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Following your role play presentation, I’d like you to reflect upon your experience in a 1-2 page paper. This part of the assignment should be completed individually, not as a group. For this part of the assignment, I’m looking for the following: ❏ Explain how you felt while doing the in class role play activity (be specific): ❏ What was challenging? ❏ What was easy? ❏ Did you work well with your partner(s)? Why/why not? ❏ How did acting out a scenario help you in your understanding of the concept? ❏ Was it difficult to integrate an additional concept into your demonstration and to use key words from the text? Why or why not? ❏ How is the communication concept assigned to you applicable to your daily life? Provide an example. ❏ Identify a communication concept another group presented. What did you learn from their demonstration? ❏ Paper should be 1-2 pages, double spaced, 1-inch margins (plus a cover page) .
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Homework Post 11 Balancing Options and Intensity with Interperson.docx
Homework Post 11: Balancing Options and Intensity with Interpersonal Effectiveness
Skill Practice Reflection: Reflect on a time you had used an interpersonal effectiveness skill this week (DEAR MAN, GIVE, FAST). Include a response to the following prompts for a total of about 1 pages double spaced.
· Share a time in the past week that you used an interpersonal effectiveness skill. At what intensity did you use the skill? Looking at the chart on factors to decide intensity, which factor played the biggest role at the intensity you used the skill? Did you use the skill at the appropriate intensity according to the chart in the lecture? How could you tell?
· Complete a WOOP for a goal you have based on the following four prompts. Remember to include all four parts of the WOOP, putting particular focus on naming an internal obstacle and an if/then statement for your plan.
· WISH: What is a something you wish to change in your future in terms using interpersonal effectiveness skills at an appropriate intensity? This change can be longer term, but make sure to then also identify something for within the next 4 weeks.
· OUTCOME: What would a specific outcome be if you were to live out the above wish?
· OBSTACLE: What is an obstacle that has will keep you from using interpersonal effectiveness skills at the appropriate intensity? Name at least one internal barrier and one external barrier.
· PLAN: What are your plans for overcoming these obstacles and barriers to using interpersonal effectiveness skills at the appropriate intensity? Make sure to include an if/then statement (i.e. If you face "obstacle x", then you will do ...) and then expand on how you will ensure you stick with that plan. Include specific steps!
Quiz Section Reflection: Reflect on your interpersonal effectiveness skill role-play during class this week and complete the following extension activity. Your response for this section should be about 1 page double spaced.
· In class role-play: Write a half page reflection on this activity that includes the name of your partner, a brief description of the scenario your group used, and a recap of the role plays you and your partner went through for your DEAR MAN, GIVE, and FAST. For your role play, describe generally what you did, how you felt it went (strengths and areas to improve), and the feedback your partner gave you (strengths and areas to improve). For your partner's role play, describe generally what he or she did, how he or she felt it went (strengths and areas to improve), and the feedback you gave him or her (strengths and areas to improve). For both roleplays, also focus on how you decided the intensity with which to use the skill.
· Individual role-play: Pick another scenario you brainstormed during the group discussion part of the activity. Write a second half page reflection on how you would approach using the skills for this scenario. Include a brief description of the scenario and talk through the DEAR MAN, GIVE, and F ...
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Major Assignment - Learning NarrativeWrite a learning narr.docx
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
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Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
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Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
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Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
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(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
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Reflection EssayInstructionsPlease answer the following questi.docx
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Instructions
Please answer the following questions. Please read all the questions before writing;
consider all the areas covered in the course, going back to the beginning
. Remember to cite specific examples to illustrate your statements.
What were your communication challenges at the start of class?
In what ways do you think you have progressed in your interpersonal communication abilities? What do you want to keep working on?
In what ways do you think you have progressed in your small group (i.e. meetings) communication abilities? What do you want to keep working on?
In what ways has your understanding of nonverbal communication improved? How aware are you of the messages you send? In what ways are you better able to decode other people’s nonverbal messages?
How do you feel like your understanding of the ways that diversity affects communication (gender, ethnicity, etc.) has improved? Include specifics if you can.
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How does your language, voice, and body language enhance or harm your presentations? Be as precise as you can and comment on all areas of your delivery.
In your estimation, what were the most effective aspects of your presentations?
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_____ Pre-existing communication challenges
_____ Interpersonal progression and goals
_____ Small group progression and goals
_____ Nonverbal understanding
_____ Diversity understanding
_____ Discussion of your interview effectiveness
_____ Discussion of your organization
_____ Discussion of your introductions, bodies, and conclusions w/examples
_____ Discussion of your use of language, voice, and body
_____ Discussion of the most effective aspects of your messages
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Homework Post 11 Balancing Options and Intensity with Interperson.docx
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Skill Practice Reflection: Reflect on a time you had used an interpersonal effectiveness skill this week (DEAR MAN, GIVE, FAST). Include a response to the following prompts for a total of about 1 pages double spaced.
· Share a time in the past week that you used an interpersonal effectiveness skill. At what intensity did you use the skill? Looking at the chart on factors to decide intensity, which factor played the biggest role at the intensity you used the skill? Did you use the skill at the appropriate intensity according to the chart in the lecture? How could you tell?
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· WISH: What is a something you wish to change in your future in terms using interpersonal effectiveness skills at an appropriate intensity? This change can be longer term, but make sure to then also identify something for within the next 4 weeks.
· OUTCOME: What would a specific outcome be if you were to live out the above wish?
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Quiz Section Reflection: Reflect on your interpersonal effectiveness skill role-play during class this week and complete the following extension activity. Your response for this section should be about 1 page double spaced.
· In class role-play: Write a half page reflection on this activity that includes the name of your partner, a brief description of the scenario your group used, and a recap of the role plays you and your partner went through for your DEAR MAN, GIVE, and FAST. For your role play, describe generally what you did, how you felt it went (strengths and areas to improve), and the feedback your partner gave you (strengths and areas to improve). For your partner's role play, describe generally what he or she did, how he or she felt it went (strengths and areas to improve), and the feedback you gave him or her (strengths and areas to improve). For both roleplays, also focus on how you decided the intensity with which to use the skill.
· Individual role-play: Pick another scenario you brainstormed during the group discussion part of the activity. Write a second half page reflection on how you would approach using the skills for this scenario. Include a brief description of the scenario and talk through the DEAR MAN, GIVE, and F ...
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Major Assignment - Learning NarrativeWrite a learning narr.docx
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
Assignment
A
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, Ch. 1, p. 19).
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, a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting.
In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay:
Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning
Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page:
Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
serif font (Links to an external site.)
(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
: 750 - 1000 words (approx. 3-4 pages)
Objectives and Questions
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What is an experience? What are significant experience.
Reflection EssayInstructionsPlease answer the following questi.docx
Reflection Essay
Instructions
Please answer the following questions. Please read all the questions before writing;
consider all the areas covered in the course, going back to the beginning
. Remember to cite specific examples to illustrate your statements.
What were your communication challenges at the start of class?
In what ways do you think you have progressed in your interpersonal communication abilities? What do you want to keep working on?
In what ways do you think you have progressed in your small group (i.e. meetings) communication abilities? What do you want to keep working on?
In what ways has your understanding of nonverbal communication improved? How aware are you of the messages you send? In what ways are you better able to decode other people’s nonverbal messages?
How do you feel like your understanding of the ways that diversity affects communication (gender, ethnicity, etc.) has improved? Include specifics if you can.
What did you learn about interviewing, and what would you like to improve for future interviews?
Were your speeches well organized? Were the messages easy to follow? How could the organization have been improved?
How successful were your introductions, bodies, and conclusions? Again, be specific with examples.
How does your language, voice, and body language enhance or harm your presentations? Be as precise as you can and comment on all areas of your delivery.
In your estimation, what were the most effective aspects of your presentations?
Reflection paper feedback
_____ Pre-existing communication challenges
_____ Interpersonal progression and goals
_____ Small group progression and goals
_____ Nonverbal understanding
_____ Diversity understanding
_____ Discussion of your interview effectiveness
_____ Discussion of your organization
_____ Discussion of your introductions, bodies, and conclusions w/examples
_____ Discussion of your use of language, voice, and body
_____ Discussion of the most effective aspects of your messages
This paper should be 3-4 pages, single-spaced, double-spaced between paragraphs.
...
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- 2 -Section CPlease write your essay in the blue book.docx
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- 2 -Section CPlease write your essay in the blue book.docx
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
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You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future ...
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDis.docx
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDistancePayoffDistancePayoffBlue Cheetahs661206Team Gucci82483660The Winners8129384396Big Reds12126938451056s12010576576
Sheet2
Sheet3
Ring Toss
Rules
1.
