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This document outlines a paper with an introduction containing an attention grabbing sentence and thesis statement. The paper is then organized into three body paragraphs, each with a main point, supporting details from cited sources, and a transition sentence. It concludes with a summary of main points and restatement of the thesis statement, followed by a final call to action or judgment. References are listed at the end.
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Running head TITLE OF PAPER1TITLE OF PAPER4OutlineI. In.docx
Running head: TITLE OF PAPER 1
TITLE OF PAPER 4
Outline
I. Introduction
A. Attention grabbing sentence about topic
B. Thesis statement
II. First paragraph main point – topic sentence
A. Supporting details (in-text citation for outside resource used as support/evidence)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
III. Second paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
IV. Third paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
V. Conclusion
A. Summary of main points/Restatement of thesis statement
B. Sentence to state a judgment on topic, make a prediction, or call the reader to action
References
.
OutlinePlease include the following1) Title 2) Thesis st.docx
Outline
Please include the following:
1) Title
2) Thesis statement
3) Three (or more) main points to support thesis statement
4) Topic sentences – one for each of your three main points
5) Two details, pieces of information or evidence to support main points
6) Concluding sentence and lead-in for the next paragraph – one for each paragraph
7) Conclusion for your research paper – The conclusion should sum up the paper
Title of your research paper
Thesis statement
Introduction
I. Topic sentence for main point #1
A. Subtopic from main point #1
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
Concluding sentence and lead-in about how the details or examples for main point #1
support the thesis.
II. Topic sentence for main point #2
A. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
Concluding sentence and lead-in about how the details or examples for main point #2
support the thesis
III. Topic sentence for main point #3
A. Subtopic from main point #3
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #3
1. Detail or example
2. Detail or example
3. Detail or example
(Additional Subtopics may be added.)
Concluding sentence and lead-in about how the details or examples for main point #3
support the thesis
V. Conclusion
...
OutlinePlease include the following1) Title 2) Thesis st.docx
Outline
Please include the following:
1) Title
2) Thesis statement
3) Three (or more) main points to support thesis statement
4) Topic sentences – one for each of your three main points
5) Two details, pieces of information or evidence to support main points
6) Concluding sentence and lead-in for the next paragraph – one for each paragraph
7) Conclusion for your research paper – The conclusion should sum up the paper
Title of your research paper
Thesis statement
Introduction
I. Topic sentence for main point #1
A. Subtopic from main point #1
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
Concluding sentence and lead-in about how the details or examples for main point #1
support the thesis.
II. Topic sentence for main point #2
A. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
Concluding sentence and lead-in about how the details or examples for main point #2
support the thesis
III. Topic sentence for main point #3
A. Subtopic from main point #3
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #3
1. Detail or example
2. Detail or example
3. Detail or example
(Additional Subtopics may be added.)
Concluding sentence and lead-in about how the details or examples for main point #3
support the thesis
V. Conclusion
...
1 Outline Structure for Literary Analysis Essay I. .docx
1
Outline Structure for Literary Analysis Essay
I. Catchy Title
II. Paragraph 1: Introduction (Use HATMAT)
A. Hook
B. Author
C. Title
D. Main characters
E. A short summary
F. Thesis
III. Paragraph 2: First Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
IV. Paragraph 3: Second Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph
V. Paragraph 4: Third Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph
VI. Conclusion (You do not necessarily have to follow this order, but include the following):
A. Summarize your argument.
B. Extend the argument.
C. Show why the text is important.
2
Parts to a Great Essay
same as above, just worded differently
1. A Catchy Title
2. Introduction: the opening paragraph. The introduction should include the
following:
a. Hook, Author, Title, Main Characters, A Short Summary, Thesis
b. Hook: The beginning sentences of the introduction that catch the reader’s
interest. Ways of beginning creatively include the following:
A startling fact or bit of information
A meaningful quotation (from the work or another source)
A rich, vivid description
An analogy or metaphor
c. Introductions should identify the work of literature being discussed, name
the author, and briefly present the issue that the body of your essay will
more fully develop (your thesis). Basically, introductions suggest that
something interesting is occurring in a particular work of literature.
3. Body: The body of your paper should logically and fully develop and support your
thesis.
a. Each body paragraph should focus on one main idea that supports your
thesis statement.
b. These paragraphs include:
i. A topic sentence – a topic sentence states the main point of a
paragraph: it serves as a mini-thesis for the paragraph. You might
think of it as a signpost for your readers—or a headline—something
that alerts them to the most important, interpretive points i ...
The outline should be structured like this I. Introduction G.docx
The outline should be structured like this: I. Introduction: General info about topic, reason for reader to be interested, context, etc. Thesis statement: II. Topic Sentence 1: A. Support 1. Detail/example/data/explanation 2. Detail/example/etc. 3. Detail/example/etc. B. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. C. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. D. Transition III. Topic Sentence 2: A. Support 1. Detail/example/data/explanation 2. Detail/example/etc. 3. Detail/example/etc. B. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. C. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. D. Transition IV. Topic Sentence 3: A. Support 1. Detail/example/data/explanation 2. Detail/example/etc. 3. Detail/example/etc. B. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. C. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. D. Transition V. Concluding Paragraph Re-state thesis: Summary of main points, return to general context, wrap-up of essay, etc.
...
Recommended
Running head TITLE OF PAPER1TITLE OF PAPER4OutlineI. In.docx
Running head: TITLE OF PAPER 1
TITLE OF PAPER 4
Outline
I. Introduction
A. Attention grabbing sentence about topic
B. Thesis statement
II. First paragraph main point – topic sentence
A. Supporting details (in-text citation for outside resource used as support/evidence)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
III. Second paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
IV. Third paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
V. Conclusion
A. Summary of main points/Restatement of thesis statement
B. Sentence to state a judgment on topic, make a prediction, or call the reader to action
References
.
OutlinePlease include the following1) Title 2) Thesis st.docx
Outline
Please include the following:
1) Title
2) Thesis statement
3) Three (or more) main points to support thesis statement
4) Topic sentences – one for each of your three main points
5) Two details, pieces of information or evidence to support main points
6) Concluding sentence and lead-in for the next paragraph – one for each paragraph
7) Conclusion for your research paper – The conclusion should sum up the paper
Title of your research paper
Thesis statement
Introduction
I. Topic sentence for main point #1
A. Subtopic from main point #1
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
Concluding sentence and lead-in about how the details or examples for main point #1
support the thesis.
II. Topic sentence for main point #2
A. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
Concluding sentence and lead-in about how the details or examples for main point #2
support the thesis
III. Topic sentence for main point #3
A. Subtopic from main point #3
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #3
1. Detail or example
2. Detail or example
3. Detail or example
(Additional Subtopics may be added.)
Concluding sentence and lead-in about how the details or examples for main point #3
support the thesis
V. Conclusion
...
OutlinePlease include the following1) Title 2) Thesis st.docx
Outline
Please include the following:
1) Title
2) Thesis statement
3) Three (or more) main points to support thesis statement
4) Topic sentences – one for each of your three main points
5) Two details, pieces of information or evidence to support main points
6) Concluding sentence and lead-in for the next paragraph – one for each paragraph
7) Conclusion for your research paper – The conclusion should sum up the paper
Title of your research paper
Thesis statement
Introduction
I. Topic sentence for main point #1
A. Subtopic from main point #1
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
Concluding sentence and lead-in about how the details or examples for main point #1
support the thesis.
II. Topic sentence for main point #2
A. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #2
1. Detail or example
2. Detail or example
3. Detail or example
Concluding sentence and lead-in about how the details or examples for main point #2
support the thesis
III. Topic sentence for main point #3
A. Subtopic from main point #3
1. Detail or example
2. Detail or example
3. Detail or example
B. Subtopic from main point #3
1. Detail or example
2. Detail or example
3. Detail or example
(Additional Subtopics may be added.)
Concluding sentence and lead-in about how the details or examples for main point #3
support the thesis
V. Conclusion
...
1 Outline Structure for Literary Analysis Essay I. .docx
1
Outline Structure for Literary Analysis Essay
I. Catchy Title
II. Paragraph 1: Introduction (Use HATMAT)
A. Hook
B. Author
C. Title
D. Main characters
E. A short summary
F. Thesis
III. Paragraph 2: First Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
IV. Paragraph 3: Second Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph
V. Paragraph 4: Third Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph
VI. Conclusion (You do not necessarily have to follow this order, but include the following):
A. Summarize your argument.
B. Extend the argument.
C. Show why the text is important.
2
Parts to a Great Essay
same as above, just worded differently
1. A Catchy Title
2. Introduction: the opening paragraph. The introduction should include the
following:
a. Hook, Author, Title, Main Characters, A Short Summary, Thesis
b. Hook: The beginning sentences of the introduction that catch the reader’s
interest. Ways of beginning creatively include the following:
A startling fact or bit of information
A meaningful quotation (from the work or another source)
A rich, vivid description
An analogy or metaphor
c. Introductions should identify the work of literature being discussed, name
the author, and briefly present the issue that the body of your essay will
more fully develop (your thesis). Basically, introductions suggest that
something interesting is occurring in a particular work of literature.
3. Body: The body of your paper should logically and fully develop and support your
thesis.
a. Each body paragraph should focus on one main idea that supports your
thesis statement.
b. These paragraphs include:
i. A topic sentence – a topic sentence states the main point of a
paragraph: it serves as a mini-thesis for the paragraph. You might
think of it as a signpost for your readers—or a headline—something
that alerts them to the most important, interpretive points i ...
The outline should be structured like this I. Introduction G.docx
The outline should be structured like this: I. Introduction: General info about topic, reason for reader to be interested, context, etc. Thesis statement: II. Topic Sentence 1: A. Support 1. Detail/example/data/explanation 2. Detail/example/etc. 3. Detail/example/etc. B. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. C. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. D. Transition III. Topic Sentence 2: A. Support 1. Detail/example/data/explanation 2. Detail/example/etc. 3. Detail/example/etc. B. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. C. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. D. Transition IV. Topic Sentence 3: A. Support 1. Detail/example/data/explanation 2. Detail/example/etc. 3. Detail/example/etc. B. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. C. Support 1. Detail/example/etc. 2. Detail/example/etc. 3. Detail/example/etc. D. Transition V. Concluding Paragraph Re-state thesis: Summary of main points, return to general context, wrap-up of essay, etc.
...
Structure of Ph.D thesis.pptx
Technical Report
Researcher declaration
abstract and synopsis
Body of the report
Review of literature
Comparison & Contrast Essay Assignment & Instructions I..docx
Comparison & Contrast Essay
Assignment & Instructions
I. Instructions & Requirements
A. Assignment:
Write a referential essay of at least 1,000 words in which you compare and contrast two subjects.
Choose from the "Approved Topics" list on page two of this assignment or submit a custom topic for
Professor Shanafelt's approval. You must organize your essay by trait rather than subject. The overall
structure of your essay, its number of paragraphs, and the internal structure of each paragraph must
conform to the comparison and contrast essay template in this assignment. You may compare, contrast,
or compare and contrast your the subjects you have chosen.
B. How to Submit:
1. Submit PDF document via Blackboard assignment page.
2. No emailed papers will be accepted.
3. No other file types will be accepted.
C. Due Date:
8 March 2020 @ 11:55 pm
D. Length:
1. 1,000 words minimum (4-5 pages + Works Cited)
2. The “Works Cited” page, heading, and other paraphernalia are not included in word count.
E. Sources:
1. Two primary sources are required. No other source are permitted.
2. Use MLA 8 (2016) to document your two primary sources.
F. Documentation:
1. Document all quotations, paraphrases, details, and information taken from primary sources.
2. Cite each use of outside source material with a properly formatted MLA works-cited entry and an
appropriate MLA in-text citation.
