Choose ONE question from the supplied list of topics (see below) and write a 1,200 word essay in response to that question. Your essay might discuss, analyse, argue, expose or apply a problem or idea in the text, or it might take a combination of these approaches. The type of essay that you write will partly depend on the question you choose, so choose wisely.
Your essay will focus primarily on ONE text from the course.
You should come up with a title for your essay.
Use a minimum of TWO academic sources from beyond the course to support your discussion or case. (You may refer to more than two but be careful not to overload your essay with too many sources.)
You may briefly refer to other set course texts in passing but you cannot write on such texts at length.
This is a formal piece of work which needs to comply with the conventions of academic orthography (including correct spelling, capitalisation, punctuation, paragraphing, quotations and citation).
Your essay must use Chicago, MLA or APA referencing.
You have a 10% leeway on the word count with this assignment. (Your essay can be up to 10% under or 10% over.) The word count excludes the information supplied in footnotes and/or in the bibliography or list of works cited and should be noted at the end of the essay.
You may include carefully chosen images or diagrams if these assist you in developing your essay’s case.
Formatting:
Your essay needs to be typed in a plain, 12-point font (Times New Roman, Garamond, Bell MT, Arial or Calibri) with 1.5 or double spacing. Pages should be numbered and the word count should be noted at the end of the essay.
Evaluation criteria:
The following criteria will be used in grading your submission:
· Is the essay written in a formal register?
· Does it make correct and consistent use of orthographic conventions such as spelling, punctuation and capitalisation?
· Is it correctly formatted?
· Does it meet the overall word count (plus or minus 10%)?
· Does it respond directly to the essay question?
· Does it demonstrate thoughtful understanding of this question?
· Are the ideas clearly-expressed and well-organised and well-developed?
· Is there a visible thesis which is linked to a line of discussion or argument running through your essay?
· Does the essay cite the required number of sources in appropriate ways?
Learning objectives:
This essay task is designed to develop and test your ability:
· To write a well-structured essay in lucid English prose
· To identify and engage with academic sources from beyond the course reading list
· To reference all cited work and present coursework according to the specifications of an assignment
It supports the following course outcomes:
· to grasp the purpose of a text, its audience and the case it makes
· to read and respond to academic and non-academic texts that deal with a range of topics
· to understand the effects produced by different types of grammatical and stylistic expression within your own writing and t ...
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Essay 1 Response Essay for Amy Tan’s Mother Tongue” cullenrjzsme
Essay 1: Response Essay
for Amy Tan’s “Mother Tongue”
Directions:
Write a response essay for “Mother Tongue” by Amy Tan (the essay is attached if you need it). The
specific writing topic is on the top of the next page.
Process:
We will be writing essay 1 in stages, and you will have feedback for each stage.
The Steps:
1. Write your Introduction rough draft (Week 2)
2. Write your Body paragraph rough draft (Week 3)
3. Conclusion rough draft (Week 3)
4. Write Draft 2 (Week 4)
5. Draft Workshop (on iLearn—Week 4)
6. Write Final Draft (Week 5)
Basic Guidelines:
• Follow the format we learned about in class (reproduced below)—where you have an
introductory paragraph, 2-4 well-developed body paragraphs, and a conclusion.
• Be sure to address all three parts of the Writing Topic.
• Minimum length: 2 full pages of writing
• Use MLA format for your essay.
Introduction
(approximately 2/3 of a page
in MLA style)
• Demonstrate your reading comprehension by providing a
thorough response to Q1 (the 1st question of the essay topic).
• Then, as the last sentence of the introduction, state your thesis
(answer Q2--the 2nd question of the essay topic).
Body paragraphs:
(Each body paragraph is
approximately 2/3 of a page
in MLA style)
• Support your thesis with 2-4 body paragraphs, each focused on
one clear main point/topic. Address the third part of the essay
topic (Q3).
• Use SPECIFIC examples from your experience, observations,
and/or other readings.
• Use the TEET model for each body paragraph (Topic sentence,
specific Example(s), Explanation of the topic's significance,
Thesis connection).
Conclusion:
(approximately 1/3 page in
MLA style)
• Remind the reader of your main ideas
• Help readers care about the topic.
Writing Topic
What are the “different Englishes” Tan discusses, and how does she view them? Do you
believe that having the ability to speak in “different Englishes” is an essential and/or enriching
ability? To support your position, be sure to use specific evidence taken from your own
experience, observations, or reading.
Amy Tan is an American writer whose novels examine family relationships, especially those of mothers and
daughters. She has written several bestselling novels, such as The Joy Luck Club and The Kitchen God’s Wife.
Tan has a BA and MA from San Jose State University.
Mother Tongue
by Amy Tan
I am not a scholar of English or literature. I cannot give you much more than personal
opinions on the English language and its variations in this country or others. I am a writer. And
by that definition, I am someone who has always loved language. I am fascinated by
language in daily life. I spend a great deal of my time thinking about the power of language—the
way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the
tool of my trade. And I use them all—all the Englishes I gr ...
This document provides an overview of academic language and texts. It defines academic language as the formal language used in classroom settings, textbooks, and assignments that requires mastery of complex ideas and abstract concepts. In contrast, social language is informal and used with friends and family. The document outlines several key characteristics of academic language, including being formal, impersonal, precise, and objective. It also compares academic and non-academic texts, noting academic texts have a formal structure and style, cite sources, address complex topics through evidence-based arguments, and are written for an academic audience. The document contains examples and activities to help distinguish academic from non-academic language and evaluate sample texts.
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This presentation provides English language grammar tips to the students enrolled in the English for Academic Purposes course EAP1001 during teaching week . This feedback is based on observations during teaching week 1.
The document discusses various idioms related to friendship. It provides 6 idioms that convey the value and meaning of true friendship. The idioms emphasize that a true friend accepts others unconditionally despite their flaws, sees the good in people, and stands by their side through both good and bad times. They highlight friendship as a treasured relationship built on loyalty, trust and understanding between souls.
American English Essays
Standard English Essay
English in My Life Essay
My English 101 Experience
Black English Essay example
College English Reflection
English Essay Example
Standard English Essay
English in My Life Essay
Essay On English Language Teaching
Reflection In English 101
Essay About My English Class
Vocabulary Essay In English
My English Skills Essay
Importance Of English Language Arts Essay
Review of English Semester Essay
Benefits Of Learning English Essay
English Has Never Been My Favorite Subject Essay
Greatest Invention Essays
My experience throughout English 101 Essay
English 101 Reflective Essay
Essay On English Grammar
English as a Universal Language Essay
Essay 1 Response Essay for Amy Tan’s Mother Tongue” cullenrjzsme
Essay 1: Response Essay
for Amy Tan’s “Mother Tongue”
Directions:
Write a response essay for “Mother Tongue” by Amy Tan (the essay is attached if you need it). The
specific writing topic is on the top of the next page.
Process:
We will be writing essay 1 in stages, and you will have feedback for each stage.
The Steps:
1. Write your Introduction rough draft (Week 2)
2. Write your Body paragraph rough draft (Week 3)
3. Conclusion rough draft (Week 3)
4. Write Draft 2 (Week 4)
5. Draft Workshop (on iLearn—Week 4)
6. Write Final Draft (Week 5)
Basic Guidelines:
• Follow the format we learned about in class (reproduced below)—where you have an
introductory paragraph, 2-4 well-developed body paragraphs, and a conclusion.
• Be sure to address all three parts of the Writing Topic.
• Minimum length: 2 full pages of writing
• Use MLA format for your essay.
