Tag: Homework Solution

  • [Solved] classmates Discussion Threads Investing, Budgeting, Wealth Management

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    DISCUSSION ASSIGNMENT INSTRUCTIONS OVERVIEW INSTRUCTIONS In addition to the thread, you are required to reply to 2 other classmates’ threads. Each reply must be 450–600 words and include 2 peer-reviewed references and one biblical integration. – [\ \ classmatesDiscussionThreadsInvestingBudgetingWe…

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    DISCUSSION ASSIGNMENT INSTRUCTIONS

    OVERVIEW

    INSTRUCTIONS

    In addition to the thread, you are required to reply to 2 other classmates’ threads. Each reply

    must be 450–600 words and include 2 peer-reviewed references and one biblical integration.

    – [\
    \
    classmatesDiscussionThreadsInvestingBudgetingWealthManagement.docx](https://www.sweetstudy.com/files/classmatesdiscussionthreadsinvestingbudgetingwealthmanagement-docx "classmatesDiscussionThreadsInvestingBudgetingWealthManagement.docx")

  • [Solved] chapt 7

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    In-depth study guidance and analytical solution covering chapt 7.

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  • [Solved] Week 1 clinic skills

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    – Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form. – Based on your ratings, summarize your strengths and opportunities for improvement. – Based on your self-assessment and theory of nursing practice, develop three to f…

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    – Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.
    – Based on your ratings, summarize your strengths and opportunities for improvement.
    – Based on your self-assessment and theory of nursing practice, develop three to four (3–4) measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

  • [Solved] assitant needed SL Kenniqua

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    please see attachment **files (2)** – ## thelottery.docx – ## TheLottery22.docx **## thelottery.docx** Using the short story, "The Lottery," please provide an example of each of the following concepts. **_Include the page number in your answer._** 1. What is a social fact from the story? Why should …

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    please see attachment

    **files (2)**

    – ## thelottery.docx

    – ## TheLottery22.docx

    **## thelottery.docx**

    Using the short story, "The Lottery," please provide an example of each of the following concepts.
    **_Include the page number in your answer._**

    1.      What is a social fact from the story? Why should it be considered a social fact?

    2.      From our discussion on Culture, give an example of the following:

    a.      Symbol

    b.      One cognitive component (tell which cognitive component it is)

    3.      From our discussion of Culture, give an example of each type of social norm.

    a.      Folkway

    b.      More

    4.      Provide an example of Cultural Change. Tell whether it is invention, discovery or diffusion.

    5.      From our discussion on Group Dynamics, provide an example of the following:

    a.      Achieved Status

    b.      Role

    c.      Role conflict

    6.      Give an example of a symptom of Groupthink from the following list:

    a.      Illusion of invulnerability

    b.      Belief in inherent morality

    c.      Rationalization

    d.      Stereotyping

    e.      Self-Censorship

    f.       Direct Pressure

    g.      Mind-guards

    h.      Illusion of unanimity

    Provide an explanation of why the symptom of Groupthink applies to the example you provided

    7.      Give an example of
    **_each_** of Weber’s ideal types of authority.

    8.       Pretend a scientist wants to test the saying, ‘Lottery in June, corn be heavy soon.’ In setting up a research model based on the saying, which would be the dependent variable and which would be the independent variable?

    9.      Which of the social theories we discussed would you use to study to the community described in “The Lottery” and why?

    **## TheLottery22.docx**

    Fiction

    The Lottery

    By
    [Shirley Jackson](https://www.newyorker.com/contributors/shirley-jackson)

    June 18, 1948

    **_Audio:_** Read by A. M. Homes.|||

    The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th, but in this village, where there were only about three hundred people, the whole lottery took only about two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

    The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

    Bottom of Form

    Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.

    The lottery was conducted—as were the square dances, the teen-age club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called, “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?,” there was a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

    The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done. The black box grew shabbier each year; by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

    Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them into the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put away, sometimes one place, sometimes another; it had spent one year in Mr. Graves’ barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.

    There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up—of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.

    Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”

    Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through; two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your Mrs., Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have me leave m’dishes in the sink, now, would you, Joe?,” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.

    “Well, now,” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”

    “Dunbar,” several people said. “Dunbar, Dunbar.”

    Mr. Summers consulted his list. “Clyde Dunbar,” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”

    “Me, I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.

    “Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”

    “Right,” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”

    A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for m’mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, Jack,” and “Glad to see your mother’s got a man to do it.”

    “Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”

    “Here,” a voice said, and Mr. Summers nodded.

    A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names—heads of families first—and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”

    The people had done it so many times that they only half listened to the directions; most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi, Steve,” Mr. Summers said, and Mr. Adams said, “Hi, Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.

    “Allen,” Mr. Summers said. “Anderson. . . . Bentham.”

    “Seems like there’s no time at all between lotteries any more,” Mrs. Delacroix said to Mrs. Graves in the back row. “Seems like we got through with the last one only last week.”

    “Time sure goes fast,” Mrs. Graves said.

    “Clark. . . . Delacroix.”

    “There goes my old man,” Mrs. Delacroix said. She held her breath while her husband went forward.

    “Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said, “Go on, Janey,” and another said, “There she goes.”

    “We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely, and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hands, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.

    “Harburt. . . . Hutchinson.”

    “Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.

    “Jones.”

    “They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”

    Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for
    _them_. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live
    _that_ way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s
    _always_ been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”

    “Some places have already quit lotteries,” Mrs. Adams said.

    “Nothing but trouble in
    _that_,” Old Man Warner said stoutly. “Pack of young fools.”

    “Martin.” And Bobby Martin watched his father go forward. “Overdyke. . . . Percy.”

    “I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”

    “They’re almost through,” her son said.

    “You get ready to run tell Dad,” Mrs. Dunbar said.

    Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”

    “Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”

    “Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”

    “Zanini.”

    After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saying, “Who is it?,” “Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”

    “Go tell your father,” Mrs. Dunbar said to her older son.

    People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers, “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”

    “Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.”

    “Shut up, Tessie,” Bill Hutchinson said.

    “Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”

    “There’s Don and Eva,” Mrs. Hutchinson yelled. “Make
    _them_ take their chance!”

    “Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”

    “It wasn’t
    _fair_,” Tessie said.

    “I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family, that’s only fair. And I’ve got no other family except the kids.”

    “Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”

    “Right,” Bill Hutchinson said.

    “How many kids, Bill?” Mr. Summers asked formally.

