Army Leadership Argumentative Paper Requirement Review.docx
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Army Leadership Argumentative Paper Requirement : Review ADP 6-22 and The Profession of Arms White Paper, then select a chapter from ADP 6-22 (chapters 2 through 7 only) and write a 3-4 page (body of text) paper defending why you think that particular aspect of leadership is the most important, with respect to the duty positions and responsibilities of a Captain in the U.S. Army. The aspects of leadership are: Chapter 2 (Character), Chapter 3 (Presence), Chapter 4 (Intellect), Chapter 5 (Leading), Chapter 6 (Developing), and Chapter 7 (Achieving). Provide three examples that support your argument. These examples should be supported by U.S. Army doctrine, or incorporate additional academic or professional sources. Structure : a. Introduction paragraph b. Define and describe the aspect of leadership you selected c. Discuss at least three examples that support your argument d. Conclusion paragraph Formatting : a. Microsoft Word document b. Chicago Manual of Style (CMS) or Turabian c. Title Page: see example provided d. Length: 3-4 Pages (body of text) e. Font: Arial 12 or Times New Roman 12 f. Margins: 1 inch margins top, bottom, left and right g. Sentence Length: No more than 30 words h. Paragraphs: 3 to 11 sentences j. Page Numbers: Bottom of page, centered k. Sentence Spacing (space between sentences): Two spaces after each sentence l. Line Spacing (space between lines): Double spaced (two lines) m. Paragraph Spacing (above or below paragraphs): Double spaced (two lines) n. Required sources (four minimum): ADP 6-22, the Profession of Arms White Paper, and at least two (2) Additional sources books, magazines or online articles o. Cite all sources used, to include U.S. Army publications p. Citations will be in “Notes and Bibliography style” q. Footnotes: can be as small as 10 font and as large as 12 font r. Accurate and correct spelling, punctuation, and grammar s. No Oxford comma t. Bibliography page paper must be peer reviewed. .
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Assignment ExpectationsLength At least 1250 words (about.docx
Assignment Expectations:
Length: At least 1250 words (about five double-spaced pages); answers must
thoroughly address the questions in a clear, concise manner. Each topic should be
discussed in your essay.
Structure: Include a title page and reference page in APA style. The title page and
the reference page are not counted toward the required word count. Be sure to
answer all questions. There should be clear headings in your paper that shows
each section you are addressing.
References: At least three scholarly sources; include the appropriate APA style in-
text citations and references for all resources utilized to answer the questions.
Format: Save your assignment as a Microsoft Word (.doc or .docx), Open Office
(.odt) or rich text format (.rtf) file type.
Submission: Submit your assignment to the Drop Box
Assignment:
1. Describe the three major levels of public law enforcement in the United States
today. Cite examples for each and their responsibilities.
2. Explain evidence-based policing, and demonstrate the potential that it holds in the
area of police management.
3. Name some of the legal restraints on police action, and list some types of behavior
that might be considered abuse of police authority.
4. Discuss the plain-view doctrine and provide an example of a criminal incident that
would demonstrate the application of this doctrine. Then answer the following
questions: What is the exclusionary rule and how does it apply to police behavior
in a search and seizure? How is it related to the plain-view doctrine?
...
Essay 2 is due Dec. 11th. Write a 750-950 word essay on one of the f.docx
Essay 2 is due Dec. 11th. Write a 750-950 word essay on one of the following topics. Aim for a 5-paragraph essay structure ( introduction with thesis, three or more body paragraphs, and a conclusion). The word count does not include the Works Cited page or formatting.
Write a critical analysis of one of the works from weeks 3 or 4.
Compare and contrast J. Alfred Prufrock and Nick. How are these men alike, different, and representative of the "Modern" man?
Which author this week seems most representative of the Modern viewpoint as you understand it? Explain. Some research on Modernism might be required here! Be sure to identify at least 3 'reasons' or points to explore in the body of your paper. You might examine 3 qualities of Modernism and discuss how those qualities appear in the poetry of ee cummings, for example.
Your essay should be formatted in
MLA style
, including double spacing throughout. All sources should be properly cited both in the text and on a works cited page. As with most academic writing, this essay should be written in third person. Please avoid both first person (I, we, our, etc.) and second person (you, your).
In the upper left-hand corner of the paper, place your name, the professor’s name, the course name, and the due date for the assignment on consecutive lines. Double space your information from your name onward, and don't forget a title. All papers should be in Times New Roman font with 12-point type with one-inch margins all the way around your paper. All paragraph indentations should be indented five spaces (use the tab key) from the left margin. All work is to be left justified. When quoting lines in literature, please research the proper way to cite short stories, plays, or poems.
.
Document Analysis will be in essay form and you must answer all of.docx
Document Analysis will be in essay form and you must answer all of the prompts and edit your essay before submission to receive full points.
Your analysis must be in Chicago style:
Font
– Times New Roman 12pt, double spaced, 1” margins all around, and properly
formatted citations, footnotes and work cited page.
Your analysis
must be a minimum of two pages
of typed text not including work cited page. (points will be deducted if format requirements are not met)
A. What type of document did you read? (or was this a primary or secondary source)
B. When was the document written?
C. Who is the author(s) of the article and what is their title? (provide some background information on author and cite your source)
D. For what audience was the document written? (place article in its proper context, if you say the article was written for students
–
more than likely you are wrong. Think critically about who the audience is)
E. Document information:
i. List three things the author said that you think are important (footnote and cite the source)
ii. Why do you think this document was written?
iii. What evidence in the document helps you know why it was written? (Quote from the document, then footnote and cite the source)
iv. Discuss two things the document tells you about life in the United States at the time it was written. (do not just provide a list of things, you must explain them
–
points will be deducted if you simply provide a list)
v. Write a question to the author that is left unanswered by the document:
.
Document Analysis will be in essay form and you must answer all .docx
Document Analysis will be in essay form and you must answer all
of the prompts and edit your essay before submission to receive full points.
Your analysis must be in Chicago style
:
Font – Times
New Roman 12pt, double spaced, 1” margins all around, and
properly formatted citations, footnotes and work cited page.
Your analysis
must be a minimum of two pages
of typed text not
including work cited page. (points will be deducted if format requirements are not met)
A. What type of document did you read? (or was this a primary or secondary source)
B. When was the document written?
C. Who is the author(s) of the article and what is their title? (provide some background information on author and cite your source)
D. For what audience was the document written? (place article in its proper context, if you say the article was written for students – more than likely you are wrong. Think critically about who the audience is)
E. Document information:
i. List three things the author said that you think are important (footnote and cite the source)
ii. Why do you think this document was written?
iii. What evidence in the document helps you know why it was written? (Quote from the document, then footnote and cite the source)
iv. Discuss two things the document tells you about life in the United States at the time it was written. (do not just provide a list of things, you must explain them – points will be deducted if you simply provide a list)
v. Write a question to the author that is left unanswered by the
( you chose a topic not document analysis)
.
Document Analysis will be in essay form and you must answer all .docx
Document Analysis will be in essay form and you must answer all
of the prompts and edit your essay before submission to receive full points.
Your analysis must be in Chicago style
:
Font – Times
New Roman 12pt, double spaced, 1” margins all around, and
properly formatted citations, footnotes and work cited page.
Your analysis
must be a minimum of two pages
of typed text not
including work cited page. (points will be deducted if format requirements are not met)
A. What type of document did you read? (or was this a primary or secondary source)
B. When was the document written?
C. Who is the author(s) of the article and what is their title? (provide some background information on author and cite your source)
D. For what audience was the document written? (place article in its proper context, if you say the article was written for students – more than likely you are wrong. Think critically about who the audience is)
E. Document information:
i. List three things the author said that you think are important (footnote and cite the source)
ii. Why do you think this document was written?
iii. What evidence in the document helps you know why it was written? (Quote from the document, then footnote and cite the source)
iv. Discuss two things the document tells you about life in the United States at the time it was written. (do not just provide a list of things, you must explain them – points will be deducted if you simply provide a list)
v. Write a question to the author that is left unanswered by the
( you chose a topic not document analysis)
.
In-Text Citations APA citations should include the author’s .docx
In-Text Citations
APA citations should include the author’s name and the
year of publication (a page number is optional).
Citations go before the period, as in the examples below.
Block Quotations
Use a block quote format for quotations 40
words or longer. In a block quote, the citation
comes after the period. Double space the quote
and start it on a new line, usually after a colon:
Indent the entire quotation—as shown here.
Do not use quotation marks. Citations for
block quotes go after the period. (West,
2006, p. 3)
References
All sources that are cited in a paper must be listed on
a new page after the body of the paper. The page
title, References, should be centered at the top of the
page. All references are double-spaced and flush left
with a hanging indent. References are listed in
alphabetical order according to the first word. If no
DOI is available for an online source, include a URL.
