Discussion Response

In John Updike’s “A&P” he tells the story of Sammy, a cashier at an A & P grocery store, and his actions when faced with a situation outside the norm.  The story starts out describing what seems to be a normal monotonous day as a cashier at an A&P grocery store when the monotony is broken by three young women walking through the store in bathing suits.  Updike uses the mundaneness of the grocery store setting to highlight the women’s actions and the store employees’ actions.

Throughout Updike’s account, he mentions details of the store that lend to the blandness of the setting.  As the women move throughout the store he switches between the vivid excited description of the women and their attire and the items they are passing such as dog food and breakfast cereal (Updike, 141).  This contrast highlights how out of place they seem.

Furthermore, Updike speaks of the location of the store to emphasize how beyond normal the situation is.  “It’s not as if we’re on the Cape, we’re north of Boston and there’s people in this town haven’t seen the ocean for twenty years.” (Updike, 141).

Finally, the setting is used to contrast employees and their actions within the store.  The manager, Lengel, fits the mold of the store both inside and out.  His reaction to the women matches the description of the area as well as the tone and mood of the store.  In contrast, Sammy’s decision to quit his job as a result of Lengel’s actions brings him over to the contrasting side of the three women.

Throughout, Updike succeeds in making the reader feel the mood of the store, one of boredom and normality.  This makes the actions and interactions even more interesting.  The discomfort of the conflict can be felt by the reader.

Work Cited

Updike, John.  “A & P.” The Compact Bedford Introduction to Literature, edited by Michael Meyer and D Quentin Miller, 12th ed., Bedford/St. Martin’s 2020, pp. 140-144.

Peer Response Parameters:

  • Posts are at least 100 words
  • Posts build upon your peers’ experiences and ideas
  • Posts do not reiterate the content of a peer’s initial response instead, they add something new to the conversation by expressing a different perspective
  • In your reply, compare and contrast how the setting discussed in the original post compares or contrasts to another work read this week

Academic Honor Code

Academic Honor Code

As members of an academic community that places a high value on truth and the pursuit

of knowledge, Saint Leo University students are expected to be honest in every phase of

their academic life and to present as their own work only that which is genuinely theirs.

Unless otherwise specified by the professor, students must complete homework

assignments by themselves (or if on a team assignment, with only their team members).If

they receive outside assistance of any kind, they are expected to cite the source and

indicate the extent of the assistance. Each student has the responsibility to maintain the

highest standards of academic integrity and to refrain from cheating, plagiarism, or any

other form of academic dishonesty as well as reporting any observed instance of

academic dishonesty to a faculty member.

 

 

Student Misconduct/Classroom Disruption

Saint Leo University students are expected to conduct themselves at all times in accord

with good taste and observe the regulations of the university and the laws of the city,

state, and national government. All university community members—faculty, staff,

employees, students—have the right and obligation to report violations of civil or

university regulations to the appropriate university vice president or to the associate vice

president of Student Affairs. Should a university community member encounter a

disruptive student, the student shall be asked politely, but firmly, to leave the classroom

(or wherever the locus of disruption). A university official has the authority to do this if

the student is acting in a disruptive manner. If the student refuses, the appropriate office

Discussion Forum – Social Change And Modernity In Social Work

This assignment aims to create a written piece that incorporates the themes covered in this session. Answer the following question to learn more about the module’s topic(s):

  1. Your answer should be a minimum of 450 words.
  2. It should provide an example demonstrating the studied concept’s applicability.
  3. The submitted work must be of your authorship without using citations and based on the content addressed in the module or another source.

What is your reaction to this video — thoughts & feelings

Assignment 1: at least 200 words APA format; cite relevant sources

 

What is your reaction to this video — thoughts & feelings?

https://youtu.be/vzjzSLqX0W4

 

Assignment 2: at least 200 words APA format; cite relevant sources

After watching these 5 short chapter videos. Discuss your thoughts and feelings regarding this topic of brain injury.

https://www.braininjury101.org/

Assignment 3: at least 200 words APA format; cite relevant sources

Discuss your global impression of the four videos on schizophrenia along with any specific impressions you may have.

Instructions: Study the Lecture Content and Readings and Multimedia for this module.

Instructions: Study the Lecture Content and Readings and Multimedia for this module.