3. For MLA Documentation information, reference the The Norton Sampler Appendix, MLA Handbook
(8th edition with 2016 update), or the Owl at Purdue website at the following link: https://
owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/
mla_general_format.html
G. Document Type:
1. PDF - Save your essay as a PDF document.
2. No other document types will be accepted!!
H. Topic Choices:
1. Select a topic from the "Suggested Topics" list in this document.
2. Create an original essay topic of your own and submit it to Professor Shanafelt for approval.
a) Your proposal should be mature, complete, typed, and clearly worded.
b) Submit your topic for approval on or before 1 March 2020.
c) Submit your topic to Professor Shanafelt using your official ACC email account
d) Submit your topic to Professor Shanafelt at the following link: [email protected]
I. Outline:
1. An essay outline is suggested but not required.
2. For outline structure, consult the essay outline included in this document.
3. For additional outline information, consult the Owl at Purdue at the following link: https://
owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/
types_of_outlines.html
J. Essay Format:
1. Format your essay in accordance with the MLA Style Manual (8th ed. 2016) guidelines, which can
also be found at the following link: https://owl.purdue.edu/owl/research_and_citation/mla_style/
mla_formatting_and_style_guide/mla_general_format.html
2. Include your essay's word count afte.
Comparison & Contrast Essay Assignment & Instructions I..docx
Comparison & Contrast Essay
Assignment & Instructions
I. Instructions & Requirements
A. Assignment:
Write a referential essay of at least 1,000 words in which you compare and contrast two subjects.
Choose from the "Approved Topics" list on page two of this assignment or submit a custom topic for
Professor Shanafelt's approval. You must organize your essay by trait rather than subject. The overall
structure of your essay, its number of paragraphs, and the internal structure of each paragraph must
conform to the comparison and contrast essay template in this assignment. You may compare, contrast,
or compare and contrast your the subjects you have chosen.
B. How to Submit:
1. Submit PDF document via Blackboard assignment page.
2. No emailed papers will be accepted.
3. No other file types will be accepted.
C. Due Date:
8 March 2020 @ 11:55 pm
D. Length:
1. 1,000 words minimum (4-5 pages + Works Cited)
2. The “Works Cited” page, heading, and other paraphernalia are not included in word count.
E. Sources:
1. Two primary sources are required. No other source are permitted.
2. Use MLA 8 (2016) to document your two primary sources.
F. Documentation:
1. Document all quotations, paraphrases, details, and information taken from primary sources.
2. Cite each use of outside source material with a properly formatted MLA works-cited entry and an
appropriate MLA in-text citation.
3. For MLA Documentation information, reference the The Norton Sampler Appendix, MLA Handbook
(8th edition with 2016 update), or the Owl at Purdue website at the following link: https://
owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/
mla_general_format.html
G. Document Type:
1. PDF - Save your essay as a PDF document.
2. No other document types will be accepted!!
H. Topic Choices:
1. Select a topic from the "Suggested Topics" list in this document.
2. Create an original essay topic of your own and submit it to Professor Shanafelt for approval.
a) Your proposal should be mature, complete, typed, and clearly worded.
b) Submit your topic for approval on or before 1 March 2020.
c) Submit your topic to Professor Shanafelt using your official ACC email account
d) Submit your topic to Professor Shanafelt at the following link: [email protected]
I. Outline:
1. An essay outline is suggested but not required.
2. For outline structure, consult the essay outline included in this document.
3. For additional outline information, consult the Owl at Purdue at the following link: https://
owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/
types_of_outlines.html
J. Essay Format:
1. Format your essay in accordance with the MLA Style Manual (8th ed. 2016) guidelines, which can
also be found at the following link: https://owl.purdue.edu/owl/research_and_citation/mla_style/
mla_formatting_and_style_guide/mla_general_format.html
2. Include your essay's word count afte.
Comparison & Contrast Essay Assignment & Instructions I..docx
Comparison & Contrast Essay
Assignment & Instructions
I. Instructions & Requirements
A. Assignment:
Write a referential essay of at least 1,000 words in which you compare and contrast two subjects.
Choose from the "Approved Topics" list on page two of this assignment or submit a custom topic for
Professor Shanafelt's approval. You must organize your essay by trait rather than subject. The overall
structure of your essay, its number of paragraphs, and the internal structure of each paragraph must
conform to the comparison and contrast essay template in this assignment. You may compare, contrast,
or compare and contrast your the subjects you have chosen.
B. How to Submit:
1. Submit PDF document via Blackboard assignment page.
2. No emailed papers will be accepted.
3. No other file types will be accepted.
C. Due Date:
8 March 2020 @ 11:55 pm
D. Length:
1. 1,000 words minimum (4-5 pages + Works Cited)
2. The “Works Cited” page, heading, and other paraphernalia are not included in word count.
E. Sources:
1. Two primary sources are required. No other source are permitted.
2. Use MLA 8 (2016) to document your two primary sources.
F. Documentation:
1. Document all quotations, paraphrases, details, and information taken from primary sources.
2. Cite each use of outside source material with a properly formatted MLA works-cited entry and an
appropriate MLA in-text citation.
3. For MLA Documentation information, reference the The Norton Sampler Appendix, MLA Handbook
(8th edition with 2016 update), or the Owl at Purdue website at the following link: https://
owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/
mla_general_format.html
G. Document Type:
1. PDF - Save your essay as a PDF document.
2. No other document types will be accepted!!
H. Topic Choices:
1. Select a topic from the "Suggested Topics" list in this document.
2. Create an original essay topic of your own and submit it to Professor Shanafelt for approval.
a) Your proposal should be mature, complete, typed, and clearly worded.
b) Submit your topic for approval on or before 1 March 2020.
c) Submit your topic to Professor Shanafelt using your official ACC email account
d) Submit your topic to Professor Shanafelt at the following link: [email protected]
I. Outline:
1. An essay outline is suggested but not required.
2. For outline structure, consult the essay outline included in this document.
3. For additional outline information, consult the Owl at Purdue at the following link: https://
owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/
types_of_outlines.html
J. Essay Format:
1. Format your essay in accordance with the MLA Style Manual (8th ed. 2016) guidelines, which can
also be found at the following link: https://owl.purdue.edu/owl/research_and_citation/mla_style/
mla_formatting_and_style_guide/mla_general_format.html
2. Include your essay's word count afte ...
Assignment Objective Learn about your topic; analyze and synthesi.docx
Assignment Objective: Learn about your topic; analyze and synthesize possible sources
Goal: Gather credible source information to support argument
Textbook Reading: p. 388-400
Student Example: Annotated Bib Student Example (includes one example entry; you must include 5)
Template Document: Annotated Bib Template
Scholarly sources are required for this assignment. You will NOT earn points for popular sources.
The annotated bibliography is an important step in the research process, as analyzing and synthesizing each possible source assists you in knowing if the source will properly support your thesis statement. This assignment is the most time consuming assignment in the course. You will have to read, analyze, document, and record each source you plan to use to support the argument in your essay. Get to work on this assignment early and leave yourself some extra time to review it before submitting to the dropbox. Past students have noted that this is the most challenging, but most rewarding, assignment of the term.
A bibliography is a list of sources one has used for researching a topic. Bibliographies are sometimes called "references" or "works cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation.
Therefore, an annotated bibliography includes the citation, a summary, and an evaluation of each of source. For purposes of developing research skills in this class, we are going to take it one step further and detail what information can be used to support the argument and counterargument for the research paper. This is NOT the traditional formatting of an annotated bibliography. Please closely follow the template for completion of the annotated bibliography.
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. While you are researching, evaluation of your sources is essential. You cannot expect to use the first few sources you come across. Once you find an acceptable source, create an entry for the annotated bibliography using the criteria guide below.
Criteria
I. CITATION: APA formatted reference citation
II. SUMMARY:In one sentence, summarize the article topic and findings.
III. EVALUATION: What interesting information/data (2-3) will help you support your argument? Follow with your analysis of that information. Parenthetical citations required.
To get started, click on the student example and template document linked above.
Notes:
FIVE (5) scholarly sourcesrequired, with 2-3 pieces of information gathered from each source.
Include the thesis statement in bold letter at the top of the assignment.
If you are hav ...
Feel free to use this document as a template for your own outline..docx
Feel free to use this document as a template for your own outline.
This is a skeleton outline example. Use to begin outlining your essay and change as needed. *Note: Each Roman Numeral is a section, not a paragraph. Each section should have multiple paragraphs depending on the explanation and support offered in each section.
*Include parenthetical citations with all information from a source
Name
Due Date
Course Name/Instructor
Assignment Name
Skeleton Outline: Argument Research Paper
I. Introduction:
A. Attention getter (starting with a scenario story or interesting fact may work)
B. Topic Introductory Information
C. Thesis:
II. Topic (History/Background)
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Supporting information from Source
1. Explanation
2. Explanation
C. Transition
III. Supporting Topic #1
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
IV. Supporting Topic #2
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
V. Supporting Topic #3
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
VI. Supporting Topic #4
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
VII. Conclusion
A. Revisit thesis/topic
B. Final Thoughts (what idea do you want to leave readers with?) *Hint: Do not suggest they should think about think topic, or consider the topic. You want them to agree with your opinion/research.
*Include references on following page.
References
Assignment Objective: Create an clear organizational pattern to present the argument, support, counterclaims, and rebuttals which will develop a stronger argument to persuade readers.��Student Example: Formal Outline Example�Template Documents: Formal Outline Template
At this point you have your ideas flushed out and you have your support information gathered – now it’s time to get it all organized.
The essay outline, an essential portion of the drafting process, assists writers to organize their material before beginning the rough draft. Before you start your outline complete the assigned readings and read the details offered here to ensure you meet all the requirements of the formal outline. In this class you are required to write a formal outline - one that is much more developed and detailed than you may have completed before.
The formal outli ...
Story The story of an hour by kate chopinOutlineI. Histor
Story : The story of an hour by kate chopin
Outline
I. Historical Introduction
A. Identify the historical time period and one or two major occurrences that, apparently, influenced the author and his/her literary work. A definition of the occurrence(s) may be necessary for correlation.
B. Identify the literary period and two or three characteristics of that literary period that are evident in the literary work chosen. Identify two major writers and one or two of their works that are noteworthy.
II. Primary Introduction
A. Begin professionally.
B. Provide a brief summary of the work. (2-3 sentences)
C. Express the theme of the literature, if writing a thematic analysis.
D. State three-point thesis.
III. Analysis of Thesis Point 1
A. Clearly state topic sentence, including key word(s) from thesis point 1.
B. Provide three (3) analyses and evidences from the literature, including researched insight to validate/further substantiate your analyses.
a. Analysis 1a
b. Literary Evidence (w/doc)
c. Outside Support (w/complete name of source w/credentials and verbal)
d. Analysis 2b
e. Literary Evidence (w/doc)
f. Outside Support (w/complete name of source w/credentials and verbal)
C. Construct a transitional sentence. (Optional)
IV. Analysis of Thesis Point 2
A. Clearly state topic sentence, including key word(s) from thesis point 2.
B. Provide three (3) analyses and evidences from the literature, including
researched insight to validate/further substantiate your analyses.
a.. Analysis 1a
b. Literary Evidence (w/doc)
c. Outside Support (w/complete name of source w/credentials and verbal)
d. Analysis 2b
e. Literary Evidence (w/doc)
f. Outside Support (w/complete name of source w/credentials and verbal)
C. Construct a transitional sentence. (Optional)
V. Analysis of Thesis Point 3
A. Clearly state topic sentence, including key word(s) from thesis point 3.
B. Provide three (3) analyses and evidences from the literature, including researched insight to validate/further substantiate your analyses.
a.. Analysis 1a
b. Literary Evidence (w/doc)
c. Outside Support (w/complete name of source w/credentials and verbal)
d. Analysis 2b
e. Literary Evidence (w/doc)
f. Outside Support (w/complete name of source w/credentials and verbal)
C. Construct a transitional sentence. (Optional)
V. Conclusion
A. Provide the essential information.
B. Summarize your thesis points of discussion/analysis.
C. Offer thematic/philosophical insight regarding your analysis (and/or the literary work).
...