Introduction
(approximately 2/3 of a page
in MLA style)
• Demonstrate your reading comprehension by providing a
thorough response to Q1 (the 1st question of the essay topic).
• Then, as the last sentence of the introduction, state your thesis
(answer Q2--the 2nd question of the essay topic).
Body paragraphs:
(Each body paragraph is
approximately 2/3 of a page
in MLA style)
• Support your thesis with 2-4 body paragraphs, each focused on
one clear main point/topic. Address the third part of the essay
topic (Q3).
• Use SPECIFIC examples from your experience, observations,
and/or other readings.
• Use the TEET model for each body paragraph (Topic sentence,
specific Example(s), Explanation of the topic's significance,
Thesis connection).
Conclusion:
(approximately 1/3 page in
MLA style)
• Remind the reader of your main ideas
• Help readers care about the topic.
Writing Topic
What are the “different Englishes” Tan discusses, and how does she view them? Do you
believe that having the ability to speak in “different Englishes” is an essential and/or enriching
ability? To support your position, be sure to use specific evidence taken from your own
experience, observations, or reading.
Amy Tan is an American writer whose novels examine family relationships, especially those of mothers and
daughters. She has written several bestselling novels, such as The Joy Luck Club and The Kitchen God’s Wife.
Tan has a BA and MA from San Jose State University.
Mother Tongue
by Amy Tan
I am not a scholar of English or literature. I cannot give you much more than personal
opinions on the English language and its variations in this country or others. I am a writer. And
by that definition, I am someone who has always loved language. I am fascinated by
language in daily life. I spend a great deal of my time thinking about the power of language—the
way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the
tool of my trade. And I use them all—all the Englishes I gr ...
This document provides an overview of academic language and texts. It defines academic language as the formal language used in classroom settings, textbooks, and assignments that requires mastery of complex ideas and abstract concepts. In contrast, social language is informal and used with friends and family. The document outlines several key characteristics of academic language, including being formal, impersonal, precise, and objective. It also compares academic and non-academic texts, noting academic texts have a formal structure and style, cite sources, address complex topics through evidence-based arguments, and are written for an academic audience. The document contains examples and activities to help distinguish academic from non-academic language and evaluate sample texts.
Examples Of Prescriptive Grammar
English in My Life Essay
Scary Story Essay example
A Love Story Essays
Essay Growing Up
College English Reflection
Reflection In English 101
Reflection On My English 101 Experience
Essay Standard English
My experience throughout English 101 Essay
Reflective Essay On English 101
Essay About My English Class
Standard English Essay
My Mother Essay
My English 101 Experience
My Experience In English Writing
Short Story
This presentation provides English language grammar tips to the students enrolled in the English for Academic Purposes course EAP1001 during teaching week . This feedback is based on observations during teaching week 1.
The document discusses various idioms related to friendship. It provides 6 idioms that convey the value and meaning of true friendship. The idioms emphasize that a true friend accepts others unconditionally despite their flaws, sees the good in people, and stands by their side through both good and bad times. They highlight friendship as a treasured relationship built on loyalty, trust and understanding between souls.
Option #2Researching a Leader Complete preliminary rese.docxmccormicknadine86
Option #2:
Researching a Leader
Complete preliminary research on the Internet and/or using online library databases. Compose a 1 PAGE summary of sources and an overview of each source.
Post any questions or comments about the content or requirements of the Portfolio Project to the questions thread in the Discussion Forum.
.
Option 1 ImperialismThe exploitation of colonial resources.docxmccormicknadine86
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
Link (website):
White Man's Burden (Links to an external site.)
(Rudyard Kipling)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
Belgium & Africa
Britain & India
Germany & Africa
France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
.
Option Wireless LTD v. OpenPeak, Inc.Be sure to save an elec.docxmccormicknadine86
Option Wireless LTD v. OpenPeak, Inc.
Be sure to save an electronic copy of your answers before submitting it to Ashworth College for grading. Unless otherwise stated, you should answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format.
Your response should be a minimum of four (4) double-spaced pages; refer to the Length and Formatting instructions below for additional details.
In complete sentences respond to the following prompts:
Summarize the facts of the case;
Identify the parties and explain each party’s position;
Outline the case’s procedural history including any appeals;
What is the legal issue in question in this case?
How did the court rule on the legal issue of this case?
What facts did the court find to be most important in making its decision?
Respond to the following questions:
Are there any situations in which it might be a good idea to include additional or different terms in the “acceptance” without making the acceptance expressly conditional on assent to the additional or different terms?
Under what conditions can a contract be formed by the parties’ conduct? Why wasn’t the conduct of the parties here used as the basis for a contract?
Do you agree or disagree with the court’s decision? Provide an explanation for your reasoning either agree or disagree.
UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF FLORIDA CASE NO. 12-80165-CIV-MARRA
OPTION WIRELESS, LTD., an Irish limited liability company, Plaintiff, v. OPENPEAK, INC., a Delaware corporation, Defendant. ______________________________/
OPINION AND ORDER
THIS CAUSE is before the Court upon Plaintiff/Counter-Defendant’s Motion to Dismiss Defendant/Counter-Plaintiff’s Counterclaim (DE 6). Counter-Plaintiff OpenPeak Inc. filed its 1 Memorandum in Opposition (DE 8). Counter-Defendant Option Wireless, Ltd, replied. (DE 12). The Court has carefully considered the briefs ofthe parties and is otherwise fully advised in the premises. I. Introduction2 In July 2010, Counter-Plaintiff OpenPeak Inc. was producing a computer tablet product for AT&T. (DE 4 ¶ 5). Seeking embedded wireless data modules for the tablet, Counter-Plaintiff submitted a purchase order to Counter-Defendant Option Wireless, Ltd, for 12,300 units of the modules at the price of $848,700.00. (DE 4 ¶ 4). Section 9 of the purchase order, labeled “BUYER’S TERMS AND CONDITIONS,” provided that [a]ll purchase orders and sales are made only upon these terms and conditions and those on the front of this document. This document, and not any quotation, invoice, or other Seller document (which, if construed to be an offer is hereby rejected), will Option Wireless, Ltd. v. OpenPeak, Inc. Doc. 19 Dockets.Justia.com 2 be deemed an offer or an appropriate counter-offer and is a rejection of any other terms or conditions. Seller, byaccepting any orders or deliverin.
Option A Land SharkWhen is a shark just a shark Consider the.docxmccormicknadine86
Option A: Land Shark
When is a shark just a shark? Consider the movie
Jaws
. What could the shark symbolize in our culture, society, or collective human mythology other than a man-eating fish? Why? Support your answer.
Next, think about a theatrical staging of
Jaws
. Describe the artistic choices you would make to bring
Jaws
the movie to Broadway. What genre would you choose? Describe at least three other elements of production and how you would approach them in your staging of
Jaws
as a stage play or musical.
Create
a response to these concepts in one of the following formats:
350- to 700-word paper
Apply
appropriate APA formatting.
.
Option 3 Discuss your thoughts on drugs and deviance. Do you think .docxmccormicknadine86
Option 3: Discuss your thoughts on drugs and deviance. Do you think using drugs is deviant behavior? Why do you think alcohol and tobacco are legal drugs and their use is not considered deviant when they are addictive, physically harmful, and socially disruptive?
No quotes or references needed.
.
OPTION 2 Can we make the changes we need to make After the pandemi.docxmccormicknadine86
OPTION 2: Can we make the changes we need to make? After the pandemic, we are in a time of significant upheaval and transition. We are all more keenly aware that economic shifts and transformations can happen suddenly and dramatically. As the World shut itself down in March 2020, it makes us all aware that we can change behavior globally and as a matter of will. In the U.S., people began to quarantine themselves ahead of government action more often than as a result of government mandates. Write a cohesive 1-2 page single-spaced document that answers the following questions.
