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Endocrine Attendance Questions Please answer the 5 questions below for attendance credit. Submit your answers to the proper assignment folder. Please do not share work. What is hypopituitarism and how is it managed? Compare and contrast the pathophysiology of Syndrome of Inappropriate Antidiuretic Hormone (SIADH) and Diabetes Insipidus (DI) Discuss the pathophysiology of Graves disease and include signs and symptoms associated with this disorder. Discuss the pathophysiology of congenital hypothyroidism and the therapeutic management Discuss the therapeutic management of diabetic ketoacidosis (DKA) .

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English 101 - Reminders and Help for Rhetorical Analysis Paragraphs 1. Remember the “Rule of Thirds” for Body Paragraphs (Besides BP1 on Essay II) Top 1/3 of Paragraph (about 4-5 sentences) – your development of an idea stated through a clear topic sentence and a group of follow up sentences that explain and ‘analyze’ the point. -(P) main point of paragraph in the topic sentence -(I) follow up and explanation of the idea, how it is true and its importance Middle 1/3 of paragraph (4-5 sentences) – this section should be focused on ‘support’ of your that will in a sense prove the idea presented -(E) Use of a specific example/evidence from the text or perhaps a ‘universal’ example to display and ‘show’ your audience what you mean or perhaps a secondary source Final 1/3 (4-5 sentences) – summarize and reassert your main point in a fresh way. -(S) Returning to your main point – you may have to transition out of your example to return back to your main idea. Be sure to restate it and perhaps change the context to analyze it in a new way. 2. Help Developing Main Points – Rhetorical Analysis The I and S sections carry a lot of ‘weight’ because they are the areas where a student writer can show the depth of their thinking and comprehension of the idea presented. This is especially true with rhetorical analysis paragraphs: Target Audience, Message, Manipulation/Persuasion, Effectiveness, and/or Effect (an indiv. essay will not have all of these). Asking questions of your main point is a great way to ‘dig’ for development of your idea. Here are some example questions for each RA paragraph that may help you plan/develop your I and S sections: A. Target Audience (TA) – Why has this audience been chosen by the ‘company’/advertiser/text? What does knowing this TA tell you about the ad’s purpose/message? Why/how is this audience susceptible to the purpose/message of text. B. Message – Why is this message being used by the ‘text’? How/why is this message meaningful to the audience? What is the message trying to make the audience feel or believe? C. Manipulation/Persuasion – Explain a specific method/way the text tries to persuade the audience. How does this method of persuasion ‘work’ within the text? More generally, why is this approach to manipulation/persuasion used? D. ***Effectiveness*** (prob. a paragraph only for ads) – How/why does the ad succeed or fail in its purpose? What could be done to make the ad more effective? E. Effect – How does the add connect to, support, or create a problem in the real world? How/why does ad have this impact? How does the ‘effect’ benefit or damage the real life of audience? English 101 - Essay II – Assignment Texts Covered to Prepare for EII: -“Why Good Advertising Works (Even When You Think It Doesn’t)” – Nigel Hollis -“How Advertisers Are Manipulating You in Ways You Don’t Even Know” – video link provided on Canvas -“Backpacks vs. Briefcases” - Laura Bolin Carroll -“How Advertising Has Become an Agent o.

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ENGL 301B Sections 12 & 15 Prof. Guzik Spring 2020 Assignment #2: Mis and Dis Purpose and Logistics: Normally, as we work on assignment #2 in ENGL 301B we would be revisiting key structural elements of essays more advanced than the Five-Paragraph-Style (FPS) Essay. However, many of the lessons that I usually use for this assignment to focus on global organization are activities that (despite my best efforts) are activities that I don’t have an easy fix for to convert them to activities that can be done at home or online. So this is going to be a bit awkward. Instead, we’ll drill down on paragraph development and strategies for introductory paragraphs and concluding paragraphs. Moreover, since many (but not all) of you are taking the class C/NC instead of for a letter grade, some of you will only plan to write two out of class essays instead of all three. This assignment topic should be completed by all students taking the class who DO NOT plan to use A1 in the final portfolio. It’s another argumentative, thesis-driven essay, and every passing portfolio should have one. A3 is a more narrative topic (although it does involve some heavy-duty analysis.) However, I am mindful that even though this assignment has two topic options, both of them may be close enough to current events that students who either struggle with issues of anxiety or who are easily distracted by news in our current study and work environments might find this assignment hard to complete, even if you choose to focus on political mis and dis instead of public health mis and dis. (Those terms will make sense soon.) To that end, I am posting the materials for A2 and A3 at the same time and asking students to make the choices that work best for them when selecting which assignment to work on next. When we hold online classes, we may divide up into A2 and A3 groups to discuss the topics. Stay tuned for details. Readings: Truth Decay: An Initial Exploration of the Diminishing Role of Facts and Analysis in American Public Life by Jennifer Kavanagh and Michael D. Rich (you are only required to read the summary and the introduction of this book-length report. If you choose to use this as a reading for your essay, you are welcome to draw on other parts of the text, but in no way required to.) “Why We Believe Lies” by Cailin O’Connor and James Owen Weatherall. (This article was published in Scientific American but is locked behind a paywall if you try to google the article. I suggest using the Academic Search Complete database, which has the HTML version of the article. It was published in the September 2019 edition.) “YouTube, The Great Radicalizer” by Zeynep Tufekci from The New York Times “Evaluating Information: The Cornerstone of Civic Online Reasoning” the executive summary published by the Stanford History Education Group in 2016. “Misinformation Telephone” by Renee Diresta from Slate Background: Current events have driven home yet again that the infras.

