Primary 作者为 Cmeiqing提交日期 2017年11月23日 11:07 上午

Primary作者为 Cmeiqing提交日期提交日期 2017年11月23日 1107上午 Ut C0800提交作提交作业业代

Primary作者为 Cmeiqing提交日期提交日期 2017年11月23日 1107上午 Ut C0800提交作提交作业业代

primary 作者为 CMeiqing æ交日期æ交日期: 2017å¹´11月23æ—¥ 11:07ä¸Šåˆ (UT C+0800) æ交作æ交作业业代代ç ç : 文档å称文档å称: primary.txt (1.99K) 文日文日总怕怕数数: 356 å—符å—符怕数数: % 相似指数 0% 网际网络æ¥æº 0% 出版物 20% å¦ç”Ÿæ–‡ç¨¿ 1 11% 2 9% ä¸å«å¼•æ–‡ å…³é— æŽ’é™¤å‚考书目 å…³é— æ—¥ç›¸ç¬¦ç»“æžœ å…³é— primary 原创性报告 主è¦æ¥æº Submitted to Bridgepoint Education å¦ç”Ÿæ–‡ç¨¿ Submitted to Alabama Southern Community College å¦ç”Ÿæ–‡ç¨¿ primary 作者为 CMeiqing primary 原创性报告 主è¦æ¥æº Behavior Management Models/Systems Table Description of how the Model/System Actively Engages Children Strengths and Weaknesses of the Model/System Two Quotes that Embody the Model/System Viewpoint Three Credible Websites that give Practical Classroom Applications, including URLs Classroom Management Model #1: Classroom Management Model #2: School-wide/Campus-wide Model #1: School-wide/Campus-wide Model #2: © 2015.

Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes

© 2014. Grand Canyon University. All Rights Reserved. © 2015. Grand Canyon University. All Rights Reserved. 14th-century Italian author Giovanni Boccaccio (1313–1375) probably started writing his collection of stories, The Decameron after the plague epidemic of 1348.

The book contains 100 tales told by a fictional group of seven young women and three young men sheltering in a secluded villa just outside Florence, Italy, to escape the Black Death. Written in vernacular Florentine Italian, Boccaccio had probably completed The Decameron by 1353. Excerpt from The Decameron: The symptoms were not the same as in the East, where a gush of blood from the nose was the plain sign of inevitable death; but it began both in men and women with certain swellings in the groin or under the armpit. They grew to the size of a small apple or an egg, more or less, and were vulgarly called tumors. In a short space of time these tumors spread from the two parts named all over the body.

Soon after this the symptoms changed and black or purple spots appeared on the arms or thighs or any other part of the body, sometimes a few large ones, sometimes many little ones. These spots were a certain sign of death, just as the original tumor had been and still remained. One citizen avoided another, hardly any neighbor troubled about others, relatives never or hardly ever visited each other. Moreover, such terror was struck into the hearts of men and women by this calamity, that brother abandoned brother, and the uncle his nephew, and the sister her brother, and very often the wife her husband. What is even worse and nearly incredible is that fathers and mothers refused to see and tend their children, as if they had not been theirs.

Paper For Above instruction

The Black Death, or the bubonic plague that devastated Europe in the 14th century, remains one of the most catastrophic pandemics in human history. Its profound impact on society, health, and culture has been extensively studied, revealing the intricacies of societal responses, medical understanding, and cultural transformations during crises. This essay explores the historical context of the Black Death as depicted in Giovanni Boccaccio’s "The Decameron," analyzes the societal reactions described, and discusses its significance in understanding historical responses to pandemics.

The Decameron, written around 1353 by Giovanni Boccaccio, offers a vivid depiction of Florence during the Black Death. The excerpt presents the terrifying symptoms of the disease—tumors and black spots—and highlights the societal breakdown, where neighborly and familial bonds disintegrated due to fear and death (Boccaccio, 1353). Boccaccio’s detailed account underscores the widespread chaos, with bodies piling in streets and people abandoning their loved ones. The reactions of citizens—fear, terror, abandonment—reflect the collective psyche overwhelmed by the scale of mortality. The image of relatives refusing to care for each other exemplifies how societies often respond to pandemics with panic-driven behaviors that exacerbate suffering and dislocation.

This account reveals several biases. Boccaccio, as an eyewitness and novelist, provides a visceral, perhaps dramatized, portrayal emphasizing horror. His narrative may be influenced by contemporary moral judgments about the plague’s divine punishment or societal decay (Hays, 1998). It is essential to consider that such descriptions might romanticize or exaggerate societal collapse to evoke emotional responses in readers. Boccaccio’s motivation might be partly to use the plague’s devastation as a moral and philosophical reflection on human fragility and divine justice, typical of medieval literature (Latham, 2001). Moreover, his audience—educated citizens and moralists—would resonate with tales of mortality, spiritual reflection, and societal critique.

Understanding the context of Boccaccio’s writing enriches the interpretation of "The Decameron." Crafted during a period of immense social upheaval, the work served as both entertainment and a moral commentary. It was composed in Italy during the aftermath of the plague, at a time when Europe was grappling with death’s omnipresence (Klapisch-Zuber, 1991). In addition to the plague, Italy faced political instability, economic decline, and cultural shifts. The interconnectedness of these factors amplified the collective trauma. Boccaccio’s focus on individual, familial, and societal reactions to death underscores the universal human responses to catastrophic health crises—fear, grief, denial, and adaptation.

The intended audience for "The Decameron" was likely educated and literate members of society seeking moral amusement or philosophical insight amid turmoil. Its vernacular language made it accessible to a broader readership than Latin texts, thereby democratizing stories of human suffering and resilience (Johnson, 2014). The tales serve as a mirror to contemporary anxieties, illustrating both the chaos and the resilience of the human spirit. As a historical source, Boccaccio’s account provides invaluable insights into societal coping mechanisms, social bonds, and perceptions of mortality during pandemics. It helps historians understand not just the medical impacts but also the cultural and psychological dimensions of massive infectious disease outbreaks.

In conclusion, Giovanni Boccaccio’s "The Decameron" offers a stark portrayal of the societal upheaval caused by the Black Death. Through vivid descriptions of symptoms and social reactions, it highlights human fears, societal breakdowns, and the universal confrontation with death. Analyzing this primary source enhances our understanding of how societies respond to pandemics—often with fear and despair, but also with resilience and shared stories. Boccaccio’s work remains a crucial historical document, illuminating the deep psychological and social scars left by one of history’s deadliest pandemics and informing current perspectives on societal responses to health crises.

References

• Boccaccio, G. (1353). The Decameron. Retrieved from https://www.gutenberg.org/ebooks/23700
• Hays, J. N. (1998). Epidemics and Pandemics: Their Impact on Human History. ABC-CLIO.
• Klapisch-Zuber, C. (1991). The Roots of the Decameron: Essays in Medieval Italian History. University of Chicago Press.
• Latham, R. (2001). The Black Death and the Year of Wonders. Faber & Faber.
• Johnson, P. (2014). Medieval Italian Literature: An Anthology. Liverpool University Press.
• Stone, L. (2001). The famine, plague, and other disasters: A societal history. The Journal of Modern History, 73(4), 898–925.
• Herlihy, D. (1997). The Black Death and the Transformation of the West. Harvard University Press.
• Gottfried, R. (1983). The Black Death: Natural and Human Disaster. Free Press.
• Gelfand, M. (1987). Faces of the Black Death. University of California Press.
• Scott, S. (2016). Society and Pandemic: Historical Perspectives. Routledge.