Requirement Chose an article to write paperWrite an outline.docx
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Requirement: Chose an article to write paper Write an outline first The paper should be about 10 double-spaced pages and must be no longer than 18 pages The paper should contain a list of sources at the end. The body of the paper should contain specific references to these sources Topical Outline 1. Introduction: The Puzzle of the Course: Why the West and not the Rest? 2. Specialization and trade. Why these were essential for technological progress. Spread of ideas and technology. 3. Malthus. Population dynamics. Malthusian equilibrium: population growth and diminishing returns bring the standard of living back to “subsistence level.” 4. The Pre-Modern World around 1400: Empires, States, and Trading Patterns. Comparison of China, Europe, and the Islamic Lands 5. The Early Modern World and the Age of European Exploration, 1500-1750. Growth of world trade 1500-1800. Portuguese expansion in Asia, followed by other Europeans. European colonialism. Emergence of modern states in some parts of Europe. 6. Evolution of representative government and democracy in Britain, Europe, Latin America, and elsewhere. The American and French Revolutions. 7. Military Revolution. How Europe became superior in naval and gunpowder technology, even before the Industrial Revolution. The role of military power in the expansion of trade and empire. 8. Industrial Revolution. Technological changes in Britain. Various interpretations of why it occurred in Britain and Europe and not elsewhere. Scientific Revolution of 17th century and its relevance to the industrial revolution. 9. Spread of Industrialization to rest of Europe and to settler colonies of Britain. De-industrialization in the periphery in 19th century. Colonial pattern of trade: manufactures from Europe, primary products from periphery. 10. Why the West and not the Rest? Interpretations .
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Economics 463 Economic Development Before 1900 Fall 2015Prof. .docx
Economics 463 Economic Development Before 1900 Fall 2015
Prof. Christopher Clague Nasatir 318
Phone 594-5503 Home Phone (858) 412-3251 (not after 9PM, please!)
Office Hours: MWF 10-10:45 and by appointment
Email: [email protected]
Required texts (all are paperback; used books may be available at lower prices)
1. David Landes, The Wealth and Poverty of Nations, 1998, W. W. Norton ($17)
2. Robert C. Allen, The British Industrial Revolution in Global Perspective, 2009, Cambridge University Press ($28)
3. Robert B. Marks, The Origins of the Modern World: Fate and Fortune in the Rise of the West ($27) Roman and Littlefield, 3rd edition, paperback
4. Reader contains exercises, sources for paper topics, and the following articles:
a. Timor Kuran, “Why the Middle East is Economically Underdeveloped,” JEP, 2004
b. Kenneth Sokoloff and Stanley Engerman, “History Lessons: Institutions, Factor Endowments, and Paths of Development in the New World,” (JEP, 2000)
The following articles are posted on Blackboard
c. Elinor Ostrom, “Collective Action and the Evolution of Social Norms,” (JEP, 2000)
d. Eric Chaney, “Separation of powers and the medieval roots of the institutional divergence between the Middle East and Europe.” (2011)
Grading
Test 1 25%
Test 2 25%
Homework and Quizzes 25%
Optional Paper (+) up to 5%
Final exam 25%
Students may add up to 5 percentage points to their overall grade by writing a paper on a topic approved by the instructor. The Course Reader contains a list of reading suggestions for paper topics. You are not limited to these topics. The paper must address a well-defined question and must make use of reasoning related to course material. To write a paper, you must hand in a sheet of paper describing the topic and listing at least a couple of sources. The topic sheet is due by November 20 and the paper itself is due by December 4. Earlier submissions are welcome, and they will increase the opportunity for my comments on your paper. The paper should be about 8 double-spaced pages and must be no longer than 15 pages. The paper should contain a list of sources at the end. The body of the paper should contain specific references to these sources.
Students who have written a paper, have completed all the assignments in the course, and have B+ or better going into the final do not need to take the final exam.
Date
Topics
Reading
Aug 24-28
The Rise of the West; the World in 1400
Game Theory: Assurance Game
Marks, Intro, Chaps 1, 2
Aug 31-Sept 4
Europe and China in pre-modern period
Marks, Chap 3
Landes, Chap 1,2
Ex1 Assurance
Ex2 Speciali-
zation
Sept 9-11
European Exceptionalism; Technological Change in Middle Ages; Europe, China, and Islamic World
Game Theory: PD Game
Malthus, Population
Landes, Chap 3-4
*Chaney, Middle East and Europe on BB
Ex3 Empires, States, Trade
Ex4 PD game
Sept 14-18
Age of Discovery 1500-1750
Landes, Chap 6
Ex5,5a Malthus
Sept 21-23
Dutch Golden Age
European ...
The Biological Old RegimePraying for enough, let alone growth.docx
The Biological Old Regime
Praying for enough, let alone growth
Topics
Working with Sources
The biological old regime
A world of limited good
Economic growth is non-existent or transient
Empire as a political system for the world of limited good
Ancient/medieval/early modern trade circuits
The division of labor and pursuit of comparative advantage in a world of limited good
Working with Sources:
Key Aspects of Interpretation
Written (texts)
Who wrote it?
When and where was it written?
What type of document is it?
Why did they write it (audience, circumstances)?
Point of view?
What is believable and why?
What can we learn from it?
Strengths?
Limitations?
Keep these things in mind as you do the readings and answer the prompts. They all point to the importance of:
Context
Contingency
Comparison
Change over time
Defining Terms
What do we mean by Biological Old Regime?
World of Limited Good
Annual surplus beyond needs of subsistence very small
What do we mean by an empire?
Multiethnic
Multi-confessional
Multicultural
Metropole, periphery and dilemmas of imperial rule
Empires c. 1450
Biological Old Regime
Up until 18th century, humans everywhere lived within this same set of environmental constraints to the generation of wealth.
World existed within “biological old regime”
Very little surplus wealth generated
“Pie” is finite. The only way you get a bigger slice is by taking it from someone else.
This is a “world of limited good”
Europe exists on the periphery of global commerce. Global wealth largely concentrated in Asia.
Eight Circuits of the 13th-Century World System: Get to know this well
Janet L. Abu-Lughod, Before European Hegemony: The World System A.D. 1250–1350 (New York: Oxford University Press, 1989), 34.
Thinking about Empire
By 1450, much of global commerce shaped by break-up of Mongol empire and replacement by others
How did empire’s work?
This was a system for getting more pie by taking it from someone else.
Extracting revenue and recruits
Trade as low hanging fruit; Mongols and others had an interest in promoting it in order to tax it.
Coopting local elites vs. direct administration; work for us and have your titles confirmed, or die.
Incorporating local custom: little effort to impose universal laws beyond those related to revenue and recruit extraction.
Administering a huge territory is very expensive
> efficiency = > centralized rule = < toleration = > chance for rebellion = > cost
Eastern Hemisphere c. 1500.
Old World Trading Circuits Refined
Polycentric Trade
Each circuit had a predominant group, but no single group controlled it all
Force not used to keep goods flowing—no rules on what must be sold or purchased where and from whom
Ships sailed w/ goods w/o naval escorts, as all had an interest in good outcomes.
No one party attempted to dominate trade—corner the market
Trade a conduit for cultural, technological, and commercial exchange—protected from danger for the mutual benefit of all parties involved
In .
Instructions The consists of 14 essay questions. Each essay should .docx
Instructions: The consists of 14 essay questions. Each essay should be approximately 300 words in length and include information taken from the textbook. Any information obtained from outside the textbook must be cited. Essays will be graded on length, informational content, and writing quality.
Chapter 1
Compare and contrast European values and ways of life with those of the Indians. Consider addressing religion, views about ownership of land, gender relations, and notions of freedom.
Compare the different economic and political systems of spain, Portugal, the Netherlands, and France in the age of expansion.
Chapter 2
Compare and contrast settlement patterns, treatment of Indians, and religion of the Spanish and English in the Americas.
In what ways did the economy, government, and household structure differ in New England and the Chesapeake colonies.
Chapter 3
How did King Philip’s War, Bacon’s Rebellion, and the Salem witch trials illustrate a widespread crisis in British North America in the late seventeenth century?
By the end of the seventeenth century, commerce was the foundation of empire and the leading cause of competition between European empires. Explain how the North American colonies were directly linked to Atlantic commerce by laws and trade.
