Research Paper
Choose two short stories you have studied from the syllabus
Write a thesis/take a stance that establishes a comparison between both
items chosen
Complete a Formal Outline of your paper.
Write your research paper and prove your thesis in a minimum of six pages
Complete a Cover Page and a Works Cited page
Ensure your paper follows an essay format by having a thesis, topic
sentences, paragraphs, sufficient supporting ideas, an Introduction, and a
Conclusion
Throughout your paper (and not just in the Introduction and Conclusion),
include in your analysis both evidence from the stories chosen, as well as
from academically credible research sources
Complete your research using at least one library book and at least four
library database sources (only one Internet source will be accepted)
Your research must consist of material that enables you to prove a point
raised about a story and/or or an author being analyzed
o (You cannot research and cite random topics such as “the effects of
divorce” because your protagonist is suffering the effects of a
divorce. However, if you are writing about a historical topic such as a
war, you must cite research to prove that the story or poem
accurately depicts this war.)
Format your Formal Outline, Cover Page, and Research Paper using the
MLA format
Format the in-text citations used and the Works Cited page using the MLA
format
Complete and submit with your paper the following:
o Research Paper Cover Page
o Research Paper Formal Outline
o Research Paper (with the Works Cited page at the end)
Note: Your page count (of six pages) does not include the
Cover Page, Formal Outline, or the Works Cited page
Research Paper Strategies
As you complete your research paper, please note the strategies below that are useful in
helping you create a thorough and well-organized paper.
1.
After rereading the two stories chosen, decide on what they have in common and on what literary
techniques and/or literary criticism studied in class applies to both stories.
2.
For example, if you were completing an analysis of O’Brien’s “How to Tell a True War Story”
and Hemingway’s “Soldier’s Home,” you can have a thesis such as this:
The plots and characters of O’Brien’s “How to Tell a True War Story and Hemingway’s
“Soldier’s Home” tell the truth about the realities of war and its consequences making these
works open to Biographical, Historical, and Psychological Criticisms.
In this thesis, you have accomplished the following:
You have identified the stories and the authors
You have established the literary techniques and criticisms you will be using in your
analysis
You have indicated what you plan to prove—the authors’ use of these techniques to make
a point/send a message/give their stories purpose
3.
Next, you need to decide how to organize your paper.
Because you have ide.
Questions for Responding to Fiction in English 2328Use these q.docxcatheryncouper
Questions for Responding to Fiction in English 2328
Use these questions below to guide you as you complete your reading responses for short stories (fiction). I suggest that you choose only a few questions to answer in your response--but make the response a paragraph--don't number your responses. You will probably notice that some of the questions are similar and that some of the responses may overlap--that's fine. Your response should reflect your own thoughts and analysis of the story. Your response to each story should be at least 200 words (but will probably be longer) and should show that you have read the story carefully. You should mention the names of characters, details from the story that support your response, incidents in the story that affect your reading of it, etc. You must use quotations from the stories in your responses.
1. What did you like about the story? What did you dislike? Why?
2. Who is your favorite character? Is he or she like you in any way? Would you make the same decisions (or react in the same ways) in the same situations as this character? Why or why not? Which characters remind you of people you know?
3. What did you learn about American history, society, art, literature, philosophy, science (etc.) from this story? What research might you do to help you understand the story better?
4. What did you learn about life from the story?
5. In what ways do you identify with the story?
6. How would you describe the writer's style or voice? Style includes use of irony, symbolism, figurative language, point of view, etc.
Here's an interesting checklist of literary style that you might find helpful: Checklist: Elements of Literary Style
7. What are your favorite sentences, passages, words, etc. from the story? Explain your choice.
8. What would you tell a friend about this story?
9. Who would you recommend this story to and why?
10. What value does this story have for you?
11. What connections do you find between the life of the author and his or her work?
12. What questions did you have after you finished the story?
13. What words did you look up?
1st story: Two Kinds by Amy Tan
My mother believed you could be anything you wanted to be in America. You could open a restaurant. You could work for the government and get good retirement. You could buy a house with almost no money down. You could become rich. You could become instantly famous. "Of course, you can be a prodigy, too," my mother told me when I was nine. "You can be best anything. What does Auntie Lindo know? Her daughter, she is only best tricky." America was where all my mother's hopes lay. She had come to San Francisco in 1949 after losing everything in China: her mother and father, her home, her first husband, and two daughters, twin baby girls.
But she never looked back with regret. Things could get better in so many ways.
We didn't immediately pick the right kind of prodigy. At first my mother thought I could be a Chinese
Shirley Temple ...
Only Daughter Sandra Cisneros from Latina Womens Voic.docxhopeaustin33688
Only Daughter
Sandra Cisneros
from Latina: Women's Voices From the Borderlands. Edited by Lillian Castillo-Speed. New York:
Touchstone/Simon & Schuster, 1995.
Once, several years ago, when I was
just starting out my writing career, I was
asked to write my own contributor’s note for
an anthology1 I was part of. I wrote: “I am the
only daughter in a family of six sons. That
explains everything.”
Well, I’ve thought about that ever
since, and yes, it explains a lot to me, but for
the reader’s sake I should have written: “I am
the only daughter in a Mexican family of six
sons.” Or even: “I am the only daughter of a
Mexican father and a Mexican-American
mother.” Or: “I am the only daughter of a
working-class family of nine.” All of these
had everything to do with who I am today.
I was/am the only daughter and only a
daughter. Being an only daughter in a family
of six sons forced me by circumstance to
spend a lot of time by myself because my
brothers felt it beneath them to play with a
girl in public. But that aloneness, that
loneliness, was good for a would-be writer—
it allowed me time to think and think, to
imagine, to read and prepare myself.
Being only a daughter for my father
meant my destiny would lead me to become
someone’s wife. That’s what he believed. But
when I was in the fifth grade and shared my
plans for college with him, I was sure he
understood. I remember my father saying,
“Que bueno, mi’ha, that’s good.” That meant a
lot to me, especially since my brothers
thought the idea hilarious. What I didn’t
realize was that my father thought college
was good for girls—good for finding a
husband. After four years in college and two
more in graduate school, and still no
husband, my father shakes his head even
now and says I wasted all that education.
In retrospect2, I’m lucky my father
believed daughters were meant for husbands.
1 anthology: collection of stories and other literature in a
book.
2 retrospect: thinking about things in the past
It meant it didn’t matter if I majored in
something silly like English. After all, I’d find a
nice professional eventually, right? This allowed
me the liberty to putter about embroidering3 my
little poems and stories without my father
interrupting with so much as a “What’s that
you’re writing?”
But the truth is, I wanted him to
interrupt. I wanted my father to understand
what it was I was scribbling, to introduce me as
“My only daughter, the writer.” Not as “This is
only my daughter. She teaches.” Es maestra—
teacher. Not even profesora.
In a sense, everything I have ever written
has been for him, to win his approval even
though I know my father can’t read English
words, even though my father’s only reading
includes the brown-ink Esto sports magazines
from Mexico City and the bloody ¡Alarma!
magazines that feature yet another sighting of La
Virgen de Guadalupe on a to.
Reaction Paper # 3—Analyzing Themes in Girl” by Jamaica Kincaid.docxaudeleypearl
Reaction Paper # 3—Analyzing Themes in “Girl” by Jamaica Kincaid and “Two Kinds” by Amy Tan.
A theme is a concept or idea that an author explores in a literary work (See Reading Fiction I in ‘Course Readings”) for more detail.
Directions: Read “Girl” by Jamaica Kincaid and “Two Kinds” by Amy Tan. Choose two themes listed in the charts on the following pages. Collect 3-4 details from “Girl” and/or “Two Kinds” (such as specific plot points, symbols, or quotes) that the author/s use to explore each theme and enter them in the Evidence section of the table below. When you have completed your work, remember to save it as a new file, otherwise you will just re-send this file without saving your work.
Next, use the evidence you’ve collected to write an analysis that describes and explains the role of the theme in “Girl” and/or “Two Kinds.” Your analysis should be at least 1-2 paragraphs. Here are some questions to consider as you write:
How do the ideas or actions of the main characters reflect different aspects of the theme?
Does the theme develop or change over the course of the story? If so, how?
If your evidence includes symbols, explain how the author/s use those symbols to explore the theme.
Include specific quotes from the text and explain how those quotes provide examples of how the theme applies to the story you are discussing.
The four themes I have asked you to explore include the following:
· Mother/daughter relationship
Authenticity and Identity
Generational Differences
Culture and Tradition
These four suggested themes to explore do not necessarily capture all possibilities. If you find a theme you would like to explore, you can enter it into one of the charts on the following pages.
Theme # 1
Theme
Mother/Daughter Relationship
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Analysis: Write your 1-2 paragraph analysis that describes and explains the role of mother/daughter relationship in the readings.
Theme # 2
Theme
Authenticity and Identity
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Analysis: Write your 1-2 paragraph analysis that describes and explains the role of the authenticity and identity in the readings.
Theme # 3
Theme
Generational Differences and Conflicts
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Analysis: Write your 1-2 paragraph analysis that describes and explains the role of the generational differences and conflicts in the readings.
Theme # 4
Theme
Culture and Tradition
Evidence from the text that explores the theme.
Evidence from the text that ...
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPRTanaMaeskm
ENG 30: INTRODUCTION TO LITERATURE
PROF. GENE MCQUILLAN
SPRING 2021 FINAL EXAM
ALL OF THE QUESTIONS REQUIRE THAT YOU REFER TO
THESE FOUR TEXTS:
=Sherman Alexie, “Superman and Me”
=Isabel Allende, “Reading the History of the World”
=the “Transcript” of the interview between Michiko Kakutani and President Barack Obama
=Alison Bechdel, Fun Home
I expect a QUOTE from each text. Make sure to use the formats we have reviewed! Please write an essay—not a list. As always, please do more than just list examples and then stop—I expect a patient and challenging conclusion to the essay.
Please do NOT refer to any outside sources or to our other readings, such as The Great Gatsby.
There are THREE questions. Choose ONE. Please do not copy the question—just indicate the letter of your choice.
QUESTIONS:
A) In all of these texts, these writers speak of how reading allowed them to claim their identity, to raise their voice, to see their world more clearly, to find the words they had been unable to say. Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of effects did these readings have on the people reading them? What might be significant about the choices they made or the reactions they had?
B) In all of these texts, these writers speak of reading and writing as a social process, one that deeply involves their families. Refer to a specific example of this process from each of the texts. Which readings are chosen and shared? Who shares them with whom? Why and how might these exchanges of texts and ideas matter?
C) In all of these readings, the writers recall that they were very curious about a range of different texts. In what ways were they influenced by “classic literature” and in what ways did they also search for inspiration in texts that might not be considered “literature?” Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of readings seem to have the most profound effects on each author? What might be significant about the types of readings that they chose and considered most influential?
It is worth 8 points (all-or-nothing). It needs to be emailed in a Word file (or just “pasted” into an email), by NOON on Thursday, June 10th.
To get 8 points, you need to:
—Write at least 600 words.
—Refer to ALL four texts.
—Refer to specific and relevant statements. Please include a quote from EACH of the texts, and when you “quote,” follow the formats we’ve reviewed.
—Do more than write a “list” of references. What MATTERS about the statements and texts you chose?
One more key thing>>
Unlike all of our previous assignments, this one will NOT feature the option of sending me a “draft”—you have two weeks to do this, SO GET IT RIGHT!
Reflecting on the fire investigation process in your community, do you believe that it is thorough enough when it comes to determining the causes and ...
"Fade to Orange" is a narrative I developed whilst talking Advanced Fiction Workshop during Spring 2017. The full story, projected to be 200 pages, tracks the life of Amir Dabiri -- now a disillusioned thirty-four-year-old producer -- as he reflects on his adolesence, and in particular, the year he spent studying film in Prague. That year, he began an intimate, tumultuous, and ultimately transformational relationship with a fellow student named Catherine, whose radical views on life and love would inspire Amir to shift his attitude towards his family and himself. Yet as the program ends and Amir and Catherine face overseas distance, their relationship unravels -- due to mistakes Amir has only begun to confront. In present day, Amir's reflections on the misjudgments of his youth prepare him for a difficult meeting: his first time seeing Catherine, a new hire to his company, in ten years.
From Bullet to Blue Sky1 The sun was in the process of its mor.docxhanneloremccaffery
From Bullet to Blue Sky
1 The sun was in the process of its morning stretch. While the residents of gated communities came alive to be greeted by the tropical heat of south Florida, the stragglers of the universe awoke to the sounds of a 9 mm dispersing its gun powder to the blue sky. The ghetto houses that sheltered these citizens were painted different colors; some exposed faded paint, and others told stories in graffiti, inspired by gang artists marking their territories. Roll bars protected the windows covered with filthy bed sheets that not even dogs would lie on. 231232Broken toy pieces scattered over the dead grass in the yard outside. The lanky, dark-haired girl lay in her bed twisting and turning, trying to catch a cool wave from the ceiling fan that spun and thumped overhead all night. She always heard the same dogs barking; her ears still rang from the sound of that gun. She still felt the warm, thin blood that stained her hands. She still felt a sharp, pounding pain along her left side; for every breath she took, the pain reminded her she was human. She had witnessed many shootings before; she had seen more blood in her days. Why was this shooting any different? It was because for the first time she was the victim. I understood her pain, for I was that girl.