Information gathered from the Publication Manual of the
American Psychological Association (6th ed.).
Updated for 6th edition by Kyle Rollins, 6/2/10.
Works by one author:
(Hawthorn, 1994, p. 3).
Works by two authors:
(Ibsen & Red, 2001, p. 184).
Works by three to five authors:
(James, Smith, & Clark, 2001, p. 7).
*If the same work by three to five authors is cited
again, use the last name of the first author followed by
et al. as shown in the next example of works by six or
more authors.
Works by six or more authors:
(James et al., 2001, p. 17).
Works from a secondary source:
(as cited in Newman, 1974, p. 154).
Works with no author:
(“The Common Cold,” 1982).
Government documents:
(U.S. Environmental Protection Agency, 1992).
Book:
Hawthorn, J. (1994). A glossary of literary theory (2nd
ed.). London: Arnold.
doi: 10.1037/4932-5849.34.2.445
Periodical:
Ibsen, R., & Red, A. (2001). Competition among
writing processes. American Journal of
Psychology, 7, 175-192.
doi: 10.1080/1445526775783990023
Newspaper article:
Jackson, T. (2001, November 20). Rethinking
globalization. Boston Daily News, pp. A1, A8.
doi: 10.1037/0278-4911.33.6.290
Online sources (no doi available):
Rich, C. (2000). Scale, or the fact of. Retrieved from
http://kelty.org/or/papers/scale.pdf
Works with no author:
The common cold brings pain and suffering to millions
each year. (1982, January 24). The Kentucky Times,
p. C1.
doi: 10.1053/528830411982903950522
Government document:
U.S. Environmental Protection Agency. (1992). Health
effects of passive smoking. (EPA Publication No.
600/6-90/006 F). Washington, DC: Author.
doi: 10.1098/384602038592937553
APA
DOCUMENTATION
QUICK REFERENCE GUIDE
Writing Center
Contact Information
EH 210
801-626-6463
weber.edu/writingcenter/WC/handouts.html
Title Page
All parts of an APA report are double-spaced,
beginning with the.
Recommended
Assignment ExpectationsLength At least 1250 words (about.docx
Assignment Expectations:
Length: At least 1250 words (about five double-spaced pages); answers must
thoroughly address the questions in a clear, concise manner. Each topic should be
discussed in your essay.
Structure: Include a title page and reference page in APA style. The title page and
the reference page are not counted toward the required word count. Be sure to
answer all questions. There should be clear headings in your paper that shows
each section you are addressing.
References: At least three scholarly sources; include the appropriate APA style in-
text citations and references for all resources utilized to answer the questions.
Format: Save your assignment as a Microsoft Word (.doc or .docx), Open Office
(.odt) or rich text format (.rtf) file type.
Submission: Submit your assignment to the Drop Box
Assignment:
1. Describe the three major levels of public law enforcement in the United States
today. Cite examples for each and their responsibilities.
2. Explain evidence-based policing, and demonstrate the potential that it holds in the
area of police management.
3. Name some of the legal restraints on police action, and list some types of behavior
that might be considered abuse of police authority.
4. Discuss the plain-view doctrine and provide an example of a criminal incident that
would demonstrate the application of this doctrine. Then answer the following
questions: What is the exclusionary rule and how does it apply to police behavior
in a search and seizure? How is it related to the plain-view doctrine?
...
Essay 2 is due Dec. 11th. Write a 750-950 word essay on one of the f.docx
Essay 2 is due Dec. 11th. Write a 750-950 word essay on one of the following topics. Aim for a 5-paragraph essay structure ( introduction with thesis, three or more body paragraphs, and a conclusion). The word count does not include the Works Cited page or formatting.
Write a critical analysis of one of the works from weeks 3 or 4.
Compare and contrast J. Alfred Prufrock and Nick. How are these men alike, different, and representative of the "Modern" man?
Which author this week seems most representative of the Modern viewpoint as you understand it? Explain. Some research on Modernism might be required here! Be sure to identify at least 3 'reasons' or points to explore in the body of your paper. You might examine 3 qualities of Modernism and discuss how those qualities appear in the poetry of ee cummings, for example.
Your essay should be formatted in
MLA style
, including double spacing throughout. All sources should be properly cited both in the text and on a works cited page. As with most academic writing, this essay should be written in third person. Please avoid both first person (I, we, our, etc.) and second person (you, your).
In the upper left-hand corner of the paper, place your name, the professor’s name, the course name, and the due date for the assignment on consecutive lines. Double space your information from your name onward, and don't forget a title. All papers should be in Times New Roman font with 12-point type with one-inch margins all the way around your paper. All paragraph indentations should be indented five spaces (use the tab key) from the left margin. All work is to be left justified. When quoting lines in literature, please research the proper way to cite short stories, plays, or poems.
.
Document Analysis will be in essay form and you must answer all of.docx
Document Analysis will be in essay form and you must answer all of the prompts and edit your essay before submission to receive full points.
Your analysis must be in Chicago style:
Font
– Times New Roman 12pt, double spaced, 1” margins all around, and properly
formatted citations, footnotes and work cited page.
Your analysis
must be a minimum of two pages
of typed text not including work cited page. (points will be deducted if format requirements are not met)
A. What type of document did you read? (or was this a primary or secondary source)
B. When was the document written?
C. Who is the author(s) of the article and what is their title? (provide some background information on author and cite your source)
D. For what audience was the document written? (place article in its proper context, if you say the article was written for students
–
more than likely you are wrong. Think critically about who the audience is)
E. Document information:
i. List three things the author said that you think are important (footnote and cite the source)
ii. Why do you think this document was written?
iii. What evidence in the document helps you know why it was written? (Quote from the document, then footnote and cite the source)
iv. Discuss two things the document tells you about life in the United States at the time it was written. (do not just provide a list of things, you must explain them
–
points will be deducted if you simply provide a list)
v. Write a question to the author that is left unanswered by the document:
.
Document Analysis will be in essay form and you must answer all .docx
Document Analysis will be in essay form and you must answer all
of the prompts and edit your essay before submission to receive full points.
Your analysis must be in Chicago style
:
Font – Times
New Roman 12pt, double spaced, 1” margins all around, and
properly formatted citations, footnotes and work cited page.
Your analysis
must be a minimum of two pages
of typed text not
including work cited page. (points will be deducted if format requirements are not met)
A. What type of document did you read? (or was this a primary or secondary source)
B. When was the document written?
C. Who is the author(s) of the article and what is their title? (provide some background information on author and cite your source)
D. For what audience was the document written? (place article in its proper context, if you say the article was written for students – more than likely you are wrong. Think critically about who the audience is)
E. Document information:
i. List three things the author said that you think are important (footnote and cite the source)
ii. Why do you think this document was written?
iii. What evidence in the document helps you know why it was written? (Quote from the document, then footnote and cite the source)
iv. Discuss two things the document tells you about life in the United States at the time it was written. (do not just provide a list of things, you must explain them – points will be deducted if you simply provide a list)
v. Write a question to the author that is left unanswered by the
( you chose a topic not document analysis)
.
Document Analysis will be in essay form and you must answer all .docx
Document Analysis will be in essay form and you must answer all
of the prompts and edit your essay before submission to receive full points.
Your analysis must be in Chicago style
:
Font – Times
New Roman 12pt, double spaced, 1” margins all around, and
properly formatted citations, footnotes and work cited page.
Your analysis
must be a minimum of two pages
of typed text not
including work cited page. (points will be deducted if format requirements are not met)
A. What type of document did you read? (or was this a primary or secondary source)
B. When was the document written?
C. Who is the author(s) of the article and what is their title? (provide some background information on author and cite your source)
D. For what audience was the document written? (place article in its proper context, if you say the article was written for students – more than likely you are wrong. Think critically about who the audience is)
E. Document information:
i. List three things the author said that you think are important (footnote and cite the source)
ii. Why do you think this document was written?
iii. What evidence in the document helps you know why it was written? (Quote from the document, then footnote and cite the source)
iv. Discuss two things the document tells you about life in the United States at the time it was written. (do not just provide a list of things, you must explain them – points will be deducted if you simply provide a list)
v. Write a question to the author that is left unanswered by the
( you chose a topic not document analysis)
.
In-Text Citations APA citations should include the author’s .docx
In-Text Citations
APA citations should include the author’s name and the
year of publication (a page number is optional).
Citations go before the period, as in the examples below.
Block Quotations
Use a block quote format for quotations 40
words or longer. In a block quote, the citation
comes after the period. Double space the quote
and start it on a new line, usually after a colon:
Indent the entire quotation—as shown here.