    “Three,” Bill Hutchinson said. “There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”

    “All right, then,” Mr. Summers said. “Harry, you got their tickets back?”

    Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”

    “I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t
    _fair_. You didn’t give him time enough to choose.
    _Every_ body saw that.”

    Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off.

    “Listen, everybody,” Mrs. Hutchinson was saying to the people around her.

    “Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.

    “Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just
    _one_ paper,” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.

    “Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward, switching her skirt, and took a slip daintily from the box. “Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, nearly knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.

    “Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.

    The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.

    “It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”

    “All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”

    Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.

    “Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

    “It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill.”

    Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office. Bill Hutchinson held it up, and there was a stir in the crowd.

    “All right, folks,” Mr. Summers said. “Let’s finish quickly.”

    Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”

    Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”

    The children had stones already, and someone gave little Davy Hutchinson a few pebbles.

    Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head.

    Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.

    “It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her. ♦

    **## TheLottery22.docx**

    Fiction

    The Lottery

    By
    [Shirley Jackson](https://www.newyorker.com/contributors/shirley-jackson)

    June 18, 1948

    **_Audio:_** Read by A. M. Homes.|||

    The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th, but in this village, where there were only about three hundred people, the whole lottery took only about two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

    The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

    Bottom of Form

    Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.

    The lottery was conducted—as were the square dances, the teen-age club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called, “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?,” there was a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

    The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done. The black box grew shabbier each year; by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

    Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them into the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put away, sometimes one place, sometimes another; it had spent one year in Mr. Graves’ barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.

    There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up—of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.

    Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”

    Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through; two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your Mrs., Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have me leave m’dishes in the sink, now, would you, Joe?,” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.

    “Well, now,” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”

    “Dunbar,” several people said. “Dunbar, Dunbar.”

    Mr. Summers consulted his list. “Clyde Dunbar,” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”

    “Me, I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.

    “Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”

    “Right,” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”

    A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for m’mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, Jack,” and “Glad to see your mother’s got a man to do it.”

    “Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”

    “Here,” a voice said, and Mr. Summers nodded.

    A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names—heads of families first—and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”

    The people had done it so many times that they only half listened to the directions; most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi, Steve,” Mr. Summers said, and Mr. Adams said, “Hi, Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.

    “Allen,” Mr. Summers said. “Anderson. . . . Bentham.”

    “Seems like there’s no time at all between lotteries any more,” Mrs. Delacroix said to Mrs. Graves in the back row. “Seems like we got through with the last one only last week.”

    “Time sure goes fast,” Mrs. Graves said.

    “Clark. . . . Delacroix.”

    “There goes my old man,” Mrs. Delacroix said. She held her breath while her husband went forward.

    “Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said, “Go on, Janey,” and another said, “There she goes.”

    “We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely, and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hands, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.

    “Harburt. . . . Hutchinson.”

    “Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.

    “Jones.”

    “They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”

    Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for
    _them_. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live
    _that_ way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s
    _always_ been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”

    “Some places have already quit lotteries,” Mrs. Adams said.

    “Nothing but trouble in
    _that_,” Old Man Warner said stoutly. “Pack of young fools.”

    “Martin.” And Bobby Martin watched his father go forward. “Overdyke. . . . Percy.”

    “I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”

    “They’re almost through,” her son said.

    “You get ready to run tell Dad,” Mrs. Dunbar said.

    Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”

    “Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”

    “Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”

    “Zanini.”

    After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saying, “Who is it?,” “Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”

    “Go tell your father,” Mrs. Dunbar said to her older son.

    People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers, “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”

    “Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.”

    “Shut up, Tessie,” Bill Hutchinson said.

    “Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”

    “There’s Don and Eva,” Mrs. Hutchinson yelled. “Make
    _them_ take their chance!”

    “Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”

    “It wasn’t
    _fair_,” Tessie said.

    “I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family, that’s only fair. And I’ve got no other family except the kids.”

    “Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”

    “Right,” Bill Hutchinson said.

    “How many kids, Bill?” Mr. Summers asked formally.

    “Three,” Bill Hutchinson said. “There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”

    “All right, then,” Mr. Summers said. “Harry, you got their tickets back?”

    Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”

    “I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t
    _fair_. You didn’t give him time enough to choose.
    _Every_ body saw that.”

    Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off.

    “Listen, everybody,” Mrs. Hutchinson was saying to the people around her.

    “Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.

    “Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just
    _one_ paper,” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.

    “Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward, switching her skirt, and took a slip daintily from the box. “Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, nearly knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.

    “Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.

    The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.

    “It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”

    “All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”

    Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.

    “Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

    “It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill.”

    Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office. Bill Hutchinson held it up, and there was a stir in the crowd.

    “All right, folks,” Mr. Summers said. “Let’s finish quickly.”

    Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”

    Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”

    The children had stones already, and someone gave little Davy Hutchinson a few pebbles.

    Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head.

    Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.

    “It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her. ♦

    **## thelottery.docx**

    Using the short story, "The Lottery," please provide an example of each of the following concepts.
    **_Include the page number in your answer._**

    1.      What is a social fact from the story? Why should it be considered a social fact?

    2.      From our discussion on Culture, give an example of the following:

    a.      Symbol

    b.      One cognitive component (tell which cognitive component it is)

    3.      From our discussion of Culture, give an example of each type of social norm.

    a.      Folkway

    b.      More

    4.      Provide an example of Cultural Change. Tell whether it is invention, discovery or diffusion.

    5.      From our discussion on Group Dynamics, provide an example of the following:

    a.      Achieved Status

    b.      Role

    c.      Role conflict

    6.      Give an example of a symptom of Groupthink from the following list:

    a.      Illusion of invulnerability

    b.      Belief in inherent morality

    c.      Rationalization

    d.      Stereotyping

    e.      Self-Censorship

    f.       Direct Pressure

    g.      Mind-guards

    h.      Illusion of unanimity

    Provide an explanation of why the symptom of Groupthink applies to the example you provided

    7.      Give an example of
    **_each_** of Weber’s ideal types of authority.

    8.       Pretend a scientist wants to test the saying, ‘Lottery in June, corn be heavy soon.’ In setting up a research model based on the saying, which would be the dependent variable and which would be the independent variable?

    9.      Which of the social theories we discussed would you use to study to the community described in “The Lottery” and why?