2a. Reflecting on the profound changes we have all seen in the past year, how does that change your views regarding what might be possible with regard to energy use, carbon reductions, or other major transformations that might be needed to impact the type of climate change Earth has been experiencing.
2b. Reflect on the type of transformations that would be involved to address global warming. Now that you have seen the recent major transformations, does this make you believe that global warming threats can prompt the type of major economic and industrial changes needed to reduce the impacts that have been anticipated with increasing climate changes?
2c. What are the "experts" saying about the possibility of these transformations in light of what they have seen during the pandemic? Are researchers more or less optimistic about our global ability to reduce green house gases and control climate change after seeing the impact of the pandemic? Be sure to include REFERENCES both at the end of the text and in the text, like (Author, year)
.
Option 1 You will create a PowerPoint (or equivalent) of your p.docxmccormicknadine86
Option 1: You will create a PowerPoint (or equivalent) of your presentation and add voice over.
Option 2: If you are unable to add voice over to your PowerPoint, you will create a PowerPoint (or equivalent) of your presentation. Next, you will use
Screencast-o-
Matic
(or a similar program) to create a video recording of your screen and voice as your present the information. Third, you will upload the video presentation to
YouTube
so your instructor can view it. If you choose this option, you will submit your article as well as the PowerPoint (or equivalent) file and the link to the YouTube presentation to complete this assignment.
Guidelines:
The presentation must include both audio (your voice explaining the information) and visual (PowerPoint presentation including text and/or images). Videos should not be used within the presentation.
The presentation should include the following three aspects:
An overview of your specific topic and its importance and application in current society. Include historical information as appropriate to understand your topic.
Identification, discussion, and
critical evaluation
of the most frequently used assessment instruments related to your topic. Include the typical settings and purposes for which assessment instruments are used.
Discussion of the ethical, cultural, and societal issues concerning the use of psychological tests and assessment as related to your topic.
The presentation must be 15 minutes long (no more than 20).
The presentation must include information from at least 10 scholarly sources (if used, the course textbook does not count as one of these 10 sources).
APA style citations should be used within the presentation. A reference section (in APA style) should appear at the end of the presentation.
Resources:
.
Option A Description of Dance StylesSelect two styles of danc.docxmccormicknadine86
Option A: Description of Dance Styles
Select
two styles of dance, such as ballet, modern dance, or folk dance.
Describe
each style of dance, and
include
the following:
History and development of the style
Discussion of your understanding of the use of line, form, repetition, and rhythm in each piece
Description of what the movements of both styles communicate to you in terms of mood
Description of how artistic choice can affect the viewer in the selected style
Submit
your assignment in one of the following formats:
700- to 1,050-word paper
.
Option #2Provide several slides that explain the key section.docxmccormicknadine86
Option #2
Provide several slides that explain the key sections of your strategy you will use in the final Portfolio Project. Provide section headers and a brief description of each.
FINAL PROJECT GUIDE
In a 6- to 10-page paper, as the local Union President, design a managing union handbook for union relationship building and a process that favors union employees as well as identifying key components of the bargaining process that can easily be sold to your union members. Apply theory and design systems and policies throughout your work covering:
Contextual factors (historical and legislative) that have impacted and still impact the union environment;
policies that create a more sustainable union model;
management strategy for union collective bargaining that includes: innovative wage, benefit, and non-wage factors; and
employee engagement and involvement strategies that take into consideration the diverse and changing labor force.
.
Option 2 Slavery vs. Indentured ServitudeExplain how and wh.docxmccormicknadine86
Option 2: Slavery vs. Indentured Servitude
Explain how and why slavery developed in the American colonies.
Describe in what ways the practice of slavery was different between each colonial region in British North America.
Analyze the differences between slaves and indentured servants.
Writing Requirements (APA format)
Length: 1-2 pages (not including title page or references page)
Use standard essay writing process by including an introduction, body paragraphs, and a conclusion.
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
No abstract is required
In-text citations that correspond with your end references
.
Option 2 ArtSelect any 2 of works of art about the Holocaus.docxmccormicknadine86
Option 2: Art
Select any 2 of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:
Link: List of Artists/Artworks
Write an analysis of each artwork, including the following information:
Identify the title, artist, date completed, and medium used.
Explain the content of the artwork - what do the images show?
How does the artwork relate to the bigger picture of the Holocaust?
How effective is the artwork in relating the Holocaust to viewers?
LIST OF ARTISTS AND ARTWORK
Morris Kestelman:
Lama Sabachthani [Why Have You Forsaken Me?]
George Mayer-Marton:
Women with Boudlers
Bill Spira:
Prisoners Carrying Cement
Jan Hartman:
Death March (Czechowice-Bielsko, January 1945)
Edgar Ainsworth:
Belsen
Leslie Cole:
One of the Death Pits, Belsen. SS Guards Collecting Bodies
Doris Zinkeisen:
Human Laundry, Belsen: April 1945
Eric Taylor:
A Young Boy from Belsen Concentration Camp
Mary Kessell:
Notes from Belsen Camp
Edith Birkin:
The Death Cart - Lodz Ghetto
Shmuel Dresner:
Benjamin
Roman Halter:
Mother with Babies
Leo Breuer:
Path Between the Barracks, Gurs Camp
Leo (Lev) Haas:
Transport Arrival, Theresienstadt Ghetto
Jacob Lipschitz:
Beaten (My Brother Gedalyahu)
Norbert Troller:
Terezin
Anselm Kiefer:
Sternenfall
.
Option #1 Stanford University Prison Experiment Causality, C.docxmccormicknadine86
Option #1:
Stanford University Prison Experiment: Causality, Controlling Patterns, and Growth Mode
Revisit Philip Zimbardo's (1971) Stanford University Prison Experiment. Analyze the experiment in terms of causality, controlling patterns, and its growth mode.
What lessons can be learned from this experiment that can be generalized to business social systems, such as organizational design/organizational structures?
Your well-written paper should meet the following requirements:
· Be 5 pages in length.
· Be formatted according to APA
· Include at least five scholarly or peer-reviewed articles
· Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Revisiting the Stanford Prison Experiment: a Lesson in the Power of Situation
~~~~~~~~
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people surrounding President Richard M. Nixon, like Henry A. Kissinger and Robert S. McNamara, escalated the Vietnam War when they knew, and later admitted, it was not winnable. They were .
Option A Gender CrimesCriminal acts occur against individu.docxmccormicknadine86
Option A: Gender Crimes
Criminal acts occur against individuals because of gender – some of these are labeled as hate crimes in the U.S. (consider cases of violence against transgendered and homosexual individuals) and others occur across cultures. Choose two other types of “gender crimes” and discuss what these acts reveal about deep-seated cultural values and beliefs. One possibility is to examine bride burning or dowry death in India.
Submit a paper (750-1250 words) that explores gender crimes. Provide at least three references cited within the text and listed in the references section.
.
opic 4 Discussion Question 1 May students express religious bel.docxmccormicknadine86
opic 4: Discussion Question 1
May students express religious beliefs in class discussion or assignments or engage in prayer in the classroom? What are some limitations? Support your position with examples from case law, the U.S. Constitution, or other readings.
Topic 4: Discussion Question 2
Do all student-led religious groups have an absolute right to meet at K-12 schools? If not, discuss one limitation under the Equal Access Act. May a teacher be a sponsor of the club? Can the teacher participate in its activities? Why or why not? Support your position with examples from case law, the U.S. Constitution, or other readings.
