Students must submit TWO of of these identification terms in paragra.docx
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Students must submit TWO of of these identification terms in paragraph form through the Assignments Tab if Canvas by the deadline specified in the Syllabus and in Assignments. They are each worth ten points. Be sure to cite properly, as per the MLA Format every time that any information is directly copied (and quotation marks are needed), paraphrased (writing someone else’s ideas in your own words) or for any facts that are not common knowledge (like “the sky is blue”). Be sure to provide a works cited section with a bibliographic citation of each source used; Be sure to include the Date Accessed is the date that YOU previewed a particular website or watched a Youtube video because website/video content can change. As per the syllabus, students must use a minimum of two sources, that are to be cited in the body of the paragraph as well as the works cited section for that identification term to be counted for a grade. For more information, please consult the “Weekly Assignments” section of the syllabus. Please note that the textbook is an acceptable source for all of the identification terms: David Shi, America: A Narrative History, Volume 1 , Eleventh Edition. New York: W.W. Norton & Company, Inc., 2019. Identification Terms For Chapter 1: 1) Moundbuilders Be sure to identify who they were, when and where they lived, their class and social structure, aspects of their art and architecture, and the collapse of their culture. No Author or Date Listed, “The Moundbuilders.” https://www.nps.gov/nr/travel/mounds/builders.htm Date Accessed: Seppa, Nathan, “Ancient Cahokia.” https://www.washingtonpost.com/wp-srv/national/daily/march/12/cahokia.htm March 12, 1997. Date Accessed: WTVP, “Illinois Adventures #1308. March 8, 2014. “Cahokia Mounds.”” https://www.youtube.com/watch?v=xt-u9FBBnhc Date Accessed: 2) Sir Walter Raleigh Be sure to write a brief biography of his life, focusing on his efforts to explore and colonize North America, as well as his relationship with Queen Elizabeth I. History.com Editors, “Sir Walter Raleigh.” October 28, 2019. https://www.history.com/topics/exploration/walter-raleigh Date Accessed: No Author Listed: “Walter Raleigh.” October 22, 2019. https://www.biography.com/explorer/walter-raleigh Date Accessed: Terry Kaldusdal, “Sir Walter Raleigh.” February 22, 2016. https://www.youtube.com/watch?v=wpFOLFoMZkY Date Accessed: Identification Terms For Chapter 2: 1) King Philip’s War Be sure to write about the causes, the major events, and consequences of this war. Brooks, Rebecca Beatrice, “History of King Philip’s War.” May 31, 2017. https://historyofmassachusetts.org/what-was-king-philips-war/ Date Accessed: History.com Editors, “King Philip’s War.” November 13, 2019. https://www.history.com/topics/native-american-history/king-philips-war Date Accessed: Antun-Shei Films, “The Sudberry Fight 1676: A Decisive Native American Victory in King Philip’s War,” January 19, 2019. https: ...
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Students must submit TWO of these identification terms in paragraph .docx
Students must submit TWO of these identification terms in paragraph form through the Assignments Tab if Canvas by the deadline specified in the Syllabus and in Assignments.
They are each worth ten points.
Students may submit a third identification term for five points of extra credit (three points for content information, one point for original thoughts and insight, and one point for proper citations, both in text and bibliographic). Be sure to cite properly, as per the MLA Format every time that any information is directly. Be sure to cite properly, as per the MLA Format every time that any information is directly copied (and quotation marks are needed), paraphrased (writing someone else’s ideas in your own words) or for any facts that are not common knowledge (like “the sky is blue”).
Be sure to provide a works cited section with a bibliographic citation of each source used; be sure to include the Date Accessed is the date that YOU previewed a particular website or watched a Youtube video because website/video content can change.
As per the syllabus, students must use a minimum of two sources, that are to be cited in the body of the paragraph as well as the works cited section for that identification term to be counted for a grade.
For more information, please consult the “Weekly Assignments” section of the syllabus.
Please note that the textbook is an acceptable source for all of the identification terms:
David Shi,
America: A Narrative History, Volume 1
, Eleventh Edition. New York: W.W. Norton & Company, Inc., 2019.
Chapter 8:
Erie Canal
What individuals (both businessmen and politicians) wanted this canal? When was it dug, what issues were there with its creation, and what were its endpoints? What social and economic consequences did this canal have for the USA?
History.com Editors, “Erie Canal.”
History
A&E Television Networks August 21, 2018. https://www.history.com/topics/landmarks/erie-canal Date Accessed:
Gertz, Jerry, “Erie Canal History.” No Date Listed. https://eriecanalcruises.com/history/ Date Accessed:
Hughes, Hip, “The Erie Canal Explained: US History Review.”
Youtube
May 31, 2015. https://www.youtube.com/watch?v=EIOZcfHJoF8 Date Accessed:
khunk, “Erie Canal-Bruce Springsteen (Lyrics).”
Youtube
November 24, 2011. https://www.youtube.com/watch?v=Koj5yGigFNU Date Accessed:
Know Nothing-Party
What did this party believe in? Why the name? Approximately when did it begin and end (why did it end)? Name some leaders and elected positions held by these politicians.
No Author Listed, “Know-Nothing Party.”
Ohio History Central
, No Date Listed. https://ohiohistorycentral.org/w/Know-Nothing_Party Date Accessed:
Landis, Michael Todd, “How the Know Nothing Party Turned Nativism into Political Strategy.”
Zocalo Public Square
July 12, 2018.
https://www.zocalopublicsquare.org/2018/07/12/know-nothing-party-turned-nativism-political-strategy/ideas/essay/ Date Accessed:
Hughes, Hip, “The K ...
Honor’s research project overview
This document provides guidelines and requirements for a project on an American history theme that spans from 1880 to 2000. Students must choose a theme, such as immigration or transportation, and develop a museum exhibit presenting artifacts and explanations that illustrate how the theme impacted US history over the 120-year period. The project involves choosing a theme, writing an annotated bibliography, getting exhibit artifacts approved, and submitting a final paper, PowerPoint, or website that presents the museum exhibit. Requirements include a certain number of artifacts, sources, in-text citations, and a works cited list using MLA format.
History Detectives: Researching Local Historic Buildings Using Vermont Newspa...
History Detectives: Researching Local Historic Buildings Using Vermont Newspa...Vermont Digital Newspaper Project
A lesson plan for young history detectives on how to research historic buildings using Chronicling America as a primary source. Comes with a handy checklist and worksheet to guide student research.Using Primary Sources in the Social Studies Classroom
This document discusses using primary sources in social studies classrooms and provides examples of a case study and student project on westward expansion in the United States. It encourages analyzing historical events from multiple perspectives by using primary sources to develop a richer understanding. Examples of primary sources on westward expansion are presented, along with questions historians ask to critically analyze primary sources by considering their context, purpose, and potential biases. The document concludes by discussing multigenre writing projects that have students creatively synthesize and present what they have learned from multiple historical sources.