    **## TheLottery22.docx**

    Fiction

    The Lottery

    By
    [Shirley Jackson](https://www.newyorker.com/contributors/shirley-jackson)

    June 18, 1948

    **_Audio:_** Read by A. M. Homes.|||

    The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th, but in this village, where there were only about three hundred people, the whole lottery took only about two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

    The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

    Bottom of Form

    Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.

    The lottery was conducted—as were the square dances, the teen-age club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called, “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?,” there was a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

    The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done. The black box grew shabbier each year; by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

    Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them into the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put away, sometimes one place, sometimes another; it had spent one year in Mr. Graves’ barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.

    There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up—of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.

    Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”

    Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through; two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your Mrs., Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have me leave m’dishes in the sink, now, would you, Joe?,” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.

    “Well, now,” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”

    “Dunbar,” several people said. “Dunbar, Dunbar.”

    Mr. Summers consulted his list. “Clyde Dunbar,” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”

    “Me, I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.

    “Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”

    “Right,” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”

    A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for m’mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, Jack,” and “Glad to see your mother’s got a man to do it.”

    “Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”

    “Here,” a voice said, and Mr. Summers nodded.

    A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names—heads of families first—and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”

    The people had done it so many times that they only half listened to the directions; most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi, Steve,” Mr. Summers said, and Mr. Adams said, “Hi, Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.

    “Allen,” Mr. Summers said. “Anderson. . . . Bentham.”

    “Seems like there’s no time at all between lotteries any more,” Mrs. Delacroix said to Mrs. Graves in the back row. “Seems like we got through with the last one only last week.”

    “Time sure goes fast,” Mrs. Graves said.

    “Clark. . . . Delacroix.”

    “There goes my old man,” Mrs. Delacroix said. She held her breath while her husband went forward.

    “Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said, “Go on, Janey,” and another said, “There she goes.”

    “We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely, and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hands, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.

    “Harburt. . . . Hutchinson.”

    “Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.

    “Jones.”

    “They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”

    Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for
    _them_. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live
    _that_ way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s
    _always_ been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”

    “Some places have already quit lotteries,” Mrs. Adams said.

    “Nothing but trouble in
    _that_,” Old Man Warner said stoutly. “Pack of young fools.”

    “Martin.” And Bobby Martin watched his father go forward. “Overdyke. . . . Percy.”

    “I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”

    “They’re almost through,” her son said.

    “You get ready to run tell Dad,” Mrs. Dunbar said.

    Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”

    “Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”

    “Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”

    “Zanini.”

    After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saying, “Who is it?,” “Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”

    “Go tell your father,” Mrs. Dunbar said to her older son.

    People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers, “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”

    “Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.”

    “Shut up, Tessie,” Bill Hutchinson said.

    “Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”

    “There’s Don and Eva,” Mrs. Hutchinson yelled. “Make
    _them_ take their chance!”

    “Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”

    “It wasn’t
    _fair_,” Tessie said.

    “I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family, that’s only fair. And I’ve got no other family except the kids.”

    “Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”

    “Right,” Bill Hutchinson said.

    “How many kids, Bill?” Mr. Summers asked formally.

    “Three,” Bill Hutchinson said. “There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”

    “All right, then,” Mr. Summers said. “Harry, you got their tickets back?”

    Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”

    “I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t
    _fair_. You didn’t give him time enough to choose.
    _Every_ body saw that.”

    Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off.

    “Listen, everybody,” Mrs. Hutchinson was saying to the people around her.

    “Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.

    “Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just
    _one_ paper,” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.

    “Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward, switching her skirt, and took a slip daintily from the box. “Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, nearly knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.

    “Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.

    The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.

    “It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”

    “All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”

    Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.

    “Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

    “It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill.”

    Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office. Bill Hutchinson held it up, and there was a stir in the crowd.

    “All right, folks,” Mr. Summers said. “Let’s finish quickly.”

    Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”

    Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”

    The children had stones already, and someone gave little Davy Hutchinson a few pebbles.

    Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head.

    Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.

    “It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her. ♦

    **## thelottery.docx**

    Using the short story, "The Lottery," please provide an example of each of the following concepts.
    **_Include the page number in your answer._**

    1.      What is a social fact from the story? Why should it be considered a social fact?

    2.      From our discussion on Culture, give an example of the following:

    a.      Symbol

    b.      One cognitive component (tell which cognitive component it is)

    3.      From our discussion of Culture, give an example of each type of social norm.

    a.      Folkway

    b.      More

    4.      Provide an example of Cultural Change. Tell whether it is invention, discovery or diffusion.

    5.      From our discussion on Group Dynamics, provide an example of the following:

    a.      Achieved Status

    b.      Role

    c.      Role conflict

    6.      Give an example of a symptom of Groupthink from the following list:

    a.      Illusion of invulnerability

    b.      Belief in inherent morality

    c.      Rationalization

    d.      Stereotyping

    e.      Self-Censorship

    f.       Direct Pressure

    g.      Mind-guards

    h.      Illusion of unanimity

    Provide an explanation of why the symptom of Groupthink applies to the example you provided

    7.      Give an example of
    **_each_** of Weber’s ideal types of authority.

    8.       Pretend a scientist wants to test the saying, ‘Lottery in June, corn be heavy soon.’ In setting up a research model based on the saying, which would be the dependent variable and which would be the independent variable?

    9.      Which of the social theories we discussed would you use to study to the community described in “The Lottery” and why?

    **## TheLottery22.docx**

    Fiction

    The Lottery

    By
    [Shirley Jackson](https://www.newyorker.com/contributors/shirley-jackson)

    June 18, 1948

    **_Audio:_** Read by A. M. Homes.|||

    The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 26th, but in this village, where there were only about three hundred people, the whole lottery took only about two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.

    The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.

    Bottom of Form

    Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.

    The lottery was conducted—as were the square dances, the teen-age club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him, because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called, “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?,” there was a hesitation before two men, Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.

    The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done. The black box grew shabbier each year; by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.

    Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them into the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put away, sometimes one place, sometimes another; it had spent one year in Mr. Graves’ barn and another year underfoot in the post office, and sometimes it was set on a shelf in the Martin grocery and left there.

    There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up—of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.

    Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”

    Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through; two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your Mrs., Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have me leave m’dishes in the sink, now, would you, Joe?,” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.

    “Well, now,” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”

    “Dunbar,” several people said. “Dunbar, Dunbar.”

    Mr. Summers consulted his list. “Clyde Dunbar,” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”

    “Me, I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.

    “Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”

    “Right,” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”

    A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for m’mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, Jack,” and “Glad to see your mother’s got a man to do it.”