Chapter 4
How did Great Britain’s position in North America change relative to the other European powers during the first three-quarters of the eighteenth century?
Three distinct slave systems were well entrenched in Britain’s mainland colonies. Describe the main characteristics of each system.
Chapter 5
Discuss the ramifications of using slaves in the British and Continental armies. Why did the British authorize the use of slaves? Why did the Americans? How did the slaves benefit?
Why did the colonists reach the conclusion that membership in the empire threatened their freedoms, rather than guaranteed them?
Chapter 6
For the lower classes, colonial society had been based on inequality, deference, and obedience. How did the American Revolution challenge that social order?
How did ideas of political freedom affect people’s ideas about economic rights and relationships?
Chapter 7
How did the limited central government created by the Articles of Confederation reflect the issues behind the Revolution and fear for individual liberties?
The Constitution has been described as a “bundle of compromises.” Which compromises were the most significant in shaping the direction of the new nation and why?
note,note,note,note,note
need it to be typed with basic words
following the instruction
.
Recommended
Economics 463 Economic Development Before 1900 Fall 2015Prof. .docx
Economics 463 Economic Development Before 1900 Fall 2015
Prof. Christopher Clague Nasatir 318
Phone 594-5503 Home Phone (858) 412-3251 (not after 9PM, please!)
Office Hours: MWF 10-10:45 and by appointment
Email: [email protected]
Required texts (all are paperback; used books may be available at lower prices)
1. David Landes, The Wealth and Poverty of Nations, 1998, W. W. Norton ($17)
2. Robert C. Allen, The British Industrial Revolution in Global Perspective, 2009, Cambridge University Press ($28)
3. Robert B. Marks, The Origins of the Modern World: Fate and Fortune in the Rise of the West ($27) Roman and Littlefield, 3rd edition, paperback
4. Reader contains exercises, sources for paper topics, and the following articles:
a. Timor Kuran, “Why the Middle East is Economically Underdeveloped,” JEP, 2004
b. Kenneth Sokoloff and Stanley Engerman, “History Lessons: Institutions, Factor Endowments, and Paths of Development in the New World,” (JEP, 2000)
The following articles are posted on Blackboard
c. Elinor Ostrom, “Collective Action and the Evolution of Social Norms,” (JEP, 2000)
d. Eric Chaney, “Separation of powers and the medieval roots of the institutional divergence between the Middle East and Europe.” (2011)
Grading
Test 1 25%
Test 2 25%
Homework and Quizzes 25%
Optional Paper (+) up to 5%
Final exam 25%
Students may add up to 5 percentage points to their overall grade by writing a paper on a topic approved by the instructor. The Course Reader contains a list of reading suggestions for paper topics. You are not limited to these topics. The paper must address a well-defined question and must make use of reasoning related to course material. To write a paper, you must hand in a sheet of paper describing the topic and listing at least a couple of sources. The topic sheet is due by November 20 and the paper itself is due by December 4. Earlier submissions are welcome, and they will increase the opportunity for my comments on your paper. The paper should be about 8 double-spaced pages and must be no longer than 15 pages. The paper should contain a list of sources at the end. The body of the paper should contain specific references to these sources.
Students who have written a paper, have completed all the assignments in the course, and have B+ or better going into the final do not need to take the final exam.
Date
Topics
Reading
Aug 24-28
The Rise of the West; the World in 1400
Game Theory: Assurance Game
Marks, Intro, Chaps 1, 2
Aug 31-Sept 4
Europe and China in pre-modern period
Marks, Chap 3
Landes, Chap 1,2
Ex1 Assurance
Ex2 Speciali-
zation
Sept 9-11
European Exceptionalism; Technological Change in Middle Ages; Europe, China, and Islamic World
Game Theory: PD Game
Malthus, Population
Landes, Chap 3-4
*Chaney, Middle East and Europe on BB
Ex3 Empires, States, Trade
Ex4 PD game
Sept 14-18
Age of Discovery 1500-1750
Landes, Chap 6
Ex5,5a Malthus
Sept 21-23
Dutch Golden Age
European ...
The Biological Old RegimePraying for enough, let alone growth.docx
The Biological Old Regime
Praying for enough, let alone growth
Topics
Working with Sources
The biological old regime
A world of limited good
Economic growth is non-existent or transient
Empire as a political system for the world of limited good
Ancient/medieval/early modern trade circuits
The division of labor and pursuit of comparative advantage in a world of limited good
Working with Sources:
Key Aspects of Interpretation
Written (texts)
Who wrote it?
When and where was it written?
What type of document is it?
Why did they write it (audience, circumstances)?
Point of view?
What is believable and why?
What can we learn from it?
Strengths?
Limitations?
Keep these things in mind as you do the readings and answer the prompts. They all point to the importance of:
Context
Contingency
Comparison
Change over time
Defining Terms
What do we mean by Biological Old Regime?
World of Limited Good
Annual surplus beyond needs of subsistence very small
What do we mean by an empire?
Multiethnic
Multi-confessional
Multicultural
Metropole, periphery and dilemmas of imperial rule
Empires c. 1450
Biological Old Regime
Up until 18th century, humans everywhere lived within this same set of environmental constraints to the generation of wealth.
World existed within “biological old regime”
Very little surplus wealth generated
“Pie” is finite. The only way you get a bigger slice is by taking it from someone else.
This is a “world of limited good”
Europe exists on the periphery of global commerce. Global wealth largely concentrated in Asia.
Eight Circuits of the 13th-Century World System: Get to know this well
Janet L. Abu-Lughod, Before European Hegemony: The World System A.D. 1250–1350 (New York: Oxford University Press, 1989), 34.
Thinking about Empire
By 1450, much of global commerce shaped by break-up of Mongol empire and replacement by others
How did empire’s work?
This was a system for getting more pie by taking it from someone else.
Extracting revenue and recruits
Trade as low hanging fruit; Mongols and others had an interest in promoting it in order to tax it.
Coopting local elites vs. direct administration; work for us and have your titles confirmed, or die.
Incorporating local custom: little effort to impose universal laws beyond those related to revenue and recruit extraction.
Administering a huge territory is very expensive
> efficiency = > centralized rule = < toleration = > chance for rebellion = > cost
Eastern Hemisphere c. 1500.
Old World Trading Circuits Refined
Polycentric Trade
Each circuit had a predominant group, but no single group controlled it all
Force not used to keep goods flowing—no rules on what must be sold or purchased where and from whom
Ships sailed w/ goods w/o naval escorts, as all had an interest in good outcomes.
No one party attempted to dominate trade—corner the market
Trade a conduit for cultural, technological, and commercial exchange—protected from danger for the mutual benefit of all parties involved
In .
Instructions The consists of 14 essay questions. Each essay should .docx
Instructions: The consists of 14 essay questions. Each essay should be approximately 300 words in length and include information taken from the textbook. Any information obtained from outside the textbook must be cited. Essays will be graded on length, informational content, and writing quality.
Chapter 1
Compare and contrast European values and ways of life with those of the Indians. Consider addressing religion, views about ownership of land, gender relations, and notions of freedom.
Compare the different economic and political systems of spain, Portugal, the Netherlands, and France in the age of expansion.
Chapter 2
Compare and contrast settlement patterns, treatment of Indians, and religion of the Spanish and English in the Americas.
In what ways did the economy, government, and household structure differ in New England and the Chesapeake colonies.
Chapter 3
How did King Philip’s War, Bacon’s Rebellion, and the Salem witch trials illustrate a widespread crisis in British North America in the late seventeenth century?
By the end of the seventeenth century, commerce was the foundation of empire and the leading cause of competition between European empires. Explain how the North American colonies were directly linked to Atlantic commerce by laws and trade.
Chapter 4
How did Great Britain’s position in North America change relative to the other European powers during the first three-quarters of the eighteenth century?
Three distinct slave systems were well entrenched in Britain’s mainland colonies. Describe the main characteristics of each system.
Chapter 5
Discuss the ramifications of using slaves in the British and Continental armies. Why did the British authorize the use of slaves? Why did the Americans? How did the slaves benefit?
Why did the colonists reach the conclusion that membership in the empire threatened their freedoms, rather than guaranteed them?
Chapter 6
For the lower classes, colonial society had been based on inequality, deference, and obedience. How did the American Revolution challenge that social order?
How did ideas of political freedom affect people’s ideas about economic rights and relationships?
