English 122, Online
What is a Reading Response?
For the purposes of this course, a Reading Response is a written response to an assigned reading. You should write it after you have finished reading the article and done some thinking about it. It is somewhat like a journal entry, in that it is not a formal essay; however, you should make an effort to make your response have a somewhat academic but also somewhat conversational tone.
Your response should be entitled as follows: Reading Response, “Name of Article”.
In your first paragraph, include, again, the title of the article and the author. Use his or her complete name. After you have given the author’s name, be sure to refer to him or her by their last name in the rest of your response. In this first paragraph, give a brief summary of the article, telling what you think is the author’s main point, or at least the most important point, and briefly tell how the author has gone about explaining his or her point. By ‘point’, I mean his or her opinion, or, if you don’t consider it opinion, his or her main point of fact. In any event, don’t spend the entire response saying what the author has said.
The rest of your response should consist of YOUR thoughts and feelings about the article and the author’s ideas. You can do this by indicating your own experiences as a way of agreeing or disagreeing with the author, or you can base your ideas on other things you have read or that you have learned about. Try to find some way of connecting with the piece, whether experientially or academically.
Please refrain from criticizing an article as boring or making other value judgements, just because you disagree with the ideas or because you don’t understand what is being said. Your misunderstanding and boredom or not the fault of the writer. Remember that even if the writer has expressed an opinion that bothers you, it’s still that writer’s right to do so, and, as you may know, getting a college education means coming into contact with ideas that are new (or even contrary) to you. So, enjoy the challenge of being able to respond to the material that you read.
The minimum length of your response should be 350 words.
Important!
Please email your reading responses to me on the dates they are due. Be sure to include your name in the body of the email, and in the subject line, indicate that it’s a reading response and the name of the author of the article you are responding to. I will respond to your responses by return email. If you send them in late, they will not receive full credit. I will not grade your individual responses, but you will receive a completeness grade on them at the end of the semester.
Red China after World War II closed its doors to the Western white world. Massive Chinese agricultural, scientific, and industrial efforts are described in a book that Life magazine recently published. Some observers inside Red China have reported that the world never has known such ...
Coming to an Awareness of Language Malcolm X 21 The AfriLynellBull52
Coming to an Awareness of Language Malcolm X 21
The African-American Family
“Information Resources on African-American Studies” ( http://www
.accd.edu/pac/lrc/africanam.htm ).
Littlejohn-Blake, Sheila M. and Carol A. Darling. “Understanding the
Strengths of African-American Families.” Journal of Black Studies 23.4
(1993): 460–471.
Coming to an Awareness of Language
Malcolm X
Born Malcolm Little in Omaha, Nebraska, Malcolm X (1925–1965) was the son of a
Baptist minister who espoused the cause of black nationalism. After moving to Lansing,
Michigan, the Little family suffered the torching of their home and the murder of their
father by white supremacists. In junior high school, Malcolm Little expressed a desire to
study law, a dream one of his teachers called “no realistic goal for a nigger.” Eventually,
Malcolm settled in New York City and entered the Harlem underworld, where he became
known as “Big Red.” In 1946, he was convicted of burglary. While in prison, he took it
upon himself to improve his education, as narrated in this selection, and he studied the
writings of Elijah Muhammad, leader of the Nation of Islam. Paroled in 1952, he changed
his surname to X to replace his lost African name (he considered Little a “slave name”).
Working with Elijah Muhammad, Malcolm X established new mosques in Detroit
and Harlem, increasing Nation of Islam membership from 500 to 30,000 from 1952 to
1963. In 1964, however, he severed his relationship with Elijah Muhammad, after learn-
ing that his spiritual mentor had committed adultery with six women and had fathered
several illegitimate children. He then embarked on a pilgrimage to Mecca, Islam’s holiest
city, from which he returned embracing a more peaceful and tolerant form of Islam and
abandoning his enmity for white people, whom he had once called “devils.” After a speech
in Harlem’s Audubon Ballroom in February 1965, Malcolm X was murdered by three
gunmen. All three men, members of the Nation of Islam, were convicted of first-degree
murder. This selection is taken from the Autobiography of Malcolm X, which he wrote
with the help of Alex Haley, the author of Roots.
I’ve never been one for inaction. Everything I’ve ever felt strongly about, I’ve
done something about. I guess that’s why, unable to do anything else, I soon
began writing to people I had known in the hustling world, such as Sammy
the Pimp, John Hughes, the gambling house owner, the thief Jumpsteady, and
several dope peddlers. I wrote them all about Allah and Islam and Mr. Elijah
Muhammad. I had no idea where most of them lived. I addressed their letters
in care of the Harlem or Roxbury bars and clubs where I’d known them.
I never got a single reply. The average hustler and criminal was too
uneducated to write a letter. I have known many slick, sharp-looking
11
22
22 Chapter 1 Narration
hustlers, who would have you think they had an interest in Wall Stre ...