2 It all started with Mr. Tangye in the fall of 2004. He was an inspiring math teacher, who convinced me that I had more to offer this world than I had thought. As the bell rang at Conniston Middle School, we marched like zombies to our classes. I passed through dark hallways of vandalized lockers with torn papers and ripped books scattered over the ground like a dump. I made my way past the miserable teachers and devilish students. The administrators surrounded the hallways like a S.W.A.T. team, commanding everyone to go to class, I walked into Mr. Tangye’s math class; he had a bright, white smile that hurt my eyes every time I looked at him. Before I could make it to my seat, Mr. Tangye handed me a paper that itched my fingers; it was a math test. I stared at that test, and I begged my brain to wake up! The other kids shuffled the paper back and forth on top of their desks or used it as a pillow on which to lay their heads. I secretly tried my best at every problem and flippantly turned it in.
3 As the bell rang, I dashed for the exit. I swiftly dropped off my homework, but Mr. Tangye caught me and pulled me aside to show me my test. He said, “You are the only one who has passed the test.” Then as Mr. Tangye showed my grade to me, he said, “You are on the borderline of failing or passing this class, I’d like to see you pass!” I listened to every word he said because I was tired of being perceived as an idiot.
4 As I finished out the rest of that day, all I could think about was whether to study or not to study. I hated being stuck between a world that offered happiness and stability, whose proverb was “anything is possible” and a world that followed the theory of Charles Da ...
Questions for Responding to Fiction in English 2328Use these q.docxcatheryncouper
Questions for Responding to Fiction in English 2328
Use these questions below to guide you as you complete your reading responses for short stories (fiction). I suggest that you choose only a few questions to answer in your response--but make the response a paragraph--don't number your responses. You will probably notice that some of the questions are similar and that some of the responses may overlap--that's fine. Your response should reflect your own thoughts and analysis of the story. Your response to each story should be at least 200 words (but will probably be longer) and should show that you have read the story carefully. You should mention the names of characters, details from the story that support your response, incidents in the story that affect your reading of it, etc. You must use quotations from the stories in your responses.
1. What did you like about the story? What did you dislike? Why?
2. Who is your favorite character? Is he or she like you in any way? Would you make the same decisions (or react in the same ways) in the same situations as this character? Why or why not? Which characters remind you of people you know?
3. What did you learn about American history, society, art, literature, philosophy, science (etc.) from this story? What research might you do to help you understand the story better?
4. What did you learn about life from the story?
5. In what ways do you identify with the story?
6. How would you describe the writer's style or voice? Style includes use of irony, symbolism, figurative language, point of view, etc.
Here's an interesting checklist of literary style that you might find helpful: Checklist: Elements of Literary Style
7. What are your favorite sentences, passages, words, etc. from the story? Explain your choice.
8. What would you tell a friend about this story?
9. Who would you recommend this story to and why?
10. What value does this story have for you?
11. What connections do you find between the life of the author and his or her work?
12. What questions did you have after you finished the story?
13. What words did you look up?
1st story: Two Kinds by Amy Tan
My mother believed you could be anything you wanted to be in America. You could open a restaurant. You could work for the government and get good retirement. You could buy a house with almost no money down. You could become rich. You could become instantly famous. "Of course, you can be a prodigy, too," my mother told me when I was nine. "You can be best anything. What does Auntie Lindo know? Her daughter, she is only best tricky." America was where all my mother's hopes lay. She had come to San Francisco in 1949 after losing everything in China: her mother and father, her home, her first husband, and two daughters, twin baby girls.
But she never looked back with regret. Things could get better in so many ways.
We didn't immediately pick the right kind of prodigy. At first my mother thought I could be a Chinese
Shirley Temple ...
Only Daughter Sandra Cisneros from Latina Womens Voic.docxhopeaustin33688
Only Daughter
Sandra Cisneros
from Latina: Women's Voices From the Borderlands. Edited by Lillian Castillo-Speed. New York:
Touchstone/Simon & Schuster, 1995.
Once, several years ago, when I was
just starting out my writing career, I was
asked to write my own contributor’s note for
an anthology1 I was part of. I wrote: “I am the
only daughter in a family of six sons. That
explains everything.”
Well, I’ve thought about that ever
since, and yes, it explains a lot to me, but for
the reader’s sake I should have written: “I am
the only daughter in a Mexican family of six
sons.” Or even: “I am the only daughter of a
Mexican father and a Mexican-American
mother.” Or: “I am the only daughter of a
working-class family of nine.” All of these
had everything to do with who I am today.
I was/am the only daughter and only a
daughter. Being an only daughter in a family
of six sons forced me by circumstance to
spend a lot of time by myself because my
brothers felt it beneath them to play with a
girl in public. But that aloneness, that
loneliness, was good for a would-be writer—
it allowed me time to think and think, to
imagine, to read and prepare myself.
Being only a daughter for my father
meant my destiny would lead me to become
someone’s wife. That’s what he believed. But
when I was in the fifth grade and shared my
plans for college with him, I was sure he
understood. I remember my father saying,
“Que bueno, mi’ha, that’s good.” That meant a
lot to me, especially since my brothers
thought the idea hilarious. What I didn’t
realize was that my father thought college
was good for girls—good for finding a
husband. After four years in college and two
more in graduate school, and still no
husband, my father shakes his head even
now and says I wasted all that education.
In retrospect2, I’m lucky my father
believed daughters were meant for husbands.
1 anthology: collection of stories and other literature in a
book.
2 retrospect: thinking about things in the past
It meant it didn’t matter if I majored in
something silly like English. After all, I’d find a
nice professional eventually, right? This allowed
me the liberty to putter about embroidering3 my
little poems and stories without my father
interrupting with so much as a “What’s that
you’re writing?”
But the truth is, I wanted him to
interrupt. I wanted my father to understand
what it was I was scribbling, to introduce me as
“My only daughter, the writer.” Not as “This is
only my daughter. She teaches.” Es maestra—
teacher. Not even profesora.
In a sense, everything I have ever written
has been for him, to win his approval even
though I know my father can’t read English
words, even though my father’s only reading
includes the brown-ink Esto sports magazines
from Mexico City and the bloody ¡Alarma!
magazines that feature yet another sighting of La
Virgen de Guadalupe on a to.
Reaction Paper # 3—Analyzing Themes in Girl” by Jamaica Kincaid.docxaudeleypearl
Reaction Paper # 3—Analyzing Themes in “Girl” by Jamaica Kincaid and “Two Kinds” by Amy Tan.
A theme is a concept or idea that an author explores in a literary work (See Reading Fiction I in ‘Course Readings”) for more detail.
Directions: Read “Girl” by Jamaica Kincaid and “Two Kinds” by Amy Tan. Choose two themes listed in the charts on the following pages. Collect 3-4 details from “Girl” and/or “Two Kinds” (such as specific plot points, symbols, or quotes) that the author/s use to explore each theme and enter them in the Evidence section of the table below. When you have completed your work, remember to save it as a new file, otherwise you will just re-send this file without saving your work.
Next, use the evidence you’ve collected to write an analysis that describes and explains the role of the theme in “Girl” and/or “Two Kinds.” Your analysis should be at least 1-2 paragraphs. Here are some questions to consider as you write:
How do the ideas or actions of the main characters reflect different aspects of the theme?
Does the theme develop or change over the course of the story? If so, how?
If your evidence includes symbols, explain how the author/s use those symbols to explore the theme.
Include specific quotes from the text and explain how those quotes provide examples of how the theme applies to the story you are discussing.
The four themes I have asked you to explore include the following:
· Mother/daughter relationship
Authenticity and Identity
Generational Differences
Culture and Tradition
These four suggested themes to explore do not necessarily capture all possibilities. If you find a theme you would like to explore, you can enter it into one of the charts on the following pages.
Theme # 1
Theme
Mother/Daughter Relationship
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Analysis: Write your 1-2 paragraph analysis that describes and explains the role of mother/daughter relationship in the readings.
Theme # 2
Theme
Authenticity and Identity
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Analysis: Write your 1-2 paragraph analysis that describes and explains the role of the authenticity and identity in the readings.
Theme # 3
Theme
Generational Differences and Conflicts
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Evidence from the text that explores the theme.
Analysis: Write your 1-2 paragraph analysis that describes and explains the role of the generational differences and conflicts in the readings.
Theme # 4
Theme
Culture and Tradition
Evidence from the text that explores the theme.
Evidence from the text that ...
ENG 30 INTRODUCTION TO LITERATURE PROF. GENE MCQUILLANSPRTanaMaeskm
ENG 30: INTRODUCTION TO LITERATURE
PROF. GENE MCQUILLAN
SPRING 2021 FINAL EXAM
ALL OF THE QUESTIONS REQUIRE THAT YOU REFER TO
THESE FOUR TEXTS:
=Sherman Alexie, “Superman and Me”
=Isabel Allende, “Reading the History of the World”
=the “Transcript” of the interview between Michiko Kakutani and President Barack Obama
=Alison Bechdel, Fun Home
I expect a QUOTE from each text. Make sure to use the formats we have reviewed! Please write an essay—not a list. As always, please do more than just list examples and then stop—I expect a patient and challenging conclusion to the essay.
Please do NOT refer to any outside sources or to our other readings, such as The Great Gatsby.
There are THREE questions. Choose ONE. Please do not copy the question—just indicate the letter of your choice.
QUESTIONS:
A) In all of these texts, these writers speak of how reading allowed them to claim their identity, to raise their voice, to see their world more clearly, to find the words they had been unable to say. Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of effects did these readings have on the people reading them? What might be significant about the choices they made or the reactions they had?
B) In all of these texts, these writers speak of reading and writing as a social process, one that deeply involves their families. Refer to a specific example of this process from each of the texts. Which readings are chosen and shared? Who shares them with whom? Why and how might these exchanges of texts and ideas matter?
C) In all of these readings, the writers recall that they were very curious about a range of different texts. In what ways were they influenced by “classic literature” and in what ways did they also search for inspiration in texts that might not be considered “literature?” Refer to a specific example of this process from each of the texts. Which readings (or types of readings) are mentioned? What sort of readings seem to have the most profound effects on each author? What might be significant about the types of readings that they chose and considered most influential?
It is worth 8 points (all-or-nothing). It needs to be emailed in a Word file (or just “pasted” into an email), by NOON on Thursday, June 10th.
To get 8 points, you need to:
—Write at least 600 words.
—Refer to ALL four texts.
—Refer to specific and relevant statements. Please include a quote from EACH of the texts, and when you “quote,” follow the formats we’ve reviewed.
—Do more than write a “list” of references. What MATTERS about the statements and texts you chose?
One more key thing>>
Unlike all of our previous assignments, this one will NOT feature the option of sending me a “draft”—you have two weeks to do this, SO GET IT RIGHT!
Reflecting on the fire investigation process in your community, do you believe that it is thorough enough when it comes to determining the causes and ...
"Fade to Orange" is a narrative I developed whilst talking Advanced Fiction Workshop during Spring 2017. The full story, projected to be 200 pages, tracks the life of Amir Dabiri -- now a disillusioned thirty-four-year-old producer -- as he reflects on his adolesence, and in particular, the year he spent studying film in Prague. That year, he began an intimate, tumultuous, and ultimately transformational relationship with a fellow student named Catherine, whose radical views on life and love would inspire Amir to shift his attitude towards his family and himself. Yet as the program ends and Amir and Catherine face overseas distance, their relationship unravels -- due to mistakes Amir has only begun to confront. In present day, Amir's reflections on the misjudgments of his youth prepare him for a difficult meeting: his first time seeing Catherine, a new hire to his company, in ten years.
From Bullet to Blue Sky1 The sun was in the process of its mor.docxhanneloremccaffery
From Bullet to Blue Sky
1 The sun was in the process of its morning stretch. While the residents of gated communities came alive to be greeted by the tropical heat of south Florida, the stragglers of the universe awoke to the sounds of a 9 mm dispersing its gun powder to the blue sky. The ghetto houses that sheltered these citizens were painted different colors; some exposed faded paint, and others told stories in graffiti, inspired by gang artists marking their territories. Roll bars protected the windows covered with filthy bed sheets that not even dogs would lie on. 231232Broken toy pieces scattered over the dead grass in the yard outside. The lanky, dark-haired girl lay in her bed twisting and turning, trying to catch a cool wave from the ceiling fan that spun and thumped overhead all night. She always heard the same dogs barking; her ears still rang from the sound of that gun. She still felt the warm, thin blood that stained her hands. She still felt a sharp, pounding pain along her left side; for every breath she took, the pain reminded her she was human. She had witnessed many shootings before; she had seen more blood in her days. Why was this shooting any different? It was because for the first time she was the victim. I understood her pain, for I was that girl.
2 It all started with Mr. Tangye in the fall of 2004. He was an inspiring math teacher, who convinced me that I had more to offer this world than I had thought. As the bell rang at Conniston Middle School, we marched like zombies to our classes. I passed through dark hallways of vandalized lockers with torn papers and ripped books scattered over the ground like a dump. I made my way past the miserable teachers and devilish students. The administrators surrounded the hallways like a S.W.A.T. team, commanding everyone to go to class, I walked into Mr. Tangye’s math class; he had a bright, white smile that hurt my eyes every time I looked at him. Before I could make it to my seat, Mr. Tangye handed me a paper that itched my fingers; it was a math test. I stared at that test, and I begged my brain to wake up! The other kids shuffled the paper back and forth on top of their desks or used it as a pillow on which to lay their heads. I secretly tried my best at every problem and flippantly turned it in.
3 As the bell rang, I dashed for the exit. I swiftly dropped off my homework, but Mr. Tangye caught me and pulled me aside to show me my test. He said, “You are the only one who has passed the test.” Then as Mr. Tangye showed my grade to me, he said, “You are on the borderline of failing or passing this class, I’d like to see you pass!” I listened to every word he said because I was tired of being perceived as an idiot.
4 As I finished out the rest of that day, all I could think about was whether to study or not to study. I hated being stuck between a world that offered happiness and stability, whose proverb was “anything is possible” and a world that followed the theory of Charles Da ...