Mastering the Art of Informative Essay Outlines: A Step-by-Step Example
This informative essay outline example provides a clear and concise demonstration of how to structure and organize an informative essay, offering valuable insights for effective academic writing.
Parts of research proposal/thesis outline.pdf
This module contain the basic part of research proposal/thesis outline.
SCINXYZ - Introduction to XYZ with LabAnnotated Bibliograph.docx
SCINXYZ - Introduction to XYZ with Lab
Annotated Bibliography
Name:
Course Number:
Presentation Topic:
Source #1
Citation
(in APA format)
Summary
Evaluation
Source #2
Citation
(in APA format)
Summary
Evaluation
Source #3
Citation
(in APA format)
Summary
Evaluation
American Public University System May 2018
PRACTICE
THOUGHT
LEADERSHIP
EXERCISE
TITLE- USE A CATCHY TITLE OR HOOK TO GRAB YOUR
READER’S ATTENTION
Your Name
COM 510
1
Introduction
Brief introduction of the Idea or Problem- 1 paragraph
Discussion
Body of the Idea or Problem – 2-3 paragraphs including supporting statistics/data and stories (focus on and
outline 2-3 main ideas or points)
Conclusion/Recommendations
1 paragraph which concludes the thought leadership article and gives recommendations as applicable.
2
References – (list your references alphabetically below)
Batchelder, A. (2010, July 6). Students brains are being digitally rewired [Web log post]. Retrieved from
http://literacyispriceless.wordpress.com (sample reference)
Mawson, C. O. S. (Ed.). (n.d.). Roget's international thesaurus of English words and phrases. Retrieved
from http://www.bartleby.com/br/110.html (sample reference)
http://literacyispriceless.wordpress.com/
http://www.bartleby.com/br/110.html
Tsunami
by Brandon Olsen
A tsunami is a series of ocean waves generated by sudden displacements in the sea floor, landslides, or volcanic activity. In the deep ocean, the tsunami wave may only be a few inches high. The tsunami wave may come gently ashore or may increase in height to become a fast moving wall of turbulent water several meters high.
Although a tsunami cannot be prevented, the impact of a tsunami can be mitigated through community preparedness, timely warnings, and effective response.
References
https://www.tsunami.noaa.gov/
.
1Comparing Humanistic-Existential Psychotherapy with Oth
1
Comparing Humanistic-Existential Psychotherapy with Other Approaches
Caroline E Sam
NRNP 6645
Psychotherapy with Multiple Modalities
Assignment week 7
01/15/2022
This study source was downloaded by 100000806925124 from CourseHero.com on 04-18-2022 09:34:05 GMT -05:00
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https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
2
Comparing Humanistic-Existential Psychotherapy with Other Approaches
Psychologists have developed various theories on human psychology. The Humanist,
existential, and humanist existential models explain the personality changes. The models are
central in therapies as they define how people perceive and accept life challenges. The humanist
model emphasizes the innate goodness in people, while the humanist-existential psychotherapy
model argues that personalities change, and people can develop new attributes based on
circumstances.
Two models: Humanistic-existential psychotherapy and Humanist psychotherapy
Humanistic-existential Psychotherapy
Humanistic Existential Psychotherapy (HE) postulates that the human personality is
dynamic, and changes occur across the lifespan that defines personality at each point
(Hounkpatin et al., 2015). The model integrates humanistic and existentialist approaches. The
humanist perspective claims that human beings are good, while the existentialist proposes that
people are neither good nor bad (Daei Jafari et al., 2020). Integration of the two models creates a
dynamic person capable of actualizing based on situations and strengths. The model is adopted as
a transition from the traditional conception of personality as a stable element that remains
consistent throughout life. The HE models framework asserts that individuals confront and
challenge a meaningless life as they transform their lives into a personality they desire. The
person pursues self-rated health, self-efficacy, psychological turning point, and life satisfaction
that involves a subjective evaluation of an individual’s wellbeing (Hounkpatin et al., 2015).
These components keep an individual driven to improve their lives. Notably, societal norms and
This study source was downloaded by 100000806925124 from CourseHero.com on 04-18-2022 09:34:05 GMT -05:00
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https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
3
the pursuit of authentic individual-based life goals contribute to an individual’s personality
changes.
There is a constant drive to meet an expectation, which is addressed in the social
investment theory- an investment in institutions such as work, and marriage motivates
personality changes. Notably, the ...
1Comment by Perjessy, Caroline Substan
1
Comment by Perjessy, Caroline:
Substance use Anxiety Group Curriculum
Southern New Hampshire University
Clinical Mental Health Counseling Department, COU660
Dr. Caroline P.
Rationale for the group
In Massachusetts, we have several groups for substance use both such as AA meetings and , NA meetings that are held in most area areasjust not a sufficient amount. Some. So me groups are also held at treatment centers by alumni which is a great thing because it will provide members with great responsibility skills. Some of the groups like psychoeducation and 12 steps meetings are mainly for those who are going through andchallenges and have a past with substance use. I plan to hold a group not only for those who have been through it but also withhave family members that are looking for resources and better understanding of the disease. The need for substance use group in the Boston, MassMassachusetts community is in high demand. Although Boston is a wide community where the rent can be high and have good paying jobs, many still struggle s with the everyday life stressors that can lead to excessive drinking. In my community I believe that the need for substance use group can benefit so many specifically those in the poverty area, because they are dealing with these issues every day. Also, due to therapy being frown upon in their environment and some lack the ability to seek professional help. Although some may have the need but will not attend due to therapy being frown upon in their environment. Comment by Perjessy, Caroline: Make sure you are revising for clarity. I know you said this was a draft, so keeping that In mind Comment by Perjessy, Caroline: Revise for clarity
The purpose of substance use group is to help individuals who are have dealing with anxiety and have an underlining issue like anxiety. Substance use clients with underlining issues like anxiety lack coping skills and the ability to perform everyday tasks. Evidence by, the lack of motivation, traumatic event, exposure to violence, withdrawal, and continuing alcohol or drug use. However, the misuse of alcohol not only can lead to neurological as well as anxiety. Several individuals who are actively using have an underlining issue that has cause them to use excessively rather its depression, bipolar, or anxiety. I will be focusing mainly on anxiety. Anxiety can be something that several deal with in silent or out loud, those who have been impacted by the disease either way many are not getting the help they deservemerit. Especially those who have been impacted with the disease For example, not they feeling at time they are not good enoughenough, the uncertainty of their job,; and will they have their job back; doubts about being accepted back into their familywill they have a family after. Comment by Perjessy, Caroline: This is uinclear…how are they dealing with anxiety and have an underlying issue of anxiety?
All those factors are negative im ...
1College Student’s DepressionJasmin LinthicumCours
1
College Student’s Depression
Jasmin Linthicum
Course Discovery Writing
Professor Aguiar
Date Due 02/24/2022
College Student’s Depression
2
According to the World Health Organization (WHO), depression is a common and severe
health issue that affects how someone feels, thinks and acts. The most common symptoms of
depression are; having bad moods and feeling very sad, losing interest in the activities that were
once fun, loss of appetite, which in turn will lead to massive weight loss or gain that is not related
to dieting and difficulty in concentrating, thinking or making decisions (LeMoult & Gotlib, 2019).
People become depressed due to various factors; some of the significant social factors that
bring about depression include; encountering traumatic events, separation from parents or
caregivers and being bullied. Personality some people are inclined towards experiencing
depression. For instance, people who tend to hold worries, have a low-self-esteem, are
perfectionists and are very sensitive towards negative criticism naturally have a higher likelihood
of facing depression.
Depression throughout history has always been a health problem for people. According to
articles written by philosophers and writers throughout humanity's history, there is depression,
which is a health condition. The articles also include some of the continuous struggles that have
been made to find a solution on treating this condition. For instance, the ancient Greeks and
Romans had different thinking on depression. Some of the literature shows that the Greeks had a
notion that depression was a form of evil spirit possession and used exorcism techniques like;
beatings and starvation as "treatments" to cure a person. On the other hand, the Romans thought
depression was a combination of biological and psychological issues and employed gymnastics,
special diet, herbal medicine and music to treat the patients (Taquet et al., 2020).
In our present day, some of the startling statistics concerning depression are; depression
affects approximately one in fifteen adults, that is close to 6.8% annually, and a projection of an
estimated one in six persons will encounter depression at a given point in their life, that is around
Christian Aguiar
All of these statistics come from research, so you need to cite them using an in-text citation like we learned in class. Luckily, we're reviewing them again today (3/17).
Christian Aguiar
Christian Aguiar
This is another place where you need to cite your source. Which literature tells us this?
Christian Aguiar
I like the historical context, Jasmin. This could be a great way to begin the script for your video, too.
Christian Aguiar
Since this is an argument based on research - it draws on what scientists know about depression - you need to make it clear what the source is.
Christian Aguiar
Do you mean "personally, some people are inclined..." or perhaps that "some people's perso ...
1Close Looking Analysis Visual ArtArtist’s Self-Portrait Analys
1
Close Looking Analysis: Visual ArtArtist’s Self-Portrait AnalysisPoint Value: 80 pts possible
· 80 pts for submitting analysis of the short story to BSP:Assignments by 11:59pm at the end of Module 3—Part 5*
*The analysis assignment will be run through TurnItIn to look for plagiarism, so be sure to leave yourself enough time to review your paper’s “Originality Report” and make any necessary changes before the due-date.
Don’t forget that Tutoring services are available to you.
If you have any difficulty submitting the assignment on Brightspace, consult the Brightspace (BSP) Help Desk
The struggle is inner: Chicano, indio, American Indian, mojado, mexicano, immigrant Latino, Anglo in power, working class Anglo, Black, Asian—our psyches resemble the bordertowns and are populated by the same people. The struggle has always been inner, and is played out in the outer terrains. Awareness of our situation must come before inner changes, which in turn come before changes in society. Nothing happens in the “real” world unless it first happens in the images in our heads.
Gloria Anzaldúa, Borderlands/La Frontera: The New Mestiza (1987)
Introduction
In this part of Module 5, we have been exploring how visual artists and architects interact with borders in their work. Borders inherently establish defined points of view as well as remind us of the limitations and possibilities for transgressing those borders or living in the “borderlands” (Anzaldúa). Consider the images you viewed of the art, architecture, and design found at the physical borders between nations around the world. Could you imagine standing at these different borderlines or in the border spaces? Which borders can you step over? Where can you sit with someone on the other side? Where can you see across? Which ones are completely opaque? Which borders feel unsafe? They feel so different! How are they designed to feel or operate this way?
Then, consider artists and architects who explore borders as themes or principles in their work or who feel themselves to be operating in a border space? (see Marlin-Bennett, Maya Lin) Did any of the artists in our tours of Chicago’s public art use their work to highlight or bump up against the borders of a wall, a neighborhood, a community, the city?
