, “No doubt in your country the dead can also walk without being zombis.” From the
depths of his bag he produced a withered fragment of kola nut, bit off one end to show it wasn’t
poisoned, and handed me the rest as a peace offering.
“Anyhow,” I resumed, “Hamlet’s dead father said that his own brother, the one who became chief,
had poisoned him. He wanted Hamlet to avenge him. Hamlet believed this in his heart, for he did
not like his father’s brother.” I took another swallow of beer. “In the country of the great chief,
living in the same homestead, for it was a very large one, was an important elder who was often
with the chief to advise and help him. His name was Polonius. Hamlet was courting his daughter,
but her father and her brother . . . [I cast hastily about for some tribal analogy] warned her not to
let Hamlet visit her when she was alone on her farm, for he would be a great chief and so could
not marry her.”
“Why not?” asked the wife, who had settled down on the edge of the old man’s chair. He frowned
at her for asking stupid questions and growled, “They lived in the same homestead.”
“That was not the reason,” I informed them. “Polonius was a stranger who lived in the homestead
because he helped the chief, not because he was a relative.”
“Then why couldn’t Hamlet marry her?”
“He could have,” I explained, “but Polonius didn’t think he would. After all, Hamlet was a man of
great importance who ought to marry a chief’s daughter, for in his country a man could have only
one wife. Polonius was afraid that if Hamlet made love to his daughter, then no one else would
give a high price for her.”
“That might be true,” remarked one of the shrewder elders, “but a chief’s son would give his
mistress’s father enough presents and patronage to more than make up the difference. Polonius
sounds like a fool to me.”
“Many people think he was,” I agreed. “Meanwhile Polonius sent his son Laertes off to Paris to
learn the things of that country, for it was the homestead of a very great chief indeed. Because
he was afraid that Laertes might waste a lot of money on beer and women and gambling, or get
into trouble by fighting, he sent one of his servants to Paris secretly, to spy out what Laertes was
doing. One day Hamlet came upon Polonius’s daughter Ophelia. He behaved so oddly he
frightened her. Indeed”—I was fumbling for words to express the dubious quality of Hamlet’s
madness—“the chief and many others had also noticed that when Hamlet talked one could
understand the words but not what they meant. Many people thought that he had become mad.”
My audience suddenly became much more attentive. “The great chief wanted to know what was
wrong with Hamlet, so he sent for two of Hamlet’s age mates [school friends would have taken a
long explanation] to talk to Hamlet and find out what troubled his heart. Hamlet, seeing that they
had been bribed by the chief to betray him, told them nothing. Polonius, however, insisted that
Hamlet was mad because he had been forbidden to see Ophelia, whom he loved.”
“Why,” inquired a bewildered voice, “should anyone bewitch Hamlet on that account?”
Shakespeare in the Bush 11/7/14, 10:35 AM
http://www.naturalhistorymag.com/print/476 Page 6 of 9
“Bewitch him?”
“Yes, only witchcraft can make anyone mad, unless, of course, one sees the beings that lurk in
the forest.”
I stopped being a storyteller and took out my notebook and demanded to be told more about
these two causes of madness. Even while they spoke and I jotted notes, I tried to calculate the
effect of this new factor on the plot. Hamlet had not been exposed to the beings that lurk in the
forests. Only his relatives in the male line could bewitch him. Barring relatives not mentioned by
Shakespeare, it had to be Claudius who was attempting to harm him. And, of course, it was.
For the moment I staved off questions by saying that the great chief also refused to believe that
Hamlet was mad for the love of Ophelia and nothing else. “He was sure that something much
more important was troubling Hamlet’s heart.”
“Now Hamlet’s age mates,” I continued, “had brought with them a famous storyteller. Hamlet
decided to have this man tell the chief and all his homestead a story about a man who had
poisoned his brother because he desired his brother’s wife and wished to be chief himself.
Hamlet was sure the great chief could not hear the story without making a sign if he was indeed
guilty, and then he would discover whether his dead father had told him the truth.”
The old man interrupted, with deep cunning, “Why should a father lie to his son?” he asked.
I hedged: “Hamlet wasn’t sure that it really was his dead father.” It was impossible to say
anything, in that language, about devil-inspired visions.
“You mean,” he said, “it actually was an omen, and he knew witches sometimes send false ones.
Hamlet was a fool not to go to one skilled in reading omens and divining the truth in the first
place. A man-who-sees-the-truth could have told him how his father died, if he really had been
poisoned, and if there was witchcraft in it; then Hamlet could have called the elders to settle the
matter.”
The shrewd elder ventured to disagree. “Because his father’s brother was a great chief, onewho-sees-the-truth
might therefore have been afraid to tell it. I think it was for that reason that a
friend of Hamlet’s father—a witch and an elder—sent an omen so his friend’s son would know.
Was the omen true?”
“Yes,” I said, abandoning ghosts and the devil; a witch-sent omen it would have to be. “It was
true, for when the storyteller was telling his tale before all the homestead, the great chief rose in
fear. Afraid that Hamlet knew his secret he planned to have him killed.”
The stage set of the next bit presented some difficulties of translation. I began cautiously. “The
great chief told Hamlet’s mother to find out from her son what he knew. But because a woman’s
children are always first in her heart, he had the important elder Polonius hide behind a cloth that
hung against the wall of Hamlet’s mother’s sleeping hut. Hamlet started to scold his mother for
what she had done.”
There was a shocked murmur from everyone. A man should never scold his mother.
Shakespeare in the Bush 11/7/14, 10:35 AM
http://www.naturalhistorymag.com/print/476 Page 7 of 9
“She called out in fear, and Polonius moved behind the cloth. Shouting, ‘A rat!’ Hamlet took his
machete and slashed through the cloth.” I paused for dramatic effect. “He had killed Polonius.”
[pagebreak]
The old men looked at each other in supreme disgust. “That Polonius truly was a fool and a man
who knew nothing! What child would not know enough to shout, ‘It’s me!’” With a pang, I
remembered that these people are ardent hunters, always armed with bow, arrow, and machete;
at the first rustle in the grass an arrow is aimed and ready, and the hunter shouts “Game!” If no
human voice answers immediately, the arrow speeds on its way. Like a good hunter, Hamlet had