    “Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”

    “Here,” a voice said, and Mr. Summers nodded.

    A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names—heads of families first—and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”

    The people had done it so many times that they only half listened to the directions; most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi, Steve,” Mr. Summers said, and Mr. Adams said, “Hi, Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.

    “Allen,” Mr. Summers said. “Anderson. . . . Bentham.”

    “Seems like there’s no time at all between lotteries any more,” Mrs. Delacroix said to Mrs. Graves in the back row. “Seems like we got through with the last one only last week.”

    “Time sure goes fast,” Mrs. Graves said.

    “Clark. . . . Delacroix.”

    “There goes my old man,” Mrs. Delacroix said. She held her breath while her husband went forward.

    “Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said, “Go on, Janey,” and another said, “There she goes.”

    “We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely, and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hands, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.

    “Harburt. . . . Hutchinson.”

    “Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.

    “Jones.”

    “They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”

    Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for
    _them_. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live
    _that_ way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s
    _always_ been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”

    “Some places have already quit lotteries,” Mrs. Adams said.

    “Nothing but trouble in
    _that_,” Old Man Warner said stoutly. “Pack of young fools.”

    “Martin.” And Bobby Martin watched his father go forward. “Overdyke. . . . Percy.”

    “I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”

    “They’re almost through,” her son said.

    “You get ready to run tell Dad,” Mrs. Dunbar said.

    Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”

    “Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”

    “Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”

    “Zanini.”

    After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saying, “Who is it?,” “Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”

    “Go tell your father,” Mrs. Dunbar said to her older son.

    People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers, “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”

    “Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.”

    “Shut up, Tessie,” Bill Hutchinson said.

    “Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”

    “There’s Don and Eva,” Mrs. Hutchinson yelled. “Make
    _them_ take their chance!”

    “Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”

    “It wasn’t
    _fair_,” Tessie said.

    “I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family, that’s only fair. And I’ve got no other family except the kids.”

    “Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”

    “Right,” Bill Hutchinson said.

    “How many kids, Bill?” Mr. Summers asked formally.

    “Three,” Bill Hutchinson said. “There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”

    “All right, then,” Mr. Summers said. “Harry, you got their tickets back?”

    Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”

    “I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t
    _fair_. You didn’t give him time enough to choose.
    _Every_ body saw that.”

    Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off.

    “Listen, everybody,” Mrs. Hutchinson was saying to the people around her.

    “Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.

    “Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just
    _one_ paper,” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.

    “Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward, switching her skirt, and took a slip daintily from the box. “Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, nearly knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.

    “Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.

    The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.

    “It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”

    “All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”

    Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.

    “Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

    “It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill.”

    Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office. Bill Hutchinson held it up, and there was a stir in the crowd.

    “All right, folks,” Mr. Summers said. “Let’s finish quickly.”

    Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”

    Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”

    The children had stones already, and someone gave little Davy Hutchinson a few pebbles.

    Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head.

    Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.

    “It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her. ♦

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    **Artificial Intelligence in Digital Leadership Reflection** **files (1)** – ## ArtificialIntelligenceinDigitalLeadershipReflection.docx **## ArtificialIntelligenceinDigitalLeadershipReflection.docx** **Week 8: Artificial Intelligence in Digital Leadership Reflection** Artificial Intelligence in Dig…

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    – ## ArtificialIntelligenceinDigitalLeadershipReflection.docx

    **## ArtificialIntelligenceinDigitalLeadershipReflection.docx**

    **Week 8: Artificial Intelligence in Digital Leadership Reflection**

    Artificial Intelligence in Digital Leadership Reflection

    We have been discussing artificial intelligence and its impact on digital leadership. You have taken your chosen company through several analyses in the digital transformation process.

    Instructions

    Complete the following for this week's assignment.

    1. Take all of your discussion posts and your papers and place them in one Word document. Convert the document to a PDF. Upload the paper to your favorite AI program and ask it to summarize what you learned from this class. Ask it for key takeaways for your future and your organization. Practice different AI Prompts.

    2. Using this summary, write a 2-3-page Word APA Paper, providing the following:

    · Share your thoughts on the process of transforming your selected company.

    · What other areas do you see artificial intelligence impacting your organization?

    · What are your thoughts on the future trends of AI in leadership?

    · Reflect on how artificial intelligence has or can impact your current role and how it summarizes your learning from the course.

    3. Follow APA formatting guidelines: https://libguides.devry.edu/APA

    **Rubric**

    **Digital Reflection Paper (1)**

    | | | |
    | — | — | — |
    | Digital Reflection Paper (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent | **30 to >27.0 ptsAdvanced** Each point is answered thoughtfully, with clear examples and details that illustrate an understanding the organizational change…Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic).<br> <br>**27 to >24.0 ptsProficient** Each point is answered, with clear examples that illustrate an understanding of organizational change.<br> <br>**24 to >0.0 ptsDeveloping** Each point is answered with a moderate understanding of organizational change<br> <br>**0 ptsNot Present** | 30 pts |
    | This criterion is linked to a Learning OutcomeReflection | **30 to >27.0 ptsAdvanced** The reflection is completed with thoughtfulness and detailed understanding of AI.<br> <br>**27 to >24.0 ptsProficient** The reflection is completed and have an understanding of AI.<br> <br>**24 to >0.0 ptsDeveloping** The reflection is incomplete with limited understanding of the issues and AI.<br> <br>**0 ptsNot Present** | 30 pts |
    | This criterion is linked to a Learning OutcomeMechanics | **10 to >8.0 ptsAdvanced** Grammar, spelling, and punctuation are generally correct. Errors do not interfere with meaning.<br> <br>**8 to >6.0 ptsProficient** A few errors in grammar, spelling, and punctuation. Errors do not interfere with meaning.<br> <br>**6 to >0.0 ptsDeveloping** Many errors in grammar, spelling, and punctuation are generally correct. Errors may interfere with meaning.<br> <br>**0 ptsNot Present** | 10 pts |
    | This criterion is linked to a Learning OutcomeReferences and Formatting | **10 to >8.0 ptsAdvanced** The paper is properly formatted using the APA style, seventh edition. APA style is correctly used in the form of in-text citations for all research included. References are correctly cited and documented.<br> <br>**8 to >6.0 ptsProficient** The paper is formatted using the APA style, seventh edition. APA style is mostly correctly used in the form of in-text citations for all research included. References are cited and documented at the end.<br> <br>**6 to >0.0 ptsDeveloping** The paper is formatted using the APA style, seventh edition but with errors. APA style is used in the form of in-text citations for most of the research included. References are sometimes cited and documented correctly<br> <br>**0 ptsNot Present** | 10 pts |

    Total Points: 80

    [Top](https://devryu.instructure.com/courses/132874/assignments/4247003?module_item_id=17230972)

    **## ArtificialIntelligenceinDigitalLeadershipReflection.docx**

    **Week 8: Artificial Intelligence in Digital Leadership Reflection**

    Artificial Intelligence in Digital Leadership Reflection

    We have been discussing artificial intelligence and its impact on digital leadership. You have taken your chosen company through several analyses in the digital transformation process.

