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Alice Walker, “Everyday Use,” pp. 17-25, Course Pack (A realistic story)
Explore some of the differences between a fable or parable (which often relies on plot and
has a clear ‘moral’ or meaning) and a short story (which usually does is not only about plot
and often cannot be ‘explained’ as easily).1) In a first paragraph, try to briefly give the
reader what it is about your chosen parable or fable that ‘gets your attention.’ Does it have
good ‘story value’? Is it easy to remember and re-tell? Speculate on why is it that your
parable has existed for hundreds (or even thousands) of years. What is the ‘moral’ of this
story? Is the moral or meaning of the parable or tale clear to the reader? Is it possible to
derive other meanings from the story beside the official ‘moral’? Why or why not? Also, is
plot (or a plot ‘twist’), the most important ‘element’ in a parable or fable? Try to tell us the
plot twist or moral using a direct quote and cite.2) In a second paragraph (or two), try to
describe what element or elements in your chosen short story are most ‘original,’
‘interesting’ or ‘appealing’ to you beyond the plot in your story. For instance, you might
describe a setting, a character, effective dialogue (the way characters speak) or a decision a
protagonist must make. (For example, in “Everyday Use,” the mother decides to give the
family quilts to Maggie. In Poe’s “The Tell-Tale Heart,” the narrator confesses to murder
even though he has gotten away with the crime. These are complex decisions that aren’t
easy to explain — like in a fable.) Another short story element is point of view (the skillful
control of what we see and hear as readers). Try to anchor your ‘reading’ of this second text
using at least 3 actual short passages from the story which are presented and cited using
last name and page number, for example, (Walker 279). Make sure you explain what your
quotes ‘mean’ using a ’quote sandwich’ that a) introduces, b) presents and then c) explains
each short quote. The post Alice Walker, “Everyday Use,” pp. 17-25, Course Pack (A realistic
story) appeared first on nursing writers.

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riting About Literature Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work. Readers have asked many different types of questions of works of literature, for example: · What did the author want to communicate in this work? · What does the work reveal about the author’s feelings, opinions, or psychology? · What does the work reveal about the society in which it was written? · What can we learn from this work about the issues or topics it deals with? · What motivates the characters in the work to behave as they do? · How are literary devices used in the work? · How does the work create emotional or intellectual experiences for its readers? · Is this work good or bad? · Is this work good or bad for its readers? Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself. Analyses which try to make statements about the work itself is often calledformalist criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic. In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. A ...

riting About LiteratureGenerally, the essays you write in lite.docx

riting About LiteratureGenerally, the essays you write in lite.docx

riting About LiteratureGenerally, the essays you write in lite.docx

1 A Guide to the Literary-Analysis Essay INTRODUCTION: the section in your essay. It begins creatively in order to catch your reader’s interest, provides essential background about the literary work, and prepares the reader for you major thesis. The introduction must include the author and title of the work as well as an explanation of the theme to be discussed. Other essential background may include setting, capsule plot summary, an introduction of main characters, and definition of terms. The major thesis goes at the end. Because the major thesis sometimes sounds tacked on, use a transition between the background information and the thesis of the essay. CREATIVE OPENING: the beginning sentences of the introduction that catches the reader’s interest. The types of introductions listed below are not the complete introductions. The examples only represent a type of introduction. The introduction is more than you see here. Ways of beginning creatively include the following: 1) A startling fact or bit of information Ex. Nearly two citizens were arrested as witches during the Salem witch scare of 1692. Eventually nineteen were hanged, and another was pressed to death (Marks 65). 2) A snatch of dialogue between two characters Ex. “It is another thing. You [Frederic Henry] cannot know about it unless you have it.” “Well,” I said. “If I ever get it I will tell you [priest].” (Hemingway 72). With these words, the priest in Ernest Hemingway’s A Farewell to Arms sends the hero, Frederic, in search of the ambiguous “it” in his life. 3) A meaningful quotation (from the work or another source) Ex. “To be, or not to be, that is the question” {3.1.57}. This familiar statement expresses the young prince’s moral dilemma in William Shakespeare’s tragedy Hamlet, Prince of Denmark. 4) A universal idea. Ex. The terrifying scenes a soldier experiences on the front probably follow him throughout his life—if he manages to survive the war. 5) A rich, vivid description of the setting Ex. Sleepy Maycomb, like other Southern towns, suffers considerably during the Great Depression. Poverty reaches from the privileged families, like the Finches, to the Negroes and “white trash” Ewells, who live on the outskirts of town. Harper Lee paints a vivid picture of life in this humid Alabama town where tempers and bigotry explode into conflict. 2 6) An analogy or metaphor Ex. Life is like a box of chocolates: we never know what we’re going to get. This element of uncertainty plays a major role in many dramas. For example, in Shakespeare’s play, Romeo and Juliet have no idea what tragedies lie ahead when they fall so passionately and impetuously in love. 7) MAJOR THESIS: a statement that provides the subject and overall opinion of your essay. For a literary analysis your major thesis must (1) relate to the theme of the work and (2) suggest how this theme is revealed by the author. A good thesis may ...

