Government Paper

/in /by

 

  1. Due DateSunday, October 28, 201811:59 PMPoints Possible40
  2. Course-Level Student Learning Outcomes (SLO)
    For all Assessments, the following general requirements hold:
    (1) Assignments should be 2-3 double-spaced pages, with reasonable (12 pt.) font and reasonable (1 inch) margins.
    (2) Citations to the material are required; in-text citations are preferred (MLA style).
    (3) Assignments should be turned into eCampus (for the collection of artifacts for scoring).
    _________________________________________________________________________
    Assignment Two:
    SLO #2: Political Parties and Interest Groups. 70% of students will successfully research and evaluate how these intermediaries make their views known to government and try to influence public policy. [ SLO #2 fulfills the following Program Level Outcomes: Communication, Critical Thinking, Social and Personal Responsibility, as well as the following Course Level Outcomes: 2, 3, 4, 5, 7, 8.]
    Activity for assessment:
    2) This part of the course included sessions on political parties and interest groups. Parties and groups are intermediaries—each is a way in which people can make their views known to government and can try to influence public policy. In your view, which entity—parties or groups—has the greater influence on government policy? Explain the basis for your conclusion.
    _______________________________________________________________________________________________
    Program-Level Objectives met with this assignment:(PLO: 1.1,2,5,6)
     1: Communication Skills-to include effective development, interpretation and expression of ideas through written, oral and visual communication
         1.Written: Process and produce effective written communication adapted to the audience, purpose, and time constraints.
    2: Critical Thinking Skills-to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
    5: Personal Responsibility-to include the ability to connect choices, actions, and consequences to ethical decision-making
    6: Social Responsibility- includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
    Course-Level Objectives met with this assignment:(CLO: 1,2,3,4,5,7,8)

    1. Explain the origin and development of constitutional democracy in the United States.
    2. Demonstrate knowledge of the federal system.
    3. Describe separation of powers and checks and balances in both theory and practice.
    4. Demonstrate knowledge of the legislative, executive, and judicial branches of the federal government.
    5. Evaluate the role of public opinion, interest groups, and political parties in the political system.
    7. Describe the rights and responsibilities of citizens
    8. Analyze issues and policies in U.S. politics

Risk Register Analysis

/in /by

 

Instructions

As a project manager you will be responsible for determining risk, minimizing risk and determining contingency plans for risks. Developing a risk register will help you identify risk, determine the probability of the risk and determine how to minimize and set up contingencies for the risks.

You are responsible for developing a risk register that will be used to evaluate risks in a bank. The bank has discovered that the ATM teller is not providing the correct amounts on the customer’s register receipts at the window. The amounts are off by 3-5 dollars on each transaction. Develop a list of Risk drivers and the probability and impact this will have on customers. Determine how to minimize the risks and how you would set up contingencies for the bank.

  • You will provide your analysis in a 4 page, not including the cover page or references, paper.
  • Provide the following tables: (Attached all tables below)
    • Risk Driver (Table 6.6 – Textbook)
    • Risks probability and impact derived from risk interviews (Table 6.7 – Textbook)
    • Risk Drivers and their assignments to project element costs (Table 6.8 – Textbook)
  • Discuss your contingency plan and your mitigation plan for minimizing the risks.
  • Your paper should include the following:
    • Analysis of the problem
    • Proposed interview questions and answers
    • 3 tables as noted above
    • Contingency plan
    • Mitigation plan
  • Be sure to put in APA format and use APA formatting for all tables.

Principles of Finance 320

/in /by

This was listed in the rubric and must be included in the final assignment. 

You will also need to submit the Excel files for your chosen business’s balance sheet, income statement, and cash flow statement from Mergent Online.

Spreadsheet: Project Two Financial Formulas
Use this Excel spreadsheet to complete your calculations for the project. You should have already completed parts of the spreadsheet for your Project Two Milestone assignment.

All sources, including your Project Two Financial Formulas spreadsheet, should be included and cited according to APA style.

Here are the financial caluclations that you provided in the report. I just need them in the spreasheet. How can I get Tesla’s balance sheet, income statement and cash flow statement? Do you need access to Mergent Online?