How To Write Best Essay. Essay Writing Examples - 21 Samples in PDF DOC Exa...Keisha Paulino
How to Write an Essay in 9 Simple Steps • 7ESL. How to write a good essay for dummies - Essay Writing for Dummies .... HOW TO WRITE ESSAYS by karen.porter - Issuu. how to write good an essay? | Essay writing, Essay writing examples .... How To Write An Essay - English Learn Site. 013 Argumentative Essays Examples Brilliant Ideas Of How To Write An .... How to Write an Essay (with Pictures) - wikiHow. How to Write a Great Essay Quickly! – ESL Buzz. How to Write a Good Essay | The Ultimate Guide - Student-Tutor .... College Essay Examples - 9+ in PDF | Examples. How to Write an Essay ~ Endless Lingbooks. How to Write an Essay. leArning seSSion BEL 120: HOW TO WRITE AN ESSAY. Writing essays. Essay Writing Tips That Will Make College a Breeze - LVDletters. FREE 9+ College Essay Examples in PDF | Examples - How to write english .... How To Write An Excellent Essay – Telegraph. How to write a good essay paper on a book - Full Guide on Writing a .... Definition Essay: Samples of argumentative essay writing. Tips for writing better Essays by lucyleoparker - Issuu. Writing an Essay: A Complete Guide for Students | Scribendi. Quotes About Writing Essay. QuotesGram. How To Write an Essay - Essay Tips: 7 Tips on Writing an Effective .... 10 Tips to Write an Essay and Actually Enjoy It. 24 Greatest College Essay Examples – RedlineSP. How to write an effective essay - Ten top tips for students. College Writing From Paragraph To Essay : Academic Writing from .... Step-By-Step Guide to Essay Writing - ESL Buzz. Essay Writing Examples - 21+ Samples in PDF | DOC | Examples. College Essay Examples - 13+ in PDF | Examples. Way to Have the Best of Custom Essay Writing Service. (PDF) Essay Writing How To Write An Essay. 100+ Useful Words and Phrases to Write a Great Essay - ESLBUZZ How To Write Best Essay
1George OrwellWhy I WriteFrom a very early age, perh.docxfelicidaddinwoodie
1
George Orwell
Why I Write
From a very early age, perhaps the age of five or six, I knew that when I grew up I should be a writer. Between the ages of about seventeen and twenty-four I tried to abandon this idea, but I did so with the consciousness that I was outraging my true nature and that sooner or later I should have to settle down and write books.
I was the middle child of three, but there was a gap of five years on either side, and I barely saw my father before I was eight. For this and other reasons I was somewhat lonely, and I soon developed disagreeable mannerisms which made me unpopular throughout my schooldays. I had the lonely child's habit of making up stories and holding conversations with imaginary persons, and I think from the very start my literary ambitions were mixed up with the feeling of being isolated and undervalued. I knew that I had a facility with words and a power of facing unpleasant facts, and I felt that this created a sort of private world in which I could get my own back for my failure in everyday life. Nevertheless the volume of serious — i.e. seriously intended — writing which I produced all through my childhood and boyhood would not amount to half a dozen pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation. I cannot remember anything about it except that it was about a tiger and the tiger had ‘chair-like teeth’ — a good enough phrase, but I fancy the poem was a plagiarism of Blake's ‘Tiger, Tiger’. At eleven, when the war or 1914-18 broke out, I wrote a patriotic poem which was printed in the local newspaper, as was another, two years later, on the death of Kitchener. From time to time, when I was a bit older, I wrote bad and usually unfinished ‘nature poems’ in the Georgian style. I also attempted a short story which was a ghastly failure. That was the total of the would-be serious work that I actually set down on paper during all those years.
However, throughout this time I did in a sense engage in literary activities. To begin with there was the made-to-order stuff which I produced quickly, easily and without much pleasure to myself. Apart from school work, I wrote vers d'occasion, semi-comic poems which I could turn out at what now seems to me astonishing speed — at fourteen I wrote a whole rhyming play, in imitation of Aristophanes, in about a week — and helped to edit a school magazines, both printed and in manuscript. These magazines were the most pitiful burlesque stuff that you could imagine, and I took far less trouble with them than I now would with the cheapest journalism. But side by side with all this, for fifteen years or more, I was carrying out a literary exercise of a quite different kind: this was the making up of a continuous ‘story’ about myself, a sort of diary existing only in the mind. I believe this is a common habit of children and adolescents. As a very small child I used to imagine that I was, say, Robin Hood, and picture myself as th ...
Words For Essay Writing. Online assignment writing service.Gladys Cepparulo
The document provides instructions for creating an account and submitting an assignment request on the HelpWriting.net website in 5 steps: register with an email and password, complete an order form with instructions and deadline, choose a writer based on their bid, qualifications and reviews, review and approve the completed paper, and request revisions if needed while being assured of original plagiarism-free content.
The document provides instructions for using a writing service called HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
This document provides an introduction to Brendan, a 22-year old English major who has switched majors multiple times. It also discusses his favorite authors - Chuck Palahniuk, Richard Dawkins, Harlan Ellison, and Isaac Asimov. For Palahniuk, he enjoys the dark and colorful writing. For Dawkins, he appreciates the logical way Dawkins questions religion. Asimov and Ellison represent different ends of the science fiction spectrum, with Asimov constructing hopeful worlds and Ellison favoring dystopian worlds.