    Instructions

    Complete the following for this week's assignment.

    1. Take all of your discussion posts and your papers and place them in one Word document. Convert the document to a PDF. Upload the paper to your favorite AI program and ask it to summarize what you learned from this class. Ask it for key takeaways for your future and your organization. Practice different AI Prompts.

    2. Using this summary, write a 2-3-page Word APA Paper, providing the following:

    · Share your thoughts on the process of transforming your selected company.

    · What other areas do you see artificial intelligence impacting your organization?

    · What are your thoughts on the future trends of AI in leadership?

    · Reflect on how artificial intelligence has or can impact your current role and how it summarizes your learning from the course.

    3. Follow APA formatting guidelines: https://libguides.devry.edu/APA

    **Rubric**

    **Digital Reflection Paper (1)**

    | | | |
    | — | — | — |
    | Digital Reflection Paper (1) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent | **30 to >27.0 ptsAdvanced** Each point is answered thoughtfully, with clear examples and details that illustrate an understanding the organizational change…Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic).<br> <br>**27 to >24.0 ptsProficient** Each point is answered, with clear examples that illustrate an understanding of organizational change.<br> <br>**24 to >0.0 ptsDeveloping** Each point is answered with a moderate understanding of organizational change<br> <br>**0 ptsNot Present** | 30 pts |
    | This criterion is linked to a Learning OutcomeReflection | **30 to >27.0 ptsAdvanced** The reflection is completed with thoughtfulness and detailed understanding of AI.<br> <br>**27 to >24.0 ptsProficient** The reflection is completed and have an understanding of AI.<br> <br>**24 to >0.0 ptsDeveloping** The reflection is incomplete with limited understanding of the issues and AI.<br> <br>**0 ptsNot Present** | 30 pts |
    | This criterion is linked to a Learning OutcomeMechanics | **10 to >8.0 ptsAdvanced** Grammar, spelling, and punctuation are generally correct. Errors do not interfere with meaning.<br> <br>**8 to >6.0 ptsProficient** A few errors in grammar, spelling, and punctuation. Errors do not interfere with meaning.<br> <br>**6 to >0.0 ptsDeveloping** Many errors in grammar, spelling, and punctuation are generally correct. Errors may interfere with meaning.<br> <br>**0 ptsNot Present** | 10 pts |
    | This criterion is linked to a Learning OutcomeReferences and Formatting | **10 to >8.0 ptsAdvanced** The paper is properly formatted using the APA style, seventh edition. APA style is correctly used in the form of in-text citations for all research included. References are correctly cited and documented.<br> <br>**8 to >6.0 ptsProficient** The paper is formatted using the APA style, seventh edition. APA style is mostly correctly used in the form of in-text citations for all research included. References are cited and documented at the end.<br> <br>**6 to >0.0 ptsDeveloping** The paper is formatted using the APA style, seventh edition but with errors. APA style is used in the form of in-text citations for most of the research included. References are sometimes cited and documented correctly<br> <br>**0 ptsNot Present** | 10 pts |

    Total Points: 80

    [Top](https://devryu.instructure.com/courses/132874/assignments/4247003?module_item_id=17230972)

  • [Solved] topic 6 dq2 peer

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    apa style 300 words peer review **files (1)** – ## Topic6dq2ResponsetoCodyOhirainstructions.docx **## Topic6dq2ResponsetoCodyOhirainstructions.docx** Cody Ohira Judith runs a psychoeducational divorce group for teenagers at a public high school and must follow the ethical standards of the American C…

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    Assignment Prompt & Instructions

    apa style

    300 words

    peer review

    **files (1)**

    – ## Topic6dq2ResponsetoCodyOhirainstructions.docx

    **## Topic6dq2ResponsetoCodyOhirainstructions.docx**

    Cody Ohira

    Judith runs a psychoeducational divorce group for teenagers at a public high school and must follow the ethical standards of the American Counseling Association (ACA). Because her group members are minors, she needs to get both parental consent and student assent. The ACA states, “When counseling minors… counselors seek the assent of clients to services and include them in decision making as appropriate” (ACA, 2014, A.2.d.). It also says, “Informed consent is an ongoing part of the counseling process” (ACA, 2014, A.2.a.), so Judith should explain the group’s purpose, procedures, risks, benefits, and confidentiality limits in language the students can understand.

    Confidentiality is especially important in a school group setting. The ACA says, “In group work, counselors clearly explain the importance and parameters of confidentiality for the specific group being entered” (ACA, 2014, B.4.a.). Judith needs to make it clear that while confidentiality is expected, it cannot be guaranteed among students, and that mandatory reporting laws still apply. She also needs to make sure she is working within her professional skills: “Counselors practice only within the boundaries of their competence…” (ACA, 2014, C.2.a.). Following these ethical standards helps protect students and ensures Judith’s work is responsible and legally sound.

    American Counseling Association. (2014). Ethics and professional standards.
    [https://www.counseling.org/resources/ethics](https://www.counseling.org/resources/ethics)

    **## Topic6dq2ResponsetoCodyOhirainstructions.docx**

    Cody Ohira

    Judith runs a psychoeducational divorce group for teenagers at a public high school and must follow the ethical standards of the American Counseling Association (ACA). Because her group members are minors, she needs to get both parental consent and student assent. The ACA states, “When counseling minors… counselors seek the assent of clients to services and include them in decision making as appropriate” (ACA, 2014, A.2.d.). It also says, “Informed consent is an ongoing part of the counseling process” (ACA, 2014, A.2.a.), so Judith should explain the group’s purpose, procedures, risks, benefits, and confidentiality limits in language the students can understand.