ENGL 301BSections 12 & 15Prof. GuzikSpring 2020Assignment .docx

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ENGL 102 Use the following template as a cover page for each written essay: Title of Assignment COURSE # and TITLE_________________________________________ (e.g., ENGL 102: Literature and Composition) SEMESTER OF ENROLLMENT_______________________ (e.g., Fall D 2017) NAME_________________________________________ID #____________ WRITING STYLE USED_____________________________________________________ (e.g., MLA) Page 1 of 1 ENGL 102 Research Paper Grading Rubric Criteria Levels of Achievement Points Earned Excellent/Good Fair/Competent Deficient Development (CCLO #2) 65 to 75 points · Major points are stated clearly and are well-supported. · Content is persuasive and comprehensive. · Content and purpose of the writing are clear. · Thesis has a strong claim. · Audience is clear and appropriate for the topic. · Supportive information (if required) is strong and addresses writing focus. 51 to 64 points · Major points are addressed, but clarity or support is limited. · Content is somewhat persuasive or comprehensive. · Content is inconsistent (lack of clear purpose and/or clarity). · Thesis could be stronger. · Supportive information (if required) needs strengthening or does not address writing focus. 0 to 50 points · Major points are unclear and/or insufficiently supported. · Content is missing essentials. · Content has unsatisfactory purpose, focus, and clarity. · Supportive information (if required) is missing. Organization and Structure (CCLO #1) 65 to 75 points · Writing is well-structured, clear, and easy-to-follow. · Introduction is compelling and forecasts the topic and thesis. · Each paragraph is unified and has a clear central idea. · Transitional wording is present throughout the writing. · Conclusion is a logical end to the writing. · Word count is at least 1,500 words. 51 to 64 points · Paper is adequately organized, but some areas are difficult to follow. · Introduction needs to provide a stronger gateway into the writing. · Some paragraphs lack unity and coherence. · Better transitions are needed to provide fluency of ideas. · Conclusion is trite or barely serves its purpose. · Word count almost meets requirement. 0 to 50 points · Organization and structure detract from the writer’s message. · Introduction and/or conclusion is/are incomplete or missing. · Paragraphs are not unified (e.g. more than 1 topic is included, missing or inadequate controlling and concluding sentences). · Transitions are missing. · Conclusion, if present, fails to serve its purpose. · Word count does not meet requirement. Grammar and Diction (CCLO #1, #3) 65 to 75 points · The writing reflects correct grammar, punctuation, and spelling standards. · Language is accurate, appropriate, and effective. · The writing’s tone is appropriate and highly effective. · 51 to 64 points · The writing contains some grammar, punctuation, and/or spelling errors. · Language is unclear, awkward, or inappropriate in parts. · The writing’s tone is gener.