Coming to an Awareness of Language Malcolm X 21 The AfriLynellBull52
Coming to an Awareness of Language Malcolm X 21
The African-American Family
“Information Resources on African-American Studies” ( http://www
.accd.edu/pac/lrc/africanam.htm ).
Littlejohn-Blake, Sheila M. and Carol A. Darling. “Understanding the
Strengths of African-American Families.” Journal of Black Studies 23.4
(1993): 460–471.
Coming to an Awareness of Language
Malcolm X
Born Malcolm Little in Omaha, Nebraska, Malcolm X (1925–1965) was the son of a
Baptist minister who espoused the cause of black nationalism. After moving to Lansing,
Michigan, the Little family suffered the torching of their home and the murder of their
father by white supremacists. In junior high school, Malcolm Little expressed a desire to
study law, a dream one of his teachers called “no realistic goal for a nigger.” Eventually,
Malcolm settled in New York City and entered the Harlem underworld, where he became
known as “Big Red.” In 1946, he was convicted of burglary. While in prison, he took it
upon himself to improve his education, as narrated in this selection, and he studied the
writings of Elijah Muhammad, leader of the Nation of Islam. Paroled in 1952, he changed
his surname to X to replace his lost African name (he considered Little a “slave name”).
Working with Elijah Muhammad, Malcolm X established new mosques in Detroit
and Harlem, increasing Nation of Islam membership from 500 to 30,000 from 1952 to
1963. In 1964, however, he severed his relationship with Elijah Muhammad, after learn-
ing that his spiritual mentor had committed adultery with six women and had fathered
several illegitimate children. He then embarked on a pilgrimage to Mecca, Islam’s holiest
city, from which he returned embracing a more peaceful and tolerant form of Islam and
abandoning his enmity for white people, whom he had once called “devils.” After a speech
in Harlem’s Audubon Ballroom in February 1965, Malcolm X was murdered by three
gunmen. All three men, members of the Nation of Islam, were convicted of first-degree
murder. This selection is taken from the Autobiography of Malcolm X, which he wrote
with the help of Alex Haley, the author of Roots.
I’ve never been one for inaction. Everything I’ve ever felt strongly about, I’ve
done something about. I guess that’s why, unable to do anything else, I soon
began writing to people I had known in the hustling world, such as Sammy
the Pimp, John Hughes, the gambling house owner, the thief Jumpsteady, and
several dope peddlers. I wrote them all about Allah and Islam and Mr. Elijah
Muhammad. I had no idea where most of them lived. I addressed their letters
in care of the Harlem or Roxbury bars and clubs where I’d known them.
I never got a single reply. The average hustler and criminal was too
uneducated to write a letter. I have known many slick, sharp-looking
11
22
22 Chapter 1 Narration
hustlers, who would have you think they had an interest in Wall Stre ...
How To Write Best Essay. Essay Writing Examples - 21 Samples in PDF DOC Exa...Keisha Paulino
How to Write an Essay in 9 Simple Steps • 7ESL. How to write a good essay for dummies - Essay Writing for Dummies .... HOW TO WRITE ESSAYS by karen.porter - Issuu. how to write good an essay? | Essay writing, Essay writing examples .... How To Write An Essay - English Learn Site. 013 Argumentative Essays Examples Brilliant Ideas Of How To Write An .... How to Write an Essay (with Pictures) - wikiHow. How to Write a Great Essay Quickly! – ESL Buzz. How to Write a Good Essay | The Ultimate Guide - Student-Tutor .... College Essay Examples - 9+ in PDF | Examples. How to Write an Essay ~ Endless Lingbooks. How to Write an Essay. leArning seSSion BEL 120: HOW TO WRITE AN ESSAY. Writing essays. Essay Writing Tips That Will Make College a Breeze - LVDletters. FREE 9+ College Essay Examples in PDF | Examples - How to write english .... How To Write An Excellent Essay – Telegraph. How to write a good essay paper on a book - Full Guide on Writing a .... Definition Essay: Samples of argumentative essay writing. Tips for writing better Essays by lucyleoparker - Issuu. Writing an Essay: A Complete Guide for Students | Scribendi. Quotes About Writing Essay. QuotesGram. How To Write an Essay - Essay Tips: 7 Tips on Writing an Effective .... 10 Tips to Write an Essay and Actually Enjoy It. 24 Greatest College Essay Examples – RedlineSP. How to write an effective essay - Ten top tips for students. College Writing From Paragraph To Essay : Academic Writing from .... Step-By-Step Guide to Essay Writing - ESL Buzz. Essay Writing Examples - 21+ Samples in PDF | DOC | Examples. College Essay Examples - 13+ in PDF | Examples. Way to Have the Best of Custom Essay Writing Service. (PDF) Essay Writing How To Write An Essay. 100+ Useful Words and Phrases to Write a Great Essay - ESLBUZZ How To Write Best Essay
1George OrwellWhy I WriteFrom a very early age, perh.docxfelicidaddinwoodie
1
George Orwell
Why I Write
From a very early age, perhaps the age of five or six, I knew that when I grew up I should be a writer. Between the ages of about seventeen and twenty-four I tried to abandon this idea, but I did so with the consciousness that I was outraging my true nature and that sooner or later I should have to settle down and write books.
