Students must submit TWO of of these identification terms in paragra.docx

•Download as DOCX, PDF•

0 likes•1 view

Students must submit TWO of of these identification terms in paragraph form through the Assignments Tab if Canvas by the deadline specified in the Syllabus and in Assignments. They are each worth ten points. Be sure to cite properly, as per the MLA Format every time that any information is directly copied (and quotation marks are needed), paraphrased (writing someone else’s ideas in your own words) or for any facts that are not common knowledge (like “the sky is blue”). Be sure to provide a works cited section with a bibliographic citation of each source used; Be sure to include the Date Accessed is the date that YOU previewed a particular website or watched a Youtube video because website/video content can change. As per the syllabus, students must use a minimum of two sources, that are to be cited in the body of the paragraph as well as the works cited section for that identification term to be counted for a grade. For more information, please consult the “Weekly Assignments” section of the syllabus. Please note that the textbook is an acceptable source for all of the identification terms: David Shi, America: A Narrative History, Volume 1 , Eleventh Edition. New York: W.W. Norton & Company, Inc., 2019. Identification Terms For Chapter 1: 1) Moundbuilders Be sure to identify who they were, when and where they lived, their class and social structure, aspects of their art and architecture, and the collapse of their culture. No Author or Date Listed, “The Moundbuilders.” https://www.nps.gov/nr/travel/mounds/builders.htm Date Accessed: Seppa, Nathan, “Ancient Cahokia.” https://www.washingtonpost.com/wp-srv/national/daily/march/12/cahokia.htm March 12, 1997. Date Accessed: WTVP, “Illinois Adventures #1308. March 8, 2014. “Cahokia Mounds.”” https://www.youtube.com/watch?v=xt-u9FBBnhc Date Accessed: 2) Sir Walter Raleigh Be sure to write a brief biography of his life, focusing on his efforts to explore and colonize North America, as well as his relationship with Queen Elizabeth I. History.com Editors, “Sir Walter Raleigh.” October 28, 2019. https://www.history.com/topics/exploration/walter-raleigh Date Accessed: No Author Listed: “Walter Raleigh.” October 22, 2019. https://www.biography.com/explorer/walter-raleigh Date Accessed: Terry Kaldusdal, “Sir Walter Raleigh.” February 22, 2016. https://www.youtube.com/watch?v=wpFOLFoMZkY Date Accessed: Identification Terms For Chapter 2: 1) King Philip’s War Be sure to write about the causes, the major events, and consequences of this war. Brooks, Rebecca Beatrice, “History of King Philip’s War.” May 31, 2017. https://historyofmassachusetts.org/what-was-king-philips-war/ Date Accessed: History.com Editors, “King Philip’s War.” November 13, 2019. https://www.history.com/topics/native-american-history/king-philips-war Date Accessed: Antun-Shei Films, “The Sudberry Fight 1676: A Decisive Native American Victory in King Philip’s War,” January 19, 2019. https: ...

Education

Identification Terms For Chapter 1:
1) Moundbuilders
Be sure to identify who they were, when and where they lived,
their class and social structure, aspects of their art and
architecture, and the collapse of their culture.
No Author or Date Listed, “The Moundbuilders.”
https://www.nps.gov/nr/travel/mounds/builders.htm Date
Accessed:
Seppa, Nathan, “Ancient Cahokia.”
https://www.washingtonpost.com/wp-
srv/national/daily/march/12/cahokia.htm March 12, 1997. Date
Accessed:
WTVP, “Illinois Adventures #1308. March 8, 2014. “Cahokia
Mounds.”” https://www.youtube.com/watch?v=xt-u9FBBnhc
Date Accessed:
2) Sir Walter Raleigh
Be sure to write a brief biography of his life, focusing on his
efforts to explore and colonize North America, as well as his
relationship with Queen Elizabeth I.
History.com Editors, “Sir Walter Raleigh.” October 28, 2019.
https://www.history.com/topics/exploration/walter-raleigh Date
Accessed:
No Author Listed: “Walter Raleigh.” October 22, 2019.
https://www.biography.com/explorer/walter-raleigh Date
Accessed:

Terry Kaldusdal, “Sir Walter Raleigh.” February 22, 2016.
https://www.youtube.com/watch?v=wpFOLFoMZkY Date
Accessed:
Identification Terms For Chapter 2:
1) King Philip’s War
Be sure to write about the causes, the major events, and
consequences of this war.
Brooks, Rebecca Beatrice, “History of King Philip’s War.”
May 31, 2017. https://historyofmassachusetts.org/what-was-
king-philips-war/ Date Accessed:
History.com Editors, “King Philip’s War.” November 13, 2019.
https://www.history.com/topics/native-american-history/king-
philips-war Date Accessed:
Antun-Shei Films, “The Sudberry Fight 1676: A Decisive
Native American Victory in King Philip’s War,” January 19,
2019.
https://www.youtube.com/watch?v=YJfGNboAyrA Date
Accessed:
2) Middle Passage:
BBC, 2020. “The Triangular Trade-Slave Factories on the
Atlantic Coast.”
https://www.bbc.co.uk/bitesize/guides/zqv7hyc/revision/7 Date
Accessed:
BBC, 2020. “The Triangular Trade-The Middle Passage.”
https://www.bbc.co.uk/bitesize/guides/zqv7hyc/revision/8

Date Accessed:
BBC, 2020. “The Triangular Trade-The Zong 1781-1783.”
https://www.bbc.co.uk/bitesize/guides/zqv7hyc/revision/9 Date
Accessed:
History, “Life Aboard a Slave Ship.” February 7, 2019.
https://www.youtube.com/watch?v=PmQvofAiZGA Date
Accessed:

Similar to Students must submit TWO of of these identification terms in paragra.docx

Ashford 6: - Week 5 - Final Project Final Project The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using Tiki-Toki . Focus of the Final Project For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event. Guidelines for the Timeline To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using Tiki-Toki . You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document. Additional notes regarding the timeline: Review the following example of the Final Timeline Assignment for EDU 324 . The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline. When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate. Please be sure that all images have captions. Written document must include: Cover page Reflection of the timeline Tiki-toki link A reference page Reflection Items: Determine which event listed in your timeline you feel is the most significant and explain why. State which event you found the most interesting and explain why. If you had access to a time travel machine, explain which event you would like to have been a part of and why. Predict an event that you think will be listed on future timelines and provide a rationale. Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items. T.