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ENGL2310: Essay 2 Assignment Due by Saturday, June 13, at 11:59pm Central The Essay 2 assignment builds on the analytical skills you displayed in Essay 1, asking you to deepen those skills by applying two lenses to the readings. We’re also adding in our Weeks 5 and 6 reading, Heart of Darkness, a work of 20th-century literature. Exploring the intersection of two different themes is an opportunity to narrow your scope even further, giving you a stronger foundation for analysis. For this assignment, you have the option to submit the essay as a normal Word document or as a digital text called a Sway. This is a chance to get experience with digital writing before the Final Project. (Here’s an example of a Sway that introduces postcolonial theory.) A multimodal approach with Sway opens many creative possibilities, but those should all be in service of enhancing a deep analysis. Whichever mode of delivery you choose, the essay should have the elements of a scholarly literary analysis: APA or MLA citation style (you can skip the abstract!); a narrow, arguable thesis statement; separate supporting ideas with topic sentences/transitions; and a dynamic conclusion. In this essay, you are expected to do the following: 1. Select two of the themes of postcolonial theory that you would like to explore. These will be the lenses through which you look at the literature. You’re more than welcome to stick to the same initial theme you chose for Essay 1 and add in a new one, or you could choose two entirely new themes to apply. 2. Describe the lenses and explain how/why they represent a promising combination. Why are they worthwhile to discuss in relationship to one another? How do they inform one another? How does the combination limit your approach in helpful, constructive, or opportune ways? Be specific. 3. Apply that lens to The Epic of Gilgamesh, The Tempest, and Heart of Darkness. This should be the bulk of your writing. How do the themes function within the story? What specific moments in the story are valuable for drawing deeper insights about the intersection between the two themes? Include balanced textual evidence, not simply general statements about the plot elements or characters. Ultimately, the analysis should answer this question: what do these three stories reveal about how these themes combine? What insight(s) can we take from the readings that apply beyond the literature? Additional advice: Your essay should be a postcolonial analysis, not just a character study or a general discussion of symbols in the literature. The focus on colonial relationships should not be difficult to maintain, especially as we’re tying in 20th-century literature that’s directly tied to actual colonial events. Don’t hesitate to reach out if you’re having trouble working through ideas or weighing your options. As you can see in the rubric, a specific length is not part of the grading criteria, but successful essays are generally bet.

ENGL2310 Essay 2 Assignment Due by Saturday, June 13, a.docx

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ENGL 151 Research Essay Assignment Details Value: 25% (additional 5% for Draft/Peer Review) Due Date: Draft—Jun 10 Final—June 19 Length: 1500 words (does not count the references list) Instructions Write a 1,500 word argumentative essay in which you communicate and defend a thesis about a specific topic you have begun researching over the first four weeks of the term. While your essay is based on your own opinion about a topic, the strength of your essay will depend on your ability to anticipate objections/questions from critical readers and address them by collecting and integrating supporting evidence from other texts. As always, I expect your argument to be thorough, well-reasoned, and concise. Don’t waste space with empty words. Your analysis should have a strong, clear structure. As a guide, consider our standard conceptualization of essay format: · Introduction paragraph containing (among other things) a clear thesis · Body paragraphs discussing one aspect of the argument to support your thesis · Conclusion paragraph that reminds readers of the thesis and major supporting ideas Your essay must be formatted according to APA 7th edition guidelines, and you must cite both quotations and paraphrasing in APA style, which includes a References list. Research You must incorporate information from a minimum of five reliable and appropriate sources in your essay, at least one of which must be a scholarly article from the Camosun library database. Texts providing only general information (eg. dictionaries, encyclopedias, wikis) are not appropriate sources. Web resources from reliable sources (eg. American Medical Association, Statistics Canada) can be valuable, but extreme caution should be used when defining “reliable”. If you’re in doubt, discuss with other students and/or contact me. Academic Honesty Remember, plagiarism is a very serious offence. All borrowed material must be cited using APA style, and any paraphrasing must be significantly re-worded from the original material. I expect you to limit the length of your quotations (all under 40 words long). Essay Draft: Process and Grading 1. On Wednesday, June 10, before 12:00pm (noon), you will submit a draft of your research essay to the Essay Draft Drop Box on our D2L page. Your draft should be · a complete essay that may lack the polish of a final draft · fully cited in APA style, including in-text citations and a references list · formatted in APA style (see sample on D2L) · submitted without your name on it (don’t include it on the title page) 2. I will email you another student’s draft by 5:00pm the same day, and you will use the Peer Review Guide to give feedback on the student’s essay. The review process should only take 60 minutes max (that’s how long I give my students when we do this in class). 3. You will submit your feedback to the Peer Review Drop Box on D2L before Thursday, June 11, at 5:00pm. The draft will be graded on a pass/fail basis. Failing to su.