I was the middle child of three, but there was a gap of five years on either side, and I barely saw my father before I was eight. For this and other reasons I was somewhat lonely, and I soon developed disagreeable mannerisms which made me unpopular throughout my schooldays. I had the lonely child's habit of making up stories and holding conversations with imaginary persons, and I think from the very start my literary ambitions were mixed up with the feeling of being isolated and undervalued. I knew that I had a facility with words and a power of facing unpleasant facts, and I felt that this created a sort of private world in which I could get my own back for my failure in everyday life. Nevertheless the volume of serious — i.e. seriously intended — writing which I produced all through my childhood and boyhood would not amount to half a dozen pages. I wrote my first poem at the age of four or five, my mother taking it down to dictation. I cannot remember anything about it except that it was about a tiger and the tiger had ‘chair-like teeth’ — a good enough phrase, but I fancy the poem was a plagiarism of Blake's ‘Tiger, Tiger’. At eleven, when the war or 1914-18 broke out, I wrote a patriotic poem which was printed in the local newspaper, as was another, two years later, on the death of Kitchener. From time to time, when I was a bit older, I wrote bad and usually unfinished ‘nature poems’ in the Georgian style. I also attempted a short story which was a ghastly failure. That was the total of the would-be serious work that I actually set down on paper during all those years.
However, throughout this time I did in a sense engage in literary activities. To begin with there was the made-to-order stuff which I produced quickly, easily and without much pleasure to myself. Apart from school work, I wrote vers d'occasion, semi-comic poems which I could turn out at what now seems to me astonishing speed — at fourteen I wrote a whole rhyming play, in imitation of Aristophanes, in about a week — and helped to edit a school magazines, both printed and in manuscript. These magazines were the most pitiful burlesque stuff that you could imagine, and I took far less trouble with them than I now would with the cheapest journalism. But side by side with all this, for fifteen years or more, I was carrying out a literary exercise of a quite different kind: this was the making up of a continuous ‘story’ about myself, a sort of diary existing only in the mind. I believe this is a common habit of children and adolescents. As a very small child I used to imagine that I was, say, Robin Hood, and picture myself as th ...
Words For Essay Writing. Online assignment writing service.Gladys Cepparulo
The document provides instructions for creating an account and submitting an assignment request on the HelpWriting.net website in 5 steps: register with an email and password, complete an order form with instructions and deadline, choose a writer based on their bid, qualifications and reviews, review and approve the completed paper, and request revisions if needed while being assured of original plagiarism-free content.
The document provides instructions for using a writing service called HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
This document provides an introduction to Brendan, a 22-year old English major who has switched majors multiple times. It also discusses his favorite authors - Chuck Palahniuk, Richard Dawkins, Harlan Ellison, and Isaac Asimov. For Palahniuk, he enjoys the dark and colorful writing. For Dawkins, he appreciates the logical way Dawkins questions religion. Asimov and Ellison represent different ends of the science fiction spectrum, with Asimov constructing hopeful worlds and Ellison favoring dystopian worlds.
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docxYASHU40
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docxYASHU40
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
Applying Evidence-Based Practice”Population groups with differe.docxYASHU40
Evidence-based practice guidelines should be applied when managing illnesses for patient populations that are at risk due to cultural, religious or ethnic differences. These population groups may exhibit different illness behaviors and beliefs. Guidelines should be applied across all ages to properly manage illnesses for at-risk patient populations with consideration for cultural factors that influence health behaviors.
Applying Learning Theory to LifePrior to beginning work on t.docxYASHU40
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docxYASHU40
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docxYASHU40
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docxYASHU40
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docxYASHU40
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docxYASHU40
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docxYASHU40
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docxYASHU40
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docxYASHU40
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docxYASHU40
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docxYASHU40
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docxYASHU40
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docxYASHU40
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docxYASHU40
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docxYASHU40
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docxYASHU40
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
Applying Evidence-Based Practice”Population groups with differe.docxYASHU40
Evidence-based practice guidelines should be applied when managing illnesses for patient populations that are at risk due to cultural, religious or ethnic differences. These population groups may exhibit different illness behaviors and beliefs. Guidelines should be applied across all ages to properly manage illnesses for at-risk patient populations with consideration for cultural factors that influence health behaviors.
Applying Learning Theory to LifePrior to beginning work on t.docxYASHU40
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docxYASHU40
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docxYASHU40
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docxYASHU40
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docxYASHU40
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docxYASHU40
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docxYASHU40
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docxYASHU40
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docxYASHU40
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docxYASHU40
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docxYASHU40
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docxYASHU40
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docxYASHU40
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docxYASHU40
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Pengantar Penggunaan Flutter - Dart programming language1.pptx
English 122, OnlineWhat is a Reading ResponseFor the purp.docx
1. English 122, Online
What is a Reading Response?
For the purposes of this course, a Reading Response is a written
response to an assigned reading. You should write it after you
have finished reading the article and done some thinking about
it. It is somewhat like a journal entry, in that it is not a formal
essay; however, you should make an effort to make your
response have a somewhat academic but also somewhat
conversational tone.