Research Paper StructureFrom the given list of research pa.docxeleanorg1
Research Paper Structure
From the given list of research papers, choose one article.
Read it by paying attention to its structure.
Identify the parts of the research paper.
Write a sentence or two explaining what is the role/purpose of each part.
Submit. You do not need to provide feedback to your partners.
Use the following structure:
* Introduction
* Literature Review
* Method
* Results
* Discussion
* Limitations and Implications
* Conclusion
2. Identify the
Introduction elements
from the research paper that you have read.
Hook
:
Background information
:
Problem Statement
:
Research Question
:
Hypothesis
:
Thesis Statement
:
.
Research Paper RubricCategoryExcellent 10Good 7Below A.docxeleanorg1
Research Paper Rubric
Category
Excellent / 10
Good / 7
Below Average / 3
Score
Weight
Total
Introduction
· Attracts interest by convincing the topic is important
· Describes the problem, if any, to be solved
· Mentions the objectives and justifies the significance of the study
· Provides the research question(s) to be explored
· Delineates subtopics to be reviewed
· Attracts some interest by convincing the topic is important
· Mentions the objectives and justifies the study
· Provides the research question(s) to be explored
· No or little effort to convince the topic is important and interesting
· Does not provide any objectives
· Does not include any research question(s)
· There is no or quite weak explanation for the significance and justification of the study
X 2
Focus of the Topic and Coherence
· The topic is focused well enough for the scope of the assignment
· A thesis statement provides direction for the paper
· Strong transitions within and between paragraphs linking subtopics, and main topic
· Writing is flowing and easy to follow
· The topic is focused but lacks direction
· The paper is about a specific topic but the writer has not established a position
· Attempts to provide variety of transitions
· Writing is mostly well and clear passages
· The topic is too broad for the scope of this assignment
· The topic is not clearly defined
· Weak or no transitions within and between paragraphs
· Writing is choppy with unclear passages
X 1
Literature Review and Sources
· More than five current sources, of which at least five are peer-reviewed journal articles or scholarly book chapters
· Provides significant and relevant background research into the topic by integrating and interpreting sources
· Summarizes important findings from the review of the literature
· Sources are also used to support the argument of the study
· Cited sources appropriately
· Less than five sources, some of which are peer-reviewed journal articles or scholarly book chapters
· Provides moderate background research into the topic
· Some sources are partially relevant to the topic of the study
· Sources are partially used to support the argument of the study
· Cited sources appropriately
· One or two sources are used, only. Sources are not peer-reviewed/scholarly
· Neglects important sources
· Provides a weak background research into the topic
· No evidence is drawn from source
· Does not cite sources, or cited inappropriately
X 3
Discussion and Conclusion
· Addresses the topic with clarity
· Organizes, synthesizes, and discusses information
· In-depth discussion and elaboration in all sections of the paper
· Draws conclusions
· Presents clear recommendations and/or implications for future research
· Addresses the topic
· Acceptable discussion and elaboration in most sections of the paper
· Quotations from others outweigh the writer’s own ideas excessively
· Organizes, synthesizes, and discusses information
· Lacks substantive conclusions
.
Research Paper Rubric Component 100 75 50 25 0 .docxeleanorg1
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Organization Effectively organized.
Logical structure of
points and smooth
transitions convey both
understanding of topic
and care in writing.
Well organized, but
may lack some
transitions between
ideas. Logical structure
.
Research paper should be 2 pages long. II. Read Chapter 1 of Res.docxeleanorg1
Research paper should be 2 pages long.
II. Read Chapter 1 of Research Methods and answer the following questions:
Researchers have found that 43 percent of children who are in foster care programs in the city of Chicago have also been victims of child abuse.
What type of research design have they used?
What are the strengths and potential weakness of this research?
What conclusions can the research draw?
III. Provide an analysis about: What would you like to do research in and why?
.
Research Paper Rough Draft Final DraftWrite a 2,500 – 3,500 wo.docxeleanorg1
Research Paper Rough Draft / Final Draft
Write a 2,500 – 3,500 word paper (8-10 pages, excluding Works Cited) defending a thesis that is the answer to your research question, using outside sources and documenting them according to MLA rules. The grade for both the rough draft and the final draft will be graded using these criteria.
Thesis
·
· Arguable, descriptive, unified
· Specific to scope of paper
· Answers the research question
Evidence
· Sufficient, relevant, representative
Quantity and Type of Sources
· Minimum of 8 sources:
· Minimum of 4 scholarly sources
· Minimum of 4 sources from approved library research databases
· Reference works and dictionaries may be used BUT don’t count in 8 sources.
· Sources are adequate and appropriate to topic
Use of Sources
· Use of summaries, paraphrases, quotations, critiques.
Reasoning
· Terms are defined.
· How conclusions follow from evidence is explained.
· Assumptions are valid; conclusions follow from evidence.
Organization
· Material is grouped appropriately.
· Organized point by point, not source by source.
· Focus is maintained throughout.
· Transitions are effective.
· Introduction and conclusion are effective.
· Relationships among ideas are clear.
Language
· Most of the paper is in your own words.
· Quotations are completely accurate, very few, short (one sentence) quotations, with correct punctuation and grammar are allowed.
· The mechanics (punctuation, spelling and grammar) of the paper are correct.
· The style is objective, formal, concise, precise and varied.
MLA documentation
· Correct in-text citations
· Complete and correct Works Cited, listing onlythose sources you have used in your paper, on a separate page at the end of the essay (MLA style).
Research Paper Rough Draft
Thesis: Arguable, descriptive, unified, specific to scope of paper, answers the research question.
Evidence: Sufficient, representative, relevant.
Sources: 8 minimum (5 from approved data bases, 3 scholarly). All are appropriate to topic. Adequate information to prove thesis.
Use of sources: Include summaries, paraphrases, quotations, critiques as needed.
Reasoning:
Terms are defined.
Explains how conclusions follow from evidence.
Assumptions are valid.
Conclusions follow from evidence.
Organization:
Material is grouped appropriately.
Organized point by point, not source by source.
Focus is maintained throughout.
Transitions are effective.
Introduction, conclusion are effective.
Relationships among ideas are clear.
Language:
Majority of the paper is in your own words.
Quotations - completely accurate, few, brief,
correct punctuation and grammar.
Mechanics (punctuation, spelling, grammar)
of the paper are correct.
Styleis objective, formal, concise, precise, varied.
MLA documentation: Correct in-text citations.
Complete, correct works cited, listing onlythose sources you have used in your paperat the end of the essay (MLA style).
1
ENG 102
Final Rese.
Research Paper Progress ReportThe progress report should inc.docxeleanorg1
Research Paper Progress Report
The progress report should include an introduction to the research paper that is a minimum of 800 words in length and includes at least four (4) references in APA format. The purpose of the progress report is to help the student begin the task of identifying relevant literature and better framing the overall research process.
.
Research Paper ProjectDue Friday April 8,2019In this assignm.docxeleanorg1
Research Paper Project
Due Friday April 8,2019
In this assignment, you will compare how two companies, within the same industry, approach a specific business issue in the workplace. Acceptable issues include: a) motivating employees, b) corrective action, c) incentive programs, d) executive recruiting and training e) project management, f) diversity, g) responding to changes in addition to any topics we discussed in the class discussion forum.
This project is broken into the following parts:
1. Proposal (via Discussion Board)
2. Research Paper (Assignment drop box)
3. Powerpoint Presentation (submit via both Assignment drop box and Discussion Board)
Post in the discussion forum a 1-2 paragraph introducing the companies that you will be discussion and the issue that you will be analyzing. You and your classmates can comment and offer suggestions to each other. I will only comment if I see a problem with your proposal.
Research Paper
Prepare a 4-5 page research paper on your chosen topic (not including the required 1 page for cover page, 1 page for references, tables and diagrams)
1. The report MUST be written in concise and fluent English.
2. A well-written, purposive, directive and comprehensive report.
3. Appearance: double-spaced, 12 point Times New Roman front and free of typographical errors.
4. Paragraphs should be indented and no longer than 5 sentences.
5. Meets APA compliance standards. Properly formatted citations are a must!
Prepare an 7-10 slide PowerPoint presentation that summarizes your project. Submit it via the Assignment drop box and also post in the discussion forum to share with your peers.
Bouncing Back
How people who have faced life's toughest challenges found the strength to keep on going-- and how you, too, can develop your resilience muscle.
Melissa Balmain
March 12, 2012
No matter what troubles you face, at work or at home, it’s worth asking yourself one question: What would Howie Truong do?
In 1977, as Truong fled postwar Vietnam with his wife, baby son and several other people, their motorboat was captured by pirates. The pirates forced everyone aboard their own boat; although brusque toward the adults, they doted on the baby and tried to buy him. After a few days, they shoved Truong into the sea. He nearly drowned before he was rescued by fishermen. Weeks later, in Thailand, he learned that his wife’s body had washed ashore; he would spend 34 years wondering what had happened to his son.
How in the world did Truong survive the grief that followed his ordeal? How did he move to America, become an expert metalworker, remarry, raise four more children, and eventually find his firstborn? Truong, handsome and dark-haired at 54, smiles in his living room in West Henrietta, N.Y. “I told myself, ‘Get going,’ ” he replies emphatically. “ ‘Life has to go on.’ ”
If you think Truong’s story has little to do with your own, think again. Resilience like his can be learned, experts say. And it can help you through just a.
Research Paper on How Stakeholder engagements affects IT project.docxeleanorg1
Research Paper on How Stakeholder engagements affects IT projects
1. Please write a 12 -15-page double spaced literature review on the following topic:
How stakeholder engagement affects IT projects.
Ø Define Stakeholders
Ø Describe stakeholder management
Ø Discuss pros and cons of stakeholder engagement
Ø Focus on IT Projects
- Literature review should have at least 25 references, and all references must be scholarly peer-reviewed articles.
- All references must be current and published since 2014.
- All references must be cited in APA format.
- Title page and bibliography pages do not count towards the 12-15-page requirement.
2. Develop a 20-slide PowerPoint Presentation that covers the literature review paper. It must include a title slide and references slide as well.
.
Research paper on Information systems infrastructureevolution and .docxeleanorg1
Research paper on Information systems infrastructure: evolution and trends.
Plagiarism free.
10 pages in length
• APA formatted
• Minimum six (6) sources – at least two (2) from journals
• Include an abstract, introduction, and conclusion
.
Research Paper OutlineResearch Paper The US Government shou.docxeleanorg1
Research Paper Outline
Research Paper:
The US Government should abolish the death penalty.
Instructions: Research (academic), establish a focus for 12-15 page argument research paper. The final paper includes an abstract, an introduction, discussion, conclusion and references in APA style.
Also an Annotated Bibliography with at least six sources or more. All academic sources (any). Peer to peer articles, nothing more than 10 years old. APA style on a separate page
Introduction
The United Stated government should abolish the death penalty (Argument Statement)
1-3 page Introduction
1-2 lines to get reader involved or come up with an interest factor. (Include a question, statement, statistic, examples or detail, ect.)
Definition of terms, if necessary
History and or background of the Death Penalty issue in the United States.
And anything you can think of…
No headers and numbered pages (Top right Corner) – General
Reasons
Here are some reasons to add to the body. You can pick any reason with supporting information.
Executions are carried out at staggering cost to taxpayers.
There is no credible evidence that capital punishment deters crime.
Innocent people have been convicted and executed.
Race plays a role in determining who lives and who dies.
Capital punishment goes against almost every religion.
(You can pick any reasons with supporting information and research)
The professor mentioned sticking to the Death Penalty in the US only vs. internationally.
VII. Conclusion
.
Research Paper Outline ExamplesBelow are two examples of res.docxeleanorg1
Research Paper Outline Examples
Below are two examples of research paper outlines. You'll notice
the first outline
reflects a more traditional research focus:
Thesis statement
: Advances in technology have been and will continue to be a great benefit to both teachers and students.
In the classroom
Document camera
Allows instructors to present text to entire class
Gives instructors chance to show objects without passing around
This causes no wear and tear
Instructor can manipulate objects in multiple ways
Allows students to present objects
Speech class
Science presentation
B. Computer
Connects class to internet
Research
2. Online databases
3. Websites
Interactive games
Teacher’s aids
C. Tablet
1. Text book
a. Save money
2. Easy to access
3. More features
Instant information
II. Out of class
Home computers
Study resources
Online
USB
B. Logic enhancement
1. Word processors
a.Spell check
b.Grammar check
c. Clean copy
2. Scanner
C. Online degrees
1. Past results
2. Current offerings
a. Nationwide
b. Florida
c. Valencia
3. Popularity
The second
outline
reflects a literary analysis research paper.
This is similar to what you will be doing for your final research paper
. The outline below reflects a paper written on the short story "A Rose for Emily". Although you probably haven't read this story, you can easily see how the structure of the outline reflects the thesis.
Outline
Thesis statement
: Emily’s deteriorating physical and mental state is partly caused by the constant judgment of the townspeople upon her, and that condition, coupled with her father’s treatment of her, leads her to kill Homer Barron and keep his corpse.
I. Emily Grierson
A. Deterioration
1. Becomes bloated, fat, and gray
2. Is embittered and reclusive
B. Refusal to acknowledge passing of time
1. Keeps father’s body
2. Refuses to pay taxes
3. Keeps Homer’s body
a. Shows her need for any companionship
b. Represents depths of her madness
II. Others
A. Father
1. Controls Emily’s life
2. Turns away suitors
B. Townspeople
1. Judgmental
2. Nosy and gossipy
a. Whisper about her relationship with Homer
b. Want to see inside of her house
C. Homer
Explanation of MLA Formal Outline Examples
Thesis statement appears first, with the words “Thesis .