  

Financial Calculations

Working Capital = Current Assets – Current liabilities

26717 – 14248 = 12469 million US dollars. 

Current Ratio = Current Assets/Current Liabilities 

26717/14248 = 1.875

Debt Ratio = Total Liabilities/Total Assets

28469/52148 = 0.546

Earnings per Share =Net Income/Outstanding Common Shares

270/960 = 0.28125

Assets Turnover Ratio = Net Sales/ Total Assets

10744/ 52148 = 0.206

Financial leverage = Total Liabilities/ Shareholders Equity

28469/22225 = 1.281

Net Profit Margin = Net Profit/ Total Revenue 

6630/ 10744 = 0.617

Return on Assets = Net Income/ Total Assets

270/ 52148 = 0.005

Return on Equity = Net Income/ Shareholders Equity

270/ 22225 = 0.0121

week 3 assignment Film Introduction

/in /by

Prior to beginning work on this assignment, read Chapter 8 of Film: From Watching to Seeing, as well as your instructor’s guidance and lecture materials, and Chapter 7 from Film Genre Reader IV. The ENG225 Research Guide in the University of Arizona Global Campus Library will be particularly helpful in locating required sources.This assignment is your opportunity to apply the auteur theory to the work of one selected director. To do that, you will watch at least two feature-length films by the same director as the basis for your analysis and argument.

Note: You should watch any chosen film twice—once to ensure that you have grasped the storytelling and once to take more specific notes on aspects of the film you wish to discuss. You may choose any appropriate director, but be sure to consider the three criteria of auteur theory before making your selection. Reflect on the film you chose in your Week 2 written assignment and look ahead to the Week 5 Final Paper guidelines to ensure that you choose a film for this assignment that will work with the requirements on the Week 5 Final Paper. You may opt to write about the same film in your Week 2 written assignment and Week 5 Final Paper, and applicable pieces of this assignment can be used to write both. If you do this, you should reflect on and revise this assignment based on the instructor’s feedback before you incorporate it into any future writing assignments.

Your paper should be organized around a thesis statement that focuses on how your chosen director and his/her films meet the criteria posed by auteur theory and advance the possibilities of storytelling through the medium of film. Review the Week 3 Sample Paper download, which provides a clear guide for developing a solid analysis as well as insight on composition.

In your paper,

  • Explain auteur theory.
    • Describe, using Chapter 8 of the text as a reference, the criteria for what makes a director an auteur.
  • Identify a director who meets the criteria posed by auteur theory
    • Summarize briefly the ways in which this director meets those criteria using examples from at least two of the director’s films.
  • Apply the lens of auteur theory in breaking down the director’s technical competence, distinguishable personality, and interior meaning using specific examples of his/her work (e.g., particular scenes or plot components).
  • Analyze the specific ways in which filmmaking techniques, consistent themes, and storytelling distinguish your chosen director as an auteur among his/her peers.

The Directors and Auteur Theory paper

  • Must be 900 to 1200 words in length and formatted according to APA style as outlined in the University of Arizona Global Campus Writing Center’s APA Style (Links to an external site.) resource.
  • Must include a separate title page with the following:
    • Title of Your Essay (in bold)
    • Your First and Last Name
    • University of Arizona Global Campus
    • Course Code: Name of Course (e.g., ENG 225: Introduction to Film)
    • Instructor’s name
    • Due Date

For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

For All Works Solver

/in /by

Select four advertisements to support your work on the projects throughout this course. You can either choose all four from the Advertisement Examples PDF provided or include up to four ads that you find yourself. Guidance for selecting your own ads is included at the end of the Advertisement Examples handout. Your selected ads may be print, video, or radio. Either way, you should choose a total of four ads. If you include your own ads, be sure that they display interactions between people or convey ways that the product or service advertised will impact or influence people.

Your instructor will review your submissions and will ask you to resubmit any ads that do not meet the criteria. You may revise and resubmit your advertisement selection as many times as needed before the end of this module to gain full credit for this assignment.

Enter your four ad selections. If you are choosing ads that are not on the provided list, enter the URL for the ad or for an image that depicts the ad.

This assignment will help you prepare your work for your first major project. You can review the details of this project by accessing the Project 1 Comparison Template Guidelines and Rubric PDF document. 