    Confidentiality is especially important in a school group setting. The ACA says, “In group work, counselors clearly explain the importance and parameters of confidentiality for the specific group being entered” (ACA, 2014, B.4.a.). Judith needs to make it clear that while confidentiality is expected, it cannot be guaranteed among students, and that mandatory reporting laws still apply. She also needs to make sure she is working within her professional skills: “Counselors practice only within the boundaries of their competence…” (ACA, 2014, C.2.a.). Following these ethical standards helps protect students and ensures Judith’s work is responsible and legally sound.

    American Counseling Association. (2014). Ethics and professional standards.
    [https://www.counseling.org/resources/ethics](https://www.counseling.org/resources/ethics)

  • [Solved] 6662222333

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (2)** – ## Memorandum_Template.docx – ## 62222333.docx **## Memorandum_Template.docx** 1 Memorandum **[Replace text in brackets with your responses.]** ## Memorandum **To:**[Department of Homeland Security (DHS) Agency] **From:**[Your Name, Course Name, and Number] **Date:** [Today’…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## Memorandum_Template.docx

    – ## 62222333.docx

    **## Memorandum_Template.docx**

    1

    Memorandum

    **[Replace text in brackets with your responses.]**

    ## Memorandum

    **To:**[Department of Homeland Security (DHS) Agency]

    **From:**[Your Name, Course Name, and Number]

    **Date:** [Today’s date]

    **Subject:**[Summarize your policy recommendation.]

    **Introduction**

    **[In this section**,
    please provide an introduction
    **.**

    **[Section Title.**

    **[In this section**,
    please address the first prompt regarding law(s), report(s), and presidential directive(s) relevant to an issue(s) and to agencies.]


    **[Section Title]**

    **[In this section,** please address the second prompt regarding technology.]


    **[Section Title]**

    **[In this section,** please address the third prompt regarding ethical, social justice, and legal issues.]


    **[Section Title]**

    **[In this section,** please address the fourth prompt regarding practical skills.]


    **[Section Title]**

    **[In this section,** please address the fifth prompt regarding change in policy.]


    **Conclusion**

    **[In this section,** please provide an introduction
    **.**

    **References**

    [List references in APA format.

    **## 62222333.docx**

    You can also review the recommended resources for this week.

    For this scenario, you will examine technology and policies for homeland security. You will also build on your work from the first module. Recall that last week, through the Martin (2019) text and other sources, you examined the USA Patriot Act of 2001, Executive Order 13228, the Homeland Security Act of 2002, the 2023 Quadrennial Homeland Security Review, Executive Order 13175, and information on the Tribal Homeland Security Council.

    In continuing the scenario for this discussion forum, you work as a consultant to the Homeland Security Advisory Council. Earlier this week, you received a request by email asking you to explain in a memorandum how law(s), report(s), directive(s), or policies address homeland security issues and coordination among agencies across jurisdictions. You have also been asked to consider skills needed in homeland security and to examine policies and ethical, legal, and social justice issues for technology in homeland security. The details in the request are provided in the prompts for this assignment.

    **In the memorandum template, there are text descriptions in brackets. Use the memorandum format for your assignment.**

    **In your memorandum, please address each of the following:**

    ·
    **Explain how a law, report, directive, DHS document on diversity, and DHS document on equity each relate to the responsibilities and functions of at least one DHS agency.**

    ·
    **Assess how artificial intelligence, face recognition technology, or another technology relate to methods and effectiveness of response systems for homeland security.**

    ·
    **Analyze an ethical issue, constitutional issue, and social justice issue for the use of artificial intelligence, face recognition technology, or another technology in homeland security.**

    ·
    **Examine skill(s) necessary for the use of a technology (choose a technology) by a member of a DHS agency (choose an agency).**

    ·
    **Evaluate a policy issue(s) for homeland security and society that relate to civil liberties and the mission of the DHS.**

    **The Memorandum paper**

    ·
    **must be at least three to four double-spaced pages in length (not including title and references pages) and formatted according to** [**_APA Style_ Links to an external site.**](https://writingcenter.uagc.edu/apa-style) **as outlined in the Writing Center’s** [**_APA Formatting for Microsoft Word_ Links to an external site.**](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) **resource.**

    ·
    **must include a separate title page with the following in title case:**

    ·
    **title of memorandum in bold font**

    ·
    **Space should appear between the title and the rest of the information on the title page.**

    ·
    **student’s name**

    ·
    **name of institution (The University of Arizona Global Campus)**

    ·
    **course name and number**

    ·
    **instructor’s name**

    ·
    **due date**

    ·
    **must utilize academic voice. Review the** [**_Academic Voice_ Links to an external site.**](https://writingcenter.uagc.edu/academic-voice) **resource for additional guidance.**

    ·
    **must include an introduction and conclusion paragraph.**

    ·
    **Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.**

    ·
    **For assistance on writing** [**_Introductions & Conclusions_ Links to an external site.**](https://writingcenter.uagc.edu/introductions-conclusions) **and** [**_Writing a Thesis Statement_ Links to an external site.**](https://writingcenter.uagc.edu/writing-a-thesis) **, refer to the Writing Center resources.**

    **must use at least four scholarly or credible sources in addition to the course tex**

    **## 62222333.docx**

    You can also review the recommended resources for this week.

    For this scenario, you will examine technology and policies for homeland security. You will also build on your work from the first module. Recall that last week, through the Martin (2019) text and other sources, you examined the USA Patriot Act of 2001, Executive Order 13228, the Homeland Security Act of 2002, the 2023 Quadrennial Homeland Security Review, Executive Order 13175, and information on the Tribal Homeland Security Council.

    In continuing the scenario for this discussion forum, you work as a consultant to the Homeland Security Advisory Council. Earlier this week, you received a request by email asking you to explain in a memorandum how law(s), report(s), directive(s), or policies address homeland security issues and coordination among agencies across jurisdictions. You have also been asked to consider skills needed in homeland security and to examine policies and ethical, legal, and social justice issues for technology in homeland security. The details in the request are provided in the prompts for this assignment.