Each team will choose a team member (the player), who will have 4 official tosses per round.
2.
The same player must toss the rings for all rounds.
3.
Once the player selects a distance and tosses the first ring, all other rings must be tossed from that same distance for that round. Adjustments may be made between rounds.
4.
The player achieves team points according to the payoff schedule (see below).
5.
The player must toss the rings with his/her toes behind the distance line.
6.
The playing field cannot be changed.
7.
Time limits may be imposed by the instructor and must be strictly adhered to or loss of points may result.
Process
A.
Preparation and practice (5 minutes): Teams will come up with a team name to be used throughout this activity. During this time, each team may have 8 practice tosses. Rings may be tossed from any distance during practice.
B.
Round 1: Teams will take their turn in an order determined by number draw.
C.
Caucus (5 minutes): Each team may hold a brief team meeting to reorganize strategy (although the same player must toss the rings each round).
D.
Round 2: Teams will take their turn in the same order as in round 1.
Payoff Schedule
Distance
Payoff
1
1
2
1
3
1
4
2
5
4
6
6
7
8
8
12
9
16
10
24
11
32
12
42
Journal Entries: Format and Grading Criteria
Points: /100 points
Following specific in-class exercises (see Syllabus for Learning Journal Activities) you will choose one of the LJ activities and write a 3-6 page journal entry. This assignment is your way of reflecting and commenting on the experience. The format is designed to mirror the learning process, making you conscious of each element as you work to actively learn from the class or group exercises. The following questions should be used as a guide for structuring your journal entries; however the content of each entry is up to you. That is, which elements of an exercise you choose to address depend upon what you feel was most important, interesting, and/or surprising about the experience.
I. CONCRETE EXPERIENCE Exercise Description: What happened during the experience?
Does this section contain a clear, objective description of the exercise? (e.g., as if describing to others)
Does it contain a subjective description of feelings and perceptions that occurred during the experience?
Does it provide too much irrelevant detail? This section should not be longer than 1-2 paragraphs
II. REFLECTIVE OBSERVATION Themes: Upon further review, what seemed to be happening?
Does this section look at the experience from the different points of view of the major actors involved?
Did you attempt to figure out why the people involved, and you in particular, behaved as they did?
Did you make use of verbal and non-v.
Guided Questions for Reflective Journal #1The purpose of the.docx
Guided Questions for Reflective Journal #1
The purpose of the reflective journals in this course is to build your reflective thinking which will lead to increased emotional intelligence (Riley, 2020). The first reflective journal will focus on self-awareness, one of the EI domains. Please be sure to complete all readings and surveys prior to answering guided questions. Responses should be substantive and not just a few sentences. This is about students having a better understanding of what makes an effective communicator. As this is a reflective journal, you are not required to provide references, but if you do use any citations, you will need to provide a reference list.
Instructions: Using this Word document,
type your responses in a different color
and upload to drop box by Sunday @ 11:30 pm. Please keep this document as this information will also be compiled into your midterm Self-Awareness paper. Work smarter, not harder.
Emotional Intelligence Domain: Self-Awareness (Level 2 or 3 heading for paper)
Ø Define self-awareness as an emotional intelligence domain and what influence this has on becoming an effective communicator.
Ø Describe how reflective thinking increases emotional intelligence.
Ø Know your story and how it affects you. What were the findings of your EI survey? How can you continue to build your EI intelligence as a student, nurse, and human being?
Ø Make peace with your past and practice forgiveness. This is a tough one. Describe a scenario, again leaving out names and other details that would implicate another person. We need to respect one another’s privacy. Speak in hypothetical terms. Sometimes we need to forgive ourselves. Know that whatever you state in your journal, stays between you and me.
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Ø Identify your individual feelings and emotions (anger, sadness, fear, and joy) that you experience in various situations. Think about the past semester again as a student, nurse and human being during a pandemic situation. How did the pandemic alter your way of learning or how you were working or having privileges such as going to a movie? How do you feel about wearing a mask when out in public? Is it too soon to return to normal life and remove social distancing?
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Personal Development Project
Gabrielle took an English technical writing course to improve her communication skills. Through various assignments on resumes, proposals, instructions and presentations, she learned how to communicate more effectively for professional purposes. She particularly benefited from creating a resume, learning proper proposal guidelines, and conducting usability tests on prototypes. While public speaking is still a challenge, she has gained confidence through practice and recognizing that communication is an important job skill, especially for her desired career in occupational therapy.
Critical Reading, Writing, and Your Learning Patternshttps.docx
Critical Reading, Writing, and Your Learning Patterns
https://youtu.be/hEzec10MhFI
For a written transcript to the video above, please click here.
Prepare: Critical reading and writing are essential to being a successful student. An important part of being an intentional learner is developing reading and writing strategies that work best for you. There is no “one size fits all” recipe for academic success. The Week Three Instructor Guidance lists strategies to help you become a more intentional reader and writer based on each Learning Pattern.
Critically read Chapter 3 and view the video (above). The video shows the unique thinking and writing processes of individual learners as they approach a college-level assignment.
Reflect: Since all four Learning Patterns contribute to excellent writing, consider how the Patterns you Avoid are needed just as much as those you Use First. Practice critical thinking as you reflect on the writing challenges Makayla, John, Paul, and Raheem face in Section 3.3.
Write: After considering the scenario of each learner, address the following:
· For each of the four learners, provide a minimum of three to four sentences of advice for how they could have used their Learning Patterns with intention in each scenario. For example, Makayla was ruled by her Sequence. What would you recommend that she do to overcome her dependence on Sequence when approaching writing tasks?
· List your LCI scores. Based on your own unique Learning Patterns, identify two specific strategies to enhance your critical reading skills and two specific strategies to enhance your critical writing skills. Select strategies presented in Chapter 3 and/or the Week Three Instructor Guidance and explain how you will apply each of the strategies you have identified.
Your initial post should contain a minimum of 250 words.
Respond to Peers: Review your classmates’ posts and respond to at least two, each with a minimum of 50 words. Consider comparing and contrasting the strategies for college-level reading and writing your peer identified with your own Learning Patterns. Could these strategies support your learning preferences? Why, or why not? Provide suggestions for additional reading and writing strategies to help your peers use their Learning Patterns with intention.
Think about it this way...
This discussion is asking you to do four things:
· Read the four learner stories from section 3.3 of your text. Provide advice to each learner that encourages intentional use of their Learning Patterns.
· List two critical reading strategies and two critical writing strategies from Chapter 3 and/or the Instructor Guidance that could help you approach college-level reading and writing with greater intention and include your LCI scores.
· Explain how you will take action on these strategies.
· Respond to at least two of your classmates' discussion posts. Use the "Response to Peers" to assist you with your reply.
Type a heading for each section .
Blooms Respect
This document outlines Bloom's taxonomy of different levels of thinking skills from low to high order. It provides examples of activities and questions related to the concept of respect that involve remembering, understanding, applying, analyzing, evaluating, and creating as part of developing higher order thinking skills around respect in the classroom.
Grouprules Cca2043
The group presentation guidelines provide instructions for a group presentation assignment in an Intercultural Communication course. Students will be assigned to groups and each group will create an extended presentation exploring topics from the course textbook and supplemental readings. The purpose is to give students experience teaching their peers and working collaboratively in a group. Presentations can be creative and use various formats, but must fill the class period and convey key concepts. Groups must submit an outline detailing their presentation and will receive a group grade based on content, organization, delivery, and group work. The grade can be lowered for individual group members not contributing equally.
Pdf aromando, redondo pdiii - mock lesson plans - pass
This lesson plan aims to teach 14-year-old elementary level students about gender stereotypes and roles. The lesson will be taught over two 60-minute classes using a CLIL approach. In the first lesson, students will watch videos about strong female athletes to identify gender stereotypes and exercise critical thinking. They will then work in groups to discuss gender roles and write paragraphs comparing their initial ideas to the ideas presented in the videos. The second lesson will have students create song lyrics about men's roles in society and record a commercial presenting their lyrics. Differentiation strategies are included for potential special needs students.
Oral presentations & writing for power point
This document provides guidance on preparing and delivering effective oral presentations using PowerPoint. It discusses identifying the purpose and audience, conducting research, and organizing content. When presenting, speakers should overcome nervousness through preparation and focus on delivery techniques like maintaining eye contact and avoiding distracting mannerisms. PowerPoint slides should enhance the presentation with relevant visuals, parallel structure, and the assertion-evidence format. The document emphasizes practicing presentations and proofreading slides.