Do not use quotation marks. Citations for
block quotes go after the period. (West,
2006, p. 3)
References
All sources that are cited in a paper must be listed on
a new page after the body of the paper. The page
title, References, should be centered at the top of the
page. All references are double-spaced and flush left
with a hanging indent. References are listed in
alphabetical order according to the first word. If no
DOI is available for an online source, include a URL.
Information gathered from the Publication Manual of the
American Psychological Association (6th ed.).
Updated for 6th edition by Kyle Rollins, 6/2/10.
Works by one author:
(Hawthorn, 1994, p. 3).
Works by two authors:
(Ibsen & Red, 2001, p. 184).
Works by three to five authors:
(James, Smith, & Clark, 2001, p. 7).
*If the same work by three to five authors is cited
again, use the last name of the first author followed by
et al. as shown in the next example of works by six or
more authors.
Works by six or more authors:
(James et al., 2001, p. 17).
Works from a secondary source:
(as cited in Newman, 1974, p. 154).
Works with no author:
(“The Common Cold,” 1982).
Government documents:
(U.S. Environmental Protection Agency, 1992).
Book:
Hawthorn, J. (1994). A glossary of literary theory (2nd
ed.). London: Arnold.
doi: 10.1037/4932-5849.34.2.445
Periodical:
Ibsen, R., & Red, A. (2001). Competition among
writing processes. American Journal of
Psychology, 7, 175-192.
doi: 10.1080/1445526775783990023
Newspaper article:
Jackson, T. (2001, November 20). Rethinking
globalization. Boston Daily News, pp. A1, A8.
doi: 10.1037/0278-4911.33.6.290
Online sources (no doi available):
Rich, C. (2000). Scale, or the fact of. Retrieved from
http://kelty.org/or/papers/scale.pdf
Works with no author:
The common cold brings pain and suffering to millions
each year. (1982, January 24). The Kentucky Times,
p. C1.
doi: 10.1053/528830411982903950522
Government document:
U.S. Environmental Protection Agency. (1992). Health
effects of passive smoking. (EPA Publication No.
600/6-90/006 F). Washington, DC: Author.
doi: 10.1098/384602038592937553
APA
DOCUMENTATION
QUICK REFERENCE GUIDE
Writing Center
Contact Information
EH 210
801-626-6463
weber.edu/writingcenter/WC/handouts.html
Title Page
All parts of an APA report are double-spaced,
beginning with the.
Your analysis must be in Chicago style Font – Times New Roman.docx
Your analysis must be in Chicago style:
Font
– Times New Roman 12pt, double spaced, 1” margins all around, and properly
formatted citations, footnotes and work cited page.
Your analysis
must be a minimum of two pages
of typed text not including work cited page. (points will be deducted if format requirements are not met)
A. What type of document did you read? (or was this a primary or secondary source)
B. When was the document written?
C. Who is the author(s) of the article and what is their title? (provide some background information on author and cite your source)
D. For what audience was the document written? (place article in its proper context, if you say the article was written for students
–
more than likely you are wrong. Think critically about who the audience is)
E. Document information:
i. List three things the author said that you think are important (footnote and cite the source)
ii. Why do you think this document was written?
iii. What evidence in the document helps you know why it was written? (Quote from the document, then footnote and cite the source)
iv. Discuss two things the document tells you about life in the United States at the time it was written. (do not just provide a list of things, you must explain them
–
points will be deducted if you simply provide a list)
v. Write a question to the author that is left unanswered by the document:
G. See schedule for document analysis due dates
.
Assignment 3b Threats Defense ArgumentDue in Week 10 and wo.docx
Assignment 3b: Threats Defense Argument
Due in Week 10 and worth 100 points
The information you provided in your presentation on Threats to the Global Environment has led to productive debates at
the UN General Assembly! There are now questions about prioritizing the issues at hand. Some of the countries are
challenging your recommendations and questioning your reasons for not including the issues they believe are priority.
From the initial eight global threats, there are four remaining threats that you did not choose in the list of major global
issues. Review the list of topics and reflect on two that you did not use in last week’s assignment. Defend your reason for
considering these topics lower in priority than the ones in your presentation.
Energy sources Civil war
Globalization Poor health of entire populations
Lack of educational opportunities Cultural taboos
Inappropriate uses of technology Climate change
The completed version of this assignment will consist of the following:
1. Select two threats from the list above that you did not use in your Assignment 3a presentation.
2. Create a minimum two-page document in which you outline a counterargument for the two threats you selected:
Write an opening statement describing the perception of each threat.
Write one paragraph for each threat (two paragraphs total) in which you give three reasons to explain
why the threat is less of a priority to the global environment than the four you selected in Assignment
3a. Support your reasons with at least three credible sources.
A conclusion statement for each threat.
3. Cite at least three credible sources excluding Wikipedia, dictionaries, and encyclopedias for your assessment. A
brief list of suggested resources has been provided at the end of the course guide.
The specific course learning outcome associated with this assignment is:
Examine the factors that account for why the growth in the world’s population can negatively affect the
global society
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing
skills, using the following rubric:
APA Formatting
This document has the summarized, high points of the APA format that all students need to be aware in writing papers academically. There are many more details and requirements in the APA than in this condensed version. If the item needed is not included here, please refer to the APA manual or visit the Purdue University Online Writing Lab (OWL) website for more specific information in APA formatting.
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides. Indent 5 spaces or ½ inch on the first line of every paragraph. You should use a clear font that is highly readable. APA recommends using 12 pt. Times New Roman font. There are two aspects of essay formats that you should keep in mind:
· Every other line in the entire paper will have text.
· Consistency and unifor.
American Sociological Association Format - by Utah Valley University Writing ...
Sample guide to assist with ASA Format
PPA 2008 – American Government and Public Administration.docx
PPA 2008 – American Government
and Public Administration
APA Formatting and Style Guide
General format;
Reference page;
In-text citations.
(Adapted from Dr. Daniels’s Lectures)
1
What is APA?
APA (American Psychological
Association) is the most
commonly used format for
manuscripts in the Social
Sciences.
2
What does APA regulate?
APA regulates:
Stylistics
In-text citations
References (a list of all
sources used in the paper)
3
APA stylistics: Basics
Use the third person point of view rather than using
the first person point of view;
The study showed that…, NOT
I found out that….
Use the active voice rather than passive voice.
The participants responded…, NOT
The participants have been asked….
4
Language in an APA paper is:
• clear: be specific in descriptions and explanations;
• concise: condense information when you can;
• plain: use simple, descriptive adjectives and
minimize the figurative language.
APA stylistics: Language
5
APA: General Format
Your essay should:
be typed, double-spaced, with two spaces after
punctuation between sentences;
with 1” margins on all sides;
in 12 pt. Times New Roman;
include a page header (title) in the upper left-hand
of every page and a page number in the upper
right-hand side of every page.
6
References
Main Body
Abstract
General Format (cont’d)
Title page
Your essay should
include four major
sections:
7
Title Page
Page header (use Insert Page
Header):
title flush left;
page number flush right.
Title (in the upper half of the
page, centered);
name (no title or degree);
affiliation (university, etc.).
8
Abstract Page
Page header: do NOT include
“Running head:”
Abstract (centered, at the top of
the page)
Write a brief (between 150 and 250
words) summary of your paper in an
accurate, concise, and specific
manner. Should contain: at research
topic, research questions,
participants, methods, results, data
analysis, and conclusions. May also
include possible implications of your
research and future work you see
connected with your findings. May
also include keywords. 9
Main Body (Text)
The first text page is page number 3;
Type the title of the paper centered, at the top of the page;
Type the text double-spaced with all sections following
each other without a break;
Identify the sources you use in the paper in parenthetical
in-text citations;
Format tables and figures.
10
References: Basics
Center the title – References – at the top of the page;
Double space reference entries;
Flush left the first line of the entry and indent
subsequent lines;
Order entries alphabetically by the author’s surnames;
11
References: Basics (cont’d)
Invert authors’ names (last name first followed by
initials);
Alphabetize reference list entries the last name of the first
author of each work;
Capitalize only the first letter of th.
Writing styles workshop
“Writing Styles” workshop introduces the idea that a specific writing style provides the writers with the rules they need to produce a research paper that conforms to its standards.For those who want to complete their post-graduate studies, it is a good idea to buy the style manual accepted by the majority of their department members. You have to make sure that you get the most recent edition.
Each style manual has many, many rules, most of which you do not need to learn in detail. When preparing to write your research paper, you have to refer to your style manual so many times to make sure that you are following its standards.
In this workshop, we are going to concentrate upon APA.
art & science sexual healthUsing peer education projects t.docx
art & science sexual health
Using peer education projects to
prevent HIV/AIDS in young people
Campbell S (2005) Using peer education projects to prevent HIV/AIDS in young people. Nursing
Standard. 20,10, 50-55. Date of acceptance: December 6 2004.