.
Option 1Choose a philosopher who interests you. Research that p.docxmccormicknadine86
Option 1:
Choose a philosopher who interests you. Research that philosopher, detailing how they developed their ideas and the importance of those ideas to the progress of philosophy and human understanding. Keep in mind that you should be focusing on their philosophy, not simply their biography, although some basic details of their life not related to philosophy may be needed, especially when it involves experiences that influenced their thinking.
Option 2:
Look at a specific Philosophical movement. Explain the ideas important to that movement (such as existentialism and positivism) and the influence they had. I am pretty flexible on what you can do with this one, so if you have an idea, don’t hesitate to ask!
Requirements
The typed body of your paper must be a minimum of 1500 words.
It should be typed, 12 point, double spaced. A minimum of three sources must be used,
.
Option #1The Stanford University Prison Experiment Structu.docxmccormicknadine86
Option #1:
The Stanford University Prison Experiment: Structure, Behavior, and Results
Philip Zimbardo’s Stanford University Prison Experiment could be described as a system whose systemic properties enabled the behaviors of the system's actors, leading to disturbing results.
Analyze the situation. What were the key elements of the system? How did the system operate? Why did the participants behave as they did? What lessons can be learned from this experiment about systems in relation to management?
Your well-written paper should meet the following requirements:
Be six pages in length.
Be formatted according to the APA
Include at least seven scholarly or peer-reviewed articles.
Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Zimbardo, P. G. (2007).
Revisiting the Stanford prison experiment: A lesson in the power of situation (Links to an external site.)
.
Chronicle of Higher Education, 53(
30), B6.
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people su.
Open the file (Undergrad Reqt_Individual In-Depth Case Study) for in.docxmccormicknadine86
Open the file (Undergrad Reqt_Individual In-Depth Case Study) for instruction which is
blue highlighted
and I already
highlighted yellow
for the section that you need to answer which is
SECTION 2.
I
uploaded 2 articles that you need to read to answer the questions
and Pay attention to (Individual In-Depth Case Study Rubric).
.
onsider whether you think means-tested programs, such as the Tem.docxmccormicknadine86
onsider whether you think means-tested programs, such as the Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP), and Supplemental Security Income (SSI), create dependency among its recipients. Then, think about how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, reflect on the perceptions you might have regarding individuals who receive means-tested welfare and how that perception might affect your work with clients.
By Day 4
Post
an explanation of whether means-tested programs (TANF, SNAP, and SSI) create dependency. Then, explain how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, explain the perceptions you have regarding people who receive means-tested welfare and how that perception might affect your work with clients.
Support your post with specific references to the resources. Be sure to provide full APA citations for
.
Operations security - PPT should cover below questions (chapter 1 to 6)
Compare & Contrast access control in relations to risk, threat and vulnerability.
Research and discuss how different auditing and monitoring techniques are used to identify & protect the system against network attacks.
Explain the relationship between access control and its impact on CIA (maintaining network confidentiality, integrity and availability).
Describe access control and its level of importance within operations security.
Argue the need for organizations to implement access controls in relations to maintaining confidentiality, integrity and availability (e.g., Is it a risky practice to store customer information for repeat visits?)
Describe the necessary components within an organization's access control metric.
Power Point Presentation
7 - 10 slides total (
does not include title or summary slide
)
Try using the 6×6 rule to keep your content concise and clean looking. The 6×6 rule means a maximum of six bullet points per slide and six words per bullet point
Keep the colors simple
Use charts where applicable
Use notes section of slide
Include transitions
Include use of graphics / animations
.
Option #2Researching a Leader Complete preliminary rese.docxmccormicknadine86
Option #2:
Researching a Leader
Complete preliminary research on the Internet and/or using online library databases. Compose a 1 PAGE summary of sources and an overview of each source.
Post any questions or comments about the content or requirements of the Portfolio Project to the questions thread in the Discussion Forum.
.
Option 1 ImperialismThe exploitation of colonial resources.docxmccormicknadine86
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
Link (website):
White Man's Burden (Links to an external site.)
(Rudyard Kipling)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
Belgium & Africa
Britain & India
Germany & Africa
France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
.
Option Wireless LTD v. OpenPeak, Inc.Be sure to save an elec.docxmccormicknadine86
Option Wireless LTD v. OpenPeak, Inc.
Be sure to save an electronic copy of your answers before submitting it to Ashworth College for grading. Unless otherwise stated, you should answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format.
Your response should be a minimum of four (4) double-spaced pages; refer to the Length and Formatting instructions below for additional details.
In complete sentences respond to the following prompts:
Summarize the facts of the case;
Identify the parties and explain each party’s position;
Outline the case’s procedural history including any appeals;
What is the legal issue in question in this case?
How did the court rule on the legal issue of this case?
What facts did the court find to be most important in making its decision?
Respond to the following questions:
Are there any situations in which it might be a good idea to include additional or different terms in the “acceptance” without making the acceptance expressly conditional on assent to the additional or different terms?
Under what conditions can a contract be formed by the parties’ conduct? Why wasn’t the conduct of the parties here used as the basis for a contract?
Do you agree or disagree with the court’s decision? Provide an explanation for your reasoning either agree or disagree.
UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF FLORIDA CASE NO. 12-80165-CIV-MARRA
OPTION WIRELESS, LTD., an Irish limited liability company, Plaintiff, v. OPENPEAK, INC., a Delaware corporation, Defendant. ______________________________/
OPINION AND ORDER
THIS CAUSE is before the Court upon Plaintiff/Counter-Defendant’s Motion to Dismiss Defendant/Counter-Plaintiff’s Counterclaim (DE 6). Counter-Plaintiff OpenPeak Inc. filed its 1 Memorandum in Opposition (DE 8). Counter-Defendant Option Wireless, Ltd, replied. (DE 12). The Court has carefully considered the briefs ofthe parties and is otherwise fully advised in the premises. I. Introduction2 In July 2010, Counter-Plaintiff OpenPeak Inc. was producing a computer tablet product for AT&T. (DE 4 ¶ 5). Seeking embedded wireless data modules for the tablet, Counter-Plaintiff submitted a purchase order to Counter-Defendant Option Wireless, Ltd, for 12,300 units of the modules at the price of $848,700.00. (DE 4 ¶ 4). Section 9 of the purchase order, labeled “BUYER’S TERMS AND CONDITIONS,” provided that [a]ll purchase orders and sales are made only upon these terms and conditions and those on the front of this document. This document, and not any quotation, invoice, or other Seller document (which, if construed to be an offer is hereby rejected), will Option Wireless, Ltd. v. OpenPeak, Inc. Doc. 19 Dockets.Justia.com 2 be deemed an offer or an appropriate counter-offer and is a rejection of any other terms or conditions. Seller, byaccepting any orders or deliverin.
Option A Land SharkWhen is a shark just a shark Consider the.docxmccormicknadine86
Option A: Land Shark
When is a shark just a shark? Consider the movie
Jaws
. What could the shark symbolize in our culture, society, or collective human mythology other than a man-eating fish? Why? Support your answer.
Next, think about a theatrical staging of
Jaws
. Describe the artistic choices you would make to bring
Jaws
the movie to Broadway. What genre would you choose? Describe at least three other elements of production and how you would approach them in your staging of
Jaws
as a stage play or musical.
Create
a response to these concepts in one of the following formats:
350- to 700-word paper
Apply
appropriate APA formatting.
.