Your response should be entitled as follows: Reading
Response, “Name of Article”.
In your first paragraph, include, again, the title of the article
and the author. Use his or her complete name. After you have
given the author’s name, be sure to refer to him or her by their
last name in the rest of your response. In this first paragraph,
give a brief summary of the article, telling what you think is the
author’s main point, or at least the most important point, and
briefly tell how the author has gone about explaining his or her
point. By ‘point’, I mean his or her opinion, or, if you don’t
consider it opinion, his or her main point of fact. In any event,
don’t spend the entire response saying what the author has said.
The rest of your response should consist of YOUR thoughts and
feelings about the article and the author’s ideas. You can do
this by indicating your own experiences as a way of agreeing or
disagreeing with the author, or you can base your ideas on other
things you have read or that you have learned about. Try to
find some way of connecting with the piece, whether
experientially or academically.
2. Please refrain from criticizing an article as boring or making
other value judgements, just because you disagree with the
ideas or because you don’t understand what is being said. Your
misunderstanding and boredom or not the fault of the writer.
Remember that even if the writer has expressed an opinion that
bothers you, it’s still that writer’s right to do so, and, as you
may know, getting a college education means coming into
contact with ideas that are new (or even contrary) to you. So,
enjoy the challenge of being able to respond to the material that
you read.
The minimum length of your response should be 350 words.
Important!
Please email your reading responses to me on the dates they are
due. Be sure to include your name in the body of the email, and
in the subject line, indicate that it’s a reading response and the
name of the author of the article you are responding to. I will
respond to your responses by return email. If you send them in
late, they will not receive full credit. I will not grade your
individual responses, but you will receive a completeness grade
on them at the end of the semester.
Red China after World War II closed its doors to the Western
white world. Massive Chinese agricultural, scientific, and
industrial efforts are described in a book that Life magazine
recently published. Some observers inside Red China have
reported that the world never has known such a hate-white
campaign as is now going on in this non-white country where,
present birth-rates continuing, in fifty more years Chinese will
be half the earth's population. And it seems that some Chinese
chickens will soon come home to roost, with China's recent
successful nuclear tests.
Let us face reality. We can see in the United Nations a new
world order being shaped, along color lines - an alliance among
3. the non-white nations. America's U.N. Ambassador Adlai
Stevenson complained not long ago that in the United Nations
"a skin game" was being played. He was right. He was facing
reality. A "skin game" is being played. But Ambassador
Stevenson sounded like Jesse James accusing the marshal of
carrying a gun. Because who in the world's history ever has
played a worse "skin game" than the white man?
Mr. Muhammad, to whom I was writing daily, had no idea of
what a new world had opened up to me through my efforts to
document his teach-ings in books.
When I discovered philosophy, I tried to touch all the landmarks
of philosophical development. Gradually, I read most of the old
philosophers, Occidental and Oriental. The Oriental
philosophers were the ones I came to prefer; finally, my
impression was that most Occidental philosophy had largely
been borrowed from the Oriental thinkers. Socrates, for
instance, traveled in Egypt. Some sources even say that Socrates
was initiated into some of the Egyptian mysteries. Obviously
Socrates got some of his wisdom among the East's wise men.
I have often reflected upon the new vistas that reading opened
to me. I knew right there in prison that reading had changed
forever the course of my life. As I see it today, the ability to
read awoke inside me some long dor-mant craving to be
mentally alive. I certainly wasn't seeking any degree, the way a
college confers a status symbol upon its students. My
homemade edu-cation gave me, with every additional book that
I read, a little bit more sen-sitivity to the deafness, dumbness,
and blindness that was afflicting the black race in America. Not
long ago, an English writer telephoned me from London, asking
questions. One was, "What's your alma mater?" I told him,
"Books." You will never catch me with a free fifteen minutes in
which I'm not studying something I feel might be able to help
the black man.
Yesterday I spoke in London, and both ways on the plane across
the At-lantic I was studying a document about how the United
Nations proposes to insure the human rights of the oppressed
4. minorities of the world. The American black man is the world's
most shameful case of minority oppres-sion. What makes the
black man think of himself as only an internal United States
issue is just a catch-phrase, two words, "civil rights." How is
the black man going to get "civil rights" before first he wins his
human rights? If the American black man will start thinking
about his human rights, and then start thinking of himself as
part of one of the world's great peoples, he will see he has a
case for the United Nations.
I can't think of a better case! Four hundred years of black blood
and sweat invested here in America, and the white man still has
the black man begging for what every immigrant fresh off the
ship can take for granted the minute he walks down the
gangplank.
But I'm digressing. I told the Englishman that my alma mater
was books, a good library. Every time I catch a plane, I have
with me a book that I want to read-and that's a lot of books
these days. If! weren't out here every day battling the white
man, I could spend the rest of my life reading, just satisfy-ing
my curiosity - because you can hardly mention anything I'm not
curious about. I don't think anybody ever got more out of going
to prison than I did.
In fact, prison enabled me to study far more intensively than I
would have if my life had gone differently and I had attended
some college. I imagine that one of the biggest troubles with
colleges is there are too many distractions, too much panty-
raiding, fraternities, and boola-boola and all of that. Where else
but in a prison could I have attacked my ignorance by being
able to study intensely sometimes as much as fifteen hours a
day?