SummarY
This article discusses the use of peer education to reduce sexually
transmitted infections, including human immunodeficiency
virus/acquired immunodeficiency syndrome, in young people. I t
describes experiences gained from a peer education project for
young people in Uganda,
Author
Sue Campbell is a freelance writer in Kampala, Uganda,
Email: Masc(@)utlonline.co,ug
AIDS; Health education; Peer education
These keywords are based on the subject headings from the British
Nursing Index, This article has been subject to double-blind review.
For related articles and author guidelines visit our online archive at
www.nursing-standard.co.uk and search using the keywords.
MORE THAN half of people newly infected with
the human immunodeficiency virus (HIV)
worldwide are aged 15-24 years (United Nations
Children's Fund (UNICEF) etal 2002).
Empowering young people with the basic human
right of reproductive choice is, therefore,
critically important.
Over the past decade there has been a growing
interest in involving young people as peer
educators in health education in the UK,
particularly in the area of sexual health (Health
Education Board for Scotland (HEBS) 2003),
Peer education approaches offer the possibility
of changing behaviour and increasing knowledge
to prevent HIV, This article explains what a peer
education approach is and gives guidance on
how to develop a project focused on young
people. Although the author's experience of
developing peer education projects in Uganda for
HIV prevention is discussed, some of the
principles can be transferred to working with
young people in the UK,
Young people are at the centre of the global
HIV and acquired immunodeficiency syndrome
(AIDS) pandemic. They are also a key human
resource for the future wellbeing of communities.
Each day nearly 6,000 young people aged from
5 0 november 16 :: vol 20 no 10 :: 2005
15-24 years become infected with HIV (UNICEF
etal2002). Educating young people about HIV,
and teaching them skills in negotiation, conflict
resolution, critical thinking, decision-making and
communication improve their self-confidence
and ability to make informed choices, for
example, postponing sex until they are mature
enough to protect themselves from HIV, other
sexually transmitted infections (STIs) and
unwanted pregnancies (UNICEF ef a/2002).
In 2003, an estimated 4,1 per cent of adults in
Uganda and 0,2 per cent in the UK were living
with HIV/AIDS (Joint United Nations
Programme on HIV/AIDS (UNAIDS) 1999,
UNAIDSAJNICEFAVorld Health Organization
(WHO) 2004), Factors that encourage the spread
of HIV/AIDS among young people in Uganda
include (Government of Uganda 1999):
• Sociocultural issues, including attitudes among
peer groups about ea.
Arrive at Opera as we know it today Peri’s and Monteverdi’s ope.docx
Arrive at Opera as we know it today: Peri’s and Monteverdi’s operas
Since the early twentieth century, European musical style has significantly changed its tradition for music as having take place around 1600.[footnoteRef:1] In general, it is described as the transition from Renaissance to Baroque style. Opera as an art originated from Italy in the 16th century and it spread out to Europe. This work is associated with drama, dance, vocal and visual music with impressive effects of the Greek and Romans. Orpheus was the greatest of musicians in ancient Greek mythology, it is challenging the gods with his capability to sing and play. Euridice by Peri and Orfeo by Monteverid are well-known works of early opera, which made use of Orpheus’ story and the same libretto. Peri’s Euridice is first survived and credited with early advances in opera composition as recitative and advancing Florentine Camerata’s ideas of Greek drama. On other hand, Monteverdi’s Orfeo Baroque operatic works include a variety of genres and types of styles. The text and plots are drawn from classical antiquity or ancient history, and the action involves a variety of special scenic effects.[footnoteRef:2] Because both works used the same libretto, in examining the two is very informative between two operas. Monteverdi’s opera is more widely known and performed today because it has a greater variety of musical style and richer sounds in instrumental and chorus. The purpose of this essay is to discuss the operas of Peri and Monteverdi’s libretto in various adaptations. This essay will cover an examination of monadic style works, instrumentations, and choral music. Ultimately, it will be shown that the conceptual and composers goals of Jacopo Peri and Claudio Monteverdi are in setting text to music. These ideas and changes effectively influenced the gradual growth of opera with the invention and improvement of today’s opera. [1: David Schulenberg, Music of the Baroque. New York; Oxford; Oxford University Press, 2014, 35.] [2: Schulenberg, 59.]
Before we examine Peri’s Euridice and Monteverdi’s Orfeo, it is necessary to acknowledge the experiments of Florentine Camerata. Florentine Camerata was an important group who met to discuss societies or academies and they were leading to write an ancient Greek and music. Florentine Camerata involved in Vincenzo Galilei and Giulo Caccini, but also Jacopo Peri, Ottavio Rinuccini, and Girolamo Mei participated. Florentine Camerata started with the experiment of stile recitative,which was a Greek style between speech and songs that was eventually called opera.
Rinuccini’s poems were a favorite subject for operas because the mythical hero is himself a singer and the combination of a simple action with a diversity of expressive situations.[footnoteRef:3] Peri was the monadic of the Florentine composers who wrote Eurydice, which is the earliest surviving opera with a completed setting of Rinuccini’s poem. It premiered on October 6, 1600 at .
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Your analysis must be in Chicago style:
Font
– Times New Roman 12pt, double spaced, 1” margins all around, and properly
formatted citations, footnotes and work cited page.
Your analysis
must be a minimum of two pages
of typed text not including work cited page. (points will be deducted if format requirements are not met)
A. What type of document did you read? (or was this a primary or secondary source)
B. When was the document written?
C. Who is the author(s) of the article and what is their title? (provide some background information on author and cite your source)
D. For what audience was the document written? (place article in its proper context, if you say the article was written for students
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more than likely you are wrong. Think critically about who the audience is)
E. Document information:
i. List three things the author said that you think are important (footnote and cite the source)
ii. Why do you think this document was written?
iii. What evidence in the document helps you know why it was written? (Quote from the document, then footnote and cite the source)
iv. Discuss two things the document tells you about life in the United States at the time it was written. (do not just provide a list of things, you must explain them
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v. Write a question to the author that is left unanswered by the document:
G. See schedule for document analysis due dates
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Assignment 3b Threats Defense ArgumentDue in Week 10 and wo.docx
Assignment 3b: Threats Defense Argument
Due in Week 10 and worth 100 points
The information you provided in your presentation on Threats to the Global Environment has led to productive debates at
the UN General Assembly! There are now questions about prioritizing the issues at hand. Some of the countries are
challenging your recommendations and questioning your reasons for not including the issues they believe are priority.
From the initial eight global threats, there are four remaining threats that you did not choose in the list of major global
issues. Review the list of topics and reflect on two that you did not use in last week’s assignment. Defend your reason for
considering these topics lower in priority than the ones in your presentation.
Energy sources Civil war
Globalization Poor health of entire populations
Lack of educational opportunities Cultural taboos
Inappropriate uses of technology Climate change
The completed version of this assignment will consist of the following:
1. Select two threats from the list above that you did not use in your Assignment 3a presentation.
2. Create a minimum two-page document in which you outline a counterargument for the two threats you selected:
Write an opening statement describing the perception of each threat.
Write one paragraph for each threat (two paragraphs total) in which you give three reasons to explain
why the threat is less of a priority to the global environment than the four you selected in Assignment
3a. Support your reasons with at least three credible sources.
A conclusion statement for each threat.
3. Cite at least three credible sources excluding Wikipedia, dictionaries, and encyclopedias for your assessment. A
brief list of suggested resources has been provided at the end of the course guide.
The specific course learning outcome associated with this assignment is:
Examine the factors that account for why the growth in the world’s population can negatively affect the
global society
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing
skills, using the following rubric:
APA Formatting
This document has the summarized, high points of the APA format that all students need to be aware in writing papers academically. There are many more details and requirements in the APA than in this condensed version. If the item needed is not included here, please refer to the APA manual or visit the Purdue University Online Writing Lab (OWL) website for more specific information in APA formatting.
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides. Indent 5 spaces or ½ inch on the first line of every paragraph. You should use a clear font that is highly readable. APA recommends using 12 pt. Times New Roman font. There are two aspects of essay formats that you should keep in mind:
· Every other line in the entire paper will have text.
· Consistency and unifor.
American Sociological Association Format - by Utah Valley University Writing ...
Sample guide to assist with ASA Format
PPA 2008 – American Government and Public Administration.docx
PPA 2008 – American Government
and Public Administration
APA Formatting and Style Guide
General format;
Reference page;
In-text citations.
(Adapted from Dr. Daniels’s Lectures)
1
What is APA?
APA (American Psychological
Association) is the most
commonly used format for
manuscripts in the Social
Sciences.
2
What does APA regulate?
APA regulates:
Stylistics
In-text citations
References (a list of all
sources used in the paper)
3
APA stylistics: Basics
Use the third person point of view rather than using
the first person point of view;
The study showed that…, NOT
I found out that….