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx

wildmandelorse

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx

wildmandelorse

Planning Warehouse 13

Kay Cunningham

Collapse of Civilizations The ancient civilizations discussed this week and last week all to some extent collapsed. For this discussion, discuss the collapse of one of the civilizations described in the textbook. On p. 480, different causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen civilization and support this with evidence. Lastly, use the information on p. 481-482 to discuss whether our own civilization is destined to collapse. Based on what we have learned from ancient civilizations, are their ways we can culturally adapt to changes? Collapse of Civilizations The ancient civilizations discussed this week and last week all to some extent collapsed. For this discussion, discuss the collapse of one of the civilizations desc ribed in the textbook. On p. 480, different causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen civilization and support this with evidence. Lastly, use the information on p. 481 - 482 to discuss wheth er our own civilization is destined to collapse. Based on what we have learned from ancient civilizations, are their ways we can culturally adapt to changes? Collapse of Civilizations The ancient civilizations discussed this week and last week all to some extent collapsed. For this discussion, discuss the collapse of one of the civilizations described in the textbook. On p. 480, different causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen civilization and support this with evidence. Lastly, use the information on p. 481-482 to discuss whether our own civilization is destined to collapse. Based on what we have learned from ancient civilizations, are their ways we can culturally adapt to changes? Please read Chapter 2 ("History in Ancient and Medieval Times") by Jeremy D. Popkin in From Herodotus to H-Net: The Story of Historiography. As you read, think about the following questions: 1. Name three Greek and/or Roman writers in ancient times, and explain why they believed that it was important to write down history (= what happened in the past). Compare and contrast their reasons. 2. What was different about the way in which Christians thought about history (as compared to pagan Greek and Roman historians?) 3. Why was history important to officials in China and in the Muslim World (mostly the Middle East)? What similarities and differences do you notice in their approaches to history writing? 4. Explain what the author means when he writes, "More important for the practice of history was the growth of cities in Europe" [in the late Middle Ages]. 1. Required Resource Text Feder, K. L. (2016). The past in perspective: An introduction to human prehistory (7th ed.). New York, NY: Oxford University Press. · Chapter 11: An Explosion of Complexity: The Indus Valley and China · Chapter 12: An Explosion of Complexity: Mesoamerica · Chapter 1 ...

Collapse of CivilizationsThe ancient civilizations discussed t.docx

mccormicknadine86

Research ppt.

jenmeltzer

Classics/History 1M03 Dr. J. Reeves Winter 2018 Essay Assignment #1 The Religious Scandal of 415 In 415 BC, during a lull in the Peloponnesian War, the Athenians decided to mount an enormous campaign against the city of Syracuse in Sicily. The expedition was prepared at tremendous cost and no expense was spared. To the eyes of the other Greeks it looked as though Athens was making a display of its power in an aggressive campaign designed not just to overawe Syracuse nor even the whole of Sicily but to signal to the Greek world the might and dominance of Athens. Just prior to the launching of the Sicilian expedition, the largest and best-equipped armada ever assembled by the Athenians, a religious crime shook the confidence of the city. All throughout Athens (at people’s front doors, at crossroads, at the entrances to the Agora, for example) stood Herms (Hermai in Greek), four-foot stone pillars with the god Hermes’ head carved at the top and genitals at the front. Shortly before the expedition was due to sail, a group of men in the city mutilated a large number of these Herms, defacing and (probably) castrating them. This in itself—an act of sacrilegious vandalism—was deeply offensive to most Athenians. Moreover, Hermes, the messenger god, patron of travelers, was for Greeks the god who oversaw comings and goings. The desecration of these Herms, therefore, was a chilling omen to many. In response the crime, the Athenians hastily organized incentives for witnesses to come forward. In the days of denunciations that followed, the names of several prominent Athenians came to light as suspects in this and other religious offenses; among the individuals named was Alcibiades, one of the generals of the imminent campaign and Athens’ leading political figure. How and why Alcibiades became the chief suspect of crimes that undermined his own expedition are interesting historical questions to which the ancient sources give partial and sometimes conflicting answers. Instructions for assignment: 1) Read through all the ancient accounts (collected below) of the events surrounding the scandal of 415 and clarify for yourself what you think Alcibiades’ role was. Consider what kind of figure Alcibiades was in Athens. Did others have reason to frame him? If so, who are the likely culprits and why? Was he guilty of any of the charges brought against him? What impact, if any, did the mutilation of the Herms have on the Sicilian expedition? Were there wider consequences? 2) Having read the sources carefully and critically, write a 1200-word essay on the subject (about FIVE double-spaced pages). In your paper, you may choose to address all or some of these questions, or you may choose to pose your own questions of the material. The goal of this (and any other) essay should not be to produce a report that merely describes what you find in your sources, but to produce an argument based on your reading of those sour ...

