Crime and revenge in mythical and historical accounts

In a coherent, unified essay of approximately two printed, double-spaced pages (about 500 words), please discuss: Both Agamemnon and 2 Samuel 13-19 are about crimes and revenge, but because the major characters in the biblical account have greater psychological depth and complexity, this account is more realistic.

At the end of sentences in which you directly quote, closely paraphrase or offer a key
interpretation, please reference in parentheses the appropriate verses/page(s). For instance,
“’Now therefore let me go into the presence of the king; and if there is guilt in me, let him kill
me.’” 2 Samuel 14:32b-33.

Samual Reading:

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Oral History Project

Conduct an oral history project of an older individual who attended school at least 20 years prior to the student. The student will record an oral history of that individual’s experiences with literacy instruction, and then listen to the recording. Write down excerpts of oral history, to be used in a written reflection. Each reflection should contain at least 5 quotes from the interviewee (i.e., the person providing the oral history).

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Assessment of “Zell Kravinsky”

The World Around (Hooley et al. 2020, p. 6)
Us Extreme Generosity or Pathological Behavior? Zell Kravinsky was a brilliant student who grew up in a working-class neighborhood in Philadelphia. He won prizes at school, and at the age of 12, he began investing in the stock market. Despite his abilities, his Russian immigrant parents were, in the words of a family friend, “steadfast in denying him any praise.” Kravinsky eventually completed two Ph.D. degrees and indulged his grow-ing interest in real estate. By the time he was 45 years old, he was married with children. His assets amounted to almost $45 million. Although Kravinsky had a talent for making money, he found it difficult to spend it. He drove an old car, did not give his children pocket money, and lived with his family in a modest home. As his fortune grew, however, he began to talk to his friends about his plans to give all of his assets to charity. His philanthropy began in earnest when he and his wife gave two gifts, totaling $6.2 million, to the Centers for Disease Control Foundation. They also donated an apartment building to a school for the disabled in Philadelphia. The following year the Kravinskys gave real estate gifts worth approximately $30 million to Ohio State University. Kravinsky’s motivation for his donations was to help others. According to one of his friends, “He gave away the money because he had it and there were people who needed it. But it changed his way of looking at himself. He decided the purpose of his life was to give away things.” After he had put some money aside in trust for his wife and his children, Kravinsky’s personal assets were reduced to a house (on which he had a substantial mortgage), two minivans, and around $80,000 in stocks and cash. He had essentially given away his entire fortune. Kravinsky’s donations did not end when his financial assets became depleted. He began to be preoccupied with the idea of nondirected organ donations, in which an altruistic person gives an organ to a total stranger. When he learned that he could live quite normally with only one kidney, Kravinsky decided that the personal costs of giving away one of his kidneys were minimal compared to the benefits received by the kidney recipient. His wife, however, did not share his view. Although she had con-sented to bequeathing substantial sums of money to worthwhile charities, when it came to her husband offering his kidney, she could not support him. For Kravinsky, however, the burden of refusing to help alle-viate the suffering of someone in need was almost unbearable, even if it meant sacrificing his very own organs. He called the Albert Einstein Medical Center and spoke to a transplant coordi-nator. He met with a surgeon and then with a psychiatrist. Kravinsky told the psychiatrist that his wife did not support his desire to donate one of his kidneys. When the psychiatrist told him that he was doing something he did not have to do, Kravin-sky’s response was that he did need to make this sacrifice: “You’re missing the whole point. It’s as much a necessity as food, water, and air.” Three months later, Kravinsky left his home in the early hours of the morning, drove to the hospital, and donated his right kid-ney. He informed his wife after the surgery was over. In spite of the turmoil that his kidney donation created within his family, Kravinsky’s mind turned back to philanthropy almost immediately. “I lay there in the hospital, and I thought about all my other good organs. When I do something good, I feel that I can do more. I burn to do more. It’s a heady feeling.” By the time he was dis-charged, he was wondering about giving away his one remaining kidney. After the operation, Kravinsky experienced a loss of direc-tion. He had come to view his life as a continuing donation. How-ever, now that his financial assets and his kidney were gone, what could he provide to the less fortunate? Sometimes he imagines offering his entire body for donation. “My organs could save several people if I gave my whole body away.” He acknowl-edges that he feels unable to hurt his family through the sacrifice of his life. Several years after the kidney donation, Kravinsky still remains committed to giving away as much as possible. How-ever, his actions have caused a tremendous strain in his marriage. In an effort to maintain a harmonious relationship with his wife, he is now involved in real estate and has bought his family a larger home. (Taken from I. Parker, 2004.)