Finally, we turn our attention to self, self-perception, and self-representation. How would you create a portrait of yourself? (Give it a try right now!) How do you express your internal spirit externally? In which ways do you intentionally “present” to the world and in which ways does the world layer an image on to you? When does creating your own image or own story act as resistance to a “single story” misperception? How can a self-portrait be powerful? Consider the story behind Artemisia Gentileschi’s Self-Portrait as the Allegory of Painting (see Mary Gerrard) and how she used dominant iconography of the time to render a feminist portrait. Almost every other artist you can think of or know personall ...
1CLA1Xueyao DongWestcliff UniversityINT 501 EF
1
CLA1
Xueyao Dong
Westcliff University
INT 501 EF Concentration:
Purchasing and Human Resources
Professor: Dr. Julia Sherm
Octomber 20, 2021
2
Learning Objectives
This was my third semester at Westcliff University, and I explored a wide range of
helpful strategies and practical techniques that benefited my overall career and life balance.
For instance, the habit of professional journaling helps me release my stress and motivate
myself to keep on track towards my goal.
From week 3, I started to prepare the professional portfolio, and I felt it was an
excellent way to keep a record of my achievements and experiences. From week 5, the
interview exercise taken with the senior manager from my department, I have learned about
her personal experiences and know a little more about strategic leadership. Another valuable
material that I learned from this class is always to be prepared. Before I interview the senior
manager, I prepare additional questions to ask my supervisor and colleagues about my
performance. I was nervous during the interview, but these extra questions helped me come
down and make the conversion more smooth.
At the beginning of this semester, my goal was to improve my communication skills
in the workplace and learn how to be more flexible in dealing with incidents. From week six
course’s video, “I Wanna Be a Human Resources Officer - A Day in the Life of a Human
Resources Officer,” made me see some perspectives of the responsibility of a Human
Resources Officer and provided me some direction to improve my interpersonal skills. I
always find ways to improve my confidence when I communicate with people and learn how
to be an active listener.
Week seven’s video about “Internship Expectations vs. Realities- the Intern Queen”
makes me think about expectations and realities at the workplace. What expectation does the
employer look for, and how should I improve my performance regarding their expectation?
3
Additionally, through this semester, I realized different ways of conveying a message
could have other effects and impact communication effectiveness. During the internship, I
utilized the benefits of a supportive and positive environment.
Taking everything into account, I believe that I made significant progress towards my
goals, and I became more efficient and productive at work.
Internship Experiences
This semester I am considering switching to a new company that will allow me to
practice my professional skills in the area of individual and corporate taxes. Therefore, I
started my journey to submit job applications and prepare for an interview. Finding an
appropriate position that matches my interests and abilities is not an easy task. I felt frustrated
for the first few weeks when I did not get many responses. However, I record all my feelings
and things that I need to work on in my resume and cover letter in my journal. Additionally, I
love to write some inspirational and motivationa ...
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Comparison & Contrast Essay Assignment & Instructions I..docx
Comparison & Contrast Essay
Assignment & Instructions
I. Instructions & Requirements
A. Assignment:
Write a referential essay of at least 1,000 words in which you compare and contrast two subjects.
Choose from the "Approved Topics" list on page two of this assignment or submit a custom topic for
Professor Shanafelt's approval. You must organize your essay by trait rather than subject. The overall
structure of your essay, its number of paragraphs, and the internal structure of each paragraph must
conform to the comparison and contrast essay template in this assignment. You may compare, contrast,
or compare and contrast your the subjects you have chosen.
B. How to Submit:
1. Submit PDF document via Blackboard assignment page.
2. No emailed papers will be accepted.
3. No other file types will be accepted.
C. Due Date:
8 March 2020 @ 11:55 pm
D. Length:
1. 1,000 words minimum (4-5 pages + Works Cited)
2. The “Works Cited” page, heading, and other paraphernalia are not included in word count.
E. Sources:
1. Two primary sources are required. No other source are permitted.
2. Use MLA 8 (2016) to document your two primary sources.
F. Documentation:
1. Document all quotations, paraphrases, details, and information taken from primary sources.
2. Cite each use of outside source material with a properly formatted MLA works-cited entry and an
appropriate MLA in-text citation.
3. For MLA Documentation information, reference the The Norton Sampler Appendix, MLA Handbook
(8th edition with 2016 update), or the Owl at Purdue website at the following link: https://
owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/
mla_general_format.html
G. Document Type:
1. PDF - Save your essay as a PDF document.
2. No other document types will be accepted!!
H. Topic Choices:
1. Select a topic from the "Suggested Topics" list in this document.
2. Create an original essay topic of your own and submit it to Professor Shanafelt for approval.
a) Your proposal should be mature, complete, typed, and clearly worded.
b) Submit your topic for approval on or before 1 March 2020.
c) Submit your topic to Professor Shanafelt using your official ACC email account
d) Submit your topic to Professor Shanafelt at the following link: [email protected]
I. Outline:
1. An essay outline is suggested but not required.
2. For outline structure, consult the essay outline included in this document.
3. For additional outline information, consult the Owl at Purdue at the following link: https://
owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/
types_of_outlines.html
J. Essay Format:
1. Format your essay in accordance with the MLA Style Manual (8th ed. 2016) guidelines, which can
also be found at the following link: https://owl.purdue.edu/owl/research_and_citation/mla_style/
mla_formatting_and_style_guide/mla_general_format.html
2. Include your essay's word count afte.
Comparison & Contrast Essay Assignment & Instructions I..docx
Comparison & Contrast Essay
Assignment & Instructions
I. Instructions & Requirements
A. Assignment:
Write a referential essay of at least 1,000 words in which you compare and contrast two subjects.
Choose from the "Approved Topics" list on page two of this assignment or submit a custom topic for
Professor Shanafelt's approval. You must organize your essay by trait rather than subject. The overall
structure of your essay, its number of paragraphs, and the internal structure of each paragraph must
conform to the comparison and contrast essay template in this assignment. You may compare, contrast,
or compare and contrast your the subjects you have chosen.
B. How to Submit:
1. Submit PDF document via Blackboard assignment page.
2. No emailed papers will be accepted.
3. No other file types will be accepted.
C. Due Date:
8 March 2020 @ 11:55 pm
D. Length:
1. 1,000 words minimum (4-5 pages + Works Cited)
2. The “Works Cited” page, heading, and other paraphernalia are not included in word count.
E. Sources:
1. Two primary sources are required. No other source are permitted.
2. Use MLA 8 (2016) to document your two primary sources.
F. Documentation:
1. Document all quotations, paraphrases, details, and information taken from primary sources.
2. Cite each use of outside source material with a properly formatted MLA works-cited entry and an
appropriate MLA in-text citation.
3. For MLA Documentation information, reference the The Norton Sampler Appendix, MLA Handbook
(8th edition with 2016 update), or the Owl at Purdue website at the following link: https://
owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/
mla_general_format.html
G. Document Type:
1. PDF - Save your essay as a PDF document.
2. No other document types will be accepted!!
H. Topic Choices:
1. Select a topic from the "Suggested Topics" list in this document.
2. Create an original essay topic of your own and submit it to Professor Shanafelt for approval.
a) Your proposal should be mature, complete, typed, and clearly worded.
b) Submit your topic for approval on or before 1 March 2020.
c) Submit your topic to Professor Shanafelt using your official ACC email account
d) Submit your topic to Professor Shanafelt at the following link: [email protected]
I. Outline:
1. An essay outline is suggested but not required.
2. For outline structure, consult the essay outline included in this document.
3. For additional outline information, consult the Owl at Purdue at the following link: https://
owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/
types_of_outlines.html
J. Essay Format:
1. Format your essay in accordance with the MLA Style Manual (8th ed. 2016) guidelines, which can
also be found at the following link: https://owl.purdue.edu/owl/research_and_citation/mla_style/
mla_formatting_and_style_guide/mla_general_format.html
2. Include your essay's word count afte.
Comparison & Contrast Essay Assignment & Instructions I..docx
Comparison & Contrast Essay
Assignment & Instructions
I. Instructions & Requirements
A. Assignment:
Write a referential essay of at least 1,000 words in which you compare and contrast two subjects.
Choose from the "Approved Topics" list on page two of this assignment or submit a custom topic for
Professor Shanafelt's approval. You must organize your essay by trait rather than subject. The overall
structure of your essay, its number of paragraphs, and the internal structure of each paragraph must
conform to the comparison and contrast essay template in this assignment. You may compare, contrast,
or compare and contrast your the subjects you have chosen.
B. How to Submit:
1. Submit PDF document via Blackboard assignment page.
2. No emailed papers will be accepted.
3. No other file types will be accepted.
C. Due Date:
8 March 2020 @ 11:55 pm
D. Length:
1. 1,000 words minimum (4-5 pages + Works Cited)
2. The “Works Cited” page, heading, and other paraphernalia are not included in word count.
E. Sources:
1. Two primary sources are required. No other source are permitted.
2. Use MLA 8 (2016) to document your two primary sources.
F. Documentation:
1. Document all quotations, paraphrases, details, and information taken from primary sources.
2. Cite each use of outside source material with a properly formatted MLA works-cited entry and an
appropriate MLA in-text citation.
3. For MLA Documentation information, reference the The Norton Sampler Appendix, MLA Handbook
(8th edition with 2016 update), or the Owl at Purdue website at the following link: https://
owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/
mla_general_format.html
G. Document Type:
1. PDF - Save your essay as a PDF document.
2. No other document types will be accepted!!
H. Topic Choices:
1. Select a topic from the "Suggested Topics" list in this document.
2. Create an original essay topic of your own and submit it to Professor Shanafelt for approval.
a) Your proposal should be mature, complete, typed, and clearly worded.
b) Submit your topic for approval on or before 1 March 2020.
c) Submit your topic to Professor Shanafelt using your official ACC email account
d) Submit your topic to Professor Shanafelt at the following link: [email protected]
I. Outline:
1. An essay outline is suggested but not required.
2. For outline structure, consult the essay outline included in this document.
3. For additional outline information, consult the Owl at Purdue at the following link: https://
owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/
types_of_outlines.html
J. Essay Format:
1. Format your essay in accordance with the MLA Style Manual (8th ed. 2016) guidelines, which can
also be found at the following link: https://owl.purdue.edu/owl/research_and_citation/mla_style/
mla_formatting_and_style_guide/mla_general_format.html
2. Include your essay's word count afte ...
Assignment Objective Learn about your topic; analyze and synthesi.docx
Assignment Objective: Learn about your topic; analyze and synthesize possible sources
Goal: Gather credible source information to support argument
Textbook Reading: p. 388-400
Student Example: Annotated Bib Student Example (includes one example entry; you must include 5)
Template Document: Annotated Bib Template
Scholarly sources are required for this assignment. You will NOT earn points for popular sources.
The annotated bibliography is an important step in the research process, as analyzing and synthesizing each possible source assists you in knowing if the source will properly support your thesis statement. This assignment is the most time consuming assignment in the course. You will have to read, analyze, document, and record each source you plan to use to support the argument in your essay. Get to work on this assignment early and leave yourself some extra time to review it before submitting to the dropbox. Past students have noted that this is the most challenging, but most rewarding, assignment of the term.
A bibliography is a list of sources one has used for researching a topic. Bibliographies are sometimes called "references" or "works cited" depending on the style format you are using. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation.
Therefore, an annotated bibliography includes the citation, a summary, and an evaluation of each of source. For purposes of developing research skills in this class, we are going to take it one step further and detail what information can be used to support the argument and counterargument for the research paper. This is NOT the traditional formatting of an annotated bibliography. Please closely follow the template for completion of the annotated bibliography.
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. While you are researching, evaluation of your sources is essential. You cannot expect to use the first few sources you come across. Once you find an acceptable source, create an entry for the annotated bibliography using the criteria guide below.