ClassicsHistory 1M03 Dr. J. Reeves Winter 2018 Essay Assi.docx

mccormicknadine86

Washington's Newburgh Address

George Washington's Mount Vernon

Unit 3 lecture

James Ragsdale

Mock Conference Final Project

Final presentation

His 204 final

Final ncss 2010 art

Assure Method Unit Plan Pdf 1

Marshall University

Research an AAPI Project Overview Final Assignment You will need to write a brief biography of their life in your own words, apply course texts to specific aspects of their life and career, and argue for their contributions to and/or influence on Asian America. Your project should also include at least one picture of the person(s) you’re researching. Other visual aids, such as PowerPoints, are optional, but may enhance the presentation of your project. Research and Sources EVERYONE needs to do research for this project. Required Sources (at least 4 total): · at least two sources from readings on our syllabus -at least one must be from KAAS · at least two outside sources -at least one should be a scholarly article from an academic, peer-reviewed journal. The scholarly article does not need to necessarily address your figure directly, but must be applicable to an aspect of their life. Word Limit, Format, etc The entire assignment should be 1000-1250 words (4-5 pages). You should maintain objectivity in your project and write in the third person (he, she, they). You should cite the sources when you paraphrase or directly quote material. I prefer MLA citation and formatting; MLA information is available on Canvas in the “Course Information” module. Please include a Works Cited page, or you may include the Works Cited entries below the last line of content. Student: ____________________ Project Grade: /150 Criteria for Evaluation—Research Project Strong Satisfactory Needs Improvement Comments TOPIC: The project is about a significant Asian American or Pacific Islander figure, historical or contemporary. /5 BIOGRAPHY: The project provides a brief biography of the figure in the student’s own words. This biography covers personal and professional aspects of the figure’s life, and provides enough relevant information and context for someone unfamiliar with this person. /20 RESEARCH: The project uses appropriate, relevant, and reputable sources (syllabus, scholarly, creative, etc). /20 APPLYING SOURCES & ANALYSIS: The project thoughtfully applies the sources to and analyzes aspects of the figure’s life. The application of sources and analysis is deliberate and appropriate, and demonstrates strong and original insights. /20 SIGNIFICANCE: The project effectively argues for the figure’s contributions to and/or influence on Asian America; this argument is well-supported by the biography and previous analysis. /20 CONTEXTS: The project demonstrates a clear and strong understanding of historical, social, intellectual, and/or cultural contexts. /40 GRAMMAR, etc: The project is coherent and well-organized, free ...

Research an AAPI Project Overview Final AssignmentYou will nee.docx

audeleypearl

White_Checkpoint3

Spenser White

Assure Method Unit Plan Pdf

Marshall University

Assure Method Unit Plan 2

Marshall University

Assure Method Unit Plan Pdf

Marshall University

Civil Rights

cmreynol

Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s Due Week 3 and worth 120 points After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position. Statement—in which you can take a pro or con position: Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position. After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues: The position you choose —or something close to it—will be the thesis statement in your opening paragraph. To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories. Explain why the opposing view is weak in comparison to yours. Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? Length: The paper should be 500-to-750 words in length. Research and References: You must use a MINIMUM of three sources ; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling. Source list for Assignment 1: Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having libdatab.

Assignment 1 Dealing with Diversity in America from Reconstructi.docx

deanmtaylor1545

Similar to Students must submit TWO of of these identification terms in paragra.docx (20)

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx

Planning Warehouse 13

Collapse of CivilizationsThe ancient civilizations discussed t.docx

Research ppt.

ClassicsHistory 1M03 Dr. J. Reeves Winter 2018 Essay Assi.docx

Washington's Newburgh Address

Unit 3 lecture

Mock Conference Final Project

Final presentation

His 204 final

Final ncss 2010 art

Assure Method Unit Plan Pdf 1

Research an AAPI Project Overview Final AssignmentYou will nee.docx

White_Checkpoint3

Assure Method Unit Plan Pdf

Assure Method Unit Plan 2

Assure Method Unit Plan Pdf

Civil Rights

Assignment 1 Dealing with Diversity in America from Reconstructi.docx

More from rosemariebrayshaw

Southampton Business School: Postgraduate Module Grade Descriptor Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100 Degree Class Fail Compensatable fail* Pass Merit Distinction Distinction Collecting unstructured data and conducting exploratory analysis Collecting raw tweets of two different airlines and conducting exploratory data analysis Weighting 20% No/inadequate evidence of collecting and pre- processing the raw data. No/inadequate evidence of any data analysis. Evidence of basic but inadequate approaches to collect and/or pre- process the raw data. Mostly descriptive, with minimal data analysis. Argument is basic and poorly constructed. Collecting and/or pre-processing the raw data is evident but with some confusion. Data analysis is reasonable. Argument is appropriate but with some confusion. Clear evidence of data pre- processing and exploratory data analysis with minimal omissions/errors. Clear and effective analysis. Argument is structured and is legitimate. Data pre- processing and exploratory data analysis are appropriate and precise. Comprehensive and precise analysis. Well- structured argument that provides very good clarity. Appropriately use of other sources of information to support arguments. Data pre- processing and exploratory data analysis are appropriate and precise. Excellent analysis, precise and concise. Exceptionally well- structured argument that provides excellent clarity. Outstanding use of other sources of information to support arguments. Gaining customer insights: traditional versus social media Evaluate the pros and cons of replacing customer satisfaction survey by mining twitter data Weighting 20% Not included. Limited and patchy evidence of knowledge and understanding of the pros and cons. Limited evidence of reading. Lacks focus and direction with limited coherent argument. Sufficient but inconsistent evidence of knowledge and understanding of the pros and cons. Evidence of some use of academic/ business literature. Argument is basic and poorly constructed. Good knowledge and understanding of the pros and cons. Good use of academic/ business literature to support arguments. Clear and effective argument. A comprehensive and thorough awareness of the pros and cons. Evidence of comprehensive reading. Well-structured argument that provides very good clarity. A comprehensive and thorough awareness of the pros and cons. Excellent coverage of relevant literature. Exceptionally well- structured argument that provides excellent clarity. *Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.

Southampton Business School Postgraduate Module Grade Descrip.docx

rosemariebrayshaw

Southwestern Business Administration JournalVolume 16 Is.docx

rosemariebrayshaw

Spadoni • revised Jan. 2020 —continued— Checklist for Essay Writers PART 1. FORMATTING Follow these steps now to save yourself headaches later and avoid losing credit Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header and the correct second page header (see below). When it’s time to write your essay, open this template file and save it to a new name. Keep the template file for your next essay (and any future course you take with me). Some formatting instructions below are to ensure students are meeting the same length requirement and that no formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you email me a file that is not identical to the essay you handed in, you will lose even more credit. 1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and below your title, then (in your double-spaced document) make these above-and-below lines single space. Angelo Marconi Engl 367—Intro to Film Prof. Spadoni May 24, 2020 [Center essay title; 12 pt font; no boldface, underlining, or brackets] Essay text starts here. Make sure no more space precedes and follows your essay title than you see above. .... 2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this information on the tops of your pages. Marconi 6 3. Black ink. Standard white paper. Single sided. 4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or font size to increase page length. 5. Double space your work. Don’t alter line spacing to increase page length. 6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length. 7. One space (not two) between sentences. 8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last minute. 9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes. 10. Staple pages, top-left corner. Unstapled.