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Conventions for Writing about Literature Integrating Quotations: Quotation with Signal Phrase: If you are quoting dialogue (the spoken words of a character) in a work of literature, you should introduce the character who is speaking and provide a context for the spoken words. Use a signal phrase which names the speaker to incorporate the quotation. For example: When Josephine begs Louise to open the door, Louise says, “Go away. I am not making myself ill” (8). Or: Louise says, “Go away. I am not making myself ill” (8). Introduced Quotation: If you are quoting prose (non-spoken words) rather than dialogue (spoken words of a character) in a work of literature, there are also ways to smoothly incorporate quotations. One way to do this is to use an introduced quotation. To do this, first introduce the quote with a complete statement in your own words. Then, use a colon (:) in order to show that quotation which follows the colon is an example or further explanation of your statement. For example: Louise Mallard’s outer appearance clearly reveals her inner qualities: “She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength” (7). Blended Quotation: Another way to quote prose is to use a blended quotation. This is when you blend a quotation into your own sentence. Sometimes, this means that you blend only a part of the original sentence into your own sentence. Also make sure that your blended sentence is grammatically correct. For example: “The patches of blue sky” (7) represent hope in Louise Mallard’s bleak life. Other Literary Conventions to Keep in Mind: · In writing about literature, it is a convention to write in the present tense. · Put titles of self-contained works (like novels) in italics, and put titles of works that are published as part of a larger whole (like the readings from Signs of Life ) in quotation marks. · Put quotes within quotes in single quotation marks. (see WRP p.197). · Put brackets around anything that you need to change within the quote. (see WRP p.206). · Use ellipses to indicate omitted material from the quote. (see WRP p.202-205). · Indent (10 spaces) quotations of more than four lines. These long quotations are double-spaced and the parenthetical citations are placed after the end punctuation. Do not include quotation marks for long quotations. (see WRP p.198). Discuss: Asimov and Chiang 2 2 unread replies. 2 2 replies. Please read Isaac Asimov’s short story “Reason” p.160-176 and Ted Chiang's short story "Exhalation" p.742-756 in The Wesleyan Anthology of Science Fiction. Then choose one of these short stories for your initial post. Please make sure you post the initial response by Tuesday of Week 2. Here are the instructions for the initial discussion post: 1) Write a CLAIM (in essence, a working thesis) in a sentence or two about what the the story reveals about the underlying social message of what it means to be human. In other words, how.

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Theme in Macbeth: "Fair is Foul, Foul is Fair" Free Essay Example. Examine the Dramatic Significance of the Theme 'Fair Is Foul' In .... Essay websites: Fair is foul and foul is fair essay. How Does Macbeth turn from fair to foul? In the play 'Macbeth', the .... Fair is foul and foul is fair (Act 1.1.11-12). This is a famous line .... Fair is foul, and foul is fair' - GCSE English - Marked by Teachers.com. “Fair is Foul and Foul is Fair” - What factors contribute to the .... Fair is foul, and foul is fair, – Macbeth Act 1 Scene 1. Macbeth Act 1 by Jordan McDowell.

Macbeth Fair Is Foul And Foul Is Fair Essay.pdf

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riting About Literature Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work. Readers have asked many different types of questions of works of literature, for example: What did the author want to communicate in this work? What does the work reveal about the author’s feelings, opinions, or psychology? What does the work reveal about the society in which it was written? What can we learn from this work about the issues or topics it deals with? What motivates the characters in the work to behave as they do? How are literary devices used in the work? How does the work create emotional or intellectual experiences for its readers? Is this work good or bad? Is this work good or bad for its readers? Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself. Analyses which try to make statements about the work itself is often called formalist criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic. In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. Almost all fict.