Use the active voice rather than passive voice.
The participants responded…, NOT
The participants have been asked….
4
Language in an APA paper is:
• clear: be specific in descriptions and explanations;
• concise: condense information when you can;
• plain: use simple, descriptive adjectives and
minimize the figurative language.
APA stylistics: Language
5
APA: General Format
Your essay should:
be typed, double-spaced, with two spaces after
punctuation between sentences;
with 1” margins on all sides;
in 12 pt. Times New Roman;
include a page header (title) in the upper left-hand
of every page and a page number in the upper
right-hand side of every page.
6
References
Main Body
Abstract
General Format (cont’d)
Title page
Your essay should
include four major
sections:
7
Title Page
Page header (use Insert Page
Header):
title flush left;
page number flush right.
Title (in the upper half of the
page, centered);
name (no title or degree);
affiliation (university, etc.).
8
Abstract Page
Page header: do NOT include
“Running head:”
Abstract (centered, at the top of
the page)
Write a brief (between 150 and 250
words) summary of your paper in an
accurate, concise, and specific
manner. Should contain: at research
topic, research questions,
participants, methods, results, data
analysis, and conclusions. May also
include possible implications of your
research and future work you see
connected with your findings. May
also include keywords. 9
Main Body (Text)
The first text page is page number 3;
Type the title of the paper centered, at the top of the page;
Type the text double-spaced with all sections following
each other without a break;
Identify the sources you use in the paper in parenthetical
in-text citations;
Format tables and figures.
10
References: Basics
Center the title – References – at the top of the page;
Double space reference entries;
Flush left the first line of the entry and indent
subsequent lines;
Order entries alphabetically by the author’s surnames;
11
References: Basics (cont’d)
Invert authors’ names (last name first followed by
initials);
Alphabetize reference list entries the last name of the first
author of each work;
Capitalize only the first letter of th.
Writing styles workshop
“Writing Styles” workshop introduces the idea that a specific writing style provides the writers with the rules they need to produce a research paper that conforms to its standards.For those who want to complete their post-graduate studies, it is a good idea to buy the style manual accepted by the majority of their department members. You have to make sure that you get the most recent edition.
Each style manual has many, many rules, most of which you do not need to learn in detail. When preparing to write your research paper, you have to refer to your style manual so many times to make sure that you are following its standards.
In this workshop, we are going to concentrate upon APA.
Similar to Army Leadership Argumentative Paper Requirement Review.docx (20)
Your analysis must be in Chicago style Font – Times New Roman.docx
Your analysis must be in Chicago style Font – Times New Roman.docx
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Assignment 3b Threats Defense ArgumentDue in Week 10 and wo.docx
American Sociological Association Format - by Utah Valley University Writing ...
American Sociological Association Format - by Utah Valley University Writing ...
PPA 2008 – American Government and Public Administration.docx
PPA 2008 – American Government and Public Administration.docx
More from jewisonantone
art & science sexual healthUsing peer education projects t.docx
art & science sexual health
Using peer education projects to
prevent HIV/AIDS in young people
Campbell S (2005) Using peer education projects to prevent HIV/AIDS in young people. Nursing
Standard. 20,10, 50-55. Date of acceptance: December 6 2004.
SummarY
This article discusses the use of peer education to reduce sexually
transmitted infections, including human immunodeficiency
virus/acquired immunodeficiency syndrome, in young people. I t
describes experiences gained from a peer education project for
young people in Uganda,
Author
Sue Campbell is a freelance writer in Kampala, Uganda,
Email: Masc(@)utlonline.co,ug
AIDS; Health education; Peer education
These keywords are based on the subject headings from the British
Nursing Index, This article has been subject to double-blind review.
For related articles and author guidelines visit our online archive at
www.nursing-standard.co.uk and search using the keywords.
MORE THAN half of people newly infected with
the human immunodeficiency virus (HIV)
worldwide are aged 15-24 years (United Nations
Children's Fund (UNICEF) etal 2002).
Empowering young people with the basic human
right of reproductive choice is, therefore,
critically important.
Over the past decade there has been a growing
interest in involving young people as peer
educators in health education in the UK,
particularly in the area of sexual health (Health
Education Board for Scotland (HEBS) 2003),
Peer education approaches offer the possibility
of changing behaviour and increasing knowledge
to prevent HIV, This article explains what a peer
education approach is and gives guidance on
how to develop a project focused on young
people. Although the author's experience of
developing peer education projects in Uganda for
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principles can be transferred to working with
young people in the UK,
Young people are at the centre of the global
HIV and acquired immunodeficiency syndrome
(AIDS) pandemic. They are also a key human
resource for the future wellbeing of communities.
Each day nearly 6,000 young people aged from
5 0 november 16 :: vol 20 no 10 :: 2005
15-24 years become infected with HIV (UNICEF
etal2002). Educating young people about HIV,
and teaching them skills in negotiation, conflict
resolution, critical thinking, decision-making and
communication improve their self-confidence
and ability to make informed choices, for
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enough to protect themselves from HIV, other
sexually transmitted infections (STIs) and
unwanted pregnancies (UNICEF ef a/2002).
In 2003, an estimated 4,1 per cent of adults in
Uganda and 0,2 per cent in the UK were living
with HIV/AIDS (Joint United Nations
Programme on HIV/AIDS (UNAIDS) 1999,
UNAIDSAJNICEFAVorld Health Organization
(WHO) 2004), Factors that encourage the spread
of HIV/AIDS among young people in Uganda
include (Government of Uganda 1999):
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Arrive at Opera as we know it today Peri’s and Monteverdi’s ope.docx
Arrive at Opera as we know it today: Peri’s and Monteverdi’s operas
Since the early twentieth century, European musical style has significantly changed its tradition for music as having take place around 1600.[footnoteRef:1] In general, it is described as the transition from Renaissance to Baroque style. Opera as an art originated from Italy in the 16th century and it spread out to Europe. This work is associated with drama, dance, vocal and visual music with impressive effects of the Greek and Romans. Orpheus was the greatest of musicians in ancient Greek mythology, it is challenging the gods with his capability to sing and play. Euridice by Peri and Orfeo by Monteverid are well-known works of early opera, which made use of Orpheus’ story and the same libretto. Peri’s Euridice is first survived and credited with early advances in opera composition as recitative and advancing Florentine Camerata’s ideas of Greek drama. On other hand, Monteverdi’s Orfeo Baroque operatic works include a variety of genres and types of styles. The text and plots are drawn from classical antiquity or ancient history, and the action involves a variety of special scenic effects.[footnoteRef:2] Because both works used the same libretto, in examining the two is very informative between two operas. Monteverdi’s opera is more widely known and performed today because it has a greater variety of musical style and richer sounds in instrumental and chorus. The purpose of this essay is to discuss the operas of Peri and Monteverdi’s libretto in various adaptations. This essay will cover an examination of monadic style works, instrumentations, and choral music. Ultimately, it will be shown that the conceptual and composers goals of Jacopo Peri and Claudio Monteverdi are in setting text to music. These ideas and changes effectively influenced the gradual growth of opera with the invention and improvement of today’s opera. [1: David Schulenberg, Music of the Baroque. New York; Oxford; Oxford University Press, 2014, 35.] [2: Schulenberg, 59.]
Before we examine Peri’s Euridice and Monteverdi’s Orfeo, it is necessary to acknowledge the experiments of Florentine Camerata. Florentine Camerata was an important group who met to discuss societies or academies and they were leading to write an ancient Greek and music. Florentine Camerata involved in Vincenzo Galilei and Giulo Caccini, but also Jacopo Peri, Ottavio Rinuccini, and Girolamo Mei participated. Florentine Camerata started with the experiment of stile recitative,which was a Greek style between speech and songs that was eventually called opera.
Rinuccini’s poems were a favorite subject for operas because the mythical hero is himself a singer and the combination of a simple action with a diversity of expressive situations.[footnoteRef:3] Peri was the monadic of the Florentine composers who wrote Eurydice, which is the earliest surviving opera with a completed setting of Rinuccini’s poem. It premiered on October 6, 1600 at .
Arriving to California State University, NorthridgeChoosing un.docx
Arriving to California State University, Northridge
Choosing university is like a puzzle game or a snake and ladder game.
Since I came from my country Kuwait I didn’t had any obstacle in the new country but I face changes in many area such as accommodation, environment, cultural, and languages. Because I had very excellent department in the ministry of education abroad which encourage people or show a great vision of the benefit to study abroad. Also, giving a great orientation before traveling date that helps me to be more familiar from the new things that I will have. Therefore I planned to study my bachelor in the United State. So I filled my application and I submit all my documents and paper to the ministry. Then, our cultural office processed my application and after that they send for me an acceptance letter to travel to U.S.A. Nevertheless, there are two major steps for student to be able to roll to the university in the United States. First, register for institutes for English to improve the English language. For example, I registered for UCI (university of California Irvine extension). In this period, I took English classes in writing, grammar, listing, reading, and vocabulary. Also, these classes help me to study for the requirement university test either the TOEFL or IELTS test. Second, searching and applying for the universities that have my major and agree with the condition of our scholarship.