    **In the memorandum template, there are text descriptions in brackets. Use the memorandum format for your assignment.**

    **In your memorandum, please address each of the following:**

    ·
    **Explain how a law, report, directive, DHS document on diversity, and DHS document on equity each relate to the responsibilities and functions of at least one DHS agency.**

    ·
    **Assess how artificial intelligence, face recognition technology, or another technology relate to methods and effectiveness of response systems for homeland security.**

    ·
    **Analyze an ethical issue, constitutional issue, and social justice issue for the use of artificial intelligence, face recognition technology, or another technology in homeland security.**

    ·
    **Examine skill(s) necessary for the use of a technology (choose a technology) by a member of a DHS agency (choose an agency).**

    ·
    **Evaluate a policy issue(s) for homeland security and society that relate to civil liberties and the mission of the DHS.**

    **The Memorandum paper**

    ·
    **must be at least three to four double-spaced pages in length (not including title and references pages) and formatted according to** [**_APA Style_ Links to an external site.**](https://writingcenter.uagc.edu/apa-style) **as outlined in the Writing Center’s** [**_APA Formatting for Microsoft Word_ Links to an external site.**](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) **resource.**

    ·
    **must include a separate title page with the following in title case:**

    ·
    **title of memorandum in bold font**

    ·
    **Space should appear between the title and the rest of the information on the title page.**

    ·
    **student’s name**

    ·
    **name of institution (The University of Arizona Global Campus)**

    ·
    **course name and number**

    ·
    **instructor’s name**

    ·
    **due date**

    ·
    **must utilize academic voice. Review the** [**_Academic Voice_ Links to an external site.**](https://writingcenter.uagc.edu/academic-voice) **resource for additional guidance.**

    ·
    **must include an introduction and conclusion paragraph.**

    ·
    **Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.**

    ·
    **For assistance on writing** [**_Introductions & Conclusions_ Links to an external site.**](https://writingcenter.uagc.edu/introductions-conclusions) **and** [**_Writing a Thesis Statement_ Links to an external site.**](https://writingcenter.uagc.edu/writing-a-thesis) **, refer to the Writing Center resources.**

    **must use at least four scholarly or credible sources in addition to the course tex**

    **## Memorandum_Template.docx**

    1

    Memorandum

    **[Replace text in brackets with your responses.]**

    ## Memorandum

    **To:**[Department of Homeland Security (DHS) Agency]


    **From:**[Your Name, Course Name, and Number]


    **Date:** [Today’s date]


    **Subject:**[Summarize your policy recommendation.]


    **Introduction**

    **[In this section**,
    please provide an introduction
    **.**

    **[Section Title.**

    **[In this section**,
    please address the first prompt regarding law(s), report(s), and presidential directive(s) relevant to an issue(s) and to agencies.]


    **[Section Title]**

    **[In this section,** please address the second prompt regarding technology.]


    **[Section Title]**

    **[In this section,** please address the third prompt regarding ethical, social justice, and legal issues.]


    **[Section Title]**

    **[In this section,** please address the fourth prompt regarding practical skills.]


    **[Section Title]**

    **[In this section,** please address the fifth prompt regarding change in policy.]


    **Conclusion**

    **[In this section,** please provide an introduction
    **.**

    **References**

    [List references in APA format.

    **## 62222333.docx**

    You can also review the recommended resources for this week.

    For this scenario, you will examine technology and policies for homeland security. You will also build on your work from the first module. Recall that last week, through the Martin (2019) text and other sources, you examined the USA Patriot Act of 2001, Executive Order 13228, the Homeland Security Act of 2002, the 2023 Quadrennial Homeland Security Review, Executive Order 13175, and information on the Tribal Homeland Security Council.

    In continuing the scenario for this discussion forum, you work as a consultant to the Homeland Security Advisory Council. Earlier this week, you received a request by email asking you to explain in a memorandum how law(s), report(s), directive(s), or policies address homeland security issues and coordination among agencies across jurisdictions. You have also been asked to consider skills needed in homeland security and to examine policies and ethical, legal, and social justice issues for technology in homeland security. The details in the request are provided in the prompts for this assignment.

    **In the memorandum template, there are text descriptions in brackets. Use the memorandum format for your assignment.**

    **In your memorandum, please address each of the following:**

    ·
    **Explain how a law, report, directive, DHS document on diversity, and DHS document on equity each relate to the responsibilities and functions of at least one DHS agency.**

    ·
    **Assess how artificial intelligence, face recognition technology, or another technology relate to methods and effectiveness of response systems for homeland security.**

    ·
    **Analyze an ethical issue, constitutional issue, and social justice issue for the use of artificial intelligence, face recognition technology, or another technology in homeland security.**

    ·
    **Examine skill(s) necessary for the use of a technology (choose a technology) by a member of a DHS agency (choose an agency).**

    ·
    **Evaluate a policy issue(s) for homeland security and society that relate to civil liberties and the mission of the DHS.**

    **The Memorandum paper**

    ·
    **must be at least three to four double-spaced pages in length (not including title and references pages) and formatted according to** [**_APA Style_ Links to an external site.**](https://writingcenter.uagc.edu/apa-style) **as outlined in the Writing Center’s** [**_APA Formatting for Microsoft Word_ Links to an external site.**](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) **resource.**

    ·
    **must include a separate title page with the following in title case:**

    ·
    **title of memorandum in bold font**

    ·
    **Space should appear between the title and the rest of the information on the title page.**

    ·
    **student’s name**

    ·
    **name of institution (The University of Arizona Global Campus)**

    ·
    **course name and number**

    ·
    **instructor’s name**

    ·
    **due date**

    ·
    **must utilize academic voice. Review the** [**_Academic Voice_ Links to an external site.**](https://writingcenter.uagc.edu/academic-voice) **resource for additional guidance.**

    ·
    **must include an introduction and conclusion paragraph.**

    ·
    **Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.**

    ·
    **For assistance on writing** [**_Introductions & Conclusions_ Links to an external site.**](https://writingcenter.uagc.edu/introductions-conclusions) **and** [**_Writing a Thesis Statement_ Links to an external site.**](https://writingcenter.uagc.edu/writing-a-thesis) **, refer to the Writing Center resources.**

    **must use at least four scholarly or credible sources in addition to the course tex**

    **## Memorandum_Template.docx**

    1

    Memorandum

    **[Replace text in brackets with your responses.]**

    ## Memorandum

    **To:**[Department of Homeland Security (DHS) Agency]


    **From:**[Your Name, Course Name, and Number]


    **Date:** [Today’s date]


    **Subject:**[Summarize your policy recommendation.]


    **Introduction**

    **[In this section**,
    please provide an introduction
    **.**

    **[Section Title.**

    **[In this section**,
    please address the first prompt regarding law(s), report(s), and presidential directive(s) relevant to an issue(s) and to agencies.]