· Select one of the concepts studied in the module and provide a historical example of the concept. Include details about the historical source and its structural changes over time or chronology.

Remember to review the  academic expectations  for your submission.

General Instructions for the Discussion Forum

1. Post your answer as established by your instructor on the course calendar. Your comments must be written in your own words. You can offer examples and quotes to support your proposals. Citations of other authors must be properly documented (author’s name, title, date, etc.).

2. Post your comments to the response of at least two (2) of your classmates on or before the day set by your instructor on the course calendar. Your reaction may be based on personal experiences, study material, or additional information obtained from the  Online Library(Links to an external site.)Links to an external site.  or others, and may include:

· Some understanding received from what is published that synthesizes the information and offers new perspectives or suggestions.

· The validation or rejection of the idea (supported by your experience or research).

· New information that broadens, adds or contrasts perspectives (based on reading and evidence).

3. Remember that your work must be original and must not contain material copied from books or the internet. You must respect the intellectual property of the authors and not commit plagiarism.

4. Examine the criteria used to evaluate your assignment to find out how to get the highest grade for your work. The assignments are graded or evaluated through rubrics or by the distribution of points.

5. Before submitting your entry, read your message several times. This will ensure that it contains the exact information you want to communicate.

 

Submission Instructions:

· Submit your initial discussion post by 11:59 pm ET on Wednesday.

· Contribute a minimum of 150 words for your initial post. It should include at least 2 academic sources, formatted, and cited in APA.

Personality Psychology Trait Theory

1.List your percentile scores for each category as they appear on the site:
Open-Mindedness:
Conscientiousness:
Extraversion:
Agreeableness:
Negative Emotionality

2.The site producing the scores provides a descriptor for each score. Discuss a sentence that particularly stood out to you and why.

3.Utilizing at least one peer-reviewed resource, write a paragraph explaining the benefit of using personality testing in order to determine whether an individual should be employed in a specific job.

4.Utilizing at least one peer-reviewed resource, write a paragraph explaining the limitations of using personality testing in order to determine whether an individual should be employed in a specific job.

5.Imagine a situation where a person suddenly had access to the test results of a boyfriend/girlfriend. Explain why this person may have a strong desire to review the results of their significant other. Discuss what social and ethical problems could arise from seeing their results.

6.Discuss if we should know the personality profiles of our community leaders. Discuss what the public might gain or lose from having those profiles.

Describe the researchers’ questions and hypotheses.

  1. Describe the topic, purpose, and importance of the study.
  2. Describe the researchers’ questions and hypotheses.
  3. Describe the methods and unique features of the study.
  4. Describe their findings and the implications of the results.
  5. Then critique the article with at least the following questions:
    1. Do you have confidence in the researchers’ findings (i.e., were there critical flaws in the study design or confounds that might have occurred in the study)?
    2. Does the study generalize to other people that were not the subject of the research (e.g., college student study generalizing to everyone, study in the US applying to other cultures)?
    3. What does the study mean in the big picture and how does it apply to society in general (i.e., how does it impact society in general)?

Running head: CRITIQUE WORKSHEET

Running head: CRITIQUE WORKSHEET 1

CRITIQUE WORKSHEET 5

 

 

 

 

 

Article Critique Worksheet

Student Name

Keiser University

Instructor

PSY501

Date

 

Article Critique Worksheet

1) Discuss the Introduction and Literature Review sections:

a. What is the topic of the article?

 

 

 

 

b. What was the research question(s)/statement of the purpose?

 

 

 

 

c. What were the hypotheses?

 

 

 

 

d. What empirical information did the authors include in the background section that helped guide the development of research question(s) and hypotheses of the study?

 

 

 

 

e. What is the importance of this study? In other words, what “gap” in the literature does this study attempt to address?

 

 

 

 

2) Discuss the MethodS section:

a. Characteristics of the participants – who were they, how many, and demographic characteristics such as age, gender, ethnicity.

 

 

 

 

b. What materials did they use to conduct the study/measure their variables? Be specific.

 

 

 

 

c. What was the procedure involved in collecting the data (e.g., what did the participants have to do?). Be specific.

 

 

 

 

d. What were the plans for statistical analyses? Be specific.

 

 

 

 

3) Discuss the Results:

a. What were the primary findings of the study?