You will be using these advertisement selections in later assignments.

assignment is designed to increase your knowledge of one major early American writer; to enhance your research, synthesis, and documentation skills; and to develop information literacy. Focus on one of the authors

/in /by

 

This assignment is designed to increase your knowledge of one major early American writer; to enhance your research, synthesis, and documentation skills; and to develop information literacy. Focus on one of the authors listed below:

  • William Bradford
  • Anne Bradstreet
  • Jonathan Edwards
  • Cotton Mather
  • Annis Boudinot Stockton
  • Elizabeth Graeme Fergusson
  • Benjamin Franklin
  • Thomas Paine
  • John Adams
  • Thomas Jefferson
  • Alexander Hamilton
  • Phyllis Wheatley
  • Sarah Margaret Fuller
  • Emily Dickinson
  • Herman Melville
  • Washington Irving
  • William Lloyd Garrison
  • Harriet Beecher Stowe
  • Henry David Thoreau
  • Lydia Maria Child
  • Henry Wadsworth Longfellow
  • William Cullen Bryant
  • Nathaniel Hawthorne

You will need to read two works by the author you choose to research (not including assigned works), so make sure you choose one whose works you can access and read. If you would like to do your InfoQuest on an early American writer that is not listed, contact your instructor to obtain permission before proceeding. You may not use Ralph Waldo Emerson as the topic of your InfoQuest.

RESEARCH

You need to research the following bulleted topics for inclusion in your completed InfoQuest Project. Please note that Wikipedia, Shmoop, Bloom’s Literature, Amazon, and other non-critical sources are not appropriate for this assignment. You also need to move beyond encyclopedias as sources; only one encyclopedia article will be allowed. Textbooks (history or literature) are fine to use, and scholarly journal articles or books are acceptable sources. The PTC library databases contain a multitude of resources that may be helpful and are critical, academic sources. Instructions for accessing the databases can be found in D2L under your HELP & HOW TO Module as well as below under the Critical Resource Analysis heading.

FORMAT

Your document should be double-spaced with 1” margins on all sides. With the exception of the MLA headings on page 1—the cover page takes the place of this—your InfoQuest should meet all MLA formatting guidelines. Both Calibri 11 pt. or Times New Roman 12 pt. are acceptable, but choose one of these fonts and be consistent. You should also have a header (Last name page number) in the top right corner of your InfoQuest pages. Please begin each section on a new page—simply type the name of the section in boldface at the top of the page (ex. Reflection at the beginning of the Reflection section). The sections listed below should all be included.

CONTENTS

COVER PAGE

Try to locate a picture (or pictures) to include on the cover page (and other relevant pages) in your project. Remember to acknowledge your source parenthetically beneath the picture, and also include a full citation in the works-cited section of the project. Include the title of your InfoQuest, and your name, the course, and the date.

TABLE OF CONTENTS

Provide a neat, attractive table of contents with the appropriate page numbers to match the page numbers in your InfoQuest header.

300-WORD HISTORICAL PERSPECTIVE

Research what was happening historically during the writer’s lifetime. You should take a look at what specifically was taking place in the region where the author lived/wrote. You could also consider what was happening in the country and in the world. In the “Historical Perspective” section of this project, write a minimum of 300 words, double-spaced, synthesizing what you learned. Do not simply piece together quoted material from different sources, as this amounts to plagiarism. Think of synthesis like this: compile all of the research you’ve gathered and read over it thoroughly. Then, set it aside, and without looking at it, discuss what you learned in your own words. Recall that when you are synthesizing historical info, in-text citations are only necessary when you direct quote. If you choose to quote a source, keep it to a minimum–do not let quotes take over and cite any quoted material. Avoid first and second person pronouns and contractions. This section should not contain the author’s personal/biographical information.

300-WORD BIOGRAPHICAL INFO

For this section, research the author’s personal history, his/her background. Synthesizing what you learned, write a minimum of 300 words, double-spaced, in which you briefly describe the author’s personal history. Recall that when you are synthesizing historical/biographical info, in-text citations are only necessary when you direct quote. Do not let quotes take over—if you choose to quote a source, keep it to a minimum. Avoid first and second person pronouns and contractions.