Chapter 7
How did the limited central government created by the Articles of Confederation reflect the issues behind the Revolution and fear for individual liberties?
The Constitution has been described as a “bundle of compromises.” Which compromises were the most significant in shaping the direction of the new nation and why?
note,note,note,note,note
need it to be typed with basic words
following the instruction
.
Europe in AsiaGunpowder, expansion and state consolidation in .docx
Europe in Asia
Gunpowder, expansion and state consolidation in a world of limited good
Topics
European Overseas Expansion
State consolidation
The Gunpowder Revolution
Mercantilism: The policy of imperial expansion and state consolidation in a world of limited good
Southwest Asia
European Exploration as Desperation
Cut off from access to main trade centers.
Even before cut off, access difficult and expensive.
Access connected to European state formation/consolidation
Henry the Navigator
Connecting through N. Africa
Finding Prester John
Portuguese Exploration
European Entry into Indian Ocean and End of Polycentrism
Reconquista in Spain (unification of Iberian peninnsula by kicking out Muslims and Jews)
State building
Gunpowder (shift in military technology)
Different attitude to property (concept of private property based on application of labor: labor theory of value)
Different attitude toward trade; modeled on practices of Italian city-states in Mediterranean, which extended practice of control over trade in ports (common throughout the world) to shipping lanes.
Running a protection racket along shipping routes like modern day pirates)
As such, brought different attitude to trade into the largely self-regulating, polycentric system of Indian Ocean basin
Armed trade
Beginning of end of polycentrism in global economy
Europeans arrived and did not find this
China as the big player in all of this, the driver of global trade
Voyages of Admiral Zheng He, 1405-1433
Specifically charged w/ encouraging trade after collapse of Mongol empire, years of Chinese isolation and earlier policies (and lack of silver) led to collapse of trade and Chinese currency
And then, as suddenly as they appeared, the Chinese were gone
By beginning of 16th c., everyone wants in on the action
The Emergence of the Modern State, c. 1500-1700 as means to achieve this
What do we mean by “modern” or “nation” in this context?
What factors contributed to consolidation of political authority in centralized states?
Gunpowder
What policies sustained consolidated states?
Revenue, recruits and labor
All had to be extracted from a world of limited good
What do we mean by “modern” state?
Modern:
Centrally administered states that can extend their authority throughout territory (more or less)
Nation?
yes and no
although rhetoric was there, much still missing, such as homogenous print culture and internal markets
New types of identities
Medieval “local” erodes further, even for rural inhabitants
Social estate (more caste than class) still important, but “subject” of a particular ruler becoming more prevalent among population
But remember…
“I’m not dead yet!”
Empire as a form of political organization still viable, vibrant and, in many ways, victorious (made it to 20th Century):
Russian Empire
Ottoman Empire
Qing Dynasty
11
Two Tracks for State Development
Both claimed to benefit the commonweal/the common good
Limitation of monarchy by law and representa.
How and why did Europeans come to explore, conquer, and eventually c.docx
How and why did Europeans come to explore, conquer, and eventually colonize the New World? Why didn’t other empires do the same?
Compare the motives and reach of Chinese and European maritime explorations in the fifteenth century.
How was European imperial expansion related to the spread of Christianity?
In what ways did religious changes in Asia and the Middle East parallel those of Europe, and in what ways were they different?
Consider global economic and commercial trends in the period from 1450-1750. To what extend did Europeans transform earlier patterns of commerce and trade, and in what ways did Europeans assimilate into older, existing patterns? Be sure to discuss more than just the Atlantic world in your essay.
Argue what was so revolutionary about the Scientific Revolution. In your answer, discuss earlier assumptions of science and cosmology, the role of individual intellectuals and scientists and their ideas, and the impact of these ideas on the broader society in Europe (and globally), especially during the Enlightenment.
Compare and contrast the development of two major Empires we have studied (at least one must be outside of Western Europe). Be sure to address such topics as: the motivations for their expansion (where applicable), political, social/cultural, and religious developments, any problems they encountered, and the ways they attempted to address these problems. What were the consequences for both the people of the Empire and the peoples in the regions to which they spread?
.
The French Revolution Essay Example
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The French Revolution Essay example
The French Revolution
The French Revolution evokes many different emotions and controversial issues in that some believe it was worth the cost and some don t. There is no doubt that the French Revolution did have major significance in history. Not only did the French gain their independence, but an industrial revolution also took place. One of the main issues of the Revolution was it s human costs. Two writers, the first, Peter Kropotkin who was a Russian prince, and the other Simon Schama, a history professor, both had very opposing views on whether the wars fought by France during the Revolution were worth it s human costs. Krapotkin believed that the French Revolution was the main turning point for not only France but for most...show more content...He also began one of the bloodiest periods in French history, the Reign of Terror. During the Reign of Terror, more than 30,000 people were executed, mainly for opposing Robespierre s views. Late in 1794, Robespierre was put to death and a new leader was looked for; this of course turned out to be Napoleon. With many conquered lands under his belt by 1798, Napoleon had a huge following and planned a coup d etat. On November 18, 1799, Napoleon became the First Consul of France, or in his mind the dictator. Napoleon then crowned himself Emperor in 1804 and conquered many countries including Austria, Prussia, and Russia in 1805,06, and 07 respectively. Such a strong ruler is bound to fall eventually, this happened in 1815 with his death. Even with the many improvements to the country of France in the late 1700 s and early 1800 s, some still believe that the French Revolution was not worth it
RequirementsMicrosoft Project is the recommended software tool f.docx
Requirements
Microsoft Project is the recommended software tool for this course due to its wide industry acceptance and its use in many project management professional roles. If you have not already done so, follow the instructions provided through the links below to download and install software or register for an account, as required.
1. If you have a Capella MS Imagine account, go to Step 2. Otherwise, see the instructions for registering an account at MS Imagine ‒ Registration.
2. Log into the Capella Microsoft Imagine WebStore.
3. Identify the version of MS Project that is compatible with your operating system.
4. Download and install.
If you encounter any difficulties in the download and installation process, post a detailed question in the Ask Your Faculty Discussion in the menu dropdown when you click the image of your faculty. They should be able to help you or point you in the right direction for the answers you need.
Using Project in this course helps prepare you for future professional PM roles and responsibilities. Please use Project for tasks the software supports. If you have access to other tools such as Microsoft Visio, PowerPoint, and Word, or other project management software you believe may still meet the requirements of this course, please discuss your selected alternative with faculty.
Deliverable
Develop a risk management plan for your project. Use the Risk Management Plan Template and the PMBOK® Guide to complete this assessment:
1. Analyze the project introduction and project risk principles.
2. Identify project risks (both positive and negative).
3. Create a Risk Matrix Legend.
. Probability Level / Criteria / Color Code.
. Impact Level / Criteria / Color Code.
· Create your Project Risk Matrix. Identify a minimum of 10 potential risks (positive or negative). For each risk:
. Describe the risk.
. Identify the probability rating.
. Identify the impact of the risk to the project.
. Identify response or solution for the risk.
. Explain the action plan for the response or solution to the risk.
. Identify the responsible person for each action.
. Identify the status of each action.
· Create your Risk Monitoring and Control Strategy:
. Define the Review and Action Plan for identified and unidentified risks.
. Establish a Review process.
. Establish a Reporting process.
Preparation
Use the provided template develop the deliverables for this assessment. This assessment has one deliverable:
· Deliverable 1: Complete the Project Risk Management Plan Template.
Deliverable Format
· References: There is no set number of references required for this assessment. Use scholarly or academic sources where applicable.
· Format:
. Utilize the Risk Management Plan Template.
. All assessments are professional documents and should therefore follow the corresponding Academic and Professional Document Guidelines, including single-spaced paragraphs.
. Use APA style and format for any references and in-text citations.
· Length: Utilize the te.
REQUIREMENTSPart 1 5-page Research paper consisting of 6 parts .docx
REQUIREMENTS:
Part 1: 5-page Research paper consisting of 6 parts: Intro, Narration, Partition, Arguments, Refutation, Conclusion + Works Cited page (10 sources)
Part 2: 10 sources cited with annotations (3-5 sentences on each souce)
TOPIC: Ask me, will provide structure, argument, thesis
Ask me for any clarifications before making any assumptions, please!
.
RequirementsOutlineIntended AudienceIdentif.docx
Requirements:
Outline
Intended Audience
Identify your audience for the speech. Be as specific as possible (include demographics if applicable).
Importance Statement
Explain why your topic is important for the target audience.
INTRODUCTION
Requirements
Outline
Attention-getting Opening
Grab your audience’s attention with an interesting statistic, fact, compelling question, or story.
Thesis Statement
Identify claim and main points in one sentence. We recommend this format:
Research suggests that
(major claim)
because
(main point 1)
and
(main point 2).
Preview of Main Points
1.
List the first main point from the thesis
2. List the second main point from the thesis
*Use highlights for guidance, feel free to remove after
BODY
Requirements
Outline
Main Point #1
One subpoint MUST have supporting evidence (shown via an in-text citation).
Please refer to the example for how to do in-text citations.
Add as many subpoints as needed. We recommend three.
Main Point #2
One subpoint MUST have supporting evidence (shown via an in-text citation).
Please refer to the example for how to do in-text citations.
Add as many subpoints as needed. We recommend three.
Mark your plan to show your visual aid (it must be shown within either main point 1 or 2).
Copy and paste your visual aid where you plan to support one of the main points. Add (Author, Date) underneath. Your visual aid needs to be something meaningful that helps your audience learn about or better understand what you are saying.
If your visual aid doesn’t fit, please paste it underneath the template. Don’t forget to add your in-text citation underneath it.
CONCLUSION
Requirements
Outline
Restatement of Thesis
To tie the speech together, restate the thesis from the introduction.
Summary of Main Points
1. Summarize the first main point from the thesis statement.
2. Summarize the second main point from the thesis statement.
Closing Comments
End with a call to action, important point, or story to make your topic memorable for the audience.
FULL REFERENCES
Requirements
Outline
Provide a reference list that includes the author, date of publication, title, and location of information (e.g., publisher, journal, website URL) for
each
source. APA citation style is strongly encouraged.
If there is no author:
Use the organization’s name as the author.
.
REQUIREMENTSIntroductionIntroduction includesthe.docx
REQUIREMENTS
Introduction
Introduction includes
the:
· Purpose of the presentation
· Age group
· Cultural focus
Current Menu Analysis
Analyze menus based on the following criteria & Provide rationales for your analysis.
Identify:
· Healthy/unhealthy menu selections
· Appropriate for nutritional requirements of age group
· Influence of cultural and regional food practices
Consider:
· Does the menu selected provide adequate amounts of protein, fats, carbohydrates, vitamins, and minerals?
· Over the course of a
Lunch menu (Group Cronometer Report),
are individuals provided with a balanced diet?
· Does this diet allow for differences in dietary patterns related to the culture or age group selected?
Create Sample Menu
Create
a
replacement
menu
providing
healthier
choices
for
each
menu
analyzed including the following:
· Age considerations
· Potential health concerns
· Cultural influences
· Regional patterns
· Nutritional components of your food choices
· Include two references that support your choices on the slides.
Compare Menus
· Compare original menus with the corresponding replacement and explain how the replacement menu offers better nutritional options while still reflecting specific cultural choices.
· Provide
New Cronometer Nutrient Report
for new replacement menu to compare menus
· Include two references that support your choices on the slides.
.
requirementslength-3pages longfont- 10or11space- double spacin.docx
requirements
length-3pages long
font- 10or11
space- double spacing/with not more than 1.5 inches margin
format-type/word processed
content
1. concert attended (title)
2. date and place of concert
3. type of concert
(performing Medium)
4. general reaction to the concert environment
5. title of each piece, composer, criticism of the performance(vocal techniques, interpretation and performance skills)
6. composition i like best, and why?
7. compositon i like least, and why?
8. list of composers
10. background informaition about the composer
11. historical information about each piece
12. overall reaction.
So the Concert was an Opera called ' Francesca da rimini'
at the metropolitan opera.
if u have question about anything
e-mail me
[email protected]
.
REQUIREMENTSIntroductionIntroduction includesthe· P.docx
REQUIREMENTS
Introduction
Introduction includes
the:
· Purpose of the presentation
· Age group
· Cultural focus
Current Menu Analysis
Analyze menus based on the following criteria & Provide rationales for your analysis.
Identify:
· Healthy/unhealthy menu selections
· Appropriate for nutritional requirements of age group
· Influence of cultural and regional food practices
Consider:
· Does the menu selected provide adequate amounts of protein, fats, carbohydrates, vitamins, and minerals?
· Over the course of a
Lunch menu (Group Cronometer Report),
are individuals provided with a balanced diet?
· Does this diet allow for differences in dietary patterns related to the culture or age group selected?
Create Sample Menu
Create
a
replacement
menu
providing
healthier
choices
for
each
menu
analyzed including the following:
· Age considerations
· Potential health concerns
· Cultural influences
· Regional patterns
· Nutritional components of your food choices
· Include two references that support your choices on the slides.
.
RequirementsDevelop a formal Teaching Plan for a target audi.docx
Requirements
Develop a formal Teaching Plan for a target audience in a nursing academic or healthcare setting (Do not develop a Teaching Plan for patients.). Use the template provided to prepare and submit the Teaching Plan.
Preparing the Paper
This assignment will be submitted to the faculty member using the template provided. The Teaching Plan is to include the following information.
Topic/title of presentation
Description of target audience
Program description
Learning objectives written in measurable terms and appropriate for the target audience
Course objectives
Unit objectives
Topical outline of content to be presented (instructional methods to be used including the rationale for the selection of the instructional method)
Learning resources/materials used by the instructor for preparation and student assignments
Methods of evaluation
Presented using the Teaching Plan grid. Format for references is to be completely consistent with APA format, 6th edition
A minimum of three current resources related to the topic chosen for the presentation are to be included
.
RequirementsIf the student cannot attend the Intensive review, .docx
Requirements:
If the student cannot attend the Intensive review, they will write an evidence-based management (EBM) paper.
Choose to write an evidence-based management review paper on each of the weekly systems with current national guidelines, discuss what they are and if any contradicting guidelines.
Pick two diseases from each of the following systems: HEENT, Pulmonary, Hematology, Neurology, Gastroenterology, Cardiovascular, Orthopedics, Endocrinology, Dermatology, Urology and STD’s, pregnancy, men’s health, psychiatry, and pediatric growth and development topics are required.
Pick two health promotion areas, from either pediatrics, women’s health, men’s health, or issues in aging.
Outline two diseases topic from each area noting the following: Name of the disease/promotion area, definition, brief pathophysiology, signs and symptoms, current guidelines for diagnosis (i.e. laboratory testing, signs alone, etc.), and current treatment standards.
Outline the two health promotion areas noting risk factors to precipitate needing the health promotion measure (if any) and current guidelines for screening and/or implementation of the health promotion measure.
Note if there are conflicting guidelines on any of the above areas (disease or health promotion). For example certain bodies differ on recommendations for self-breast exam.
Then write a brief case at the end of each disease highlighting the patient with ‘classic’ signs of the disease in subjective and objective data. *For health promotion, outline a case history and physical where the patient meets the criteria for that health promotion.
Topic areas should be chosen based on weakest areas of knowledge for students by reviewing their APEA exam results, and the AANP certification exam blueprint (found on the internet).
Preparing the Paper:
Paper must be at least 30 pages and is not to exceed 50 pages. Must be APA 6th ed. With title page and have at least 10 references from peer reviewed sources. Please use headings to delineate both system areas and each disease/health promotion portion of each area.
This paper will be graded on the quality of the information, inclusion of evidence-based scholarly resources, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content details below).
Submit to the appropriate location in Canvas by Wednesday 11:59 p.m. MT at the end of Week 8.
Create this assignment using Microsoft (MS) Word. You can tell that the document is saved as a MS Word document because it will end in ".docx."
APA format (6th edition) is required in this assignment for all parts. Include title page and reference page. See the APA manual for details regarding proper citation. See program resources "Guidelines for Writing Professional Papers" for further clarification.
Use "Turn it In", the similarity match less than 24%, if quoting be sure to use APA format as well. Copying and pasting any mat.
More Related Content
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Europe in AsiaGunpowder, expansion and state consolidation in .docx
Europe in Asia
Gunpowder, expansion and state consolidation in a world of limited good
Topics
European Overseas Expansion
State consolidation
The Gunpowder Revolution
Mercantilism: The policy of imperial expansion and state consolidation in a world of limited good
Southwest Asia
European Exploration as Desperation
Cut off from access to main trade centers.