 

 

 

 

b. Did the findings support the research questionn/hypotheses? Explain.

 

 

 

 

c. What are the implications of the findings? (how can we relate it to the “big picture”?)

 

 

 

 

4) Discuss your critical analysis of the research:

a. What were the limitations/problems addressed by the authors?

 

 

 

 

b. What limitations can you find that may not have been mentioned by the authors?

 

 

 

 

c. What are the strengths of the study?

 

 

 

 

 

d. What could be done differently to improve the study/research article? Be specific and explain what limitation these suggestions would address and how.

 

 

 

 

e. Are the results generalizable? Why or why not? (Remember that generalizability relates to the ability to apply the findings to others that did not participate in the research)

 

 

 

 

 

Reference

Include a reference for the article in APA style

Dead of AIDS and Forgotten in Potter’s Field – The New York Times

Dead of AIDS and Forgotten in Potter’s Field – The New York Times

https://www.nytimes.com/2018/07/03/nyregion/hart-island-aids-new-york.html?nytmobile=0 1/7

Dead of AIDS and Forgotten in Potter’s Field In an untold chapter of the AIDS epidemic, scores of unclaimed bodies were buried in a remote spot on Hart Island. How many exactly remains unclear.

By Corey Kilgannon

July 3, 2018

The bodies reached Hart Island on a ferry like all the others, in spare wooden boxes and bound for ignominious mass interment off the coast of the Bronx where New York City buries its unclaimed dead by the hundreds in long, shallow trenches.

But when these 17 bodies arrived in 1985, the island’s hardened crews, used to burying dozens of indigent people per week, recoiled. These were different. They had died from a widely feared nascent disease called AIDS, an illness that at the time had a skyrocketing death toll.

The bodies were kept out of the trenches and instead quarantined in a remote spot on the island’s southernmost tip, buried deep in individual graves.

“This was a scary time and people were avoiding AIDS patients like the plague,” recalled Eugene Ruppert, 69, who retired as a captain with New York City’s Department of Correction, which oversees burials on Hart Island.

The island would go on to receive scores, if not hundreds, of people who died during the AIDS epidemic, which during the 1980s and 1990s killed more than 100,000 people in New York, about a quarter of AIDS deaths nationwide during the same period.

Trying to pin down the precise number of those with AIDS buried on Hart Island is difficult. A longstanding stigma about the island and criticism that the burial practices are crude and outdated have made city officials reluctant to provide many details. Officials at several city agencies involved in the burials refused interview requests to discuss the issue and insisted that no data or any other information was available on AIDS burials.

Subscribe to The Times You have 4 free articles remaining.

 

 

7/14/2018 Dead of AIDS and Forgotten in Potter’s Field – The New York Times

https://www.nytimes.com/2018/07/03/nyregion/hart-island-aids-new-york.html?nytmobile=0 2/7

But piecing together an estimate is possible by surveying the many hospitals that treated AIDS patients during the epidemic and sent bodies to potter’s field. By that accounting, the number of AIDS burials on Hart Island could reach into the thousands, making it perhaps the single largest burial ground in the country for people with AIDS.

It is an untold chapter of the AIDS crisis, but in recent years some of the island’s secrets have started to tumble out largely because of the work of a longtime activist whose legal pressure has wrested information from the city, giving relatives of people with AIDS answers they have long sought.

One of them, Elsie Soto, 35, of the Bronx, learned recently that her father, Norbert Soto, who died in 1993 from AIDS, is buried on the island.

It was a double indignity to die from such a stigmatized disease and then be buried in anonymity in a mass grave, said Ms. Soto, who visited the island in April on one of the monthly trips that the Correction Department now offers relatives. She recalled being escorted by a correction officer to a broken marker at a mass grave.

“They said, ‘He’s here in this section,’’ she said. “I’m like, ‘But where?’’’

By 1987, AIDS was killing thousands of New Yorkers a year, with spikes to more than 8,000 fatalities annually in the mid‑1990s before deaths declined as new treatments became available.

A marker over the grave of the first child with AIDS buried on Hart Island. The inscription “SC‑B1 1985” stands for Special Child, Baby 1, 1985. Melinda Hunt in collaboration with Joel Sternfeld/The Hart Island

Project

It was a time when AIDS wards were crowded with patients, and medical personnel focused on treating the living, leaving the fate of unclaimed bodies largely unobserved and little documented.