shouted, “A rat!”
I rushed in to save Polonius’s reputation. “Polonius did speak. Hamlet heard him. But he thought
it was the chief and wished to kill him to avenge his father. He had meant to kill him earlier that
evening….” I broke down, unable to describe to these pagans, who had no belief in individual
afterlife, the difference between dying at one’s prayers and dying “unhousell’d, disappointed,
unaneled.”
This time I had shocked my audience seriously. “For a man to raise his hand against his father’s
brother and the one who has become his father—that is a terrible thing. The elders ought to let
such a man be bewitched.”
I nibbled at my kola nut in some perplexity, then pointed out that after all the man had killed
Hamlet’s father.
“No,” pronounced the old man, speaking less to me than to the young men sitting behind the
elders. “If your father’s brother has killed your father, you must appeal to your father’s age mates:
they may avenge him. No man may use violence against his senior relatives.” Another thought
struck him. “But if his father’s brother had indeed been wicked enough to bewitch Hamlet and
make him mad that would be a good story indeed, for it would be his fault that Hamlet, being
mad, no longer had any sense and thus was ready to kill his father’s brother.”
There was a murmur of applause. Hamlet was again a good story to them, but it no longer
seemed quite the same story to me. As I thought over the coming complications of plot and
motive, I lost courage and decided to skim over dangerous ground quickly.
“The great chief,” I went on, “was not sorry that Hamlet had killed Polonius. It gave him a reason
to send Hamlet away, with his two treacherous age mates, with letters to a chief of a far country,
saying that Hamlet should be killed. But Hamlet changed the writing on their papers, so that the
chief killed his age mates instead.” I encountered a reproachful glare from one of the men whom
I had told undetectable forgery was not merely immoral but beyond human skill. I looked the
other way.
“Before Hamlet could return, Laertes came back for his father’s funeral. The great chief told him
Hamlet had killed Polonius. Laertes swore to kill Hamlet because of this, and because his sister
Ophelia, hearing her father had been killed by the man she loved, went mad and drowned in the
river.”
Shakespeare in the Bush 11/7/14, 10:35 AM
http://www.naturalhistorymag.com/print/476 Page 8 of 9
“Have you already forgotten what we told you?” The old man was reproachful. “One cannot take
vengeance on a madman; Hamlet killed Polonius in his madness. As for the girl, she not only
went mad, she was drowned. Only witches can make people drown. Water itself can’t hurt
anything. It is merely something one drinks and bathes in.”
I began to get cross. “If you don’t like the story, I’ll stop.”
The old man made soothing noises and himself poured me some more beer. “You tell the story
well, and we are listening. But it is clear that the elders of your country have never told you what
the story really means. No, don’t interrupt! We believe you when you say your marriage customs
are different, or your clothes and weapons. But people are the same everywhere; therefore, there
are always witches and it is we, the elders, who know how witches work. We told you it was the
great chief who wished to kill Hamlet, and now your own words have proved us right. Who were
Ophelia’s male relatives?”
“There were only her father and her brother.” Hamlet was clearly out of my hands.
“There must have been many more; this also you must ask of your elders when you get back to
your country. From what you tell us, since Polonius was dead, it must have been Laertes who
killed Ophelia, although I do not see the reason for it.”
We had emptied one pot of beer, and the old men argued the point with slightly tipsy interest.
Finally one of them demanded of me, “What did the servant of Polonius say on his return?”
With difficulty I recollected Reynaldo and his mission. “I don’t think he did return before Polonius
was killed.”
“Listen,” said the elder, “and I will tell you how it was and how your story will go, then you may tell
me if I am right. Polonius knew his son would get into trouble, and so he did. He had many fines
to pay for fighting, and debts from gambling. But he had only two ways of getting money quickly.
One was to marry off his sister at once, but it is difficult to find a man who will marry a woman
desired by the son of a chief. For if the chief’s heir commits adultery with your wife, what can you
do? Only a fool calls a case against a man who will someday be his judge. Therefore Laertes
had to take the second way: he killed his sister by witchcraft, drowning her so he could secretly
sell her body to the witches.”
I raised an objection. “They found her body and buried it. Indeed Laertes jumped into the grave
to see his sister once more—so, you see, the body was truly there. Hamlet, who had just come
back, jumped in after him.”
“What did I tell you?” The elder appealed to the others. “Laertes was up to no good with his
sister’s body. Hamlet prevented him, because the chief’s heir, like a chief, does not wish any
other man to grow rich and powerful. Laertes would be angry, because he would have killed his
sister without benefit to himself. In our country he would try to kill Hamlet for that reason. Is this
not what happened?”
“More or less,” I admitted. “When the great chief found Hamlet was still alive, he encouraged
Laertes to try to kill Hamlet and arranged a fight with machetes between them. In the fight both
Shakespeare in the Bush
http://www.naturalhistorymag.com/print/476 Page 9 of 9
the young men were wounded to death. Hamlet’s mother drank the poisoned beer that the chief
meant for Hamlet in case he won the fight. When he saw his mother die of poison, Hamlet, dying,
managed to kill his father’s brother with his machete.”
“You see, I was right!” exclaimed the elder.
“That was a very good story,” added the old man, “and you told it with very few mistakes.” There
was just one more error, at the very end. The poison Hamlet’s mother drank was obviously
meant for the survivor of the fight, whichever it was. If Laertes had won, the great chief would
have poisoned him, for no one would know that he arranged Hamlet’s death. Then, too, he need
not fear Laertes’ witchcraft; it takes a strong heart to kill one’s only sister by witchcraft.
“Sometime,” concluded the old man, gathering his ragged toga about him, “you must tell us some
more stories of your country. We, who are elders, will instruct you in their true meaning, so that
when you return to your own land your elders will see that you have not been sitting in the bush,
but among those who know things and who have taught you wisdom.”
Source URL (retrieved on 2014-11-07 05:50): http://www.naturalhistorymag.com/editors_pick/1966_08-09_pick.html