ENGL 151 Research EssayAssignment DetailsValue 25 (additio.docx

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ENGL 140 Signature Essay Peer Review Worksheet AssignmentDirections: Your task is to provide high level feedback to at least one of your fellow classmates that should help them improve their final essay. You will need to complete, in its entirety, this peer review worksheet to help your fellow student. PART ONE: DEMOGRAPHICS Name of the student whose essay you reviewed: Your Name: Daniel Placeres PART TWO: ANALYSIS Summarize, in three to five sentences, the overall argument being made in this essay. Share your opinion on how well you think this draft meets the assignment requirements. INPUT: The overall argument mentions the association between bad health and low income. Daniel argues that poverty increases the risk of poor hygienic and health related issues. Mentioned, is the fact that without the proper income healthcare services are limited or not accessible to those in need. I feel the draft does need more revision, but does meet the requirements provided to our class. I have a clear understanding of the link between poor health and poverty and believe we can make this a great paper. PART THREE: CONTENT Address each of the following questions, using complete sentences and specific examples when possible. Remember that you can give both positive and negative answers here to help highlight both the best aspects of the essay and address those areas that need revision. Format YES NO 1 Does the essay use appropriate APA formatting, including double spacing, Times New Roman 12 point. Times New Roman font, one-inch margins, and appropriate paragraph indentations? N 2 Can you identify any areas where outside source information appears to be used when no in-text citations are included? Provide specific examples: N 3 When in-text citations are used, do they follow APA formatting? Y 4 Does the essay include the required 8 sources? Y 5 Can you identify any issues with the references page? If so, please provide specific examples: hyperlinks, capitalizations (review “Poverty and health: thirty years of progress?”), Y Content YES NO 1 Can you identify the main argument being made? Y 2 Can you identify the thesis statement? Does it make a claim that can be argued and clearly take a stance? Y 3 Do each of the paragraphs in the essay work to directly support the argument being made in the essay? Y Organization 1. How effectively does the introduction engage the reader while providing an overview of the main controversy being addressed? Introductory paragraph flows, however, his argument needs to be more clear. Before mentioning his point of view on poor health care linked to political injustice, he mentions a point on education, which weakens his argument by diverting the subject. Although I believe this is the argument he was attempting to make, he then begins the body of his essay by discussing correlations between poverty, healthcare, and lifestyle (e.g., diets), which once again scatters his topic. 2. How easily .

ENGL 140 Signature Essay Peer Review WorksheetAssignmentDirectio.docx

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ENGINEERING ETHICS The Space Shuttle Challenger Disaster Department of Philosophy and Department of Mechanical Engineering Texas A&M University NSF Grant Number DIR-9012252 Instructor's Guide Introduction To The Case On January 28, 1986, seven astronauts were killed when the space shuttle they were piloting, the Challenger, exploded just over a minute into the flight. The failure of the solid rocket booster O-rings to seat properly allowed hot combustion gases to leak from the side of the booster and burn through the external fuel tank. The failure of the O-ring was attributed to several factors, including faulty design of the solid rocket boosters, insufficient low- temperature testing of the O-ring material and the joints that the O-ring sealed, and lack of proper communication between different levels of NASA management. Instructor Guidelines Prior to class discussion, ask the students to read the student handout outside of class. In class the details of the case can be reviewed with the aide of the overheads. Reserve about half of the class period for an open discussion of the issues. The issues covered in the student handout include the importance of an engineer's responsibility to public welfare, the need for this responsibility to hold precedence over any other responsibilities the engineer might have and the responsibilities of a manager/engineer. A final point is the fact that no matter how far removed from the public an engineer may think she is, all of her actions have potential impact. Essay #6, "Loyalty and Professional Rights" appended at the end of the case listings in this report will be found relevant for instructors preparing to lead class discussion on this case. In addition, essays #1 through #4 appended at the end of the cases in this report will have relevant background information for the instructor preparing to lead classroom discussion. Their titles are, respectively: "Ethics and Professionalism in Engineering: Why the Interest in Engineering Ethics?;" "Basic Concepts and Methods in Ethics," "Moral Concepts and Theories," and "Engineering Design: Literature on Social Responsibility Versus Legal Liability." Questions for Class Discussion 1. What could NASA management have done differently? 2. What, if anything, could their subordinates have done differently? 3. What should Roger Boisjoly have done differently (if anything)? In answering this question, keep in mind that at his age, the prospect of finding a new job if he was fired was slim. He also had a family to support. 4. What do you (the students) see as your future engineering professional responsibilities in relation to both being loyal to management and protecting the public welfare? The Challenger Disaster Overheads 1. Organizations/People Involved 2. Key Dates 3. Space Shuttle Solid Rocket Boosters (SRB) Joints 4. Detail of SRB Field Joints 5. Ballooning Effect of Motor Casing 6. Key Issues ORGANIZATIONS/PEOPLE INVOLV.