 

 

7/14/2018 Dead of AIDS and Forgotten in Potter’s Field – The New York Times

https://www.nytimes.com/2018/07/03/nyregion/hart-island-aids-new-york.html?nytmobile=0 3/7

Even among AIDS experts and doctors, nurses, hospital administrators and advocates with key roles during the epidemic, not much is known about AIDS victims on the island. Who were they? And how did they wind up there?

“Part of the history of the AIDS epidemic is buried on Hart Island, and it’s the unknown part,” said Melinda Hunt, the longtime advocate who has battled the city for information and believes that the island should be open to the public.

The stigma and lifestyle associated with AIDS left many patients — whether young, gay or poor intravenous drug users — prone to being estranged from loved ones.

Private burials were difficult to arrange because many funeral directors either refused to handle AIDS corpses or charged higher fees.

Ms. Soto said her family had such a hard time finding an affordable funeral home that “Hart Island was literally our only option.”

She and other relatives of those with AIDS have sought help from Ms. Hunt, a visual artist who runs The Hart Island Project, which operates an interactive searchable database using burial data obtained through Freedom of Information requests.

Correction Department officials said that, like other cemetery operators, they were not privy to causes of death and did not have a tally for AIDS burials on Hart Island.

Officials with three city agencies involved with AIDS patients — the Health Department, the Office of Chief Medical Examiner, and NYC Health + Hospitals — said they had no information available that could shed light on the issue.

Barbara Butcher, a longtime chief of staff for the city’s medical examiner before retiring in 2015, said she was told about individual AIDS burials during a visit to Hart Island during the 1990s.

“I said, ‘Why are they buried separately,’ and they said, ‘Because they had AIDS,’” recalled Ms. Butcher who is now a forensic consultant. “I said, ‘Do you think the other dead people will catch it from them?’ and they said, ‘Well, we didn’t know what to do.’”

 

 

7/14/2018 Dead of AIDS and Forgotten in Potter’s Field – The New York Times

https://www.nytimes.com/2018/07/03/nyregion/hart-island-aids-new-york.html?nytmobile=0 4/7

Relatives of those buried on Hart Island can make a trip there during one of the monthly gravesite visits that the Correction Department offers. Todd Heisler/The New York Times

Mr. Ruppert, who managed burials on the island during the 1990s, said the early panic over AIDS frightened his burial crews, which included correction officers supervising Rikers Island jail inmates working as gravediggers.

Even though some of those with AIDS had been dead for weeks or even months, the crews still feared being infected by bodily fluids.

So the medical examiner sent the corpses in body bags to prevent leakage and inmates wore protective jumpsuits that were disposed of after each burial, Mr. Ruppert said.

 

 

7/14/2018 Dead of AIDS and Forgotten in Potter’s Field – The New York Times

https://www.nytimes.com/2018/07/03/nyregion/hart-island-aids-new-york.html?nytmobile=0 5/7

“The medical examiner forewarned us they were coming, and we didn’t know if they’d be contagious even after death,” Mr. Ruppert said. “We were flying by the seat of our pants because there were no regulations.”

The bodies were buried “as far as we could go with the backhoe,” Mr. Ruppert said.

After it became clear that the cadavers were not contagious, AIDS bodies became part of the mass burials.

As a result, the initial 17 AIDS burials, each with its own tiny concrete marker bearing a number, are perhaps the only individually marked graves among the estimated 1 million bodies interred on the island.

The number of burials annually on Hart Island do not align neatly with AIDS deaths from year to year during the epidemic. But they do track the increase in the late 1980s as well as the decrease after 1995.

One clue to AIDS burials comes from the Hart Island burial records, which the Department of Correction began making public in 2013 as a searchable list on its website.

A New York Times examination of the records, which includes the names of individual hospitals from where bodies came but not causes of death, showed that many hospitals with sizable AIDS wards sent hundreds of patients to Hart Island during the epidemic. Some sent well over 1,000.

From 1980 through 2000, there were about 1,500 bodies buried on Hart Island from Bellevue Hospital Center, which had the city’s largest AIDS treatment center. Another roughly 1,750 bodies came from St. Luke’s‑Roosevelt Hospital and nearly 1,500 from Harlem Hospital Center, both of which also had large AIDS wards.