Spadoni • revised Jan. 2020 —continued— Checklist for .docx

rosemariebrayshaw

SPAN100 Course Summary Course : SPAN100 Title : Spanish I Length of Course : 8 Faculty : Dallas Jurisevic Prerequisites : N/A Credit Hours : 3 Description Course Description: This course will expose the student to the fundamentals of the Spanish language. The student will learn basic vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student will also learn about the Spanish culture through reading and listening exercises. Please note the technical specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet these requirements we strongly recommend you do not take this course. Please contact [email protected] if you are unsure or have any questions. * The ability to download and install the speech component. * A working microphone installed on the computer for speech recognition. * Access to streaming media is also required and should be confirmed before registering for the class. Course Scope: Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language…” Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and create with the language in practical ways. Students also correct peer work and in doing so, students solve problems (and thus engage in analysis, synthesis, and evaluation). In these courses, students gradually add to their vocabulary and communication skills, practice question- and- answer techniques, and apply what they learn in order to communicate and solve problems in practical situations. Objectives Students who successfully complete Spanish 100 should be able to: ► Listening Skills 1. Distinguish all the sounds of Spanish important to meaning. 2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical forms, and sentence structures. 3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues. ► Speaking Skills 1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to communicate with Spanish speakers. 2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in everyday situations (such as greetings, asking for directions, answering short questions, expressing basic needs and reactions, exchanging information, or persuading others) ► Reading Skills 1. Comprehend non- technical, narrative Spanish. .

SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx

rosemariebrayshaw

Sources and Resources for RC004 Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111 https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738 WEBSITE: KIDS COUNT DATA CENTER http://datacenter.kidscount.org/topics KIDS COUNT Data Center Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics WEBSITE: NATIONAL AND STATE FACTS http://www.cwla.org/our-work/advocacy/ WEBSITE: U.S. CHILD STATE DATA http://www.cwla.org/our-work/advocacy/ WEBSITE: DATA TOOLS http://www.nccp.org/tools/ Consider how this information will be beneficial within the context of Part 1 of your Work Product. WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL http://www.acei.org/ WEBSITE: DIVISION FOR EARLY CHILDHOOD http://www.dec-sped.org/ WEBSITE: INTERNATIONAL READING ASSOCIATION http://www.reading.org/ WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN http://www.naeyc.org/ WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE http://www.nbcdi.org/ BOOK EXCERPT: DEVELOPING INITIATIVES https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738 The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field. WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10 WEBSITE: LEGISLATIVE HOT TOPICS https://www.literacyworldwide.org/ WEBSITE: TAKEN ACTION NOW http://www.naeyc.org/policy/action WEBSITE: WHAT WE DO: POLICY http://www.nbcdi.org/what-we-do/policy BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product. https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738 https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738 https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738 This information is beneficial in the context of Part 2 and Part 3 of your Work Product. ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE https://www.zerotothree.org/resources/483-the-elements.

Sources and Resources for RC004Informed Advocacy in Early .docx

rosemariebrayshaw

Sources of General Information about the Topic A paragraph that explains that the following sources provide more in depth information about the topic. Smith, John. “An Understanding of Animal Experimen- tation.” The Journal of Animal Husbandry, vol33, no 2 Jan 2010 pp.70-91. JSTOR, ww.libray.dcccd.edu. Accessed 10-30-19. This paragraph will include indicative information about the source. Other info the reader needs about the source. This paragraph will include info about the value of the source. Other info needed by the reader . This can/will be multiple pages. The annotation is to include indicative and evaluative information—a combined annotation. For this and the following sec- tions needed will be five(5) sources and associated annotations for each. The sources are to be in standard MLA alphabetic order. An Annotated Bibliography Of Topic First Paragraph will include what the topic is in language that shows a complete understanding of the issue. The second paragraph will include statements about why this is a topic of concern. It may also include some background and defini- tions. Here will also be general information about the topic (GEN) The third paragraph will include some possible reasons why there are views in favor of the topic( PROs). The fourth paragraph will include some possible reasons why the topic has detrac- tors (CONs). Sources of Information in Favor of the Topic This paragraph will explain what some of the positions in favor of the topic are. It will provide more detail and depth about the PRO side of the issue. Jones, Mary. “Using Animals for Good.” Animals in Experiments, Society for Ethics in the Animal World. www.anieths.org. Accessed 10-30-19. This paragraph provides the indicative use of the info. It may include the breadth of the subject covered, the typical use, etc. This paragraph will discuss the relative merits of the article. Who can use it, whether it is complex or simple, is it a good source or is it somehow lacking. See above for more details on criteria for the annotations and bibliography. Sources of Information Opposed to the Topic This paragraph will explain some of the positions taken in opposition to the topic. It provides more detail and depth about the opposed position on the topic. Hector, James. “Animal Use in Cosmetic Re- search.” Animals in Our World, edited by The Staff of the Department of Ecology. 4th ed. Columbia UP, 2015, pp 456-459. This paragraph will include indicative information about the source. Other info the reader needs about the source. This paragraph will include info about the value of the source. Other info needed by the reader . .