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209.20191.ENG11238A Assignments * Essay 1 Final! * Essay 1 Final * Essay 1 Final ! Upload Submission You have no active papers in this assignment. " This assignment will also be used for a!endance. This assignment will also be used for a!endance. ENG 1123 Online Summer Thompson Essay #1: UNIT 1 – Stories:The Disappearance, The Story of an Hour, The Yellow Wallpaper, and Suicide Note Instruc!onsInstruc!ons: Compose a cri!cal analysis essay on one of the topics below. Your essay should be well developed, unified, coherent, and gramma"cally correct. Refer to the Grading Criteria for MCC English Classes in the First Day Handout for this course. Required length: 1 ½ -2 typed pages You will have a chance to earn 5 bonus points on this essay by following the direc"ons for checking your graded essay in Turn It In and looking over the correc"ons and comments (a#er I have graded it). Turn It In will show me if you viewed your document or not. The direc"ons (with pictures) are in this week's module "tled "Instruc"ons for Seeing Correc"ons in Turn It In." Create a thesis statement, and back up your claim with support/evidence from the text. Support should contain clear, specific examples from the story or stories you are analyzing, as well as documenta"on for all text references. Include at least one quota!on from the story in each body paragraph of your essay, for a total of 4 quota"ons from the story/poem. *See handouts about how ci"ng poetry is different than stories. It would be a good idea to do an outline before wri"ng the essay. Follow MLA format: Use size 12, Times New Roman font and 1- inch margins; double space. Include a Work Cited page. It is not included in the two-page length requirement; it should appear on a separate page at the end of your paper. You will automa"cally lose 20 points for not including a Works Cited page. Topics: 1. Analyze a character in one of the short stoires and show how he or she is a dynamic, round, flat, or sta!c character by examining his or her development over the course of the story. 2. Choose one work from Units 1 and discuss how in the story/poem society plays a part in imprisoning/s"fling the main character. 3. Discuss the importance of se%ng in 1 work from Units 1. Analyze how the se%ng ("me and place) adds meaning, conflict, and/or relevance to the characters. Do NOT just describe the se%ng and tell me “in this story the se%ng is this. In that story the se%ng is that.” That is not analysis, nor is it interes"ng. I want to know how and why the se%ng is significant, what thisreveals about the characters, the "me period, and the conflict within the story StepsSteps: Before beginning your paper, read the wri"ng handouts; use them as a guide while working on your essay as well. Use the outline form on the next page to plan your paper. You may write/type directly o.

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If you are commenting only in this forum, then please post a brief comment on Kant's notion of the "good will." Explain whether you agree with Kant's view that "an action done from duty must wholly exclude the influence of inclination and with it every object of the will." Explain whether you agree with Kant's view that "an action done from duty must wholly exclude the influence of inclination and with it every object of the will, so that nothing remains which can determine the will except objectively the law." Please be sure to use proper punctuation, and to avoid words and phrases that are vague and general. Aim for precision. Use short quotations from the primary text (the reading below) to develop and support your argument. It is perfectly acceptable to discuss lines or ideas that confused you. Groundwork of the Metaphysics of Morals (selections) Nothing can possibly be conceived in the world, or even out of it, which can be called good, without qualification, except a good will. Intelligence, wit, judgement, and the other talents of the mind, however they may be named, or courage, resolution, perseverance, as qualities of temperament, are undoubtedly good and desirable in many respects; but these gifts of nature may also become extremely bad and mischievous if the will which is to make use of them, and which, therefore, constitutes what is called character, is not good. It is the same with the gifts of fortune. Power, riches, honour, even health, and the general well-being and contentment with one’s condition which is called happiness, inspire pride, and often presumption, if there is not a good will to correct the influence of these on the mind, and with this also to rectify the whole principle of acting and adapt it to its end. The sight of a being who is not adorned with a single feature of a pure and good will, enjoying unbroken prosperity, can never give pleasure to an impartial rational spectator. Thus a good will appears to constitute the indispensable condition even of being worthy of happiness… A good will is good not because of what it performs or effects, not by its aptness for the attainment of some proposed end, but simply by virtue of the volition; that is, it is good in itself, and considered by itself is to be esteemed much higher than all that can be brought about by it in favour of any inclination, nay even of the sum total of all inclinations... Now an action done from duty must wholly exclude the influence of inclination and with it every object of the will, so that nothing remains which can determine the will except objectively the law, and subjectively pure respect for this practical law, and consequently the maxim that I should follow this law even to the thwarting of all my inclinations… Thus the moral worth of an action does not lie in the effect expected from it, nor in any principle of action which requires to borrow its motive from this expected effect. For all these effects agreeableness of one’s condition and