Aromando, Redondo pdiii - mock lesson plans - pass
The two-part lesson aims to help students identify gender stereotypes, exercise critical thinking, and work collaboratively. In the first lesson, students watch videos about strong female role models, discuss gender roles, and learn new vocabulary related to empowerment. They then write paragraphs comparing initial ideas to ideas in the video. The second lesson reviews the topic through pictures and a listening activity about stereotypes. Students complete a comprehension activity and conduct a survey about interests.
Oral presentations & writing for power point
This document provides guidance on preparing and delivering effective oral presentations using PowerPoint. It discusses identifying the purpose and audience, developing an outline with an introduction, body, and conclusion. When presenting, speakers should speak clearly and make eye contact while avoiding distracting mannerisms. PowerPoint slides should enhance the presentation with relevant visuals, minimal text, and a consistent design. Slides are most effective when they use the assertion-evidence structure to engage the audience. Rehearsing and practicing the presentation is important.
Lecture 5
This document provides an overview of reflective writing. It defines reflective writing as evidence of reflective thinking that involves looking back on an event or idea, analyzing it from different perspectives with reference to theories or models, and considering what it means for ongoing learning. A basic example is provided and broken down into three parts: description of the event, interpretation of it using relevant theories, and outcomes for the future. Finally, key points about reflective writing emphasize selecting significant details, revealing weaknesses, and reflecting forward to future implications.
Reflection Letter and Self-Evaluation Points 50 (Reflecti.docx
This document provides instructions for students to complete a reflection letter and self-evaluation assignment for a speech communication course. It outlines the requirements and format for a 1-2 page reflection letter addressed to the instructor about how the student has changed as a communicator and what they learned from the course. It also describes a 1-2 page self-evaluation focusing on the student's growth and development as a public speaker, including reviewing early and recent speech videos and reflecting on strengths, weaknesses, and areas for improvement. The document provides guiding questions and topics for students to address in both assignments.
Week 5 Final Project TemplateThe Final Project is a 3- to 4-page.docx
Week 5 Final Project Template
The Final Project is a 3- to 4-page (750- to 1,000-word) formal report, excluding Title and Reference pages, of your achievement in this course. The purpose of this paper is to assess your learning and to apply the concepts covered throughout this course. Your objective will be to evaluate the effectiveness of your group’s project in meeting the stated objectives, your role, and the overall results of the course.
In discussing the events and collaboration of the team in completing the team project, remember to follow the assessment, design, development, instruction, and evaluation (ADDIE) outline of training development.
The paper must be formatted in APA style, double-spaced, and include the following sections:
1. Title page
2. Introduction
· An introduction to the Group Project, including your role
· The goals and purpose of the Group Project
3. Group Evaluation
· How effective were you in carrying out your role, and what could you have done differently to strengthen your contribution to the project?
· What challenges did you and your team face? What actions did you take to address and resolve the challenges? Describe in detail.
· In your judgment, was your team’s training program effective in meeting the written objectives? Explain.
· How effective were your team’s collaborative efforts? What could be done to improve or strengthen them? Explain.
· What did you learn that was totally new to you as a result of this Group Project? What would have made it a more effective learning experience?
4. Reference page
· At least three APA references to support your points
Submit your Final Project by Day 7 of this week.
Running head: TYPE ABBREVIATED TITLE/NAME OF COMPANY HERE PAGE 6
Following is a template for an APA-formatted paper you are to use for your Assignment.
© 2015 Laureate Education, Inc. Page PAGE 1 of NUMPAGES 1
[Title of the Paper/Name of Company]
by
[Student’s Name]
[Course Information]
[Instructor’s Name]
Walden University
[Date (e.g., January 1, 20XX)]
Title of the Paper/Name of Company
Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to 0"). Instead, just double space as usual, indent a full ½ inch (preferably using the tab button), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction.
This template’s margins, page numbers, and running head location are set for you, and you do not need to change them. You must replace the running head placeholder text with an abbreviation of your own title, but you do not need to adjust the location of the running head. Writers do not need to place the running head a specific distance from the top of the page, though you should follow any instructor preferences.
Level 1 Heading (i.e., Market and Industry Review)
This text .
Exercise The Scene Your second exercise in this progression is to.docx
Exercise: The Scene
Your second exercise in this progression is to make use of your visual food object in a
scene
, a scene that puts you and the food in relationship with one another. The scene may shed light on your attitude toward the object.
►
Write a
scene
that will help your readers begin to understand what
idea
your visual food object has sparked in you. Remember that a scene is dramatic and constructed so that
What are the larger implications of your idea?
What do the various pieces of evidence you have collected tell us about your idea? Why should a general reader
care
about your idea?
readers experience the action. Readers may be drawn into the scene by a dramatic action, an interesting conversation, or by the sheer force of your creative language. Your scene need not focus on your visual object as long as the object plays some part in the scene.
Manuscript Notes:
Your scene should be no more than three double-spaced pages.
.
Sketching across the design process
This workshop presents an accessible framework for understanding sketching to help communication, understanding, and problem solving -- particularly during a design process that includes multiple roles (that don't always speak the same language).
I propose, not only that sketching helps bridge gaps in communication and get to a deeper level of understanding, but also that every kind of sketching activity falls into one of three categories; thinking, talking, and showing.
In this workshop, for each type of sketching we cover:
- Who it helps
- What it is
- When it can help
- Why you don't need to "know how to draw" to use it
- How to be prepared to use it
You don’t even need to know how to “draw” to learn and apply the methods covered here. After attending this session you will be more comfortable with and better prepared to recognize opportunities where sketching can be used to increase communication and understanding with clients, stakeholders, coworkers, as well as all by yourself, as you work through problems and come up with solutions.
Following all Discussion guidelines, in your own words and in de.docx
Following all Discussion guidelines, in
your own words
and in detail: explain how managers use data-based decision making; explain the use of forecasting techniques in planning; describe how to use Gant charts, milestone charts, and PERT planning techniques; describe how to use break-even analysis, and decision trees for problem solving and decision making; describe how to manage inventory by using the economic-order quantity (EOQ), the just-in-time (JIT) system, and LIFO versus FIFO; describe how to identify problems using a Pareto Diagram
.
Follow-Up Post Peer ResponsePlease write a minimum of five c.docx
Follow-Up Post Peer Response
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
Youtube Video: PHILOSOPHY: Immanuel Kant
Please find information related to Immanuel Kant below.
Immanuel Kant was born in what is known today as Kaliningrad, Russia. He was known for publishing sixty-nine philosophical publications. Kant was not only a philosopher and teacher; he was also a chair in the field of mathematics. He was a believer in morals and doing what was right. This philosopher was also known for having multiple diseases over the course of his life (Fellin & Ble, 1997).
During the course of his life, Immanuel Kant wrote about human socialization and how antagonism can impact humans and society. For instance, Immanuel Kant blames “man’s own absurd natural predispositions” for his own problems (Valdez, 2017, p. 827). Some of these problems consisted of barbaric behavior as well as war. This was difficult for Kant. As a moral philosopher, Immanuel Kant believed in doing the right thing. Similarly, Kant believed in peacebuilding. Thus, building trust was a great way to maintain peace (Yu, 1998).
Kant also believed that there were times when individuals were confident in their ability to be among others in society. He also believed that there were times when individuals felt isolated from the same society that they often enjoyed engagement. Moreover, Kant believed that autonomy was a necessary part of human nature (Pirc, 2018). Like, Aristotle, Immanuel Kant believed in respect and dignity for human life. This connectedness stemmed from a common thread that Kant labeled as the formula for humanity. This philosopher furthered believed in two distinct domains as it related to the categorical imperative. One of these was the doctrine of right. The other distinct domain was referred to as the doctrine of virtue (DiCenso, 2019).
Kant’s categorical imperative was one method of illuminating this message. In other words, people mattered. According to Ruggiero (2012), they should never be used as a means to someone else’s end. “To treat people “as an end” means, on the most superficial level, treating them well. We must promote their welfare, respect their rights, avoid harming them, and generally “endeavor, so far as we can, to further the ends of others” (Rachels & Rachels, 2019, p. 147).
Needless to say, cruelty and evil exists but Kant believed that it was important for people to act morally. At times; however, Kant viewed human beings as animals. Kant argued, “that if we develop a habit of treating animals cruelly this will damage our character and ultimately lead to in.