Key 1Evan KeyHIST 2111 07February 2, 2015Keri Adams.docx
Key 1
Evan Key
HIST 2111 07
February 2, 2015
Keri Adams
My topic I am writing about is how African American slavery was the main reason for the growth and change in the Americas before 1865. With the transferring of Africans to the America’s, not only did population numbers increase, but also brought new traditions and conflicts to America. African Americans where not treated fairly through this time. Even with unfair treating the African American community changed life in the Americas forever.
Selected primary sources:
1. . Found in America’s History, Volume 1: To 1877, 8th edition (page 94).
2. Unknown creator, but found in the America’s History, Volume 1: To 1877, 8th edition (page 101). Permanently housed in Abby Aldrich Rockefeller Folk Art Museum, Williamsburg, VA.
3. by Thomas Branagan. Found in America’s History, Volume 1: To 1877, 8th edition (page 98). Permanently housed in library of Congress
Introduction
a) Thesis Statement
With conflicts and discoveries occurring century-by-century in the New World, nothing affected the way of living in the Americas more than the increase in slavery.
Argument Supporting Thesis
a) Plan of a Liverpool slave ship by England’s Abolitionist Society
The illustration is a plan of a slave ship used during the middle passage. The middle passage was a deadly adventure to the new world. The middle passage was also the main way that slaves where imported to the Americas. The middle passage was one of the main reasons for population growth in the Americas. Etc…
b) Virginian Luxuries c. 1810
This painting shows the violence lifestyle of being a slave. Women where sexually exploited and men where beaten miserably. With discipline increasing slaves began to attack back and rebel. These rebellions such as the Stono Rebellion changed way of living in the Americas dramatically.
c) The Penitential Tyrant
This is an image of painful ways that a master would endure on a slave to not escape. The faceguard with a spiked collar kept the slaves from eating and or even lying down. The mechanisms where another way of how slaves where still being treated unfairly which ties in to why they rebelled.
Conclusion
· I plan on supporting my thesis and arguments through my primary and secondary sources. I plan on writing about how they work individually and together to support my claim.
Primary Sources:
Plan of a Liverpool slave ship by England’s Abolitionist Society. Virginian Luxuries, and The Penitential Tyrant
Secondary Sources:
America’s History, Volume 1: To 1877, 8th edition, Free Blacks in Antebellum Savannah: An Economic Profile
1
HIST 2111
Spring 2015
Keri Adams, Instructor
Research Paper
Students must choose one (1) of the following two (2) options for the research paper
assignment. The assignment is due at the start of class on Thursday, April 2, 2015. Students will
submit both an electronic version via the Dropbox feature on CourseDen (before arriving to
class) and a p ...
Syllabus for BRITISH CULTURE AND EMPIRE
In this course we will examine ways in which British art and literature of the "high imperial" period (1870-1914) expressed and shaped the national discourse on imperialism in England. Content includes paintings, sculpture, photography, advertising and newspaper cartoons of colonial subjects (e.g., landscapes, battles, portraits, harems, ethnography) by Victorian painters, newspaper illustrators and photographers (Hunt, Lear, Lewis, Cameron, Leighton, Prior, Deen Dayal); visual culture in international exhibitions; travel literature (Burton, Kingsley); and novels and poems (Tennyson, Kipling, Conrad). This material will be coordinated with histories and theories of colonialism and postcolonialism (Said, Bhabha, Pratt) to explore the role of culture in imperial politics and in the formation of modern notions about race, gender, and national identity. Students will be able to pursue visual and literary interests and the course will focus on the British Empire in India, which consideration given to the empire in Africa and the Middle East.
Common Assignment Essay Objective of this Assignment.docx
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Common Assignment Essay Objective of this Assignment.docx
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Recommended
Students must submit TWO of these identification terms in paragraph .docx
Students must submit TWO of these identification terms in paragraph form through the Assignments Tab if Canvas by the deadline specified in the Syllabus and in Assignments.
They are each worth ten points.
Students may submit a third identification term for five points of extra credit (three points for content information, one point for original thoughts and insight, and one point for proper citations, both in text and bibliographic). Be sure to cite properly, as per the MLA Format every time that any information is directly. Be sure to cite properly, as per the MLA Format every time that any information is directly copied (and quotation marks are needed), paraphrased (writing someone else’s ideas in your own words) or for any facts that are not common knowledge (like “the sky is blue”).
Be sure to provide a works cited section with a bibliographic citation of each source used; be sure to include the Date Accessed is the date that YOU previewed a particular website or watched a Youtube video because website/video content can change.
As per the syllabus, students must use a minimum of two sources, that are to be cited in the body of the paragraph as well as the works cited section for that identification term to be counted for a grade.
For more information, please consult the “Weekly Assignments” section of the syllabus.
Please note that the textbook is an acceptable source for all of the identification terms:
David Shi,
America: A Narrative History, Volume 1
, Eleventh Edition. New York: W.W. Norton & Company, Inc., 2019.
Chapter 8:
Erie Canal
What individuals (both businessmen and politicians) wanted this canal? When was it dug, what issues were there with its creation, and what were its endpoints? What social and economic consequences did this canal have for the USA?
History.com Editors, “Erie Canal.”
History
A&E Television Networks August 21, 2018. https://www.history.com/topics/landmarks/erie-canal Date Accessed:
Gertz, Jerry, “Erie Canal History.” No Date Listed. https://eriecanalcruises.com/history/ Date Accessed:
Hughes, Hip, “The Erie Canal Explained: US History Review.”
Youtube
May 31, 2015. https://www.youtube.com/watch?v=EIOZcfHJoF8 Date Accessed:
khunk, “Erie Canal-Bruce Springsteen (Lyrics).”
Youtube
November 24, 2011. https://www.youtube.com/watch?v=Koj5yGigFNU Date Accessed:
Know Nothing-Party
What did this party believe in? Why the name? Approximately when did it begin and end (why did it end)? Name some leaders and elected positions held by these politicians.
No Author Listed, “Know-Nothing Party.”
Ohio History Central
, No Date Listed. https://ohiohistorycentral.org/w/Know-Nothing_Party Date Accessed:
Landis, Michael Todd, “How the Know Nothing Party Turned Nativism into Political Strategy.”
Zocalo Public Square
July 12, 2018.
https://www.zocalopublicsquare.org/2018/07/12/know-nothing-party-turned-nativism-political-strategy/ideas/essay/ Date Accessed:
Hughes, Hip, “The K ...