Discuss the narrative structure of either The Broken Circle Breakdown (Van Groeningen 2012) or The Big Short (McKay 2015). You may approach the analysis of the film from any of the following perspectives or think of an original one.

Essay Question – Discuss the narrative structure of either The Broken Circle Breakdown (Van Groeningen 2012) or The Big Short (McKay 2015). You may approach the analysis of the film from any of the following perspectives or think of an original one.
• You could start by comparing opening and closing of the film. Notice what themes are introduced from the very beginning. How are they elaborated upon? Can you discern a narrative “rhythm” (what events are allowed to unfold? Which ones are part of the story but are not presented in the plot?) How do the endings resolve or leave open the central conflicts?
• You could choose to elaborate on the dynamics created by the play between restricted and unrestricted narration (whose point-of-view do we share? How much do we know? Which characters know more? What are the results of the manipulation of the characters/spectators’ knowledge?).
• You could also focus on time (in what order are events presented? Where does the film start? Are some events presented more than once? From whose point of view?)
• You could consider the central characters in the film and elaborate on their traits and on the way in which their professions work to organize/justify the narrative. Who are the film’s surrogate narrators? Whose perspective do we share and does it change?)
• You should point to some of the most relevant narrative/formal motifs and discuss their significance. For ex. what devices are used to signal the end of specific scenes? Are there ambiguous transitions?
Important: do not recount the plot- assume the reader has seen the films. You should organize your essay around a thesis statement.
Please use the names of the characters when referring to them (consult IMDB.COM).

