Students will complete Prezi Presentation of a cultural rite of pas.docx

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Students will complete Prezi Presentation of a cultural “rite of passage” that could be used for a cultural oral interpretation, according to the textbook recommendations as follows... (ex. Wedding speech, church ceremony, eulogy, etc.). They will identify a notable cultural rite of passage and create a presentation on https://prezi.com that includes the following: Clear description of the rite of passage. Definition of culture and rites of passage. The use of the rite of passage as an oral interpretation according to the text. Explanation of characteristics of rituals. A reflection on cultural performances. Rubric: Must have at least two sources cited that are a well-formatted citation, please use the attached textbook photos as ONE of the sources Content provided an exemplary analysis, synthesis, evaluation and/or summary of the assignment ...

Students will complete Prezi Presentation of a cultural “rite of
passage” that could be used for a cultural oral interpretation,
according to the textbook recommendations as follows... (ex.
Wedding speech, church ceremony, eulogy, etc.). They will
identify a notable cultural rite of passage and create a
presentation on
https://prezi.com
that includes the following:
Clear description of the rite of passage.
Definition of culture and rites of passage.
The use of the rite of passage as an oral interpretation according
to the text.
Explanation of characteristics of rituals.
A reflection on cultural performances.
Rubric:
Must have
at least two sources cited that are a well-formatted citation,
please use the attached textbook photos as ONE of the sources
Content
provided an exemplary analysis, synthesis, evaluation and/or
summary of the assignment

Students will complete Prezi Presentation of a cultural rite of pas.docx

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Imagine you are cultural anthropologist searching for a hidden time capsule from both the Renaissance and the Age of Baroque. In each capsule it is rumored that there are at least two examples of each of the following items locked inside: Art Music Descriptions of drawings or architecture Philosophy Literature Write a 1050- to 1400-word paper describing which examples you would expect to find and how each of your examples reflects world events and cultural patterns of the time. In other words, what does each example tell us about the time period to which it belonged? Based on what you know about the Renaissance and Baroque periods, how does the art, music, architecture, philosophy, and literature capture the tenets, spirit, ideology, thinking, concerns, aesthetics, politics, cultural and social mores, etc. of the period? Format your paper consistent with APA guidelines. Note: You must use your course text as a reference for this assignment. This means that you should include quoted or paraphrased text from your readings to support your discussion of the assignment topic. Course readings should be acknowledged with an in-text citation. If you need additional sources, use the University Library. If you use the Internet to find sources, you should only access credible and reliable Internet sites such as those affiliated with a museum, magazine, newspaper, educational institution, or arts organization, for example. You should not use sites like Wikipedia, About.com, Ask.com, or blogs, for example. .

Imagine you are cultural anthropologist searching for a hidden tim.docx

Imagine you are cultural anthropologist searching for a hidden tim.docx

Imagine you are cultural anthropologist searching for a hidden tim.docx

Imagine you are cultural anthropologist searching for a hidden time capsule from both the Renaissance and the Age of Baroque. In each capsule it is rumored that there is at least one example of each of the following items locked inside: Art Music Descriptions of drawings or architecture Philosophy Literature Write a 1000- to 1200-word paper describing which examples you would expect to find and how each of your examples reflects world events and cultural patterns of the time. In other words, what does each example tell us about the time period to which it belonged? Based on what you know about the Renaissance and Baroque periods, how does the art, music, architecture, philosophy, and literature capture the tenets, spirit, ideology, thinking, concerns, aesthetics, politics, cultural and social mores, etc. of the period? Format your paper consistent with APA guidelines. Note: You must use your course text as a reference for this assignment . This means that you should include quoted or paraphrased text from your readings to support your discussion of the assignment topic . Course readings should be acknowledged with an in-text citation. If you need additional sources, use the University Library. If you use the Internet to find sources, you should only access credible and reliable Internet sites such as those affiliated with a museum, magazine, newspaper, educational institution, or arts organization, for example. You should not use sites like Wikipedia, About.com, Ask.com, or blogs, for example. .