Honor’s research project overview
This document provides guidelines and requirements for a project on an American history theme that spans from 1880 to 2000. Students must choose a theme, such as immigration or transportation, and develop a museum exhibit presenting artifacts and explanations that illustrate how the theme impacted US history over the 120-year period. The project involves choosing a theme, writing an annotated bibliography, getting exhibit artifacts approved, and submitting a final paper, PowerPoint, or website that presents the museum exhibit. Requirements include a certain number of artifacts, sources, in-text citations, and a works cited list using MLA format.
History Detectives: Researching Local Historic Buildings Using Vermont Newspa...
History Detectives: Researching Local Historic Buildings Using Vermont Newspa...Vermont Digital Newspaper Project
A lesson plan for young history detectives on how to research historic buildings using Chronicling America as a primary source. Comes with a handy checklist and worksheet to guide student research.Using Primary Sources in the Social Studies Classroom
This document discusses using primary sources in social studies classrooms and provides examples of a case study and student project on westward expansion in the United States. It encourages analyzing historical events from multiple perspectives by using primary sources to develop a richer understanding. Examples of primary sources on westward expansion are presented, along with questions historians ask to critically analyze primary sources by considering their context, purpose, and potential biases. The document concludes by discussing multigenre writing projects that have students creatively synthesize and present what they have learned from multiple historical sources.
Key 1Evan KeyHIST 2111 07February 2, 2015Keri Adams.docx
Key 1
Evan Key
HIST 2111 07
February 2, 2015
Keri Adams
My topic I am writing about is how African American slavery was the main reason for the growth and change in the Americas before 1865. With the transferring of Africans to the America’s, not only did population numbers increase, but also brought new traditions and conflicts to America. African Americans where not treated fairly through this time. Even with unfair treating the African American community changed life in the Americas forever.
Selected primary sources:
1. . Found in America’s History, Volume 1: To 1877, 8th edition (page 94).
2. Unknown creator, but found in the America’s History, Volume 1: To 1877, 8th edition (page 101). Permanently housed in Abby Aldrich Rockefeller Folk Art Museum, Williamsburg, VA.
3. by Thomas Branagan. Found in America’s History, Volume 1: To 1877, 8th edition (page 98). Permanently housed in library of Congress
Introduction
a) Thesis Statement
With conflicts and discoveries occurring century-by-century in the New World, nothing affected the way of living in the Americas more than the increase in slavery.
Argument Supporting Thesis
a) Plan of a Liverpool slave ship by England’s Abolitionist Society
The illustration is a plan of a slave ship used during the middle passage. The middle passage was a deadly adventure to the new world. The middle passage was also the main way that slaves where imported to the Americas. The middle passage was one of the main reasons for population growth in the Americas. Etc…
b) Virginian Luxuries c. 1810
This painting shows the violence lifestyle of being a slave. Women where sexually exploited and men where beaten miserably. With discipline increasing slaves began to attack back and rebel. These rebellions such as the Stono Rebellion changed way of living in the Americas dramatically.
c) The Penitential Tyrant
This is an image of painful ways that a master would endure on a slave to not escape. The faceguard with a spiked collar kept the slaves from eating and or even lying down. The mechanisms where another way of how slaves where still being treated unfairly which ties in to why they rebelled.
Conclusion
· I plan on supporting my thesis and arguments through my primary and secondary sources. I plan on writing about how they work individually and together to support my claim.
Primary Sources:
Plan of a Liverpool slave ship by England’s Abolitionist Society. Virginian Luxuries, and The Penitential Tyrant
Secondary Sources:
America’s History, Volume 1: To 1877, 8th edition, Free Blacks in Antebellum Savannah: An Economic Profile
1
HIST 2111
Spring 2015
Keri Adams, Instructor
Research Paper
Students must choose one (1) of the following two (2) options for the research paper
assignment. The assignment is due at the start of class on Thursday, April 2, 2015. Students will
submit both an electronic version via the Dropbox feature on CourseDen (before arriving to
class) and a p ...
Syllabus for BRITISH CULTURE AND EMPIRE
In this course we will examine ways in which British art and literature of the "high imperial" period (1870-1914) expressed and shaped the national discourse on imperialism in England. Content includes paintings, sculpture, photography, advertising and newspaper cartoons of colonial subjects (e.g., landscapes, battles, portraits, harems, ethnography) by Victorian painters, newspaper illustrators and photographers (Hunt, Lear, Lewis, Cameron, Leighton, Prior, Deen Dayal); visual culture in international exhibitions; travel literature (Burton, Kingsley); and novels and poems (Tennyson, Kipling, Conrad). This material will be coordinated with histories and theories of colonialism and postcolonialism (Said, Bhabha, Pratt) to explore the role of culture in imperial politics and in the formation of modern notions about race, gender, and national identity. Students will be able to pursue visual and literary interests and the course will focus on the British Empire in India, which consideration given to the empire in Africa and the Middle East.
Common Assignment Essay Objective of this Assignment.docx
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Common Assignment Essay Objective of this Assignment.docx
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx
Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
.
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.
Guidelines for the Timeline
To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:
Cover page
Reflection of the timeline
Tiki-toki link
A reference page
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.
State which event you found the most interesting and explain why.
If you had access to a time travel machine, explain which event you would like to have been a part of and why.
Predict an event that you think will be listed on future timelines and provide a rationale.
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
T.
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx
Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
.
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.
Guidelines for the Timeline
To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:
Cover page
Reflection of the timeline
Tiki-toki link
A reference page
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.
State which event you found the most interesting and explain why.
If you had access to a time travel machine, explain which event you would like to have been a part of and why.
Predict an event that you think will be listed on future timelines and provide a rationale.
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
The summari.
Planning Warehouse 13
Describes the development of the Paul R. Williams Project website by the Art Museum of the University of Memphis (AMUM).
Collapse of CivilizationsThe ancient civilizations discussed t.docx
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this discussion, discuss the collapse of one of the civilizations described in the textbook. On p. 480, different causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen civilization and support this with evidence. Lastly, use the information on p. 481-482 to discuss whether our own civilization is destined to collapse. Based on what we have learned from ancient civilizations, are their ways we can culturally adapt to changes?
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this
discussion, discuss the collapse of one of the civilizations desc
ribed in the textbook. On p. 480, different
causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen
civilization and support this with evidence. Lastly, use the information on p. 481
-
482 to discuss wheth
er
our own civilization is destined to collapse. Based on what we have learned from ancient civilizations,
are their ways we can culturally adapt to changes?
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this
discussion, discuss the collapse of one of the civilizations described in the textbook. On p. 480, different
causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen
civilization and support this with evidence. Lastly, use the information on p. 481-482 to discuss whether
our own civilization is destined to collapse. Based on what we have learned from ancient civilizations,
are their ways we can culturally adapt to changes?