Even before cut off, access difficult and expensive.
Access connected to European state formation/consolidation
Henry the Navigator
Connecting through N. Africa
Finding Prester John
Portuguese Exploration
European Entry into Indian Ocean and End of Polycentrism
Reconquista in Spain (unification of Iberian peninnsula by kicking out Muslims and Jews)
State building
Gunpowder (shift in military technology)
Different attitude to property (concept of private property based on application of labor: labor theory of value)
Different attitude toward trade; modeled on practices of Italian city-states in Mediterranean, which extended practice of control over trade in ports (common throughout the world) to shipping lanes.
Running a protection racket along shipping routes like modern day pirates)
As such, brought different attitude to trade into the largely self-regulating, polycentric system of Indian Ocean basin
Armed trade
Beginning of end of polycentrism in global economy
Europeans arrived and did not find this
China as the big player in all of this, the driver of global trade
Voyages of Admiral Zheng He, 1405-1433
Specifically charged w/ encouraging trade after collapse of Mongol empire, years of Chinese isolation and earlier policies (and lack of silver) led to collapse of trade and Chinese currency
And then, as suddenly as they appeared, the Chinese were gone
By beginning of 16th c., everyone wants in on the action
The Emergence of the Modern State, c. 1500-1700 as means to achieve this
What do we mean by “modern” or “nation” in this context?
What factors contributed to consolidation of political authority in centralized states?
Gunpowder
What policies sustained consolidated states?
Revenue, recruits and labor
All had to be extracted from a world of limited good
What do we mean by “modern” state?
Modern:
Centrally administered states that can extend their authority throughout territory (more or less)
Nation?
yes and no
although rhetoric was there, much still missing, such as homogenous print culture and internal markets
New types of identities
Medieval “local” erodes further, even for rural inhabitants
Social estate (more caste than class) still important, but “subject” of a particular ruler becoming more prevalent among population
But remember…
“I’m not dead yet!”
Empire as a form of political organization still viable, vibrant and, in many ways, victorious (made it to 20th Century):
Russian Empire
Ottoman Empire
Qing Dynasty
11
Two Tracks for State Development
Both claimed to benefit the commonweal/the common good
Limitation of monarchy by law and representa.
How and why did Europeans come to explore, conquer, and eventually c.docx
How and why did Europeans come to explore, conquer, and eventually colonize the New World? Why didn’t other empires do the same?
Compare the motives and reach of Chinese and European maritime explorations in the fifteenth century.
How was European imperial expansion related to the spread of Christianity?
In what ways did religious changes in Asia and the Middle East parallel those of Europe, and in what ways were they different?
Consider global economic and commercial trends in the period from 1450-1750. To what extend did Europeans transform earlier patterns of commerce and trade, and in what ways did Europeans assimilate into older, existing patterns? Be sure to discuss more than just the Atlantic world in your essay.
Argue what was so revolutionary about the Scientific Revolution. In your answer, discuss earlier assumptions of science and cosmology, the role of individual intellectuals and scientists and their ideas, and the impact of these ideas on the broader society in Europe (and globally), especially during the Enlightenment.
Compare and contrast the development of two major Empires we have studied (at least one must be outside of Western Europe). Be sure to address such topics as: the motivations for their expansion (where applicable), political, social/cultural, and religious developments, any problems they encountered, and the ways they attempted to address these problems. What were the consequences for both the people of the Empire and the peoples in the regions to which they spread?
.
The French Revolution Essay Example
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The French Revolution Essay example
The French Revolution
The French Revolution evokes many different emotions and controversial issues in that some believe it was worth the cost and some don t. There is no doubt that the French Revolution did have major significance in history. Not only did the French gain their independence, but an industrial revolution also took place. One of the main issues of the Revolution was it s human costs. Two writers, the first, Peter Kropotkin who was a Russian prince, and the other Simon Schama, a history professor, both had very opposing views on whether the wars fought by France during the Revolution were worth it s human costs. Krapotkin believed that the French Revolution was the main turning point for not only France but for most...show more content...He also began one of the bloodiest periods in French history, the Reign of Terror. During the Reign of Terror, more than 30,000 people were executed, mainly for opposing Robespierre s views. Late in 1794, Robespierre was put to death and a new leader was looked for; this of course turned out to be Napoleon. With many conquered lands under his belt by 1798, Napoleon had a huge following and planned a coup d etat. On November 18, 1799, Napoleon became the First Consul of France, or in his mind the dictator. Napoleon then crowned himself Emperor in 1804 and conquered many countries including Austria, Prussia, and Russia in 1805,06, and 07 respectively. Such a strong ruler is bound to fall eventually, this happened in 1815 with his death. Even with the many improvements to the country of France in the late 1700 s and early 1800 s, some still believe that the French Revolution was not worth it
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More from heunice
RequirementsMicrosoft Project is the recommended software tool f.docx
Requirements
Microsoft Project is the recommended software tool for this course due to its wide industry acceptance and its use in many project management professional roles. If you have not already done so, follow the instructions provided through the links below to download and install software or register for an account, as required.
1. If you have a Capella MS Imagine account, go to Step 2. Otherwise, see the instructions for registering an account at MS Imagine ‒ Registration.
2. Log into the Capella Microsoft Imagine WebStore.
3. Identify the version of MS Project that is compatible with your operating system.
4. Download and install.
If you encounter any difficulties in the download and installation process, post a detailed question in the Ask Your Faculty Discussion in the menu dropdown when you click the image of your faculty. They should be able to help you or point you in the right direction for the answers you need.
Using Project in this course helps prepare you for future professional PM roles and responsibilities. Please use Project for tasks the software supports. If you have access to other tools such as Microsoft Visio, PowerPoint, and Word, or other project management software you believe may still meet the requirements of this course, please discuss your selected alternative with faculty.
Deliverable
Develop a risk management plan for your project. Use the Risk Management Plan Template and the PMBOK® Guide to complete this assessment:
1. Analyze the project introduction and project risk principles.
2. Identify project risks (both positive and negative).
3. Create a Risk Matrix Legend.
. Probability Level / Criteria / Color Code.
. Impact Level / Criteria / Color Code.
· Create your Project Risk Matrix. Identify a minimum of 10 potential risks (positive or negative). For each risk:
. Describe the risk.
. Identify the probability rating.
. Identify the impact of the risk to the project.
. Identify response or solution for the risk.
. Explain the action plan for the response or solution to the risk.
. Identify the responsible person for each action.
. Identify the status of each action.
· Create your Risk Monitoring and Control Strategy:
. Define the Review and Action Plan for identified and unidentified risks.
. Establish a Review process.
. Establish a Reporting process.
Preparation
Use the provided template develop the deliverables for this assessment. This assessment has one deliverable:
· Deliverable 1: Complete the Project Risk Management Plan Template.
Deliverable Format
· References: There is no set number of references required for this assessment. Use scholarly or academic sources where applicable.
· Format:
. Utilize the Risk Management Plan Template.
. All assessments are professional documents and should therefore follow the corresponding Academic and Professional Document Guidelines, including single-spaced paragraphs.
. Use APA style and format for any references and in-text citations.
· Length: Utilize the te.
REQUIREMENTSPart 1 5-page Research paper consisting of 6 parts .docx
REQUIREMENTS:
Part 1: 5-page Research paper consisting of 6 parts: Intro, Narration, Partition, Arguments, Refutation, Conclusion + Works Cited page (10 sources)
Part 2: 10 sources cited with annotations (3-5 sentences on each souce)
TOPIC: Ask me, will provide structure, argument, thesis
Ask me for any clarifications before making any assumptions, please!
.
RequirementsOutlineIntended AudienceIdentif.docx
Requirements:
Outline
Intended Audience
Identify your audience for the speech. Be as specific as possible (include demographics if applicable).
Importance Statement
Explain why your topic is important for the target audience.
INTRODUCTION
Requirements
Outline
Attention-getting Opening
Grab your audience’s attention with an interesting statistic, fact, compelling question, or story.
Thesis Statement
Identify claim and main points in one sentence. We recommend this format:
Research suggests that
(major claim)
because
(main point 1)
and
(main point 2).
Preview of Main Points
1.