TWO 350-WORD REPRESENTATIVE WORKS

Read two other works by the author (other than any assigned in our class this semester). Keep in mind that you may not have sufficient time to read novel-length works, so it may be best to choose works that are shorter, for example, essays, letters, or poetry. In this section of your report, you will compose two paragraphs for each of the works you read.

The first paragraph should be a present-tense summary of the work. Consider this paragraph like the back of a novel you might pick up at the grocery store. Briefly describe the overall work. Keep quoting to a minimum and cite the source appropriately if you quote it.

The second paragraph should be an analysis of the work. Consider the following: What stands out about the work? How does the work represent some aspect of early American literature? Characteristics of early American literature include diverse ethnicities, little to no connection to country of origin, “mild government,” industriousness, lack of nobility (ex. dukes, duchesses, princes, etc.), the idea of equality, the value of family, recognition of a violation of rights, independence, etc. How does the work represent early American literature? Do not use secondary sources on this section. Use only the primary text. I want to read your thoughts on the text/author, not someone else’s.

Each representative work should be at least 350 words and consist of at least two paragraphs (summary and analysis). Avoid first and second person pronouns.

2-ENTRY CRITICAL RESOURCE ANALYSIS

Access the library’s online databases, which you can located by following the steps listed below:

* PTC HomepageCollege Resources tabLibraryLibrary ResourcesDatabases

You may be prompted to enter a username and password if you are working from an off-campus computer. The username is your P-number, and the password is your birthday (MMDDYY). Locate critical articles or web pages via the databases (or other credible scholarly articles or sites on the web) that discuss the author and/or the author’s works. These should be secondary sources (about the author/works), not primary sources (works by the author) or reviews of other secondary sources (ex. reviews of a book written about your chosen author). Consider using the database JSTOR or Academic Search Complete to help you locate critical articles. Please note that Wikipedia, Shmoop, Bloom’s Literature, Amazon, and other non-critical sources are not appropriate for this assignment.

Then, compile a list of Critical Sources with a minimum of two entries. The entries should be arranged in alphabetical order by author’s last name (or title if no author is provided).

Both entries in the “Critical Resource Analysis” section of your project should minimally have the following components:

  • A properly formatted 8th edition MLA work cited entry (Do not copy-and-paste what is listed at the bottom of the source—these are often incorrect. Use the resources provided for you in the HELP & HOW TO Module to help you.
  • An opening sentence stating what type of article/essay the source is
  • A brief present-tense summary of the article/page (at least three to four sentences) that does not depend on quotes from the source. You should avoid quoting in the Critical Resource Analysis section.
  • A brief evaluation/assessment of the article/page (at least two to three sentences) in which you answer questions regarding the validity of the source. Is it a valuable source of information? Is it biased? Is the author qualified to make such assertions/conclusions? How does the article enhance a reader’s understanding of a particular work and/or the author’s place in early American literary tradition?

Avoid first and second person pronouns and contractions. Do not include quotes in your analyses.

200-WORD REFLECTION

Taking into consideration the discussions and assignments in our course, in a 200 word (minimum) response, detail in the “Reflection” section of this project what you learned about this author, his/her contributions to American literary tradition and about yourself as an information-literate researcher. You may use first person pronouns in this section, but do not use second person pronouns.

BIBLIOGRAPHY

Include a bibliography with correct 8th edition MLA documentation for the sources you used for your research. Sources in the Critical Resources Analysis section do not need to be included here unless you quoted them in other sections of your InfoQuest.

GRAMMAR/MECHANICS

Read through your InfoQuest carefully, checking for spelling, sentence-structure, word choice, capitalization and punctuation errors.

If you have questions about this assignment, you can ask your classmates or contact your instructor. Please note that this assignment is not eligible for an extension. Do not wait until the last minute to complete this assignment.

Org theory international mangt.?

/in /by

 Assignment 1 Organizational Theory and Behavior (2 pages)

Organizational Goal Setting and SMART Analysis

Throughout several units of this course, you will be building toward a comprehensive course project. Each unit will have a different focus, and you will explain how those concepts relate to an organization of your choosing. You may select your employer or an organization that interests you.