Please read Chapter 2 ("History in Ancient and Medieval Times") by Jeremy D. Popkin in From Herodotus to H-Net: The Story of Historiography.
As you read, think about the following questions:
1. Name three Greek and/or Roman writers in ancient times, and explain why they believed that it was important to write down history (= what happened in the past). Compare and contrast their reasons.
2. What was different about the way in which Christians thought about history (as compared to pagan Greek and Roman historians?)
3. Why was history important to officials in China and in the Muslim World (mostly the Middle East)? What similarities and differences do you notice in their approaches to history writing?
4. Explain what the author means when he writes, "More important for the practice of history was the growth of cities in Europe" [in the late Middle Ages].
1.
Required Resource
Text
Feder, K. L. (2016). The past in perspective: An introduction to human prehistory (7th ed.). New York, NY: Oxford University Press.
· Chapter 11: An Explosion of Complexity: The Indus Valley and China
· Chapter 12: An Explosion of Complexity: Mesoamerica
· Chapter 1 ...
Research ppt.
The document proposes using library resources to improve student writing skills by engaging them in meaningful research projects in history. It provides an example assignment asking students to research a military leader, determine their influence, and argue whether they should be included in a war museum. Resources on specific leaders like Simon Bolivar, Napoleon Bonaparte, Winston Churchill, and General Charles Cornwallis are listed. The goal is to incorporate interesting topics, primary sources, and themes to motivate students and strengthen research, writing, and critical thinking.
ClassicsHistory 1M03 Dr. J. Reeves Winter 2018 Essay Assi.docx
Classics/History 1M03 Dr. J. Reeves
Winter 2018 Essay Assignment #1
The Religious Scandal of 415
In 415 BC, during a lull in the Peloponnesian War, the Athenians decided to mount an enormous
campaign against the city of Syracuse in Sicily. The expedition was prepared at tremendous cost
and no expense was spared. To the eyes of the other Greeks it looked as though Athens was
making a display of its power in an aggressive campaign designed not just to overawe Syracuse
nor even the whole of Sicily but to signal to the Greek world the might and dominance of
Athens.
Just prior to the launching of the Sicilian expedition, the largest and best-equipped armada ever
assembled by the Athenians, a religious crime shook the confidence of the city. All throughout
Athens (at people’s front doors, at crossroads, at the entrances to the Agora, for example) stood
Herms (Hermai in Greek), four-foot stone pillars with the god Hermes’ head carved at the top
and genitals at the front. Shortly before the expedition was due to sail, a group of men in the city
mutilated a large number of these Herms, defacing and (probably) castrating them. This in
itself—an act of sacrilegious vandalism—was deeply offensive to most Athenians. Moreover,
Hermes, the messenger god, patron of travelers, was for Greeks the god who oversaw comings
and goings. The desecration of these Herms, therefore, was a chilling omen to many. In response
the crime, the Athenians hastily organized incentives for witnesses to come forward. In the days
of denunciations that followed, the names of several prominent Athenians came to light as
suspects in this and other religious offenses; among the individuals named was Alcibiades, one
of the generals of the imminent campaign and Athens’ leading political figure. How and why
Alcibiades became the chief suspect of crimes that undermined his own expedition are
interesting historical questions to which the ancient sources give partial and sometimes
conflicting answers.
Instructions for assignment:
1) Read through all the ancient accounts (collected below) of the events surrounding the
scandal of 415 and clarify for yourself what you think Alcibiades’ role was. Consider
what kind of figure Alcibiades was in Athens. Did others have reason to frame him? If so,
who are the likely culprits and why? Was he guilty of any of the charges brought against
him? What impact, if any, did the mutilation of the Herms have on the Sicilian
expedition? Were there wider consequences?
2) Having read the sources carefully and critically, write a 1200-word essay on the subject
(about FIVE double-spaced pages). In your paper, you may choose to address all or some
of these questions, or you may choose to pose your own questions of the material. The
goal of this (and any other) essay should not be to produce a report that merely describes
what you find in your sources, but to produce an argument based on your reading of
those sour ...
Washington's Newburgh Address
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
Unit 3 lecture
This is the Unit 2 lecture of a 3 Unit Blackboard Course I created in my Master's in Instructional Technology Program at Brandman University. This Course focuses on California history, primarily the Spanish Mission and Gold Rush eras. Units 2 and 3 are a 2-part series. The activities in Unit 2 are built on and finished in Unit 3.
Final presentation
This document discusses several free online tools that can be used to create interactive projects combining literature and history. It provides examples of how each tool could be used, such as creating timelines with Hstry, infographics with Piktochart, videos with Sharalike, and foldbooks with Foldplay. The tools allow students to explore topics like how historical events influenced authors, comparing writers from the same time period, and illustrating speeches and poems through historical context. The document also lists some limits of the tools and references used.
Mock Conference Final Project
This presentation details four technology tools to integrate history and literature using research and powerful presentations.
His 204 final
This document outlines the requirements for a final paper assignment for an HIS 204 history course. Students must write an 8-10 page paper analyzing how a selected topic, such as Native Americans, African Americans, or the economy, has changed between 1865-present. They must choose 6 subtopics, 3 before 1930 and 3 after, and provide basic information on each as well as analyzing how the broader topic evolved over time. The paper must use at least 8 scholarly sources and include both primary and secondary sources from the library databases. It should follow APA style guidelines.
Final ncss 2010 art
This document discusses ways that visual arts can be used to expand student understanding of history in social studies classrooms. It provides 10 concepts for how visual arts can deepen historical study, such as allowing students to research particular artists or art movements to better understand historical periods. Other concepts include studying art-related technologies, interpreting meaning from images, analyzing artistic styles, and using art to experience history. The document provides examples for each concept and additional resources for integrating visual arts and social studies.
Assure Method Unit Plan Pdf 1
This unit plan aims to teach 4th grade students about European exploration and colonial America through interactive lessons and technology. Over four days, students will: 1) Learn about European explorers through a worksheet and creating explorer maps; 2) Analyze primary sources like maps and photos to infer connections between explorers; 3) Present their explorer projects and create timelines; 4) Learn about the New England, Middle, and Southern colonies through an interactive bulletin board. Throughout, students will complete blog assignments and use technology like smart boards to reinforce concepts.
Research an AAPI Project Overview Final AssignmentYou will nee.docx
Research an AAPI Project Overview Final
Assignment
You will need to write a brief biography of their life in your own words, apply course texts to specific aspects of their life and career, and argue for their contributions to and/or influence on Asian America. Your project should also include at least one picture of the person(s) you’re researching. Other visual aids, such as PowerPoints, are optional, but may enhance the presentation of your project.
Research and Sources
EVERYONE needs to do research for this project.