Criteria
I. CITATION: APA formatted reference citation
II. SUMMARY:In one sentence, summarize the article topic and findings.
III. EVALUATION: What interesting information/data (2-3) will help you support your argument? Follow with your analysis of that information. Parenthetical citations required.
To get started, click on the student example and template document linked above.
Notes:
FIVE (5) scholarly sourcesrequired, with 2-3 pieces of information gathered from each source.
Include the thesis statement in bold letter at the top of the assignment.
If you are hav ...
Feel free to use this document as a template for your own outline..docx
Feel free to use this document as a template for your own outline.
This is a skeleton outline example. Use to begin outlining your essay and change as needed. *Note: Each Roman Numeral is a section, not a paragraph. Each section should have multiple paragraphs depending on the explanation and support offered in each section.
*Include parenthetical citations with all information from a source
Name
Due Date
Course Name/Instructor
Assignment Name
Skeleton Outline: Argument Research Paper
I. Introduction:
A. Attention getter (starting with a scenario story or interesting fact may work)
B. Topic Introductory Information
C. Thesis:
II. Topic (History/Background)
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Supporting information from Source
1. Explanation
2. Explanation
C. Transition
III. Supporting Topic #1
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
IV. Supporting Topic #2
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
V. Supporting Topic #3
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
VI. Supporting Topic #4
A. Supporting Idea
1. Supporting information from Source
2. Explanation
B. Counterargument
1. Supporting information from Source
2. Explanation
C. Rebuttal
1. Supporting information from Source
2. Explanation
D. Transition
VII. Conclusion
A. Revisit thesis/topic
B. Final Thoughts (what idea do you want to leave readers with?) *Hint: Do not suggest they should think about think topic, or consider the topic. You want them to agree with your opinion/research.
*Include references on following page.
References
Assignment Objective: Create an clear organizational pattern to present the argument, support, counterclaims, and rebuttals which will develop a stronger argument to persuade readers.��Student Example: Formal Outline Example�Template Documents: Formal Outline Template
At this point you have your ideas flushed out and you have your support information gathered – now it’s time to get it all organized.
The essay outline, an essential portion of the drafting process, assists writers to organize their material before beginning the rough draft. Before you start your outline complete the assigned readings and read the details offered here to ensure you meet all the requirements of the formal outline. In this class you are required to write a formal outline - one that is much more developed and detailed than you may have completed before.
The formal outli ...
Story The story of an hour by kate chopinOutlineI. Histor
Story : The story of an hour by kate chopin
Outline
I. Historical Introduction
A. Identify the historical time period and one or two major occurrences that, apparently, influenced the author and his/her literary work. A definition of the occurrence(s) may be necessary for correlation.
B. Identify the literary period and two or three characteristics of that literary period that are evident in the literary work chosen. Identify two major writers and one or two of their works that are noteworthy.
II. Primary Introduction
A. Begin professionally.
B. Provide a brief summary of the work. (2-3 sentences)
C. Express the theme of the literature, if writing a thematic analysis.
D. State three-point thesis.
III. Analysis of Thesis Point 1
A. Clearly state topic sentence, including key word(s) from thesis point 1.
B. Provide three (3) analyses and evidences from the literature, including researched insight to validate/further substantiate your analyses.
a. Analysis 1a
b. Literary Evidence (w/doc)
c. Outside Support (w/complete name of source w/credentials and verbal)
d. Analysis 2b
e. Literary Evidence (w/doc)
f. Outside Support (w/complete name of source w/credentials and verbal)
C. Construct a transitional sentence. (Optional)
IV. Analysis of Thesis Point 2
A. Clearly state topic sentence, including key word(s) from thesis point 2.
B. Provide three (3) analyses and evidences from the literature, including
researched insight to validate/further substantiate your analyses.
a.. Analysis 1a
b. Literary Evidence (w/doc)
c. Outside Support (w/complete name of source w/credentials and verbal)
d. Analysis 2b
e. Literary Evidence (w/doc)
f. Outside Support (w/complete name of source w/credentials and verbal)
C. Construct a transitional sentence. (Optional)
V. Analysis of Thesis Point 3
A. Clearly state topic sentence, including key word(s) from thesis point 3.
B. Provide three (3) analyses and evidences from the literature, including researched insight to validate/further substantiate your analyses.
a.. Analysis 1a
b. Literary Evidence (w/doc)
c. Outside Support (w/complete name of source w/credentials and verbal)
d. Analysis 2b
e. Literary Evidence (w/doc)
f. Outside Support (w/complete name of source w/credentials and verbal)
C. Construct a transitional sentence. (Optional)
V. Conclusion
A. Provide the essential information.
B. Summarize your thesis points of discussion/analysis.
C. Offer thematic/philosophical insight regarding your analysis (and/or the literary work).
...
Mastering the Art of Informative Essay Outlines: A Step-by-Step Example
This informative essay outline example provides a clear and concise demonstration of how to structure and organize an informative essay, offering valuable insights for effective academic writing.
Parts of research proposal/thesis outline.pdf
This module contain the basic part of research proposal/thesis outline.
SCINXYZ - Introduction to XYZ with LabAnnotated Bibliograph.docx
SCINXYZ - Introduction to XYZ with Lab
Annotated Bibliography
Name:
Course Number:
Presentation Topic:
Source #1
Citation
(in APA format)
Summary
Evaluation
Source #2
Citation
(in APA format)
Summary
Evaluation
Source #3
Citation
(in APA format)
Summary
Evaluation
American Public University System May 2018
PRACTICE
THOUGHT
LEADERSHIP
EXERCISE
TITLE- USE A CATCHY TITLE OR HOOK TO GRAB YOUR
READER’S ATTENTION
Your Name
COM 510
1
Introduction
Brief introduction of the Idea or Problem- 1 paragraph
Discussion
Body of the Idea or Problem – 2-3 paragraphs including supporting statistics/data and stories (focus on and
outline 2-3 main ideas or points)
Conclusion/Recommendations
1 paragraph which concludes the thought leadership article and gives recommendations as applicable.
2
References – (list your references alphabetically below)
Batchelder, A. (2010, July 6). Students brains are being digitally rewired [Web log post]. Retrieved from
http://literacyispriceless.wordpress.com (sample reference)
Mawson, C. O. S. (Ed.). (n.d.). Roget's international thesaurus of English words and phrases. Retrieved
from http://www.bartleby.com/br/110.html (sample reference)
http://literacyispriceless.wordpress.com/
http://www.bartleby.com/br/110.html
Tsunami
by Brandon Olsen
A tsunami is a series of ocean waves generated by sudden displacements in the sea floor, landslides, or volcanic activity. In the deep ocean, the tsunami wave may only be a few inches high. The tsunami wave may come gently ashore or may increase in height to become a fast moving wall of turbulent water several meters high.
Although a tsunami cannot be prevented, the impact of a tsunami can be mitigated through community preparedness, timely warnings, and effective response.
References
https://www.tsunami.noaa.gov/
.
Similar to 12Title of PaperYour NameRasmussen CollegeCOURSE (17)
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Assignment Objective Learn about your topic; analyze and synthesi.docx
Assignment Objective Learn about your topic; analyze and synthesi.docx
Feel free to use this document as a template for your own outline..docx
Feel free to use this document as a template for your own outline..docx
Story The story of an hour by kate chopinOutlineI. Histor
Story The story of an hour by kate chopinOutlineI. Histor
Mastering the Art of Informative Essay Outlines: A Step-by-Step Example
Mastering the Art of Informative Essay Outlines: A Step-by-Step Example
SCINXYZ - Introduction to XYZ with LabAnnotated Bibliograph.docx
SCINXYZ - Introduction to XYZ with LabAnnotated Bibliograph.docx
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1Comparing Humanistic-Existential Psychotherapy with Oth
1
Comparing Humanistic-Existential Psychotherapy with Other Approaches
Caroline E Sam
NRNP 6645
Psychotherapy with Multiple Modalities
Assignment week 7
01/15/2022
This study source was downloaded by 100000806925124 from CourseHero.com on 04-18-2022 09:34:05 GMT -05:00
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https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
2
Comparing Humanistic-Existential Psychotherapy with Other Approaches
Psychologists have developed various theories on human psychology. The Humanist,
existential, and humanist existential models explain the personality changes. The models are
central in therapies as they define how people perceive and accept life challenges. The humanist
model emphasizes the innate goodness in people, while the humanist-existential psychotherapy
model argues that personalities change, and people can develop new attributes based on
circumstances.
Two models: Humanistic-existential psychotherapy and Humanist psychotherapy
Humanistic-existential Psychotherapy
Humanistic Existential Psychotherapy (HE) postulates that the human personality is
dynamic, and changes occur across the lifespan that defines personality at each point
(Hounkpatin et al., 2015). The model integrates humanistic and existentialist approaches. The
humanist perspective claims that human beings are good, while the existentialist proposes that
people are neither good nor bad (Daei Jafari et al., 2020). Integration of the two models creates a
dynamic person capable of actualizing based on situations and strengths. The model is adopted as
a transition from the traditional conception of personality as a stable element that remains
consistent throughout life. The HE models framework asserts that individuals confront and
challenge a meaningless life as they transform their lives into a personality they desire. The
person pursues self-rated health, self-efficacy, psychological turning point, and life satisfaction
that involves a subjective evaluation of an individual’s wellbeing (Hounkpatin et al., 2015).
These components keep an individual driven to improve their lives. Notably, societal norms and
This study source was downloaded by 100000806925124 from CourseHero.com on 04-18-2022 09:34:05 GMT -05:00
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https://www.coursehero.com/file/128013930/Comparing-Humanistic-Existential-Psychotherapy-with-Other-Approaches-gwdocx/
3
the pursuit of authentic individual-based life goals contribute to an individual’s personality
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There is a constant drive to meet an expectation, which is addressed in the social
investment theory- an investment in institutions such as work, and marriage motivates
personality changes. Notably, the ...
1Comment by Perjessy, Caroline Substan
1
Comment by Perjessy, Caroline:
Substance use Anxiety Group Curriculum
Southern New Hampshire University
Clinical Mental Health Counseling Department, COU660
Dr. Caroline P.
Rationale for the group
In Massachusetts, we have several groups for substance use both such as AA meetings and , NA meetings that are held in most area areasjust not a sufficient amount. Some. So me groups are also held at treatment centers by alumni which is a great thing because it will provide members with great responsibility skills. Some of the groups like psychoeducation and 12 steps meetings are mainly for those who are going through andchallenges and have a past with substance use. I plan to hold a group not only for those who have been through it but also withhave family members that are looking for resources and better understanding of the disease. The need for substance use group in the Boston, MassMassachusetts community is in high demand. Although Boston is a wide community where the rent can be high and have good paying jobs, many still struggle s with the everyday life stressors that can lead to excessive drinking. In my community I believe that the need for substance use group can benefit so many specifically those in the poverty area, because they are dealing with these issues every day. Also, due to therapy being frown upon in their environment and some lack the ability to seek professional help. Although some may have the need but will not attend due to therapy being frown upon in their environment. Comment by Perjessy, Caroline: Make sure you are revising for clarity. I know you said this was a draft, so keeping that In mind Comment by Perjessy, Caroline: Revise for clarity
The purpose of substance use group is to help individuals who are have dealing with anxiety and have an underlining issue like anxiety. Substance use clients with underlining issues like anxiety lack coping skills and the ability to perform everyday tasks. Evidence by, the lack of motivation, traumatic event, exposure to violence, withdrawal, and continuing alcohol or drug use. However, the misuse of alcohol not only can lead to neurological as well as anxiety. Several individuals who are actively using have an underlining issue that has cause them to use excessively rather its depression, bipolar, or anxiety. I will be focusing mainly on anxiety. Anxiety can be something that several deal with in silent or out loud, those who have been impacted by the disease either way many are not getting the help they deservemerit. Especially those who have been impacted with the disease For example, not they feeling at time they are not good enoughenough, the uncertainty of their job,; and will they have their job back; doubts about being accepted back into their familywill they have a family after. Comment by Perjessy, Caroline: This is uinclear…how are they dealing with anxiety and have an underlying issue of anxiety?