In addition, most important thing that I contact my scholarship advisor in every steps because my advisor helps me to complete any document for the universities. As an international student I connect nearby my immigration department in the school and my advisor, this circle helps me to know my way and be ale to continue my problem or an issue. Thesis statement therefore, choosing the university in the united stated especially California is difficult in many things such as the major, the state and the study plan.
Body graph ( topic sentence, explain , two example, conclusion sentence,)
First graph the first point I will discuses about searching for the major i am interest in political science
–
but I change ( from political science to business ) because
the requirement Ielts exam in political science higher and difficult compare to business its average and convenient . I have been less than a year to be fimilar with the new language which is English.
Second graph
next, I will talk about CSUN academic studies and environment is very good from classes , course , and my friends
( my friends suggestion )
The final step I will talk about California state is
my favorite
(fun
place ( beaches , shopping mall , international state ( including my friends ) ,
the people )
Beside your embassy instruction international students should educate himself about new country by reading book, listening music, watching movie, searching for website, and talking to native people.
In this journey I bring with me many great challenging, pow.
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Arrington-Shaw 1
Bethany P. Arrington-Shaw
Dr. K. L. Hall
Speech 101- 1214
20 March 2017
Welcome to Parenthood: The Journey to Unconditional Love
General goal: I want to inform my audience.
Specific goal: I would like my audience to understand how to take care of your child
through the first few months Postpartum, creating an incomparable bond.
Thesis statement: Showing love, protecting, and teaching your child, is a lifelong process
that leads to unconditional love and begins when you have the most time to utilize, during
Maternity or Paternity leave .
Introduction
I. How many of you know the unconditional love parents and their children have for
one another?
Arrington-Shaw 2
II. Have you ever wondered how such an unbreakable relationship is formed
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3. Special components in mother’s milk that cleanses the baby's
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B. Both parents need to take part in nurturing their infant.
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mother’s or father’s heartbeat, similar to in the womb.
2. Touch is important for growth including kisses and tickles.
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C. Taking care of yourself is important for you as well as your child.
1. To avoid being too tired to take care of things, change your schedule
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2. Your child senses your stress which in turn stresses the child, since
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perfect parent, remember no one is perfect, just prioritize and do
your best.
(Transition: Daily affection stimulates growth and makes your infant calm, while also
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II. Trust is developed when parents care for the infant’s health and protect them.
A. Dealing with health issues and doctors can help.
1. Read all labels to medications you plan to give your child especially
if non prescribed or “over the counter”.
2. Keep the baby’s doctor on speed dial in case the child becomes
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unwell.
3. Keep all follow up appointments in .
Ars PoeticaBY ARCHIBALD MACLEISHA poem should be palpabl.docx
Ars Poetica
BY
ARCHIBALD MACLEISH
A poem should be palpable and mute
As a globed fruit,
Dumb
As old medallions to the thumb,
Silent as the sleeve-worn stone
Of casement ledges where the moss has grown—
A poem should be wordless
As the flight of birds.
*
A poem should be motionless in time
As the moon climbs,
Leaving, as the moon releases
Twig by twig the night-entangled trees,
Leaving, as the moon behind the winter leaves,
Memory by memory the mind—
A poem should be motionless in time
As the moon climbs.
*
A poem should be equal to:
Not true.
For all the history of grief
An empty doorway and a maple leaf.
For love
The leaning grasses and two lights above the sea—
A poem should not mean
But be.
Archibald MacLeish, “Ars Poetica” from
Collected Poems 1917-1982.
Copyright © 1985 by The Estate of Archibald MacLeish. Reprinted with the permission of Houghton Mifflin Company. All rights reserved.Source:
Collected Poems 1917-1952
(Houghton Mifflin Harcourt, 1952)
Reread
Ars Poetica
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Character Arrays
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Arnelle Hall
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The theory that made the most sense to me was Piaget's model because it used age groups a child goes through and pairs them with common developmental milestones that we often celebrate in society. For example, the sensorimotor stage (birth-2) can be identified by object permeance. The pre-operational stage (2-7) can be identified by language development and asking questions. The concrete operational stage (7-11) can be identified by inductive reasoning. The last stage, the formal operational stage (12+) can be identified by understanding abstract feelings such as love and success.
I recently became an auntie. My nephew will be 1 years old in March. I can relate to this because I have seen him develop some of the milestones for the sensorimotor stage. He uses his senses a lot to try and understand the world around him. One example would be him grabbing anything in front of him and shaking it to see if it makes noise or putting it in his mouth to see what it tastes like.
Ayaka Motoki
Through watching the video, I believe the new family style (shown in the video) in our modern world could affect children in many different ways. Gillian’s theory in analyzed based on the traditional family roles, where girls tend to have interpersonal relationships with others, while boys act justly to avoid inequality. However, family that does not necessarily have one mother and one father might have different effect to their children, perhaps in a better way. As explained in the video, girls tend to be interpersonal because they are closer to their mother who teaches about the community and human relationships. If there is no distinguished role of teaching these in a family due to having more than one mother or father, both girls and boys will be taught the importance of moral stages, which will benefit both of them since it does not focus on based on children’s gender. I have a similar experience in my childhood since I lived with my mother and my grandparents. They did not try to teach both my brother and I differently based on our gender but rather the same. That is why I believe both of my brother have similar personalities and I consider my brother to be a very caring and kind to others.
MBA 6941, Managing Project Teams 1
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3 pages
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Introduction
Give an overview of the case
Main body
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Propose a list of strategies
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Propose an implementation
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What are the lessons learned?
.
Arizona offers unique opportunities for direct democracy based on in.docx
Arizona offers unique opportunities for direct democracy based on initiative power. In 2012 the Arizona voters, for example, rejected the Proposition 204 initiative that sought to convert a temporary sales tax that funded education into a permanent tax.
In a 500-750-word “Letter to the Editor,” propose an initiative for an educational issue that you feel needs to be addressed. Include a plan about how this issue could become an initiative under Arizona law.
Your letter should be written to persuade others to agree with your position. Support your position with examples from case law, the U.S. Constitution, or other readings.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines
.
ARISTOTLEPoliticsARISTOTLEPoliticsTran.docx
ARISTOTLE
Politics
ARISTOTLE
Politics
Translated,
with Introduction and Notes,
by
C.D.C. Reeve
Hackett Publishing Company
Indianapolis / Cambridge
Aristotle: 384-322 B.C.
Copyright © 1998 by Hackett Publishing Company, Inc.
All rights reserved
Printed in the United States of America
09 08 07 06 4 5 6 7 8 9
Cover and interior design by Dan Kirklin
Library of Congress Cataloging-in-Publication Data
Aristotle
[Politics. English]
Politics/Aristotle; translated, with introduction and notes, by
CDC. Reeve,
p. cm.
Includes bibliographical references and indexes.
ISBN 0-87220-389-1 (cloth). ISBN 0-87220-388-3 (pbk.)
1. Political science—Early works to 1800. I. Reeve, C D C ,
1948- . II. Title.
JC71.A41R44 1998 97-46398
320\01'l—dc21 CIP
ISBN-13: 978-0-87220-389-1 (cloth)
ISBN-13: 978-0-87220-388-4 (pbk.)
For
Jay and Deborah
CONTENTS
Acknowledgments
Note to the Reader
Introduction
Map
POLITICS
BOOK I
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
§1 Aristotle the Man
§2 The Methods and Aims of Philosophy
§3 Perfectionism
§4 Human Nature
§5 Practical Agents
§6 Theorizers
§7 Political Animals
§8 Rulers and Subjects
§9 Constitutions
§10 The Ideal Constitution
X l l l
XV
xvii
xvii
xviii
XXV
xxvii
XXXV
xliii
xlviii
lix
lxv
lxxii
§11 Conclusion lxxviii
The City-State and Its Rule
The Emergence and Naturalness of the City-State
Parts of the City-State: Household; Master,
and Slave
The Nature of Slaves
Natural Slaves
Are There Natural Slaves?