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Plato's Allegory of the Cave seems to suggest that only through questioning social reality, and improving ourselves intellectually, can we discover the real source of virtue (and be virtuous). Aristotle's notion of phrónesis (“practical wisdom”) seems to dismiss the notion of an intrinsic source of virtue, to emphasize instead that virtue is a practical skill that we develop through practice, which enables us to reliably choose the middle point between extremes in all situations. Who do you agree with more, Plato or Aristotle? And why? "Virtue is a state of character concerned with a choice, lying in a mean relative to us, this being determined by a rational principle, and by that principle by which the person of practical wisdom would determine it." (Aristotle, Nicomachean Ethics 2.6) Some fun video links below. Aristotle and Virtue Ethics Play Video Plato, Allegory of the Cave (Theory of Forms - flawed reflections of ideal forms. Knowledge. Representation.

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Whitehead and Dr. Leroy Little Bear both emphasize the ethical implications of interconnectedness. We have seen in this course that moral frameworks from the Age of Reason emphasize knowledge/reason, while alternatives (care ethics, ecological ethics, Indigenous ethics, Buddhist ethics, nonwestern ethics) emphasize wisdom. What is wisdom? The sciences of ecology and quantum physics tell us about interconnectedness, based on careful measurements (knowledge), but can this sense of interconnectedness be accessed through contemplative wisdom? Do we need an ethics grounded in wisdom? As a group do you think that, as individuals, we ever experience ethical interconnectedness that is metaphysical or part of "spirit"? Are the brain and the mind the same thing?

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I. Introduction A. Briefly introduce the topic of the essay and its importance. B. Provide background information on the role of education in fighting injustice. C. State the thesis of the essay. II. The role of education in fighting injustice according to Marx A. Explain Marx's theory of education as a means of social transformation. B. Provide evidence from Marx's writings on the importance of education in the fight against social injustice. C. Evaluate the strengths and weaknesses of Marx's ideas on the role of education in fighting injustice. III. The role of education in fighting injustice according to MLK A. Explain MLK's theory of education as a tool for social change. B. Provide examples from MLK's speeches and writings on the importance of education in the fight against social injustice. C. Evaluate the strengths and weaknesses of MLK's ideas on the role of education in fighting injustice. IV. The role of education in fighting injustice according to Alinsky A. Explain Alinsky's theory of education as a means of empowering marginalized communities. B. Provide evidence from Alinsky's writings on the importance of education in the fight against social injustice. C. Evaluate the strengths and weaknesses of Alinsky's ideas on the role of education in fighting injustice. V. Comparing and contrasting the three perspectives A. Discuss the similarities and differences between Marx, MLK, and Alinsky's views on the role of education in fighting injustice. B. Analyze the strengths and weaknesses of each perspective and compare them to one another. C. Explore the implications of these different views for contemporary social justice movements. VI. Critiques of the role of education in fighting injustice A. Discuss some of the critiques of the idea that education is the key to fighting injustice. B. Evaluate the strengths and weaknesses of these critiques and how they relate to the ideas of Marx, MLK, and Alinsky. C. Offer potential responses to these critiques. VII. Conclusion A. Summarize the main points of the essay and restate the thesis. B. Offer final thoughts on the role of education in fighting injustice. C. Suggest areas for further research and reflection. please when citing in the text use page number when possible // PLEASE USE THE FOLLOWING REFERENCES: Marx, K. (1867). Capital: A Critique of Political Economy. (Vol. 1). Penguin Books. Marx, K. (1848). The Communist Manifesto. Penguin Classics. Marx, K. (1859). A Contribution to the Critique of Political Economy. Progress Publishers. McLellan, D. (1995). Karl Marx: A Biography. Palgrave Macmillan Marx, K. (1845). Theses on Feuerbach. Retrieved from https://www.marxists.org/archive/marx/works/1845/theses/theses.htm Marx, K. (1867). Capital: A critique of political economy. Volume 1. Moscow: Progress Publishers. Marx, K. (1888). The Communist Manifesto. London: Penguin Books. Mettler, L. (2002). Marx, education, and the possibilities of post-capitalist futures. Educational Theory, 52(1

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Week 4 Assignment - Case Study: COSO Components Principles COSO principles are important factors in assuring a company has a reasonable structure in decision-making areas. In addition, COSO provides a framework for companies to work upon. It does not provide a functioning process—processes are established based on the company's needs, culture, and environment. Aytaç and Çabuk (2020) discuss 17 COSO components in Assessment of the Effectiveness of Internal Control System and a Case Study. For a company of your choice, choose four components and establish processes to apply them. • The submission should be 1–2 pages long. • Use two sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source slide at least one time within your assignment. For help with research, writing, and citation, access the library or review library guides. This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