During the same period, nearly 1,000 bodies arrived from St. Vincent’s Hospital, whose AIDS ward gained recognition as the epicenter of the medical fight against AIDS. Another 455 came from St. Clare’s Hospital in Manhattan, another major AIDS treatment center.

 

 

7/14/2018 Dead of AIDS and Forgotten in Potter’s Field – The New York Times

https://www.nytimes.com/2018/07/03/nyregion/hart-island-aids-new-york.html?nytmobile=0 6/7

A small heart shaped stone left as a marker on Hart Island. Todd Heisler/The New York Times

Hart Island burials also came in smaller numbers, like the 27 from Rivington House, a nursing home in Manhattan exclusively for AIDS patients, and 48 from Terence Cardinal Cooke Health Care Center in Manhattan, which had a busy AIDS ward during the epidemic.

Dr. Stephen W. Nicholas, who ran several pediatric AIDS units during the epidemic, recalled treating so‑called AIDS babies in the mid‑1980s at Harlem Hospital, many of whose mothers were often homeless drug addicts dying from AIDS.

He remembered asking a nurse about burial arrangements for one early patient.

“She said, ‘Oh no, these babies go to potter’s field,’” said Dr. Nicholas, now a dean at the Vagelos College of Physicians and Surgeons at Columbia University.

“It dawned on me that many of these kids didn’t have anyplace to go for a decent burial,” he said.

 

 

7/14/2018 Dead of AIDS and Forgotten in Potter’s Field – The New York Times

https://www.nytimes.com/2018/07/03/nyregion/hart-island-aids-new-york.html?nytmobile=0 7/7

Dr. Nicholas said he saw images taken by a photographer, Claire Yaffa, of babies being buried on Hart Island. “It made me sick to see these crates stacked up and bulldozers just covering them over,” said Dr. Nicholas, who began pushing hospital administrators to coordinate with charity groups to arrange burials for his patients.

Robert Ruggiero, who owned a Bronx funeral home that was one of the first in New York willing to embalm AIDS cadavers, said making burial arrangements often involved calling the estranged families of young gay men who had come to New York for acceptance.

“The parents would say, ‘It’s not our problem — just do what you have to do,’” he recalled. “These families were so disheartened by the lifestyle their son was living. Some said, ‘Just cremate him and mail us the ashes.’”

In many cases, relatives have no idea that a loved one is buried on Hart Island. Paul Alladice, an actor from Harlem who had a role in the 1969 film “Putney Swope,” died of AIDS at Saint Luke’s Hospital in 1997. After years of searching and wondering, his daughter, Fahja Alladice, and his brother, Darryl Alladice, finally found his body recently with the help of a forensics consultant they hired.

Another notable person buried on Hart Island is Rachel Humphreys, who in the mid‑1970s was Lou Reed’s transgender partner and the inspiration for the music and artwork on Mr. Reed’s 1976 album “Coney Island Baby.”

Ms. Humphreys, whose birth name was Richard, died in 1990 at St Clare’s Hospital, which specialized in treating AIDS patients at the time, though Ms. Humphreys’ official cause of death is unknown.

Ms. Hunt said she learned about the burial ground for the first 17 AIDS patients while perusing an obscure infrastructure report conducted by a sanitation consultant. After hiring a drone operator recently to videotape the island, she was able to locate the tiny grave markers in the footage.

Ms. Hunt said the site deserves its own memorial.

“No one has acknowledged these burials,” she said. “And they’re an important part of the history of the city and the AIDS epidemic.”

The markers include what Ms. Hunt calls the “tomb of the unknown child,” the 1985 grave of the first Hart Island burial of a child who died from AIDS.

It reads “SC‑B1 1985,” or Special Child, Baby 1, 1985.

A version of this article appears in print on July 4, 2018, on Page A16 of the New York edition with the headline: Shunned In Life, Forgotten In Death

 

The primary concern of Amy.

Post:

  • The primary concern of Amy.
  • Using the Triage Assessment Form (TAF) as a guide, identify Amy’s overall symptom severity on a scale from 1-30.
  • Identify what would be your next step to help Amy.

Resources: