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each question needs to have one-two large paragraph answer. Q 1. Evaluate the causes and effects of industrial development in the late 19th century (late 1800s). Q2. Compare immigration in the late 1800s - early 1900s to the issues being debated and discussed today. Q3. Explain the connection between the rise of big business, immigration, and organized labor. Q4. Evaluate social changes and continuities in the Gilded Age. Q5.How did the rapid urbanization around the dawn of the 1900s lead to both new political and social challenges and opportunities? Q6. Briefly compare Riis' "How the Other Half Lives" with Carnegie's "Gospel of Wealth." How are they representative of elements of the era? Secondly, find and share one additional primary source relevant to this module and briefly describe how it fits in with what we've learned. .
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Essay Question IExplain the origins, patterns, and circumstances.docx
Essay Question I
Explain the origins, patterns, and circumstances that fueled the wave of immigration in the late nineteenth and early twentieth centuries. Describe what immigrants expected to find upon their arrival and what they actually found.
Analyze the reactions of native-born Americans to the influx of immigrants. Assess the efforts they made to understand and address the social problems that accompanied that influx.
Documents to include:
18.2
18.7
18.8
18.10
Essay Question II
Essay Question:
Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee.
Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact.
Documents to include:
·
21.2
·
21.3
·
21.9
.
Question History Growth, diversity, and conflict 1720-1763, no limi.docx
Question History: Growth, diversity, and conflict 1720-1763, no limited small paragraph 5-9 sentences
1.
Compare colonists’ “pursuits of happiness” in New England, the Middle colonies, the backcountry, and the South. How did poorer colonists in each of these regions seek to maintain their autonomy from powerful landlords and institutions, and how did this effort shape the formation of regional identities?
2.
How did the print and transportation revolutions transform colonial culture and the economy in the eighteenth century?
3.
The Great War for Empire delivered the eastern half of North America into British hands. How did that massive territorial acquisition affect ordinary colonists? What impact did it have on Native Americans’ strategies for coexisting with their European neighbors?
4.
HEMATIC UNDERSTANDING
Review the events listed under “Work, Exchange, and Technology” and “Identity” for the period 1720–1750 on the
thematic timeline
. How did economic developments in the colonies influence the formation of new cultural identities in this era?(
http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/timeline/timeline102.html)
5.
ACROSS TIME AND PLACE
In Chapter 3 we saw the rise of the South Atlantic System, an engine of economic growth that tied Britain’s colonies more closely together and generated prosperity throughout the British Atlantic world. What consequences of that integration and prosperity are evident in the topics discussed in this chapter? How was the Great War for Empire grounded in earlier economic developments? And how did the postwar debt crisis grow out of the South Atlantic System?
6.
VISUAL EVIDENCE
Return to the
John Collet painting of George Whitefield
that opened the chapter. How does Collet portray Whitefield’s audience? Consider the postures and facial expressions of individual members of the crowd and imagine what might have been running through their minds as they listened. What do the various elements of this painting (the crowd, tankard of ale, sleeping dog, setting) suggest about the Great Awakening’s appeal? About Collet’s attitude toward evangelical preaching? (
http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/img_ch4/ch04_CO04_01.html)
7.
KEY TURNING POINTS:
The Ohio Company grant (1748), the formation of the Susquehanna Company (1749), land conflict along New York and New England border (1760s), and the defeat of the North Carolina Regulators (1771). How do these events reveal tensions over the question of who would control the development of frontier lands in Britain’s mainland North American colonies? What were the effects of these conflicts on Native American populations?
...
166 8 The Transition from Neoliberalism to State .docx
166
8
The Transition from Neoliberalism to
State Neoliberalism in China at the
Turn of the Twenty-First Century
Alvin Y. So and Yin-wah Chu
1 Introduction
Neoliberalism emerged in the late 1970s as a new policy framework to guide
the development orientation in not only the South but also the North
and the East. In the 1990s neoliberalism found expression in the so-called
Washington Consensus as a way of articulating the economic orthodoxy
that prevailed in the U.S. Treasury Department, the World Bank, and the
IMF. Beeson and Islam (2005, 4) point out that neoliberalism and the
Washington Consensus are meant to favour the unfettered operation of
the market and to roll back the reach of the state. The states, in both rich
and poor nations, have been urged to embrace “macroeconomic prudence”
(a euphemism for control of inflation and for maintaining tight budgets),
deregulation, privatisation, trade and financial liberalisation, lower taxes,
and small government.
However, much assessment of the impact of neoliberalism on develop-
ment over the past three decades has been negative. William Tabb (2003,
25), for instance, claims that neoliberalism has failed in term of its own
goals. “It has not brought more rapid economic growth, reduced poverty, or
made economies more stable. In fact, over the years of neoliberal hegemony,
growth has slowed, poverty has increased, and economic and financial
crises have been epidemic.”
Talking about specific regions, Beeson and Islam (2005, 6) also endorse
the viewpoint that neoliberalism has failed to promote development in
Latin America and East European countries:
Latin America represents a case of “reforms without results”. Despite ●
decades of reforms, there is more poverty in Latin America in 2005 than
in 1980, real wages are barely equal to those of 1980, and inequality
remains persistent and conspicuously high.
©
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83
03
State Neoliberalism in China 167
The attempt at “big bang” privatisation and the fast-tracking of capitalism ●
in the transition economies of eastern Europe and the former Soviet Union
has been a tragic failure. The “transition recessions” have been longer and
deeper than the Great Depression. GDP in 2000 was still below the 1990
level (by as much as 40 per cent) for many of these economies. Poverty
and inequality have gone up sharply.
Others talk about the “lost decades” of neoliberalism during the 1980s and
1990s. Martin Hart-Landsberg (2006), for instance, contends that the post-
1980 neoliberal era has been marked by slower growth, greater trade imbal-
ances, and deteriorating social conditions. The UN Conference on Trade
and Dev.
Autumn 2012, Labor and Globalization -- Concept Pieces
This is a series of reading responses I wrote from September 2012 to December 2012 while at CUNY for a labor studies course led by Professor Ian MacDonald, currently at University of Montreal. I am posting them in one document as a set of concept pieces. I may eventually publish a revised version with a full list of bibliographic sources. New articles based on these concept pieces may also follow.
Essay IDiscuss the positive and negative social consequences o.docx
Essay I
Discuss the positive and negative social consequences of the "American Industrial Revolution." What benefits accrued from the rapid rise in the economic status of the United States, what were its social costs, and how do you weigh the balance between them?
Explain Gilded Age theories of labor and the development of the middle class, with an emphasis on the new lifestyles that emerged out of industrialization. Describe how this shift led to new anxieties about gender, race, and sexuality, and identify the ways Americans handled these anxieties.
Documents to include:
· 16.5
· 16.7
· 16.8
Essay Question:
Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee.
Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact.
Documents to include:
· 21.2
· 21.3
· 21.9
...
After reading the case please answer Q5 relating to the case Q5 (a.pdf
After reading the case please answer Q5 relating to the case Q5: (a) How has the situation
changed in terms of the management decision/challenges identified?