All those factors are negative im ...
1College Student’s DepressionJasmin LinthicumCours
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College Student’s Depression
Jasmin Linthicum
Course Discovery Writing
Professor Aguiar
Date Due 02/24/2022
College Student’s Depression
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According to the World Health Organization (WHO), depression is a common and severe
health issue that affects how someone feels, thinks and acts. The most common symptoms of
depression are; having bad moods and feeling very sad, losing interest in the activities that were
once fun, loss of appetite, which in turn will lead to massive weight loss or gain that is not related
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caregivers and being bullied. Personality some people are inclined towards experiencing
depression. For instance, people who tend to hold worries, have a low-self-esteem, are
perfectionists and are very sensitive towards negative criticism naturally have a higher likelihood
of facing depression.
Depression throughout history has always been a health problem for people. According to
articles written by philosophers and writers throughout humanity's history, there is depression,
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beatings and starvation as "treatments" to cure a person. On the other hand, the Romans thought
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Christian Aguiar
All of these statistics come from research, so you need to cite them using an in-text citation like we learned in class. Luckily, we're reviewing them again today (3/17).
Christian Aguiar
Christian Aguiar
This is another place where you need to cite your source. Which literature tells us this?
Christian Aguiar
I like the historical context, Jasmin. This could be a great way to begin the script for your video, too.
Christian Aguiar
Since this is an argument based on research - it draws on what scientists know about depression - you need to make it clear what the source is.
Christian Aguiar
Do you mean "personally, some people are inclined..." or perhaps that "some people's perso ...
1Close Looking Analysis Visual ArtArtist’s Self-Portrait Analys
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*The analysis assignment will be run through TurnItIn to look for plagiarism, so be sure to leave yourself enough time to review your paper’s “Originality Report” and make any necessary changes before the due-date.
Don’t forget that Tutoring services are available to you.
If you have any difficulty submitting the assignment on Brightspace, consult the Brightspace (BSP) Help Desk
The struggle is inner: Chicano, indio, American Indian, mojado, mexicano, immigrant Latino, Anglo in power, working class Anglo, Black, Asian—our psyches resemble the bordertowns and are populated by the same people. The struggle has always been inner, and is played out in the outer terrains. Awareness of our situation must come before inner changes, which in turn come before changes in society. Nothing happens in the “real” world unless it first happens in the images in our heads.
Gloria Anzaldúa, Borderlands/La Frontera: The New Mestiza (1987)
Introduction
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1CLA1Xueyao DongWestcliff UniversityINT 501 EF
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CLA1
Xueyao Dong
Westcliff University
INT 501 EF Concentration:
Purchasing and Human Resources
Professor: Dr. Julia Sherm
Octomber 20, 2021
2
Learning Objectives
This was my third semester at Westcliff University, and I explored a wide range of
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For instance, the habit of professional journaling helps me release my stress and motivate
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3
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1CJ 550 2-2 Milestone One Southern New Ha
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CJ 550 2-2 Milestone One
Southern New Hampshire University
Destiny Nance
CJ 550
September 4th, 2022
CJ 550 2-2 Milestone One
A. What are the departments or subdivisions into which your selected organization is divided, and how do these subdivisions work together as a whole in relation to the mission of the organization?
Office of Programs and Re-entry is an organization that focuses on leadership alongside rehabilitative programs ensuring better lives within the community. The organization is divided into four central departments that work together to achieve a common goal. The first department is the Bureau of program development which focuses on the various designs and implementation of risks and needs assessment tools. It also implements other processes and policies key to the restoration alongside rehabilitation of justice to the affected individual within the surrounding.
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1CLA 1Every organization aims at achieving a cer
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CLA 1
Every organization aims at achieving a certain level of performance when it comes to the profitability of the organization. The sales force in any organization is very instrumental towards the performance of an organization as they help push the sales of an organization to the desired level. Organizations must see the value that the salespersons bring to the organization as this impacts the motivation and the productivity of the salespersons (Kuvaas et al., 2017). When a sales team feels that there is value to an organization then they become engaged in their work and perform well. Organizations can show that they value the salespersons by involving them in decision-making, paying them well, and also recognizing achievements.
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1CHAPTER ONEThe What and Why of BudgetingAn Introduction
1CHAPTER ONE
The What and Why of Budgeting
An Introduction
A BUDGET IS DEFINED as the formal expression of plans, goals, andobjectives of management that covers all aspects of operations for adesignated time period. The budget is a tool providing targets and
direction. Budgets provide control over the immediate environment, help to
master the financial aspects of the job and department, and solve problems
before they occur. Budgets focus on the importance of evaluating alternative
actions before decisions actually are implemented.
A budget is a financial plan to control future operations and results. It is
expressed in numbers, such as dollars, units, pounds, and hours. It is needed
to operate effectively and efficiently. Budgeting, when used effectively, is a
technique resulting in systematic, productive management. Budgeting
facilitates control and communication and also provides motivation to
employees.
Budgeting allocates funds to achieve desired outcomes. A budget may span
any period of time. It may be short-term (one year or less, which is usually the
case), intermediate (two to three years), or long-term (three years or more).
Short-term budgets provide greater detail and specifics. Intermediate budgets
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1
Shim, J. K., Siegel, J. G., & Shim, A. I. (2011). Budgeting basics and beyond. ProQuest Ebook Central <a
onclick=window.open('http://ebookcentral.proquest.com','_blank') href='http://ebookcentral.proquest.com' target='_blank' style='cursor: pointer;'>http://ebookcentral.proquest.com</a>
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broad and may be translated into short-term plans. The budget period varies
according to its objectives, use, and the dependability of the data used to
prepare it. The budget period is contingent on business risk, sales and operating
stability, production methods, and length of the processing cycle.
There is a definite relationship between long-range planning and short-
term business plans. The ability to meet near-term budget goals will move the
business in the direction of accomplishing long-term objectives. Budgeting is
done for the company as a whole, as well as for its component segments,
including divisions, departments, products, projects, services, and geographic
areas. Budgets aid decision making, measurement, and coordination of the
efforts of the various groups within the entity. Budgets highlight the interaction
of each business segment with the whole organization. For example, budgets
are prepared for units within a department, such as product lines; for the
department itself; for the division, which consists of a number of departments;
and for the company.
Master (comprehensive) budgeting is a complete e ...
1Child Development Observation and Reflection
1
Child Development: Observation and Reflection
Lua Shanks
Dr. Edwards
Child Development: Observation and Reflection
80MOD 2 ASSIGN 2
06-27-2021
Child Development: Observation and Reflection
The observation data that I gathered and the process that I used to observe significantly informed my ability to conduct observations in the field. For instance, I learned the most important steps in observation such as familiarizing myself with the subjects and taking note of all the activities that take place since they are all useful in the final analysis. The observation data made me realize the value of being keen during field observations so that no detail is left out.
Some of the questions that emerged during the observation process about the children in the media are whether children have similar developmental capabilities and whether play can be used to rectify a child’s developmental delays. The overall experience of observing made me question teachers’ ability to understand all the unique aspects of child development and how they use them to create unique and engaging learning activities. I experienced the challenge of remaining objective since my personal feelings were consistently influenced by judgments and observations.
As I reflect on the observation process and the overall experience, the question that arises is how infants and young children can exhibit an interest in problem-solving yet their mental faculties have not fully developed. The question exposes the complexity of cognitive development in children since it reveals that children develop cognition from social, emotional, and perceptual experiences.
I would like to know the cognitive capabilities of the children I observed by having one on one sessions with them so that I could test their abilities. I believe that intelligence varies not only in adults but also in children an indication that a child’s developmental milestones are unique and different from that of another child. The only similarities are the age of occurrence for each developmental milestone.
The data that I obtained during my observations deepened my understanding of children’s development and learning. I realized that the developmental domains are interlinked since the development of one domain builds onto another domain. For instance, the development of the social and emotional domains contributes to the emergence of the cognitive domain. I realized that the domains do not operate in isolation but instead strengthen each other as the child develops. I also learned that the environment plays a significant role in a child’s development. For instance, when a child grows up i ...
1CHAPTER4BUSINESS-LEVEL STRATEGYChapter 2The Exter
1
CHAPTER
4
BUSINESS-LEVEL STRATEGY
Chapter 2
The External Environment
Chapter 3
The Internal Organization
Vision
Mission
Chapter 4
Business-Level Strategy
Chapter 5
Competitive Rivalry and Dynamics
Chapter 6
Corporate-Level Strategy
Chapter 7
Merger and Acquisition Strategy
Chapter 8
International Strategy
Chapter 9
Cooperative Strategy
Strategy formulation
Strategic Competitiveness
Above-Average Returns
Chapter 10
Corporate Governance
Chapter 11
Organizational Structure and Controls
Chapter 12
Strategic Leadership
Chapter 13
Strategic Entrepreneurship
Strategy implementation
Analysis
Strategy
Performance
The Strategic Management Process
A-S-P model
Chapter 4:
BUSINESS-LEVEL STRATEGY
Chapter overview:
Defining business-level strategy
Customers: their relationship with business-level strategies
The purpose of a business-level strategy
Types of business-level strategies (link with Value chain and 5 forces)
3
Introduction
Strategy – increasingly important to a firm’s success and concerned with making choices among two or more alternatives. Choices dictated by
External environment
Internal resources, capabilities and core competencies
Examples from gaming industry (King Digital Entertainment vs. EA)
4
Introduction
Business level-strategy – integrated and coordinated set of commitments and actions the firm uses to gain a competitive advantage by exploiting core competencies in specific product markets
Generic strategy – a strategy that can be used by any organization competing in any industry
5
Introduction
6
A firm must use a Business Level Strategy
It is not necessary to use all the corporate level strategies, acquisition, restructuring, international…
From the dry cleaner to the multinational corporation – a firm must choose at least one business-level strategy
The business level strategy is the core strategy - the strategy that the firm forms to describe how it intends to compete in the product market
Introduction
7
In terms of customers, when selecting a business-level strategy the firm determines:
who will be served,
what needs those target customers have that it will satisfy, and
how those needs will be satisfied
Customers: Their Relationship with Business-Level Strategies
8
8
Strategic competitiveness results when firm can satisfy customers by using its competitive advantages
Returns earned are the lifeblood of firm
Most successful companies satisfy current customers and/or meet needs of new customers
Customers: Their Relationship with Business-Level Strategies
9
Five components in customer relationships
1. Effectively managing relationships with customers
Deliver superior value
Strong interactive relationships is foundation
2. Reach, richness and affiliation
Access and connection to customers
Depth and detail of two-way flow of information between firm and customer
Facilitating useful interactions with customers – viewing the world from the customer’s eyes
9
...
1CHEMICAL, BIOLOGICAL, RADIOLOGICAL AND NUCLEAR (CBR
1
CHEMICAL, BIOLOGICAL,
RADIOLOGICAL AND NUCLEAR
(CBRN) TERRORISM IN
HISTORICAL CONTEXT
The attacks on the World Trade Centre and the Pentagon on 11 September
2001 (9/11) came as a complete surprise, but should not have been
unanticipated. Throughout the 1990s terrorism analysts from both inside
and outside government had been arguing that it was only a matter of time
before the first act of mass destruction terrorism. Yet threat assessments
had increasingly focused on acts of mass destruction terrorism involving
CBRN weapons. This raises questions about why attention was focused on
CBRN weapons when there was a greater potential threat from other forms
of attack. The starting point in searching for the answer to that question is
the history of CBRN terrorism, coupled with the nature of the public and
political debates that have surrounded it. This historical narrative shows that
some terrorist groups in the latter part of the twentieth century have always
been interested in CBRN weapons, with the first decade of significant
terrorist interest in CBRN terrorism being the 1970s.