Imagine you are cultural anthropologist searching for a hidden tim.docx

Imagine you are cultural anthropologist searching for a hidden tim.docx

Imagine you are cultural anthropologist searching for a hidden tim.docx

Annotated bibliographies

Annotated bibliographies

Annotated bibliographies

This part of the final project is the paper that presents your des

This part of the final project is the paper that presents your des

This part of the final project is the paper that presents your des

Final Project: Personal Analysis Paper Guidelines and Rubric Five Simple Steps I. Select the two works of art from European culture during the time period covered by this course from two different categories: · Visual art, including sculpture, mosaics, painting, architecture, and other forms · Literature, including poetry, a play, fiction, and other forms · Music in what we think of as the Classical tradition (not popular or folk songs), including forms such as the suite, oratorio, mass, motet, opera, formal dance or ballet music, chorale, and so forth. Some of these works are lengthy, so you may listen to and write about a section or movement of a longer work if you choose. For example, rather than write about Handel’s entire three-hour oratorio, The Messiah, you could write about one section such as the aria, “I know that my Redeemer liveth.” Example: In your paper, you may want to write about a sculpture (i.e., visual art) by the Classical Greek sculptor Praxiteles and a magnifcat, a choral religious work (i.e., music), by the Italian Renaissance composer Palestrina. Or you may want to write about verses by the Archaic Greek poet Sappho (i.e., literature) and a suite by the English Renaissance composer John Dowland (i.e., music). II. Craft an introduction that gives your reader the WHAT and the WHY. a) What! What are you comparing? What are you contrasting? Your introduction will include information about both works,indicating as fully as possible the following: 1. Name of artist 2. Name of work 3. Period/date 4. Location or origin 5. Medium and/or size b) Why! Why are you comparing the works?Here is where you state the “agenda,” main idea, or reason you are comparing these works. Remember, this is your response to these works. Ask yourself the following kinds of questions: What does each work represent from its time period? What elements illustrate that this work is from that time period? What does it symbolize or represent? III. Include a brief background. In the body of your paper, as you compare and contrast the works, provide the vital background information that is crucial for your reader in understanding the two works, which include your own personal observations, thoughts, and reflections on both works. IV. Compare and Contrast the Works · Discuss similarities between the two works by pointing out what they have in common in the body of your paper. This may be challenging, since we are not used to comparing, say, music with art, or architecture with poetry. But see where your ideas and imagination take you! · Discuss differences between the two works in the body of your paper using words such as “unlike,” “whereas,” and so on. What about the two works strikes you as decidedly different? Not just the form; of course, music is different from a painting! · Does the music offer an exalted, outgoing feeling, while the painting provides a somber sense of introspection? What are some key differences in the ideas and feelings ...

Final Project Personal Analysis Paper Guidelines and RubricFi.docx

Final Project Personal Analysis Paper Guidelines and RubricFi.docx

Final Project Personal Analysis Paper Guidelines and RubricFi.docx

voversbyobersby

Research skills final revision

Research skills final revision

Research skills final revision

Assignment 1: LASA 2: Presentation—Bridging the Cultural Gap In this assignment, you will research and develop a presentation about the culture of a particular ethnic group different from your own (for example, Asian, Euro-American, Scandinavian, African American, Latin American, or Anglo-Saxon) as related to communication. This will help you increase your awareness of your own perspectives and the limitations of your perspectives. You will gain a better understanding of the link between culture and gender and how both impact communication. Online library resources and the Internet, research the culture you have chosen. Prepare a presentation with detailed speaker's notes and use scholarly resources for support. Use the speaker's notes area for explanatory comments and citation of sources. In your presentation, include the following sections: Introduction to the culture Background information (history, government, cultural traditions [practices], health care practices, values, beliefs, etc.) An overview of gender roles in the selected culture Observations and analysis of the culture that distinguish the culture as unique A discussion of how what you have learned about the culture you researched has impacted your general view about communicating with others different from yourself A comparison of the culture you researched and your own cultural traditions, values, and beliefs Conclusions and recommendations of how to "bridge the communication gap" between the culture you researched and your own References Develop a 10 to 15-slide presentation in PowerPoint format. Apply APA standards for writing style to your work. Be sure to cite your sources using APA standards and include a separate slide(s) with a complete reference list of any resources used in your research. By Monday, July 11, 2016 , submit your assignment to the M5: Assignment 1 Dropbox . Assignment 1 Grading Criteria Maximum Points Presentation provided overview and background of the selected culture. 48 Presentation addressed traditions, values, and beliefs and noted appropriate comparisons and differences between the two cultures. 48 Presentation recommended methods for improving communication between own and the different culture. 48 Presentation addressed the relationship between culture and gender. 48 Speaker's notes provided supporting details. 48 Wrote in a clear, concise, and organized manner; displayed accurate spelling, grammar, and punctuation. 60 Total: 300 .