Sources of General Information about the Topic A paragr.docx

rosemariebrayshaw

Southside Community Services: Mrs. Bargas Case History © 2018 Laureate Education, Inc. 1 Southside Community Services: Mrs. Bargas Case History Program Transcript [MUSIC PLAYING] LINDA FORTE: Hi, Mrs. Bargas, I'm Linda Forte, the social worker assigned to your case. It's nice to meet you. So what brings you in, today? MRS. BARGAS: Well-- I've been out of work about 3 months. And 2 weeks ago, my husband had a stroke. He's still in the hospital. So it's been-- a lot, all at once. And the money-- I don't know how going to pay the bills, or the rent. We cannot lose our home. We have five children. LINDA FORTE: Has this been hard on them? It sounds like you've been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned. MRS. BARGAS: My daughter Amy-- she's my oldest-- she's been having the hardest time. She's cutting classes at school and she's failing two of her courses. LINDA FORTE: So how did you hear about our agency and how can I help? MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could-- speak to somebody. LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems? MRS. BARGAS: Maybe. I don't know. I haven't really mentioned it to her. But my pastor thinks it's a good idea. LINDA FORTE: Has Amy ever spoken to the social worker at her school, before? MRS. BARGAS: No, I don't think so. LINDA FORTE: OK. That's fine. We can definitely talk about getting Amy some help. But first, why don't we talk a little bit about work experience. What kind of job are you hoping to find? MRS. BARGAS: Well, before I married my husband, I worked as a nanny. LINDA FORTE: OK. So why don't we talk a little bit more about that, about who you worked for, and what kind of job duties you had. MRS. BARGAS: Well, I was much younger when I was a nanny. Let me see, it was-- more than 12 years ago. But I don't think I could do that work, now. Maybe Southside Community Services: Mrs. Bargas Case History © 2018 Laureate Education, Inc. 2 I could work in an office. You know, I'm really good at working with people. Can you find me a job in an office? LINDA FORTE: I don't know. I work with a career counselor, here. She might be able to help you. MRS. BARGAS: I don't know how I'm going to pay the rent. LINDA FORTE: I know right now is really tough for you. MRS. BARGAS: I just don't know what to do. Nothing has turned out the way I hoped it would. My whole life. I'm really worried about my daughter, Amy. She's afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won't speak. I am so confused. I don't know what to do with her. I just-- I don't know. LINDA FORTE: It's OK to be upset. Mrs. Bargas? Are you OK? MRS. BARGAS: I'm sorry, what? LINDA FORTE: Are you all right? [MUSIC PLAYING] LINDA FORTE: Good.

Southside Community Services Mrs. Bargas Case History© 2018 Lau.docx

rosemariebrayshaw

Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.] Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source. Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each. In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality. -------------------- ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.

Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx

rosemariebrayshaw

Source for Article: Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html Article: Ethical Awareness: What It Is and Why It Matters ^ m d Aimee Milliken, PhD, RN Abstract Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested. Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1. DOI: 10.3912/OJIN.Vol23No01Man01 Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action. Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested. Background ...nurses do not often recognize daily activities... as having ethical implications. Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .

Source for ArticleMilliken, A. (2018). Ethical awareness What .docx

rosemariebrayshaw

Soria 2 Victoria Soria Dean Winther English 101 10 March 2020 RAVENArticle 1 by Theresa Capra (2009). Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children. Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children. Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty. Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article. Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015) Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority. Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education. Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world. Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics. Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017) Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority. Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.

Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx

rosemariebrayshaw

SPC1017 Rubric: Informative Speech Name: Jhoan Speech Topic: Tanorexia Time: 4 minutes Points: 81 Introduction 15% 4 Strong attention getter and relevance statement 3 Strong credibility statement 5 Good overview of main points Main Body 30% 5 Each main point is clear 5 Organization is logical 5 Information is new and relatable to audience, practical 3 Main points supported with research 3 At least one oral citation with needed information 3 Good transitions, good flow from one point to the next Conclusion 15% 5 Prepared audience for conclusion 4 Summarized main points, no extra information 4 Strong ending, related back to attention getter Delivery 40% 5 Good volume and speech rate 3 Good vocal variety, speaker was energetic, passionate 3 Good eye contact 4 Good posture and hand gestures, good overall body language 5 Good articulation, pronunciation (few verbal fillers, appropriate language) 4 Professional appearance, business casual attire, professional notes 3 Presentation aid (supportive, easily visible, correct spelling, duration) 4 Time Limit (stayed within designated time limit) 81 TOTAL 5 –Very Good 4 – good 3 – average 2– needs work 1 – unacceptable .

SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx

rosemariebrayshaw

South University College of Nursing and Public Health Graduate Online Nursing Program Aquifer Internal Medicine Internal Medicine 08: 55-year- old male with chronic disease management Author/Editor:Author/Editor: Cynthia A. Burns, MD INTRODUCTION HISTORY You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer. ! You are working with Dr. Clay in her outpatient diabetes clinic this morning. https://southu-nur.meduapp.com/ https://southu-nur.meduapp.com/document_sets/6094 Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago, but was lost to follow-up after that time. Based on review of the electronic medical record you are able to collect the following information prior to heading into the room to meet Mr. Morales: Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes mellitus thirteen years ago after experiencing a 20-pound unintentional weight loss, blurry vision, and nocturia. He was hospitalized six weeks ago with a non-ST elevation myocardial infarction and required three vessel coronary artery bypass grafting. During his admission, he was found to have a reduced ejection fraction of 20%. He was referred for today's visit by the cardiologist to focus on optimizing his glycemic control and reducing his risk of the comorbidities associated with poorly controlled Type 2 diabetes mellitus. His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had microalbuminuria at that time. DIABETES CHRONIC DISEASE MANAGEMENT 1 MANAGEMENT You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay. ! Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease management with you. Diabetes Chronic Disease Management Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications Macrovascular complications: Cardiovascular disease Cerebrovascular disease Microvascular complications: Retinopathy Nephropathy Neuropathy In particular, cardiovascular disease is the No. 1 cause of mortality for people with diabetes, and one of the top causes of morbidity. Hypoglycemia, infections, foot ulcers, and amputations are additional causes of morbidity and mortality in patients with diabetes. The American Diabetes Association publishes annual guidelines to assist in the management of a patient with diabetes. Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes diagnosis play in managementdiagnosis play in management Non-adherence with medical recommendations could be due to economic, work-related, religious, social, or linguistic barriers to care. Care must be taken to assess the psychosocial status of each person with diabetes at each clinic visit to ensure that barriers to successful diabetes care are minimized. Question Which .