For this unit, assume you are in the research and development division of your selected organization. The CEO has directed you to come up with a new product or service that will be delivered to the American or global consumer in the next 12 months. Using your creativity and what you have learned thus far, establish goals and a SMARTER outline by explaining each of your SMARTER characteristics for your product /service over the next year.

In your assignment, address the components listed below.

  1. Frame your paper with a solid introduction.
  2. Develop the body of your paper using the SMARTER acronym, and explain each area over a 12-month period. Note: You need to be creative and figure out goals and timelines with the SMARTER framework with specific details. In your explanation, include how the SMARTER acronym can be used to improve performance practices.
  3. Provide a conclusion and recommendation summary to your CEO.
  4. Support your paper with at least one reference. This may be your course textbook.

Your assignment must be a minimum of two pages in length, not counting the title and reference pages. All sources used, including the textbook, must be cited and referenced according to APA guidelines.

Assignment 2 international management  **Each question should be (200) words response**

1.  How did project GLOBE build on and extend Hofstede’s analysis? What unique contributions are associated with project GLOBE?

2.  What are some categories of cultural differences that help make one country or region of the world different from another? In each case, describe the value or norm, and explain how it would result in different behavior in two or more countries. If you like, use the countries in this chapter as your point of reference.
 

Instructions for the written assignment – including topic choices

/in /by

  

 This document provides a summary of the following: 

• The general criteria used for grading papers 

• Instructions for the written assignment – including topic choices 

• Paper guidelines 

• Suggestions regarding how to locate academic articles and newspaper articles for inclusion in your paper 

• Detailed instructions regarding referencing in your written assignment 

• Grading rubric

General Criteria for Grading Papers 

1. Understanding and incorporation of course materials 

2. Appropriate use of academic sources 

3. Evidence of critical thought and analysis 

4. Meets instructions re: Project Guidelines provided below 

5. Grammar, syntax, spelling, organization 

6. Proper referencing and citations (See Instructions for Referencing in Written Assignments below)

Instructions for Written Assignment

Your essay of approximately 700-1,000 words (not including title page and reference list) is due by the start of class in Week 10. Your essay is worth 15% of your final grade. You are also required to write a 300- 400-word response, which is due in Week 11. You should select one of the following topics for your essay. Alternatively, you may determine your own essay topic. If you choose this latter option, you MUST discuss your proposed topic with me before you begin writing. 

Each topic requires the use of one or more newspaper articles as part of your discussion. Information regarding how to locate newspaper articles through Canadian Newsstand database is found below; you may also select newspaper articles from a current newspaper or from a news website. The newspaper articles you discuss should be cited appropriately.

PATIENT CENTERED CARE REPORT

/in /by

Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.

In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Apply evidence-based practice to plan patient-centered care. 
    • Evaluate the outcomes of a population health improvement initiative.
    • Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
  • Competency 2: Apply evidence-based practice to design interventions to improve population health. 
    • Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
  • Competency 3: Evaluate outcomes of evidence-based interventions. 
    • Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
  • Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision. 
    • Justify the value and relevance of evidence used to support an approach to personalizing patient care.
  • Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions. 
    • Write clearly and logically, with correct grammar and mechanics.
    • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.

  • What challenges did this type of knowledge transfer present?
  • Did applying this knowledge in a different setting lead to improvements in the safety and quality of care? How?
  • Did applying this knowledge in a different setting raise any particular ethical issues affecting the provision of care?

*******************************************************************************************************************ASSESSMENT INSTRUCTIONS 

Preparation

In this assessment, you will base your Patient-Centered Care Report on the scenario presented in the Evidence-Based Health Evaluation and Application media piece. Some of the writing you completed and exported from the media piece should serve as pre-writing for this assessment and inform the final draft of your report. Even though the media piece presented only one type of care setting, you can extrapolate individualized care decisions, based on population health improvement initiative outcomes, to other settings.

Requirements

Note: The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance level descriptions for each criterion to see how your work will be assessed.