Assignment 1 LASA 2 Presentation—Bridging the Cultural GapIn thi.docx

Assignment 1 LASA 2 Presentation—Bridging the Cultural GapIn thi.docx

Assignment 1 LASA 2 Presentation—Bridging the Cultural GapIn thi.docx

read the following resources on Dr. Loïc : research: “Habitus as Topic and Tool: Reflections on Becoming a Prizefighter” “A Fleshpeddler at Work: Power, Pain, and Profit in the Prizefighting Economy” “ Whores, Slaves, and Stallions: Languages of Exploitation and Accommodation Among Professional Boxers ” “ UC’s ‘boxing sociologist’ / Combative French Professor Spent 3 Years in Ring (Links to an external site.) ” A Professor Who Refuses To Pull His Punches (Links to an external site.) Boxing Proves a Hit for French Sociologist (Links to an external site.) An important part of analyzing research approaches includes understanding the positive and negative aspects of varied forms of social research. Ethnography as an approach allows a researcher to immerse in a unique social world in order to experience the lives of those who live there. The most intriguing aspects of this type of qualitative research is how the researcher maintains an ethical and neutral stance, how the experience can impact them, and how they use the experience for positive social change. In your paper, you will present the benefits of ethnographical research in terms of understanding a unique social world, as well as understanding the qualitative researcher’s role in performing and reporting on ethnographic research. You will do this through the resources provided, your own research of immersive ethnographical approaches, and also through critiquing Dr. Loïc Wacquant’s work. In your paper, include the following sections/components: Role of Researcher (One to two pages) Explain the researcher’s role in qualitative research in general and specifically in an ethnographic approach. Discuss the unique issues that researchers should be concerned about in qualitative research. Explain the challenges researchers face in ethnographical research. Discuss specific actions researchers can take to ensure they retain their ethical and neutral stance in performing qualitative research and reporting their qualitative research results. Loïc Wacquant’s Research (One to two pages) Summarize what Loïc Wacquant’s research was about. Determine whether or not Wacquant maintained an ethical and neutral stance. Justify the research approach Wacquant chose to take. Explain whether or not this could have been possible with a quantitative research study. Impact of Research (One page) Discuss how qualitative research and, in particular, ethnographic research, can inform our understanding of unique social worlds. Describe the potential impact of research in supporting positive social change through public policy. The Value of Qualitative Research paper Must be five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.) Must include a separate title page with the following: Title of paper Student’s name Course name and number Ins.

read the following resources on Dr. Loïc researchHabitus a.docx

read the following resources on Dr. Loïc researchHabitus a.docx

read the following resources on Dr. Loïc researchHabitus a.docx

Mus be related to Australian curriculum NSW Assessment overview This assessment task requires you to reflect critically upon current values and beliefs about Arts education in primary education settings, including the ethical and cultural considerations around implementing the arts. Through this assessment task you will be able to demonstrate your understanding of the role and value of the arts in the primary education context and reflect and clarify your own beliefs about Arts education as an integrated and creative curriculum that supports children’s development. Assessment details You are to write a 1500 word persuasive essay addressing the following: Arts encompass our culture, heritage and society. Arts experiences in primary education contexts embrace diversity and integrate Indigenous perspectives. To support your argument, you will need to: • evaluate and discuss arts education theories (minimum of 2) relevant to primary settings • consider curriculum review documentation and discourses • consider and critically reflect on cultural and ethical considerations within Arts education • base your argument upon research-based evidence (and thus you are required to evaluate and integrate evidence from scholarly sources to inform and support your argument) Your essay should be written in third person. Adherence to all other formal essay language expectations apply. Assessment criteria 1. Knowledge and understanding of theories and issues relevant to primary Arts education 2. Content and development of argument 3. Use and integration of source material 4. Academic writing style. SET OUT OF THE ESSAY Intro (150 words) the body (1200 words) and the conclusion (150 words). Introduction (150 words): Introduce your essay's main arguments and the 2 theories you will use to discuss the arts in primary education Body (1200 words): Argue position of what culturally inclusive arts education enables/involves (for or against), and substantiate this with reference to your two chosen theories, curriculum review documentation and discourses, and cultural/ethical considerations within Arts Education Conclusion (150 words): Sum up your main points and solidify your argument in your conclusion. To be able to pass (marking criteria) · A clearly stated essay statement and introduction • An introduction that introduces both the topic of the essay and the essay itself A clear argument for the role and/or value of the arts in primary school education that is developed logically across the essay • At least two theories that span over arts disciplines/domains are discussed, with some form of clarification or context • A clearly defined description or outline of ethics and cultural considerations in relation to Arts education, which demonstrates some understanding of the range of considerations this may encompass • Use of relevant and current scholarly and non-scholarly literature • Correct citation where work is not the author’s origin.