South University College of Nursing and Public Health Graduate.docx

rosemariebrayshaw

Sources to Use: Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals- Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA). Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27. Running head: WEEK FIVE PAPER 1 TITLE OF PAPER 5 Week Five Paper Your Name Course Number & Title Instructor's Name Month Day, Year Week Five Paper Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading. Challenges and Communication Needs Communication Theories and Use to Effectively Engage Clients Three Verbal and Three Nonverbal Techniques to Use With Clients Selected Communication Theories and Benefits and Limitations How Active Listening Skills Are Used How Empathy Skills Are Used Family, Culture and Gender Issues Personal Communication Strengths and Growth Areas Conclusion . References The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order. Ashford Textbook (Online edition): * Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL Example: Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4 Online Journal Article (such as from the Ashford Library):** Author, A. (Year Published). Article title. Journal.

Sources to UseSuskie, L. (2014, March 17). What is good.docx

rosemariebrayshaw

Sooner or later you’ll find your-self leading a team where one or more of your people work remotely. You can turn this situa- tion into an advantage by leverag- ing diverse backgrounds and highly motivated employees. To do this, you’ll need to avoid the possible communication and effectiveness pitfalls and make sure you’re making use of all the means at your disposal to operate effectively from a distance. Interestingly enough, my experiences in P&G as both a remote manager and a remote employee have made me a more disciplined manager. Various situations, be it with remote teams who work from their homes or international employees in different time zones, bring unique characteristics to which you’ll need to adjust your management style. That said, the basics for any manager remain the same—you just have to do them better. Do them well, and you’ll have a highly energized and driven work team. The consequences of not doing so are twice as disas- trous with remote teams. What You Can Do Let me share some of my favorite must-do items for any remote leader. 1. Energize your team with a vision. To win as a team and as an organization, it’s critical to involve your remote group in the creation and deployment of a common vision. Ask yourself what your most important breakthrough will be, and set this as the direction that propels your people and your action plan. If it isn’t possible to do this face to face, take time to have a brainstorming forum, group chats, and calls with video where you come to a clear, meaningful statement of the accomplishment your team will be known for. 2. Engage them with a robust action plan. This is probably one of the most critical aspects of remote leadership. Each team member needs to feel engaged and have a clear understanding about what will be requested from them or their teams, how it will be mea- sured, and when you will expect it. To do this well is to set a solid foundation and clear the way for what will come. Draft an action plan with a clear link to your vision, and engage each team member individually with the objectives assigned to them. Align on the way updates will be presented and on key milestones. Give examples of the way you like updates to be presented and the data you expect to see in them. 3. Be in touch with your team. You need to be disciplined about having periodic touchpoints in order to stay connected. Watch out for overly independent employees who think they don’t need direction and allow the distance to grow. It’s important to align prior- ities, review action-plan progress, and talk about career development. It also doesn’t hurt to build a personal relationship that fosters trust and open communication. Though there are various con- straints, mostly financial, make sure to schedule face-to-face time as much as possible, and, again, make use of the vast array of available videoconferencing te.

Sooner or later you’ll find your-self leading a team where one.docx

rosemariebrayshaw

Sophia Bosoni, Tombra Esite & Junhui Liu February 6, 2020 Innovation and Organization Transformation The Boston Globe Organizational Transformations and Innovations Introduction The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually). The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic). Main Issue · Requires organization response involving key decision makers Underlying Causes Activity in the Four Frames Structural Frame The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people. Human Resources Frame Political Frame The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases. Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .

Sophia Bosoni, Tombra Esite & Junhui LiuFebruary 6, 2020 Innov.docx

rosemariebrayshaw

Soria 2 Victoria Soria Dean Winther English 101 04 February 2020 Poverty’s Impact on Education in America Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives. Featured Research Exploring the Job Duties That Impact School Counselor Wellness: The Role of RAMP, Supervision, and Support Nicole M. Randick 1 , Shannon Dermer 2 , and Rebecca E. Michel 3 Abstract The authors examined the predictive relationship between the performance of job duties informed by the American School Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors perform and wellness. We provide implications for school counseling practice and training programs. Keywords ASCA National Model, organizational factors, school counselors, wellness Wellness, defined as a way of life that fosters “the optimum state of health and well-being that each individual is capable of achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a central foundation of the school counseling profession. The American School Counselor Association’s ASCA Ethical Stan- dards for School Counselors require school counselors to perform duties identified by the ASCA National Model (ASCA, 2012, 2016; Standard B.3.c) and to “monitor their emotional and physical health and practice wellness to ensure optimal professional effectiveness” (Standard B.3.f). Therefore, school counselors must balance the dual task of supporting their students’ academic, social/emotional, and career development while also ensuring that their own wellness needs are being met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg, Lambie, & Robinson, 2016). School counselors must balance the dual task of supporting their students’ academic, social/ emoti.

Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx

rosemariebrayshaw

Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—5 pages here LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.] Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source. Use ONLY the sources designated and listed for this assignment. If for some reason you must use additional sources, do NOT google for them—use the university’s online library. In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality. -------------------- ON THE NEXT PAGE—How to list and how to cite the sources in your paper. The instruction sheet for Assignment 3 shows the Schultz class text (required for this) followed by a long list from which you may choose for your other sources. On the next three pages below, you will see a sample sources list for this assignment, just illustratin.

Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docx

rosemariebrayshaw

Some of the bibliography docsKarls Marxhttpswww.marxi.docx

rosemariebrayshaw

Sources of Risk for Chronic Conditions in the State of Florida DHA-7010 - Project and Resource Management in Integrated Systems 4/05/20 * Introduction A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. Various sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors. Introduction A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors. * Sources of Technical Risk Factors Technical risk factors in this project are associated with factors such as: Scope definition in the study Research design Research of information (Cachada et al., 2019) Methods used to conduct the research study Sources of Technical risk factors Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019) . * Sources of Managerial Risk Factors Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019). Sources of managerial risks affecting the success of this project include the following factors: Cost factors Legal factors Legal factors Sources of managerial risk factors Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations. Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions. Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.