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Engaging Youth Experiencing Homelessness Core Practices and Services National Health Care for the Homeless Council January 2016 DISCLAIMER This project was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U30CS09746, a National Training and Technical Assistance Cooperative Agreement for $1,625,741, with 0% match from nongovernmental sources. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government. All material in this document is in the public domain and may be used and reprinted without special permission. Citation as to source, however, is appreciated. Suggested citation: National Health Care for the Homeless Council (January 2016). Engaging Youth Experiencing Homelessness: Core Practices & Services [Author: Juli Hishida, Project Manager.] Nashville, TN: Available at: www.nhchc.org. ACKNOWLEDGEMENTS Special thanks are owed to the National Health Care for the Homeless Clinicians’ Network (CN) Steering Committee, the CN Engaging Homeless Youth advisory work group, and the individual clinicians, administrators, and consumers interviewed for this project. Without their willingness to share valuable information about their organization and their experiences this publication would not be possible. Additional thanks to Council staff members who reviewed and contributed to the research process and this publication. Engaging Homeless Youth Advisory Work Group Members: Amy Grassette Consumer Advisory Board Chair Community Healthlink Bella Christodoulou, LCSW Social Worker Tulane Drop-In Health Services Brian Bickford, LMHC Director of Primary Care and Homeless Svcs Community Healthlink Cicely Campbell, BS Volunteer Coordinator Tulane Drop-In Health Services Debbian Fletcher-Blake, APRN, FNP Assistant Executive Director, Clinic Administrator Care for the Homeless Deborah McMillan, LSW Assistant Vice President of Social Services Public Health Management Corporation Eowyn Rieke, MD, MPH Physician Outside In Heather McIntosh, MS Research Project Coordinator University of Oklahoma School of Community Medicine Heidi Holland, M.Ed Program Manager The National LGBT Health Education Center Mark Fox, MD Medical Director/ Associate Dean for Community Health and Research Development Street Outreach Clinic/ University of Oklahoma School of Community Medicine Mollie Sullivan, LMHC Licensed Mental Health Counselor Health Care for the Homeless/ Mercy Medical Center Rachael Kenney, MA Associate Center for Social Innovation Ric Munoz, JD Assistant Clinical Professor of Social Work University of Oklahoma School of Social Work Robin Scott, MD Pediatrician Community Health Center of South Bronx .

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Engaging Families to Support Indigenous Students’ Numeracy Development Abstract Indigenous children are performing poorly in mathematical skills compared to their non-indigenous counterparts in the classroom. Reasons such as unequal education opportunities and socio-economic factors have been put forward by education scholars to justify this statement. This paper will look at some of the learning and teaching strategies that can be used in Australian education to help indigenous students in improving their numeracy skills. https://yourhomeworkaide.info/2021/06/02/briefly-describe-an-organization-with-which-you-are-familiar-describe-a-situati/ The teaching and learning skills will revolve around engaging the families, improving the relationship between home and school, and bridging the cultural gap. The parents, the community and the educators have crucial roles in implementing these learning and teaching strategies. Introduction Numeracy skills have been an issue in the academic endeavors of many students in Australia. More so the numeracy skills are relatively poor in indigenous students compared to non-indigenous; the achievement gap between indigenous and non-indigenous widen over time and there is worrying evidence that the size of gap in recent years has been increasing (Klenowski, 2009). Indigenous people have not been recognized in the constitution therefore they are living as immigrants in their own mother land; this means they have been sidelined in national development activities, such as education, making it difficult to close the achievement gap between them and non-indigenous people. Many people use the word numeracy interchangeably with mathematical skills, even though related, numeracy is a broad field that involves mathematical skills, problem solving and communication skills. Numeracy goes beyond the learning process that is mainly employed in a school setting; numeracy involves the understanding of quantitative techniques that are used to communicate, solve problems, respond to issues and help in the day to day undertakings. It is almost next to impossible to achieve numeracy skills without literacy. Indigenous students have poor numeracy skills that are as a result economic, policy and pedagogical issues. The high levels of truancy and low performance can be attributed to the economic challenges that indigenous students undergo. Educational policies have not been able to provide a level playing grounds for indigenous and non-indigenous children, there has been unequal opportunities in terms of financing, tutelage and the curriculum. All these issues can be solved by engaging the parents and communities in the decision making processes on education issues especially those regarding indigenous students. https://intellectualessay.com/2021/05/08/mgmt2021-business-law-legal-systems-in-the-caribbean/ Literature Review Pre-schooling In order to improve the numeracy achievement gap between non-indigenous and indigenous s.

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Endocrine Attendance Questions What is hypopituitarism and how is it managed? Compare and contrast the pathophysiology of Syndrome of Inappropriate Antidiuretic Hormone (SIADH) and Diabetes Insipidus (DI) Discuss the pathophysiology of Graves disease and include signs and symptoms associated with this disorder. Discuss the pathophysiology of congenital hypothyroidism and the therapeutic management Discuss the therapeutic management of diabetic ketoacidosis (DKA) .