——————————————-
Charles H. Parkhurst (1842-1933); American clergyman,
reformer, and president of the Society for the Prevention of
Crime
5. A native Egyptian Christian church that retains elements of its
African origins.
Evil plots or schemes. Faust was a fictional character who sold
his soul to the devil for knowledge and power.
The “Opium War” of 1839-1842 was between Britain and China
and ended when Hong Kong was handed over to Britain.
The Boxer Rebellion of 1898-1900. An uprising by members of
a secret Chinese society who opposed foreign influence in
Chinese affairs.
READING / LITERATURE
INDEX
ASSIGNED READINGS
QUOTES
POETRY
DEEP THOUGHT
LITERATURE ON LINE
HOMEE-MAIL
GORDONCALENDAR
Learning to Read
MALCOLM X
Born Malcolm Little on May 19, 1925, Malcolm X was one of
the most articulate and powerful leaders of black America
during the 1960s. A street hustler convicted of robbery in 1946,
he spent seven years in prison, where he educated himself and
6. became a disciple of Elijah Muhammad, founder of the Nation
of Islam. In the days of the civil rights movement, Malcolm X
emerged as the leading spokesman for black separatism, a
philosophy that urged black Americans to cut political, social,
and economic ties with the white community. After a pilgrimage
to Mecca, the capital of the Muslim world, in 1964, he became
an orthodox Muslim, adopted the Muslim name El Hajj Malik
El-Shabazz, and distanced himself from the teachings of the
black Muslims. He was assassinated in 1965. In the following
excerpt from his autobiography (1965), coauthored with Alex
Haley and published the year of his death, Malcolm X describes
his self-education.
It was because of my letters that I happened to stumble upon
starting to acquire some kind of a homemade education.
I became increasingly frustrated. at not being able to express
what I wanted to convey in letters that I wrote, especially those
to Mr. Elijah Muhammad. In the street, I had been the most
articulate hustler out there - I had commanded attention when I
said something. But now, trying to write simple English, I not
only wasn't articulate, I wasn't even functional. How would I
sound writing in slang, the way I would say it, something such
as, "Look, daddy, let me pull your coat about a cat, Elijah
Muhammad-"
Many who today hear me somewhere in person, or on television,
or those who read something I've said, will think I went to
school far beyond the eighth grade. This impression is due
entirely to my prison studies.
It had really begun back in the Charlestown Prison, when Bimbi
first made me feel envy of his stock of knowledge. Bimbi had
always taken charge of any conversations he was in, and I had
tried to emulate him. But every book I picked up had few
sentences which didn't contain anywhere from one to nearly all
of the words that might as well have been in Chinese. When I
just skipped those words, of course, I really ended up with little
idea of what the book said. So I had come to the Norfolk Prison
7. Colony still going through only book-reading motions. Pretty
soon, I would have quit even these motions, unless I had
received the motivation that I did.
I saw that the best thing I could do was get hold of a dictionary
- to study, to learn some words. I was lucky enough to reason
also that I should try to improve my penmanship. It was sad. I
couldn't even write in a straight line. It was both ideas together
that moved me to request a dictionary along with some tablets
and pencils from the Norfolk Prison Colony school.
I spent two days just riffling uncertainly through the
dictionary's pages. I'd never realized so many words existed! I
didn't know which words I needed to learn. Finally, just to start
some kind of action, I began copying.
In my slow, painstaking, ragged handwriting, I copied into
my tablet everything printed on that first page, down to the
punctuation marks.
I believe it took me a day. Then, aloud, I read back, to myself,
every-thing I'd written on the tablet. Over and over, aloud, to
myself, I read my own handwriting.
I woke up the next morning, thinking about those words -
immensely proud to realize that not only had I written so much
at one time, but I'd writ-ten words that I never knew were in the
world. Moreover, with a little effort, I also could remember
what many of these words meant. I reviewed the words whose
meanings I didn't remember. Funny thing, from the dictionary
first page right now, that "aardvark" springs to my mind. The
dictionary had a picture of it, a long-tailed, long-eared,
burrowing African mammal, which lives off termites caught by
sticking out its tongue as an anteater does for ants.
I was so fascinated that I went on - I copied the dictionary's
next page. And the same experience came when I studied that.
With every succeeding page, I also learned of people and places
and events from history. Actually the dictionary is like a
miniature encyclopedia. Finally the dictionary's A section had
filled a whole tablet-and I went on into the B's. That was the
way I started copying what eventually became the entire
8. dictionary. It went a lot faster after so much practice helped me
to pick up handwriting speed. Between what I wrote in my
tablet, and writing letters, during the rest of my time in prison I
would guess I wrote a million words.
I suppose it was inevitable that as my word-base broadened, I
could for the first time pick up a book and read and now begin
to understand what the book was saying. Anyone who has read a
great deal can imagine the new world that opened. Let me tell
you something: from then until I left that prison, in every free
moment I had, if I was not reading in the library, I was reading
on my bunk. You couldn't have gotten me out of books with a
wedge. Between Mr. Muhammad's teachings, my
correspondence, my visitors,... and my reading of books, months
passed without my even thinking about being im-prisoned. In
fact, up to then, I never had been so truly free in my life.
The Norfolk Prison Colony's library was in the school building.
A vari-ety of classes was taught there by instructors who came
from such places as Harvard and Boston universities. The
weekly debates between inmate teams were also held in the
school building. You would be astonished to know how worked
up convict debaters and audiences would get over sub-jects like
"Should Babies Be Fed Milk?"
Available on the prison library's shelves were books on just
about every general subject. Much of the big private collection
that Parkhurst had willed to the prison was still in crates and
boxes in the back of the library-thousands of old books. Some
of them looked ancient: covers faded, old-time parchment-
looking binding. Parkhurst. . . seemed to have been princi-pally
interested in history and religion. He had the money and the
special interest to have a lot of books that you wouldn't have in
a general circula-tion. Any college library would have been
lucky to get that collection.
As you can imagine, especially in a prison where there was
heavy em-phasis on rehabilitation, an inmate was smiled upon if
he demonstrated an unusually intense interest in books. There
was a sizable number of well-read inmates, especially the
9. popular debaters. Some were said by many to be practically
walking encyclopedias. They were almost celebrities. No
uni-versity would ask any student to devour literature as I did
when this new world opened to me, of being able to read and
understand.
I read more in my room than in the library itself. An inmate
who was known to read a lot could check out more than the
permitted maximum number of books. I preferred reading in the
total isolation of my own room.
When I had progressed to really serious reading, every night at
about ten P.M. I would be outraged with the "lights out." It
always seemed to catch me right in the middle of something
engrossing.
Fortunately, right outside my door was a corridor light that cast
a glow into my room. The glow was enough to read by, once my
eyes adjusted to it. So when "lights out" came, I would sit on
the floor where I could continue reading in that glow.
At one-hour intervals at night guards paced past every room.
Each time I heard the approaching footsteps, I jumped into bed
and feigned sleep. And as soon as the guard passed, I got back
out of bed onto the floor area of that light-glow, where I would
read for another fifty-eight minutes until the guard approached
again. That went on until three or four every morning. Three or
four hours of sleep a night was enough for me. Often in the
years in the streets I had slept less than that.
The teachings of Mr. Muhammad stressed how history had been
"whitened" - when white men had written history books, the
black man simply had been left out. Mr. Muhammad couldn't
have said anything that would have struck me much harder. I
had never forgotten how when my class, me and all of those
whites, had studied seventh-grade United States history back in
Mason, the history of the Negro had been covered in one
paragraph, and the teacher had gotten a big laugh with his joke,
"Negroes' feet are so big that when they walk, they leave a hole
in the ground."
This is one reason why Mr. Muhammad's teachings spread so
10. swiftly all over the United States, among all Negroes, whether
or not they became fol-lowers of Mr. Muhammad. The teachings
ring true-to every Negro. You can hardly show me a black adult
in America - or a white one, for that mat-ter - who knows from
the history books anything like the truth about the black man's
role. In my own case, once I heard of the "glorious history of
the black man," I took special pains to hunt in the library for
books that would inform me on details about black history.
I can remember accurately the very first set of books that really
impressed me. I have since bought that set of books and I have
it at home for my children to read as they grow up. It's called
Wonders of the World. It's full of pictures of archeological
finds, statues that depict, usually, non-European people.
I found books like Will Durant's Story of Civilization. I read H.
G. Wells' Outline of History. Souls of Black Folk by W. E. B.
Du Bois gave me a glimpse into the black people's history
before they came to this coun-try. Carter G. Woodson's Negro
History opened my eyes about black em-pires before the black
slave was brought to the United States, and the early Negro
struggles for freedom.
J. A. Rogers’ three volumes of Sex and Race told about race-
mixing be-fore Christ's time; and Aesop being a black man who
told fables; about Egypt's Pharaohs; about the great Coptic
Christian Empire; about Ethiopia, the earth's oldest continuous
black civilization, as China is the old-est continuous
civilization.
Mr. Muhammad's teaching about how the white man had been
created led me to Findings in Genetics, by Gregor Mendel. (The
dictionary's G section was where I had learned what "genetics"
meant.) I really studied this book by the Austrian monk.
Reading it over and over, especially certain sections, helped me
to understand that if you started with a black man, a white man
could be produced; but starting with a white man, you never
could produce a black man - because the white chromosome is
recessive. And since no one disputes that there was but one
Original Man, the conclu-sion is clear.
11. During the last year or so, in the New York Times, Arnold
Toynbeell used the word "bleached" in describing the white
man. His words were: “White (i.e., bleached) human beings of
North European origin…" Toynbee also referred to the
European geographic area as only a peninsula of Asia. He said
there was no such thing as Europe. And if you look at the globe,
you will see for yourself that America is only an extension of
Asia. (But at the same time Toynbee is among those who have
helped to bleach history. He has written that Africa was the
only continent that produced no history. He won't write that
again. Every day now, the truth is coming to light.)