Research Paper is attached Each student will individually be e.docxeleanorg1
Research Paper is attached
Each student will individually be expected to read a research paper from the ACM Conference on Human Factors in Computing Systems (CHI) from 2016 – 2020. A
one-page
report should include: summary of the paper read (in the students’ own words – what was the research and why was it conducted?), why the paper or research is important to society, what are some strengths and weaknesses of the paper, and what the student learned.
Summary
1. Does the student provide a brief summary of the 10+ page CHI article reviewed (in their own words -- what was the research and why was it conducted?)?
Why is the paper/research important?
1. Does the student describe why or how the research is an important contribution to society?
Strengths/weaknesses
1. Does the student describe strengths of the paper or research?
2. Does the student describe weaknesses of the paper or research?
Lessons learned
1. Does the student describe what they learned from reviewing the CHI article?
.
Research Paper Outline SampleI. IntroductionII. Mai.docxeleanorg1
Research Paper: Outline Sample
I. Introduction
II. Main Idea
a. Supporting idea 1
b. B. Supporting idea 2
i. Supporting detail to 2
ii. Supporting detail to 2
1. Supporting idea to detail 2
2. Supporting idea to detail 2
III. MAIN IDEA
a. Supporting idea to III
b. Supporting idea to III
c. Supporting idea to III
IV. MAIN IDEA
a. Supporting idea to IV
b. Supporting idea to IV
c. Supporting idea to IV
V. Conclusion
VI. References
���
.
Research Paper InstructionsIn the Research Paper, you will app.docxeleanorg1
Research Paper Instructions
In the Research Paper, you will apply the sources from your Annotated Bibliography (and others you may find subsequent to submitting the Annotated Bibliography) to describe the current state of malpractice in healthcare and how healthcare professionals respond to and defend against allegations of malpractice.
Address specifically the issues raised by acknowledgement and apology in malpractice lawsuits:
· Injured patients often sue because they want an explanation of what happened, and an apology for the injuries.
· Statements by the healthcare professional that could be perceived as admissions can create legal liability in formal litigation.
· Some state laws, and some methods of alternative dispute resolution, help enable the apology without the liability.
Your paper must examine these issues and explain what options you would recommend, supported by your research and analysis. The final paper must include at least 4 scholarly sources other than the Reading & Study materials and the Bible, cited in text and in a reference list. You must also integrate biblical analysis of the topic into the paper.
The Research Paper must contain at least 1,200 words and follow full current APA paper format. The title page, abstract, and reference list do not count towards the length requirement. Submit your paper as a Word document.
Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 7.
Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool. To check the originality of your work, you may submit an optional draft through the SafeAssign draft submission link earlier in the module/week.
.
Research paper is on Cyber Security in Industry 4.0 The Pitfalls o.docxeleanorg1
Research paper is on Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems can be found at https://www.jstage.jst.go.jp/article/iasme/10/1/10_100103/_pdf. APA citation is the following. Dawson, M. (2018). Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems. Journal of Strategic Management Studies, 10(1), 19-28.
i need updates by weekly. Updates can include information about methodology, new literature discovered, or even questions regarding current progress.
The first update is due on sunday(9-8-2019).
.
Research Paper Instructions.Due December 2, 2020, by midnight.docxeleanorg1
Research Paper Instructions.
Due: December 2, 2020, by midnight
Length: 8-10 pages
Students are required to write a research paper on "God's Existence" in philosophy. The research paper grade includes a title, abstract, and final submission. The paper is roughly 8-10 pages in length and all citations must be made in Chicago Manual Style (CMS). Do not use more than two philosophers.
A good paper with do the following:
Introduce a specific philosophical problem to be discussed
Thoroughly explain the philosophical arguments
Utilize quotations in an appropriate manner for interpreting complex arguments
Use clear statements and syntax
Have a clear thesis.
Discuss potential counterarguments, and/or address key assumptions
Define important terms
Cite sources for quotations, paraphrasing, or as references.
Include a Bibliography
Follow CMS guidelines
.
Research Paper Option OneThroughout history, art has been .docxeleanorg1
Research Paper
Option One
Throughout history, art has been used as propaganda to shape public opinion. Propaganda takes many forms, such as architecture, paintings, print media, and is used to promote religious, political, and social ideologies. Select and fully identify two works, in any medium, that were used to shape public opinion. Citing specific elements in each work, analyze how each work conveyed its propagandistic message to its intended audience. You need to analyze how specific elements of each of two selected works convey propagandistic messages to its respective audience. Think about how works of art promote religious, political and social ideologies.
Propaganda can be seen as consisting of three interpolated elements: (1) actual information, ideas or rumors that are circulated; (2) the vehicles through which those items are disseminated, such as art, texts and performances; and (3) the organizations and institutions that generate and direct the spread of propagandistic content. Propaganda is created to promote a particular entity’s interests, whether corporate or individual, and typically has an intended audience — sometimes multiple audiences. Propagandistic art has existed since the first complex human societies developed approximately five thousand years ago. Works of art have been used to legitimize a ruler’s authority, to glorify a state’s accomplishments, to reify social hierarchy, to reinforce religious beliefs, and to influence how people think and behave, among other things. Architecture has served as a vehicle for propaganda since ancient times as well.
You have two tasks:
(1) you must fully identify two works of art in any medium. One from the ancient world (BCE) and one from the modern world (CE)
(2) you must analyze how specific elements of each selected work convey a propagandistic message to an intended audience.
Technical stuff. Your essay must be at least five pages in length, use Times New Roman 12-point font, double spaced, and include a works cited page. Include images at the END of essay. You must use at least three actual books as resources and no more than two web sites (no Wikipedia!). Include images AFTER the works cited page.
Don’t forget to cite yours sources throughout your essay.
.
Research Paper Grading Rubric Name Course Date.docxeleanorg1
Research Paper Grading Rubric
Name: Course: Date:
(The Psychology Department at San José State University is acknowledged for the basic structure of this form.)
CATEGORY Unacceptable
(Below Standards)
Acceptable
(Meets Standards)
Good
(Occasionally Exceeds)
Excellent
(Exceeds Standards)
SCORE
Introduction
Does not
adequately convey
topic. Does not
describe subtopics
to be reviewed.
Lacks adequate
theses statement.
Conveys topic, but
not key
question(s).
Describes
subtopics to be
reviewed. General
theses statement.
Conveys topic and
key question(s).
Clearly delineates
subtopics to be
reviewed. General
thesis statement.
Strong
introduction of
topic’s key
question(s), terms.
Clearly delineates
subtopics to be
reviewed. Specific
thesis statement.
5 points
Focus &
Sequencing
Little evidence
material is
logically organized
into topic,
subtopics or
related to topic.
Many transitions
are unclear or
nonexistent.
Most material
clearly related to
subtopic, main
topic. Material
may not be
organized within
subtopics.
Attempts to
provide variety of
transitions
All material clearly
related to subtopic,
main topic and
logically organized
within subtopics.
Clear, varied
transitions linking
subtopics, and main
topic.
All material clearly
related to subtopic,
main topic. Strong
organization and
integration of
material within
subtopics. Strong
transitions linking
subtopics, and
main topic.
15 points
Support
Few sources
supporting thesis.
Sources
insignificant or
unsubstantiated.
Sources generally
acceptable but not
peer-reviewed
research
(evidence) based.
Sources well selected
to support thesis with
some research in
support of thesis.
Strong peer-
reviewed research
based support for
thesis.
15 points
Conclusion
Does not
summarize
evidence with
respect to thesis
statement.
Does not discuss
the impact of
researched
material on topic.
Review of key
conclusions.
Some integration
with thesis
statement.
Discusses impact
of researched
material on topic.
Strong review of key
conclusions. Strong
integration with thesis
statement. Discusses
impact of researched
material on topic.
Strong review of
key conclusions.
Strong integration
with thesis
statement.
Insightful
discussion of
impact of the
researched
material on topic.
5 points
Grammar &
Mechanics
Grammatical
errors or spelling
& punctuation
substantially
detract from the
paper.
Very few
grammatical,
spelling or
punctuation errors
interfere with
reading the paper.
Grammatical errors
or spelling &
punctuation are rare
and do not detract
from the paper.
The paper is free
of grammatical
errors and spelling
& punctuation.
20 points
APA Style &
Communication
Errors in APA
style detract
substantially from
the paper.
Word choice is
informal in tone.
Writing is choppy,
with many
awkward or
unclear passages.
.
Research paper on the topic Stakeholders engagement in policy devel.docxeleanorg1
Research paper on the topic "Stakeholders engagement in policy development " by taking the topics which are in the outline document attached. 8 pages main body or more), the document is APA formatted and that all material in the document is original and properly cited and referenced.
Files attached: Outline topics that need to be discussed
Text Book
.
research paper is a general format APA paper(plagiarism free). Paper.docxeleanorg1
research paper is a general format APA paper(plagiarism free). Paper length requirement is 10-12 pages of content (double-spaced), or approximately 3000 words. The title page and reference page(s) s are not part of this total.
The Final paper will contain a title page, abstract, introduction/topic paragraph, summary/conclusion, and reference page.References should be valid and use APA citations.
Big Data Mining in the Cloud
Every organization is facing the challenge with large data sources .It increases complexity of data to understand and store .Now it is also a big concern in the cloud systems which is capable of processing and storing data in remote servers. This can be analyzed using big data mining techniques .
Make sure to include Information Governance applied to the the paper
.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Research Paper StructureFrom the given list of research pa.docxeleanorg1
Research Paper Structure
From the given list of research papers, choose one article.
Read it by paying attention to its structure.
Identify the parts of the research paper.
Write a sentence or two explaining what is the role/purpose of each part.
Submit. You do not need to provide feedback to your partners.
Use the following structure:
* Introduction
* Literature Review
* Method
* Results
* Discussion
* Limitations and Implications
* Conclusion
2. Identify the
Introduction elements
from the research paper that you have read.
Hook
:
Background information
:
Problem Statement
:
Research Question
:
Hypothesis
:
Thesis Statement
:
.
Research Paper RubricCategoryExcellent 10Good 7Below A.docxeleanorg1
Research Paper Rubric
Category
Excellent / 10
Good / 7
Below Average / 3
Score
Weight
Total
Introduction
· Attracts interest by convincing the topic is important
· Describes the problem, if any, to be solved
· Mentions the objectives and justifies the significance of the study
· Provides the research question(s) to be explored
· Delineates subtopics to be reviewed
· Attracts some interest by convincing the topic is important
· Mentions the objectives and justifies the study
· Provides the research question(s) to be explored
· No or little effort to convince the topic is important and interesting
· Does not provide any objectives
· Does not include any research question(s)
· There is no or quite weak explanation for the significance and justification of the study
X 2
Focus of the Topic and Coherence
· The topic is focused well enough for the scope of the assignment
· A thesis statement provides direction for the paper
· Strong transitions within and between paragraphs linking subtopics, and main topic
· Writing is flowing and easy to follow
· The topic is focused but lacks direction
· The paper is about a specific topic but the writer has not established a position
· Attempts to provide variety of transitions
· Writing is mostly well and clear passages
· The topic is too broad for the scope of this assignment
· The topic is not clearly defined
· Weak or no transitions within and between paragraphs
· Writing is choppy with unclear passages
X 1
Literature Review and Sources
· More than five current sources, of which at least five are peer-reviewed journal articles or scholarly book chapters
· Provides significant and relevant background research into the topic by integrating and interpreting sources
· Summarizes important findings from the review of the literature
· Sources are also used to support the argument of the study
· Cited sources appropriately
· Less than five sources, some of which are peer-reviewed journal articles or scholarly book chapters
· Provides moderate background research into the topic
· Some sources are partially relevant to the topic of the study
· Sources are partially used to support the argument of the study
· Cited sources appropriately
· One or two sources are used, only. Sources are not peer-reviewed/scholarly
· Neglects important sources
· Provides a weak background research into the topic
· No evidence is drawn from source
· Does not cite sources, or cited inappropriately
X 3
Discussion and Conclusion
· Addresses the topic with clarity
· Organizes, synthesizes, and discusses information
· In-depth discussion and elaboration in all sections of the paper
· Draws conclusions
· Presents clear recommendations and/or implications for future research
· Addresses the topic
· Acceptable discussion and elaboration in most sections of the paper
· Quotations from others outweigh the writer’s own ideas excessively
· Organizes, synthesizes, and discusses information
· Lacks substantive conclusions
.
Research Paper Rubric Component 100 75 50 25 0 .docxeleanorg1
Research Paper Rubric
Component 100% 75% 50% 25% 0
Basic
Requirements
Formatted correctly, at
least 500 words in
length, citation page
and internal citations
correct (APA format), at
least 2 cited peer
reviewed sources.
Does not meet required
page length, and/or
does not have 2 cited
peer reviewed sources.
Thesis
Statement
Engaging, challenging,
and clearly focuses the
paper. Effectively
stated in the
introduction and
carried throughout the
paper.
Clear and articulate,
engaging and clearly
focuses the paper, but
is not challenging. Is
effectively carried
throughout the paper.
Clearly stated in the
introduction, attempts
to be engaging, is
adequate, but lacks
insight and focus, and is
carried through the
paper.
Included in the
introduction, but is
vague. Lacks insight,
focus, and is not carried
throughout the paper.
Is vague or may be
lacking in the
introduction; is not
focused and lacks
development; is not
carried throughout the
paper.
Introduction Strong and effective, it
is engaging and clearly
defines the thesis, as
well as provides a
foundation for the body
of the paper.
Effective and engaging,
defines the thesis and
provides foundation for
the body of the paper.
Introduces the topic of
the paper and builds a
connection between
the topic, the thesis,
and the body of the
paper. Informative but
not engaging or strong.
Introduces the topic of
the paper loosely and
includes the thesis
statement. Provides
little information
regarding the topic.