Provide your perspectives on key changes (b) Identify and explain at least 3 relevant
International business lessons learned from this case in terms of the implications of national
cultural differences. China, Hong Kong, Macau, and Taiwan Today, a lot of discussion centers
on how much economic power, political influence, and international competitiveness the
People's Republic of China (PRC) has achieved in the international marketplace in just a few
decades. Culturally, such power in the international marketplace also begs the questions of how
much influence China is likely to have moving forward, and what this means for China's
influence culturally around the world. So far, other powerful countries in the world have focused
on China's economic influence, but what about the country's influence on culture? China, along
with India, Brazil, and Russia, form the so-called BRIC countries (an acronym formulated using
their initial letters), which have been viewed as the business engines of tomorrow (especially
China and India), based on their immense economic potential. The BRICs, which cover a quarter
of the world's landmass and contain 40 percent of its population, had a combined GDP of \$20
trillion in 2001. Today, these increasingly marketoriented economies boast a GDP of \$37 trillion
(or 22 percent of global GDP), a figure forecast to reach \$120 trillion by 2050 . Together, they
control more than 43 percent of the world's currency reserves ( $4 trillion) and 20 percent of its
trade. Is it too simplistic and nave to think that the BRIC countries-especially China and Russia-
only have a focus on economic power? Clearly, Russia has engaged in at least some political
activities that have had tremendous global effects (e.g., election meddling). And what about
China? Many reports and investigations suggest the country is likewise engaged in political
meddling. Does that affect culture around the world also? The BRIC countries' economic size
and population were the simplistic starting point to group them as powerful marketplaces-to
export products to, and to buy products from. These datapoints led former Goldman Sachs chief
economist Jim O'Neill to first coin the acronym BRIC to highlight the immense collective
economic potential of these four emerging markets. However, despite many countries' and
companies' enthusiasm for increased global interaction and economic exchange with the BRIC
economies, especially China and India, many have found that cultural differences hinder their
ability to conduct business in these countries. Not only is the culture different between each
BRIC country and most of the globe's remaining 191 countries, but the business and societal
cultures within the BRIC countries are also vastly different from each other. Plus, the outlook for
the BRICs may not be as positive .
Enterprise Key Management Plan An eight- to 10-page double.docx
Enterprise Key Management Plan
: An eight- to 10-page double-spaced Word document with citations in APA format. The page count does not include figures, diagrams, tables, or citations.
Enterprise Key Management Policy
: A two- to three-page double-spaced Word document.
.
English IV Research PaperMrs. MantineoObjective To adher.docx
English IV Research Paper
Mrs. Mantineo
Objective:
To adhere to the rules of MLA format while using a variety of sources to write a research paper which focuses on a literary topic.
Requirements:
- Your paper must be persuasive in nature, but focus on a literary topic. This paper is worth 3 Essay
Grades. This paper is worth a significant amount of your 4th MP grade so I suggest you take this paper seriously.
- Your topic will focus on
1984
. I will be providing you with an official list of topics to choose from. You will
not
be allowed to create your own topic.
The final draft will be
3-5 pages
in length. (Times New Roman, 12 pt. font, double spaced). A Works Cited page is required and does not count towards your number of pages.
You are required to use
4
approved, academic references: 2 web based articles from credible sources, 1 printed book (This would be the novel
1984
), and one primary source document. You may use more than 4 sources, although you must first meet the minimum requirements for types of sources. You must use all 4 sources in your final draft.
ABSOLUTELY NO LATE PAPERS WILL BE ACCEPTED. No exceptions! If you are absent, you are still responsible for getting me the paper on time. Your paper must be submitted to turnitin.com by 11:59 PM.
If you do not submit your paper to Classroom by 11:59 p.m. you will receive a zero.
Extra help is available, please make an appointment.
Essay Topics:
The Loss of Individual Rights in
1984
:
Personal privacy and space is never granted throughout
1984
. Every person is always subject to observation, even by their own family members and friends. Furthermore, since Big Brother is always watching and the Thought Police are always on the lookout, it is impossible for any kind of individualism to flourish. For this essay you can look at the ways this occurs and how various characters attempt (successfully or not) to subvert it. Then move out to consider how this lack of privacy (and by proxy, individualism) influences individuals and society as a whole in the present day. How does the present US Government subvert the rights of the individual and how does this compare to the novel?
Fear of Technology
: During WWII, technology was primarily developed for military purposes, specifically for the surveillance of the enemy. People are generally resistant to technology that they believe can be used against them. George Orwell’s novel
1984
plays on this inherent fear of technology. Discuss the role of technology in Oceania. In what areas is technology highly advanced, and in what areas has its progress stalled? Why? How is it used against the people? To control them? How does this reflect the human fear of technology during the time the novel was written? How does this fear carry over in the modern world? Is it valid? How can technology be used against the common man to violate individual rights? How does this compare to the novel?
Historical Analysis
.
Enter in conversation with other writers by writing a thesis-dri.docx
Enter in conversation with other writers by writing a thesis-driven essay that responds to 3 readings selected by your instructorYour essay should include
all
of the following:
A precise thesis, or main claim
Supporting details or evidence for your claim
A clearly defined audience
An outline of the "conversation" begin by the 3 assigned articles
Direct reference (through quotation, summary, or paraphrase) to the 3 assigned articles
"Beyonce' and Social Media..." by Melissa Avdeef
"Not so Busy" by William Power
"Growing up Tethered" by Sherry Turkle
Length/Due Date
: approximately 800-1,000 words, Use 12 point, Times New Roman font, double-spaced.
Use 1-inch margins top, bottom, and sides.
.
English II – Touchstone 3.2 Draft an Argumentative Research Essay.docx
English II – Touchstone 3.2 Draft an Argumentative Research Essay
Peter Comment by Kvinge, Krystal: Hi Peter! I’ll be reviewing your essay today.
English Composition II
Touchstone 3.2 Draft an Argumentative Research Essay
July 16, 2020
Recent pandemic, commonly referred to as COVID 19, has changed the world dynamics. This disease has not just crashed the world health system but has also impacted the global education system. COVID 19 has made our daily routine vulnerable. Still, the precautionary measures such as social distancing have not just impacted the social life of human beings. Still, they have also altered the Present and the future of the global learning system. According to the UNESCO report, the nationwide termination of educations institutes has obstructed over 60% of the world's learner’s populace, with approximately 1.53 billion learners out of learning institutes. Many educationists believe that with the current circumstance, the drop-out rate of students across the globe will increase in the near future because of the disruption in the system. Though many parents and institutes are still in denial of the changes that have occurred due to the pandemic, educationists and research indicate that the current alteration in the global education system will not be short-lived and will have a profound impact on the future means of education. Comment by Kvinge, Krystal: Write smoothly: this sentence is awkward. Try reading your writing aloud to see if it sounds natural. Comment by Kvinge, Krystal: Use specific language: what do you mean by “crashed?” Comment by Kvinge, Krystal: Avoid repetition in your essay: here, beginning two sentences in a row with “still” weakens your writing. Comment by Kvinge, Krystal: Cite all outside information in APA format. You can find information on it here: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html Comment by Kvinge, Krystal: Look out for odd word choices throughout your paper. Write clearly, directly, and concisely. Comment by Kvinge, Krystal: Important: improve this thesis. Your thesis statement must be argumentative: it must take a side and state what should be done What exactly are you arguing for?
Education System during Pandemic Comment by Kvinge, Krystal: If you are going to use headings, use them throughout the paper, including for your Introduction and Conclusion.
The recent survey shows that around 22 countries in three continents have closed their learning system on local and state levels because of COVID 19. Such massive disruption has pushed educators and institutions to opt for new means of education, such as online learning and instructional tutoring. However, such means of education has also exposed other crucial factors, such as inconsistent resource allocation and social and economic differences. The historical research on the impact of school closure depicts that even a brief intervention in school activities has a h.
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Essay Question IExplain the origins, patterns, and circumstances.docx
Essay Question I
Explain the origins, patterns, and circumstances that fueled the wave of immigration in the late nineteenth and early twentieth centuries. Describe what immigrants expected to find upon their arrival and what they actually found.
Analyze the reactions of native-born Americans to the influx of immigrants. Assess the efforts they made to understand and address the social problems that accompanied that influx.
Documents to include:
18.2
18.7
18.8
18.10
Essay Question II
Essay Question:
Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee.
Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact.
Documents to include:
·
21.2
·
21.3
·
21.9
.
Question History Growth, diversity, and conflict 1720-1763, no limi.docx
Question History: Growth, diversity, and conflict 1720-1763, no limited small paragraph 5-9 sentences
1.
Compare colonists’ “pursuits of happiness” in New England, the Middle colonies, the backcountry, and the South. How did poorer colonists in each of these regions seek to maintain their autonomy from powerful landlords and institutions, and how did this effort shape the formation of regional identities?
2.
How did the print and transportation revolutions transform colonial culture and the economy in the eighteenth century?
3.
The Great War for Empire delivered the eastern half of North America into British hands. How did that massive territorial acquisition affect ordinary colonists? What impact did it have on Native Americans’ strategies for coexisting with their European neighbors?
4.
HEMATIC UNDERSTANDING
Review the events listed under “Work, Exchange, and Technology” and “Identity” for the period 1720–1750 on the
thematic timeline
. How did economic developments in the colonies influence the formation of new cultural identities in this era?(
http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/timeline/timeline102.html)
5.
ACROSS TIME AND PLACE
In Chapter 3 we saw the rise of the South Atlantic System, an engine of economic growth that tied Britain’s colonies more closely together and generated prosperity throughout the British Atlantic world. What consequences of that integration and prosperity are evident in the topics discussed in this chapter? How was the Great War for Empire grounded in earlier economic developments? And how did the postwar debt crisis grow out of the South Atlantic System?
6.
VISUAL EVIDENCE
Return to the
John Collet painting of George Whitefield
that opened the chapter. How does Collet portray Whitefield’s audience? Consider the postures and facial expressions of individual members of the crowd and imagine what might have been running through their minds as they listened. What do the various elements of this painting (the crowd, tankard of ale, sleeping dog, setting) suggest about the Great Awakening’s appeal? About Collet’s attitude toward evangelical preaching? (
http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/img_ch4/ch04_CO04_01.html)
7.
KEY TURNING POINTS:
The Ohio Company grant (1748), the formation of the Susquehanna Company (1749), land conflict along New York and New England border (1760s), and the defeat of the North Carolina Regulators (1771). How do these events reveal tensions over the question of who would control the development of frontier lands in Britain’s mainland North American colonies? What were the effects of these conflicts on Native American populations?
...
166 8 The Transition from Neoliberalism to State .docx
166
8
The Transition from Neoliberalism to
State Neoliberalism in China at the
Turn of the Twenty-First Century
Alvin Y. So and Yin-wah Chu
1 Introduction
Neoliberalism emerged in the late 1970s as a new policy framework to guide
the development orientation in not only the South but also the North
and the East. In the 1990s neoliberalism found expression in the so-called
Washington Consensus as a way of articulating the economic orthodoxy
that prevailed in the U.S. Treasury Department, the World Bank, and the
IMF. Beeson and Islam (2005, 4) point out that neoliberalism and the
Washington Consensus are meant to favour the unfettered operation of
the market and to roll back the reach of the state. The states, in both rich
and poor nations, have been urged to embrace “macroeconomic prudence”
(a euphemism for control of inflation and for maintaining tight budgets),
deregulation, privatisation, trade and financial liberalisation, lower taxes,
and small government.
However, much assessment of the impact of neoliberalism on develop-
ment over the past three decades has been negative. William Tabb (2003,
25), for instance, claims that neoliberalism has failed in term of its own
goals. “It has not brought more rapid economic growth, reduced poverty, or
made economies more stable. In fact, over the years of neoliberal hegemony,
growth has slowed, poverty has increased, and economic and financial
crises have been epidemic.”
Talking about specific regions, Beeson and Islam (2005, 6) also endorse
the viewpoint that neoliberalism has failed to promote development in
Latin America and East European countries:
Latin America represents a case of “reforms without results”. Despite ●
decades of reforms, there is more poverty in Latin America in 2005 than
in 1980, real wages are barely equal to those of 1980, and inequality
remains persistent and conspicuously high.
©
K
yu
ng
-S
up
, C
ha
ng
; F
in
e,
B
en
; W
ei
ss
, L
in
da
, A
ug
3
1,
2
01
2,
D
ev
el
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m
en
ta
l P
ol
iti
cs
in
T
ra
ns
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:
T
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al
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ra
a
nd
Pa
lg
ra
ve
M
ac
m
ill
an
, N
ew
Y
or
k,
IS
B
N
: 9
78
11
37
02
83
03
State Neoliberalism in China 167
The attempt at “big bang” privatisation and the fast-tracking of capitalism ●
in the transition economies of eastern Europe and the former Soviet Union
has been a tragic failure. The “transition recessions” have been longer and
deeper than the Great Depression. GDP in 2000 was still below the 1990
level (by as much as 40 per cent) for many of these economies. Poverty
and inequality have gone up sharply.
Others talk about the “lost decades” of neoliberalism during the 1980s and
1990s. Martin Hart-Landsberg (2006), for instance, contends that the post-
1980 neoliberal era has been marked by slower growth, greater trade imbal-
ances, and deteriorating social conditions. The UN Conference on Trade
and Dev.
Autumn 2012, Labor and Globalization -- Concept Pieces
This is a series of reading responses I wrote from September 2012 to December 2012 while at CUNY for a labor studies course led by Professor Ian MacDonald, currently at University of Montreal. I am posting them in one document as a set of concept pieces. I may eventually publish a revised version with a full list of bibliographic sources. New articles based on these concept pieces may also follow.
Essay IDiscuss the positive and negative social consequences o.docx
Essay I
Discuss the positive and negative social consequences of the "American Industrial Revolution." What benefits accrued from the rapid rise in the economic status of the United States, what were its social costs, and how do you weigh the balance between them?
Explain Gilded Age theories of labor and the development of the middle class, with an emphasis on the new lifestyles that emerged out of industrialization. Describe how this shift led to new anxieties about gender, race, and sexuality, and identify the ways Americans handled these anxieties.
Documents to include:
· 16.5
· 16.7
· 16.8
Essay Question:
Describe the competing cultural trends in the 1920s, including nativism, modernism, fundamentalism, black nationalism, and racism. Identify the reasons for the reemergence of the Ku Klux Klan, the origins of the black cultural renaissance, and the religious and social debates that led to the Scopes trial in Tennessee.
Analyze the influence of popular culture on social norms and morals. State the innovations that allowed for the spread of mass culture and explain their impact.
Documents to include:
· 21.2
· 21.3
· 21.9
...
After reading the case please answer Q5 relating to the case Q5 (a.pdf
After reading the case please answer Q5 relating to the case Q5: (a) How has the situation
changed in terms of the management decision/challenges identified?
Provide your perspectives on key changes (b) Identify and explain at least 3 relevant
International business lessons learned from this case in terms of the implications of national
cultural differences. China, Hong Kong, Macau, and Taiwan Today, a lot of discussion centers
on how much economic power, political influence, and international competitiveness the
People's Republic of China (PRC) has achieved in the international marketplace in just a few
decades. Culturally, such power in the international marketplace also begs the questions of how
much influence China is likely to have moving forward, and what this means for China's
influence culturally around the world. So far, other powerful countries in the world have focused
on China's economic influence, but what about the country's influence on culture? China, along
with India, Brazil, and Russia, form the so-called BRIC countries (an acronym formulated using
their initial letters), which have been viewed as the business engines of tomorrow (especially
China and India), based on their immense economic potential. The BRICs, which cover a quarter
of the world's landmass and contain 40 percent of its population, had a combined GDP of \$20
trillion in 2001. Today, these increasingly marketoriented economies boast a GDP of \$37 trillion
(or 22 percent of global GDP), a figure forecast to reach \$120 trillion by 2050 . Together, they
control more than 43 percent of the world's currency reserves ( $4 trillion) and 20 percent of its
trade. Is it too simplistic and nave to think that the BRIC countries-especially China and Russia-
only have a focus on economic power? Clearly, Russia has engaged in at least some political
activities that have had tremendous global effects (e.g., election meddling). And what about
China? Many reports and investigations suggest the country is likewise engaged in political
meddling. Does that affect culture around the world also? The BRIC countries' economic size
and population were the simplistic starting point to group them as powerful marketplaces-to
export products to, and to buy products from. These datapoints led former Goldman Sachs chief
economist Jim O'Neill to first coin the acronym BRIC to highlight the immense collective
economic potential of these four emerging markets. However, despite many countries' and
companies' enthusiasm for increased global interaction and economic exchange with the BRIC
economies, especially China and India, many have found that cultural differences hinder their
ability to conduct business in these countries. Not only is the culture different between each
BRIC country and most of the globe's remaining 191 countries, but the business and societal
cultures within the BRIC countries are also vastly different from each other. Plus, the outlook for
the BRICs may not be as positive .
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After reading the case please answer Q5 relating to the case Q5 (a.pdf
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Enterprise Key Management Plan An eight- to 10-page double.docx
Enterprise Key Management Plan
: An eight- to 10-page double-spaced Word document with citations in APA format. The page count does not include figures, diagrams, tables, or citations.
Enterprise Key Management Policy
: A two- to three-page double-spaced Word document.
.
English IV Research PaperMrs. MantineoObjective To adher.docx
English IV Research Paper
Mrs. Mantineo
Objective:
To adhere to the rules of MLA format while using a variety of sources to write a research paper which focuses on a literary topic.
Requirements:
- Your paper must be persuasive in nature, but focus on a literary topic. This paper is worth 3 Essay
Grades. This paper is worth a significant amount of your 4th MP grade so I suggest you take this paper seriously.
- Your topic will focus on
1984
. I will be providing you with an official list of topics to choose from. You will
not
be allowed to create your own topic.
The final draft will be
3-5 pages
in length. (Times New Roman, 12 pt. font, double spaced). A Works Cited page is required and does not count towards your number of pages.
You are required to use
4
approved, academic references: 2 web based articles from credible sources, 1 printed book (This would be the novel
1984
), and one primary source document. You may use more than 4 sources, although you must first meet the minimum requirements for types of sources. You must use all 4 sources in your final draft.
ABSOLUTELY NO LATE PAPERS WILL BE ACCEPTED. No exceptions! If you are absent, you are still responsible for getting me the paper on time. Your paper must be submitted to turnitin.com by 11:59 PM.
If you do not submit your paper to Classroom by 11:59 p.m. you will receive a zero.
Extra help is available, please make an appointment.
Essay Topics:
The Loss of Individual Rights in
1984
:
Personal privacy and space is never granted throughout
1984
. Every person is always subject to observation, even by their own family members and friends. Furthermore, since Big Brother is always watching and the Thought Police are always on the lookout, it is impossible for any kind of individualism to flourish. For this essay you can look at the ways this occurs and how various characters attempt (successfully or not) to subvert it. Then move out to consider how this lack of privacy (and by proxy, individualism) influences individuals and society as a whole in the present day. How does the present US Government subvert the rights of the individual and how does this compare to the novel?
Fear of Technology
: During WWII, technology was primarily developed for military purposes, specifically for the surveillance of the enemy. People are generally resistant to technology that they believe can be used against them. George Orwell’s novel
1984
plays on this inherent fear of technology. Discuss the role of technology in Oceania. In what areas is technology highly advanced, and in what areas has its progress stalled? Why? How is it used against the people? To control them? How does this reflect the human fear of technology during the time the novel was written? How does this fear carry over in the modern world? Is it valid? How can technology be used against the common man to violate individual rights? How does this compare to the novel?
Historical Analysis
.
Enter in conversation with other writers by writing a thesis-dri.docx
Enter in conversation with other writers by writing a thesis-driven essay that responds to 3 readings selected by your instructorYour essay should include
all
of the following:
A precise thesis, or main claim
Supporting details or evidence for your claim
A clearly defined audience
An outline of the "conversation" begin by the 3 assigned articles
Direct reference (through quotation, summary, or paraphrase) to the 3 assigned articles
"Beyonce' and Social Media..." by Melissa Avdeef
"Not so Busy" by William Power
"Growing up Tethered" by Sherry Turkle
Length/Due Date
: approximately 800-1,000 words, Use 12 point, Times New Roman font, double-spaced.
Use 1-inch margins top, bottom, and sides.
.
English II – Touchstone 3.2 Draft an Argumentative Research Essay.docx
English II – Touchstone 3.2 Draft an Argumentative Research Essay
Peter Comment by Kvinge, Krystal: Hi Peter! I’ll be reviewing your essay today.
English Composition II
Touchstone 3.2 Draft an Argumentative Research Essay
July 16, 2020
Recent pandemic, commonly referred to as COVID 19, has changed the world dynamics. This disease has not just crashed the world health system but has also impacted the global education system. COVID 19 has made our daily routine vulnerable. Still, the precautionary measures such as social distancing have not just impacted the social life of human beings. Still, they have also altered the Present and the future of the global learning system. According to the UNESCO report, the nationwide termination of educations institutes has obstructed over 60% of the world's learner’s populace, with approximately 1.53 billion learners out of learning institutes. Many educationists believe that with the current circumstance, the drop-out rate of students across the globe will increase in the near future because of the disruption in the system. Though many parents and institutes are still in denial of the changes that have occurred due to the pandemic, educationists and research indicate that the current alteration in the global education system will not be short-lived and will have a profound impact on the future means of education. Comment by Kvinge, Krystal: Write smoothly: this sentence is awkward. Try reading your writing aloud to see if it sounds natural. Comment by Kvinge, Krystal: Use specific language: what do you mean by “crashed?” Comment by Kvinge, Krystal: Avoid repetition in your essay: here, beginning two sentences in a row with “still” weakens your writing. Comment by Kvinge, Krystal: Cite all outside information in APA format. You can find information on it here: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html Comment by Kvinge, Krystal: Look out for odd word choices throughout your paper. Write clearly, directly, and concisely. Comment by Kvinge, Krystal: Important: improve this thesis. Your thesis statement must be argumentative: it must take a side and state what should be done What exactly are you arguing for?
Education System during Pandemic Comment by Kvinge, Krystal: If you are going to use headings, use them throughout the paper, including for your Introduction and Conclusion.
The recent survey shows that around 22 countries in three continents have closed their learning system on local and state levels because of COVID 19. Such massive disruption has pushed educators and institutions to opt for new means of education, such as online learning and instructional tutoring. However, such means of education has also exposed other crucial factors, such as inconsistent resource allocation and social and economic differences. The historical research on the impact of school closure depicts that even a brief intervention in school activities has a h.
English 3060Spring 2021Group Summary ofReinhardP.docx
English 3060
Spring 2021
Group Summary of
Reinhard
Please work with your group (or individually) to summarize Reinhard’s article. Your summary should be two pages long, in MLA format, listing the name of each participant in your breakout room who attended and contributed for the entire session.
To begin your summary, tell who wrote the essay, the name of the essay, and what the writer’s main point or project is. As with McDonald’s you should be able to do this is one short paragraph. (
For example: In his essay, “ Disgrace and the Neighbor: An Interchange with Bill McDonald,” Coetzee scholar Kenneth Reinhard responds to Bill McDonald’s essay, arguing against McDonald’s thesis that David Lurie changes. It is Reinhart’s thesis that David Lurie does not undergo significant change in the novel. In answering McDonald, Reinhard analyzes each of Lurie’s changed vision in the context of two sets of questions—one regarding the redemptive potential of change in vision and the second regarding what it means to love one’s neighbor.
Reinhard devotes the first 1 ½ pages to this contextualization. In the middle of page 2, he announces his own project: he will respond to McDonald by questioning the redemptive nature of vision AND also questioning neighbor love. Reinhard then sets about defining and contextualizing the significance of erotic vision. On page 96, he begins his analysis of the three visions set forth by McDonald, addressing the limitations of each vision to indicate real change in Lurie. This might be the heart of your summary.
Reinhard moves from his analysis of the three visions to an analysis of neighborly love in Disgrace and the problems of living side-by-side with those whose presence may be a challenge. He places his case for the novel’s redemption in Lucy and her “blindness” to the evils she has suffered.
Once again your summary should be 2 pages long, double-spaced in MLA format.
.
English 102 Essay 2 First Draft Assignment Feminism and Hubris.docx
English 102 Essay 2 First Draft Assignment: “Feminism and Hubris”
MLA format
Write an essay in which you compare and contrast the play
Oedipus Rex
by Sophocles with the play
Trifles
by Susan Glaspell. You should focus on 3 or more of the following elements in your essay:
theme, character, setting, dialogue, stage directions, plot, and structure.
Please consider 1 or more of the following questions in your essay:
How is
Oedipus Rex
an example of ancient Greek drama, and how is
Trifles
an example of modern drama? Ancient Greek drama is often characterized by a ritualistic tone. The presence of a chorus is an example of this tone.
Is Susan Glaspell's
Trifles
an example of a feminist play? In a feminist story or play, the female characters typically struggle to assert their rights in a society dominated by men.
The title character in Sophocles’ play
Oedipus Rex
is often referred to as a tragic hero. A tragic hero or heroine begins the play as a well-loved person of stature, but that stature disappears, because of a tragic set of circumstances that (a) is foretold, (b) is inevitable, and (c) is brought about by the hero’s or heroine's own actions. Compare and contrast Oedipus, Creon, or another character from
Oedipus Rex
with Minnie Foster or another character from
Trifles.
Is Minnie a tragic heroine? Is Minnie’s tragic circumstance (being arrested for and possibly convicted of murder after killing her husband) foretold, inevitable, and brought about by her own actions, like Oedipus’s circumstance?
The final draft of your essay should be 5 to 7 double-spaced pages (and 1,200 to 1,500 words) in length, plus a works cited page. Your essay should have a
title
as well as a
thesis statement.
You must support each of your claims with quotations from the play(s) you choose to write about. After answering the above questions as part of the prewriting process, develop a Thesis Statement. Please consult the sample essay on drama in our literature book (in the chapter entitled “Writing about Plays”) for help on formatting in-text citations for plays (such as
Oedipus Rex
) that are divided into acts and scenes. Please study the sample works cited page below. Relax and have fun with this assignment!
Works Cited
Glaspell, Susan.
Trifles.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al. 4th ed.
Bedford, 2016. pp. 909-920.
Sophocles.
Oedipus Rex.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al. 4th ed.
Bedford, 2016. pp. 707-750.
.
English 102 Essay 2 Assignment Feminism and Hubris”Write a.docx
English 102 Essay 2 Assignment: “Feminism and Hubris”
Write an essay in which you compare and contrast the play
Oedipus Rex
by Sophocles with
the play
Trifles
by Susan Glaspell. You should focus on 3 or more of the following elements
in your essay:
theme, character, setting, dialogue, stage directions, plot, and structure.
Please
consider 1 or more of the following questions in your essay:
How is
Oedipus Rex
an example of ancient Greek drama, and how is
Trifles
an example
of modern drama? Ancient Greek drama is often characterized by a ritualistic tone. The
presence of a chorus is an example of this tone.
Is Susan Glaspell's
Trifles
an example of a feminist play? In a feminist story or play, the
female characters typically struggle to assert their rights in a society dominated by men.
The title character in Sophocles’ play
Oedipus Rex
is often referred to as a tragic hero. A
tragic hero or heroine begins the play as a well-loved person of stature, but that stature
disappears, because of a tragic set of circumstances that (a) is foretold, (b) is inevitable,
and (c) is brought about by the hero’s or heroine's own actions. Compare and contrast
Oedipus, Creon, or another character from
Oedipus Rex
with Minnie Foster or another
character from
Trifles.
Is Minnie a tragic heroine? Is Minnie’s tragic circumstance (being
arrested for and possibly convicted of murder after killing her husband) foretold,
inevitable, and brought about by her own actions, like Oedipus’s circumstance?
The final draft of your essay should be 5 to 7 double-spaced pages (and 1,200 to 1,500
words) in length, plus a works cited page. Your essay should have a
title
as well as a
thesis
statement.
You must support each of your claims with quotations from the play(s) you choose to
write about. After answering the above questions as part of the prewriting process, develop a
Thesis Statement. Please consult the sample essay on drama in our literature book (in the chapter
entitled “Writing about Plays”) for help on formatting in-text citations for plays (such as
Oedipus
Rex
) that are divided into acts and scenes. Please study the sample works cited page below.
Relax and have fun with this assignment!
Works Cited
Glaspell, Susan.
Trifles.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al.
4th ed.
Bedford, 2016. pp. 909-920.
Sophocles.
Oedipus Rex.
Literature: A Portable Anthology.
Ed. Janet E. Gardner, et al.
4th ed.
Bedford, 2016. pp. 707-750.
.
ENGL112 WednesdayDr. Jason StarnesMarch 9, 2020Human Respo.docx
ENGL112 Wednesday
Dr. Jason Starnes
March 9, 2020
Human Response to Trauma in In The Shadow of No Towers and Fun Home
Trauma means the response to a deeply distressing or disturbing experience that overwhelms
and diminishes their sense of self. When facing trauma, people will show different reactions. Art
Spiegelman and Alison Bechdel in In The Shadow of No Towers and Fun Home have a
similarity which they also face generation trauma. However, their generation traumas are
different in scale and period. After experiencing the trauma, their behaviors also have different
changes.
Generation trauma means a psychological trauma which occurs in a generation and can be
transferred in between generations. After the first generation people experiences the trauma, they
are capable to transfer their trauma to their children and further generations of posterity. They
may suffer mental disease such as Post-Traumatic Stress Disorder and depression.
As for the book “In The Shadow of No Towers”, the 9/11 terrorist attack not only become
Art Spiegelman’s trauma, but also become whole American’s trauma. This incident converted to
a generation trauma of whole American at 21st century. When 9/11 terrorist attack occur, all
American are not sure what is happening at that time. All the internet connection are lost. For
Art Spiegelman, he shows a nervous and anxiousness towards the trauma. His wife and him are
walking normally on the street. But suddenly they heard that there was a crush behind them. The
author shows an awful face and realized their daughter was having class. (Art Spiegelman P2,3).
They rushed to school and found their daughter. It can show that the writer is worry about his
family members. He wants his family member to be with him at that time. However, after his
daughter had found, they walked back home and not concerned about the 9-11 attack. (4). He is
selfish when facing such a horrible terrorist attack. When facing such a big event, the writer is
just concern about his own personal interest and does not care about others.
After the 9/11 terrorist attack, Art Spiegelman and many American suffer Post-Traumatic
Stress Disorder. (Art Spiegelman P2,8,9).
In Fun Home, Alison Bechdel and her father also have trauma which the society were not
open-mindedness enough for homosexual in that generation. Most of the people are not
accept for homosexual because of the culture, law, religion, and belief, they consider
homosexual is illegal, against moral, ethics, and nature.
The difference of generation trauma between the Art Spiegelman and Alison Bechdel.
Art Spiegelman and Alison Bechdel also experience generation trauma through In The
Shadow of No Towers and Fun Home. Although their trauma are different in scale and period,
the trauma affect a lot to them and change their behavior and lives.
.
English 101 - Reminders and Help for Rhetorical Analysis Paragraph.docx
English 101 - Reminders and Help for Rhetorical Analysis Paragraphs
1. Remember the “Rule of Thirds” for Body Paragraphs (Besides BP1 on Essay II)
Top 1/3 of Paragraph (about 4-5 sentences) – your development of an idea stated through a clear topic sentence and a group of follow up sentences that explain and ‘analyze’ the point.
-(P) main point of paragraph in the topic sentence
-(I) follow up and explanation of the idea, how it is true and its importance
Middle 1/3 of paragraph (4-5 sentences) – this section should be focused on ‘support’ of your that will in a sense prove the idea presented
-(E) Use of a specific example/evidence from the text or perhaps a ‘universal’ example to display and ‘show’ your audience what you mean or perhaps a secondary source
Final 1/3 (4-5 sentences) – summarize and reassert your main point in a fresh way.
-(S) Returning to your main point – you may have to transition out of your example to return back to your main idea. Be sure to restate it and perhaps change the context to analyze it in a new way.