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Week 4 Assignment - Case Study: COSO Components Principles COSO principles are important factors in assuring a company has a reasonable structure in decision-making areas. In addition, COSO provides a framework for companies to work upon. It does not provide a functioning process—processes are established based on the company's needs, culture, and environment. Aytaç and Çabuk (2020) discuss 17 COSO components in Assessment of the Effectiveness of Internal Control System and a Case Study. For a company of your choice, choose four components and establish processes to apply them. • The submission should be 1–2 pages long. • Use two sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source slide at least one time within your assignment. For help with research, writing, and citation, access the library or review library guides. This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

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In the book review, the student will critically assess the text book- Hurlbert, M.A. (2018). Pursuing Justice: An Introduction to Justice Studies. 2nd Eds. Fernwood Publishing. You will consider what lessons can be drawn from the book. You may focus on the following items: • What are the highlights? What did you learn from this book? Would you recommend this book to someone else? Why and why not? • Keep a section on critiquing the book. What is missing? The book review should display good writing skills in terms of spelling, grammar, logic, and coherence. It will be marked in terms of the quality of the student's writing, their ability to draw lessons from the book, and the extent to which they can make a persuasive argument about whether they would recommend the book to others. Format: Double spaced; 12 Font; Times New Roman, 1 inch page margins. APA 7th Format. Word document only; 2-3 pages (including title and reference page).

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For this assignment, refer to your own personal Indigo TriMetrix DNA assessment report. Write a paper starting with an introduction and then for part one, comment on your DISC style and on your top two or three Skills, Driving Forces and Motivators (refer to these sections of the assessment report). Explain what your awareness of these results means for you. What will you do differently? What do you want to improve upon or work on? Describe what you believe to be the two strongest and weakest areas of your personality, with reference to the assessment results? If you have work experience, please use your past professional experience to provide examples of those skills, motivators and driving forces in action. If you do not have work experience, then refer to examples from school or family interactions. In part two, explore how those traits of yours may impact your career and work performance based on your current or aspirational career path. Which traits are likely to be key to your success? Which traits will you have to be careful to work on, improve upon or regulate? How will you do this? Finally, in part three, develop a written action plan (with actual concrete steps you’ll take) to improve in those areas you identified above as needing your attention. At the end of the paper include a short conclusion. Organise your paper with proper APA headings. No abstract nor table of contents is necessary. Support your paper with 6-8 scholarly research sources, with one being your textbook. The paper should be between 1,600 and 1,800 words (not including cover page and references) and written using APA format. Adhering as closely as possible to the word count target is part of the exercise, requiring you to be selective with the information you include and ensuring everything you include adds value. Before you get started, please carefully review the marking rubric below.

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¢ Political Advertisement Write an advertisement for a politician to win a national election in a country of your own choice, it could be a real or fictional politician. Please read the syllabus as well as the rubric for essays in the pre-introduction section! Be both critical and creative. Use the theories discussed in class to enrich your work. Use reliable resources. Instructions | the report must be: 1- at least three pages 3- backed by theories (including those we have discussed up until now) 3- areal proposal 4- consider different possible aspects of the election (resources, national mood, type of election, means of communication, etc.) Please read the assignment guidelines in your syllabus for instructions regarding font, style, etc. Be as much critical and creative as you can. You read about many relevant contributing factors on the internet.

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The background of the research is the personal and professional experience of the researcher, who has worked in the museum sector in Ireland for the past five years and has recently moved into the university advancement sector. Through this experience, the author has identified gaps within fundraising strategies in Irish museums, which has led to an interest in exploring similar institutions and learning from their strategies.  This background is significant because it provides context for the research question and objectives, along with a personal motivation for the researcher. It also suggests that the author has a deep understanding of the museum and higher education sectors in Ireland, which can be valuable in conducting the research and analysing the results..  Research question and objectives  The inquiry into whether museums should seek guidance from higher education on fundraising strategies presents an intriguing topic for discussion. It is worth noting that both sectors rely on government grants, trusts, and philanthropy to supplement their budgets, among other similarities. However, universities have been fundraising for considerably longer than museums and have even established development offices solely dedicated to fundraising efforts. As a result, universities have developed sophisticated strategies for identifying and engaging donors. There may be valuable insights that museums can gain by examining and adapting these strategies to their specific requirements. The choice of Trinity College Dublin and Chester Beatty as case studies reflects the authors’ personal connection and deep understanding of these institutions, which can provide a rich and nuanced understanding of their fundraising strategies.