More Related Content
Similar to Following your role play presentation, I’d like you to reflect u.docx
Deconstructing a prompt
This document discusses writing prompts and how to deconstruct them. It defines what a prompt is and provides examples of common writing prompts. It explains that deconstructing a prompt involves reading it carefully, taking it apart, understanding what needs to be done, and determining how to correctly respond. The document outlines the RAFTS method for deconstructing prompts, which involves identifying the role, audience, format, task, and strong key words. An example is provided to demonstrate how to deconstruct a sample writing prompt using this method.
Making a Writing Plan Using TAPF
This presentation shows how to use the TAPF method (Topic-Audience-Purpose-Form) to plan a piece of academic writing.
The presentation is used in the English Composition I course at City Vision University (www.cityvision.edu)
Write to Learn
The document discusses using "Write to Learn" (WTL) activities in the classroom. It provides examples of WTL activities like exit/entrance slips, writing breaks, and double-entry journals. These short, informal writing activities are meant to help students process new information, develop their understanding, and assess their learning. The document emphasizes that WTL activities should take only 5-10 minutes and focus on quality of thinking rather than quality of writing.
- 2 -Section CPlease write your essay in the blue book.docx
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- 2 -Section CPlease write your essay in the blue book.docx
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future ...
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDis.docx
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDistancePayoffDistancePayoffBlue Cheetahs661206Team Gucci82483660The Winners8129384396Big Reds12126938451056s12010576576
Sheet2
Sheet3
Ring Toss
Rules
1.
Each team will choose a team member (the player), who will have 4 official tosses per round.
2.
The same player must toss the rings for all rounds.
3.
Once the player selects a distance and tosses the first ring, all other rings must be tossed from that same distance for that round. Adjustments may be made between rounds.
4.
The player achieves team points according to the payoff schedule (see below).
5.
The player must toss the rings with his/her toes behind the distance line.
6.
The playing field cannot be changed.
7.
Time limits may be imposed by the instructor and must be strictly adhered to or loss of points may result.
Process
A.
Preparation and practice (5 minutes): Teams will come up with a team name to be used throughout this activity. During this time, each team may have 8 practice tosses. Rings may be tossed from any distance during practice.
B.
Round 1: Teams will take their turn in an order determined by number draw.
C.
Caucus (5 minutes): Each team may hold a brief team meeting to reorganize strategy (although the same player must toss the rings each round).
D.
Round 2: Teams will take their turn in the same order as in round 1.
Payoff Schedule
Distance
Payoff
1
1
2
1
3
1
4
2
5
4
6
6
7
8
8
12
9
16
10
24
11
32
12
42
Journal Entries: Format and Grading Criteria
Points: /100 points
Following specific in-class exercises (see Syllabus for Learning Journal Activities) you will choose one of the LJ activities and write a 3-6 page journal entry. This assignment is your way of reflecting and commenting on the experience. The format is designed to mirror the learning process, making you conscious of each element as you work to actively learn from the class or group exercises. The following questions should be used as a guide for structuring your journal entries; however the content of each entry is up to you. That is, which elements of an exercise you choose to address depend upon what you feel was most important, interesting, and/or surprising about the experience.
I. CONCRETE EXPERIENCE Exercise Description: What happened during the experience?
Does this section contain a clear, objective description of the exercise? (e.g., as if describing to others)
Does it contain a subjective description of feelings and perceptions that occurred during the experience?
Does it provide too much irrelevant detail? This section should not be longer than 1-2 paragraphs
II. REFLECTIVE OBSERVATION Themes: Upon further review, what seemed to be happening?
Does this section look at the experience from the different points of view of the major actors involved?
Did you attempt to figure out why the people involved, and you in particular, behaved as they did?
Did you make use of verbal and non-v.
Guided Questions for Reflective Journal #1The purpose of the.docx
Guided Questions for Reflective Journal #1
The purpose of the reflective journals in this course is to build your reflective thinking which will lead to increased emotional intelligence (Riley, 2020). The first reflective journal will focus on self-awareness, one of the EI domains. Please be sure to complete all readings and surveys prior to answering guided questions. Responses should be substantive and not just a few sentences. This is about students having a better understanding of what makes an effective communicator. As this is a reflective journal, you are not required to provide references, but if you do use any citations, you will need to provide a reference list.
Instructions: Using this Word document,
type your responses in a different color
and upload to drop box by Sunday @ 11:30 pm. Please keep this document as this information will also be compiled into your midterm Self-Awareness paper. Work smarter, not harder.
Emotional Intelligence Domain: Self-Awareness (Level 2 or 3 heading for paper)
Ø Define self-awareness as an emotional intelligence domain and what influence this has on becoming an effective communicator.
Ø Describe how reflective thinking increases emotional intelligence.
Ø Know your story and how it affects you. What were the findings of your EI survey? How can you continue to build your EI intelligence as a student, nurse, and human being?
Ø Make peace with your past and practice forgiveness. This is a tough one. Describe a scenario, again leaving out names and other details that would implicate another person. We need to respect one another’s privacy. Speak in hypothetical terms. Sometimes we need to forgive ourselves. Know that whatever you state in your journal, stays between you and me.
Ø Share your beliefs, your emotions, and your behavior patterns. As a student in an accelerated or second degree nursing program, how do you respond to the stressors from school, from home, from work? Do you believe your responses or behaviors are equitable to the situation or are they exaggerated or understated?
Ø Identify your individual feelings and emotions (anger, sadness, fear, and joy) that you experience in various situations. Think about the past semester again as a student, nurse and human being during a pandemic situation. How did the pandemic alter your way of learning or how you were working or having privileges such as going to a movie? How do you feel about wearing a mask when out in public? Is it too soon to return to normal life and remove social distancing?
...
Personal Development Project
Gabrielle took an English technical writing course to improve her communication skills. Through various assignments on resumes, proposals, instructions and presentations, she learned how to communicate more effectively for professional purposes. She particularly benefited from creating a resume, learning proper proposal guidelines, and conducting usability tests on prototypes. While public speaking is still a challenge, she has gained confidence through practice and recognizing that communication is an important job skill, especially for her desired career in occupational therapy.
Critical Reading, Writing, and Your Learning Patternshttps.docx
Critical Reading, Writing, and Your Learning Patterns
https://youtu.be/hEzec10MhFI
For a written transcript to the video above, please click here.
Prepare: Critical reading and writing are essential to being a successful student. An important part of being an intentional learner is developing reading and writing strategies that work best for you. There is no “one size fits all” recipe for academic success. The Week Three Instructor Guidance lists strategies to help you become a more intentional reader and writer based on each Learning Pattern.
Critically read Chapter 3 and view the video (above). The video shows the unique thinking and writing processes of individual learners as they approach a college-level assignment.
Reflect: Since all four Learning Patterns contribute to excellent writing, consider how the Patterns you Avoid are needed just as much as those you Use First. Practice critical thinking as you reflect on the writing challenges Makayla, John, Paul, and Raheem face in Section 3.3.
Write: After considering the scenario of each learner, address the following:
· For each of the four learners, provide a minimum of three to four sentences of advice for how they could have used their Learning Patterns with intention in each scenario. For example, Makayla was ruled by her Sequence. What would you recommend that she do to overcome her dependence on Sequence when approaching writing tasks?
· List your LCI scores. Based on your own unique Learning Patterns, identify two specific strategies to enhance your critical reading skills and two specific strategies to enhance your critical writing skills. Select strategies presented in Chapter 3 and/or the Week Three Instructor Guidance and explain how you will apply each of the strategies you have identified.
Your initial post should contain a minimum of 250 words.
Respond to Peers: Review your classmates’ posts and respond to at least two, each with a minimum of 50 words. Consider comparing and contrasting the strategies for college-level reading and writing your peer identified with your own Learning Patterns. Could these strategies support your learning preferences? Why, or why not? Provide suggestions for additional reading and writing strategies to help your peers use their Learning Patterns with intention.
Think about it this way...
This discussion is asking you to do four things:
· Read the four learner stories from section 3.3 of your text. Provide advice to each learner that encourages intentional use of their Learning Patterns.
· List two critical reading strategies and two critical writing strategies from Chapter 3 and/or the Instructor Guidance that could help you approach college-level reading and writing with greater intention and include your LCI scores.
· Explain how you will take action on these strategies.
· Respond to at least two of your classmates' discussion posts. Use the "Response to Peers" to assist you with your reply.
Type a heading for each section .
Blooms Respect
This document outlines Bloom's taxonomy of different levels of thinking skills from low to high order. It provides examples of activities and questions related to the concept of respect that involve remembering, understanding, applying, analyzing, evaluating, and creating as part of developing higher order thinking skills around respect in the classroom.