Sources of Risk for Chronic Conditions in the State of Flo.docx

rosemariebrayshaw

So ur ce : S hu tt er st oc k. co m : A na to ly T ip ly as hi n 104 PART ONE DIRECTING THE OPERATION ● Implementation – the way that strategy is operationalized or executed. Three issues are often mentioned by strategy practitioners as being important in achieving successful implementation: the clarity of the strategy, the nature of the leadership provided by top management, and effective project management. ● Monitoring – involves tracking ongoing performance and diagnosing data to make sure that the changes are proceeding as planned and providing early indications of any devi- ation from the plan. ● Control – involves the evaluation of the results from monitoring the implementation so that activities, plans and performance can be assessed with the intention of correcting future action if that is required. CASE STUDY McDonald’s: half a century of growth 13 It is loved and it is hated. It is a shining example of how good-value food can be brought to a mass market. It is a symbol of everything that is wrong with ‘industrialized’, cap- italist, bland, high-calorie and environmentally unfriendly commercialism. It is the best-known and most loved fast food brand in the world with more than 36,000 restau- rants in 117 countries, providing jobs for 1.7 million staff and feeding 69 million customers per day (yes, per day!). It is part of the homogenization of individual national cul- tures, filling the world with bland, identical, ‘cookie cutter’, Americanized and soulless operations that dehumanize its staff by forcing them to follow ridged and over-defined procedures. But whether you see it as friend, foe, or a bit of both, McDonald’s has revolutionized the food industry, affecting the lives of both the people who produce food and the people who eat it. It has also had its ups (mainly) and downs (occasionally) as markets, customers and economic circumstances change. Yet, even in the toughest times it has always displayed remarkable resilience. What follows is a brief (for such a large corporation) summary of its history. Starting small Central to the development of McDonald’s is Ray Kroc, who by 1954 and at the age of 52 had been variously a piano player, a paper cup salesman and a multi-mixer salesman. He was surprised by a big order for eight multi-mixers from a restaurant in San Bernardino, California. When he visited the customer he found a small but successful restaurant run by two brothers Dick and Mac McDonald. They had opened their ‘Bar-B-Que’ restaurant 14 years earlier, and by the time Ray Kroc visited the brothers’ operation it had a self-service drive-in format with a limited menu of nine items. He was amazed by the effectiveness of their operation. Focusing on a limited menu including burgers, fries and beverages had allowed them to analyse every step of the process of producing and serving their food. Ray Kroc was so impressed that he p.

Source Shutterstock.com .docx

rosemariebrayshaw

More from rosemariebrayshaw (20)

Southampton Business School Postgraduate Module Grade Descrip.docx

Southwestern Business Administration JournalVolume 16 Is.docx

Spadoni • revised Jan. 2020 —continued— Checklist for .docx

SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx

Sources and Resources for RC004Informed Advocacy in Early .docx

Sources of General Information about the Topic A paragr.docx

Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx

Source for ArticleMilliken, A. (2018). Ethical awareness What .docx

Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx

SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx

South University College of Nursing and Public Health Graduate.docx

Sources to UseSuskie, L. (2014, March 17). What is good.docx

Sooner or later you’ll find your-self leading a team where one.docx

Sophia Bosoni, Tombra Esite & Junhui LiuFebruary 6, 2020 Innov.docx

Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx

Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docx

Some of the bibliography docsKarls Marxhttpswww.marxi.docx

Sources of Risk for Chronic Conditions in the State of Flo.docx

Source Shutterstock.com .docx

Recently uploaded

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Shubhangi Sonawane

Explore the world of IT certification with CompTIA. Discover how the CompTIA Security+ Book SY0-701 can elevate your cybersecurity expertise and open doors to new career opportunities. This PDF provides essential insights into the CompTIA Security+ certification, guiding you through exam preparation and showcasing the benefits of becoming CompTIA-certified. Download now to embark on your journey to IT excellence with CompTIA.

ComPTIA Overview | Comptia Security+ Book SY0-701

bronxfugly43

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

christianmathematics

1029 - Danh muc Sach Giao Khoa 10 . pdf

QucHHunhnh

Measures of Dispersion and Variability: Range, QD, AD and SD

Thiyagu K

The basics of sentences session 2pptx copy.pptx

heathfieldcps1

Key note speaker Neum_Admir Softic_ENG.pdf

Admir Softic

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi Welcome to VIP Call Girl In Delhi Hello! Delhi Call Girls is one of the most popular cities in India. Girls who call in Delhi frequently Advertise their services in small promgons in magazines, as well as on the Internet but We do not act as a direct-promoter. We will do everything we can to make sure that you're safe to the max to the best of our abilities and making sure of our ability and ensuring that you're obtained to the best of our abilities and making sure that you get what you want. Sexuality of our females is recognized by our Business proposals. Top-of-the-line, fully-featured Delhi girl call number and we offer To be aware of it is a major reason in deciding to use our services to ensure that our customers realize the worth of their lives swiftly and in a pleasant manner by engaging with web series performers for a cost of 10000.Here you are able to be Relax knowing that personal information is stored in the business proposals, giving an appearance of like you're as if you are a full affirmation. Call Girls Service Now Delhi +91-9899900591 *********** N.M.************* 01/04/2024 ▬█⓿▀█▀ 𝐈𝐍𝐃𝐄𝐏𝐄𝐍𝐃𝐄𝐍𝐓 CALL 𝐆𝐈𝐑𝐋 𝐕𝐈𝐏 𝐄𝐒𝐂𝐎𝐑𝐓 SERVICE ✅ ❣️ ⭐➡️HOT & SEXY MODELS // COLLEGE GIRLS AVAILABLE FOR COMPLETE ENJOYMENT WITH HIGH PROFILE INDIAN MODEL AVAILABLE HOTEL & HOME ★ SAFE AND SECURE HIGH CLASS SERVICE AFFORDABLE RATE ★ SATISFACTION,UNLIMITED ENJOYMENT. ★ All Meetings are confidential and no information is provided to any one at any cost. ★ EXCLUSIVE PROFILes Are Safe and Consensual with Most Limits Respected ★ Service Available In: - HOME & HOTEL Star Hotel Service .In Call & Out call SeRvIcEs : ★ A-Level (star escort) ★ Strip-tease ★ BBBJ (Bareback Blowjob)Receive advanced sexual techniques in different mode make their life more pleasurable. ★ Spending time in hotel rooms ★ BJ (Blowjob Without a Condom) ★ Completion (Oral to completion) ★ Covered (Covered blowjob Without condom SAFE AND SECURE