IMPORTANT:
Do not recount the plot. Assume the reader is familiar with the films.
Do use the names of the characters, not the names of the actors (in The Matrix Neo is a computer hacking expert, not Keanu Reeves!).
Do underline or italicize film titles. If you do not, your paper will be returned to you and marked late.
Do write in the present tense about the action in a film. Kane marries Susan Alexander…and the character will continue to do so in the eternally present tense of the film.
Do organize your argument around a thesis statement, then support it with a few, well-chosen examples.
Grammar, syntax, spelling, and punctuation matter…remember the Lynne Truss book with the “cowboy” panda bear (“Eats, shoots, and leaves” or “eats shoots and leaves”?).
Other tips:
Do think of an interesting title for your paper!
Do not use a cover sheet, keep it simple!
Do keep a copy of your paper and any notes you have taken while writing it. They could be useful should you need to re-trace your sources.
Do, always, Czech yore spilling, do not rely only on your computer. Your spellchecker does not have a problem with a “stagecoach crossing the dessert”. We do.

Entrepreneurial Research

1: You must select an entrepreneur of your choice (Walt Disney). Write a brief introduction as to why you choose this entrepreneur and what their entrepreneurial idea is. Then explain with examples the four key characteristics as discussed in class of this entrepreneur. (Check ppt.)

2: You must then show an overview of your entrepreneur’s business plan with examples of each area of the business plan. These examples should include descriptions of: Company Description, Market Analysis, Economics of the Business, Marketing Plan and Product/Service Design.

3: Your chosen entrepreneur has asked you to come up with an entrepreneurial web idea for his company or sub-company. You must provide a detailed concept statement of your idea.

4: Additionally, discuss your idea with regard to political, economic, social and political trends.

5: You must then provide information on the four key areas of feasibility analysis including explanation and examples for your web idea.