Mus be related to Australian curriculum NSW Assessment overview .docx

Mus be related to Australian curriculum NSW Assessment overview .docx

Mus be related to Australian curriculum NSW Assessment overview .docx

rosemarybdodson23141

Peter Virdee on Exploring SikhTraditions and Heritage

Peter Virdee on Exploring SikhTraditions and Heritage

Peter Virdee on Exploring SikhTraditions and Heritage

To complete this assignment, you need to understand the premise of the final paper. The following flow chart will walk you through each part of your paper. Your Final Paper will consist of: Introducti on Part I Part II Conclusion Use the introduction to set up the topic of your paper, giving a preview of the information you will pr esent in the body of the paper. The thesis statement is the last sentence or two of the introduction and states what the main point structuring your paper will be. In this paper, you'll be examining an aspect of your o wn culture from an etic perspective and an aspect of another culture from an emic perspective. Choose one aspect of culture from this list . Review the relevant section of the textbook. Find at least one scholarly source to support your analysis. Using the article by Miner as a guide, describe an aspect of your o wn culture from an etic perspective. Cite your sources . Review the article for Part II that corresponds with the to pic you chose. Using information from this source, describe an aspect of another culture from an emic perspective. Cite your source(s). End with a concluding paragraph that reinforces your thesis. Summarize and tie together your main points for the reader. Provide a brief self - reflexive analysis of what you learned while writing this paper. See the assignment description for full instructions and examples of each section of this paper. Week Three Assignment Worksheet Please review this assignment tutorial for help filling out this worksheet. 1) Select one aspect of culture from the list. Once you've made your selection, please delete all other options. Education Healthcare Gender Rites of passage Religion Politics Business 2) Select a source to use for Part I of the paper. You will be using your textbook and the article by Miner for this part of the paper, but for this worksheet, include the source you found through your own research. Review the tutorial on Evaluating sources and enter your reference in the space below. Reference entry in APA format: 3) Include the reference for Part II that corresponds to the topic you’ve chosen. Copy and paste the reference entry from the table (e.g., if you chose Education, you would use the article by Jonsson for Part II). 4) Summarize the main points from each of your sources. See this guide for help with summarizing your sources. Summary of your source for Part I (include one to two paragraphs, totaling at least 300 words). Enter your summary in the space below. Summary of your source for Part II (include one to two paragraphs, totaling at least 300 words). Enter your summary in the s ...

To complete this assignment, you need .docx

To complete this assignment, you need .docx

To complete this assignment, you need .docx

Assignment 1: LASA 2: Presentation—Bridging the Cultural Gap In this assignment, you will research and develop a presentation about the culture of a particular ethnic group different from your own (for example, Asian, Euro-American, Scandinavian, African American, Latin American, or Anglo-Saxon) as related to communication. This will help you increase your awareness of your own perspectives and the limitations of your perspectives. You will gain a better understanding of the link between culture and gender and how both impact communication. Using the Argosy University online library resources and the Internet, research the culture you have chosen. Prepare a presentation with detailed speaker's notes and use scholarly resources for support. Use the speaker's notes area for explanatory comments and citation of sources. In your presentation, include the following sections: Introduction to the culture Background information (history, government, cultural traditions [practices], health care practices, values, beliefs, etc.) An overview of gender roles in the selected culture Observations and analysis of the culture that distinguish the culture as unique A discussion of how what you have learned about the culture you researched has impacted your general view about communicating with others different from yourself A comparison of the culture you researched and your own cultural traditions, values, and beliefs Conclusions and recommendations of how to "bridge the communication gap" between the culture you researched and your own References Develop a 10 to 15-slide presentation in PowerPoint format. Apply APA standards for writing style to your work. Be sure to cite your sources using APA standards and include a separate slide(s) with a complete reference list of any resources used in your research. . Assignment 1 Grading Criteria Maximum Points Presentation provided overview and background of the selected culture. 48 Presentation addressed traditions, values, and beliefs and noted appropriate comparisons and differences between the two cultures. 48 Presentation recommended methods for improving communication between own and the different culture. 48 Presentation addressed the relationship between culture and gender. 48 Speaker's notes provided supporting details. 48 Wrote in a clear, concise, and organized manner; displayed accurate spelling, grammar, and punctuation. 60 Total: 300 .