Option 3 Discuss your thoughts on drugs and deviance. Do you think .docxmccormicknadine86
Option 3: Discuss your thoughts on drugs and deviance. Do you think using drugs is deviant behavior? Why do you think alcohol and tobacco are legal drugs and their use is not considered deviant when they are addictive, physically harmful, and socially disruptive?
No quotes or references needed.
.
OPTION 2 Can we make the changes we need to make After the pandemi.docxmccormicknadine86
OPTION 2: Can we make the changes we need to make? After the pandemic, we are in a time of significant upheaval and transition. We are all more keenly aware that economic shifts and transformations can happen suddenly and dramatically. As the World shut itself down in March 2020, it makes us all aware that we can change behavior globally and as a matter of will. In the U.S., people began to quarantine themselves ahead of government action more often than as a result of government mandates. Write a cohesive 1-2 page single-spaced document that answers the following questions.
2a. Reflecting on the profound changes we have all seen in the past year, how does that change your views regarding what might be possible with regard to energy use, carbon reductions, or other major transformations that might be needed to impact the type of climate change Earth has been experiencing.
2b. Reflect on the type of transformations that would be involved to address global warming. Now that you have seen the recent major transformations, does this make you believe that global warming threats can prompt the type of major economic and industrial changes needed to reduce the impacts that have been anticipated with increasing climate changes?
2c. What are the "experts" saying about the possibility of these transformations in light of what they have seen during the pandemic? Are researchers more or less optimistic about our global ability to reduce green house gases and control climate change after seeing the impact of the pandemic? Be sure to include REFERENCES both at the end of the text and in the text, like (Author, year)
.
Option 1 You will create a PowerPoint (or equivalent) of your p.docxmccormicknadine86
Option 1: You will create a PowerPoint (or equivalent) of your presentation and add voice over.
Option 2: If you are unable to add voice over to your PowerPoint, you will create a PowerPoint (or equivalent) of your presentation. Next, you will use
Screencast-o-
Matic
(or a similar program) to create a video recording of your screen and voice as your present the information. Third, you will upload the video presentation to
YouTube
so your instructor can view it. If you choose this option, you will submit your article as well as the PowerPoint (or equivalent) file and the link to the YouTube presentation to complete this assignment.
Guidelines:
The presentation must include both audio (your voice explaining the information) and visual (PowerPoint presentation including text and/or images). Videos should not be used within the presentation.
The presentation should include the following three aspects:
An overview of your specific topic and its importance and application in current society. Include historical information as appropriate to understand your topic.
Identification, discussion, and
critical evaluation
of the most frequently used assessment instruments related to your topic. Include the typical settings and purposes for which assessment instruments are used.
Discussion of the ethical, cultural, and societal issues concerning the use of psychological tests and assessment as related to your topic.
The presentation must be 15 minutes long (no more than 20).
The presentation must include information from at least 10 scholarly sources (if used, the course textbook does not count as one of these 10 sources).
APA style citations should be used within the presentation. A reference section (in APA style) should appear at the end of the presentation.
Resources:
.
Option A Description of Dance StylesSelect two styles of danc.docxmccormicknadine86
Option A: Description of Dance Styles
Select
two styles of dance, such as ballet, modern dance, or folk dance.
Describe
each style of dance, and
include
the following:
History and development of the style
Discussion of your understanding of the use of line, form, repetition, and rhythm in each piece
Description of what the movements of both styles communicate to you in terms of mood
Description of how artistic choice can affect the viewer in the selected style
Submit
your assignment in one of the following formats:
700- to 1,050-word paper
.
Option #2Provide several slides that explain the key section.docxmccormicknadine86
Option #2
Provide several slides that explain the key sections of your strategy you will use in the final Portfolio Project. Provide section headers and a brief description of each.
FINAL PROJECT GUIDE
In a 6- to 10-page paper, as the local Union President, design a managing union handbook for union relationship building and a process that favors union employees as well as identifying key components of the bargaining process that can easily be sold to your union members. Apply theory and design systems and policies throughout your work covering:
Contextual factors (historical and legislative) that have impacted and still impact the union environment;
policies that create a more sustainable union model;
management strategy for union collective bargaining that includes: innovative wage, benefit, and non-wage factors; and
employee engagement and involvement strategies that take into consideration the diverse and changing labor force.
.
Option 2 Slavery vs. Indentured ServitudeExplain how and wh.docxmccormicknadine86
Option 2: Slavery vs. Indentured Servitude
Explain how and why slavery developed in the American colonies.
Describe in what ways the practice of slavery was different between each colonial region in British North America.
Analyze the differences between slaves and indentured servants.
Writing Requirements (APA format)
Length: 1-2 pages (not including title page or references page)
Use standard essay writing process by including an introduction, body paragraphs, and a conclusion.
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
No abstract is required
In-text citations that correspond with your end references
.
Option 2 ArtSelect any 2 of works of art about the Holocaus.docxmccormicknadine86
Option 2: Art
Select any 2 of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:
Link: List of Artists/Artworks
Write an analysis of each artwork, including the following information:
Identify the title, artist, date completed, and medium used.
Explain the content of the artwork - what do the images show?
How does the artwork relate to the bigger picture of the Holocaust?
How effective is the artwork in relating the Holocaust to viewers?
LIST OF ARTISTS AND ARTWORK
Morris Kestelman:
Lama Sabachthani [Why Have You Forsaken Me?]
George Mayer-Marton:
Women with Boudlers
Bill Spira:
Prisoners Carrying Cement
Jan Hartman:
Death March (Czechowice-Bielsko, January 1945)
Edgar Ainsworth:
Belsen
Leslie Cole:
One of the Death Pits, Belsen. SS Guards Collecting Bodies
Doris Zinkeisen:
Human Laundry, Belsen: April 1945
Eric Taylor:
A Young Boy from Belsen Concentration Camp
Mary Kessell:
Notes from Belsen Camp
Edith Birkin:
The Death Cart - Lodz Ghetto
Shmuel Dresner:
Benjamin
Roman Halter:
Mother with Babies
Leo Breuer:
Path Between the Barracks, Gurs Camp
Leo (Lev) Haas:
Transport Arrival, Theresienstadt Ghetto
Jacob Lipschitz:
Beaten (My Brother Gedalyahu)
Norbert Troller:
Terezin
Anselm Kiefer:
Sternenfall
.
Option #1 Stanford University Prison Experiment Causality, C.docxmccormicknadine86
Option #1:
Stanford University Prison Experiment: Causality, Controlling Patterns, and Growth Mode
Revisit Philip Zimbardo's (1971) Stanford University Prison Experiment. Analyze the experiment in terms of causality, controlling patterns, and its growth mode.
What lessons can be learned from this experiment that can be generalized to business social systems, such as organizational design/organizational structures?
Your well-written paper should meet the following requirements:
· Be 5 pages in length.
· Be formatted according to APA
· Include at least five scholarly or peer-reviewed articles
· Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Revisiting the Stanford Prison Experiment: a Lesson in the Power of Situation
~~~~~~~~
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people surrounding President Richard M. Nixon, like Henry A. Kissinger and Robert S. McNamara, escalated the Vietnam War when they knew, and later admitted, it was not winnable. They were .
Option A Gender CrimesCriminal acts occur against individu.docxmccormicknadine86
Option A: Gender Crimes
Criminal acts occur against individuals because of gender – some of these are labeled as hate crimes in the U.S. (consider cases of violence against transgendered and homosexual individuals) and others occur across cultures. Choose two other types of “gender crimes” and discuss what these acts reveal about deep-seated cultural values and beliefs. One possibility is to examine bride burning or dowry death in India.