The Assignment: (1-2 pages)
• Identify what information would be important to collect during the initial assessment process to make a diagnosis and why.
• Explain what methods you would use to collect the data or make ongoing assessment.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
• Chapter 4, “Clinical Assessment and Diagnosis”

Hooley, J. M., Butcher, J. N., & Nock, M. K. (2020). Abnormal psychology (18th ed., pp. 96-
122). Pearson Publishing.
• Section III: Emerging Measures and Models
“Cultural Formulation” (pp. 749–759)
• Appendix
“Glossary of Cultural Concepts of Distress” (pp. 833–837)

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History Question

1) is anything familiar to you about Ancient Greece? (Chapter 10). If so, what?
2) Is anything familiar to you about Ancient Rome? (Chapter 11). If so, what?
3) would you rather have lived in Ancient Greece or Rome? Why?

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History Analysis

• For each time period, you must select 4 examples of artwork from each period; these should come from your research. I suggest looking at the images (search the Collections) available on these museum websites:

o (Links to an external site.)Links to an external site. (Metropolitan Museum of Art) (Links to an external site.)Links to an external site. (Carnegie Museum of ART) (Links to an external site.)Links to an external site. (Philadelphia Museum of Art) (Links to an external site.)Links to an external site. (Museum of Fine ARTS Boston) (Links to an external site.)Links to an external site. (Museum of Modern Art) (Links to an external site.)Links to an external site. (Los Angeles County Museum of Art) (The Museum of Fine Art Houston) (Links to an external site.) (Links to an external site.)Links to an external site. (High Museum of Art, Atlanta)

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How use opiate began in the world

Chapter 9- Discuss how use opiate began in the world and some of the dangerous associated with their use.
Chapter 10- Explain the process of creating cocaine from the coca leaf to the powdered substance sold on the
Chapter 11- Explain the dangers of marijuana versus the benefits of the legal use of medicinal marijuana?
Chapter 12- In cases where PCP use was implicated in use of force incidents by law enforcement; Discuss the
attributes of this drug and their role in police use of force.

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History, memory and representations of Blackness

Guiding reading questions for Forgeries of Memory and Meaning:
1) What is the relationship that Cedric Robinson articulates among history, memory and representations of Blackness?
2) What does he mean when he states that the figure of the “Negro” is an invention? Of what is this figure a product? Designed to produce what?
As you read the excerpt from Black Marxism, focus on these:
1) What is the Black Radical Tradition? Of what is it a tradition? In response to what historical processes is it?
2) What sort of history does Robinson offer us? Whose voices does he wish to empower and activate?

• George Lipsitz public lecture on Cedric Robinson and The Black Radical TraditionURL
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Sample Solution

Historical passage analysis

When you identify a passage, assume that your reader is unfamiliar with the work from which it was drawn; writing “This passage is in Plato’s book” is not sufficient. Plato wrote many boos; your reader may not know which one you are referring to. Be sure to briefly review Plato’s life and his work. You may wish to include a few historical facts in order to orient your reader. However, do not include anything that is not relevant to the passage under consideration. And finally, don’t cite a passage merely by referring to a page number. Assume that your reader’s edition of the work is not the same as yours. It is more useful to say, “ This passage is found in Part 1, chapter 4of …..” or words to that effects.

The Judaic culture
The rise of the Hellenic cultures

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Complete the 6 Cs for Simón Bolívar’s “Address at the Congress of Angostura” (attached below).

The 6 Cs are:

Citation: Who is the author/creator? When was it created?
Content: Describe the primary source in detail. What are the mainideas it presents?
Context: What is going on in the world, the country, the region, or thelocality when this was created?
Connections: Link the primary source to other things that you alreadyknow or have learned about.
Communication: Is this source reliable? Why or why not? Is there aspecific point-of-view or bias? If so, what?
Conclusions: How does the primary source contribute to our understanding of history?

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Evolution: The pattern of natural selection

Identify the pattern of natural selection going on in a population based on the most frequently seen
phenotype(s): directional, stabilizing, and disruptive selection.
Predict how phenotype frequencies would be expected to change with either a change in environment or the
introduction of a new, favorable mutation.
Relate the example given in the prompt to the four principles of natural selection– be able to “walk through” the
process by which a population evolves over a period of time.

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