I never will forget how shocked I was when I began reading
about slav-ery's total horror. It made such an impact upon me
that it later became one of my favorite subjects when I became a
minister of Mr. Muhammad's. The world's most monstrous
crime, the sin and the blood on the white man's hands, are
almost impossible to believe. Books like the one by Frederick
Olmsted opened my eyes to the horrors suffered when the slave
was landed in the United States. The European woman, Fanny
Kemble, who had married a Southern white slaveowner,
described how human beings were degraded. Of course I read
Uncle Tom's Cabin. In fact, I believe that's the only novel I
have ever read since I started serious reading.
Parkhurst's collection also contained some bound pamphlets of
the Abolitionist Anti-Slavery Society of New England. I read
descriptions of atrocities, saw those illustrations of black slave
women tied up and flogged with whips; of black mothers
watching their babies being dragged off, never to be seen by
their mothers again; of dogs after slaves, and of the fugitive
slave catchers, evil white men with whips and clubs and chains
and guns. I read about the slave preacher Nat Turner, who put
the fear of God into the white slave master. Nat Turner wasn't
going around preaching pie-in-the--sky and "non-violent"
freedom for the black man. There in Virginia one night in 1831,
Nat and seven other slaves started out at his master's home and
through the night they went from one plantation "big house" to
12. the next, killing, until by the next morning 57 white people
were dead and Nat had about 70 slaves following him. White
people, terrified for their lives, fled from their homes, locked
themselves up in public buildings, hid in the woods, and some
even left the state. A small army of soldiers took two months to
catch and hang Nat Turner. Somewhere I have read where Nat
Turner's example is said to have inspired John Brown to invade
Virginia and attack Harpers Ferry nearly thirty years later, with
thirteen white men and five Negroes.
I read Herodotus, "the father of History," or, rather, I read about
him. And I read the histories of various nations, which opened
my eyes gradually, then wider and wider, to how the whole
world's white men had indeed acted like devils, pillaging and
raping and bleeding and draining the whole world's non-white
people. I remember, for instance, books such as Will Durant's
The Story of Oriental Civilization, and Mahatma Gandhi's
accounts of the struggle to drive the British out of India.
Book after book showed me how the white man had brought
upon the world's black, brown, red, and yellow peoples every
variety of the suffering of exploitation. I saw how since the
sixteenth century, the so-called "Christ-ian trader" white man
began to ply the seas in his lust for Asian and African empires,
and plunder, and power. I read, I saw, how the white man never
has gone among the non-white peoples bearing the Cross in the
true man-ner and spirit of Christ's teachings - meek, humble,
and Christlike.
I perceived, as I read, how the collective white man had been
actually nothing but a piratical opportunist who used Faustian
machinations to make his own Christianity his initial wedge in
criminal conquests. First, al-ways "religiously," he branded
"heathen" and "pagan" labels upon ancient non-white cultures
and civilizations. The stage thus set, he then turned upon his
non-white victims his weapons of war.
I read how, entering India - half a billion deeply religious
brown people - the British white man, by 1759, through
promises, trickery, and manipulations, controlled much of India
13. through Great Britain's East India Company. The parasitical
British administration kept tentacling out to half of the sub-
continent. In 1857, some of the desperate people of India finally
mutinied - and, excepting the African slave trade, nowhere has
history recorded any more unnecessary bestial and ruthless
human carnage than the British suppression of the non-white
Indian people.
Over 115 million African blacks - close to the 1930's population
of the United States-were murdered or enslaved during the slave
trade. And I read how when the slave market was glutted, the
cannibalistic white powers of Europe next carved up, as their
colonies, the richest areas of the black continent. And Europe's
chancelleries for the next century played a chess game of naked
exploitation and power from Cape Horn to Cairo.
Ten guards and the warden couldn't have torn me out of those
books. Not even Elijah Muhammad could have been more
eloquent than those books were in providing indisputable proof
that the collective white man had acted like a devil in virtually
every contact he had with the world's col-lective non-white
man. I listen today to the radio, and watch television, and read
the headlines about the collective white man's fear and tension
con-cerning China. When the white man professes ignorance
about why the Chinese hate him so, my mind can't help flashing
back to what I read, there in prison, about how the blood
forebears of this same white man raped China at a time when
China was trusting and helpless. Those original white "Christian
traders" sent into China millions of pounds of opium. By 1839,
so many of the Chinese were addicts that China's desperate
government de-stroyed twenty thousand chests of opium. The
first Opium war was promptly declared by the white man.
Imagine! Declaring war upon some-one who objects to being
narcotized! The Chinese were severely beaten, with Chinese-
invented gunpowder.
The Treaty of Nanking made China pay the British white man
for the destroyed opium; forced open China's major ports to
British trade; forced China to abandon Hong Kong; fixed
14. China's import tariffs so low that cheap British articles soon
flooded in, maiming China's industrial development.
After a second Opium War, the Tientsin Treaties legalized the
ravaging opium trade, legalized a British-French-American
control of China's cus-toms. China tried delaying that Treaty's
ratification; Peking was looted and burned.
"Kill the foreign white devils!" was the 1901 Chinese war cry in
the Boxer Rebellion. Losing again, this time the Chinese were
driven from Peking's choicest areas. The vicious, arrogant white
man put up the famous signs, "Chinese and dogs not allowed."
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