Grouprules Cca2043
The group presentation guidelines provide instructions for a group presentation assignment in an Intercultural Communication course. Students will be assigned to groups and each group will create an extended presentation exploring topics from the course textbook and supplemental readings. The purpose is to give students experience teaching their peers and working collaboratively in a group. Presentations can be creative and use various formats, but must fill the class period and convey key concepts. Groups must submit an outline detailing their presentation and will receive a group grade based on content, organization, delivery, and group work. The grade can be lowered for individual group members not contributing equally.
Pdf aromando, redondo pdiii - mock lesson plans - pass
This lesson plan aims to teach 14-year-old elementary level students about gender stereotypes and roles. The lesson will be taught over two 60-minute classes using a CLIL approach. In the first lesson, students will watch videos about strong female athletes to identify gender stereotypes and exercise critical thinking. They will then work in groups to discuss gender roles and write paragraphs comparing their initial ideas to the ideas presented in the videos. The second lesson will have students create song lyrics about men's roles in society and record a commercial presenting their lyrics. Differentiation strategies are included for potential special needs students.
Oral presentations & writing for power point
This document provides guidance on preparing and delivering effective oral presentations using PowerPoint. It discusses identifying the purpose and audience, conducting research, and organizing content. When presenting, speakers should overcome nervousness through preparation and focus on delivery techniques like maintaining eye contact and avoiding distracting mannerisms. PowerPoint slides should enhance the presentation with relevant visuals, parallel structure, and the assertion-evidence format. The document emphasizes practicing presentations and proofreading slides.
Aromando, Redondo pdiii - mock lesson plans - pass
The two-part lesson aims to help students identify gender stereotypes, exercise critical thinking, and work collaboratively. In the first lesson, students watch videos about strong female role models, discuss gender roles, and learn new vocabulary related to empowerment. They then write paragraphs comparing initial ideas to ideas in the video. The second lesson reviews the topic through pictures and a listening activity about stereotypes. Students complete a comprehension activity and conduct a survey about interests.
Oral presentations & writing for power point
This document provides guidance on preparing and delivering effective oral presentations using PowerPoint. It discusses identifying the purpose and audience, developing an outline with an introduction, body, and conclusion. When presenting, speakers should speak clearly and make eye contact while avoiding distracting mannerisms. PowerPoint slides should enhance the presentation with relevant visuals, minimal text, and a consistent design. Slides are most effective when they use the assertion-evidence structure to engage the audience. Rehearsing and practicing the presentation is important.
Lecture 5
This document provides an overview of reflective writing. It defines reflective writing as evidence of reflective thinking that involves looking back on an event or idea, analyzing it from different perspectives with reference to theories or models, and considering what it means for ongoing learning. A basic example is provided and broken down into three parts: description of the event, interpretation of it using relevant theories, and outcomes for the future. Finally, key points about reflective writing emphasize selecting significant details, revealing weaknesses, and reflecting forward to future implications.
Reflection Letter and Self-Evaluation Points 50 (Reflecti.docx
This document provides instructions for students to complete a reflection letter and self-evaluation assignment for a speech communication course. It outlines the requirements and format for a 1-2 page reflection letter addressed to the instructor about how the student has changed as a communicator and what they learned from the course. It also describes a 1-2 page self-evaluation focusing on the student's growth and development as a public speaker, including reviewing early and recent speech videos and reflecting on strengths, weaknesses, and areas for improvement. The document provides guiding questions and topics for students to address in both assignments.
Week 5 Final Project TemplateThe Final Project is a 3- to 4-page.docx
Week 5 Final Project Template
The Final Project is a 3- to 4-page (750- to 1,000-word) formal report, excluding Title and Reference pages, of your achievement in this course. The purpose of this paper is to assess your learning and to apply the concepts covered throughout this course. Your objective will be to evaluate the effectiveness of your group’s project in meeting the stated objectives, your role, and the overall results of the course.
In discussing the events and collaboration of the team in completing the team project, remember to follow the assessment, design, development, instruction, and evaluation (ADDIE) outline of training development.
The paper must be formatted in APA style, double-spaced, and include the following sections:
1. Title page
2. Introduction
· An introduction to the Group Project, including your role
· The goals and purpose of the Group Project
3. Group Evaluation
· How effective were you in carrying out your role, and what could you have done differently to strengthen your contribution to the project?
· What challenges did you and your team face? What actions did you take to address and resolve the challenges? Describe in detail.
· In your judgment, was your team’s training program effective in meeting the written objectives? Explain.
· How effective were your team’s collaborative efforts? What could be done to improve or strengthen them? Explain.
· What did you learn that was totally new to you as a result of this Group Project? What would have made it a more effective learning experience?
4. Reference page
· At least three APA references to support your points
Submit your Final Project by Day 7 of this week.
Running head: TYPE ABBREVIATED TITLE/NAME OF COMPANY HERE PAGE 6
Following is a template for an APA-formatted paper you are to use for your Assignment.
© 2015 Laureate Education, Inc. Page PAGE 1 of NUMPAGES 1
[Title of the Paper/Name of Company]
by
[Student’s Name]
[Course Information]
[Instructor’s Name]
Walden University
[Date (e.g., January 1, 20XX)]
Title of the Paper/Name of Company
Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to 0"). Instead, just double space as usual, indent a full ½ inch (preferably using the tab button), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction.
This template’s margins, page numbers, and running head location are set for you, and you do not need to change them. You must replace the running head placeholder text with an abbreviation of your own title, but you do not need to adjust the location of the running head. Writers do not need to place the running head a specific distance from the top of the page, though you should follow any instructor preferences.
Level 1 Heading (i.e., Market and Industry Review)
This text .
Exercise The Scene Your second exercise in this progression is to.docx
Exercise: The Scene
Your second exercise in this progression is to make use of your visual food object in a
scene
, a scene that puts you and the food in relationship with one another. The scene may shed light on your attitude toward the object.
►
Write a
scene
that will help your readers begin to understand what
idea
your visual food object has sparked in you. Remember that a scene is dramatic and constructed so that
What are the larger implications of your idea?
What do the various pieces of evidence you have collected tell us about your idea? Why should a general reader
care
about your idea?
readers experience the action. Readers may be drawn into the scene by a dramatic action, an interesting conversation, or by the sheer force of your creative language. Your scene need not focus on your visual object as long as the object plays some part in the scene.
Manuscript Notes:
Your scene should be no more than three double-spaced pages.
.
Sketching across the design process
This workshop presents an accessible framework for understanding sketching to help communication, understanding, and problem solving -- particularly during a design process that includes multiple roles (that don't always speak the same language).
I propose, not only that sketching helps bridge gaps in communication and get to a deeper level of understanding, but also that every kind of sketching activity falls into one of three categories; thinking, talking, and showing.
In this workshop, for each type of sketching we cover:
- Who it helps
- What it is
- When it can help
- Why you don't need to "know how to draw" to use it
- How to be prepared to use it
You don’t even need to know how to “draw” to learn and apply the methods covered here. After attending this session you will be more comfortable with and better prepared to recognize opportunities where sketching can be used to increase communication and understanding with clients, stakeholders, coworkers, as well as all by yourself, as you work through problems and come up with solutions.
Similar to Following your role play presentation, I’d like you to reflect u.docx (20)
- 2 -Section CPlease write your essay in the blue book.docx
- 2 -Section CPlease write your essay in the blue book.docx
- 2 -Section CPlease write your essay in the blue book.docx
- 2 -Section CPlease write your essay in the blue book.docx
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDis.docx
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDis.docx
Guided Questions for Reflective Journal #1The purpose of the.docx
Guided Questions for Reflective Journal #1The purpose of the.docx
Critical Reading, Writing, and Your Learning Patternshttps.docx
Critical Reading, Writing, and Your Learning Patternshttps.docx
Pdf aromando, redondo pdiii - mock lesson plans - pass
Pdf aromando, redondo pdiii - mock lesson plans - pass
Aromando, Redondo pdiii - mock lesson plans - pass
Aromando, Redondo pdiii - mock lesson plans - pass
Reflection Letter and Self-Evaluation Points 50 (Reflecti.docx
Reflection Letter and Self-Evaluation Points 50 (Reflecti.docx
Week 5 Final Project TemplateThe Final Project is a 3- to 4-page.docx
Week 5 Final Project TemplateThe Final Project is a 3- to 4-page.docx
Exercise The Scene Your second exercise in this progression is to.docx
Exercise The Scene Your second exercise in this progression is to.docx
More from keugene1
Following all Discussion guidelines, in your own words and in de.docx
Following all Discussion guidelines, in
your own words
and in detail: explain how managers use data-based decision making; explain the use of forecasting techniques in planning; describe how to use Gant charts, milestone charts, and PERT planning techniques; describe how to use break-even analysis, and decision trees for problem solving and decision making; describe how to manage inventory by using the economic-order quantity (EOQ), the just-in-time (JIT) system, and LIFO versus FIFO; describe how to identify problems using a Pareto Diagram
.