List the first main point from the thesis
2. List the second main point from the thesis
*Use highlights for guidance, feel free to remove after
BODY
Requirements
Outline
Main Point #1
One subpoint MUST have supporting evidence (shown via an in-text citation).
Please refer to the example for how to do in-text citations.
Add as many subpoints as needed. We recommend three.
Main Point #2
One subpoint MUST have supporting evidence (shown via an in-text citation).
Please refer to the example for how to do in-text citations.
Add as many subpoints as needed. We recommend three.
Mark your plan to show your visual aid (it must be shown within either main point 1 or 2).
Copy and paste your visual aid where you plan to support one of the main points. Add (Author, Date) underneath. Your visual aid needs to be something meaningful that helps your audience learn about or better understand what you are saying.
If your visual aid doesn’t fit, please paste it underneath the template. Don’t forget to add your in-text citation underneath it.
CONCLUSION
Requirements
Outline
Restatement of Thesis
To tie the speech together, restate the thesis from the introduction.
Summary of Main Points
1. Summarize the first main point from the thesis statement.
2. Summarize the second main point from the thesis statement.
Closing Comments
End with a call to action, important point, or story to make your topic memorable for the audience.
FULL REFERENCES
Requirements
Outline
Provide a reference list that includes the author, date of publication, title, and location of information (e.g., publisher, journal, website URL) for
each
source. APA citation style is strongly encouraged.
If there is no author:
Use the organization’s name as the author.
.
REQUIREMENTSIntroductionIntroduction includesthe.docx
REQUIREMENTS
Introduction
Introduction includes
the:
· Purpose of the presentation
· Age group
· Cultural focus
Current Menu Analysis
Analyze menus based on the following criteria & Provide rationales for your analysis.
Identify:
· Healthy/unhealthy menu selections
· Appropriate for nutritional requirements of age group
· Influence of cultural and regional food practices
Consider:
· Does the menu selected provide adequate amounts of protein, fats, carbohydrates, vitamins, and minerals?
· Over the course of a
Lunch menu (Group Cronometer Report),
are individuals provided with a balanced diet?
· Does this diet allow for differences in dietary patterns related to the culture or age group selected?
Create Sample Menu
Create
a
replacement
menu
providing
healthier
choices
for
each
menu
analyzed including the following:
· Age considerations
· Potential health concerns
· Cultural influences
· Regional patterns
· Nutritional components of your food choices
· Include two references that support your choices on the slides.
Compare Menus
· Compare original menus with the corresponding replacement and explain how the replacement menu offers better nutritional options while still reflecting specific cultural choices.
· Provide
New Cronometer Nutrient Report
for new replacement menu to compare menus
· Include two references that support your choices on the slides.
.
requirementslength-3pages longfont- 10or11space- double spacin.docx
requirements
length-3pages long
font- 10or11
space- double spacing/with not more than 1.5 inches margin
format-type/word processed
content
1. concert attended (title)
2. date and place of concert
3. type of concert
(performing Medium)
4. general reaction to the concert environment
5. title of each piece, composer, criticism of the performance(vocal techniques, interpretation and performance skills)
6. composition i like best, and why?
7. compositon i like least, and why?
8. list of composers
10. background informaition about the composer
11. historical information about each piece
12. overall reaction.
So the Concert was an Opera called ' Francesca da rimini'
at the metropolitan opera.
if u have question about anything
e-mail me
[email protected]
.
REQUIREMENTSIntroductionIntroduction includesthe· P.docx
REQUIREMENTS
Introduction
Introduction includes
the:
· Purpose of the presentation
· Age group
· Cultural focus
Current Menu Analysis
Analyze menus based on the following criteria & Provide rationales for your analysis.
Identify:
· Healthy/unhealthy menu selections
· Appropriate for nutritional requirements of age group
· Influence of cultural and regional food practices
Consider:
· Does the menu selected provide adequate amounts of protein, fats, carbohydrates, vitamins, and minerals?
· Over the course of a
Lunch menu (Group Cronometer Report),
are individuals provided with a balanced diet?
· Does this diet allow for differences in dietary patterns related to the culture or age group selected?
Create Sample Menu
Create
a
replacement
menu
providing
healthier
choices
for
each
menu
analyzed including the following:
· Age considerations
· Potential health concerns
· Cultural influences
· Regional patterns
· Nutritional components of your food choices
· Include two references that support your choices on the slides.
.
RequirementsDevelop a formal Teaching Plan for a target audi.docx
Requirements
Develop a formal Teaching Plan for a target audience in a nursing academic or healthcare setting (Do not develop a Teaching Plan for patients.). Use the template provided to prepare and submit the Teaching Plan.
Preparing the Paper
This assignment will be submitted to the faculty member using the template provided. The Teaching Plan is to include the following information.
Topic/title of presentation
Description of target audience
Program description
Learning objectives written in measurable terms and appropriate for the target audience
Course objectives
Unit objectives
Topical outline of content to be presented (instructional methods to be used including the rationale for the selection of the instructional method)
Learning resources/materials used by the instructor for preparation and student assignments
Methods of evaluation
Presented using the Teaching Plan grid. Format for references is to be completely consistent with APA format, 6th edition
A minimum of three current resources related to the topic chosen for the presentation are to be included
.
RequirementsIf the student cannot attend the Intensive review, .docx
Requirements:
If the student cannot attend the Intensive review, they will write an evidence-based management (EBM) paper.
Choose to write an evidence-based management review paper on each of the weekly systems with current national guidelines, discuss what they are and if any contradicting guidelines.
Pick two diseases from each of the following systems: HEENT, Pulmonary, Hematology, Neurology, Gastroenterology, Cardiovascular, Orthopedics, Endocrinology, Dermatology, Urology and STD’s, pregnancy, men’s health, psychiatry, and pediatric growth and development topics are required.
Pick two health promotion areas, from either pediatrics, women’s health, men’s health, or issues in aging.
Outline two diseases topic from each area noting the following: Name of the disease/promotion area, definition, brief pathophysiology, signs and symptoms, current guidelines for diagnosis (i.e. laboratory testing, signs alone, etc.), and current treatment standards.
Outline the two health promotion areas noting risk factors to precipitate needing the health promotion measure (if any) and current guidelines for screening and/or implementation of the health promotion measure.
Note if there are conflicting guidelines on any of the above areas (disease or health promotion). For example certain bodies differ on recommendations for self-breast exam.
Then write a brief case at the end of each disease highlighting the patient with ‘classic’ signs of the disease in subjective and objective data. *For health promotion, outline a case history and physical where the patient meets the criteria for that health promotion.
Topic areas should be chosen based on weakest areas of knowledge for students by reviewing their APEA exam results, and the AANP certification exam blueprint (found on the internet).
Preparing the Paper:
Paper must be at least 30 pages and is not to exceed 50 pages. Must be APA 6th ed. With title page and have at least 10 references from peer reviewed sources. Please use headings to delineate both system areas and each disease/health promotion portion of each area.
This paper will be graded on the quality of the information, inclusion of evidence-based scholarly resources, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content details below).
Submit to the appropriate location in Canvas by Wednesday 11:59 p.m. MT at the end of Week 8.
Create this assignment using Microsoft (MS) Word. You can tell that the document is saved as a MS Word document because it will end in ".docx."
APA format (6th edition) is required in this assignment for all parts. Include title page and reference page. See the APA manual for details regarding proper citation. See program resources "Guidelines for Writing Professional Papers" for further clarification.
Use "Turn it In", the similarity match less than 24%, if quoting be sure to use APA format as well. Copying and pasting any mat.
RequirementsContent Craft an e-mail message that.docx
Requirements
Content:
Craft an e-mail message that summarizes all relevant facts of the scenario, requests a face-to-face meeting to discuss the relevant facts at a specific time, and uses language and tone appropriate for the recipient.
Format
Format your e-mail appropriately using the standard form, a descriptive subject line, a professional greeting/salutation, and a signature.