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Use British English. Needs: introduction, a literature review, a bit of background on the zapatista movement - Women's Revolutionary Law (Ley revolucionaria de mujeres), two main parts, conclusion. Draw on some comparisons to other indigenous communities in Latin America throughout. Two main parts: Legal pluralities and the Government. The dissertation aims to explore the different challenges experienced in legal pluralities where Indigenous people have their own set of laws, and those experienced as a result of Government laws and actions

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Overarching research question: Critically analyse whether technology-aided learning in Higher education has the potential to develop an inclusive learning environment. Research question 1.1 Identify the factors necessary for creating an inclusive learning environment in higher education. Research question 1.2 To analyse whether a technology-aided learning environment can enhance learners’ attainment. In addition to the proposed research questions, the literature review will also explore the impact of technology-driven learning on; • The challenges of creating an inclusive learning environment through technology.

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Advise Albert, Gloria and LAW whether they will be able to bring claims for judicial review to challenge the decisions made by LDC and, if so, the grounds of challenge they could rely on and the remedies they should seek. As part of your answer please research at least one recent case (that is, a case decided in 2019 or later) which relates to any of the issues you identify. You should briefly explain the facts, the reasoning and the outcome of the case(s) you have researched. Word Limit – 2,000 words, excess words will not be given credit.

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I am from Ireland and am doing a hospitality based thesis. Something along the lines of hotel management or 5 star hotels, whichever title you prefer or whatever suits your research. I need someone to do this and include local research. I have had someone attempt to make me one already but only included references from India and places on the other side of the world. It must be in the Irish thesis format too. Text me if you are interested and we can discuss further, please do not waste my time

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Paper detalis: The paper should include and have the following structure: 1. Introduction Research question, aims, and objectives, Why is your question relevant? 2. Literature Review Brief background about your research topic. Discuss what work has already been done and link it to your research question. 3. Proposed Methodology and Data Whether you propose to use qualitative or quantitative methodology? Which data source: primary or secondary? Data collection technique? Data analysis technique (If possible)?

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An engaging discussion on how to reskill/upskill yourself to relaunch your career Are you a dislocated worker or an underemployed professional looking to gain new skills and advance your career? This session explores how the WIOA program can help you achieve your goals! What is WIOA? The WIOA program is a federal government initiative designed to empower both job seekers and businesses. How can WIOA benefit YOU? • Dislocated Workers:Receive targeted support to get back into the workforce quickly after a job loss. • Underemployed Professionals: Access resources for skill development and career advancement. Potentially gain funding for certifications depending on program details and local workforce needs. WIOA offers a variety of services: • Career counseling: Identify your strengths and career goals. • Job search assistance: Learn effective job search strategies and resume writing techniques. • Skills training: Gain new skills or enhance existing ones, potentially including PMI certifications in high-demand fields. • Support services: Childcare or transportation assistance to help you overcome barriers to training and employment. You will learn: ● Eligibility: Discover if WIOA programs are the right fit for you as a dislocated worker or underemployed professional. ● Funding Pathways: Explore the possibility of WIOA funding for acquiring valuable certifications relevant to your career goals (program details and local needs permitting). ● Skills Training Advantage: Learn about the range of skills training options available through WIOA programs, potentially including crucial product, program, and project management skills. ● Support Services: Gain insights into the support services offered by WIOA, such as career counseling, job search assistance, and potential childcare or transportation assistance. ● Next Steps: Uncover the resources available to help you access WIOA programs and take the first step towards a more fulfilling career. Join us and take the first step towards a brighter career! James LeBlanc, Director of Community Impact at WorkSource Montgomery, guides you through the steps you need to take to uncover the benefits of the WIOA program in your area. Host: Hector Del Castillo, VP Professional Development, PMI Silver Spring Chapter About James LeBlanc James is Director of Community Impact at WorkSource Montgomery. He has served in the Workforce Development industry since 2012 and has had many roles including job developer, job readiness facilitator, program manager, director of WIOA adult & youth services and his current role as Director of Community Impact at WorkSource Montgomery in Montgomery County, MD. James is actively involved in the community, has pastored a church, and currently serves on the Board of Director.