Includes little more
than the thesis and
shows no demonstrable
knowledge of the topic
of the paper.
Content
Strongly and vividly
supports the thesis and
is reflective of strong,
thorough research.
Illustrates extensive
knowledge of the topic.
Every aspect of the
thesis is supported by
quality academic
research.
Strongly supports the
thesis and is reflective
of good, thorough
research. Illustrates
knowledge of the topic,
but could be extended.
Most aspects of the
thesis are supported by
quality academic
research.
Supports the thesis and
reflects research, and
illustrates adequate
knowledge of the topic.
Could be extended and
shows some gaps in
understanding of the
topic. Although there
may be some
inconsistencies with
support from quality
academic research.
Related to the thesis
but reflects inadequate
research and
knowledge of the topic,
and demonstrates a
lack of understanding.
There may be a lack of
support from quality
academic research.
Does not convey
adequate
understanding of the
topic, the research, or
the thesis. There are
many unsupported
aspects of the thesis
and the research lacks
quality sources.
Organization Effectively organized.
Logical structure of
points and smooth
transitions convey both
understanding of topic
and care in writing.
Well organized, but
may lack some
transitions between
ideas. Logical structure
.
Research paper should be 2 pages long. II. Read Chapter 1 of Res.docxeleanorg1
Research paper should be 2 pages long.
II. Read Chapter 1 of Research Methods and answer the following questions:
Researchers have found that 43 percent of children who are in foster care programs in the city of Chicago have also been victims of child abuse.
What type of research design have they used?
What are the strengths and potential weakness of this research?
What conclusions can the research draw?
III. Provide an analysis about: What would you like to do research in and why?
.
Research Paper Rough Draft Final DraftWrite a 2,500 – 3,500 wo.docxeleanorg1
Research Paper Rough Draft / Final Draft
Write a 2,500 – 3,500 word paper (8-10 pages, excluding Works Cited) defending a thesis that is the answer to your research question, using outside sources and documenting them according to MLA rules. The grade for both the rough draft and the final draft will be graded using these criteria.
Thesis
·
· Arguable, descriptive, unified
· Specific to scope of paper
· Answers the research question
Evidence
· Sufficient, relevant, representative
Quantity and Type of Sources
· Minimum of 8 sources:
· Minimum of 4 scholarly sources
· Minimum of 4 sources from approved library research databases
· Reference works and dictionaries may be used BUT don’t count in 8 sources.
· Sources are adequate and appropriate to topic
Use of Sources
· Use of summaries, paraphrases, quotations, critiques.
Reasoning
· Terms are defined.
· How conclusions follow from evidence is explained.
· Assumptions are valid; conclusions follow from evidence.
Organization
· Material is grouped appropriately.
· Organized point by point, not source by source.
· Focus is maintained throughout.
· Transitions are effective.
· Introduction and conclusion are effective.
· Relationships among ideas are clear.
Language
· Most of the paper is in your own words.
· Quotations are completely accurate, very few, short (one sentence) quotations, with correct punctuation and grammar are allowed.
· The mechanics (punctuation, spelling and grammar) of the paper are correct.
· The style is objective, formal, concise, precise and varied.
MLA documentation
· Correct in-text citations
· Complete and correct Works Cited, listing onlythose sources you have used in your paper, on a separate page at the end of the essay (MLA style).
Research Paper Rough Draft
Thesis: Arguable, descriptive, unified, specific to scope of paper, answers the research question.
Evidence: Sufficient, representative, relevant.
Sources: 8 minimum (5 from approved data bases, 3 scholarly). All are appropriate to topic. Adequate information to prove thesis.
Use of sources: Include summaries, paraphrases, quotations, critiques as needed.
Reasoning:
Terms are defined.
Explains how conclusions follow from evidence.
Assumptions are valid.
Conclusions follow from evidence.
Organization:
Material is grouped appropriately.
Organized point by point, not source by source.
Focus is maintained throughout.
Transitions are effective.
Introduction, conclusion are effective.
Relationships among ideas are clear.
Language:
Majority of the paper is in your own words.
Quotations - completely accurate, few, brief,
correct punctuation and grammar.
Mechanics (punctuation, spelling, grammar)
of the paper are correct.
Styleis objective, formal, concise, precise, varied.
MLA documentation: Correct in-text citations.
Complete, correct works cited, listing onlythose sources you have used in your paperat the end of the essay (MLA style).
1
ENG 102
Final Rese.
Research Paper Progress ReportThe progress report should inc.docxeleanorg1
Research Paper Progress Report
The progress report should include an introduction to the research paper that is a minimum of 800 words in length and includes at least four (4) references in APA format. The purpose of the progress report is to help the student begin the task of identifying relevant literature and better framing the overall research process.
.
Research Paper ProjectDue Friday April 8,2019In this assignm.docxeleanorg1
Research Paper Project
Due Friday April 8,2019
In this assignment, you will compare how two companies, within the same industry, approach a specific business issue in the workplace. Acceptable issues include: a) motivating employees, b) corrective action, c) incentive programs, d) executive recruiting and training e) project management, f) diversity, g) responding to changes in addition to any topics we discussed in the class discussion forum.
This project is broken into the following parts:
1. Proposal (via Discussion Board)
2. Research Paper (Assignment drop box)
3. Powerpoint Presentation (submit via both Assignment drop box and Discussion Board)
Post in the discussion forum a 1-2 paragraph introducing the companies that you will be discussion and the issue that you will be analyzing. You and your classmates can comment and offer suggestions to each other. I will only comment if I see a problem with your proposal.
Research Paper
Prepare a 4-5 page research paper on your chosen topic (not including the required 1 page for cover page, 1 page for references, tables and diagrams)
1. The report MUST be written in concise and fluent English.
2. A well-written, purposive, directive and comprehensive report.
3. Appearance: double-spaced, 12 point Times New Roman front and free of typographical errors.
4. Paragraphs should be indented and no longer than 5 sentences.
5. Meets APA compliance standards. Properly formatted citations are a must!
Prepare an 7-10 slide PowerPoint presentation that summarizes your project. Submit it via the Assignment drop box and also post in the discussion forum to share with your peers.
Bouncing Back
How people who have faced life's toughest challenges found the strength to keep on going-- and how you, too, can develop your resilience muscle.
Melissa Balmain
March 12, 2012
No matter what troubles you face, at work or at home, it’s worth asking yourself one question: What would Howie Truong do?
In 1977, as Truong fled postwar Vietnam with his wife, baby son and several other people, their motorboat was captured by pirates. The pirates forced everyone aboard their own boat; although brusque toward the adults, they doted on the baby and tried to buy him. After a few days, they shoved Truong into the sea. He nearly drowned before he was rescued by fishermen. Weeks later, in Thailand, he learned that his wife’s body had washed ashore; he would spend 34 years wondering what had happened to his son.
How in the world did Truong survive the grief that followed his ordeal? How did he move to America, become an expert metalworker, remarry, raise four more children, and eventually find his firstborn? Truong, handsome and dark-haired at 54, smiles in his living room in West Henrietta, N.Y. “I told myself, ‘Get going,’ ” he replies emphatically. “ ‘Life has to go on.’ ”
If you think Truong’s story has little to do with your own, think again. Resilience like his can be learned, experts say. And it can help you through just a.
Research Paper on How Stakeholder engagements affects IT project.docxeleanorg1
Research Paper on How Stakeholder engagements affects IT projects
1. Please write a 12 -15-page double spaced literature review on the following topic:
How stakeholder engagement affects IT projects.
Ø Define Stakeholders
Ø Describe stakeholder management
Ø Discuss pros and cons of stakeholder engagement
Ø Focus on IT Projects
- Literature review should have at least 25 references, and all references must be scholarly peer-reviewed articles.
- All references must be current and published since 2014.
- All references must be cited in APA format.
- Title page and bibliography pages do not count towards the 12-15-page requirement.
2. Develop a 20-slide PowerPoint Presentation that covers the literature review paper. It must include a title slide and references slide as well.
.
Research paper on Information systems infrastructureevolution and .docxeleanorg1
Research paper on Information systems infrastructure: evolution and trends.
Plagiarism free.
10 pages in length
• APA formatted
• Minimum six (6) sources – at least two (2) from journals
• Include an abstract, introduction, and conclusion
.
Research Paper OutlineResearch Paper The US Government shou.docxeleanorg1
Research Paper Outline
Research Paper:
The US Government should abolish the death penalty.
Instructions: Research (academic), establish a focus for 12-15 page argument research paper. The final paper includes an abstract, an introduction, discussion, conclusion and references in APA style.
Also an Annotated Bibliography with at least six sources or more. All academic sources (any). Peer to peer articles, nothing more than 10 years old. APA style on a separate page
Introduction
The United Stated government should abolish the death penalty (Argument Statement)
1-3 page Introduction
1-2 lines to get reader involved or come up with an interest factor. (Include a question, statement, statistic, examples or detail, ect.)
Definition of terms, if necessary
History and or background of the Death Penalty issue in the United States.
And anything you can think of…
No headers and numbered pages (Top right Corner) – General
Reasons
Here are some reasons to add to the body. You can pick any reason with supporting information.
Executions are carried out at staggering cost to taxpayers.
There is no credible evidence that capital punishment deters crime.
Innocent people have been convicted and executed.
Race plays a role in determining who lives and who dies.
Capital punishment goes against almost every religion.
(You can pick any reasons with supporting information and research)
The professor mentioned sticking to the Death Penalty in the US only vs. internationally.
VII. Conclusion
.
Research Paper Outline ExamplesBelow are two examples of res.docxeleanorg1
Research Paper Outline Examples
Below are two examples of research paper outlines. You'll notice
the first outline
reflects a more traditional research focus:
Thesis statement
: Advances in technology have been and will continue to be a great benefit to both teachers and students.
In the classroom
Document camera
Allows instructors to present text to entire class
Gives instructors chance to show objects without passing around
This causes no wear and tear
Instructor can manipulate objects in multiple ways
Allows students to present objects
Speech class
Science presentation
B. Computer
Connects class to internet
Research
2. Online databases
3. Websites
Interactive games
Teacher’s aids
C. Tablet
1. Text book
a. Save money
2. Easy to access
3. More features
Instant information
II. Out of class
Home computers
Study resources
Online
USB
B. Logic enhancement
1. Word processors
a.Spell check
b.Grammar check
c. Clean copy
2. Scanner
C. Online degrees
1. Past results
2. Current offerings
a. Nationwide
b. Florida
c. Valencia
3. Popularity
The second
outline
reflects a literary analysis research paper.
This is similar to what you will be doing for your final research paper
. The outline below reflects a paper written on the short story "A Rose for Emily". Although you probably haven't read this story, you can easily see how the structure of the outline reflects the thesis.
Outline
Thesis statement
: Emily’s deteriorating physical and mental state is partly caused by the constant judgment of the townspeople upon her, and that condition, coupled with her father’s treatment of her, leads her to kill Homer Barron and keep his corpse.
I. Emily Grierson
A. Deterioration
1. Becomes bloated, fat, and gray
2. Is embittered and reclusive
B. Refusal to acknowledge passing of time
1. Keeps father’s body
2. Refuses to pay taxes
3. Keeps Homer’s body
a. Shows her need for any companionship
b. Represents depths of her madness
II. Others
A. Father
1. Controls Emily’s life
2. Turns away suitors
B. Townspeople
1. Judgmental
2. Nosy and gossipy
a. Whisper about her relationship with Homer
b. Want to see inside of her house
C. Homer
Explanation of MLA Formal Outline Examples
Thesis statement appears first, with the words “Thesis .
Research Paper is attached Each student will individually be e.docxeleanorg1
Research Paper is attached
Each student will individually be expected to read a research paper from the ACM Conference on Human Factors in Computing Systems (CHI) from 2016 – 2020. A
one-page
report should include: summary of the paper read (in the students’ own words – what was the research and why was it conducted?), why the paper or research is important to society, what are some strengths and weaknesses of the paper, and what the student learned.
Summary
1. Does the student provide a brief summary of the 10+ page CHI article reviewed (in their own words -- what was the research and why was it conducted?)?
Why is the paper/research important?
1. Does the student describe why or how the research is an important contribution to society?
Strengths/weaknesses
1. Does the student describe strengths of the paper or research?
2. Does the student describe weaknesses of the paper or research?
Lessons learned
1. Does the student describe what they learned from reviewing the CHI article?
.
Research Paper Outline SampleI. IntroductionII. Mai.docxeleanorg1
Research Paper: Outline Sample
I. Introduction
II. Main Idea
a. Supporting idea 1
b. B. Supporting idea 2
i. Supporting detail to 2
ii. Supporting detail to 2
1. Supporting idea to detail 2
2. Supporting idea to detail 2
III. MAIN IDEA
a. Supporting idea to III
b. Supporting idea to III
c. Supporting idea to III
IV. MAIN IDEA
a. Supporting idea to IV
b. Supporting idea to IV
c. Supporting idea to IV
V. Conclusion
VI. References
���
.
Research Paper InstructionsIn the Research Paper, you will app.docxeleanorg1
Research Paper Instructions
In the Research Paper, you will apply the sources from your Annotated Bibliography (and others you may find subsequent to submitting the Annotated Bibliography) to describe the current state of malpractice in healthcare and how healthcare professionals respond to and defend against allegations of malpractice.
Address specifically the issues raised by acknowledgement and apology in malpractice lawsuits:
· Injured patients often sue because they want an explanation of what happened, and an apology for the injuries.
· Statements by the healthcare professional that could be perceived as admissions can create legal liability in formal litigation.
· Some state laws, and some methods of alternative dispute resolution, help enable the apology without the liability.