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

kauryashika82

Asian American Pacific Islander Month DDSD 2024.pptx

David Douglas School District

Nutritional Needs Presentation - HLTH 104

misteraugie

How to Give a Domain for a Field in Odoo 17

Celine George

Advanced Views - Calendar View in Odoo 17

Celine George

Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University of Engineering & Technology, Jamshoro

Class 11th Physics NEET formula sheet pdf

AyushMahapatra5

Unit-IV; Professional Sales Representative (PSR).pptx

VishalSingh1417

Unit-IV- Pharma. Marketing Channels.pptx

VishalSingh1417

Food Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-II

Shubhangi Sonawane

microwave assisted reaction. General introduction

Maksud Ahmed

Activity 01 - Artificial Culture (1).pdf

ciinovamais

In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of Energy Resources under the point Natural Resources. Following Presentation contain total information about the energy resources like Introduction of energy resources, Non-renewable, Renewable Energy resources with examples as well as deep explanations of coal, oil, petroleum, solar energy , wind energy , Conservation of Natural resources etc. Students having deep knowledge about energy resources after studying this presentation.

Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources

Shubhangi Sonawane

Recently uploaded (20)

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

ComPTIA Overview | Comptia Security+ Book SY0-701

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

1029 - Danh muc Sach Giao Khoa 10 . pdf

Measures of Dispersion and Variability: Range, QD, AD and SD

The basics of sentences session 2pptx copy.pptx

Key note speaker Neum_Admir Softic_ENG.pdf

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

Asian American Pacific Islander Month DDSD 2024.pptx

Nutritional Needs Presentation - HLTH 104

How to Give a Domain for a Field in Odoo 17

Advanced Views - Calendar View in Odoo 17

Mehran University Newsletter Vol-X, Issue-I, 2024

Class 11th Physics NEET formula sheet pdf

Unit-IV; Professional Sales Representative (PSR).pptx

Unit-IV- Pharma. Marketing Channels.pptx

Food Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-II

microwave assisted reaction. General introduction

Activity 01 - Artificial Culture (1).pdf

Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources

Students must submit TWO of of these identification terms in paragra.docx

1. Students must submit TWO of of these identification terms in paragraph form through the Assignments Tab if Canvas by the deadline specified in the Syllabus and in Assignments. They are each worth ten points. Be sure to cite properly, as per the MLA Format every time that any information is directly copied (and quotation marks are needed), paraphrased (writing someone else’s ideas in your own words) or for any facts that are not common knowledge (like “the sky is blue”). Be sure to provide a works cited section with a bibliographic citation of each source used; Be sure to include the Date Accessed is the date that YOU previewed a particular website or watched a Youtube video because website/video content can change. As per the syllabus, students must use a minimum of two sources, that are to be cited in the body of the paragraph as well as the works cited section for that identification term to be counted for a grade. For more information, please consult the “Weekly Assignments” section of the syllabus. Please note that the textbook is an acceptable source for all of the identification terms: David Shi, America: A Narrative History, Volume 1 , Eleventh Edition. New York: W.W. Norton & Company, Inc., 2019.

2. Identification Terms For Chapter 1: 1) Moundbuilders Be sure to identify who they were, when and where they lived, their class and social structure, aspects of their art and architecture, and the collapse of their culture. No Author or Date Listed, “The Moundbuilders.” https://www.nps.gov/nr/travel/mounds/builders.htm Date Accessed: Seppa, Nathan, “Ancient Cahokia.” https://www.washingtonpost.com/wp- srv/national/daily/march/12/cahokia.htm March 12, 1997. Date Accessed: WTVP, “Illinois Adventures #1308. March 8, 2014. “Cahokia Mounds.”” https://www.youtube.com/watch?v=xt-u9FBBnhc Date Accessed: 2) Sir Walter Raleigh Be sure to write a brief biography of his life, focusing on his efforts to explore and colonize North America, as well as his relationship with Queen Elizabeth I. History.com Editors, “Sir Walter Raleigh.” October 28, 2019. https://www.history.com/topics/exploration/walter-raleigh Date Accessed: No Author Listed: “Walter Raleigh.” October 22, 2019. https://www.biography.com/explorer/walter-raleigh Date Accessed:

3. Terry Kaldusdal, “Sir Walter Raleigh.” February 22, 2016. https://www.youtube.com/watch?v=wpFOLFoMZkY Date Accessed: Identification Terms For Chapter 2: 1) King Philip’s War Be sure to write about the causes, the major events, and consequences of this war. Brooks, Rebecca Beatrice, “History of King Philip’s War.” May 31, 2017. https://historyofmassachusetts.org/what-was- king-philips-war/ Date Accessed: History.com Editors, “King Philip’s War.” November 13, 2019. https://www.history.com/topics/native-american-history/king- philips-war Date Accessed: Antun-Shei Films, “The Sudberry Fight 1676: A Decisive Native American Victory in King Philip’s War,” January 19, 2019. https://www.youtube.com/watch?v=YJfGNboAyrA Date Accessed: 2) Middle Passage: BBC, 2020. “The Triangular Trade-Slave Factories on the Atlantic Coast.” https://www.bbc.co.uk/bitesize/guides/zqv7hyc/revision/7 Date Accessed: BBC, 2020. “The Triangular Trade-The Middle Passage.” https://www.bbc.co.uk/bitesize/guides/zqv7hyc/revision/8

4. Date Accessed: BBC, 2020. “The Triangular Trade-The Zong 1781-1783.” https://www.bbc.co.uk/bitesize/guides/zqv7hyc/revision/9 Date Accessed: History, “Life Aboard a Slave Ship.” February 7, 2019. https://www.youtube.com/watch?v=PmQvofAiZGA Date Accessed:

Students must submit TWO of of these identification terms in paragra.docx

Recommended

Recommended

More Related Content

Similar to Students must submit TWO of of these identification terms in paragra.docx

Similar to Students must submit TWO of of these identification terms in paragra.docx (20)

More from rosemariebrayshaw

More from rosemariebrayshaw (20)

Recently uploaded

Recently uploaded (20)

Students must submit TWO of of these identification terms in paragra.docx