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ENG 130: Literature and Comp ENG 130: Research Essay Essay ENG 130: Research Essay This assignment focuses on your ability to: evaluate researched source materials to be academic, valid, and reliable; to incorporate research fluidly into an essay format; to cite researched information properly in APA format. The purpose of completing this assignment is: learning how to research valid and reliable sources is an important lifelong skill for school, career, and personal life. You will need to know how to synthesize researched information and present it effectively. As a student of Post, please be sure you use this assignment to solidify your mastery of APA text citations. Ask your instructor questions! ______________________________________________________________ Prompt (what you are writing about): Who is August Wilson and how do his plays in The Pittsburgh Cycle—particularly Fences— reflect the society in which they are set? Instructions (How to get it done):  Research August Wilson, his life, The Pittsburgh Cycle of plays, and how they reflect the eras in which the plays are set.  You must have at least four outside sources that are academic and reliable.  Create an essay that is 2 to 3 pages and relates the following information: o August Wilson’s life and accomplishments o The plays that are included in Wilson’s The Pittsburgh Cycle including brief summaries each play. o Research on the era and location in which Fences is set.  This is a research essay and not an argumentative essay.  Include direct quotes and paraphrases from your researched information  Be sure that you have in text citations and corresponding reference citations for all quoted material, paraphrased material, and newly researched material. Requirements:  Length and format: 2-3 pages.  The title page and reference page are also required, but they should not be factored into the 2-3 page length of the essay.  It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch margins. Essay should conform to APA formatting and citation style.  Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.  Please use the above source and at least four outside sources to create a properly-formatted APA reference page.  Use APA format for in-text citations and references when using outside sources and textual evidence.  Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes, paraphrases, and new information. Source: Fences by August Wilson (pages 1270-1331) Research Essay Rubric Does Not Meet Expectations 0-11 Below Expectations 12-13 Needs Improvement 14-15 Satisfactory 16-17 Meets Expectations 18-20 Organization Many details are not in a logical or expected order. The paper does not use paragraphs. Writing may have little discernible .

ENG 130 Literature and Comp ENG 130 Research Essay E.docx

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ENG 201 01 Summer I Presentation Assignment · Due: , June 7, at 1:00 p.m. EST · Length: 5-7 minutes · Format: MLA or APA style (including in-text citations and list of Works Cited/References) · Submit to: Moodle · Prompt: Your presentation will focus on the author of your selected book. The goal of the presentation is to inform your audience about the author’s life and literary career. Here are some questions to consider: What are their most important publications? What awards have they won? How have critics and the public received their work? Has their work generated any controversy? Who are their literary influences? Incorporate multi-modal elements (handout, audio/visual clip, PowerPoint, etc.) in your presentation. It is imperative that you work on this assignment consistently throughout the term. · When doing research to learn more about the author and text, be sure to use scholarly sources. There is information about distinguishing between scholarly and popular sources here: http://www.library.vanderbilt.edu/peabody/tutorial_files/scholarlyfree/ . A good database to begin your research with is the Literary Reference Center Plus (access available through TU’s library website). Here is a link to the library’s website: http://www.tiffin.edu/library/ . · Authors: Al-Sanea, Rajaa ( Girls of Riyadh ) .

ENG 201 01 Summer I Presentation Assignment· Due , June 7, .docx

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ENG 130: Literature and Comp ENG 130: Argumentative Research Essay This assignment focuses on your ability to: create effective thesis statements; synthesize research, text support, and personal analyses into a cohesive essay; defend an argument; properly citie researched material in APA format. The purpose of completing this assignment is: as a student, career professional, and individual, learning how to defend your side of an argument with data, experience, and valid information is of paramount importance. As a student at Post, use this assignment to master the objectives listed above, particularly APA citation and reference page formatting. You need to know APA and argumentation techniques! ______________________________________________________________ Prompt (what will you be writing about):  Which conflict does Wilson use most to drive (bring forth, move forward) all the other elements of the story? Choose ONE that you feel is more apparent and easier to defend than the others. o Troy vs Society o Troy vs Himself o Troy vs Family o Troy vs Death Instructions (how to get it done):  You have completed research on August Wilson, his life, and his plays.  You have completed reading/viewing Fences by August Wilson.  You have read the resources on Conflict in this unit.  Choose the conflict area that you think will have the strongest text support.  Create a thesis statement that clearly states your stance on why this conflict is the driving force of the play and how you’re going to prove it (see “Helpful Hints” section below).  Research needed sources so that you have at least 3 outside sources that are valid and reliable.  Be sure also to include text examples from the Fences, the play.  Defend your thesis in an introduction, at least three supporting sections, and a conclusion.  Check in with your instructor with any and all questions. Requirements:  Length and format: 3-4 pages.  You should have at least three outside sources plus text examples from the play.  The title page and reference page are also required, but they should not be factored into the 3-4 page length of the essay.  It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch margins. The essay should conform to APA formatting and citation style.  Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.  Use APA format for in-text citations and references when using outside sources and textual evidence.  Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes, paraphrases, and new information. Helpful Notes:  Thesis: o Your thesis is the response to the prompt question plus the supporting areas that you will be using to defend your argument. Be sure to have a thesis that clearly states which conflict you feel is the most important and drives.