Your paper must examine these issues and explain what options you would recommend, supported by your research and analysis. The final paper must include at least 4 scholarly sources other than the Reading & Study materials and the Bible, cited in text and in a reference list. You must also integrate biblical analysis of the topic into the paper.
The Research Paper must contain at least 1,200 words and follow full current APA paper format. The title page, abstract, and reference list do not count towards the length requirement. Submit your paper as a Word document.
Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 7.
Note: Your assignment will be checked for originality via the SafeAssign plagiarism tool. To check the originality of your work, you may submit an optional draft through the SafeAssign draft submission link earlier in the module/week.
.
Research paper is on Cyber Security in Industry 4.0 The Pitfalls o.docxeleanorg1
Research paper is on Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems can be found at https://www.jstage.jst.go.jp/article/iasme/10/1/10_100103/_pdf. APA citation is the following. Dawson, M. (2018). Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems. Journal of Strategic Management Studies, 10(1), 19-28.
i need updates by weekly. Updates can include information about methodology, new literature discovered, or even questions regarding current progress.
The first update is due on sunday(9-8-2019).
.
Research Paper Instructions.Due December 2, 2020, by midnight.docxeleanorg1
Research Paper Instructions.
Due: December 2, 2020, by midnight
Length: 8-10 pages
Students are required to write a research paper on "God's Existence" in philosophy. The research paper grade includes a title, abstract, and final submission. The paper is roughly 8-10 pages in length and all citations must be made in Chicago Manual Style (CMS). Do not use more than two philosophers.
A good paper with do the following:
Introduce a specific philosophical problem to be discussed
Thoroughly explain the philosophical arguments
Utilize quotations in an appropriate manner for interpreting complex arguments
Use clear statements and syntax
Have a clear thesis.
Discuss potential counterarguments, and/or address key assumptions
Define important terms
Cite sources for quotations, paraphrasing, or as references.
Include a Bibliography
Follow CMS guidelines
.
Research Paper Option OneThroughout history, art has been .docxeleanorg1
Research Paper
Option One
Throughout history, art has been used as propaganda to shape public opinion. Propaganda takes many forms, such as architecture, paintings, print media, and is used to promote religious, political, and social ideologies. Select and fully identify two works, in any medium, that were used to shape public opinion. Citing specific elements in each work, analyze how each work conveyed its propagandistic message to its intended audience. You need to analyze how specific elements of each of two selected works convey propagandistic messages to its respective audience. Think about how works of art promote religious, political and social ideologies.
Propaganda can be seen as consisting of three interpolated elements: (1) actual information, ideas or rumors that are circulated; (2) the vehicles through which those items are disseminated, such as art, texts and performances; and (3) the organizations and institutions that generate and direct the spread of propagandistic content. Propaganda is created to promote a particular entity’s interests, whether corporate or individual, and typically has an intended audience — sometimes multiple audiences. Propagandistic art has existed since the first complex human societies developed approximately five thousand years ago. Works of art have been used to legitimize a ruler’s authority, to glorify a state’s accomplishments, to reify social hierarchy, to reinforce religious beliefs, and to influence how people think and behave, among other things. Architecture has served as a vehicle for propaganda since ancient times as well.
You have two tasks:
(1) you must fully identify two works of art in any medium. One from the ancient world (BCE) and one from the modern world (CE)
(2) you must analyze how specific elements of each selected work convey a propagandistic message to an intended audience.
Technical stuff. Your essay must be at least five pages in length, use Times New Roman 12-point font, double spaced, and include a works cited page. Include images at the END of essay. You must use at least three actual books as resources and no more than two web sites (no Wikipedia!). Include images AFTER the works cited page.
Don’t forget to cite yours sources throughout your essay.
.
Research Paper Grading Rubric Name Course Date.docxeleanorg1
Research Paper Grading Rubric
Name: Course: Date:
(The Psychology Department at San José State University is acknowledged for the basic structure of this form.)
CATEGORY Unacceptable
(Below Standards)
Acceptable
(Meets Standards)
Good
(Occasionally Exceeds)
Excellent
(Exceeds Standards)
SCORE
Introduction
Does not
adequately convey
topic. Does not
describe subtopics
to be reviewed.
Lacks adequate
theses statement.
Conveys topic, but
not key
question(s).
Describes
subtopics to be
reviewed. General
theses statement.
Conveys topic and
key question(s).
Clearly delineates
subtopics to be
reviewed. General
thesis statement.
Strong
introduction of
topic’s key
question(s), terms.
Clearly delineates
subtopics to be
reviewed. Specific
thesis statement.
5 points
Focus &
Sequencing
Little evidence
material is
logically organized
into topic,
subtopics or
related to topic.
Many transitions
are unclear or
nonexistent.
Most material
clearly related to
subtopic, main
topic. Material
may not be
organized within
subtopics.
Attempts to
provide variety of
transitions
All material clearly
related to subtopic,
main topic and
logically organized
within subtopics.
Clear, varied
transitions linking
subtopics, and main
topic.
All material clearly
related to subtopic,
main topic. Strong
organization and
integration of
material within
subtopics. Strong
transitions linking
subtopics, and
main topic.
15 points
Support
Few sources
supporting thesis.
Sources
insignificant or
unsubstantiated.
Sources generally
acceptable but not
peer-reviewed
research
(evidence) based.
Sources well selected
to support thesis with
some research in
support of thesis.
Strong peer-
reviewed research
based support for
thesis.
15 points
Conclusion
Does not
summarize
evidence with
respect to thesis
statement.
Does not discuss
the impact of
researched
material on topic.
Review of key
conclusions.
Some integration
with thesis
statement.
Discusses impact
of researched
material on topic.
Strong review of key
conclusions. Strong
integration with thesis
statement. Discusses
impact of researched
material on topic.
Strong review of
key conclusions.
Strong integration
with thesis
statement.
Insightful
discussion of
impact of the
researched
material on topic.
5 points
Grammar &
Mechanics
Grammatical
errors or spelling
& punctuation
substantially
detract from the
paper.
Very few
grammatical,
spelling or
punctuation errors
interfere with
reading the paper.
Grammatical errors
or spelling &
punctuation are rare
and do not detract
from the paper.
The paper is free
of grammatical
errors and spelling
& punctuation.
20 points
APA Style &
Communication
Errors in APA
style detract
substantially from
the paper.
Word choice is
informal in tone.
Writing is choppy,
with many
awkward or
unclear passages.
.
Research paper on the topic Stakeholders engagement in policy devel.docxeleanorg1
Research paper on the topic "Stakeholders engagement in policy development " by taking the topics which are in the outline document attached. 8 pages main body or more), the document is APA formatted and that all material in the document is original and properly cited and referenced.
Files attached: Outline topics that need to be discussed
Text Book
.
research paper is a general format APA paper(plagiarism free). Paper.docxeleanorg1
research paper is a general format APA paper(plagiarism free). Paper length requirement is 10-12 pages of content (double-spaced), or approximately 3000 words. The title page and reference page(s) s are not part of this total.
The Final paper will contain a title page, abstract, introduction/topic paragraph, summary/conclusion, and reference page.References should be valid and use APA citations.
Big Data Mining in the Cloud
Every organization is facing the challenge with large data sources .It increases complexity of data to understand and store .Now it is also a big concern in the cloud systems which is capable of processing and storing data in remote servers. This can be analyzed using big data mining techniques .
Make sure to include Information Governance applied to the the paper
.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Research Paper Choose two short stories you have studied.docx
1. Research Paper
between both
items chosen
minimum of six pages
topic
sentences, paragraphs, sufficient supporting ideas, an
Introduction, and a
Conclusion
Conclusion),
include in your analysis both evidence from the stories chosen,
as well as
from academically credible research sources
2. ch using at least one library book and at
least four
library database sources (only one Internet source will be
accepted)
prove a point
raised about a story and/or or an author being analyzed
o (You cannot research and cite random topics such as “the
effects of
divorce” because your protagonist is suffering the effects of a
divorce. However, if you are writing about a historical topic
such as a
war, you must cite research to prove that the story or poem
accurately depicts this war.)
using the
MLA format
-text citations used and the Works Cited page
using the MLA
format
our paper the following:
o Research Paper Cover Page
3. o Research Paper Formal Outline
o Research Paper (with the Works Cited page at the end)
Cover Page, Formal Outline, or the Works Cited page
Research Paper Strategies
As you complete your research paper, please note the strategies
below that are useful in
helping you create a thorough and well-organized paper.
1.
After rereading the two stories chosen, decide on what they
have in common and on what literary
techniques and/or literary criticism studied in class applies to
both stories.
2.
For example, if you were completing an analysis of O’Brien’s
4. “How to Tell a True War Story”
and Hemingway’s “Soldier’s Home,” you can have a thesis such
as this:
The plots and characters of O’Brien’s “How to Tell a True War
Story and Hemingway’s
“Soldier’s Home” tell the truth about the realities of war and its
consequences making these
works open to Biographical, Historical, and Psychological
Criticisms.
In this thesis, you have accomplished the following:
you will be using in your
analysis
ndicated what you plan to prove—the authors’ use
of these techniques to make
a point/send a message/give their stories purpose
3.
5. Next, you need to decide how to organize your paper.
criticisms, these will determine
your essay structure/organization.
your thesis.
o (Keep in mind, that a lot of times, though you plan to discuss
one technique in a
single paragraph, you may need to use more than one because
the information is
too much for one paragraph.)
4.
For each paragraph, you need to write a topic sentence that
connects back to your thesis. Then
you would develop your paragraph by proving your topic
sentence using support from the
story/stories and from your research sources.
the Introduction can be as
follows:
o The plots of O’Brien’s “How to Tell a True War Story” and
Hemingway’s
6. “Soldier’s Home” tell the truth about the realities of war and its
consequences
making the stories open to a Biographical Criticism.
ordering, conflicts) of O’Brien’s
“How to Tell a True War Story”
“How to Tell a True War
Story”
about O’Brien’s story and/or
its connection to his biography.
ess for Hemingway’s
“Soldier’s Home” (you can do this
in the same or in a new paragraph (beginning with a transition
that shows a connection
between the two paragraphs).
Note: Creating a Formal Outline of your paper BEFORE you
write it will be helpful.
7. 1
Amy Tan
Two Kinds
My mother believed you could be anything you wanted to be in
America. You could open
a restaurant. You could work for the government and get good
retirement. You could buy
a house with almost no money down. You could become rich.
You could become
instantly famous.
"Of course, you can be a prodigy, too," my mother told me when
I was nine. "You can be
best anything. What does Auntie Lindo know? Her daughter, she
is only best tricky."
America was where all my mother's hopes lay. She had come to
San Francisco in 1949
after losing everything in China: her mother and father, her
home, her first husband, and
two daughters, twin baby girls. But she never looked back with
regret. Things could get
better in so many ways.
8. We didn't immediately pick the right kind of prodigy. At first
my mother thought I could
be a Chinese Shirley Temple. We'd watch Shirley's old movies
on TV as though they
were training films. My mother would poke my arm and say,
"Ni kan. You watch." And I
would see Shirley tapping her feet, or singing a sailor song, or
pursing her lips into a very
round O while saying "Oh, my goodness."
Ni kan," my mother said, as Shirley's eyes flooded with tears.
"You already know how.
Don't need talent for crying!"
Soon after my mother got this idea about Shirley Temple, she
took me to the beauty
training school in the Mission District and put me in the hands
of a student who could
barely hold the scissors without shaking. Instead of getting big
fat curls, I emerged with
an uneven mass of crinkly black fuzz. My mother dragged me
off to the bathroom and
tried to wet down my hair.
"You look like a Negro Chinese," she lamented, as if I had done
this on purpose.
9. The instructor of the beauty training school had to lop off these
soggy clumps to make
my hair even again. "Peter Pan is very popular these days" the
instructor assured my
mother. I now had bad hair the length of a boy's, with curly
bangs that hung at a slant two
inches above my eyebrows. I liked the haircut, and it made me
actually look forward to
my future fame.
In fact, in the beginning I was just as excited as my mother,
maybe even more so. I
pictured this prodigy part of me as many different images, and I
tried each one on for
size. I was a dainty ballerina girl standing by the curtain,
waiting to hear the music that
would send me floating on my tiptoes. I was like the Christ
child lifted out of the straw
manger, crying with holy indignity. I was Cinderella stepping
from her pumpkin carriage
with sparkly cartoon music filling the air.
In all of my imaginings I was filled with a sense that I would
soon become perfect: My
mother and father would adore me. I would be beyond reproach.
I would never feel the
10. need to sulk, or to clamor for anything. But sometimes the
prodigy in me became
impatient. "If you don't hurry up and get me out of here, I'm
disappearing for good," it
warned. " And then you'll always be nothing."
2
Every night after dinner my mother and I would sit at the
Formica topped kitchen table.
She would present new tests, taking her examples from stories
of amazing children that
she read in Ripley's Believe It or Not or Good Housekeeping,
Reader's digest, or any of a
dozen other magazines she kept in a pile in our bathroom. My
mother got these
magazines from people whose houses she cleaned. And since
she cleaned many houses
each week, we had a great assortment. She would look through
them all, searching for
stories about remarkable children.
The first night she brought out a story about a three-year-old
boy who knew the capitals
11. of all the states and even the most of the European countries. A
teacher was quoted as
saying that the little boy could also pronounce the names of the
foreign cities correctly.
"What's the capital of Finland? My mother asked me, looking at
the story.
All I knew was the capital of California, because Sacramento
was the name of the street
we lived on in Chinatown. "Nairobi!" I guessed, saying the most
foreign word I could
think of. She checked to see if that might be one way to
pronounce Helsinki before
showing me the answer.