Assignment 1 LASA 2 Presentation—Bridging the Cultural Gap In th.docx

Assignment 1 LASA 2 Presentation—Bridging the Cultural Gap In th.docx

Assignment 1 LASA 2 Presentation—Bridging the Cultural Gap In th.docx

BenitoSumpter862

Assignment: Analytical paper Academic essay – academic tone of language, structure (argumentation for a point to present evidence and the research, argue through and supporting the ideas with the topic that I have chosen which will be in the conclusion, introduction what I want to achieve) the structure depends on the analysis of the subject. 1 theme and explore it and focus on 3 pieces of art from different genres (one sculpture, one film one piece of music e.g.) In conclusion, state my findings. Introduction: state what I want to prove or analyze. Introduce the theme that ive chosen. 3 different genres to support my argument. What does it say about the time it was produced, theme, how our society is today? Identify this in the work. Reference painting, film etc Referencing is very important. APA. Put the pieces of art in the essay (in order so the reader can see the e.g. painting, sculpture, poem) Assignment: Analytical paper Academic essay – academic tone of language, structure (argumentation for a point to present evidence and the research, argue through and supporting the ideas with the topic that I ha ve chosen which will be in the conclusion, introduction what I want to achieve) the structure depends on the analysis of the subject. 1 theme a n d explore it and focus on 3 pieces of art from different genres (one sculpture, one film one piece of music e.g .) In conclusion, state my findings. Introduction: state what I want to prove or analyze. Introduce the theme that ive chosen. 3 different genres to support my argument. What does it say about the time it was produced, theme, how our society is today? Id entify this in the work. Reference painting, film etc Referencing is very important. APA. Put the pieces of art in the essay (in order so the reader can see the e.g. painting, sculpture, poem) Assignment: Analytical paper Academic essay – academic tone of language, structure (argumentation for a point to present evidence and the research, argue through and supporting the ideas with the topic that I have chosen which will be in the conclusion, introduction what I want to achieve) the structure depends on the analysis of the subject. 1 theme and explore it and focus on 3 pieces of art from different genres (one sculpture, one film one piece of music e.g.) In conclusion, state my findings. Introduction: state what I want to prove or analyze. Introduce the theme that ive chosen. 3 different genres to support my argument. What does it say about the time it was produced, theme, how our society is today? Identify this in the work. Reference painting, film etc Referencing is very important. APA. Put the pieces of art in the essay (in order so the reader can see the e.g. painting, sculpture, poem) for these questions please be sure to use a standard essay format; introduction, body and conclusion. Essay Please complete the following four essay questions. In your answer ...

AssignmentAnalytical paperAcademic essay – academic tone of l.docx

AssignmentAnalytical paperAcademic essay – academic tone of l.docx

AssignmentAnalytical paperAcademic essay – academic tone of l.docx

The best communities methods of interpretation" can be understood as the most effective approaches or strategies employed by communities to interpret and understand information, events, or experiences. In this context, communities refer to groups of individuals with shared interests or characteristics. Interpretation methods within communities may vary depending on the community's goals, cultural norms, or specific contexts. They can include collaborative sense-making processes, storytelling, cultural practices, or other forms of collective interpretation. The term "best" in this context implies the most successful or impactful methods that have proven to be effective within specific communities. These interpretation methods often involve active engagement, dialogue, and shared meaning-making among community members. They enable the community to make sense of their experiences, preserve cultural heritage, pass down knowledge, or collectively navigate challenges and changes. It's important to note that the effectiveness of interpretation methods can vary based on the community's needs and goals. What may work effectively for one community may not be suitable for another. Therefore, the concept of "best" in this context is subjective and depends on the specific community's objectives and cultural dynamics.