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REQUIREMENTSexternal environmentA. Natural environment.docx
REQUIREMENTS
external environment
A. Natural environment
-growing water scarcity
-energy availability a growing problem
B. Societal environment
-economic
-technological
-political legal
-sociocultural
C. task environment
-north America market mature and extremely competitive- vigilant consumer demand high quality with low price in safe, environmentally sound products
-industry going global as north America and European firms expand internationally
-rivalry high
-buyers power low
-distributors power high
-threat of substitutes
- entry barriers high
D. situational analysis( SWOT)
1. Strengths
-quality maytag culture
-Maytag well-known and respected brand
-Hoover’s international orientation
-core competencies in process R&D and manufacturing
2. Weakness
-lack of financial resources of competitors
-poor global positioning, however weak on Europe continent
-dependent on small dealers
-marketing needs improvement
3. Opportunity
-economic integration of European community
-demographics favor quality
-trend to superstores
4. Threats
-trend to superstore
-aggressive rivals
- Japanese appliance companies
E. review of current mission and objectives
.
Requirements1. Using a patient seen in their clinical setting, .docx
Requirements:
1. Using a patient seen in their clinical setting, students will give an oral presentation (via Kaltura) using the 6-step learner-centered SNAPPS model to mimic a real life presentation to the preceptor by:
· Briefly summarizing the relative history and findings;
· Narrowing the differential to three relevant possibilities using the pertinent positive and negative findings;
· Analyzing the differential by comparing and contrasting the possibilities;
· Probing the preceptor by asking questions about uncertainties, difficulties, or alternative approaches;
· Identifying a treatment plan for the patient; and
· Select a case-related issue for self-directed learning
2. In addition to the oral presentation, the student will submit the written findings of their research for the case-related, self-directed learning topic that was identified in the presentation.
3. The written portion of this assignment will be submitted on the “SNAPPS Template for Written Assignment” using appropriate evidence-based, scholarly references and using appropriate APA reference and in-text citations.
4. The oral presentation must be submitted to the Week 5 discussion board before Sunday, 11:59 p.m. MT. The written portion of the assignment must be submitted on the template provided to the assignment box before Sunday, 11:59 p.m. MT. If any of the required items are missing or are submitted after the deadline, late penalties will be applied according to the Late Assignment Policy as discussion in the Syllabus.
Preparing the presentation and paper
The oral presentation part of this assignment should be prepared using the following guidelines:
· Students will present a patient seen in their clinical setting for a single, problem-focused (acute) visit.
· The oral presentation will be recorded and should mimic a presentation that would be given to the preceptor
· The oral presentation must be recorded in VoiceThread or Kaltura
· The presentation should be a maximum of 5-7min.
· The presentation should be shared with the class for viewing by posting a link in the Week 5 discussion board BEFORE Sunday 11:59pm MT.
· Students should ensure that the publishing options in VoiceThread are set to allow everyone viewing privileges.
· To help organize your data in preparation for the presentation, it is recommended that students use the “SNAPPS TEMPLATE FOR ORAL PRESENTATION”. This document is only a guide and is not required. It should NOT be submitted to the discussion board or assignment box.
· Students should refer to the SNAPPS videos in the Week 1 lesson as an example of the oral presentation
· As part of the patient presentation, the student must provide the following:
1. Chief complaint with pertinent HPI, ROS and PE findings
2. Identification of the differential
3. An analysis of the differential with arguments for or against each diagnosis ranked in order from most likely to least likely
4. Probing questions that were asked of the preceptor or areas of uncertain.
REQUIREMENTSAs outlined in the Syllabus on Blackboard .docx
REQUIREMENTS
As outlined in the Syllabus on Blackboard:
Article Review (80 points). Article review papers must include a brief summary of
the study, explanation of the results, and your opinion of the conclusions. In addition,
the paper should include relevant course material and a critique of the article’s
statistics when discussing the results and conclusions. It should be between 2 to 3
pages in length. Prior to completing an article review you MUST get the article
approved by Dr. Mohler.
Goal: to demonstrate knowledge of statistical concepts discussed in class and that you
can apply these to research.
REQUIREMENTS
Must use APA format
� Should include a title and references page.
� You only need to reference your article. You DO NOT need to find alternative sources.
� Any idea that is not your own should be cited within the body of the paper.
� Size 12 font, Times of New Roman font, double spaced.
� Given the length of your paper being short, you DO NOT need to include headers, footers, graphs, or an abstract within the
body of the paper. Rather, I just want to you get comfortable making a title page, using running heads, citing sources, and
referencing your article APA style.
Resources
� https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_source
s.html
� http://my.ilstu.edu/~jhkahn/apastats.html
� http://info.csp.edu/globalassets/academic-resources/writing-center/docs/apa-sample-paper-6th-edition.pdf.
� Helpful Video: https://www.youtube.com/watch?v=9pbUoNa5tyY
� No Plagiarism! This will result in an automatic score of 0 for the assignment.
� 2-3 pages in length (NOT including your title and reference pages)
� If it is less than 2 pages, it will be reflected in your grade
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html
http://my.ilstu.edu/~jhkahn/apastats.html
http://info.csp.edu/globalassets/academic-resources/writing-center/docs/apa-sample-paper-6th-edition.pdf
https://www.youtube.com/watch?v=9pbUoNa5tyY
TYPES OF ARTICLES TO CHOOSE
Can be on any topic of interest!
Needs to be a peer reviewed/academic journal article.
� Library journal (online accessible)
� Search Psychology or PsychINFO databases in UALR Library
� Search “Psychology” related journal articles & limit results to be peer reviewed journals
� Google Scholar
Look for a study, NOT a literature review or a news article
An appropriate article will typically have the following categories:
❖Literature review
❖Rationale for the current study/Hypotheses
❖Methods/Participants
❖Statistical Analyses
❖Results
❖Discussion
THOUGHTS TO CONSIDER:
This is a time to apply and demonstrate your critical thinking skills!
DO NOT WRITE ABOUT
� If you agree/disagree with the outcome of the study.
� A long summary of the article and results (brief only)
Rather, write about:
� Concepts d.
RequirementsAll writing must be appropriate for an academi.docx
Requirements
All writing must be appropriate for an academic context
Follow academic writing conventions (correct grammar, spelling, punctuation, and formatting)
Composition must be original and written for this assignment; plagiarism of any kind is strictly prohibited
Use a readable 11- or 12-point font
Submission should include your name and the date
Submit a single file only, including the answers to all questions
Acceptable file formats include .doc, .docx, and .pdf
PART 1:
TOPIC
: “How to maintain your hair at home during this pandemic”
Purpose What are you hoping to achieve with this speech? To help my clients to be able to maintain their hair properly
Audience Who will be in your audience? What do you know about them? My clients, I know most of them aren’t hair care savvy because they’re so use to coming to the salon.
Thesis What is the key message of your speech?
PART 2: SOURCES:
SOURCE 1
Source Title
Author(s) Name
Retrieved from Where did you get this source? Include location, book, periodical, url, etc.
Age How recent is the data or information presented in your source?
When was the source published? If the source is a website, when was the website last updated?
Depth What does the source cover?
How well-researched and detailed is the source? How much depth is the topic covered in?
How is this content and level of detail relevant to your purpose, audience, and message?
Author How is the author qualified to speak on the topic?
What is the author's purpose?
What biases might they have?
Is the information the author's opinion alone or is it supported by cited facts?
Money Who funds the website or publication?
Are there items endorsed or for sale? If so, what items?
What is the reputation of the website or publication?
SOURCE 2
Source Title
Author(s) Name
Retrieved from Where did you get this source? Include location, book, periodical, url, etc.
Age How recent is the data or information presented in your source?
When was the source published? If the source is a website, when was the website last updated?
Depth What does the source cover?
How well-researched and detailed is the source? How much depth is the topic covered in?
How is this content and level of detail relevant to your purpose, audience, and message?
Author How is the author qualified to speak on the topic?
What is the author's purpose?
What biases might they have?
Is the information the author's opinion alone or is it supported by cited facts?
Money Who funds the website or publication?
Are there items endorsed or for sale? If so, what items?
What is the reputation of the website or publication?
SOURCE 3
Source Title
Author(s) Name
Retrieved from Where did you get this source? Include location, book, periodical, url, etc.
Age How recent is the data or information presented in your source?
When was the source published? If the source is a website, when was the website last updated?
Depth Wh.
RequirementsAllow users to login to the siteAllow users t.docx
Requirements:
Allow users to login to the site
Allow users to register to the site
Users should be able to reserve rooms for a specified date and time range
Validate user input
Display error messages when appropriate.
List conference room reservations sorted in date and start time order
Allow two display options:
All-display all conference room reservation schedules; past and future
Future-display conference room reservations that are scheduled in the future only
* Do not allow reservations outside of business hours or during the weekends
A copy of the DB is attached
Note: you can make any modifications to the DB you feel you need
.