Required Sources (at least 4 total):
· at least two sources from readings on our syllabus
-at least one must be from KAAS
· at least two outside sources
-at least one should be a scholarly article from an academic, peer-reviewed journal. The scholarly article does not need to necessarily address your figure directly, but must be applicable to an aspect of their life.
Word Limit, Format, etc
The entire assignment should be 1000-1250 words (4-5 pages). You should maintain objectivity in your project and write in the third person (he, she, they). You should cite the sources when you paraphrase or directly quote material. I prefer MLA citation and formatting; MLA information is available on Canvas in the “Course Information” module. Please include a Works Cited page, or you may include the Works Cited entries below the last line of content.
Student: ____________________
Project Grade: /150
Criteria for Evaluation—Research Project Strong Satisfactory Needs
Improvement
Comments
TOPIC: The project is about a significant Asian
American or Pacific Islander figure, historical
or contemporary.
/5
BIOGRAPHY: The project provides a brief
biography of the figure in the student’s own
words. This biography covers personal and
professional aspects of the figure’s life, and
provides enough relevant information and
context for someone unfamiliar with this
person.
/20
RESEARCH: The project uses appropriate,
relevant, and reputable sources (syllabus,
scholarly, creative, etc).
/20
APPLYING SOURCES & ANALYSIS: The project
thoughtfully applies the sources to and
analyzes aspects of the figure’s life. The
application of sources and analysis is
deliberate and appropriate, and
demonstrates strong and original insights.
/20
SIGNIFICANCE: The project effectively argues
for the figure’s contributions to and/or
influence on Asian America; this argument is
well-supported by the biography and previous
analysis.
/20
CONTEXTS: The project demonstrates a clear
and strong understanding of historical, social,
intellectual, and/or cultural contexts.
/40
GRAMMAR, etc: The project is coherent and
well-organized, free ...
White_Checkpoint3
Students will research and write a short expository piece about an influential historical figure from United States history. They will choose a figure to research using books and online resources, taking notes on key details like birth/death dates and their impact. Students will then write a 3 paragraph piece presenting this information chronologically and share their findings with peers. The lesson aims to teach research and expository writing skills while introducing students to important historical figures.
Assure Method Unit Plan Pdf
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
Assure Method Unit Plan 2
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
Assure Method Unit Plan Pdf
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America. It includes objectives aligned to state standards, lists materials and websites to utilize, provides a daily schedule of activities involving maps, timelines, group projects, and interactive games/worksheets to engage students. Student learning will be evaluated through daily participation, group presentations, quizzes and a final assessment at the end of the unit.
Civil Rights
This interactive simulation places students in the role of a participant in the 1960s Civil Rights movement, taking on the perspective of either a civil rights leader, grassroots activist, or segregationist. Students research the historical context surrounding Jim Crow laws and the philosophies of the Civil Rights movement. They then create a primary document or debate presenting their assigned role's perspective on key issues of the time period. The goal is for students to gain understanding of the non-violent revolution and how the country has changed as a result of the Civil Rights movement.
Assignment 1 Dealing with Diversity in America from Reconstructi.docx
Assignment 1:
Dealing with Diversity in America from Reconstruction through the 1920s
Due Week 3 and worth 120 points
After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a
MINIMUM of three sources
; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.
Source list for Assignment 1:
Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having
libdatab.
Southampton Business School Postgraduate Module Grade Descrip.docx
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docx
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
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Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx
Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
.
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.
Guidelines for the Timeline
To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:
Cover page
Reflection of the timeline
Tiki-toki link
A reference page
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.
State which event you found the most interesting and explain why.
If you had access to a time travel machine, explain which event you would like to have been a part of and why.
Predict an event that you think will be listed on future timelines and provide a rationale.
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
T.
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx
Ashford 6: - Week 5 - Final Project
Final Project
The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using
Tiki-Toki
.
Focus of the Final Project
For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event.
Guidelines for the Timeline
To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using
Tiki-Toki
. You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document.
Additional notes regarding the timeline:
Review the following example of the
Final Timeline Assignment for EDU 324
.
The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline.
When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate.
Please be sure that all images have captions.
Written document must include:
Cover page
Reflection of the timeline
Tiki-toki link
A reference page
Reflection Items:
Determine which event listed in your timeline you feel is the most significant and explain why.
State which event you found the most interesting and explain why.
If you had access to a time travel machine, explain which event you would like to have been a part of and why.
Predict an event that you think will be listed on future timelines and provide a rationale.
Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items.
The summari.
Planning Warehouse 13
Describes the development of the Paul R. Williams Project website by the Art Museum of the University of Memphis (AMUM).
Collapse of CivilizationsThe ancient civilizations discussed t.docx
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this discussion, discuss the collapse of one of the civilizations described in the textbook. On p. 480, different causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen civilization and support this with evidence. Lastly, use the information on p. 481-482 to discuss whether our own civilization is destined to collapse. Based on what we have learned from ancient civilizations, are their ways we can culturally adapt to changes?
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this
discussion, discuss the collapse of one of the civilizations desc
ribed in the textbook. On p. 480, different
causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen
civilization and support this with evidence. Lastly, use the information on p. 481
-
482 to discuss wheth
er
our own civilization is destined to collapse. Based on what we have learned from ancient civilizations,
are their ways we can culturally adapt to changes?
Collapse of Civilizations
The ancient civilizations discussed this week and last week all to some extent collapsed. For this
discussion, discuss the collapse of one of the civilizations described in the textbook. On p. 480, different
causes for civilizational collapse are listed: identify the cause (or causes) most applicable to your chosen
civilization and support this with evidence. Lastly, use the information on p. 481-482 to discuss whether
our own civilization is destined to collapse. Based on what we have learned from ancient civilizations,
are their ways we can culturally adapt to changes?
Please read Chapter 2 ("History in Ancient and Medieval Times") by Jeremy D. Popkin in From Herodotus to H-Net: The Story of Historiography.
As you read, think about the following questions:
1. Name three Greek and/or Roman writers in ancient times, and explain why they believed that it was important to write down history (= what happened in the past). Compare and contrast their reasons.
2. What was different about the way in which Christians thought about history (as compared to pagan Greek and Roman historians?)
3. Why was history important to officials in China and in the Muslim World (mostly the Middle East)? What similarities and differences do you notice in their approaches to history writing?
4. Explain what the author means when he writes, "More important for the practice of history was the growth of cities in Europe" [in the late Middle Ages].
1.
Required Resource
Text
Feder, K. L. (2016). The past in perspective: An introduction to human prehistory (7th ed.). New York, NY: Oxford University Press.
· Chapter 11: An Explosion of Complexity: The Indus Valley and China
· Chapter 12: An Explosion of Complexity: Mesoamerica
· Chapter 1 ...
Research ppt.