The best communities Methods of interpretation updated 2023 doc7.docx

The best communities Methods of interpretation updated 2023 doc7.docx

The best communities Methods of interpretation updated 2023 doc7.docx

intel-writers.com

Assignment 1: LASA 2: Presentation—Bridging the Cultural Gap In this assignment, you will research and develop a presentation about the culture of a particular ethnic group different from your own (for example, Asian, Euro-American, Scandinavian, African American, Latin American, or Anglo-Saxon) as related to communication. This will help you increase your awareness of your own perspectives and the limitations of your perspectives. You will gain a better understanding of the link between culture and gender and how both impact communication. Using the Argosy University online library resources and the Internet, research the culture you have chosen. Prepare a presentation with detailed speaker's notes and use scholarly resources for support. Use the speaker's notes area for explanatory comments and citation of sources. In your presentation, include the following sections: Introduction to the culture Background information (history, government, cultural traditions [practices], health care practices, values, beliefs, etc.) An overview of gender roles in the selected culture Observations and analysis of the culture that distinguish the culture as unique A discussion of how what you have learned about the culture you researched has impacted your general view about communicating with others different from yourself A comparison of the culture you researched and your own cultural traditions, values, and beliefs Conclusions and recommendations of how to "bridge the communication gap" between the culture you researched and your own References Develop a 10 to 15-slide presentation in PowerPoint format. Apply APA standards for writing style to your work. Be sure to cite your sources using APA standards and include a separate slide(s) with a complete reference list of any resources used in your research. By Monday, June 8, 2015 , submit your assignment to the M5: Assignment 1 Dropbox . Assignment 1 Grading Criteria Maximum Points Presentation provided overview and background of the selected culture. 48 Presentation addressed traditions, values, and beliefs and noted appropriate comparisons and differences between the two cultures. 48 Presentation recommended methods for improving communication between own and the different culture. 48 Presentation addressed the relationship between culture and gender. 48 Speaker's notes provided supporting details. 48 Wrote in a clear, concise, and organized manner; displayed accurate spelling, grammar, and punctuation. 60 Total: 300 .

Assignment 1 LASA 2 Presentation—Bridging the Cultural Gap In th.docx

Assignment 1 LASA 2 Presentation—Bridging the Cultural Gap In th.docx

Assignment 1 LASA 2 Presentation—Bridging the Cultural Gap In th.docx

Major essay requirements can be summarized as follows: • A clear thesis is required and should be supported by the presentation and analysis of the material. • Sound arguments, with concrete and contextualized visual analysis. • Correct information (e.g. in terms of dates and locations, or other contextual information). • A focused analysis (in support of your thesis and of what the assignment asks of you). • A comprehensive analysis (all sections are equally well developed, following the prompt). • A clear and informative title that reflects your essay topic and ideally your thesis. • Proper English with correct spelling, grammar and syntax, as well as appropriate vocabulary. Avoid colloquialisms and clichés. • Organized structure with an introduction, main part, and conclusion. The essay should progress in a logical sequence of statements. • The use of appropriate and correct citations. • Avoid generic, unsubstantiated statements. • Avoid repetitions and redundant information. For your convenience, below are basic guidelines for essay papers that were included in the previous assignment (also available in Canvas Files > Essay Assignments > Writing Resources). Basic guidelines for essay papers: • You must have a thesis. • Don't just describe or recycle information from the sources and class material, but critically analyze it and present it in your own words in order to support the thesis, that is, the main statement about the topic discussed. • Read What is a Thesis? in Canvas >Essay Assignments >Writing Resources. A thesis is a statement that requires critical argumentation in order to be supported—it is not an obvious statement. For example: “We use our eyes to see” is self-evident and therefore not a thesis. On the contrary, “The ways we see depend on what we learnt to value in our culture” is a statement that needs to be supported with specific arguments, and therefore is a thesis. • The thesis must be supported with clear arguments and references to the required material analyzed in the essay, according to the relevant guidelines. • Focus! Do not try to do too much. Better to go in depth on the most important issues, rather than be scattered and remain superficial. • Be specific and accurate! Avoid sweeping and unsubstantiated generalizations. • The use of proper English is essential. Use proper grammar and syntax, accurate vocabulary, and correct spelling). Think twice of the terms used to avoid malapropisms. Edit, proofread, spell-check, read aloud, review, peer review your essay. Use the thesaurus with caution. • Good structure is essential. Include an introduction, main part, conclusion, and a logical order of arguments. Both the introduction and the epilogue should not be too lengthy, nor too short. Balance the parts of the essay properly, so that the first and the last part serve the main part adequately, as introduction and conclusion. • In the introduc ...