Follow-Up Post Peer ResponsePlease write a minimum of five c.docx
Follow-Up Post Peer Response
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
Youtube Video: PHILOSOPHY: Immanuel Kant
Please find information related to Immanuel Kant below.
Immanuel Kant was born in what is known today as Kaliningrad, Russia. He was known for publishing sixty-nine philosophical publications. Kant was not only a philosopher and teacher; he was also a chair in the field of mathematics. He was a believer in morals and doing what was right. This philosopher was also known for having multiple diseases over the course of his life (Fellin & Ble, 1997).
During the course of his life, Immanuel Kant wrote about human socialization and how antagonism can impact humans and society. For instance, Immanuel Kant blames “man’s own absurd natural predispositions” for his own problems (Valdez, 2017, p. 827). Some of these problems consisted of barbaric behavior as well as war. This was difficult for Kant. As a moral philosopher, Immanuel Kant believed in doing the right thing. Similarly, Kant believed in peacebuilding. Thus, building trust was a great way to maintain peace (Yu, 1998).
Kant also believed that there were times when individuals were confident in their ability to be among others in society. He also believed that there were times when individuals felt isolated from the same society that they often enjoyed engagement. Moreover, Kant believed that autonomy was a necessary part of human nature (Pirc, 2018). Like, Aristotle, Immanuel Kant believed in respect and dignity for human life. This connectedness stemmed from a common thread that Kant labeled as the formula for humanity. This philosopher furthered believed in two distinct domains as it related to the categorical imperative. One of these was the doctrine of right. The other distinct domain was referred to as the doctrine of virtue (DiCenso, 2019).
Kant’s categorical imperative was one method of illuminating this message. In other words, people mattered. According to Ruggiero (2012), they should never be used as a means to someone else’s end. “To treat people “as an end” means, on the most superficial level, treating them well. We must promote their welfare, respect their rights, avoid harming them, and generally “endeavor, so far as we can, to further the ends of others” (Rachels & Rachels, 2019, p. 147).
Needless to say, cruelty and evil exists but Kant believed that it was important for people to act morally. At times; however, Kant viewed human beings as animals. Kant argued, “that if we develop a habit of treating animals cruelly this will damage our character and ultimately lead to in.
Followership and LeadershipThis week, you are focusing on the im.docx
Followership and leadership are important roles that require emphasis. As a follower, supporting the leader and organization through commitment and engagement is key. Leaders want engaged followers who help achieve goals, while followers want leaders who motivate, support and respect them. Effective organizations require strong performance from both leaders and followers.
Follow-Up Post InstructionsRespond to at least one peer and th.docx
Follow-Up Post Instructions
Respond to at least one peer and the instructor
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
This discussion focuses on shame.
Shame can be categorized as an emotion that has been deeply hidden (Bateman & Engel, 2018). Ruggiero (2012) stated that the human condition of shame can have adverse impacts on an individual as well as society. Israeli and Raveh (2018) support this by citing that shame is common to humanity. For instance, shame conditions the way that a person lives in the world. According to Uebel (2009), shame can cause an individual to structure their world in a particular way especially when engaging with others.
Shame, like emotivism, deals with emotions or feelings (Rachels & Rachels, 2019). Shame can be defined as humiliation. Furthermore, shame can be viewed as an isolating experience. This term can also be used to communicate how people live out shameful experiences. For example, “Pennebaker (1990) pointed out that many citizens of Dallas felt ashamed of their city for many years after the assassination of President Kennedy, even though there was no sense in which Dallas or its citizens were responsible for what happened. Assassin Lee Harvey Oswald was from New Orleans” (Uebel, 2009, p. 236).
Shame has several main functions. The first functions deals with the intuitiveness of shame. Shame is visual. It is considered as being identical to exposure. “Shame is an emotion routed through the eyes and its mise-en-scène is thus specularity and exposure, involving the spatial organization of a spectator who can be external, internal, or both at once” (Uebel, 2009, p. 234).
Secondly, shame has been viewed as a function of the spectatorial and spatial dimensions. Uebel (2009) noted that an individual who experiences shame is suspended between what is known verses unknown. Thirdly, shame has dramaturgical or performative meaning. For example, an actor or actress who is unaware of themselves at some point becomes aware. This awakened awareness makes the individual feel like an actor or actress that is engaging in a real life performance before others. In other words, there is a double-ness to shame. This occurs when one can see their behavior.
The fourth function of shame is its transformative disruption of what we think we know about ourselves. Shame deals with the experience of an individual’s own limitations. Fifth is shames relationship-seeking quality or ethical significance. Sixth is shame has a moral relevance. Lastly, shame functions as guilt.
In brief, Uebel (2009) noted that shame can encompass guilt. Howeve.
Follow-Up Post InstructionsRespond to at least one person. Furth.docx
Follow-Up Post Instructions
Respond to at least one person. Further the dialogue by providing more information and clarification.
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text citations and list of references
Please
write a minimum of five complete sentences
for your
one peer posting.
You should also consider
referencing
some
information
from the
course textbook
,
lecture lessons
,
or a scholarly source
to help support your written response post.
This discussion focuses on Ayn Rand and self-interest.
Kim (2014) stated that the most common definition used for self-interest includes the ability to maximize material resources while decreasing the level of harm caused to an individual. This harm can include a person’s health. It can also include a person’s wealth. Self-interest is considered a powerful motivator. According to Kim (2014), self-interest is the motivation behind humans setting goals. It is also the reason behind individuals achieving them.
Kim (2014) also noted that engaging in pleasure that makes an individual feel subjectively good can lead to self-interest. This can happen even if the person does not obtain any monetary gain. Likewise, this can occur even if an individual’s health is not impacted. For example, “the taxpayer who wants to pay taxes simply because it makes him feel good to help society would be self-interested because of the hedonistic benefits he accrues” (Kim, 2014, p. 100). Likewise, an individual who engages in risky sexual behaviors and/or smoking cigarettes both could be interpreted as self-interest. Kim (2014) stated that the pleasure feelings that individuals experience are self-interested even if these feelings coming with expenses to the health of the individual engaging in them.
As it relates to the public’s view on self-interest, many American voters in the 1950’s declared self-interest as playing a pivotal role in society (Weeden & Kurzban, 2017). Since the 1950’s; however, researchers have completed studies that reflect the opposite. Voters are now finding self-interest to play less of a role in society.
In closing, it is important to know that Alexis de Tocqueville held his own views related to self-interest. These views were no precursor to the views of philosopher Ayn Rand. Tocqueville believed that self-interest could lead a person to support others or it could lead to an individualized focus (Frohnen, 2000). Rand believed in the individualism as well as man’s ability to reason. Moreover, Rand believed “when we describe one person’s action as altruistic and another person’s action as self-interested, we may be overlooking the fact that in each case
the person is merely doing what he or she most wants to do
”(p. 69).
Attached is a video with more information related to Ayn Rand and self-interest verse altruism (Common Sense Capitalism, 2013).
Youtube: Ayn Rand: Self Interest versus Altruism
Referen.
Follow-Up Post (Response) InstructionsRespond to at least one pe.docx
The document provides instructions for responding to peers in an online discussion forum. Students are instructed to write a minimum of five sentences in their response and reference information from assigned course readings, lectures, or other scholarly sources to support their response. An example response is provided that references multiple sources in five sentences while furthering the dialogue on the discussion topic of multiculturalism.
Follow up discussion post Please read and give your comment or addi.docx
Follow up discussion post Please read and give your comment or additional information one paragraph with proper citation intext and reference
I have taken the quiz, and I was categorized as a disaffected Democrat. I am a democrat, but I needed to research exactly what a disaffected one was. Here is what Pew Research had to say:
Defining values:
Disaffected Democrats strongly believe the economic system unfairly favors powerful interests and that business corporations make too much profit. Relatively few believe their family has achieved the American Dream, and 24% believe it is out of reach for their family. Most say the government should do more to help the needy and that poor people have hard lives because government benefits do not go far enough to help them live decently. In contrast to other Democratic-oriented groups, a majority (63%) characterizes government as “almost always wasteful and inefficient.”