The document proposes using library resources to improve student writing skills by engaging them in meaningful research projects in history. It provides an example assignment asking students to research a military leader, determine their influence, and argue whether they should be included in a war museum. Resources on specific leaders like Simon Bolivar, Napoleon Bonaparte, Winston Churchill, and General Charles Cornwallis are listed. The goal is to incorporate interesting topics, primary sources, and themes to motivate students and strengthen research, writing, and critical thinking.
ClassicsHistory 1M03 Dr. J. Reeves Winter 2018 Essay Assi.docx
Classics/History 1M03 Dr. J. Reeves
Winter 2018 Essay Assignment #1
The Religious Scandal of 415
In 415 BC, during a lull in the Peloponnesian War, the Athenians decided to mount an enormous
campaign against the city of Syracuse in Sicily. The expedition was prepared at tremendous cost
and no expense was spared. To the eyes of the other Greeks it looked as though Athens was
making a display of its power in an aggressive campaign designed not just to overawe Syracuse
nor even the whole of Sicily but to signal to the Greek world the might and dominance of
Athens.
Just prior to the launching of the Sicilian expedition, the largest and best-equipped armada ever
assembled by the Athenians, a religious crime shook the confidence of the city. All throughout
Athens (at people’s front doors, at crossroads, at the entrances to the Agora, for example) stood
Herms (Hermai in Greek), four-foot stone pillars with the god Hermes’ head carved at the top
and genitals at the front. Shortly before the expedition was due to sail, a group of men in the city
mutilated a large number of these Herms, defacing and (probably) castrating them. This in
itself—an act of sacrilegious vandalism—was deeply offensive to most Athenians. Moreover,
Hermes, the messenger god, patron of travelers, was for Greeks the god who oversaw comings
and goings. The desecration of these Herms, therefore, was a chilling omen to many. In response
the crime, the Athenians hastily organized incentives for witnesses to come forward. In the days
of denunciations that followed, the names of several prominent Athenians came to light as
suspects in this and other religious offenses; among the individuals named was Alcibiades, one
of the generals of the imminent campaign and Athens’ leading political figure. How and why
Alcibiades became the chief suspect of crimes that undermined his own expedition are
interesting historical questions to which the ancient sources give partial and sometimes
conflicting answers.
Instructions for assignment:
1) Read through all the ancient accounts (collected below) of the events surrounding the
scandal of 415 and clarify for yourself what you think Alcibiades’ role was. Consider
what kind of figure Alcibiades was in Athens. Did others have reason to frame him? If so,
who are the likely culprits and why? Was he guilty of any of the charges brought against
him? What impact, if any, did the mutilation of the Herms have on the Sicilian
expedition? Were there wider consequences?
2) Having read the sources carefully and critically, write a 1200-word essay on the subject
(about FIVE double-spaced pages). In your paper, you may choose to address all or some
of these questions, or you may choose to pose your own questions of the material. The
goal of this (and any other) essay should not be to produce a report that merely describes
what you find in your sources, but to produce an argument based on your reading of
those sour ...
Washington's Newburgh Address
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
Unit 3 lecture
This is the Unit 2 lecture of a 3 Unit Blackboard Course I created in my Master's in Instructional Technology Program at Brandman University. This Course focuses on California history, primarily the Spanish Mission and Gold Rush eras. Units 2 and 3 are a 2-part series. The activities in Unit 2 are built on and finished in Unit 3.
Final presentation
This document discusses several free online tools that can be used to create interactive projects combining literature and history. It provides examples of how each tool could be used, such as creating timelines with Hstry, infographics with Piktochart, videos with Sharalike, and foldbooks with Foldplay. The tools allow students to explore topics like how historical events influenced authors, comparing writers from the same time period, and illustrating speeches and poems through historical context. The document also lists some limits of the tools and references used.
Mock Conference Final Project
This presentation details four technology tools to integrate history and literature using research and powerful presentations.
His 204 final
This document outlines the requirements for a final paper assignment for an HIS 204 history course. Students must write an 8-10 page paper analyzing how a selected topic, such as Native Americans, African Americans, or the economy, has changed between 1865-present. They must choose 6 subtopics, 3 before 1930 and 3 after, and provide basic information on each as well as analyzing how the broader topic evolved over time. The paper must use at least 8 scholarly sources and include both primary and secondary sources from the library databases. It should follow APA style guidelines.
Final ncss 2010 art
This document discusses ways that visual arts can be used to expand student understanding of history in social studies classrooms. It provides 10 concepts for how visual arts can deepen historical study, such as allowing students to research particular artists or art movements to better understand historical periods. Other concepts include studying art-related technologies, interpreting meaning from images, analyzing artistic styles, and using art to experience history. The document provides examples for each concept and additional resources for integrating visual arts and social studies.
Assure Method Unit Plan Pdf 1
This unit plan aims to teach 4th grade students about European exploration and colonial America through interactive lessons and technology. Over four days, students will: 1) Learn about European explorers through a worksheet and creating explorer maps; 2) Analyze primary sources like maps and photos to infer connections between explorers; 3) Present their explorer projects and create timelines; 4) Learn about the New England, Middle, and Southern colonies through an interactive bulletin board. Throughout, students will complete blog assignments and use technology like smart boards to reinforce concepts.
Research an AAPI Project Overview Final AssignmentYou will nee.docx
Research an AAPI Project Overview Final
Assignment
You will need to write a brief biography of their life in your own words, apply course texts to specific aspects of their life and career, and argue for their contributions to and/or influence on Asian America. Your project should also include at least one picture of the person(s) you’re researching. Other visual aids, such as PowerPoints, are optional, but may enhance the presentation of your project.
Research and Sources
EVERYONE needs to do research for this project.
Required Sources (at least 4 total):
· at least two sources from readings on our syllabus
-at least one must be from KAAS
· at least two outside sources
-at least one should be a scholarly article from an academic, peer-reviewed journal. The scholarly article does not need to necessarily address your figure directly, but must be applicable to an aspect of their life.
Word Limit, Format, etc
The entire assignment should be 1000-1250 words (4-5 pages). You should maintain objectivity in your project and write in the third person (he, she, they). You should cite the sources when you paraphrase or directly quote material. I prefer MLA citation and formatting; MLA information is available on Canvas in the “Course Information” module. Please include a Works Cited page, or you may include the Works Cited entries below the last line of content.
Student: ____________________
Project Grade: /150
Criteria for Evaluation—Research Project Strong Satisfactory Needs
Improvement
Comments
TOPIC: The project is about a significant Asian
American or Pacific Islander figure, historical
or contemporary.
/5
BIOGRAPHY: The project provides a brief
biography of the figure in the student’s own
words. This biography covers personal and
professional aspects of the figure’s life, and
provides enough relevant information and
context for someone unfamiliar with this
person.