RequirementsAfter completion of the Nurse Executive CGE Proj.docx
Requirements
After completion of the Nurse Executive CGE Project, determine what comprises the most relevant data and evidence that support your resolution of the concern. What do your peers and others need to know to understand and appreciate your project? Develop a concise outline, presenting the topic, existing literature, and the resolution of the problem or concern. There is a PPT template located above that will assist with the development of the presentation.
Minimum of 8–12 slides of text, excluding title and reference slides
One title slide
One to two slides with references in APA style
Documentation of all sources (everything cited, including ideas, images, statistics, data, facts, quotations, all journal articles and other references, and/or a summary of others' ideas)
Definition of key terms or explanation of relevant facts
Preparing the Presentation
The following should be incorporated into the presentation.
Identification, definition, and description of the issue or problem
Summary of relevant literature and evidence related to the issue
Project details: describe context, target recipients, how project is implemented, and/or plans for implementation
Summary of project: proposed resolution of the chosen issue, next steps, expected result, and evaluation (if project was presented or implemented)
List of references of materials and documents used in project
Appropriate APA format current edition of APA manual
Interesting and audience-friendly set of slides
Correct grammar, spelling, and punctuation
See the PPT template found located above, which will assist with the development of the presentation.
.
Requirements1.Length of paper – 2 pages of content (excl.docx
Requirements
1.
Length of paper – 2 pages of content (excluding Title and Reference Page)
2.
APA style, Include Citations
3.
Minimum two scholarly references with published date no earlier than 2014
4.
Zero Plagiarism
.
Requirements1) Due 6 Oct2) APA 6th Ed format3) 6 Pages.docx
Requirements:
1) Due 6 Oct
2) APA 6th Ed format
3) 6 Pages
4) 4 References
5) Plagiarism-Free
Background:
the Case for this module, you're going to explore some of the technological underpinnings of the Internet and Web 2.0, and understand what is about current information tools that make them particularly potent facilitators of existing and potential social networks. Social networking itself is, of course, as old as humanity itself—but it is not until recent times that technologies specifically focused on the creation and expansion of social networks have come to prominent public attention—to the point where they, arguably, have fundamentally reshaped the information environment. How many of us would like to return to the Bad Old Days of a decade ago, when user concerns were of only minimal interest, most of the Internet still featured one-way information distribution, "friends" were people we actually knew, and dancing cat videos were few and far between. Well, perhaps the latter two aspects still have some merit—but going back from an Internet where users are equal if not more important as content providers and participants of interest to the old one-way channels and Information gods is unlikely to ring many chimes.
As source material for your exploration of Web 2.0 technologies we have identified the following sources as required readings. If you don't really pay attention to this material, it's really unlikely that you can write an acceptable paper on the topic below, let alone an exceptional one. We spend quite a lot of time trying to identify useful sources for you that bear on our topics for analysis; while we strongly encourage you to conduct your own further research and identify additional useful sources, this should be an add-on to the basic material rather than a substitute for it. Our Module 1 sources include:
Majchrzak, A., & More, P. H. B. (Apr 2011). Emergency! Web 2.0 to the rescue! Communications of the ACM. 54(4), 125-132. [EBSCOhost database at Trident library]
Hwang, J., Altmann, J., & Kim, K. (2009). The structural evolution of the Web 2.0 service network,
Online Information Review
, 33(6), 1040. [ProQuest database at Trident library]
Andriole, S.J. (2010). Business impact of Web 2.0 technologies
,
Communications of the ACM
, 53(12), 67-79. [EBSCOhost database]
Netzley, M. A.& Rath, Akanksha (2012). Social Networks and the Desire to Save Face: A Case From Singapore. Business Communication Quarterly. 75(1), 96-107. [EBSCOhost database]
Assignment:
When you have read through the articles and related material, please compose a 6- to 7-page paper in which you:
Compare the impact of Web 1.0, Web 2.0, and Web 3.0. Provide details on each and discuss how each has evolved from its forerunner Web interface. What do you see as the future of the Web in Web 3.0?
Assignment Expectations:
You Will Be Particularly Assessed On
Your ability to inform, comment, and analyze—simply repeating what your sources say doe.
Requirements1) Length of the paper 4-5 pages, double space.docx
Requirements:
1) Length of the paper: 4-5 pages, double spaced, Times New Roman, font 12
2) Sources:
The prerequisite for approaching this topic is your familiarity with the current situation with the protests for racial justice around the country and the world
Use at least 5 substantial sources on the problem of race and social justice, such as the readings from your textbook or the ones posted on the course website. You can use other sources as well, but if you are not sure about the appropriateness of the source, consult with your instructor. All articles that you relied on should be cited at the end of your paper.
Pasting from sources without quoting them counts as plagiarizing and will automatically merit zero points.
3) Your paper should address the following
5 major themes
. Though
you do not need to address all the questions listed below
, use them as a guideline for your reflections. Optimally, dedicate one page to each theme.
3.1.
Racial identity
Describe your personal experience as a person belonging to a certain race. How important is racial identity for your sense of self and your cultural identity? Can you imagine yourself having a different racial identity? Do you have close friends of a different race? How often are you in communication with members of races different from yours? Have you ever been in a context where you were a sole representative of your race and how did it make you feel? If you noticed people socializing and segregating based on the racial criteria, how does it make you feel and why do you think they do this? Do you think it is possible to be race or color blind, i.e. to not pay attention at all to someone's racial identity?
3.2
Racial stereotypes, racial insensitivity
Do you believe you rely on racial or even racist stereotypes when thinking about members of other races, or your own race? Do you think qualifying different races by attributing positive features could be described as racist? Were you ever on the receiving end of such stereotyping and insensitive remarks? How did it make you feel? Why do you think people resort to using racial stereotypes? Do you think the so called 'political correctness' succeeded in reducing our racial insensitivity or has it made people more hypocritical and possibly had other effects? Do you think we can avoid using such stereotypes and how? Can one make jokes using racial stereotypes?
3.3.
Discrimination, racist behavior
Most people agree that discriminating based on race, using hate speech, or insulting and attacking someone based on their race is wrong. Still, we witness a lot of examples of racist behavior, racial profiling and discrimination based on race. Currently, our nation has been awoken by the death of George Floyd and is seeing protests against racism in the police force and racial injustice in general. Describe or refer to one example of discrimination or racism that has impacted you personally the most. Why do you think people discrim.
Requirements- Combining several essays into 1 research paper.- .docx
Requirements:
- Combining several essays into 1 research paper.
- Addtional 2+ pages should be added.
- Word cited is a most. MLA format paper and references.
- The topic is "
Students will write about why do people choose urban life, or go to the city, what do they find there, how do they cope, what can they contribute and how are they rewarded.
"
Here is the essays and what its about:
Document 1 - The City: Describing the changes in western soceity that gave rise to the city.
Document 2 - Geography and Ecology: Write about how and why urban geography and ecolology impact
Document 3 - Deviance and Normalcy: Write about how and why city life can be a negative, problematic, or detrimental social expience for either oneself or others.
Document 4 - Field Trip: Forest Hills: The significance of your field trip as it relates to the social, ecnomic, or psychological aspect of urban living.
.
Requirements of this assignment1) Watch a TED Talk. or an.docx
Requirements of this assignment
:
1) Watch a
TED Talk.
or another ~20-minute educational video lecture.
2) Annotate the resource, using a common citation format (doesn’t matter which one, but you must have all of the information necessary for us to find it). No urls. Use
Easybib.
or another web-based resource if nothing else.
Your “notes” in the annotation must be directed at answering two questions:
A) What was/were the speakers’ main points, using 2-3 examples? Use the transcript to identify the appropriate timestamp - these can be used in-text (ex. 5:15), or as a footnote.
B) How might this talk connect to topics or issues we have focused , or will focus, on? topic is related to: Geography of the western world
(any of the content, module headings, skills, or the larger issues about education or life on the planet more generally)
3) Evaluate the resource. What was compelling about it? Did it change your understanding about something? How and why, or why not? Did it have anything to do with material or ideas from our class? Did you get interested in the story? Was it an effective talk/video from a performance and public speaking perspective? Would you recommend it to your classmates, peers, anybody?
.
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