2. Help Developing Main Points – Rhetorical Analysis
The I and S sections carry a lot of ‘weight’ because they are the areas where a student writer can show the depth of their thinking and comprehension of the idea presented. This is especially true with rhetorical analysis paragraphs: Target Audience, Message, Manipulation/Persuasion, Effectiveness, and/or Effect (an indiv. essay will not have all of these).
Asking questions of your main point is a great way to ‘dig’ for development of your idea. Here are some example questions for each RA paragraph that may help you plan/develop your I and S sections:
A. Target Audience (TA) – Why has this audience been chosen by the ‘company’/advertiser/text? What does knowing this TA tell you about the ad’s purpose/message? Why/how is this audience susceptible to the purpose/message of text.
B. Message – Why is this message being used by the ‘text’? How/why is this message meaningful to the audience? What is the message trying to make the audience feel or believe?
C. Manipulation/Persuasion – Explain a specific method/way the text tries to persuade the audience. How does this method of persuasion ‘work’ within the text? More generally, why is this approach to manipulation/persuasion used?
D. ***Effectiveness*** (prob. a paragraph only for ads) – How/why does the ad succeed or fail in its purpose? What could be done to make the ad more effective?
E. Effect – How does the add connect to, support, or create a problem in the real world? How/why does ad have this impact? How does the ‘effect’ benefit or damage the real life of audience?
English 101 - Essay II – Assignment
Texts Covered to Prepare for EII:
-“Why Good Advertising Works (Even When You Think It Doesn’t)” – Nigel Hollis
-“How Advertisers Are Manipulating You in Ways You Don’t Even Know” – video link provided on Canvas
-“Backpacks vs. Briefcases” - Laura Bolin Carroll
-“How Advertising Has Become an Agent o.
ENGL 301BSections 12 & 15Prof. GuzikSpring 2020Assignment .docx
ENGL 301B Sections 12 & 15
Prof. Guzik Spring 2020
Assignment #2: Mis and Dis
Purpose and Logistics:
Normally, as we work on assignment #2 in ENGL 301B we would be revisiting key structural elements of essays more advanced than the Five-Paragraph-Style (FPS) Essay. However, many of the lessons that I usually use for this assignment to focus on global organization are activities that (despite my best efforts) are activities that I don’t have an easy fix for to convert them to activities that can be done at home or online. So this is going to be a bit awkward.
Instead, we’ll drill down on paragraph development and strategies for introductory paragraphs and concluding paragraphs.
Moreover, since many (but not all) of you are taking the class C/NC instead of for a letter grade, some of you will only plan to write two out of class essays instead of all three.
This assignment topic should be completed by all students taking the class who DO NOT plan to use A1 in the final portfolio. It’s another argumentative, thesis-driven essay, and every passing portfolio should have one. A3 is a more narrative topic (although it does involve some heavy-duty analysis.)
However, I am mindful that even though this assignment has two topic options, both of them may be close enough to current events that students who either struggle with issues of anxiety or who are easily distracted by news in our current study and work environments might find this assignment hard to complete, even if you choose to focus on political mis and dis instead of public health mis and dis. (Those terms will make sense soon.)
To that end, I am posting the materials for A2 and A3 at the same time and asking students to make the choices that work best for them when selecting which assignment to work on next.
When we hold online classes, we may divide up into A2 and A3 groups to discuss the topics. Stay tuned for details.
Readings:
Truth Decay: An Initial Exploration of the Diminishing Role of Facts and Analysis in American Public Life by Jennifer Kavanagh and Michael D. Rich (you are only required to read the summary and the introduction of this book-length report. If you choose to use this as a reading for your essay, you are welcome to draw on other parts of the text, but in no way required to.)
“Why We Believe Lies” by Cailin O’Connor and James Owen Weatherall. (This article was published in Scientific American but is locked behind a paywall if you try to google the article. I suggest using the Academic Search Complete database, which has the HTML version of the article. It was published in the September 2019 edition.)
“YouTube, The Great Radicalizer” by Zeynep Tufekci from The New York Times
“Evaluating Information: The Cornerstone of Civic Online Reasoning” the executive summary published by the Stanford History Education Group in 2016.
“Misinformation Telephone” by Renee Diresta from Slate
Background:
Current events have driven home yet again that the infras.
ENGL 102Use the following template as a cover page for each writ.docx
ENGL 102
Use the following template as a cover page for each written essay:
Title of Assignment
COURSE # and TITLE_________________________________________
(e.g., ENGL 102: Literature and Composition)
SEMESTER OF ENROLLMENT_______________________
(e.g., Fall D 2017)
NAME_________________________________________ID #____________
WRITING STYLE USED_____________________________________________________
(e.g., MLA)
Page 1 of 1
ENGL 102
Research Paper Grading Rubric
Criteria
Levels of Achievement
Points Earned
Excellent/Good
Fair/Competent
Deficient
Development
(CCLO #2)
65 to 75 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing are clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
51 to 64 points
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent (lack of clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing focus.
0 to 50 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
65 to 75 points
· Writing is well-structured, clear, and easy-to-follow.
· Introduction is compelling and forecasts the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
· Word count is at least 1,500 words.
51 to 64 points
· Paper is adequately organized, but some areas are difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
· Word count almost meets requirement.
0 to 50 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (e.g. more than 1 topic is included, missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
· Word count does not meet requirement.
Grammar and Diction
(CCLO #1, #3)
65 to 75 points
· The writing reflects correct grammar, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
· 51 to 64 points
· The writing contains some grammar, punctuation, and/or spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is gener.
ENGL2310 Essay 2 Assignment Due by Saturday, June 13, a.docx
ENGL2310: Essay 2 Assignment Due by Saturday, June 13, at 11:59pm Central
The Essay 2 assignment builds on the analytical skills you displayed in Essay 1, asking you to deepen those skills by applying two lenses to the readings. We’re also adding in our Weeks 5 and 6 reading, Heart of Darkness, a work of 20th-century literature. Exploring the intersection of two different themes is an opportunity to narrow your scope even further, giving you a stronger foundation for analysis.
For this assignment, you have the option to submit the essay as a normal Word document or as a digital text called a Sway. This is a chance to get experience with digital writing before the Final Project. (Here’s an example of a Sway that introduces postcolonial theory.) A multimodal approach with Sway opens many creative possibilities, but those should all be in service of enhancing a deep analysis.
Whichever mode of delivery you choose, the essay should have the elements of a scholarly literary analysis: APA or MLA citation style (you can skip the abstract!); a narrow, arguable thesis statement; separate supporting ideas with topic sentences/transitions; and a dynamic conclusion.
In this essay, you are expected to do the following:
1. Select two of the themes of postcolonial theory that you would like to explore. These will be the lenses through which you look at the literature. You’re more than welcome to stick to the same initial theme you chose for Essay 1 and add in a new one, or you could choose two entirely new themes to apply.
2. Describe the lenses and explain how/why they represent a promising combination. Why are they worthwhile to discuss in relationship to one another? How do they inform one another? How does the combination limit your approach in helpful, constructive, or opportune ways? Be specific.
3. Apply that lens to The Epic of Gilgamesh, The Tempest, and Heart of Darkness. This should be the bulk of your writing. How do the themes function within the story? What specific moments in the story are valuable for drawing deeper insights about the intersection between the two themes? Include balanced textual evidence, not simply general statements about the plot elements or characters. Ultimately, the analysis should answer this question: what do these three stories reveal about how these themes combine? What insight(s) can we take from the readings that apply beyond the literature?
Additional advice:
Your essay should be a postcolonial analysis, not just a character study or a general discussion of symbols in the literature. The focus on colonial relationships should not be difficult to maintain, especially as we’re tying in 20th-century literature that’s directly tied to actual colonial events. Don’t hesitate to reach out if you’re having trouble working through ideas or weighing your options.
As you can see in the rubric, a specific length is not part of the grading criteria, but successful essays are generally bet.