The tests got harder - multiplying numbers in my head, finding
the queen of hearts in a
deck of cards, trying to stand on my head without using my
hands, predicting the daily
temperatures in Los Angeles, New York, and London. One night
I had to look at a page
from the Bible for three minutes and then report everything I
could remember. "Now
Jehoshaphat had riches and honor in abundance and...that's all I
remember, Ma," I said.
And after seeing, once again, my mother's disappointed face,
12. something inside me began
to die. I hated the tests, the raised hopes and failed
expectations. Before going to bed that
night I looked in the mirror above the bathroom sink, and I saw
only my face staring back
- and understood that it would always be this ordinary face - I
began to cry. Such a sad,
ugly girl! I made high - pitched noises like a crazed animal,
trying to scratch out the face
in the mirror.
And then I saw what seemed to be the prodigy side of me - a
face I had never seen
before. I looked at my reflection, blinking so that I could see
more clearly. The girl
staring back at me was angry, powerful. She and I were the
same. I had new thoughts,
willful thoughts - or. Rather, thoughts filled with lots of won'ts.
I won't let her change me,
I promised myself. I won't be what I'm not.
So now when my mother presented her tests, I performed
listlessly, my head propped on
one arm. I pretended to be bored. And I was. I got so bored that
I started counting the
13. bellows of the foghorns out on the bay while my mother drilled
me in other areas. The
sound was comforting and reminded me of the cow jumping
over the moon. And the next
day I played a game with myself, seeing if my mother would
give up on me before eight
bellows. After a while I usually counted only one bellow, maybe
two at most. At last she
was beginning to give up hope.
Two or three months went by without any mention of my being
a prodigy. And then one
day my mother was watching the Ed Sullivan Show on TV. The
TV was old and the
sound kept shorting out. Every time my mother got halfway up
from the sofa to adjust the
set, the sound would come back on and Sullivan would be
talking. As soon as she sat
down, Sullivan would go silent again. She got up - the TV broke
into loud piano music.
She sat down - silence. Up and down, back and forth, quiet and
loud. It was like a stiff,
embraceless dance between her and the TV set. Finally, she
stood by the set with her
hand on the sound dial.
14. 3
She seemed entranced by the music, a frenzied little piano piece
with a mesmerizing
quality, which alternated between quick, playful passages and
teasing, lilting ones.
"Ni kan," my mother said, calling me over with hurried hand
gestures. "Look here."
I could see why my mother was fascinated by the music. It was
being pounded out by a
little Chinese girl, about nine years old, with a Peter Pan
haircut. The girl had the
sauciness of a Shirley Temple. She was proudly modest, like a
proper Chinese Child.
And she also did a fancy sweep of a curtsy, so that the fluffy
skirt of her white dress
cascaded to the floor like petals of a large carnation.
In spite of these warning signs, I wasn't worried. Our family
had no piano and we
couldn't afford to buy one, let alone reams of sheet music and
piano lessons. So I could
be generous in my comments when my mother badmouthed the
little girl on TV.
15. "Play note right, but doesn't sound good!" my mother
complained "No singing sound."
"What are you picking on her for?" I said carelessly. " She's
pretty good. Maybe she's not
the best, but she's trying hard." I knew almost immediately that
I would be sorry I had
said that.
"Just like you," she said. "Not the best. Because you not
trying." She gave a little huff as
she let go of the sound dial and sat down on the sofa.
The little Chinese girl sat down also, to play an encore of
"Anitra's Tanz," by Grieg. I
remember the song, because later on I had to learn how to play
it.
Three days after watching the Ed Sullivan Show my mother told
me what my schedule
would be for piano lessons and piano practice. She had talked to
Mr. Chong, who lived
on the first floor of our apartment building. Mr. Chong was a
retired piano teacher, and
my mother had traded housecleaning services for weekly lessons
and a piano for me to
practice on every day, two hours a day, from four until six.
16. When my mother told me this, I felt as though I had been sent to
hell. I whined, and then
kicked my foot a little when I couldn't stand it anymore.
"Why don't you like me the way I am?" I cried. "I'm not a
genius! I can't play the piano.
And even if I could, I wouldn't go on TV if you paid me a
million dollars!"
My mother slapped me. "Who ask you to be genius?" she
shouted. "Only ask you be your
best. For your sake. You think I want you to be genius? Hnnh!
What for! Who ask you!"
"So ungrateful," I heard her mutter in Chinese, "If she had as
much talent as she has
temper, she'd be famous now."
Mr. Chong, whom I secretly nicknamed Old Chong, was very
strange, always tapping his
fingers to the silent music of an invisible orchestra. He looked
ancient in my eyes. He had
lost most of the h air on the top of his head, and he wore thick
glasses and had eyes that
always looked tired. But he must have been younger that I
though, since he lived with his
mother and was not yet married.
17. I met Old Lady Chong once, and that was enough. She had a
peculiar smell, like a baby
that had done something in its pants, and her fingers felt like a
dead person's, like an old
peach I once found in the back of the refrigerator: its skin just
slid off the flesh when I
picked it up.
I soon found out why Old Chong had retired from teaching
piano. He was deaf. "Like
Beethoven!" he shouted to me: We're both listening only in our
head!" And he would
start to conduct his frantic silent sonatas.
Our lessons went like this. He would open the book and point to
different things,
4
explaining, their purpose: "Key! Treble! Bass! No sharps or
flats! So this is C major!
Listen now and play after me!"
And then he would play the C scale a few times, a simple cord,
and then, as if inspired by
an old unreachable itch, he would gradually add more notes and
18. running trills and a
pounding bass until the music was really something quite grand.
I would play after him, the simple scale, the simple chord, and
then just play some
nonsense that sounded like a rat running up and down on top of
garbage cans. Old Chong
would smile and applaud and say Very good! But now you must
learn to keep time!"
So that's how I discovered that Old Chong's eyes were too slow
to keep up with the
wrong notes I was playing. He went through the motions in half
time. To help me keep
rhythm, he stood behind me and pushed down on my right
shoulder for every beat. He
balanced pennies on top of my wrists so that I would keep them
still as I slowly played
scales and arpeggios. He had me curve my hand around an apple
and keep that shame
when playing chords. He marched stiffly to show me how to
make each finger dance up
and down, staccato, like an obedient little soldier.
He taught me all these things, and that was how I also learned I
could be lazy and get
19. away with mistakes, lots of mistakes. If I hit the wrong notes
because I hadn't practiced
enough, I never corrected myself, I just kept playing in rhythm.
And Old Chong kept
conducting his own private reverie.
So maybe I never really gave myself a fair chance. I did pick up
the basics pretty quickly,
and I might have become a good pianist at the young age. But I
was so determined not to
try, not to be anybody different, and I learned to play only the
most ear-splitting preludes,
the most discordant hymns
Over the next year I practiced like this, dutifully in my own
way. And then one day I
heard my mother and her friend Lindo Jong both after church,
and I was leaning against a
brick wall, wearing a dress with stiff white petticoats. Auntie
Lindo daughter, Waverly,
who was my age, was standing farther down the wall, about five
feet away. We had
grown up together and shared all the closeness of two sisters,
squabbling over crayons
and dolls. In other words, for the most part, we hated each
other. I thought she was
20. snotty. Waverly Jong had gained a certain amount of fame as
"Chinatown's Littlest
Chinese Chess Champion."
"She bring home too many trophy." Auntie Lindo lamented that
Sunday. "All day she
play chess. All day I have no time do nothing but dust off her
winnings." She threw a
scolding look at Waverly, who pretended not to see her.
"You lucky you don't have this problem," Auntie Lindo said
with a sigh to my mother.
And my mother squared her shoulders and bragged: "our
problem worser than yours. If
we ask Jing-mei wash dish, she hear nothing but music. It's like
you can't stop this natural
talent." And right then I was determined to put a stop to her
foolish pride.
A few weeks later Old Chong and my mother conspired to have
me play in a talent show
that was to be held in the church hall. But then my parents had
saved up enough to buy
me a secondhand piano, a black Wurlitzer spinet with a scarred
bench. It was the
showpiece of our living room.
21. For the talent show I was to play a piece called "Pleading
Child," from Schumann's
Scenes From Childhood. It was a simple, moody piece that
sounded more difficult than it
was. I was supposed to memorize the whole thing. But i
dawdled over it, playing a few
5
bars and then cheating, looking up to see what notes followed. I
never really listed to
what I was playing. I daydreamed about being somewhere else,
about being someone
else.
The part I liked to practice best was the fancy curtsy: right foot
out, touch the rose on the
carpet with a pointed foot, sweep to the side, bend left leg, look
up, and smile.
My parents invited all the couples from their social club to
witness my debut. Auntie
Lindo and Uncle Tin were there. Waverly and her two older
brothers had also come. The
first two rows were filled with children either younger or older
than I was. The littlest
22. ones got to go first. They recited simple nursery rhymes,
squawked out tunes on
miniature violins, and twirled hula hoops in pink ballet tutus,
and when they bowed or
curtsied, the audience would sigh in unison, "Awww, and then
clap enthusiastically.
When my turn came, I was very confident. I remember my
childish excitement. It was as
if I knew, without a doubt, that the prodigy side of me really
did exist. I had no fear
whatsoever, no nervousness. I remember thinking, This is it!
This is it! I looked out over
the audience, at my mother's blank face, my father's yawn,
Auntie Lindo's stiff-lipped
smile, Waverly's sulky expression. I had on a white dress,
layered with sheets of lace, and
a pink bow in my Peter Pan haircut. As I sat down, I envisioned
people jumping to their
feet and Ed Sullivan rushing up to introduce me to everyone on
TV.
And I started to play. Everything was so beautiful. I was so
caught up in how lovely I
looked that I wasn't worried about how I would sound. So I was
surprised when I hit the
23. first wrong note. And then I hit another and another. A chill
started at the top of my head
and began to trickle down. Yet I couldn't stop playing, as
though my hands were
bewitched. I kept thinking my fingers would adjust themselves
back, like a train
switching to the right track. I played this strange jumble
through to the end, the sour notes
staying with me all the way.
When I stood up, I discovered my legs were shaking. Maybe I
had just been nervous, and
the audience, like Old Chong had seen me go through the right
motions and had not heard
anything wrong at all. I swept my right foot out, went down on
my knee, looked up, and
smiled. The room was quiet, except fot Old Chong, who was
beaming and shouting
"Bravo! Bravo! Well done!" By then I saw my mother's face,
her stricken face. The
audience clapped weakly, and I walked back to my chair, with
my whole face quivering
as I tried not to cry, I heard a little boy whisper loudly to his
mother. "That was awful,"
24. and mother whispered "Well, she certainly tried."
And now I realized how many people were in the audience - the
whole world, it seemed.
I was aware of eyes burning into my back. I felt the shame of
my mother and father as
they sat stiffly through the rest of the show.
We could have escaped during intermission. Pride and some
strange sense of honor must
have anchored my parents to their chairs. And so we watched it
all. The eighteen-year-old
boy with a fake moustache who did a magic show and juggled
flaming hoops while
riding a unicycle. The breasted girl with white make up who
sang an aria from Madame
Butterflyand got an honorable mention. And the eleven-year-old
boy who was first prize
playing a tricky violin song that sounded like a busy bee.
After the show the Hsus, the Jongs, and the St. Clairs, from the
Joy Luck Club, came up
to my mother and father.
6
25. "Lots of talented kids," Auntie Lindo said vaguely, smiling
broadly. "That was somethin'
else," my father said, and I wondered if he was referring to me
in a humorous way, or
whether he even remembered what I had done.
Waverly looked at me and shrugged her shoulders. "You aren't a
genius like me," she
said matter-of-factly. And if I hadn't felt so bad, I would have
pulled her braids and
punched her stomach.
But my mother's expression was what devastated me: a quiet,
blank look that said she had
lost everything. I felt the same way, and everybody seemed now
to be coming up, like
gawkers at the scene of an accident to see what parts were
actually missing.
When we got on the bus to go home, my father was humming
the busy-bee tune and my
mother kept silent. I kept thinking she wanted to wait until we
got home before shouting
at me. But when my father unlocked the door to our apartment,
my mother walked in and
went straight to the back, into the bedroom. No accusations, No
26. blame. And in a way, I
felt disappointed. I had been waiting for her to start shouting,
so that I could shout back
and cry and blame her for all my misery.
I had assumed that my talent-show fiasco meant that I would
never have to play the piano
again. But two days later, after school, my mother came out of
the kitchen and saw me
watching TV.
"Four clock," she reminded me, as if it were any other day. I
was stunned, as though she
were asking me to go through the talent-show torture again. I
planted myself more
squarely in front of the TV.
"Turn off TV," she called from the kitchen five minutes later. I
didn't budge. And then I
decided, I didn't have to do what mother said anymore. I wasn't
her slave. This wasn't
China. I had listened to her before, and look what happened she
was the stupid one.
She came out of the kitchen and stood in the arched entryway of
the living room. "Four
clock," she said once again, louder.
27. "I'm not going to play anymore," I said nonchalantly. "Why
should I? I'm not a genius."
She stood in front of the TV. I saw that her chest was heaving
up and down in an angry
way.
"No!" I said, and I now felt stronger, as if my true self had
finally emerged. So this was
what had been inside me all along.
"No! I won't!" I screamed. She snapped off the TV, yanked me
by the arm and pulled me
off the floor. She was frighteningly strong, half pulling, half
carrying me towards the
piano as I kicked the throw rugs under my feet. She lifted me up
onto the hard bench. I
was sobbing by now, looking at her bitterly. Her chest was
heaving even more and her
mouth was open, smiling crazily as if she were pleased that I
was crying.
"You want me to be something that I'm not!" I sobbed. " I'll
never be the kind of daughter
you want me to be!"
"Only two kinds of daughters," she shouted in Chinese. "Those
who are obedient and
28. those who follow their own mind! Only one kind of daughter
can live in this house.