Submit a paper (750-1250 words) that explores gender crimes. Provide at least three references cited within the text and listed in the references section.
.
opic 4 Discussion Question 1 May students express religious bel.docxmccormicknadine86
opic 4: Discussion Question 1
May students express religious beliefs in class discussion or assignments or engage in prayer in the classroom? What are some limitations? Support your position with examples from case law, the U.S. Constitution, or other readings.
Topic 4: Discussion Question 2
Do all student-led religious groups have an absolute right to meet at K-12 schools? If not, discuss one limitation under the Equal Access Act. May a teacher be a sponsor of the club? Can the teacher participate in its activities? Why or why not? Support your position with examples from case law, the U.S. Constitution, or other readings.
.
Option 1Choose a philosopher who interests you. Research that p.docxmccormicknadine86
Option 1:
Choose a philosopher who interests you. Research that philosopher, detailing how they developed their ideas and the importance of those ideas to the progress of philosophy and human understanding. Keep in mind that you should be focusing on their philosophy, not simply their biography, although some basic details of their life not related to philosophy may be needed, especially when it involves experiences that influenced their thinking.
Option 2:
Look at a specific Philosophical movement. Explain the ideas important to that movement (such as existentialism and positivism) and the influence they had. I am pretty flexible on what you can do with this one, so if you have an idea, don’t hesitate to ask!
Requirements
The typed body of your paper must be a minimum of 1500 words.
It should be typed, 12 point, double spaced. A minimum of three sources must be used,
.
Option #1The Stanford University Prison Experiment Structu.docxmccormicknadine86
Option #1:
The Stanford University Prison Experiment: Structure, Behavior, and Results
Philip Zimbardo’s Stanford University Prison Experiment could be described as a system whose systemic properties enabled the behaviors of the system's actors, leading to disturbing results.
Analyze the situation. What were the key elements of the system? How did the system operate? Why did the participants behave as they did? What lessons can be learned from this experiment about systems in relation to management?
Your well-written paper should meet the following requirements:
Be six pages in length.
Be formatted according to the APA
Include at least seven scholarly or peer-reviewed articles.
Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Zimbardo, P. G. (2007).
Revisiting the Stanford prison experiment: A lesson in the power of situation (Links to an external site.)
.
Chronicle of Higher Education, 53(
30), B6.
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people su.
Open the file (Undergrad Reqt_Individual In-Depth Case Study) for in.docxmccormicknadine86
Open the file (Undergrad Reqt_Individual In-Depth Case Study) for instruction which is
blue highlighted
and I already
highlighted yellow
for the section that you need to answer which is
SECTION 2.
I
uploaded 2 articles that you need to read to answer the questions
and Pay attention to (Individual In-Depth Case Study Rubric).
.
onsider whether you think means-tested programs, such as the Tem.docxmccormicknadine86
onsider whether you think means-tested programs, such as the Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP), and Supplemental Security Income (SSI), create dependency among its recipients. Then, think about how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, reflect on the perceptions you might have regarding individuals who receive means-tested welfare and how that perception might affect your work with clients.
By Day 4
Post
an explanation of whether means-tested programs (TANF, SNAP, and SSI) create dependency. Then, explain how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, explain the perceptions you have regarding people who receive means-tested welfare and how that perception might affect your work with clients.
Support your post with specific references to the resources. Be sure to provide full APA citations for
.
Operations security - PPT should cover below questions (chapter 1 to 6)
Compare & Contrast access control in relations to risk, threat and vulnerability.
Research and discuss how different auditing and monitoring techniques are used to identify & protect the system against network attacks.
Explain the relationship between access control and its impact on CIA (maintaining network confidentiality, integrity and availability).
Describe access control and its level of importance within operations security.
Argue the need for organizations to implement access controls in relations to maintaining confidentiality, integrity and availability (e.g., Is it a risky practice to store customer information for repeat visits?)
Describe the necessary components within an organization's access control metric.
Power Point Presentation
7 - 10 slides total (
does not include title or summary slide
)
Try using the 6×6 rule to keep your content concise and clean looking. The 6×6 rule means a maximum of six bullet points per slide and six words per bullet point
Keep the colors simple
Use charts where applicable
Use notes section of slide
Include transitions
Include use of graphics / animations
.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Choose ONE question from the supplied list of topics (see below) a.docx
1. Choose ONE question from the supplied list of topics (see
below) and write a 1,200 word essay in response to that
question. Your essay might discuss, analyse, argue, expose or
apply a problem or idea in the text, or it might take a
combination of these approaches. The type of essay that you
write will partly depend on the question you choose, so choose
wisely.
Your essay will focus primarily on ONE text from the course.
You should come up with a title for your essay.
Use a minimum of TWO academic sources from beyond the
course to support your discussion or case. (You may refer to
more than two but be careful not to overload your essay with
too many sources.)
You may briefly refer to other set course texts in passing but
you cannot write on such texts at length.
This is a formal piece of work which needs to comply with the
conventions of academic orthography (including correct
spelling, capitalisation, punctuation, paragraphing, quotations
and citation).
Your essay must use Chicago, MLA or APA referencing.
You have a 10% leeway on the word count with this assignment.
(Your essay can be up to 10% under or 10% over.) The word
count excludes the information supplied in footnotes and/or in
the bibliography or list of works cited and should be noted at
the end of the essay.
You may include carefully chosen images or diagrams if these
assist you in developing your essay’s case.
Formatting:
Your essay needs to be typed in a plain, 12-point font (Times
New Roman, Garamond, Bell MT, Arial or Calibri) with 1.5 or
2. double spacing. Pages should be numbered and the word count
should be noted at the end of the essay.
Evaluation criteria:
The following criteria will be used in grading your submission:
· Is the essay written in a formal register?
· Does it make correct and consistent use of orthographic
conventions such as spelling, punctuation and capitalisation?
· Is it correctly formatted?
· Does it meet the overall word count (plus or minus 10%)?
· Does it respond directly to the essay question?
· Does it demonstrate thoughtful understanding of this question?
· Are the ideas clearly-expressed and well-organised and well-
developed?
· Is there a visible thesis which is linked to a line of discussion
or argument running through your essay?
· Does the essay cite the required number of sources in
appropriate ways?
Learning objectives:
This essay task is designed to develop and test your ability:
· To write a well-structured essay in lucid English prose
· To identify and engage with academic sources from beyond
the course reading list
· To reference all cited work and present coursework according
to the specifications of an assignment
It supports the following course outcomes:
· to grasp the purpose of a text, its audience and the case it
makes
· to read and respond to academic and non-academic texts that
deal with a range of topics
· to understand the effects produced by different types of
grammatical and stylistic expression within your own writing
and the writing of others
· to construct, shape and deliver writing that is appropriate to a
set task
· to mobilise a technical vocabulary associated with writing
3. · to cite and reference in a manner appropriate to the genre of
writing
Mother Tongue
Author(s): Amy Tan
Source: The Threepenny Review, No. 43 (Autumn, 1990), pp. 7-
8
Published by: Threepenny Review
Stable URL: http://www.jstor.org/stable/4383908
Accessed: 12-05-2018 11:58 UTC
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Mother Tongue
Amy Tan
IAM NOT a scholar of English or lit-
erature. I cannot give you much more
than personal opinions on the English
language and its variations in this coun-
try or others.
I am a writer. And by that definition,
I am someone who has always loved
language. I am fascinated by language
in daily life. I spend a great deal of my
time thinking about the power of lan-
guage-the way it can evoke an emo-
tion, a visual image, a complex idea, or
a simple truth. Language is the tool of
my trade. And I use them all-all the
Englishes I grew up with.