ENGL 151 Research EssayAssignment DetailsValue 25 (additio.docx
ENGL 151 Research Essay
Assignment Details
Value: 25% (additional 5% for Draft/Peer Review)
Due Date: Draft—Jun 10
Final—June 19
Length: 1500 words (does not count the references list)
Instructions
Write a 1,500 word argumentative essay in which you communicate and defend a thesis about a specific topic you have begun researching over the first four weeks of the term.
While your essay is based on your own opinion about a topic, the strength of your essay will depend on your ability to anticipate objections/questions from critical readers and address them by collecting and integrating supporting evidence from other texts. As always, I expect your argument to be thorough, well-reasoned, and concise. Don’t waste space with empty words.
Your analysis should have a strong, clear structure. As a guide, consider our standard conceptualization of essay format:
· Introduction paragraph containing (among other things) a clear thesis
· Body paragraphs discussing one aspect of the argument to support your thesis
· Conclusion paragraph that reminds readers of the thesis and major supporting ideas
Your essay must be formatted according to APA 7th edition guidelines, and you must cite both quotations and paraphrasing in APA style, which includes a References list.
Research
You must incorporate information from a minimum of five reliable and appropriate sources in your essay, at least one of which must be a scholarly article from the Camosun library database. Texts providing only general information (eg. dictionaries, encyclopedias, wikis) are not appropriate sources. Web resources from reliable sources (eg. American Medical Association, Statistics Canada) can be valuable, but extreme caution should be used when defining “reliable”. If you’re in doubt, discuss with other students and/or contact me.
Academic Honesty
Remember, plagiarism is a very serious offence. All borrowed material must be cited using APA style, and any paraphrasing must be significantly re-worded from the original material.
I expect you to limit the length of your quotations (all under 40 words long).
Essay Draft: Process and Grading
1. On Wednesday, June 10, before 12:00pm (noon), you will submit a draft of your research essay to the Essay Draft Drop Box on our D2L page. Your draft should be
· a complete essay that may lack the polish of a final draft
· fully cited in APA style, including in-text citations and a references list
· formatted in APA style (see sample on D2L)
· submitted without your name on it (don’t include it on the title page)
2. I will email you another student’s draft by 5:00pm the same day, and you will use the Peer Review Guide to give feedback on the student’s essay. The review process should only take 60 minutes max (that’s how long I give my students when we do this in class).
3. You will submit your feedback to the Peer Review Drop Box on D2L before Thursday, June 11, at 5:00pm.
The draft will be graded on a pass/fail basis. Failing to su.
ENGL 140 Signature Essay Peer Review WorksheetAssignmentDirectio.docx
ENGL 140 Signature Essay Peer Review Worksheet
AssignmentDirections: Your task is to provide high level feedback to at least one of your fellow classmates that should help them improve their final essay. You will need to complete, in its entirety, this peer review worksheet to help your fellow student.
PART ONE: DEMOGRAPHICS
Name of the student whose essay you reviewed:
Your Name: Daniel Placeres
PART TWO: ANALYSIS
Summarize, in three to five sentences, the overall argument being made in this essay. Share your opinion on how well you think this draft meets the assignment requirements.
INPUT: The overall argument mentions the association between bad health and low income. Daniel argues that poverty increases the risk of poor hygienic and health related issues. Mentioned, is the fact that without the proper income healthcare services are limited or not accessible to those in need.
I feel the draft does need more revision, but does meet the requirements provided to our class. I have a clear understanding of the link between poor health and poverty and believe we can make this a great paper.
PART THREE: CONTENT
Address each of the following questions, using complete sentences and specific examples when possible. Remember that you can give both positive and negative answers here to help highlight both the best aspects of the essay and address those areas that need revision.
Format
YES
NO
1
Does the essay use appropriate APA formatting, including double spacing, Times New Roman 12 point. Times New Roman font, one-inch margins, and appropriate paragraph indentations?
N
2
Can you identify any areas where outside source information appears to be used when no in-text citations are included? Provide specific examples:
N
3
When in-text citations are used, do they follow APA formatting?
Y
4
Does the essay include the required 8 sources?
Y
5
Can you identify any issues with the references page? If so, please provide specific examples: hyperlinks, capitalizations (review “Poverty and health: thirty years of progress?”),
Y
Content
YES
NO
1
Can you identify the main argument being made?
Y
2
Can you identify the thesis statement? Does it make a claim that can be argued and clearly take a stance?
Y
3
Do each of the paragraphs in the essay work to directly support the argument being made in the essay?
Y
Organization
1. How effectively does the introduction engage the reader while providing an overview of the main controversy being addressed?
Introductory paragraph flows, however, his argument needs to be more clear. Before mentioning his point of view on poor health care linked to political injustice, he mentions a point on education, which weakens his argument by diverting the subject. Although I believe this is the argument he was attempting to make, he then begins the body of his essay by discussing correlations between poverty, healthcare, and lifestyle (e.g., diets), which once again scatters his topic.
2. How easily .
ENGINEERING ETHICSThe Space Shuttle Challenger Disaster.docx
ENGINEERING ETHICS
The Space Shuttle Challenger Disaster
Department of Philosophy and Department of Mechanical Engineering
Texas A&M University
NSF Grant Number
DIR-9012252
Instructor's Guide
Introduction To The Case
On January 28, 1986, seven astronauts were killed when the space shuttle they were piloting, the Challenger,
exploded just over a minute into the flight. The failure of the solid rocket booster O-rings to seat properly
allowed hot combustion gases to leak from the side of the booster and burn through the external fuel tank. The
failure of the O-ring was attributed to several factors, including faulty design of the solid rocket boosters,
insufficient low- temperature testing of the O-ring material and the joints that the O-ring sealed, and lack of
proper communication between different levels of NASA management.
Instructor Guidelines
Prior to class discussion, ask the students to read the student handout outside of class. In class the details of the
case can be reviewed with the aide of the overheads. Reserve about half of the class period for an open
discussion of the issues. The issues covered in the student handout include the importance of an engineer's
responsibility to public welfare, the need for this responsibility to hold precedence over any other responsibilities
the engineer might have and the responsibilities of a manager/engineer. A final point is the fact that no matter how
far removed from the public an engineer may think she is, all of her actions have potential impact. Essay #6,
"Loyalty and Professional Rights" appended at the end of the case listings in this report will be found relevant for
instructors preparing to lead class discussion on this case. In addition, essays #1 through #4 appended at the end
of the cases in this report will have relevant background information for the instructor preparing to lead
classroom discussion. Their titles are, respectively: "Ethics and Professionalism in Engineering: Why the Interest in
Engineering Ethics?;" "Basic Concepts and Methods in Ethics," "Moral Concepts and Theories," and
"Engineering Design: Literature on Social Responsibility Versus Legal Liability."
Questions for Class Discussion
1. What could NASA management have done differently?
2. What, if anything, could their subordinates have done differently?
3. What should Roger Boisjoly have done differently (if anything)? In answering this question, keep in mind
that at his age, the prospect of finding a new job if he was fired was slim. He also had a family to support.
4. What do you (the students) see as your future engineering professional responsibilities in relation to both
being loyal to management and protecting the public welfare?
The Challenger Disaster Overheads
1. Organizations/People Involved
2. Key Dates
3. Space Shuttle Solid Rocket Boosters (SRB) Joints
4. Detail of SRB Field Joints
5. Ballooning Effect of Motor Casing
6. Key Issues
ORGANIZATIONS/PEOPLE INVOLV.
Engaging Youth Experiencing Homelessness Core Practi.docx
Engaging Youth Experiencing
Homelessness
Core Practices and Services
National Health Care for the Homeless Council
January 2016
DISCLAIMER
This project was supported by the Health Resources and Services Administration (HRSA) of the
U.S. Department of Health and Human Services (HHS) under grant number U30CS09746,
a National Training and Technical Assistance Cooperative Agreement for $1,625,741, with 0%
match from nongovernmental sources. This information or content and conclusions are those of
the author and should not be construed as the official position or policy of, nor should any
endorsements be inferred by HRSA, HHS or the U.S. Government.