Obedient daughter!"
"Then I wish I weren't your daughter, I wish you weren't my
mother," I shouted. As I said
these things I got scared. It felt like worms and toads and slimy
things crawling out of my
chest, but it also felt good, that this awful side of me had
surfaced, at last.
"Too late to change this," my mother said shrilly.
7
And I could sense her anger rising to its breaking point. I
wanted see it spill over. And
that's when I remembered the babies she had lost in China, the
ones we never talked
about. "Then I wish I'd never been born!" I shouted. “I wish I
were dead! Like them."
It was as if I had said magic words. Alakazam!-her face went
blank, her mouth closed,
her arms went slack, and she backed out of the room, stunned,
as if she were blowing
29. away like a small brown leaf, thin, brittle, lifeless.
It was not the only disappointment my mother felt in me. In the
years that followed, I
failed her many times, each time asserting my will, my right to
fall short of expectations.
I didn't get straight As. I didn't become class president. I didn't
get into Stanford. I
dropped out of college.
Unlike my mother, I did not believe I could be anything I
wanted to be, I could only be
me.
And for all those years we never talked about the disaster at the
recital or my terrible
declarations afterward at the piano bench. Neither of us talked
about it again, as if it were
a betrayal that was now unspeakable. So I never found a way to
ask her why she had
hoped for something so large that failure was inevitable.
And even worse, I never asked her about what frightened me the
most: Why had she
given up hope? For after our struggle at the piano, she never
mentioned my playing
again. The lessons stopped The lid to the piano was closed
30. shutting out the dust, my
misery, and her dreams.
So she surprised me. A few years ago she offered to give me the
piano, for my thirtieth
birthday. I had not played in all those years. I saw the offer as a
sign of forgiveness, a
tremendous burden removed. "Are you sure?" I asked shyly. "I
mean, won't you and Dad
miss it?" "No, this your piano," she said firmly. "Always your
piano. You only one can
play."
"Well, I probably can't play anymore," I said. "It's been years."
"You pick up fast," my
mother said, as if she knew this was certain. "You have natural
talent. You could be a
genius if you want to." "No, I couldn't." "You just not trying,"
my mother said. And she
was neither angry nor sad. She said it as if announcing a fact
that could never be
disproved. "Take it," she said.
But I didn't at first. It was enough that she had offered it to me.
And after that, everytime
I saw it in my parents' living room, standing in front of the bay
31. window, it made me feel
proud, as if it were a shiny trophy that I had won back.
Last week I sent a tuner over to my parent's apartment and had
the piano reconditioned,
for purely sentimental reasons. My mother had died a few
months before and I had been
begetting things in order for my father a little bit at a time. I put
the jewelry in special silk
pouches. The sweaters I put in mothproof boxes. I found some
old Chinese silk dresses,
the kind with little slits up the sides. I rubbed the old silk
against my skin, and then
wrapped them in tissue and decided to take them hoe with me.
After I had the piano tuned, I opened the lid and touched the
keys. It sounded even richer
that I remembered. Really, it was a very good piano. Inside the
bench were the same
exercise notes with handwritten scales, the same secondhand
music books with their
covers held together with yellow tape.
I opened up the Schumann book to the dark little piece I had
played at the recital. It was
32. 8
on the left-hand page, "Pleading Child." It looked more difficult
than I remembered. I
played a few bars, surprised at how easily the notes came back
to me.
And for the first time, or so it seemed, I noticed the piece on the
right-hand side, It was
called "Perfectly Contented." I tried to play this one as well. It
had a lighter melody but
with the same flowing rhythm and turned out to be quite easy.
"Pleading Child" was
shorter but slower; "Perfectly Contented" was longer but faster.
And after I had played
them both a few times, I realized they were two halves of the
same song.
ENC 1102 – Professor Jean
Research Paper Checklist
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I have a thesis statement. It is clear, logical, and effective.
33. ____
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statement. ____
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connected all ideas. ____
My paper contains at least six pages ____
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I have used at least six research sources in my paper and also
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I have carefully researched the topic evidenced by quantity &
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points made ____
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Every other time I cite from the story, I used the author’s last
name and page number/s ____
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author’s last name and page no. ____
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34. If no page number is available, I have used the paragraph no. or
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1
“The Storm” 1898
by Kate Chopin
35. (1851-1904)
I
The leaves were so still that even Bibi thought it was going to
rain. Bobinôt, who was
accustomed to converse on terms of perfect equality with his
little son, called the
child's attention to certain sombre clouds that were rolling with
sinister intention
from the west, accompanied by a sullen, threatening roar. They
were at
Friedheimer's store and decided to remain there till the storm
had passed. They sat
within the door on two empty kegs. Bibi was four years old and
looked very wise.
"Mama'll be 'fraid, yes, he suggested with blinking eyes.
"She'll shut the house. Maybe she got Sylvie helpin' her this
evenin'," Bobinôt
responded reassuringly.
"No; she ent got Sylvie. Sylvie was helpin' her yistiday,' piped
Bibi.
Bobinôt arose and going across to the counter purchased a can
of shrimps, of which
Calixta was very fond. Then he retumed to his perch on the keg
36. and sat stolidly
holding the can of shrimps while the storm burst. It shook the
wooden store and
seemed to be ripping great furrows in the distant field. Bibi laid
his little hand on his
father's knee and was not afraid.
II
Calixta, at home, felt no uneasiness for their safety. She sat at a
side window sewing
furiously on a sewing machine. She was greatly occupied and
did not notice the
approaching storm. But she felt very warm and often stopped to
mop her face on
which the perspiration gathered in beads. She unfastened her
white sacque at the
throat. It began to grow dark, and suddenly realizing the
situation she got up
hurriedly and went about closing windows and doors.
Out on the small front gallery she had hung Bobinôt's Sunday
clothes to dry and she
hastened out to gather them before the rain fell. As she stepped
outside, Alcée
Laballière rode in at the gate. She had not seen him very often
37. since her marriage,
and never alone. She stood there with Bobinôt's coat in her
hands, and the big rain
drops began to fall. Alcée rode his horse under the shelter of a
side projection where
the chickens had huddled and there were plows and a harrow
piled up in the corner.
"May I come and wait on your gallery till the storm is over,
Calixta?" he asked.
Come 'long in, M'sieur Alcée."
His voice and her own startled her as if from a trance, and she
seized Bobinôt's vest.
Alcée, mounting to the porch, grabbed the trousers and snatched
Bibi's braided
jacket that was about to be carried away by a sudden gust of
wind. He expressed an
intention to remain outside, but it was soon apparent that he
might as well have
2
been out in the open: the water beat in upon the boards in
driving sheets, and he
went inside, closing the door after him. It was even necessary to
38. put something
beneath the door to keep the water out.
"My! what a rain! It's good two years since it rain' like that,"
exclaimed Calixta as
she rolled up a piece of bagging and Alcée helped her to thrust
it beneath the crack.
She was a little fuller of figure than five years before when she
married; but she had
lost nothing of her vivacity. Her blue eyes still retained their
melting quality; and her
yellow hair, disheveled by the wind and rain, kinked more
stubbornly than ever
about her ears and temples.
The rain beat upon the low, shingled roof with a force and
clatter that threatened to
break an entrance and deluge them there. They were in the
dining room—the sitting
room—the general utility room. Adjoining was her bed room,
with Bibi's couch along
side her own. The door stood open, and the room with its white,
monumental bed,
its closed shutters, looked dim and mysterious.
Alcée flung himself into a rocker and Calixta nervously began
39. to gather up from the
floor the lengths of a cotton sheet which she had been sewing.
lf this keeps up, Dieu sait if the levees goin' to stan it!" she
exclaimed.
"What have you got to do with the levees?"
"I got enough to do! An' there's Bobinôt with Bibi out in that
storm—if he only didn'
left Friedheimer's!"
"Let us hope, Calixta, that Bobinôt's got sense enough to come
in out of a cyclone."
She went and stood at the window with a greatly disturbed look
on her face. She
wiped the frame that was clouded with moisture. It was
stiflingly hot. Alcée got up
and joined her at the window, looking over her shoulder. The
rain was coming down
in sheets obscuring the view of far-off cabins and enveloping
the distant wood in a
gray mist. The playing of the lightning was incessant. A bolt
struck a tall chinaberry
tree at the edge of the field. It filled all visible space with a
blinding glare and the
crash seemed to invade the very boards they stood upon.
40. Calixta put her hands to her eyes, and with a cry, staggered
backward. Alcée's arm
encircled her, and for an instant he drew her close and
spasmodically to him.
"Bonté!" she cried, releasing herself from his encircling arm
and retreating from the
window, the house'll go next! If I only knew w'ere Bibi was!"
She would not compose
herself; she would not be seated. Alcée clasped her shoulders
and looked into her
face. The contact of her warm, palpitating body when he had
unthinkingly drawn her
into his arms, had aroused all the old-time infatuation and
desire for her flesh.
3
"Calixta," he said, "don't be frightened. Nothing can happen.
The house is too low to
be struck, with so many tall trees standing about. There! aren't
you going to be
quiet? say, aren't you?" He pushed her hair back from her face
that was warm and
steaming. Her lips were as red and moist as pomegranate seed.
41. Her white neck and
a glimpse of her full, firm bosom disturbed him powerfully. As
she glanced up at him
the fear in her liquid blue eyes had given place to a drowsy
gleam that unconsciously
betrayed a sensuous desire. He looked down into her eyes and
there was nothing for
him to do but to gather her lips in a kiss. It reminded him of
Assumption.
"Do you remember—in Assumption, Calixta?" he asked in a low
voice broken by
passion. Oh! she remembered; for in Assumption he had kissed
her and kissed and
kissed her; until his senses would well nigh fail, and to save her
he would resort to a
desperate flight. If she was not an immaculate dove in those
days, she was still
inviolate; a passionate creature whose very defenselessness had
made her defense,
against which his honor forbade him to prevail. Now—well,
now—her lips seemed in
a manner free to be tasted, as well as her round, white throat
and her whiter
breasts.
42. They did not heed the crashing torrents, and the roar of the
elements made her
laugh as she lay in his arms. She was a revelation in that dim,
mysterious chamber;
as white as the couch she lay upon. Her firm, elastic flesh that
was knowing for the
first time its birthright, was like a creamy lily that the sun
invites to contribute its
breath and perfume to the undying life of the world.
The generous abundance of her passion, without guile or
trickery, was like a white
flame which penetrated and found response in depths of his own
sensuous nature
that had never yet been reached.
When he touched her breasts they gave themselves up in
quivering ecstasy, inviting
his lips. Her mouth was a fountain of delight. And when he
possessed her, they
seemed to swoon together at the very borderland of life's
mystery.
He stayed cushioned upon her, breathless, dazed, enervated,
with his heart beating
like a hammer upon her. With one hand she clasped his head,
43. her lips lightly
touching his forehead. The other hand stroked with a soothing
rhythm his muscular
shoulders.
The growl of the thunder was distant and passing away. The rain
beat softly upon
the shingles, inviting them to drowsiness and sleep. But they
dared not yield.
III
The rain was over; and the sun was turning the glistening green
world into a palace
of gems. Calixta, on the gallery, watched Alcée ride away. He
turned and smiled at
her with a beaming face; and she lifted her pretty chin in the air
and laughed aloud.
Bobinôt and Bibi, trudging home, stopped without at the cistern
to make themselves
presentable.
4
"My! Bibi, w'at will yo' mama say! You ought to be ashame'.
You oughta' put on
44. those good pants. Look at 'em! An' that mud on yo' collar! How
you got that mud on
yo' collar, Bibi? I never saw such a boy!" Bibi was the picture
of pathetic resignation.
Bobinôt was the embodiment of serious solicitude as he strove
to remove from his
own person and his son's the signs of their tramp over heavy
roads and through wet
fields. He scraped the mud off Bibi's bare legs and feet with a
stick and carefully
removed all traces from his heavy brogans. Then, prepared for
the worst—the
meeting with an over-scrupulous housewife, they entered
cautiously at the back
door.
Calixta was preparing supper. She had set the table and was
dripping coffee at the
hearth. She sprang up as they came in.
"Oh, Bobinôt! You back! My! but I was uneasy. W'ere you been
during the rain? An'
Bibi? he ain't wet? he ain't hurt?" She had clasped Bibi and was
kissing him
effusively. Bobinôt's explanations and apologies which he had
been composing all
45. along the way, died on his lips as Calixta felt him to see if he
were dry, and seemed
to express nothing but satisfaction at their safe return.
"I brought you some shrimps, Calixta," offered Bobinôt, hauling
the can from his
ample side pocket and laying it on the table.
"Shrimps! Oh, Bobinôt! you too good fo' anything!" and she
gave him a smacking
kiss on the cheek that resounded, "J'vous réponds, we'll have a
feas' to-night! umph-
umph!"
Bobinôt and Bibi began to relax and enjoy themselves, and
when the three seated
themselves at table they laughed much and so loud that anyone
might have heard
them as far away as Laballière's.
IV
Alcée Laballière wrote to his wife, Clarisse, that night. It was a
loving letter, full of
tender solicitude. He told her not to hurry back, but if she and
the babies liked it at
Biloxi, to stay a month longer. He was getting on nicely; and
46. though he missed
them, he was willing to bear the separation a while longer—
realizing that their health
and pleasure were the first things to be considered.
V
As for Clarisse, she was charmed upon receiving her husband's
letter. She and the
babies were doing well. The society was agreeable; many of her
old friends and
acquaintances were at the bay. And the first free breath since
her marriage seemed
to restore the pleasant liberty of her maiden days. Devoted as
she was to her
husband, their intimate conjugal life was something which she
was more than willing
to forego for a while.
So the storm passed and every one was happy.