Mastership and Slave-Craft
Property Acquisition and Household Managemeni
Wealth Acquisition and the Nature of Wealth
Wealth Acquisition and Household Management;
lxxx
1
: 2
5
6
7
9
12
t 12
15
Usury 18
viii Contents
Chapter 11 Practical Aspects of Wealth Acquisition
Monopolies 19
Chapter 12 The Branches of Household Management
Continued: Wife and Children 21
Chapter 13 The Different Virtues of Men, Women, Children,
and Slaves 22
BOOK II
Chapter 1 Ideal Constitutions Proposed by Others 26
Chapter 2 Plato's Republic: Unity of the City-State 26
Chapter 3 Plato's Republic: Communal Possession of Women
and Children (1) 28
Chapter 4 Plato's Republic: Communal Possession of Women
and Children (2) 30
Chapter 5 Plato's Republic: Communal Ownership of
Property 32
Chapter 6 Plato's Lams 36
Chapter 7 The Constitution of Phaleas of Chalcedon 41
Chapter 8 The Constitution of Hippodamus of Miletus 45
Chapter 9 The Spartan Constitution 49
Chapter 10 The Cretan Constitution 55
Chapter 11 The Carthaginian Constitution 58
Chapter 12 The Constitutions Proposed by Solon and Other
Legislators 61
BOOK III
Chapter 1 City-States and Citizens 65
What Is a City-State?
What Is a Citizen?
Unconditional Citizens
Chapter 2 Pragmatic Definitions of Citizens 67
Chapter 3 The Identity of a City-State 68
Chapter 4 Virtues of Men and of Citizens 70
Virtues of Rulers and Subjects
Chapter 5 Should Craftsmen Be Citizens? 73
Chapter 6 C.
Arizona citizens retain several very progressive rights, namely the .docx
Arizona citizens retain several very progressive rights, namely the right to initiative, referendum, recall of elected officials, recall of judges, election of corporation commissioners and election of a state mine inspector. Please select three of these democratic rights and make an argument as to why giving power directly to the people in this manner is a benefit for all of society.
.
Arizona offers unique opportunities for direct democracy based o.docx
Arizona offers unique opportunities for direct democracy based on initiative power. In 2012 the Arizona voters, for example, rejected the Proposition 204 initiative that sought to convert a temporary sales tax that funded education into a permanent tax.
In a 500-750-word “Letter to the Editor,” propose an initiative for an educational issue that you feel needs to be addressed. Include a plan about how this issue could become an initiative under Arizona law.
Your letter should be written to persuade others to agree with your position. Support your position with examples from case law, the U.S. Constitution, or other readings.
APA style is not required, but solid academic writing is expected.
.
Aristotle On the Soul (De Anima)trans. J.A. SmithBOOK ONE.docx
Aristotle: On the Soul (De Anima)
trans. J.A. Smith
BOOK ONE
I.1. Fundamental Questions
HOLDING as we do that, while knowledge of any kind is a thing to be honoured and prized, one kind of it may, either by reason of its greater exactness or of a higher dignity and greater wonderfulness in its objects, be more honourable and precious than another, on both accounts we should naturally be led to place in the front rank the study of the soul. The knowledge of the soul admittedly contributes greatly to the advance of truth in general, and, above all, to our understanding of Nature, for the soul is in some sense the principle of animal life. Our aim is to grasp and understand, first its essential nature, and secondly its properties; of these some are taught to be affections proper to the soul itself, while others are considered to attach to the animal owing to the presence within it of soul.
To attain any assured knowledge about the soul is one of the most difficult things in the world. As the form of question which here presents itself, viz. the question 'What is it?', recurs in other fields, it might be supposed that there was some single method of inquiry applicable to all objects whose essential nature (as we are endeavouring to ascertain there is for derived properties the single method of demonstration); in that case what we should have to seek for would be this unique method. But if there is no such single and general method for solving the question of essence, our task becomes still more difficult; in the case of each different subject we shall have to determine the appropriate process of investigation. If to this there be a clear answer, e.g. that the process is demonstration or division, or some known method, difficulties and hesitations still beset us-with what facts shall we begin the inquiry? For the facts which form the starting-points in different subjects must be different, as e.g. in the case of numbers and surfaces.
First, no doubt, it is necessary to determine in which of the summa genera soul lies, what it is; is it 'a this-somewhat, 'a substance, or is it a quale or a quantum, or some other of the remaining kinds of predicates which we have distinguished? Further, does soul belong to the class of potential existents, or is it not rather an actuality? Our answer to this question is of the greatest importance.
We must consider also whether soul is divisible or is without parts, and whether it is everywhere homogeneous or not; and if not homogeneous, whether its various forms are different specifically or generically: up to the present time those who have discussed and investigated soul seem to have confined themselves to the human soul. We must be careful not to ignore the question whether soul can be defined in a single unambiguous formula, as is the case with animal, or whether we must not give a separate formula for each of it, as we do for horse, dog, man, god (in the latter case the 'universal' animal-and so too.
Aristotle defined tyranny as an illegitimate form of government .docx
Aristotle defined tyranny as an illegitimate form of government by one individual that tightly controlled every part of life and government. Adolf Hitler is the most notorious tyrant. Using a totalitarian society from the past or present, discuss how the state and its leader attempt to impede citizens from exercising their rights. In your discussion, explain some components of an "ideal citizen," consequences of voter apathy, and ways the state controls the citizen.
Writing Requirements (APA format)
.
ArgumentsA. Arguments are found in many texts and media .docx
Arguments
A.
Arguments are found in many texts and media and it is important to be able to recognize, formulate, and evaluate arguments. Doing well in this class will depend upon whether you can acquire and improve these three skills. We will be concentrating on the arguments found in the philosophy texts we are reading this semester, but this skill is something you should carry with you through the rest of your college career and beyond.
Recognizing an argument is the first step in the process. An argument is where a claim is stated and it is supported by evidence. The claim is the conclusion of the argument and the evidence is known as the premises. In an argument, the conclusion follows from the premises, or, more specifically, the premises connect together in such a way that one can draw an inference from them, i.e., the conclusion.
But recognition of argument is not sufficient. One must also be able to formulate the argument. This involves listing the premises as well as unstated assumptions so one can see more clearly how the conclusion follows from the premises. This task will at first seem tedious and frustrating, but like anything else, the more you practice, the better you will get. Hopefully, you find this exercise beneficial and enlightening.
Here are some sample arguments:
1) All men are mortal.
Socrates is a man.
Socrates is mortal.
2) If there is snow on the ground, it must be cold.
There is snow on the ground.
It must be cold.
3) Animals are either vertebrates or invertebrates.
Walruses, an animal, are not invertebrates.
Walruses are vertebrates.
4) It rained almost every day in April for the last three years.
April is a rainy month.
B.
Not all texts will contain arguments. Some passages will just contain a description, explanation, or dialogue. Here are some examples.
1) Tuesday is the second day of the week.
2) If you do not exercise, you will not be healthy.
3) There are many students who attend state universities. Some explanation for this is that state universities are affordable and offer a variety of disciplines to study.
4) Parent: “You have not cleaned up your room this week.”
Child: “Yes I have.”
Parent: “No, I am afraid your room is still messy.”
Child: “But I have.”
Parent: “No you haven’t, at least not according to me.”
Child: “Well, according to me, I have.”
This last example may seem like an argument because we call it an argument. But this is using the word equivocally, that is using the same word to signify two different things. Example 4 is a disagreement, which does not always constitute an argument. There are no premises to support any claims being made in this example. Further, one should recognize that Example 2 is only a conditional claim and not an argument. A conditional claim is composed of an antecedent and a consequence. One must also affirm the antec.
Arguments of DefintionChapter 9Arguments of Defi.docx
Arguments of Defintion
Chapter 9
Arguments of DefinitionThese arguments are particularly powerful in that they help determine what something or someone is. Thus, they can result in inclusion or exclusion.They help us recognize that classifications change over time and are the result of cultural, social, and political forces.Definitions often serve group agendas while ignoring or attempting to silence others.Often evolve from daily life.
Arguments of DefinitionWe rely on definition for successful, efficient communication.As you have experienced with the Fact Paper, our ability to make an argument is limited when we cannot appeal to values.Contrary to the belief that values diminish the validity of an argument by rendering it mere opinion, values are a necessary part of the argument.Indeed, they are the very heart of an argument.Thus, evaluative terms are notoriously difficult to define.
Formal Definitions
(pp.200-201)Questions related to genus:Is assisting in suicide a crime?Is NASCAR a sport?Is rap poetry?What is an X [insert your own choice here]
Questions related to species:Is marijuana a relatively harmless drug or a dangerous, addictive one?Is Saudi Arabia an ally or an opponent of the USA?Is TV’s “Survivor” a reality show or a game show?Is X a Y or a Z [Insert your own topic}
Questions related to conditions:Should a woman be held to the same physical requirements as a man in order to join the military?Should everyone pay the same percentage of their income taxes regardless of their income?Are high scores on the SAT’s a fair condition for entrance into universities?Must X occur in order for Y? [Insert your topic]
Questions related to the fulfillment of conditions:Should academic scholarships count as taxable income?Should nontraditional educated experiences, such as semesters abroad and internships, count for college credit?Should X be counted as Y for the purposes of Z? [Insert your topic]
In summary, keep in mind that you can approach an argument of definition by:
Formulating a definition (What is X?): “Terrorism is any non-wartime act of violence undertaken for political gain.”Negative definition (Y is not X.): “Violence undertaken as part of a revolt against an oppressive regime is not terrorism.”Definition by Example (Y is/is not X): “The Irish Republican Army is/is not a terrorist organization.”