All material in this document is in the public domain and may be used and reprinted without
special permission. Citation as to source, however, is appreciated.
Suggested citation: National Health Care for the Homeless Council (January 2016). Engaging
Youth Experiencing Homelessness: Core Practices & Services [Author: Juli Hishida, Project Manager.]
Nashville, TN: Available at: www.nhchc.org.
ACKNOWLEDGEMENTS
Special thanks are owed to the National Health Care for the Homeless Clinicians’ Network (CN)
Steering Committee, the CN Engaging Homeless Youth advisory work group, and the individual
clinicians, administrators, and consumers interviewed for this project. Without their willingness to
share valuable information about their organization and their experiences this publication would
not be possible. Additional thanks to Council staff members who reviewed and contributed to the
research process and this publication.
Engaging Homeless Youth Advisory Work Group Members:
Amy Grassette
Consumer Advisory Board Chair
Community Healthlink
Bella Christodoulou, LCSW
Social Worker
Tulane Drop-In Health Services
Brian Bickford, LMHC
Director of Primary Care and Homeless Svcs
Community Healthlink
Cicely Campbell, BS
Volunteer Coordinator
Tulane Drop-In Health Services
Debbian Fletcher-Blake, APRN, FNP
Assistant Executive Director, Clinic
Administrator
Care for the Homeless
Deborah McMillan, LSW
Assistant Vice President of Social Services
Public Health Management Corporation
Eowyn Rieke, MD, MPH
Physician
Outside In
Heather McIntosh, MS
Research Project Coordinator
University of Oklahoma School of
Community Medicine
Heidi Holland, M.Ed
Program Manager
The National LGBT Health Education
Center
Mark Fox, MD
Medical Director/ Associate Dean for
Community Health and Research
Development
Street Outreach Clinic/ University of
Oklahoma School of Community Medicine
Mollie Sullivan, LMHC
Licensed Mental Health Counselor
Health Care for the Homeless/ Mercy
Medical Center
Rachael Kenney, MA
Associate
Center for Social Innovation
Ric Munoz, JD
Assistant Clinical Professor of Social Work
University of Oklahoma School of Social
Work
Robin Scott, MD
Pediatrician
Community Health Center of South Bronx .
Engaging Families to Support Indigenous Students’ Numeracy Devel.docx
Engaging Families to Support Indigenous Students’ Numeracy Development
Abstract
Indigenous children are performing poorly in mathematical skills compared to their non-indigenous counterparts in the classroom. Reasons such as unequal education opportunities and socio-economic factors have been put forward by education scholars to justify this statement. This paper will look at some of the learning and teaching strategies that can be used in Australian education to help indigenous students in improving their numeracy skills. https://yourhomeworkaide.info/2021/06/02/briefly-describe-an-organization-with-which-you-are-familiar-describe-a-situati/ The teaching and learning skills will revolve around engaging the families, improving the relationship between home and school, and bridging the cultural gap. The parents, the community and the educators have crucial roles in implementing these learning and teaching strategies.
Introduction
Numeracy skills have been an issue in the academic endeavors of many students in Australia. More so the numeracy skills are relatively poor in indigenous students compared to non-indigenous; the achievement gap between indigenous and non-indigenous widen over time and there is worrying evidence that the size of gap in recent years has been increasing (Klenowski, 2009). Indigenous people have not been recognized in the constitution therefore they are living as immigrants in their own mother land; this means they have been sidelined in national development activities, such as education, making it difficult to close the achievement gap between them and non-indigenous people.
Many people use the word numeracy interchangeably with mathematical skills, even though related, numeracy is a broad field that involves mathematical skills, problem solving and communication skills. Numeracy goes beyond the learning process that is mainly employed in a school setting; numeracy involves the understanding of quantitative techniques that are used to communicate, solve problems, respond to issues and help in the day to day undertakings. It is almost next to impossible to achieve numeracy skills without literacy.
Indigenous students have poor numeracy skills that are as a result economic, policy and pedagogical issues. The high levels of truancy and low performance can be attributed to the economic challenges that indigenous students undergo. Educational policies have not been able to provide a level playing grounds for indigenous and non-indigenous children, there has been unequal opportunities in terms of financing, tutelage and the curriculum. All these issues can be solved by engaging the parents and communities in the decision making processes on education issues especially those regarding indigenous students. https://intellectualessay.com/2021/05/08/mgmt2021-business-law-legal-systems-in-the-caribbean/
Literature Review
Pre-schooling
In order to improve the numeracy achievement gap between non-indigenous and indigenous s.
Endocrine Attendance QuestionsWhat is hypopituitarism and how .docx
Endocrine Attendance Questions
What is hypopituitarism and how is it managed?
Compare and contrast the pathophysiology of Syndrome of Inappropriate Antidiuretic Hormone (SIADH) and Diabetes Insipidus (DI)
Discuss the pathophysiology of Graves disease and include signs and symptoms associated with this disorder.
Discuss the pathophysiology of congenital hypothyroidism and the therapeutic management
Discuss the therapeutic management of diabetic ketoacidosis (DKA)
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ENG 130 Literature and Comp ENG 130 Research Essay E.docx
ENG 130: Literature and Comp
ENG 130: Research Essay
Essay ENG 130: Research Essay
This assignment focuses on your ability to: evaluate researched source materials to be
academic, valid, and reliable; to incorporate research fluidly into an essay format; to cite researched
information properly in APA format.
The purpose of completing this assignment is: learning how to research valid and reliable
sources is an important lifelong skill for school, career, and personal life. You will need to know how
to synthesize researched information and present it effectively. As a student of Post, please be sure
you use this assignment to solidify your mastery of APA text citations. Ask your instructor questions!
______________________________________________________________
Prompt (what you are writing about):
Who is August Wilson and how do his plays in The Pittsburgh Cycle—particularly Fences—
reflect the society in which they are set?
Instructions (How to get it done):
Research August Wilson, his life, The Pittsburgh Cycle of plays, and how they reflect the eras
in which the plays are set.
You must have at least four outside sources that are academic and reliable.
Create an essay that is 2 to 3 pages and relates the following information:
o August Wilson’s life and accomplishments
o The plays that are included in Wilson’s The Pittsburgh Cycle including brief summaries
each play.
o Research on the era and location in which Fences is set.
This is a research essay and not an argumentative essay.
Include direct quotes and paraphrases from your researched information
Be sure that you have in text citations and corresponding reference citations for all quoted
material, paraphrased material, and newly researched material.
Requirements:
Length and format: 2-3 pages.
The title page and reference page are also required, but they should not be factored into the
2-3 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Please use the above source and at least four outside sources to create a properly-formatted
APA reference page.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Source: Fences by August Wilson (pages 1270-1331)
Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Organization Many details are
not in a logical or
expected order.
The paper does
not use
paragraphs.
Writing may have
little discernible
.
ENG 201 01 Summer I Presentation Assignment· Due , June 7, .docx
ENG 201 01 Summer I Presentation Assignment
· Due: , June 7, at 1:00 p.m. EST
· Length: 5-7 minutes
· Format: MLA or APA style (including in-text citations and list of Works Cited/References)
· Submit to: Moodle
· Prompt: Your presentation will focus on the author of your selected book. The goal of the presentation is to inform your audience about the author’s life and literary career. Here are some questions to consider:
What are their most important publications?
What awards have they won?
How have critics and the public received their work?
Has their work generated any controversy?
Who are their literary influences?
Incorporate multi-modal elements (handout, audio/visual clip, PowerPoint, etc.) in your presentation. It is imperative that you work on this assignment consistently throughout the term.
· When doing research to learn more about the author and text, be sure to use scholarly sources. There is information about distinguishing between scholarly and popular sources here:
http://www.library.vanderbilt.edu/peabody/tutorial_files/scholarlyfree/
. A good database to begin your research with is the Literary Reference Center Plus (access available through TU’s library website). Here is a link to the library’s website:
http://www.tiffin.edu/library/
.
·
Authors:
Al-Sanea, Rajaa (
Girls of Riyadh
)
.
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