WIOA Program Info Session | PMI Silver Spring Chapter | May 17, 2024

WIOA Program Info Session | PMI Silver Spring Chapter | May 17, 2024

WIOA Program Info Session | PMI Silver Spring Chapter | May 17, 2024

Hector Del Castillo, CPM, CPMM

Master SEO in 2024 The Complete Beginner's Guide

Master SEO in 2024 The Complete Beginner's Guide

Master SEO in 2024 The Complete Beginner's Guide

TechEasifyInfotech

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如何办理(UST毕业证书)圣托马斯大学毕业证成绩单原件一模一样

如何办理(UST毕业证书)圣托马斯大学毕业证成绩单原件一模一样

如何办理(UST毕业证书)圣托马斯大学毕业证成绩单原件一模一样

学校原件一模一样【微信：739014279】【(UQ毕业证书)澳大利亚昆士兰大学毕业证成绩单-学位证】【微信：739014279】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。 ◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆ 【主营项目】一.毕业证【q微739014279】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！二.真实使馆公证(即留学回国人员证明,不成功不收费) 三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度) 如果您处于以下几种情况： ◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微739014279】 ◇面对父母的压力，希望尽快拿到； ◇不清楚认证流程以及材料该如何准备； ◇回国时间很长，忘记办理； ◇回国马上就要找工作，办给用人单位看； ◇企事业单位必须要求办理的 ◇需要报考公务员、购买免税车、落转户口 ◇申请留学生创业基金留信网认证的作用: 1:该专业认证可证明留学生真实身份 2:同时对留学生所学专业登记给予评定 3:国家专业人才认证中心颁发入库证书 4:这个认证书并且可以归档倒地方 5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息 6:个人职称评审加20分 7:个人信誉贷款加10分→ 【关于价格问题（保证一手价格）我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子我给客户的都是第一手的代理价格，因为我想坦诚对待大家不想跟大家在价格方面浪费时间对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。 8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！学历顾问：QQ/微信739014279

一比一原版(UQ毕业证书)澳大利亚昆士兰大学毕业证成绩单学位证

一比一原版(UQ毕业证书)澳大利亚昆士兰大学毕业证成绩单学位证

一比一原版(UQ毕业证书)澳大利亚昆士兰大学毕业证成绩单学位证

成绩单图片【微信：176555708】【(Indiana State毕业证书)印第安纳州立大学毕业证成绩单-学位证】【微信：176555708】可查留信认证（真实可查，永久存档）纸张工艺完全按照原版一比一制作/offer、毕业证外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。 ◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆ 【主营项目】一.毕业证【微信：176555708】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！二.真实使馆公证(即留学回国人员证明,不成功不收费) 三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度) 如果您处于以下几种情况： ◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微信：176555708】 ◇面对父母的压力，希望尽快拿到； ◇不清楚认证流程以及材料该如何准备； ◇回国时间很长，忘记办理； ◇回国马上就要找工作，办给用人单位看； ◇企事业单位必须要求办理的 ◇需要报考公务员、购买免税车、落转户口 ◇申请留学生创业基金留信网认证的作用: 1:该专业认证可证明留学生真实身份 2:同时对留学生所学专业登记给予评定 3:国家专业人才认证中心颁发入库证书 4:这个认证书并且可以归档倒地方 5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息 6:个人职称评审加20分 7:个人信誉贷款加10分 8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才 → 【关于价格问题（保证一手价格）我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子我给客户的都是第一手的代理价格，因为我想坦诚对待大家不想跟大家在价格方面浪费时间对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！

如何办理(Indiana State毕业证书)印第安纳州立大学毕业证成绩单原件一模一样

如何办理(Indiana State毕业证书)印第安纳州立大学毕业证成绩单原件一模一样

如何办理(Indiana State毕业证书)印第安纳州立大学毕业证成绩单原件一模一样

I've received some great tips from colleagues, fellow job hunters, and recruitment consultants regarding telephone interviews. I've since tried them out and been really pleased with the end results. I decided that the best way to capture and consolidate the advice would be to create a fishbone diagram as a checklist. I hope you find it useful. Following the steps in the fishbone diagram should give you a fighting chance of getting through to the next stage of the interview process. On the other hand, if you don't get past the telephone interview this time, you can use it to identify the root cause, add further bones, and improve your chances of success next time. Please use the following link to check out my full article on LinkedIn: https://www.linkedin.com/pulse/preparing-pass-telephone-interviews-using-dr-fishbone-jon-stephenson