Writing, Supporting Evidence, and APA Style
  • Write clearly and logically, using correct grammar and mechanics.
  • Integrate relevant evidence from 3–5 current scholarly or professional sources to support your evaluation, recommendations, and plans. 
    • Apply correct APA formatting to all in-text citations and references.
    • Attach a reference list to your report.
Report Content

Address the following points in a 4–6 page report:

  • Evaluate the expected outcomes of the population health improvement initiative that were, and were not, achieved. 
    • Describe the outcomes that were achieved, their positive effects on the community’s health, and any variance across demographic groups.
    • Describe the outcomes that were not achieved, the extent to which they fell short of expectations, and any variance across demographic groups.
    • Identify the factors (for example: institutional, community, environmental, resources, communication) that may have contributed to any achievement shortfalls.
  • Propose a strategy for improving the outcomes of the population health improvement initiative, or ensuring that all outcomes are being addressed, based on the best available evidence. 
    • Describe the corrective measures you would take to address the factors that may have contributed to achievement shortfalls.
    • Cite the evidence (from similar projects, research, or professional organization resources) that supports the corrective measures you are proposing.
    • Explain how the evidence illustrates the likelihood of improved outcomes if your proposed strategy is enacted
  • Develop an approach to personalizing patient care that incorporates lessons learned from the population health improvement initiative outcomes. 
    • Explain how the outcomes and lessons learned informed the decisions you made in your approach for personalizing care for the patient with a health condition related to the population health concern addressed in the improvement initiative.
    • Ensure that your approach to personalizing care for the individual patient addresses the patient’s: 
      • Individual health needs.
      • Economic and environmental realities.
      • Culture and family.
    • Incorporate the best available evidence (from both the population health improvement initiative and other relevant sources) to inform your approach and actions you intend to take.
  • Justify the value and relevance of evidence you used to support your approach to personalizing care for your patient. 
    • Explain why your evidence is valuable and relevant to your patient’s case.
    • Explain why each piece of evidence is appropriate for both the health issue you are trying to correct and for the unique situation of your patient and their family.
  • Propose a framework for evaluating the outcomes of your approach to personalizing patient care. 
    • Ensure that your framework includes measurable criteria that are relevant to your desired outcomes.
    • Explain why the criteria are appropriate and useful measures of success.
    • Identify the specific aspects of your approach that are most likely to be transferable to other individual cases.

English Comp & Lit

/in /by

  

“Salvation” by Langston Hughes

Due: May 31st (First draft) Final draft due June 6th  

Purpose: To gain an understanding of the various elements in the short story, “Salvation” and provide an understanding of the role of religion and faith in one’s life through this story and comparing it to others. 

This will be done through an analysis of story elements and synthesis of themes seen in the stories read to far. 

Directions: in a two to three page essay, answer one of the following questions. PLEASE USE QUOTATIONS FROM THE STORY WHERE APPROPRIATE

1.  What does it mean to be “saved”? What is the young Langston’s understanding of being “saved”?

2. What is Langston’s expectation in “seeing the light” and having “Jesus come into my life”?

3. How is faith understood by the congregation (the adults) in comparison to the children? 

4. What is the purpose of a revival? Is this appropriate for young children?

5. What are the religious symbols present in this story? How do they add to Langston’s confusion?

6. What are the consequences of not “seeing the light”? Have some Christian values been inculcated by Langston? How do these values play in his life?

7. Compare and contrast religion as seen in “Salvation” with religion as seen in “Eveline.” Are there any similarities and differences between the use of religion in these two stories?

8. What is the significance of Langston’s reaction at the end of the story? 

Irony is a rhetorical device which appears on the surface to be what is happening but is radically different from what is actually occurring.

For example:

On the child’s first day of school, the little boy repeatedly told his mother how happy and thrilled he was to start school while a pained expression covered his face all the way to him being dropped at the front of the school. 

9. Where is the irony in “Salvation”? How does the young Langston’s youth and immaturity contribute to his not being “saved”? 

10. In reflecting on your religious beliefs as you define it (God, belief in a higher power, etc.) how has your faith and understanding grown or not grown since you were a child?

11.How does Hughes’ description of his experience as a young boy of 12 capture the American experience of growing up? 

12. Did you connect to any of the stories? How did you connect to the story? Did any of the story elements (characters, setting, theme) have an impact on you? How and why? Please explain.