CBRN Terrorism in the 1970s
Terrorism in the 1970s was dominated by ethno-nationalist separatist or
independence groups such as the Palestine Liberation Organization (PLO)
and the Irish Republic Army (IRA) in Northern Ireland. It was also the
decade when radical left- and right-wing political groups in Western Europe
such as the Red Army Faction (RAF) also known as the Baader-Meinhof
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 9/8/2021 10:11 PM via AMERICAN PUBLIC UNIVERSITY SYSTEM
AN: 355536 ; Benjamin Cole.; The Changing Face of Terrorism : How Real Is the Threat From Biological, Chemical and Nuclear Weapons?
Account: s7348467.main.ehost
6 The Changing Face of Terrorism
gang, and the Red Brigades were operating at their peak. Despite the high
levels of terrorist violence, particularly in the Middle East, security debates
in the West were dominated by the Cold War. Concerns about terrorism
and ethno-nationalist guerrilla movements assumed significance primarily
because of concerns that the Soviet Union was using them as proxies to
de-stabilize democratic regimes and spread communism.
Against this background of heightened terrorist activity, there was
significant, albeit limited, interest among some terrorists groups in using
CBRN weapons. These incidents can be divided into three broad groups:
those where there was a threat to use CBRN weapons but no evidence
that the group involved actually possessed them; incidents where a gro ...
1CHAPTER 01G L O B A L R E P O R T O N2G
1
CHAPTER 01
G L O B A L R E P O R T O N
2
GLOBAL REPORT ON AGEISM
G L O B A L R E P O R T O N
Global report on ageism
ISBN 978-92-4-001686-6 (electronic version)
ISBN 978-92-4-001687-3 (print version)
© World Health Organization 2021
Some rights reserved. This work is available under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 IGO
licence (CC BY-NC-SA 3.0 IGO).
Under the terms of this licence, you may copy, redistribute and adapt the work for non-commercial purposes, provided the
work is appropriately cited, as indicated below. In any use of this work, there should be no suggestion that WHO endorses
any specific organization, products or services. The use of the WHO logo is not permitted. If you adapt the work, then you
must license your work under the same or equivalent Creative Commons licence. If you create a translation of this work, you
should add the following disclaimer along with the suggested citation: “This translation was not created by the World Health
Organization (WHO). WHO is not responsible for the content or accuracy of this translation. The original English edition shall
be the binding and authentic edition”.
Any mediation relating to disputes arising under the licence shall be conducted in accordance with the mediation rules of the
World Intellectual Property Organization (http://www.wipo.int/amc/en/mediation/rules/).
Suggested citation. Global report on ageism. Geneva: World Health Organization; 2021. Licence: CC BY-NC-SA 3.0 IGO.
Cataloguing-in-Publication (CIP) data. CIP data are available at http://apps.who.int/iris.
Sales, rights and licensing. To purchase WHO publications, see http://apps.who.int/bookorders. To submit requests for
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Third-party materials. If you wish to reuse material from this work that is attributed to a third party, such as tables, figures
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with the user.
General disclaimers. The designations employed and the presentation of the material in this publication do not imply the
expression of any opinion whatsoever on the part of WHO concerning the legal status of any country, territory, city or area
or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted and dashed lines on maps represent
approximate border lines for which there may not yet be full agreement.
The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommend-
ed by WHO in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of
proprietary products are distinguished by initial capital lette ...
1Child Growth and DevelopmentYohana MangiaficoHous
1
Child Growth and Development
Yohana Mangiafico
Houston Community College
TECA 1354: Child Growth and Development
Linda Jones
March 26, 2022
Linda Jones
57280000000003184
Add one more space between the title and your name.
Linda Jones
57280000000003184
Add the department name.
2
My neighbor’s son is a seven-year-old child who has progressed to second grade and is
becoming less reliant on his parents. He is a bright and athletic child who can ride a bike, roller
skate, and play badminton and table tennis. The child is attentive and can read, recount stories,
and do puzzles with ease. He is physically fit, standing 3 feet 12 inches tall and weighing 24
pounds. The body of a child grows and changes as it prepares to become an adult (Papalia &
Martorell, 2018). Seven years is a remarkable age, especially for boys, because it marks the end
of the newborn years and the beginnings of adulthood. He is, nevertheless, going through a
seven-year crisis, a period of change in which the child gains a new perspective on the world. It
enables him to advance to the next stage of his growth. Both at home and on the playground, the
observation was made. This case study is based on observing and analyzing changes in a seven-
year-old boy's physical, psychosocial, emotional, and cognitive development.
The boy spends roughly an hour and a half every day on the playground. He interacts
with the kids, runs with them, jumps, plays the ball, and hangs from the crossbar. The muscles of
the legs, arms, chest, and back are all actively developed, according to the findings. He grows
tough and robust, and he can walk for several kilometers. He can change the speed of his
movement by running slowly or swiftly. He can hop over minor barriers and shift direction
without slowing down while in motion. He can jump forward, up, to the sides, and over tiny
obstacles on one foot. He climbs up and down the stairwell and the rope ladder with ease. The
child has no developmental limitations and can readily hang from the crossbar. He also has no
trouble socializing and communicating with his classmates and other youngsters on the
playground.
Observing him on the playground, it is apparent that the child has reached a high degree
of physical development. He develops strength, endurance, and dexterity needs constant
Linda Jones
57280000000003184
Add the heading for Physical Development
Linda Jones
57280000000003184
informal
Linda Jones
57280000000003184
Yohana, the introduction should be like those in the Observation papers.
Linda Jones
57280000000003184
Title of the Paper
Linda Jones
57280000000003184
7
Linda Jones
57280000000003184
Only report what you actually see the child do, or what the parents/guardians/teacher report.
Linda Jones
57280000000003184
No opinions. Opinions are allowed in the summary portion.
3
exercise. While participating in sports, he understands and respects the rules of team games as
we ...
1CHAPTER2THE EXTERNAL ENVIRONMENTOPPORTUNITIES, THREATS
1
CHAPTER
2
THE EXTERNAL ENVIRONMENT:
OPPORTUNITIES, THREATS, INDUSTRY COMPETITION
AND COMPETITOR ANALYSIS
Opening remarks
Company’s strategic actions are affected by
External environment
Internal environment
External environment is the source of:
Opportunities
Threats
The need for monitoring and analyzing external environment
The pace of change
Complexity
Uncertainty
2
The general, industry and competitor
analysis
3
General environment – broader society dimensions ( 7 dimensions)
Demographic, economic, political/legal, sociocultural, technological, physical and global
Out of firm’s control so must monitor and gather information
Industry environment – factors in competitive environment
Threat of new entrants, power of suppliers, power of buyers, threat of product substitutes, intensity of rivalry among competitors
Firm must assess industry’s opportunities for profit potential
Competitor analysis or competitive intelligence – the way firm’s can gather and analyze information on the industry competitors
Identifying their actions, responses and intentions
These three analyses influence and are influenced by the firm’s vision, mission and strategic actions
The general, industry and competitor environments
4
Three External Environments include:
General
Industry
Competitor
Segments of the general environment
5
DEMOGRAPHIC
Population size
Geographic distribution
ECONOMIC
Nature and direction of the economy in which a firm competes or may compete
SOCIO-CULTURAL
Refers to potential and actual changes in the physical environment and business practices that are intended to positively respond to and deal with those changes
Age structure
Ethnic mix
Income distribution
POLITICAL/LEGAL
PHYSICAL
TECHNOLOGICAL
GLOBAL
Arena in which organizations and interest groups compete for attention, resources, and a voice in overseeing the body of laws and regulations guiding the interactions among nations as well as between firms and various local governmental agencies
Concerned with a society's attitudes and cultural values
Includes the institutions and activities involved with creating new knowledge and translating that knowledge into new products, processes, and materials
Includes relevant new global markets, existing markets that are changing, important international political events, and critical cultural and institutional characteristics of global markets
External environmental analysis
6
The objective of this analysis is identification of
Opportunities and
Threats
Opportunity – a condition in the external environment that helps a company achieve strategic competitiveness, if exploited
Threat – a condition in the external environment that may diminish company’s efforts towards achieving strategic competitiveness
The four-step process includes
Scanning
Monitoring
Forecasting
Assessing
1. Scanning
Studying all the segments of the general environment
Early signals of changes an ...
1Chapter Two Literature ReviewStudents NameName of the
1
Chapter Two: Literature Review
Student's Name
Name of the Institution
Course Number and Name
Professor
Due Date
Privacy Issues in Multi-Tenant Cloud Computing
Chapter Two: Literature Review
Introduction
A multitenant cloud is a cloud computing architecture that allows customers to share computing resources in a public or private cloud. Multitenant involves different cloud computing clients using or transferring a single computing infrastructure. This arrangement exposes the clients who have agreed to various privacy issues relating to their data and information stored in the cloud (Al-Ruithe et al., 2018). Evidence indicates that some of the privacy issues involved in multitenant cloud computing include data leakage, data breach, and exposure of the private data relating to clients involved in the agreement. As the number of people using cloud computing balloon, privacy issues are becoming a significant problem for many consumers who use the same cloud computing architecture in a private or public setting. It is essential to define what multitenant cloud entails before developing a clear concept or problem that can be investigated. According to Park et al. (2018), "A multitenant cloud is a cloud computing architecture that allows customers to share computing resources in a public or private cloud" (Park et al., 2018). Each tenant's data must be isolated in this cloud computing arrangement and cannot be accessed or seen by the partner tenant. However, the recent growth in technology has made data privacy in cloud computing challenges, posing a big problem to cloud computing providers.
The theoretical foundation for the current privacy issues in multitenant cloud computing is drawn from the study done by Park et al. (2018). According to Park et al. (2018), the most significant privacy issue in multitenant cloud computing is the lack of configurability. Configurability poses a colossal privacy issue in this infrastructure because the tenants have to share the same configuration. However, there is little evidence to provide this theory, and this study will play a significant role in contributing to this theoretical framework (Meng et al., 2021). The purpose of the current study is to investigate privacy and confidentiality issues in multi-tenancy cloud computing. Specifically, in this chapter, studies that have been done in the last five years focusing on this topic will be reviewed through a professional literature review.
Chapter Outline
The current chapter will be structured using headings and subheadings to ensure that each aspect is captured during the literature review. The study will be structured in 12 different sections, of which some may have sub-sections. The twelve sections in the current chapter will include introduction, chapter outline, search strategy, introduction to cloud computing, multi-tenancy cloud computing, and cloud computing deployment models. The other sections will consist of cloud computing service models, ...
1CHAPTER 6 CHINAChinaBook ReferenceTerrill, R. J. (
1
CHAPTER 6: CHINA
China
Book Reference
Terrill, R. J. (2016). World criminal justice systems: A comparative survey. Routledge.