ENG 130 Literature and Comp ENG 130 Argumentative Resear.docx

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ENG 130: Literature and Comp Descriptive Imagery Response Eng 130: Essay for ENG 130: Descriptive Writing Sources: “Poetry Sampler: Poetry and Art” pages PS-1 through PS-7 Prompt (What are you writing about?): Find a famous work of art. Write a researched history of the artist and the artwork and create a Descriptive Poem that uses imagery to describe the artwork and your reaction to it. Instructions (how to get it done):  Cut and paste a picture of a famous work of art.  Research and write a history of the piece of art and the artist. Note: Be very careful about plagiarism. The purpose of this section is for you to research the work of art and the artist, put the summary of history and life into your own words, and then provide in text citations for the researched information.  Using the poems in the “Poetry Sampler” section as examples, create a descriptive poem that uses imagery words to provide a visual description of your chosen artwork and your reaction to it. Note: Your poem needs to be at least 14 lines. Remember in writing poetry, that not all poems need to rhyme. The important skill here is to use imagery descriptions to describe the artwork and the author. Requirements:  Length and format: 2-3 pages (not including the pasted picture).  The title page and reference page are also required, but they should not be factored into the 2-3 page length of the essay.  Research section should be double spaced, written in Times New Roman, in 12 point font and with 1 inch margins. Essay should conform to APA formatting and citation style. Can use creative style in poetry section.  Please use the above sources and any outside sources you need to create a properly- formatted APA reference page.  Use APA format for in-text citations and references when using outside sources and textual evidence.  Skills to be assessed with this assignment: Synthesizing research and text; using APA format for in text citation and reference page citations; using imagery and description to evoke emotion; describe and persuade, responding to literature.  Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes, paraphrases, and new information. Rubric for Descriptive Writing Literary Response Does Not Meet Expectations 0-11 Below Expectations 12-13 Needs Improvement 14-15 Satisfactory 16-17 Meets Expectations 18-20 Content Writing is disorganized or not clearly defined and/or shows a misunderstanding of the task. Writing is minimally organized. Narrative is underdeveloped. Writing is effective. Narrative is basic. Writing contains related, quality paragraphs. Thought provoking narrative. Writing is purposeful and focused. Narrative goes beyond the obvious and basic. Vocabulary/ Word Choice Word choice is weak. Language and phrasing is inappropriate, repetitive .

ENG 130 Literature and Comp Descriptive Imagery Response .docx

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Endocrine Attendance QuestionsWhat is hypopituitarism .docx

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Endogenous Developments in the financial sector that led to the 2007-9 crisis The financial crisis of 2007-2009 was not a typical credit crunch crisis as the ones we have seen in the modern capitalist era. It wasn’t a crisis solely driven by the irrationality of market participants or the result of an overvalued market system; it was in fact a much more complex phenomenon. The development and alternations in the financial sector through the last 20 years is undoubtedly significant. With the collapse of Keynesianism in the 1970’s and the emergence of Neoliberalism the economy was to change page from a state-led mechanism to an autonomous factor. Although favoured by a period of high degree market liberalisation with policies of a laissez faire doctrine, the financial sector achieved its rapid development and expansion endogenously. Within the frameworks of the financial system, a new set of institutions emerged to supply the excess demand for credit without however being compliant to the typical legislative requirements of a commercial bank; this practise of regulatory and financial arbitrage was performed by the so-called “shadow banking system”1. Rating agencies, mainly Standard & Poor’s and Moody’s became part of this system undermining thus their actual role as exogenous regulatory forces2. Moreover, the construction of new financial products such as asset-backed securities and their exchange in the over-the-counter markets was a pivotal step towards a volatile financial system that relied heavily on mortgages handed on non-creditworthy borrowers3; the burst of this bubble system was thus inevitable. From the end of the 1990’s up to 2007 the banking system had created an image of euphoria, where credit was granted with less and less collateral requirements as the demand for loans had increased dramatically and banks found a way to instantly increase their profits. It’s worth to mention that commercial banks for example in Greece, which today operate under a capital control scheme, in 2006 had started issuing ‘holiday’ loans to the public4. From the beginning of the 2007 economic crisis up to 2016 the Greek central bank has recapitalized the domestic commercial banks thrice as the country was facing the threat of bankruptcy5. In the US, the heart of the global capital markets, the government had to step in the financial markets and through direct spending to save financial giants, such as AIG and restore the liquidity shortage that had resulted6. The complex nature and architecture of this new financial order was depicted by the domino-like collapse of its branches in contrary to previous typical credit crisis, as the dotcom bubble of 2001. But what really made this new order so complex and interdependent within its spheres? As mentioned before, because of the widespread climate of over-optimism in society people and firms were triggered to borrow money and designed their l.