Other items to consider:Who is your specific audience?What are the counter-arguments to your proposed definition?In other words, anticipate oppositional stances.How would you refute those stances?Do not forget about visuals and design of arguments of definition.Matching claims to definitions is critical.
8PROCEEDINGS OF THE IRE
Steps Toward Artificial Intelligence*
MARVIN MINSKYt, MEMBER, IRE
The work toward attaining "artificial intelligence" is the center of considerable computer research, design,
and application. The field is in its starting transient, characterized by many varied and independent efforts.
.
Argumentative Position Paper (Essay 4)This project is the culm.docx
Argumentative Position Paper (Essay 4)
This project is the culminating writing and research project of the semester, building on the skills you have developed throughout the semester. In a sense, many restrictions are gone: you must define the current issue you write about, you must define the audience you are writing to, and you must determine-to a larger extent- how to best organize and present information. You should draw on the rhetorical concepts we discussed early in the semester (logos, pathos, ethos, kairos, doxa) to consider how to most effectively craft this essay.
A proposal presents a problem and a solution or solutions to that problem. For this essay, the problem must be related to a current issue of your choice; you may choose a topic from one of the class case studies or a different topic of your own. It must, however, have been relevant in the last six months. Drawing on the sources you presented in your annotated bibliography- and substituting other sources as necessary- you will persuade your audience that a problem exists and that your solutions(s) is best, at least for the time being.
The following process may be useful as you create your proposal:
· Choose an issue to research. Make sure it is timely (relevant within the last six months) and something you care about, since you will spend a lot of time working with this topic. This can be from the class case studies or be entirely different. Try to make the issue as specific as possible. For instance, instead of “refugee camps,” narrow this down to something like: “impact of U.S. medical aid in refugee camps.” This is much more specific and manageable.
· Brainstorm a list of questions you have about the topic, problems you see others defining or that you identify yourself, and possible solutions to this problem.
· Explore the topic via research in your annotated bibliography.
· Define your audience- who would be interested in this issue and why? How much new information will you be offering them? Are they likely to already agree or disagree with your perspective on the topic?
· Return to your list and define a specific problem(s) you want to persuade readers exists and a specific solution(s) you have developed to address this problem(s).
· Create an outline of your essay to map out how you will organize the information.
Paper layout-
In the introduction:
· State the issue(s) or problem(s) and grab the reader’s attention
· Argue for the seriousness of the problem(s)
· State the thesis in the form of “Somebody needs to do/not do something because . . .”
(This is a formula; you must add information to this framework to create your thesis statement.)
In the body:
· Give the problem’s background if your audience is unfamiliar with it
· Define what the problem is, presenting evidence to prove that it is a problem and countering evidence from those whose viewpoints differ from yours
· Describe how this problem, if left unhandled, could affect the future.
· Present your solut.
Argumentative Research EssayAssignment DescriptionIn upper lev.docx
Argumentative Research EssayAssignment Description
In upper level courses, you will often be asked to demonstrate your ability to converse with other scholars in your field. Your job is to make a claim about a debatable topic and to persuade the reader to accept your claim. Your paper must be written so that it is convincing even for a skeptical audience. In other words, be fair and unbiased when acknowledging what others say about your topic, but then prove why they are wrong using logical reasons and credible evidence. In this essay, you must synthesize various sources while persuading the reader to accept your viewpoint. You do not want to simply report what others are saying, but engage in a dialogue with them.
Your research paper MUST include the following:
· A clearly stated thesis in the introduction that articulates your position and what you want to argue in your paper
· Clear reasons with supporting evidence
· A synthesis of sources; do not simply summarize your source material, but show how they are connected and respond to them
· A fully-developed counterargument / opposing viewpoint with a fully-developed refutation. A fully-developed counterargument requires more than one sentence.
· A minimum of three credible and relevant sources
· A minimum of three pages in MLA format, not including the MLA Works Cited
· A Works Cited page in MLA format with corresponding in-text citations
Purpose and Learning Objectives
The purpose of this assignment is to practice persuasive writing and synthesis of sources. You will increase your critical thinking skills by analyzing yours and others’ assumptions, evaluating multiple perspectives, and developing a clear position. Writing, research, and eloquent written expression are vital for a successful future. You will express all of these skills in this assignment. This essay will be used as the English department assessment for the Texas Higher Education Coordinating Board’s mandated core curriculum assessment of Student Learning Outcomes (SLO). This essay will address the SLO objectives of critical thinking and written communication.
Your research paper should demonstrate the following learning objectives:
· Awareness of the audience to whom you are speaking
· Awareness of the purpose of your argument
· Ability to enter into a scholarly conversation
· Ability to write a qualified and narrow argumentative thesis statement
· Ability to synthesize information from various sources
· Ability to craft an argument with different types of relevant, credible, and detailed support
· Ability to research and identify academic sources
· Ability to summarize, paraphrase, and quote while citing correctly in MLA to avoid plagiarism
· Ability to converse in standard, academic English
Minimum Requirements
Length: Minimum three (3) pages not including the Works Cited page. Style: Essay needs to conform to MLA standards, including double spacing in Times New Roman font, and must include a Works Cited page .
Argumentative behavior, engagement in physical altercations, and e.docx
Argumentative behavior, engagement in physical altercations, and evidence of mood swings can all indicate that an adolescent is experiencing anger and depression. Self-harming can surface in adolescents, too, as they experience difficult emotions.
For this, read the case study of Dalia and consider what you, as her social worker, would do if you observed self-harm indicators.
Post
a brief explanation of self-harming behaviors that Dalia is exhibiting. Describe theoretical approaches and practical skills you would employ in working with Dalia. How might familial relationships result in Dalia’s self-harming behavior? Please use the Learning Resources to support your answer.
Working With Children and Adolescents: The Case of Dalia
Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.
Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”
Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”
In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not .
Argumentative essay with a stand that supports social robots MLA.docx
Argumentative essay with a stand that supports social robots
MLA paper format
In-text citations, using signal phrases and page numbers
Synthesis ( not one source at a time, but putting sources in
c
onversation--sources can
c
onfirm,
c
omplement,
c
omplicate, or
c
ontradict each other).
No plagiarism, whether or not intentional (including patchwriting)
specifically use in text and cite at least 10 sources. ( they are uploaded down below the 10 sources)
I can take care of the works cited page
.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
678020731-Sumas-y-Restas-Para-Colorear.pdf
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
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https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
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https://youtube.com/@special_education_needs
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https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptx
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Army Leadership Argumentative Paper Requirement Review.docx
- 1. Army Leadership Argumentative Paper Requirement : Review ADP 6-22 and The Profession of Arms White Paper, then select a chapter from ADP 6-22 (chapters 2 through 7 only) and write a 3-4 page (body of text) paper defending why you think that particular aspect of leadership is the most important, with respect to the duty positions and responsibilities of a Captain in the U.S. Army. The aspects of leadership are: Chapter 2 (Character), Chapter 3 (Presence), Chapter 4 (Intellect), Chapter 5 (Leading), Chapter 6 (Developing), and Chapter 7 (Achieving). Provide three examples that support your argument. These examples should be supported by U.S. Army doctrine, or incorporate additional academic or professional sources. Structure : a. Introduction paragraph b. Define and describe the aspect of leadership you selected c. Discuss at least three examples that support your argument d. Conclusion paragraph
- 2. Formatting : a. Microsoft Word document b. Chicago Manual of Style (CMS) or Turabian c. Title Page: see example provided d. Length: 3-4 Pages (body of text) e. Font: Arial 12 or Times New Roman 12 f. Margins: 1 inch margins top, bottom, left and right g. Sentence Length: No more than 30 words h. Paragraphs: 3 to 11 sentences j. Page Numbers: Bottom of page, centered k. Sentence Spacing (space between sentences): Two spaces after each sentence l. Line Spacing (space between lines): Double spaced (two lines) m. Paragraph Spacing (above or below paragraphs): Double spaced (two lines) n. Required sources (four minimum): ADP 6-22, the Profession of Arms White Paper, and at least two (2) Additional sources books, magazines or online articles o. Cite all sources used, to include U.S. Army publications
- 3. p. Citations will be in “Notes and Bibliography style” q. Footnotes: can be as small as 10 font and as large as 12 font r. Accurate and correct spelling, punctuation, and grammar s. No Oxford comma t. Bibliography page paper must be peer reviewed.