Friday, October 4, 2013

Wild Moneyless Hero



Daniel Suelo, Cheryl Strayed, and Joseph Campbell
In class this semester we have followed the unorthodox and pious life of Daniel Shellaberger (nee’ Daniel Suelo) through Mark Sundeen’s biography The Man Who Quit Money. We have discussed how Sundeen’s book analyzes Suelo’s life through Joseph Campbell’s theory about the hero’s journey and how Sundeen argues that a character like Suelo is best understood according to mythological criteria—which emphasize change, growth, and the development of potential—rather than modern ones, which emphasize money, power, and comfort. Among other things, Sundeen notes how the blunder of eating a poisonous cactus (and later morideros) functioned similar to what Campbell would see as the call to adventure; how a failed suicide was an attempt to shun or refuse that call; how a failed relationship with a younger Matthew was a meeting with a Temptress; and finally, how these events resulted in Suelo’s decision to live completely without money.
More recently, we have begun to learn about the perambulations of the at-the-time-young Cheryl Strayed in her 2012 memoir Wild. While we are still in the process of reading her account of hiking the Pacific Crest Trail (while carrying the heavy burden of her mother’s death, her splintering marriage, and perhaps the heaviest backpack ever to be carried from California to Oregon), we can also glimpse how her story is similarly flecked with mythological elements: from the blunder that opened up the journey, to the trials and difficulties that she undergoes while on the trail, and eventually to her return back to the world.
Assignment Write a 5 to 7 page essay that synthesizes these three sources and that demonstrates how Daniel Suelo and Cheryl Strayed do or do not correspond to Joseph Campbell’s theory. Would Joseph Campbell think that Strayed and Suelo’s stories are hero myths? Be sure to support your answer by using Campbell’s schema of separation, initiation, and return. When applying the components of Strayed and Suelo’s story to Campbell’s thesis, be as specific as possible.
Important: it is not enough to identify the separation–initiation–return elements of these books; these components are rather obvious. Instead, you should give a deeper analysis that looks closely at how these stories fit into the following list of subcategories. Let me stress this point: The more you analyze and develop your answer according to the following subcategories, the more persuasive it will be. Recall the following from Campbell:
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Phase 1. Departure. The Call to Adventure. Refusal of the Call. Supernatural Aid. The Crossing of the First Threshold. The Belly of the Whale.
Phase 2. Initiation. The Road of Trials. The Meeting with the Goddess. Woman as the Temptress. Atonement with the Father. Apotheosis. The Ultimate Boon.
Phase 3. Return. Refusal of the Return. The Magic Flight. Rescue from Without. The Crossing of the Return Threshold. Master of the Two Worlds. Freedom to Live.
Also important: It is not necessary to analyze every single one of these subcategories. In fact, many of them do no even apply to the Suelo/Strayed narratives. As we have discussed in class, Campbell’s theory—like all theories—is a schema of the general and not of any particular, which means that you should focus on the categories and sub-categories that seem to be the most present and instrumental in the stories; likewise, it means that you should eliminate or outright ignore the ones that are not present or are de-emphasized. Also, the sub-categories may not appear in the linear sequence that Campbell has them in (for example, you may find that The Belly of the Whale category occurs in the Initiation phase) so try not to get stuck on making things fit into the neat, first-to-last order that Campbell has them in. A balanced paper would focus on at least two of the subcategories from each phase.
More Details For the 8 am Monday/Wednesday class, the essay is due promptly at the beginning of class on Wednesday, October 23rd.
For the 3:55 pm Tuesday/Thursday class, the essay is due promptly at the beginning of class on Thursday, October 24th.
There are no excuses for late essays. Make sure to staple your essay in the top left corner (unstapled papers are not finished papers). Give it an original title. Meticulously follow the following formatting instructions: 12 point Times New Roman font; Standard 1.25 inch margins; name, date, instructor name and class at top left of page one; no cover pages. All citations should be in MLA format, and should reference the page numbers from the Strayed, Sundeen, and Campbell texts as given to you in class. A Works Cited page is not necessary unless you incorporate other sources, in which case you should include an accurate Works Cited. Good luck.
Final note: you will need to quote from Campbell in this essay repeatedly, and I recommend that you read beyond the excerpt we read in class; specifically, I recommend you reading to find out what Campbell says about each of these subcategories. One way to start is to try to find a choice quote about each subcategory that illustrates what Campbell thinks about it and, then, to use that quote to explain the moment Suelo/Strayed is going through. For example, Campbell describes the “call to adventure” with the following: “A blunder–apparently the merest chance–reveals an unsuspected world, and the individual is drawn into a relationship with forces that are not rightly understood….and no matter what the stage or grade of life, the call rings up the curtain, always, on a mystery of transfiguration–a rite, or moment, of spiritual passage, which, when complete, amounts to a dying and a rebirth.” I recommend you finding a quote of this sort for each of the subcategories. There are several copies of The Hero With a Thousand Faces in the City College library. Also, the entire book is available as a PDF online; simply google the phrase “The Hero With a Thousand Faces pdf” or go to the following address:
http://www.drjohncervantes.com/PDF/The_Hero_With_A_Thousand_Faces.pdf