Recently, I was made keenly aware of
the different Englishes I do use. I was
giving a talk to a large group of people,
the same talk I had already given to half
a dozen other groups. The nature of the
talk was about my writing, my life, and
my book, The Joy Luck Club. The talk
was going along well enough, until I
5. remembered one major difference that
made the whole talk sound wrong. My
mother was in the room. And it was
perhaps the first time she had heard me
give a lengthy speech-using the kind of
English I have never used with her. I was
saying things like, "The intersection of
memory upon imagination" and "There
is an aspect of my fiction that relates to
thus-and-thus"-a speech filled with
carefully wrought grammatical phrases,
|burdened, it suddenly seemed to me,
with nominalized forms, past perfect
tenses, conditional phrases-all the
forms of standard English that I had
learned in school and through books,
the forms of English I did not use at
home with my mother.
Just last week, I was walking down
the street with my mother, and I again
found myself conscious of the English I
was using, the English I do use with her.
We were talking about the price of new
and used furniture and I heard myself
saying this: "Not waste money that
way." My husband was with us as well,
and he didn't notice any switch in my
English. And then I realized why. It's
because over the twenty years we've
been together I've often used that same
kind of English with him, and sometimes
he even uses it with me. It has become
our language of intimacy, a different
6. sort of English that relates to family
talk, the language I grew up with.
So you'll have some idea of what this
family talk I heard sounds like, I'll quote
what my mother said during a recent
conversation which I videotaped and
then transcribed. During this conversa-
tion, my mother was talking about a
political gangster in Shanghai who had
the same last name as her family's, Du,
and how the gangster in his early years
wanted to be adopted by her family
which was rich by comparison. Later,
the gangster became more powerful, far
richer than my mother's family, and one
This talk was originally delivered as part of
a panel entitled "Englishes: Whose English
Is It Anyway?" during the 1989 State of the
Language Symposium in San Francisco.
day showed up at my mother's wedding
to pay his respects. Here's what she said
in part:
"Du Yusong having business like fruit
stand. Like off the street kind. He is Du
like Du Zong-but not Tsung-ming
Island people. The local people call
putong, the river east side, he belong to
that side local people. That man want
to ask Du Zong father take him in like
become own family. Du Zong father
wasn't look down on him, but didn't
7. take seriously, until that man big like
become a mafia. Now important per-
son, very hard to inviting him. Chinese
way, came only to show respect, don't
stay for dinner. Respect for making big
celebration, he shows up. Mean gives
lots of respect. Chinese custom. Chinese
social life that way. If too important
won't have to stay too long. He come to
my wedding. I didn't see, I heard it. I
gone to boy's side, they have YMCA
dinner. Chinese age I was 19."
You should know that my mother's
expressive command of English belies
how much she actually understands.
She reads the Forbes report, listens to
Wall Street Week, converses daily with
her stockbroker, reads all of Shirley
MacLaine's books with ease-all kinds
of things I can't begin to understand.
Yet some of my friends tell me they
understand fifty percent of what my
mother says. Some say they understand
eighty to ninety percent. Some say they
understand none of it, as if she were
speaking pure Chinese. But to me, my
mother's English is perfectly clear, per-
fectly natural. It's my mother tongue.
Her language, as I hear it, is vivid,
direct, full of observation and imagery.
That was the language that helped
shape the way I saw things, expressed
things, made sense of the world.
8. ATELY, I've been giving more
Lthought to the kind of English my
mother speaks. Like others, I have
described it to people as "broken" or
"fractured" English. But I wince when I
say that. It has always bothered me that
I can think of no way to describe it
other than "broken," as if it were dam-
aged and needed to be fixed, as if it
lacked a certain wholeness and sound-
ness. I've heard other terms used, "lim-
ited English," for example. But they
seem just as bad, as if everything is
limited, including people's perception
of the limited English speaker.
I know this for a fact, because when I
was growing up, my mother's "limited"
English limited my perception of her. I
was ashamed of her English. I believed
that her English reflected the quality of
what she had to say. That is, because she
expressed them imperfectly her thoughts
were imperfect. And I had plenty of
empirical evidence to support me: the
fact that people in department stores, at
banks, and at restaurants did not take
her seriously, did not give her good ser-
vice, pretended not to understand her,
or even acted as if they did not hear her.
My mother has long realized the limi-
tations of her English as well. When I
was fifteen, she used to have me call
9. people on the phone to pretend I was
she. In this guise, I was forced to ask for
information or even to complain and
yell at people who had been rude to her.
One time it was a call to her stockbroker
in New York. She had cashed out her
small portfolio and it just so happened
we were going to go to New York the
next week, our very first trip outside
California. I had to get on the phone
and say in an adolescent voice that was
not very convincing, "This is Mrs. Tan."
And my mother was standing in the
back whispering loudly, "Why he don't
send me check, already two weeks late.
So mad he lie to me, losing me money."
And then I said in perfect English,
"Yes, I'm getting rather concerned. You
had agreed to send the check two weeks
ago, but it hasn't arrived."
Then she began to talk more loudly,
"What he want, I come to New York
tell him front of his boss, you cheating
me?" And I was trying to calm her
down, make her be quiet, while telling
the stockbroker, "I can't tolerate any
more excuses. If I don't receive the
check immediately, I am going to have
to speak to your manager when I'm in
New York next week." And sure enough,
10. the following week there we were in
front of this astonished stockbroker,
and I was sitting there red-faced and
quiet, and my mother, the real Mrs. Tan,
was shouting at his boss in her impecca-
ble broken English.
We used a similar routine just five
days ago, for a situation that was far less
humorous. My mother had gone to the
hospital for an appointment, to find out
about a benign brain tumor a CAT scan
had revealed a month ago. She said she
had spoken very good English, her best
English, no mistakes. Still, she said, the
hospital did not apologize when they
said they had lost the CAT scan and she
had come for nothing. She said they did
not seem to have any sympathy when she
told them she was anxious to know the
exact diagnosis since her husband and
son had both died of brain tumors. She
said they would not give her any more
information until the next time and she
would have to make another appoint-
ment for that. So she said she would not
leave until the doctor called her daugh-
ter. She wouldn't budge. And when the
doctor finally called her daughter, me,
who spoke in perfect English--lo and
behold we had assurances the CAT
scan would be found, promises that a
11. conference call oni Monday would be
held, and apologies for any suffering my
mother had gone through for a most
regrettable mistake.
I think my mother's English almost
had an effect on limiting my possibilities
in life as well. Sociologists and linguists
probably will tell you that a person's
developing language skills are more in-
fluenced by peers. But I do think that the
language spoken in the family, especially
in immigrant families which are more
insular, plays a large role in shaping the
language of the child. And I believe that
it affected my results on achievement
tests, IQ tests, and the SAT. While my
English skills were never judged as poor,
compared to math, English could not be
considered my strong suit. In grade
school, I did moderately well, getting
perhaps Bs, sometimes B + s in English,
and scoring perhaps in the sixtieth or
seventieth percentile on achievement
tests. But those scores were not good
enough to override the opinion that my
true abilities lay in math and science,
because in those areas I achieved As and
scored in the ninetieth percentile or
higher.
This was understandable. Math is
precise; there is only one correct answer.
12. Whereas, for me at least, the answers on
English tests were always a judgment
call, a matter of opinion and personal
experience. Those tests were con-
structed around items like fill-in-the-
blank sentence completion, such as
"Even though Tom was , Mary
thought he was ." And the cor-
rect answer always seemed to be the
most bland combinations of thoughts,
for example, "Even though Tom was
shy, Mary thought he was charming,"
with the grammatical structure "even
though" limiting the correct answer to
some sort of semantic opposites, so you
wouldn't get answers like "Even though
Tom was foolish, Mary thought he was
ridiculous." Well, according to my
mother, there were very few limitations
as to what Tom could have been, and
what Mary might have thought of him.