Political attitudes:
Though less politically engaged, Disaffected Democrats share Solid Liberals’ disapproval of Donald Trump: 91% disapprove of his job performance, including 85% who do so strongly. Just 43% of Disaffected Democrats say voting gives people like them some say about how the government runs things, the lowest percentage of any typology group.
Who they are:
Over half (56%) of Disaffected Democrats are non-white. Highly financially stressed, they are the least likely to own a home and – along with Devout and Diverse – would have a tougher time than other typology groups if they needed to live off of their savings.
Lifestyle notes:
Most Disaffected Democrats (55%) say they have lived in or near their local community for their entire life. Most (58%) say they enjoy volunteering “a lot.”
My ideological placement would be a Solid Democrat because I would like to stand firm in my beliefs, but also because the quiz defines them as financially comfortable, highly educated, and expressing liberal attitudes on virtually every issue. I do mostly agree with the results, and how the quiz defines me. While it is not completely accurate, it does display most of my beliefs, my lifestyle, and my voting record accurately which is “while support for democracy as a principle is widespread, many citizens have become less satisfied with the way democracy performs” (Klingemann, H., 2015)
REFERENCES
Klingemann, H. (2015). Dissatisfied Democrats.
The Civic Culture Transformed,
116-157. doi:10.1017/cbo9781139600002.010
PEW Research Center. (2017, October 24). Appendix 1: typology group profiles.
U.S. Politics &
Policy.
Retrieved from https://www.pewresearch.org/politics/2017/10/24/appendix-1-typology-group-profiles-2/
Whitman Cobb, W. N. (2020).
Political science today.
(1st ed.). Washington, DC: Sage, CQ Press
.
Follow this link to access this weeks reading Social Justice Stan.docx
Follow this link to access this week's reading
Social Justice Standards: Unpacking Identity.
Learning Objectives
Learners will:
Define what shapes our identities;
Understand the five identity anchor standards in the Teaching Tolerance Social Justice Standards; and
Relate how identity has many characteristics and affects relationships within the school building and classroom.
Post to Module 1 Discussion your work.
https://www.youtube.com/watch?v=L9--vdDEk6I
.
follow these instructionsDescribe the vocal and instrumental pe.docx
follow these instructions:
Describe the vocal and instrumental performance and the lyrics, paying special attention to:
a) The instruments that stand out and any solo instrumental parts.
b) Technique used in strumming, plucking, bowing, etc.
c) Vocal production: breath control and vowel placement in singing technique; use of chest
voice or falsete.
d) Singing style: phrasing.
e) Lyrics (Refer to the reader for translations.): Do the lyrics convey any message? Is
there any imagery used? What is the tone of the lyrics? Defiant? Tender? Remorseful?
Passionate? Detached? Lyrically, is this a happy, sad, introspective, or superficial piece?
f) List the following at the beginning of each review:
1. Title of the selection and genre: son jarocho, son de mariachi, huapango, corrido, etc.
2. Name of the composer (if known).
3. Name of the vocalist or ensemble.
.
For almost 30 centuries—from its unification around 3100 B.C. to.docx
For almost 30 centuries—from its unification around 3100 B.C. to its conquest by Alexander the Great in 332 B.C.—ancient Egypt was the preeminent civilization in the Mediterranean world.
Egypt’s majesty has long entranced archaeologists and historians and created a vibrant field of study all its own: Egyptology.
The main sources of information about ancient Egypt are the many monuments, objects and artifacts that have been recovered from archaeological sites, covered with hieroglyphs that have only recently been deciphered. The picture that emerges is of a culture with few equals in the beauty of its art, the accomplishment of its architecture or the richness of its religious traditions.
PREDYNASTIC PERIOD (C. 5000-3100 B.C.)
Encompassed at least 2,000 years of gradual development of the Egyptian civilization. This took place in the late Stone Age/Neolithic period.
4
Neolithic (late Stone Age) communities in northeastern Africa exchanged hunting for agriculture and made early advances that paved the way for the later development of Egyptian arts and crafts, technology, politics and religion (including a great reverence for the dead and possibly a belief in life after death).
Mesopotamia also believe in this religion
5
Around 3400 B.C., two separate kingdoms were established: the Red Land to the north, based in the Nile River Delta and extending along the Nile perhaps to Atfih; and the White Land in the south, stretching from Atfih to Gebel es-Silsila.
King Menes would subdue the north and unify the country, becoming the first king of the first dynasty.
ARCHAIC (EARLY DYNASTIC) PERIOD (C. 3100-2686 B.C.)
The Archaic Period saw the development of the foundations of Egyptian society, including the all-important ideology of kingship. To the ancient Egyptians, the king was a godlike being, closely identified with the all-powerful god Horus. The earliest known hieroglyphic writing also dates to this period.
In the Archaic Period, as in all other periods, most ancient Egyptians were farmers living in small villages, and agriculture (largely wheat and barley) formed the economic base of the Egyptian state. The annual flooding of the great Nile River provided the necessary irrigation and fertilization each year; farmers sowed the wheat after the flooding receded and harvested it before the season of high temperatures and drought returned.
OLD KINGDOM: AGE OF THE PYRAMID BUILDERS (C. 2686-2181 B.C.)
The Old Kingdom began with the third dynasty of pharaohs. Around 2630 B.C., the third dynasty’s King Djoser asked Imhotep, an architect, priest and healer, to design a funerary monument for him; the result was the world’s first major stone building, the Step-Pyramid at Saqqara, near Memphis.
Pyramid-building reached its zenith with the construction of the Great Pyramid at Giza, on the outskirts of Cairo. Built for Khufu, who ruled from 2589 to 2566 B.C. Two other pyramids were built at Giza for Khufu’s successors K.
For all their benign appearance, are sites like Facebook and Twitter.docx
For all their benign appearance, are sites like Facebook and Twitter simply the most instant and global means of surveillance on the planet? Are they just the most effective way of keeping in touch, or do they legitimize people spying on each other and make the notion of privacy (and indeed friendship) a thing of the past?
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FOr Acadamic onlinetutorAssign 1 or 2 individuals of the group t.docx
FOr Acadamic onlinetutor
Assign 1 or 2 individuals of the group to 1 or 2 of the following until all have been assigned. Those individuals will be responsible for the areas assigned for the final project:
What is the background of the problem?
What will be the outcome of the project?
Describe the audience for this report and the implications for structuring your report.
Describe how the hotline will work.
What are the advantages of this project?
What will the project cost?
What are the qualifications of those involved?
Please add your file.
Group Portion (2–4 pages):
As a group, you will need to take the information that has been collected from the individual portions and write a proposal to D. M. Krupinsky Foundation for the costs of the proposed hotline.
Please add your file.
For assistance with your assignment, please use your text, Web resources, and all course materials.
The following grading criteria will apply to this assignment:
.
For all Assessments, the following general requirements hold.docx
For all Assessments, the following general requirements hold:
(1) Assignments should be 2-3 double-spaced pages, with reasonable (12 pt.) font and reasonable (1 inch) margins.
(2) Citations to the material and in-text citations are required(MLA style).
(3) Assignments should be turned into eCampus (for the collection of artifacts for scoring).
!!
Assignment Three:
When You Win…SLO #3
1. Research the committees of the House ( http://www.house.state.tx.us/committees/ ) and state senate (http://www.senate.state.tx.us/committees.php )
2. Choose at least three (3) committees on which you’d serve, if elected.
a. Explain each committee’s functions.
b. Explain why your placement on these committees is justified. How does it serve your district’s needs? How does it emphasize your experiences/interests?
3. What kind of constituent service would you be likely to do? What kind of “home style” would you create (and how?) Most Texans do not know who their legislators are. How do you seek to solve that problem?
!!
Assignment Two:
The Campaign: SLO #2
How much does it cost to run for office in Texas?
https://www.texastribune.org/2017/03/01/heres-how-much-texas-candidates-spent-vote-general-election/
How will you raise money? (read this handy info from the Texas Democratic Party before you violate any campaign finance laws: https://www.txdemocrats.org/act/run-for-office )
Name interest groups that will support/oppose you? Go to https://votesmart.org/interest-groups/TX/#.WXjT4ojyuUk and identify two (2) interest groups that you think will support your campaign, and two (2) who will oppose your campaign. Explain why? (referring to your platform).
What’s your SLOGAN?
Design a campaign sign
How do you get out the vote? Given your issue stands, what voter groups do you need to target? (refer back to the district analyses documents on your current legislator’s homepage
Assignment One:
Why not you? Why not now?
For this project, you will hypothetically be running for office. Choose whether you would like to run for the Texas House of Representatives OR the Texas State Senate. We will be doing the project in chunks, as we cover the material in class, so tasks may be assigned out of sequence.