Efforts of Alliant


Describes the efforts of Alliant, a power and natural gas company out of Wisconsin, to increase the diversity of its workforce and its suppliers, particularly minority- and women-owned businesses. The case takes a close look at Alliant’s efforts to improve diversity awareness.
Why is Alliant so committed to diversity?
How will this benefit the company?

T-test and ANOVA Exercises



The hypothesis being tested is: Women who are working will have a lower level of depression as compared to women who are not working.
Using Polit2SetC SPSS dataset, which contains a number of mental health variables, determine if the above hypothesis is true.
Follow these steps when using SPSS:
1. Open Polit2SetC dataset.
2. Click Analyze then click Compare Means, then Independent Sample T-test.
3. Move the Dependent Variable (CES_D Score “cesd”) in the area labelled Test Variable.
4. Move the Independent Variable (Currently Employed “worknow”) into the area labelled Grouping Variable. The worknow variable is coded as (0= those women who do not work and 1= those women who are working). Click on Define Groups in group 1 box type 0 and in group 2 box type 1. Click Continue.
5. Click continue and then click OK.
Assignment: Through analysis of the data and use of the questions below write one to two paragraphs summarizing your findings from this t-test.
1. How many women were employed versus not employed in the sample?
2. What is the total sample size?
3. What are the mean (SD) CES-D scores for each group?
4. Interpret the Levene’s statistic. (Hint: Is the assumption of homogeneity of variance met? Are equal variances assumed or not assumed?)
5. What is the value of the t-statistic, number of degrees of freedom and the p-value?
6. Does the data support the hypothesis? Why or why not?
Part II
Hypothesis: Women who reported depression scores in wave 1 and wave 2 of the study did not have a significant difference in their level of depression.
Using Polit2SetC SPSS dataset, determine if the above hypothesis is true.
Follow these steps when using SPSS:
1. Open Polit2SetC dataset.
2. Click Analyze then click Compare Means, then Paired Samples T-test.
3. First click on CES-D Score (cesd) and move it into the box labelled Paired Variables (in the rectangle for Pair 1 of Variable 1 and then click on CESD Score, Wave 1 (cesdwav1) and move it into the Paired Variables box (in the rectangle next to CES-D Score, pair 1, variable 2).
4. Click continue and then click OK.
Assignment: Through analysis of the data and use of the questions below write one to two paragraphs summarizing your findings from this t-test.
1. What is the total sample size?
2. What are the mean (SD) CES-D scores at wave 1 and wave 2?
3. What is the mean difference between the two time periods?
4. What is the value of the t-statistic, number of degrees of freedom and the p-value(sig)?
5. Does the data support the hypothesis? Why or why not?
Part III
Using Polit2SetC dataset, run independent groups t-tests for three outcomes. The outcome variables are CES-D Score (cesd), SF12: Physical Health Component Score, standardized (sf12phys) and SF12: Mental Health Component Score, standardized (sf12ment).
Follow these steps when using SPSS:
1. Open Polit2SetC dataset.
2. Click Analyze then click Compare Means, then Independent Sample T-test.
3. Move the Dependent Variables (CES_D Score “cesd”, SF12: Physical Health Component Score, standardized (sf12phys), and SF12: Mental Health Component Score, standardized (sf12ment) ) in the area labelled Test Variable.
4. Move the Independent Variable (Educational Attainment “educatn”) into the area labelled Grouping Variable. The educatn variable is coded as (1= no high school credential and 2=diploma or GED). Click on Define Groups in group 1 box type 1 and in group 2 box type 2. Click Continue.
5. Click continue and then click OK.
Assignment: Create a table to present your results, use the table 6.3 in Chapter 6 as a model. Write one or two paragraphs explaining your results.
Week 5 Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources.
Required Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Readings
• Kovner, A. R., &Knickman, J. R. (Eds.). (2011). Health care delivery in the United States (Laureate Education, Inc., custom ed.). New York, NY: Springer Publishing.
o Chapter 7, “Health and Behavior” (pp. 125–129)
This chapter discusses the role of behavior on health and describes behavioral risk factors and potential community-based interventions.
Backer, E. L., Geske, J. A., McIlvain, H. E., Dodendorf, D. M., &Minier, W. C. (2005). Improving female preventive health care delivery through practice change: An Every Woman Matters study. Journal of the American Board of Family Practice, 18(5), 401–408.
Retrieved from the Walden Library databases.
This article informs the Assignment as an example of a health program that was not successful. You will conduct additional research on this topic to determine current advocacy programs that have been more effective.
Hancock, C., & Cooper, K. (2011). A global initiative to tackle chronic disease by changing lifestyles.Primary Health Care, 21(4), 24–26.
Retrieved from the Walden Library databases.
This article details the efforts of the C3 Collaborating for Health charity. In particular, C3 focuses on minimizing the risk factors of poor dieting, smoking, and low physical activity.
Schwartz, S. M., Ireland, C., Strecher, V., Nakao, D., Wang, C., & Juarez, D. (2010). The economic value of a wellness and disease prevention program. Population Health Management, 13(6), 309–317.
Retrieved from the Walden Library databases.
The authors of this article detail a study that sought to determine the economic consequences of a disease prevention program conducted by the Hawaii Medical Service Association.
Tengland, P. (2010). Health promotion and disease prevention: Logically different conceptions? Health Care Analysis, 18(4), 323–341.
Retrieved from the Walden Library databases.
This article investigates the differences and causal connections between health promotion and disease prevention.