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Encyclopedia of Distributed Learning Scholar Practitioner Model Contributors: Charles McClintock Edited by: Anna Distefano, Kjell Erik Rudestam & Robert J. Silverman Book Title: Encyclopedia of Distributed Learning Chapter Title: "Scholar Practitioner Model" Pub. Date: 2004 Access Date: June 9, 2020 Publishing Company: SAGE Publications, Inc. City: Thousand Oaks Print ISBN: 9780761924517 Online ISBN: 9781412950596 DOI: http://dx.doi.org/10.4135/9781412950596.n134 Print pages: 440-396 © 2004 SAGE Publications, Inc. All Rights Reserved. This PDF has been generated from SAGE Knowledge. Please note that the pagination of the online version will vary from the pagination of the print book. javascript:void(0); javascript:void(0); http://dx.doi.org/10.4135/9781412950596.n134 The term scholar practitioner expresses an ideal of professional excellence grounded in theory and research, informed by experiential knowledge, and motivated by personal values, political commitments, and ethical conduct. Scholar practitioners are committed to the well-being of clients and colleagues, to learning new ways of being effective, and to conceptualizing their work in relation to broader organizational, community, political, and cultural contexts. Scholar practitioners explicitly reflect on and assess the impact of their work. Their professional activities and the knowledge they develop are based on collaborative and relational learning through active exchange within communities of practice and scholarship. The scholar practitioner ideal has been analyzed from various perspectives as to the nature of skilled and principled action ranging from adult development and higher education to epistemology and social systems. Professional fields such as education, medicine, clinical psychology, social work, program evaluation, management, engineering, architecture, and law all have addressed this role. Each of these areas has a distinct practice track—as teacher, scholar, health care professional, psychotherapist, social worker, evaluator, manager, business consultant, engineer, architect, and lawyer. Experts in these fields possess a deep understanding of subject matter and practice knowledge and, compared to novices, demonstrate effective, efficient, and creative problem solving. Debate across professional fields has not settled on a single specification for what a scholar practitioner should be able to do at a practical level. Areas of competence are diverse and include depth in a discipline and its methods for creating knowledge, educational expertise (whether as a teacher, change agent, or leader), capacity for teamwork across fields and public and private sectors, and skilled commitment to ethical conduct, diversity, and a global perspective. The variety of perspectives on the topic is reflected in several related terms and emphases such as reflective practitioner, scientist practitioner, citizen scholar, public intellectual.

Encyclopedia of Distributed Learning Scholar Practitioner Mo.docx

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EMC/340 v6 Hazard Vulnerabilities Assessment Matrix EMC/350 v6 Page 2 of 2 Hazard Vulnerabilities Assessment Matrix Use this matrix to identify three hazard vulnerabilities found in your community. Include a 100-word description of each hazard, your reasoning for listing the hazard, and where the hazard is located in the community. Part 1: Identify your community (area): Part 2: Complete the matrix. Identified hazard Description of hazard How did you determine that this was a potential hazard? Where is the hazard located in the community? Example: Rail lines Rail lines carry freight that could contain unknown hazardous materials in large quantities. A train derailment, car leakage, or other Hazmat incident will result in large-scale evacuations because of the proximity of rail tracks to populated areas. Mechanical failure or other stoppage on the lines bisects the community, stranding the responders from Fire Station 1 on one side of the tracks and the hospital on the other. Similarly, the community is stranded on each side of the tracks. There is the potential for accidents at crossing points and along tracks. In addition to vehicles, bikes, and pedestrians crossing at designated points, consider animals crossing tracks, vehicles ignoring warning signs, kids playing on tracks, and even suicide attempts. Rail lines can pose many threats to a community. The community has expanded, and the rail lines run through highly populated areas of the city. The close proximity to houses, schools, and intersections with numerous streets creates many risks and potential areas that can be affected by these risks. The community assessment states that the rail lines are still operable, and though they are listed as being safe, because they are operable, the risks still exist. The rail lines run through the northern tip of the community. The east-west direction of the tracks, which runs parallel to the river, forms a split between this northern tip and what then is the southern section of the community. 1. 2. 3. Copyright 2019 by University of Phoenix. All rights reserved. Copyright 2019 by University of Phoenix. All rights reserved. .

EMC340 v6Hazard Vulnerabilities Assessment MatrixEMC350 v6.docx

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Emotional Intelligence, sometimes referred to as EI. 1. Self-awareness - This is your ability to read your own emotions accurately to know how your actions or lack thereof affect others. 2.Self-management - This is your ability to control or regulate your emotions and act with integrity. 3.Social-awareness - Gives you the ability to understand the needs of others and show empathy towards them. 4.Relationship management - this is your ability to communicate clearly and convincingly, reduce conflict and build strong bonds. *How has your emotional intelligence, or lack of emotional intelligence, positively or negatively impacted your professional or personal relationships? .

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