Major essay requirements can be summarized as follows • A.docx

Major essay requirements can be summarized as follows • A.docx

Major essay requirements can be summarized as follows • A.docx

Project Overview From the first week of this course, you were introduced to some of the major contributors to the Humanities in the fields of art, music, literature, and philosophy, to name a few. In the Humanities Project, you will compare and contrast two figures of the Humanities, focusing on their contributions and achievements. You will choose some of the earliest figures dating as far back as the fourteenth century, all the way up to the twentieth century, and compare that figure to a current, but relevant figure of the humanities. This project should reflect your understanding of these figures and their artistic flare that made them stand out among the rest. Based on research - explain how the earlier figure has influenced the current figure, and analyze how those contributions reflected the culture of each era. Due Date Your final project is due in Module 11. There will be individual assignments along the way. The module they are due is noted in the time line below. Time Line Module Assignment 02 Introduction and Topic Selection: Read and research two people about whom you will be writing your paper. Submit a short paragraph detailing your two subjects, why you chose them, and similarities and/or differences between the two. 03 Thesis and Map are due Week 03. 04 Thesis Peer Review occurs in the Week 04 discussion forum. 05 Continue to research and start your paper. Your thesis statement should be clear and that you introduce your subjects in your introductory paragraph. There is nothing to turn in this week. 06 A rough draft of your final paper is due Week 06. 07-10 Revise and polish your paper. There is nothing related to your final project which is due these weeks, but be sure to continue writing and reaching out to classmates and your faculty member for guidance and ideas. 11 Final analysis is due Requirements This paper should be written in traditional research paper format. You will choose two figures from the Humanities (one from the past and one figure from the present, or a completely different era from the other) and compare and contrast their achievements. Please plan to choose two figures of interest to you. 1 Original research paper that is a minimum of 4-5 pages in length, double-spaced, 12 point, with a standard font. In general, pages consist of: Title Page - Captivating title, your name, title of the course, date. Body - 4-5 pages in length. Follow this rough map (outline): · Introduction - introduce subjects - (Remember you are comparing and contrasting two figures from different eras) Bring focus to your study through thesis statement. · First Point coming out of thesis statement · Support #1 from research · Support #2 from research · Personal observation · Etc. · Second Point coming out of thesis statement · Support #1 from research · Support #2 from research · Personal opinion · Etc. · Third Point (if needed) coming out of thesis statement · Support #1 from research · Support #2 from research · Personal opinion · ...

Project OverviewFrom the first week of this course, you were int.docx

Project OverviewFrom the first week of this course, you were int.docx

Project OverviewFrom the first week of this course, you were int.docx

21ST CENTURY - ORIENTATION.pptx

21ST CENTURY - ORIENTATION.pptx

21ST CENTURY - ORIENTATION.pptx

APA Example Of Annotated Bibliography

APA Example Of Annotated Bibliography

APA Example Of Annotated Bibliography

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Jewish Holy DaysRubric - Individual Assignment (Week 2) Content 60 Percent Percent Earned xx/60 Additional Comments: Write a 700- to 1,050-word paper that includes the following: · A summary of the life and importance of one key person in Jewish history · An explanation of one key event in the history of Judaism that is connected to that person · A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person The paper links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly. Major points are stated clearly and are supported by specific details, examples, or analysis. Organization / Development 20 Percent Percent Earned xx/20 Additional Comments: The paper and presentation develop a central theme or idea, directed toward the appropriate audience. The introduction provides sufficient background on the topic and previews major points. The conclusion is logical, flows from the body of the paper/presentation, and reviews the major points. The tone is appropriate to the content and assignment. Transitions between sentences, paragraphs, sections, and slides aid in maintaining the flow of thought in the presentation and in the paper. Mechanics 20 Percent Percent Earned xx/20 Additional Comments: The paper, including the title page, reference page, tables, and appendices follow APA guidelines for format. Citations of original works within the body of the paper follow APA guidelines. The paper is laid out with effective use of headings, font styles, and white space. Rules of grammar, usage, and punctuation are followed. Sentences are complete, clear, concise, and varied. Spelling is correct. Total 100 Percent Percent Earned xx/100 Additional Comments: Page 1 of 1 REL134r1 Title ABC/123 Version X 1 Common Holy Days in Jewish Religious Traditions REL/134 Version 5 1 University of Phoenix MaterialCommon Holy Days in Jewish Religious Traditions Worksheet Complete the template with information from Jewish Holy Days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year) as studied in the course. APA-formatted citation APA-formatted citation December Insert Holy Day Insert Holy Day Insert Holy Day Insert Holy Day Insert Holy Day Insert Holy Day Insert Holy Day March September June Copyright © XXXX by University of Phoenix. All rights reserved. Copyright © 2016, 2015 by University of Phoenix. All rights reserved. .