Preparing to run: SLO #1
1. Know your district. Go to: http://www.fyi.legis.state.tx.us/Home.aspx, and discover the district number, and who represents you in the Texas house or state senate. Which political party is your state house/state senate representative affiliated with? (if you choose to run as a House or Senate representative, check the district that you want to run for.)
2. Go to your current representative’s page, and look at the district analysis documents.
1. What does your district look like (in terms of population, age, education, employment, election results)?
2. What issues arise based on the district’s demographics (this will help you think about your platform)
3. Is your district gerrymandered? http://www.fyi.legis.state.tx.us/Info.as.
for A-Z answers onlyoffshoring and its impact of labor and growt.docx
*for A-Z answers only*
offshoring and its impact of labor and growth within the countries of Sierra Leone and Norway. Throughout our research we will hope to provide substantial details on how offshoring could provide major benefit to its host country but also have adverse unintentional consquences. By exploring the different roles offshoring plays within an undeveloped nation versus developed nation we will provide extensive information in hope to conclude whether or not the opportunity for growth does truly exist. We will also be exploring the political and social environments of both countries and how they interact with regards to offshoring. Finally we will be conducting a direct comparison of the two nations which will include policies and the implications offshoring could have both countries and the world economies.
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Footloose projectMost of the differences between the two versi.docx
Footloose project
Most of the differences between the two versions of the movies don't make much difference. However, in the 2011 movie please respond to the question asking about Ren's mother, by describing the parenting style of his Aunt. Otherwise, some of the specific examples differ, but you should be able to answer all of the questions.
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For 1-Hour Writer ONLY This author cited, Allport (1937) refers.docx
Allport (1937) argued that personality is composed of both physical and mental elements that form a complex unified whole. While people may appear to share certain traits, at their core traits are unique to each individual. Allport also believed that people not only adjust their behavior to fit their environment, but they also reflect on their environment. Through this reflection, people can ensure not only their survival but also their personal growth and development.
Foodborne illness can have severe consequences. In a minimum of 300.docx
Foodborne illness can have severe consequences. In a minimum of 300 words, list the categories of food supply contaminants, identify and briefly discuss a minimum of four microbiological agents implicated in foodborne illness, state the significance of foodborne illnesses in the food supply, and state measures and regulations for preventing foodborne illness and protecting the safety of food from carcinogens. How does this topic relate to your selected environmental health issue?
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Football- A starting point could be headlines Premier League susp.docx
Football
- A starting point could be headlines 'Premier League suspended indefinitely following Corona virus crisis meeting'
What does this mean for fandom? - can you still be a fan if there is no football? How are fans coping without live football?
The theoretical underpinnings for this are the sociology of fandom (women or men) - eg Tomlinson, or Stacey Pope
Issues around IDENTIT(IES) how has peoples identity changed with the isolation around football - going to the pub to watch the game, drinking culture, how have they adapted?
DATA COLLECTION METHODS
You can still
observe some things
- for example your family's reaction to the suspension, then the final decision etc Your story also is important. Observations from the news clips even.
Interviews -
semi-structured interviews - you still need to retain the ethics code - the consent forms and informed participant information forms - then conduct the iinterviews face to face ONLY in your household, or by Zoom or phone call - obviously get permission to record the conversation.
Coding data- into emergent themes - both from the theories and the data you have collected
Critical analysis - remember your findings need to be critical - the points you make linked back to the literature you have set up in your review of literature.
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Foods deteriorate in quality due to a wide range of reactions .docx
Foods deteriorate in quality due to a wide range of reactions including some that are
physical, some that are chemical, some enzymatic and some microbiological. The various
forms of spoilage and food poisoning caused by microorganisms are preventable to a large
degree by a number of preservation techniques, most of which act by preventing or slowing
microbial growth. These include freezing, chilling, drying, curing, conserving, vacuum
packing, modified atmosphere packing, acidifying, fermenting, and adding chemical
preservatives. This is section 13, Chemical food protection. We’ll look at the other food
preservation mechanisms in future modules.
1
From the moment a food source is harvested in begins to deteriorate. It is estimated that
25% of the worlds food is lost to microbial decay annually. This equals more than a billion
dollars per year.
2
Salting as a means of preserving foods predates written history. The Mesopotamians were
known 3000 B.C.E. generally used salt to preserve meat and fish. Early Roman writers such
as Cato (234‐149 B.C.E.) clearly explained the need to salt perishable meats and vegetables
to preserve them. We have already seen in past chapters that salt binds water reducing
water activity and also is toxic to enzymatic and DNA processes in cells.
3
Today, nearly all manufactured foods have different chemical preservatives because it
makes financial sense. Food additives maintain or improve freshness, safety, nutritional
value, taste, texture, or appearance. Consumers demand and enjoy a food supply that is
flavorful, nutritious, safe, convenient, colorful and affordable.
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No audio.
5
No audio.
6
In the United States, neither the Food and Drug Administration (FDA) nor the U.S.
Department of Agriculture (USDA) has labeling claim rules for “natural." The FDA explicitly
discourages the food industry from using the term. The Food, Drug, and Cosmetic Act
prohibits labeling that is false or misleading, but does not give any specifics. The USDA's
Agricultural Marketing Service has a standard for organic food, but there is no legal
definition for natural foods. Despite no legal U.S. definition for natural foods, there are
numerous unofficial or informal definitions, none of which are applied uniformly to foods
labeled "natural".
7
So, are food chemical additives safe?
8
In 1958, the US created food additive legislation stating that the FDA must approve all food
additives and ingredients that are not generally recognized as safe. The GRAS list contains
food additives that have been used historically and have shown no hazards during that
time. Easily recognized examples are sodium chloride, sucrose and acetic acid. Less easily
recognized are many of the common food preservatives such as sodium benzoate,
potassium sorbate, and calcium propionate.
9
The U.S. FDA maintains a list of over 3000 approved, generally recognized as safe, food
ingredients including food.
Food Truck to Ethiopia· Define what kind of food· Coffee is a .docx
Food Truck to Ethiopia
· Define what kind of food
· Coffee is a big deal
· https://theculturetrip.com/africa/articles/can-coffee-tourism-save-these-countries-coffee-species-from-extinction/
· Largely vegetarian
· Gluten Free / vegan friendly
· Maybe Breakfast food
· https://ethiopianfood.wordpress.com/2014/05/01/a-short-qurs-on-ethiopian-breakfast/
· Maybe our company can have an app so that people can order and pay on the app before picking up their food - this way we have more to cover under “technology environment”
· By around 9 or so each morning, the Fojol Bros.’ Twitter page announces Benethiopia’s location. They begin serving between 11:30 and noon, and they serve until they run out of food, usually by 2. A line begins to form soon after the truck arrives at its daily destination, and by noon it’s a dozen people long and stays that way until there’s nothing left to sell, at which time they tweet once more that they’re closed for the day. https://ethiopianfood.wordpress.com/2011/07/21/ethiopian-food-on-wheels/
Table of Contents
1. Introduction
a. Nestled in the center of the country,Ethiopia‘s capital city, Addis Ababa, is quickly evolving and growing. Addis captures much of the diversity unique to the country, with over80 distinctive languages and numerous dialects belonging to a variety of religious communities and peoples. The city takes pride in its diversity, which is perhaps best represented by the city’s food culture and lively restaurant scene
b.
2. About Company-Laura
Located in the bustling area of Addis Abada, Sishu is one of Ethiopia’s most popular and trendiest restaurants. While Sishu serves a variety of sandwiches, the restaurant has become known for the burgers. With homemade sweet buns, delectably seasoned ground meat, tangy homemade sauces, and crisp French fries, both locals and tourists palates go wild when tasting the food at Sishu. Drawn mostly from word of mouth, crowds flock to Sishu throughout the day.
Initially established by American expat Mathews Teshome and local Selamawit Deneke, the twosome was able to create a space with delicious food based on both American and Ethiopian cultures. Sourcing as many ingredients locally as possible, the restaurant focuses on food quality and taste. Since the demand for burger places in Addis is extremely high, customers would likely forgive a miss in quality. However, the two partners are very focused on constantly improving and keeping service standards high.
To maintain high service standards, the restaurant hires more staff than the minimum requirement and slowly training new employees to avoid mistakes. Moreover, new employees come by referrals, and are often a mix of Ethiopians and expats, so that cultural barriers and differences can be navigated through the different perspectives. Additionally, Sishu keeps productive high and employees happy by paying them double what they would make elsewhere maximizing its limited resources with the formation of revenue .
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