Concepts to Know
· Kuomintang
· Cultural Revolution
· Deng Xiaoping
· National People’s Congress
· Standing Committee
· The “Mass Line”
· Ministry of Public Security
· Residents’ Committees
· Criminal Detention
· Adjudication Committees
· Political-legal Committees
· Supreme People’s Court
· Basic People’s Courts
· Procuratorate
· People’s Assessor
· Confucians
· Legalists
· Compulsory Measures
· Administrative Regulations
· Labor Camps
· Death Penalty
· Bang-jiao
Introduction
CHINA is an ancient country that has one of the oldest civilizations on earth. Its written history is almost 4,000 years old, and throughout much of its existence, its cultural traditions have had a profound impact on the entire East Asian region. China occupies much of the mainland of East Asia and shares land borders with 14 countries (Afghanistan, Bhutan, India, Kazakhstan, Kyrgyzstan, Laos, Mongolia, Myanmar, Nepal, North Korea, Pakistan, Russia, Tajikistan, and Vietnam). With a geographical area of about 3.7 million square miles, China is slightly larger than the United States (see Figure 6.1). Among the countries of the world, only Russia and Canada are larger in area. Unlike the United States, where almost 20 percent of the land is utilized for agriculture, China cultivates around 10 percent of its land on a permanent basis.
Because of rugged and inhospitable geographical conditions, particularly in the western regions, large areas of China are uninhabited. As a result, approximately two-thirds of the population live along the east coast, which represents about one-fifth of the land. China has long held the distinction of having the world’s largest population at more than 1.3 billion. This figure is greater than the combined populations of Europe, Russia, and the United States. More than 91 percent of the people belong to the Han ethnic group. All of the other ethnic minorities represent less than 1 percent of the population, with the exception of the Zhuang minority at 1.3 percent of the total population.
Approximately 31 percent of the labor force is employed in agriculture and forestry, with industrial and service ventures employing 30 and 36 percent, respectively. Iron, steel, and textiles are among the more prominent industries. In 1978, Chinese leaders initiated a program to modernize agriculture, industry, science and technology, and national defense. Their goal was to achieve a fairly advanced industrialized country by the year 2000. This program was prompted, in part, by the fact that the standard of living had been in a considerable state of decline since the 1950s.
Throughout China’s more recent political history under communism, the state essentially owned the industrial enterprises and commercial ventures of the country. Because people were guaranteed life-long employment, concerns about workforce productivity had been negl ...
1Chapter 9TelevisionBroadcast and Beyond2
1
Chapter 9
Television:
Broadcast and Beyond
2
Sinclair Broadcast Group
Family run group of 173 stations in 81 markets; affiliated with Fox, ABC, CBS, NBC and Univision
Questions about corporate “must run” messages sent to affiliates brought company into the news
3
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
3
Sinclair Broadcast Group
Required broadcast of conservative commentaries
Biggest controversy was script complaining about “fake news” sent out to all stations to be recorded by local anchors
4
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
Invention of Television
Philo T. Farnsworth
1922: diagrams plans for television at age 16
1930: receives patent cathode ray tube
RCA attempted to promote its own Vladimir Zworykin as inventor of TV
1947: Farnsworth’s television patent expires just before TV starts to take off
5
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
5
Beginning of Broadcast Television
1939: NBC starts broadcasting, most sets in bars, restaurants
1942: TV manufacturing suspended for duration of WW II; most stations go off air
Licensing of new TV stations suspended 1948–1952, leaving many cities without television
6
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
6
Lucy & Desi End Live TV
1951: Lucille Ball and Desi Arnaz create I Love Lucy
One of the first sitcoms to be filmed, rather than live
Lucy and Desi hold onto syndication rights to the show, still being broadcast today
7
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
7
Color Television
1950s: early experiments in color television
1965: Big Three networks broadcasting in color
NBC peacock logo designed to tell B&W viewers show was in color
Early color TVs cost equivalent of big screen TVs today
8
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
8
Beginning of Cable Television
Community antenna television (CATV)
Early form of cable television used to distribute broadcast channels in communities with poor television reception
Relatively expensive, was source of a good TV signal, not additional programming
9
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
9
Rebirth of Cable
By mid-1970s, FCC began loosening rules on cable companies
1975: HBO starts providing programming nationwide, sending signal to local cable companies via satellite
Key point: HBO could send programming to 1,000 cable companies as cheaply as to one
10
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
10
Ted Turner – Cable Pioneer
1963: inherits failing billboard company from father
1970: buys Channel 17 in Atlanta
Buys Atlanta Braves and Hawks sports franchises to provide programming for channel
Turns Channel 17 into Superstation WTBS in 1976, takes local station national
11
Hanson, Mass Communication: Living in ...
1CHAPTER 5 RUSSIARussiaBook ReferenceTerrill, R. J.
1
CHAPTER 5: RUSSIA
Russia
Book Reference
Terrill, R. J. (2016). World criminal justice systems: A comparative survey. Routledge.
Concepts to Know
· Marxism–Leninism
· Mikhail Gorbachev
· Democratization
· Constitution of the Russian Federation
· President of the Russian Federation
· Federal Security Service (FSB)
· Propiska
· Constitutional Court of the Russian Federation
· Judicial Department
· Procuracy
· Defense Counsel
· Justices of the Peace
· Jury
· Material Definition of Crime
· Measures of Restraint
· Plea Bargaining
· Ministry of Internal Affairs (MVD)
· Commission on Juvenile Affairs
Introduction
THE LONGEST-RUNNING social science experiment of the twentieth century officially ended on December 25, 1991, with the resignation of Mikhail Gorbachev as president of the Soviet Union. From the Bolshevik Revolution of 1917 until Gorbachev’s resignation, the rulers of the Soviet Union had attempted to create a communist society that would be the envy of the world. Support for this goal was continual for more than 70 years, but the sense of purpose and direction began to unravel during the late 1980s. The principal cause for this shift in opinion was Gorbachev’s alternative rationale for achieving socialism. Although his ideas were a radical departure from some of the basic tenets of Leninism, Gorbachev generally favored implementing them incrementally. Nevertheless, disaffection with these ideas became quite pronounced among devoted communists, which led to the attempted coup of August 1991. This was followed by Gorbachev’s resignation and the formal dissolution of the country by year’s end.
The Soviet Union had been composed of 15 republics: Armenia, Azerbaijan, Byelorussia, Estonia, Georgia, Kazakhstan, Kirghizistan, Latvia, Lithuania, Moldavia, Russia, Tadzhikistan, Turkmenistan, Ukraine, and Uzbekistan. Russia was not only the largest republic in terms of territory and population, but it also dominated the policies of the Soviet Union—so much so that the words Russian and Soviet were often used interchangeably when referring to the foreign and domestic policies of the Soviet Union. Today, Russia is the largest country in the world, almost twice the size of the United States. It encompasses more than 6.5 million square miles that stretch from Eastern Europe through the northern half of Asia. The population of about 139 million has become more urban over the past 50 years. In fact, it has reached about 80 percent of the population— almost an exact reversal of the urban and rural ratio at the time of the 1917 Revolution (see Figure 5.1).
Russia is a federation consisting of six categories of administrative units. These include 21 republics, nine territories, 46 provinces, two federal cities, one autonomous republic, and four autonomous regions. Among these administrative units, the republics have the greatest claim to self-government. Although Russians comprise more than 80 percent of the country’s population, there are some 126 national ...
1Chapter 6Newspapers and the NewsReflections of a
1
Chapter 6
Newspapers and the News:
Reflections of a Democratic Society
2
When Is It News That an Entire City
Is Being Poisoned By Its Water Supply?
City of Flint, Mich., had high levels of lead in its water after changing from lake to river water
Local journalists say they were slow to respond because officials said water was ok
But local journalists eventually drove the story to receive national attention
3
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
National journalists saw it as heartland story, followed national stories instead
Communities depend on local journalism for news about important local occurrences
When Is It News That an Entire City
Is Being Poisoned By Its Water Supply?
4
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
Early Newspapers
1618: Curanto, published in Amsterdam, is first English-language newspaper
1622: newspapers being published in Britain, distributed through coffeehouses
Followers of church reformers John Calvin and Martin Luther among earliest publishers
5
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
5
Colonial Publishing
1690: Publick Occurrences, first paper published in American colonies
Colonial newspapers subject to British censorship
6
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
6
Colonial Publishing
1721: New England Courant
Published by James Franklin, Ben’s older brother
First paper published without “By Authority” notice; James sent to prison for doing so, Ben takes over publishing paper
7
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
7
Early American Newspapers
Audience primarily wealthy elite
Published by political parties
Focused on opinion, not news
Expensive and had small circulation
Generally bought by prepaid subscription
8
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
8
Penny Press Revolution
Benjamin Day’s idea: The New York Sun – “It shines for all”
Sold on the street for one or two cents
Supported primarily by advertising
9
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
9
Penny Press Revolution
First papers to shift focus on news
Journalistic objectivity developed as a way to appeal to larger audiences
Rise of working class supported penny press growth
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
10
10
A Modern Democratic Society
Rapidly growing number of papers
Growing number of people working for wages
U.S. transforming from rural to urban society
Expanding interest in national and global events
Newspapers promoted democratic market society
People acquire the news “habit”
11
Hanson, Mass Communication: Living in a Media World, 7e
SAGE Publishing, 2019
11
Newspaper Wars: Hearst vs. Pulitzer
Joseph Pulitzer’s New York World
Creation of the front page
Often staged sensational ...
1CHAPTER 4 SOUTH AFRICA South AfricaConcepts to Know·
1
CHAPTER 4: SOUTH AFRICA
South Africa
Concepts to Know
· Afrikaner
· Apartheid
· Natives Land Act (1913)
· African National Congress
· National Party
· Group Areas Act (1950)
· Nelson Mandela
· Freedom Charter (1955)
· Truth and Reconciliation Commission
· Ubuntu
· National Assembly
· Public Protector
· Independent Police Investigative Directorate
· S v. Makwanyana (1995)
· Judicial Service Commission
· Law Reform Commission
· Constitutional Court
· Advocates
· Assessors
· Inspecting Judge
· NICRO
· Child Justice Act (2008)
Introduction
SOUTH AFRICA encompasses the southern tip of the African continent. It is the ninth largest country on the continent and the thirty-third largest in the world. Its northern border is shared with Namibia, Botswana, Zimbabwe, Mozambique, and Swaziland. Its coastline borders the Indian Ocean on the east and south and the Atlantic Ocean on the west. In addition, South Africa surrounds the small country of Lesotho, which is approximately the size of the state of Maryland. Lesotho is a constitutional monarchy that gained its independence from the United Kingdom in 1966 (see Figure 4.1).
The population of South Africa is almost 53 million and consists of 79.5 percent black, 9 percent white, 9 percent “colored,” and 2.5 percent Asian or Indian residents. The use of the word “colored” in the South African context refers to people of mixed race and often is associated with people of African and Dutch ancestry. The principal industries of the country are minerals, mining, motor vehicles, and machinery. South Africa is a significant producer of platinum, manganese, gold, and chrome. Its major trading markets include China, Germany, the United Kingdom, and the United States.
South Africa has 11 official languages: Afrikaans, English, isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, and Xitsonga. With the exception of Afrikaans and English, the other languages are all Bantu languages. Bantu languages are spoken by more than 100 million Africans in east, central, and southern Africa. Afrikaans is a seventeenth-century variation of Dutch that has been considered a distinct language since the nineteenth century. Approximately 7 percent of the South African population are Afrikaners, that is, people who trace their roots to the early Dutch, French, and German settlers. Most of the English spoken is by nonwhites, along with approximately 2 million English-speaking whites who trace their ancestors to British immigrants and to the 1 million people of Asian/Indian origins.
Throughout the second half of the twentieth century South Africa was associated most with its policy of apartheid, a white supremacist ideology that emphasized white domination and racial discrimination. More will be said about apartheid shortly. First, an outline is offered of the arrival of white Europeans to this part of Africa and the pre-apartheid policies of racial segregation that had been introduced and in practice for a num ...
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