Jewish Holy DaysRubric - Individual Assignment (Week 2)Content.docx

Jewish Holy DaysRubric - Individual Assignment (Week 2)Content.docx

Jewish Holy DaysRubric - Individual Assignment (Week 2)Content.docx

christiandean12115

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APA Example Of Annotated Bibliography

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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

Southampton Business School Postgraduate Module Grade Descrip.docx

Southampton Business School Postgraduate Module Grade Descrip.docx

rosemariebrayshaw

Southwestern Business Administration Journal Volume 16 | Issue 1 Article 1 2017 Leveraging Decision Making in Cyber Security Analysis through Data Cleaning Chen Zhong Hong Liu Awny Alnusair Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj Part of the Business Administration, Management, and Operations Commons, E-Commerce Commons, Entrepreneurial and Small Business Operations Commons, Management Information Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the Real Estate Commons This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information, please contact [email protected] Recommended Citation Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1. Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1 https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages https://digitalscholarship.tsu.edu/sbaj/vol16?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/630?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/638?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages ht.

Southwestern Business Administration JournalVolume 16 Is.docx

Southwestern Business Administration JournalVolume 16 Is.docx

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

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

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

SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx

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

Sources and Resources for RC004Informed Advocacy in Early .docx

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 sections 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

Sources of General Information about the Topic A paragr.docx

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

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

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

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

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

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

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

Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx

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

SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx

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

South University College of Nursing and Public Health Graduate.docx

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

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

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 leveraging 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

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

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

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

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

Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx

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

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

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

rosemariebrayshaw

Some of the bibliography docs Karls Marx https://www.marxists.org/archive/marx/works/1844/manuscripts/labour.htm A Vindication of the Rights of Woman with Strictures on Political and Moral Subjects Mary Wollstonecraft Copyright © Jonathan Bennett 2017. All rights reserved [Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations, are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported between brackets in normal-sized type.—If this work gets you interested in its author, read Claire Tomalin’s fine The Life and Death of Mary Wollstonecraft (1974). First launched: April 2010 Contents Dedicatory Letter 1 Introduction 4 Chapter 1: Human rights and the duties they involve 7 Chapter 2: The prevailing opinion about sexual differences 12 Chapter 3: The same subject continued 26 Chapter 4: The state of degradation to which woman is reduced by various causes 36 The Rights of Woman Mary Wollstonecraft Chapter 5: Writers who have rendered women objects of pity, bordering on contempt 53 Section 1: Rousseau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Section 2: Fordyce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Section 3: Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Section 4: Some women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Section 5: Chesterfield . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Chapter 6: The effect that an early association of ideas has on the character 71 Chapter 7: Modesty comprehensively considered and not as a sexual virtue 75 Chapter 8: Morality undermined by sexual notions of the importance of a good reputation 80 Chapter 9: The pernicious effects of the unnatural distinctions established in society 85 Chapter 10: Parental Affection 89 Chapter 11: Duty to Parents 91 Chapter 12: National education 93 Chapter 13: Examples of the harm done by women’s ignorance 99 Section 1: Charlatans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Section 2: Novel-reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Section 3: Dressing up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Section 4: Sensibil.

Some of the bibliography docsKarls Marxhttpswww.marxi.docx

Some of the bibliography docsKarls Marxhttpswww.marxi.docx

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

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

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 cultures, 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

Source Shutterstock.com .docx

Source Shutterstock.com .docx

rosemariebrayshaw

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