So I never did well on tests like that.
The same was true with word
analogies, pairs of words, in which you
were supposed to find some sort of logi-
cal, semantic relationship-for exam-
ple, "sunset" is to "nightfall" as
is to ." And here, you would be
presented with a list of four possible
pairs, one of which showed the same
kind of relationship: "red" is to "stop-
light," "bus" is to "arrival," "chills" is
to "fever," "yawn" is to "boring."
13. Well, I could never think that way. I
knew what the tests were asking, but I
could not block out of my mind the
images already created by the first pair,
"sunset is to nightfall"-and I would
see a burst of colors against a darkening
sky, the moon rising, the lowering of a
curtain of stars. And all the other pairs
of words-red, bus, stoplight, boring-
just threw up a mass of confusing
images, making it impossible for me to
sort out something as logical as saying:
"A sunset precedes nightfall" is the
same as "a chill precedes a fever." The
only way I would have gotten that an-
swer right would have been to imagine
an associative situation, for example,
my being disobedient and staying out
past sunset, catching a chill at night,
which turns into feverish pneumonia as
punishment, which indeed did happen
tome.
I HAVE been thinking about all this
lately, about my mother's English,
about achievement tests. Because lately
I've been asked, as a writer, why there
are not more Asian-Americans repre-
sented in American literature. Why are
there few Asian-Americans enrolled in
creative writing programs? Why do so
many Chinese students go into engi-
neering? Well, these are broad sociolog-
ical questions I can't begin to answer.
14. But I have noticed in surveys-in fact,
just last week-that Asian students, as a
whole, always do significantly better on
math achievement tests than in English.
And this makes me think that there are
other Asian-American students whose
English spoken in the home might also
be described as "broken" or "limited."
And perhaps they also have teachers
who are steering them away from writ-
ing and into math and science, which is
what happened to me.
Fortunately, I happen to be rebellious
in nature, and enjoy the challenge of
disproving assumptions made about
FALL 1990
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ll . s The Best of
je jjjj jjjjjSjCrazyhorse
Thi.. . .... .. rty Years of
Poetry and Fiction
stories ;s in Edited by David Jauss ;.sJa. j;S 5 j' .This eclectic
collection of poems and
stories published in the periodical since its founding contains
15. 104 poems and
15 stories by 93 of America's most respected authors, including
Lee K. Abbott,
Robert Bly, Raymond Carver, Andre Dubus, Richard Hugo,
Bobbie Ann
Mason, Louis Simpson, William Stafford, John Updike, and
James Wright.
In 1990, after polling more than one hundred editors and
agents, Writer's
Digest named Crazyhorse one of the fifty most influential
magazines publish-
ing fiction today.
Praise for Crazyhorse:
"Over the years, an astonishing array of America's finest
writers have pub-
lished their work here ... the list is virtually endless. An
attractive journal that
would enhance any literature collection."
-Robert Hauptman, Magazines for Libraries
"Everything about Crazyhorse speaks of quality."
-Janet S. Meury, Literary Magazine Review
472 pages, $24.95 cloth, $14.95 paper
I ARKANSAS
The University of Arkansas Press, Fayetteville AR 72701 * 1-
800-525-1823
WANTED!
16. One (1) FAX machine, new or used.
One (1) small copying machine, new or used.
If you or your employers have any such machines that you
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For further information about this mutually beneficial ar-
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or write to her at The Threepenny Review, P.O. Box 9131,
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me. I became an English major my first
year in college after being enrolled as
pre-med. I started writing non-fiction as
a freelancer the week after I was told by
my former boss that writing was my
worst skill and I should hone my talents
toward account management.
But it wasn't until 1985 that I finally
began to write fiction. And at first I
wrote using what I thought to be wittily
crafted sentences, sentences that would
finally prove I had mastery over the Eng-
lish language. Here's an example from
the first draft of a story that later made
its way into The Joy Luck Club, but
17. without this line: "That was my mental
quandary in its nascent state." A terri-
ble line, which I can barely pronounce.
Fortunately, for reasons I won't get
into today, I later decided I should envi-
sion a reader for the stories I would
write. And the reader I decided upon was
my mother, because these were stories
about mothers. So with this reader in
mind-and in fact, she did read my early
drafts-I began to write stories using all
the Englishes I grew up with: the English
I spoke to my mother, whichl for lack of
a better term, might be described as
"simple"; the English she used with me,
which for lack of a better term might be
described as "broken"; my translation
of her Chinese, which could certainly be
described as "watered down"; and what
I imagined to be her translation of her
Chinese if she could speak in perfect
English, her internal language, and for
that I sought to preserve the essence, but
not either an English or a Chinese struc-
ture. I wanted to capture what language
ability tests can never reveal: her intent,
her passion, her imagery, the rhythms of
her speech and the nature of her thoughts.
Apart from what any critic had to say
about my writing, I knew I had succeeded
where it counted when my mother
finished reading my book, and gave me
18. her verdict: "So easy to read." O
Separation Of The Waters
"When God commanded, 'Let the waters be gathered together,
unto one place,
and let the dry land appear,' certain parts refused to obey. They
embraced each
other all the more closely." -Jewish Legend
In his voice I hear the first day
of the waters,
before the spirit moved, brooding,
over the face of them,
before the firmament appearing
in the wake of His Word
divided upper water from lower water,
heaven from earth,
on the second day. Here in his voice
the first day
once again refuses the command
to be the second,
vowel and phoneme all awash, inchoate
in a jubilant babble
I lean over the crib to watch, that goes on
after he sees me,
after I say the name he hears as nonsense
the way the waters heard,
19. so entangled in the waters, whelmed
in the jubilant eddy
of such complete embracing they couldn't
have known themselves
as water, when the Lord said,
"Let the waters part."
See how, lonely for him, as on the shore
of speech I call and call.
See how the syllables begin to dampen,
blur and dissolve back,
close as they can now, toward the far surf
they were torn from,
from the shore of the sixth day calling
back to the first.
-Alan Shapiro
8THETHR THE THREEPENNY REVIEW
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Contents78Issue Table of ContentsThe Threepenny Review, No.
43 (Autumn, 1990), pp. 1-36Front Matter [pp. 1-2]Table Talk
[pp. 3-4]Farce and Fiction [pp. 5-6]PoemWhat Word Did the
Greeks Have for It? [p. 6]Mother Tongue [pp. 7-
8]PoemSeparation of the Waters [p. 8]BooksReview: A World
of Signs [pp. 9-11]PoemThe Season of Icarus [p.
11]BooksReview: Obstinate Humanity [pp. 12-13]So You Are
20. Turned [p. 14]PoemTrophy, W.W.I [p. 14]Berlin by Metaphor
[pp. 15-17]PoemThree Tangos [pp. 18-19]Our Correspondence
with the NEA [p. 19]Allegories of Eastern Europe [pp. 20-
23]Interview with Joseph Brodsky [pp. 23-24]FictionDog Days
[pp. 25-28]PoemBedouin Tent [p. 28]BooksIcicles by Cynthia
[pp. 29-30]Chekhov in English [pp. 31-32]PoemThe Deeper [p.
32]FilmHome and the World: Reflections on Satyajit Ray [pp.
33-35]FictionCrayons for Africa [p. 35]Back Matter [p. 36-36]