    **[Section Title]**

    **[In this section,** please address the second prompt regarding technology.]


    **[Section Title]**

    **[In this section,** please address the third prompt regarding ethical, social justice, and legal issues.]


    **[Section Title]**

    **[In this section,** please address the fourth prompt regarding practical skills.]


    **[Section Title]**

    **[In this section,** please address the fifth prompt regarding change in policy.]


    **Conclusion**

    **[In this section,** please provide an introduction
    **.**

    **References**

    [List references in APA format.

    **## 62222333.docx**

    You can also review the recommended resources for this week.

    For this scenario, you will examine technology and policies for homeland security. You will also build on your work from the first module. Recall that last week, through the Martin (2019) text and other sources, you examined the USA Patriot Act of 2001, Executive Order 13228, the Homeland Security Act of 2002, the 2023 Quadrennial Homeland Security Review, Executive Order 13175, and information on the Tribal Homeland Security Council.

    In continuing the scenario for this discussion forum, you work as a consultant to the Homeland Security Advisory Council. Earlier this week, you received a request by email asking you to explain in a memorandum how law(s), report(s), directive(s), or policies address homeland security issues and coordination among agencies across jurisdictions. You have also been asked to consider skills needed in homeland security and to examine policies and ethical, legal, and social justice issues for technology in homeland security. The details in the request are provided in the prompts for this assignment.

    **In the memorandum template, there are text descriptions in brackets. Use the memorandum format for your assignment.**

    **In your memorandum, please address each of the following:**

    ·
    **Explain how a law, report, directive, DHS document on diversity, and DHS document on equity each relate to the responsibilities and functions of at least one DHS agency.**

    ·
    **Assess how artificial intelligence, face recognition technology, or another technology relate to methods and effectiveness of response systems for homeland security.**

    ·
    **Analyze an ethical issue, constitutional issue, and social justice issue for the use of artificial intelligence, face recognition technology, or another technology in homeland security.**

    ·
    **Examine skill(s) necessary for the use of a technology (choose a technology) by a member of a DHS agency (choose an agency).**

    ·
    **Evaluate a policy issue(s) for homeland security and society that relate to civil liberties and the mission of the DHS.**

    **The Memorandum paper**

    ·
    **must be at least three to four double-spaced pages in length (not including title and references pages) and formatted according to** [**_APA Style_ Links to an external site.**](https://writingcenter.uagc.edu/apa-style) **as outlined in the Writing Center’s** [**_APA Formatting for Microsoft Word_ Links to an external site.**](https://writingcenter.uagc.edu/apa-formatting-microsoft-word) **resource.**

    ·
    **must include a separate title page with the following in title case:**

    ·
    **title of memorandum in bold font**

    ·
    **Space should appear between the title and the rest of the information on the title page.**

    ·
    **student’s name**

    ·
    **name of institution (The University of Arizona Global Campus)**

    ·
    **course name and number**

    ·
    **instructor’s name**

    ·
    **due date**

    ·
    **must utilize academic voice. Review the** [**_Academic Voice_ Links to an external site.**](https://writingcenter.uagc.edu/academic-voice) **resource for additional guidance.**

    ·
    **must include an introduction and conclusion paragraph.**

    ·
    **Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.**

    ·
    **For assistance on writing** [**_Introductions & Conclusions_ Links to an external site.**](https://writingcenter.uagc.edu/introductions-conclusions) **and** [**_Writing a Thesis Statement_ Links to an external site.**](https://writingcenter.uagc.edu/writing-a-thesis) **, refer to the Writing Center resources.**

    **must use at least four scholarly or credible sources in addition to the course tex**

    – 1
    – 2

  • [Solved] Three Prongs of Toxicity

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In a paper of at least 3 to 5 pages, explain what is meant by the "three prongs of toxicity". Where did this term come from? Explain what each of the prongs is and its significance to forensic science. Analyze how this concept can be used in supporting a criminal case. Your submission should be in p…

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    Assignment Prompt & Instructions

    In a paper of at least 3 to 5 pages, explain what is meant by the "three prongs of toxicity". Where did this term come from? Explain what each of the prongs is and its significance to forensic science. Analyze how this concept can be used in supporting a criminal case. Your submission should be in proper APA format and include at least 5 references.

    Ruberic:

    – **Explanation of “Three Prongs of Toxicity” and Origin**

    40 possible points (20%)
    – **Detailed Explanation of Each Prong**

    50 possible points (25%)
    – **Application to Forensic Science and Case Analysis**

    50 possible points (25%)
    – **Structure, Organization, and APA Format**

    30 possible points (15%)
    – **Grammar, Spelling, and Academic Style**

    30 possible points (15%)

  • [Solved] 545- Teacher Certification Personal Success Plan

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Teacher certification are designed to ensure that teachers have the necessary knowledge and skills to educate students effectively. These assess a teacher’s understanding of the subject matter they will be teaching and their ability to teach it. They also help standardize the qualifications of teach…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    Teacher certification are designed to ensure that teachers have the necessary knowledge and skills to educate students effectively. These assess a teacher’s understanding of the subject matter they will be teaching and their ability to teach it. They also help standardize the qualifications of teachers across the state. This ensures that all teachers meet a certain minimum standard of competence, which is important for maintaining the quality of education in the state.

    A success plan is a strategic and structured document or set of goals that individuals or organizations create to outline their objectives and the steps required to achieve them. Students often create academic success plans to outline their academic and career goals. These plans may include course schedules, study strategies, and extracurricular activities to help them excel academically and prepare for future career opportunities.

    After finishing the “Classroom Competency Practice ” assignment, complete the “Teacher Certification Personal Success Plan” template to help you prepare for your state certification . In this template, students will be required to provide evidence that they have registered for their content knowledge or have already passed their

    In addition to submitting evidence of your registration in Part 2 of the “Teacher Certification Personal Success Plan,” upload evidence of your content knowledge registration or score reports in your student portal, if applicable. For more information, refer to the communication on testing and program requirements sent by the Office of Field Experience. If you have any questions or need assistance with the upload process, contact your Field Experience Counselor (FEC).

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    TeacherCertificationExamPersonalSuccessPlan.docx](https://www.sweetstudy.com/files/teachercertificationexampersonalsuccessplan-docx "TeacherCertificationExamPersonalSuccessPlan.docx")