Job Hunting - pick over this fishbone for telephone interviews!.pptx

Job Hunting - pick over this fishbone for telephone interviews!.pptx

Job Hunting - pick over this fishbone for telephone interviews!.pptx

DOH 5S ENHANCED DENGUE PROTOCOL (1).pptx

DOH 5S ENHANCED DENGUE PROTOCOL (1).pptx

DOH 5S ENHANCED DENGUE PROTOCOL (1).pptx

学位证书国外大学【微信：176555708】【(USYD毕业证书)悉尼大学毕业证成绩单-学位证】【微信：176555708】可查留信认证（真实可查，永久存档）纸张工艺完全按照原版一比一制作/offer、毕业证外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。 ◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆ 【主营项目】一.毕业证【微信：176555708】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！二.真实使馆公证(即留学回国人员证明,不成功不收费) 三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度) 如果您处于以下几种情况： ◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微信：176555708】 ◇面对父母的压力，希望尽快拿到； ◇不清楚认证流程以及材料该如何准备； ◇回国时间很长，忘记办理； ◇回国马上就要找工作，办给用人单位看； ◇企事业单位必须要求办理的 ◇需要报考公务员、购买免税车、落转户口 ◇申请留学生创业基金留信网认证的作用: 1:该专业认证可证明留学生真实身份 2:同时对留学生所学专业登记给予评定 3:国家专业人才认证中心颁发入库证书 4:这个认证书并且可以归档倒地方 5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息 6:个人职称评审加20分 7:个人信誉贷款加10分 8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才 → 【关于价格问题（保证一手价格）我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子我给客户的都是第一手的代理价格，因为我想坦诚对待大家不想跟大家在价格方面浪费时间对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！

如何办理(USYD毕业证书)悉尼大学毕业证成绩单原件一模一样

如何办理(USYD毕业证书)悉尼大学毕业证成绩单原件一模一样

如何办理(USYD毕业证书)悉尼大学毕业证成绩单原件一模一样

5CL-ADBA,5cladba, the best supplier in China

5CL-ADBA,5cladba, the best supplier in China

5CL-ADBA,5cladba, the best supplier in China

unit-5-final-cn-unit-5-notes-important-questions.pdf

unit-5-final-cn-unit-5-notes-important-questions.pdf

unit-5-final-cn-unit-5-notes-important-questions.pdf

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如何办理(PITT毕业证书)匹兹堡大学毕业证成绩单原件一模一样

如何办理(PITT毕业证书)匹兹堡大学毕业证成绩单原件一模一样

如何办理(PITT毕业证书)匹兹堡大学毕业证成绩单原件一模一样

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如何办理(Galway毕业证书)爱尔兰高威大学毕业证成绩单原件一模一样

如何办理(Galway毕业证书)爱尔兰高威大学毕业证成绩单原件一模一样

如何办理(Galway毕业证书)爱尔兰高威大学毕业证成绩单原件一模一样

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Alice Course Pack realistic.pdf

1. Alice Walker, “Everyday Use,” pp. 17-25, Course Pack (A realistic story) Explore some of the differences between a fable or parable (which often relies on plot and has a clear ‘moral’ or meaning) and a short story (which usually does is not only about plot and often cannot be ‘explained’ as easily).1) In a first paragraph, try to briefly give the reader what it is about your chosen parable or fable that ‘gets your attention.’ Does it have good ‘story value’? Is it easy to remember and re-tell? Speculate on why is it that your parable has existed for hundreds (or even thousands) of years. What is the ‘moral’ of this story? Is the moral or meaning of the parable or tale clear to the reader? Is it possible to derive other meanings from the story beside the official ‘moral’? Why or why not? Also, is plot (or a plot ‘twist’), the most important ‘element’ in a parable or fable? Try to tell us the plot twist or moral using a direct quote and cite.2) In a second paragraph (or two), try to describe what element or elements in your chosen short story are most ‘original,’ ‘interesting’ or ‘appealing’ to you beyond the plot in your story. For instance, you might describe a setting, a character, effective dialogue (the way characters speak) or a decision a protagonist must make. (For example, in “Everyday Use,” the mother decides to give the family quilts to Maggie. In Poe’s “The Tell-Tale Heart,” the narrator confesses to murder even though he has gotten away with the crime. These are complex decisions that aren’t easy to explain — like in a fable.) Another short story element is point of view (the skillful control of what we see and hear as readers). Try to anchor your ‘reading’ of this second text using at least 3 actual short passages from the story which are presented and cited using last name and page number, for example, (Walker 279). Make sure you explain what your quotes ‘mean’ using a ’quote sandwich’ that a) introduces, b) presents and then c) explains each short quote. The post Alice Walker, “Everyday Use,” pp. 17-25, Course Pack (A realistic story) appeared first on nursing writers.