Internal operations of a healthcare organization


Understanding Healthcare Organizations: Internal Operations
Assess the opportunities and challenges that health care administrators and others working in this organization and others may encounter with regard to:
• Vision, mission, values, and culture
• Organizational structure
• Physician relations and collaborative relationships among health services professionals
• Governance
With this in mind, write a 1- to 2-page paper in which you:
• Summarize significant information about the internal operations of this organization shared during the interview.
• Analyze the organization’s strengths and challenges related to each of the following:
o Vision, mission, values, and culture
o Organizational structure
o Physician relations and collaborative relationships among health services professionals
o Governance
Be sure to support your analysis with specific examples from the interview/answers.

Nightsong City


1 “Nightsong City The poem starts as if it were a love poem addressed to a person. At which point to you realize that line 1 is “figurative” and the “love” refers to is the city the speaker calls home?
2
“Harlem” poem
Explain how you feel that each of the comparisons is effective and meaningful in this Hughes poem.
3
“The Road Not Taken” poem
This poem is often read as a poem about not conforning to
the majority, taking the road that most people do not take.
Frost was hesitant about this reading.
What other reading or readings could you give to the poem?
4
“Buffalo Bill ‘s”poem

What is the effect on meaning to put individual words on
separatelines, to break lines and situate words
at unexpected places, and to jam words together?
Tell us about your interpretation of this poem.
(You should read it aloud first.)

Community Engaged Learning


Arrangement of Community Engaged Learning Setting
1. 2page summary of their placement .Graded accordingly
2. APA format: typed double space, 12 point font, 1 inch margins, headings, etc.
3. Name and brief description of the agency, i.e., services provided, staff make-up, clientele, funding, etc.
4. Students role \responsibilities while at the agency ,be specific
5. Significance of agency within the social welfare delivery system
6. Name and contact information of students supervisor
7. A rough schedule of students service hours
Here’s the link for the place I will go for it (youth impact)
http://www.youthimpactogden.org/

History/Book


Discussion Questions for “George Robert Twelves Hewes” Alfred F. Young, “George Robert Twelves Hewes (1742-1840): A Boston Shoemaker and the Memory of the American Revolution” The William and Mary Quarterly 38 no. 4 (Oct. 1981): 561-623.
Answer all of the questions and be prepared to discuss them in depth. In each answer, use at least one quotation from the text and cite it properly, like this: (Young, 620). Your answers should be detailed, written in complete sentences (not bullet points), and at least 1 full paragraph of at least 5-6 sentences. You also must answer every part of the question to get full credit.
1. Young starts out the article with two anecdotes and a discussion of “deference.” What does he mean by this term in the context of 18th century America?
2. Young writes that “the boy became a shoemaker – because he had very little
choice” (Young, 575). Why did he have very little choice, and what were the various factors that led Hewes to become a shoemaker?
3. Does Hewes’ life story offer us any different ideas about what caused the Revolution? How much did small, everyday, individual actions play a role in bringing the Revolution about?
4. Young thinks that some of Hewes’ memories, like the idea that he was next to John Hancock at the Boston Tea Party, are probably not true. But he says these “false” memories still matter. Why?
5. Hewes’ story gives us a chance to see the Revolution from the perspective of a commoner. What does his story tell us about the difference between popular action and the more elite revolutionary efforts? Do you think the commoners’ experiences of the Revolution were radically different than those of the elites?