/20
RESEARCH: The project uses appropriate,
relevant, and reputable sources (syllabus,
scholarly, creative, etc).
/20
APPLYING SOURCES & ANALYSIS: The project
thoughtfully applies the sources to and
analyzes aspects of the figure’s life. The
application of sources and analysis is
deliberate and appropriate, and
demonstrates strong and original insights.
/20
SIGNIFICANCE: The project effectively argues
for the figure’s contributions to and/or
influence on Asian America; this argument is
well-supported by the biography and previous
analysis.
/20
CONTEXTS: The project demonstrates a clear
and strong understanding of historical, social,
intellectual, and/or cultural contexts.
/40
GRAMMAR, etc: The project is coherent and
well-organized, free ...
White_Checkpoint3
Students will research and write a short expository piece about an influential historical figure from United States history. They will choose a figure to research using books and online resources, taking notes on key details like birth/death dates and their impact. Students will then write a 3 paragraph piece presenting this information chronologically and share their findings with peers. The lesson aims to teach research and expository writing skills while introducing students to important historical figures.
Assure Method Unit Plan Pdf
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
Assure Method Unit Plan 2
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
Assure Method Unit Plan Pdf
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America. It includes objectives aligned to state standards, lists materials and websites to utilize, provides a daily schedule of activities involving maps, timelines, group projects, and interactive games/worksheets to engage students. Student learning will be evaluated through daily participation, group presentations, quizzes and a final assessment at the end of the unit.
Civil Rights
This interactive simulation places students in the role of a participant in the 1960s Civil Rights movement, taking on the perspective of either a civil rights leader, grassroots activist, or segregationist. Students research the historical context surrounding Jim Crow laws and the philosophies of the Civil Rights movement. They then create a primary document or debate presenting their assigned role's perspective on key issues of the time period. The goal is for students to gain understanding of the non-violent revolution and how the country has changed as a result of the Civil Rights movement.
Assignment 1 Dealing with Diversity in America from Reconstructi.docx
Assignment 1:
Dealing with Diversity in America from Reconstruction through the 1920s
Due Week 3 and worth 120 points
After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be the thesis statement in your opening paragraph.
To support your position, use three (3) specific examples from different decades between 1865 and 1930. You may narrowly focus on race or gender or immigrant status, or you may use examples relevant to all categories.
Explain why the opposing view is weak in comparison to yours.
Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a
MINIMUM of three sources
; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.
Source list for Assignment 1:
Some sources are “primary” sources from the time period being studied. Some sources below can be accessed via direct link or through the primary sources links on Blackboard. Each week has a different list of primary sources. For others, they are accessible through the permalink to the source in our online library: Sources below having
libdatab.
Similar to Students must submit TWO of of these identification terms in paragra.docx (20)
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx
Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx
Collapse of CivilizationsThe ancient civilizations discussed t.docx
Collapse of CivilizationsThe ancient civilizations discussed t.docx
ClassicsHistory 1M03 Dr. J. Reeves Winter 2018 Essay Assi.docx
ClassicsHistory 1M03 Dr. J. Reeves Winter 2018 Essay Assi.docx
Research an AAPI Project Overview Final AssignmentYou will nee.docx
Research an AAPI Project Overview Final AssignmentYou will nee.docx
Assignment 1 Dealing with Diversity in America from Reconstructi.docx
Assignment 1 Dealing with Diversity in America from Reconstructi.docx
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Southampton Business School Postgraduate Module Grade Descrip.docx
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
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but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
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confusion.
Clear evidence of
data pre-
processing and
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Clear and effective
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Data pre-
processing and
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precise.
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provides very good
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Appropriately use
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Data pre-
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Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
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evidence of
knowledge and
understanding of
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Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
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Evidence of some
use of academic/
business literature.
Argument is basic
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Good knowledge
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cons.
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pros and cons.
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A comprehensive
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Excellent coverage
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Exceptionally well-
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*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docx
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
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Spadoni • revised Jan. 2020 —continued— Checklist for .docx
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docx
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docx
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
Southside Community Services Mrs. Bargas Case History© 2018 Lau.docx
Southside Community Services: Mrs. Bargas Case History
© 2018 Laureate Education, Inc. 1
Southside Community Services: Mrs. Bargas Case History Program Transcript [MUSIC PLAYING]
LINDA FORTE: Hi, Mrs. Bargas, I'm Linda Forte, the social worker assigned to your case. It's nice to meet you. So what brings you in, today?
MRS. BARGAS: Well-- I've been out of work about 3 months. And 2 weeks ago, my husband had a stroke. He's still in the hospital. So it's been-- a lot, all at once. And the money-- I don't know how going to pay the bills, or the rent. We cannot lose our home. We have five children.
LINDA FORTE: Has this been hard on them? It sounds like you've been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned.
MRS. BARGAS: My daughter Amy-- she's my oldest-- she's been having the hardest time. She's cutting classes at school and she's failing two of her courses.
LINDA FORTE: So how did you hear about our agency and how can I help?
MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could-- speak to somebody.
LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems?
MRS. BARGAS: Maybe. I don't know. I haven't really mentioned it to her. But my pastor thinks it's a good idea.
LINDA FORTE: Has Amy ever spoken to the social worker at her school, before?
MRS. BARGAS: No, I don't think so.
LINDA FORTE: OK. That's fine. We can definitely talk about getting Amy some help. But first, why don't we talk a little bit about work experience. What kind of job are you hoping to find?
MRS. BARGAS: Well, before I married my husband, I worked as a nanny.
LINDA FORTE: OK. So why don't we talk a little bit more about that, about who you worked for, and what kind of job duties you had.
MRS. BARGAS: Well, I was much younger when I was a nanny. Let me see, it was-- more than 12 years ago. But I don't think I could do that work, now. Maybe
Southside Community Services: Mrs. Bargas Case History
© 2018 Laureate Education, Inc. 2
I could work in an office. You know, I'm really good at working with people. Can you find me a job in an office?
LINDA FORTE: I don't know. I work with a career counselor, here. She might be able to help you.
MRS. BARGAS: I don't know how I'm going to pay the rent.
LINDA FORTE: I know right now is really tough for you.
MRS. BARGAS: I just don't know what to do. Nothing has turned out the way I hoped it would. My whole life. I'm really worried about my daughter, Amy. She's afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won't speak. I am so confused. I don't know what to do with her. I just-- I don't know.
LINDA FORTE: It's OK to be upset. Mrs. Bargas? Are you OK?
MRS. BARGAS: I'm sorry, what?
LINDA FORTE: Are you all right?
[MUSIC PLAYING]
LINDA FORTE: Good.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Source for ArticleMilliken, A. (2018). Ethical awareness What .docx
Source for Article:
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Article:
Ethical Awareness: What It Is and Why It Matters
^ m d
Aimee Milliken, PhD, RN
Abstract
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested.
Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1.
DOI: 10.3912/OJIN.Vol23No01Man01
Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care
Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action.
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested.
Background
...nurses do not often recognize daily activities... as having ethical implications.
Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .
Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children.
Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children.
Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty.
Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015)
Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education.
Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017)
Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority.
Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.
SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx
SPC1017 Rubric: Informative Speech
Name: Jhoan Speech Topic: Tanorexia
Time: 4 minutes Points: 81
Introduction 15%
4
Strong attention getter and relevance statement
3
Strong credibility statement
5
Good overview of main points
Main Body 30%
5
Each main point is clear
5
Organization is logical
5
Information is new and relatable to audience, practical
3
Main points supported with research
3
At least one oral citation with needed information
3
Good transitions, good flow from one point to the next
Conclusion 15%
5
Prepared audience for conclusion
4
Summarized main points, no extra information
4
Strong ending, related back to attention getter
Delivery 40%
5
Good volume and speech rate
3
Good vocal variety, speaker was energetic, passionate
3
Good eye contact
4
Good posture and hand gestures, good overall body language
5
Good articulation, pronunciation (few verbal fillers, appropriate language)
4
Professional appearance, business casual attire, professional notes
3
Presentation aid (supportive, easily visible, correct spelling, duration)
4
Time Limit (stayed within designated time limit)
81
TOTAL
5 –Very Good
4 – good
3 – average
2– needs work
1 – unacceptable
.
South University College of Nursing and Public Health Graduate.docx
South University College of Nursing and Public Health Graduate Online
Nursing Program
Aquifer Internal Medicine
Internal
Medicine
08: 55-year-
old male
with chronic
disease
management
Author/Editor:Author/Editor: Cynthia A. Burns, MD
INTRODUCTION HISTORY
You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer.
!
You are working with Dr. Clay in her outpatient diabetes clinic this morning.
https://southu-nur.meduapp.com/
https://southu-nur.meduapp.com/document_sets/6094
Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago,
but was lost to follow-up after that time.
Based on review of the electronic medical record you are able to collect the
following information prior to heading into the room to meet Mr. Morales:
Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes
mellitus thirteen years ago after experiencing a 20-pound unintentional weight
loss, blurry vision, and nocturia.
He was hospitalized six weeks ago with a non-ST elevation myocardial infarction
and required three vessel coronary artery bypass grafting. During his admission,
he was found to have a reduced ejection fraction of 20%.
He was referred for today's visit by the cardiologist to focus on optimizing his
glycemic control and reducing his risk of the comorbidities associated with poorly
controlled Type 2 diabetes mellitus.
His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had
microalbuminuria at that time.
DIABETES CHRONIC DISEASE
MANAGEMENT 1
MANAGEMENT
You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay.
!
Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease
management with you.
Diabetes Chronic Disease Management
Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications
Macrovascular complications:
Cardiovascular disease
Cerebrovascular disease
Microvascular complications:
Retinopathy
Nephropathy
Neuropathy
In particular, cardiovascular disease is the No. 1 cause of mortality for people
with diabetes, and one of the top causes of morbidity.
Hypoglycemia, infections, foot ulcers, and amputations are additional causes of
morbidity and mortality in patients with diabetes.
The American Diabetes Association publishes annual guidelines to assist in the
management of a patient with diabetes.
Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes
diagnosis play in managementdiagnosis play in management
Non-adherence with medical recommendations could be due to economic,
work-related, religious, social, or linguistic barriers to care. Care must be taken
to assess the psychosocial status of each person with diabetes at each clinic
visit to ensure that barriers to successful diabetes care are minimized.
Question
Which .
Sources to UseSuskie, L. (2014, March 17). What is good.docx
Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf
Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients
Three Verbal and Three Nonverbal Techniques to Use With Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal.
Sooner or later you’ll find your-self leading a team where one.docx
Sooner or later you’ll find your-self leading a team where one
or more of your people work
remotely. You can turn this situa-
tion into an advantage by leverag-
ing diverse backgrounds and
highly motivated employees. To do
this, you’ll need to avoid the possi-
ble communication and effective-
ness pitfalls and make sure you’re
making use of all the means at
your disposal to operate effectively
from a distance. Interestingly
enough, my experiences in P&G as
both a remote manager and a
remote employee have made me a
more disciplined manager.
Various situations, be it with
remote teams who work from
their homes or international
employees in different time zones,
bring unique characteristics to
which you’ll need to adjust your
management style. That said, the
basics for any manager remain the
same—you just have to do them
better. Do them well, and you’ll
have a highly energized and driven
work team. The consequences of
not doing so are twice as disas-
trous with remote teams.
What You Can Do
Let me share some of my favorite
must-do items for any remote
leader.
1. Energize your team with a
vision. To win as a team and as an
organization, it’s critical to involve
your remote group in the creation
and deployment of a common
vision. Ask yourself what your
most important breakthrough will
be, and set this as the direction
that propels your people and your
action plan. If it isn’t possible to do
this face to face, take time to have a
brainstorming forum, group chats,
and calls with video where you
come to a clear, meaningful state-
ment of the accomplishment your
team will be known for.
2. Engage them with a robust
action plan. This is probably one
of the most critical aspects of
remote leadership. Each team
member needs to feel engaged and
have a clear understanding about
what will be requested from them
or their teams, how it will be mea-
sured, and when you will expect it.
To do this well is to set a solid
foundation and clear the way for
what will come. Draft an action
plan with a clear link to your
vision, and engage each team
member individually with the
objectives assigned to them. Align
on the way updates will be pre-
sented and on key milestones.
Give examples of the way you like
updates to be presented and the
data you expect to see in them.
3. Be in touch with your team.
You need to be disciplined about
having periodic touchpoints in
order to stay connected. Watch out
for overly independent employees
who think they don’t need direc-
tion and allow the distance to
grow. It’s important to align prior-
ities, review action-plan progress,
and talk about career develop-
ment. It also doesn’t hurt to build
a personal relationship that fosters
trust and open communication.
Though there are various con-
straints, mostly financial, make
sure to schedule face-to-face time
as much as possible, and, again,
make use of the vast array of avail-
able videoconferencing te.
Sophia Bosoni, Tombra Esite & Junhui LiuFebruary 6, 2020 Innov.docx
Sophia Bosoni, Tombra Esite & Junhui Liu
February 6, 2020
Innovation and Organization Transformation
The Boston Globe Organizational Transformations and Innovations
Introduction
The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually).
The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic).
Main Issue
· Requires organization response involving key decision makers
Underlying Causes
Activity in the Four Frames
Structural Frame
The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people.
Human Resources Frame
Political Frame
The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases.
Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docx
This document provides instructions and guidance for a history assignment on America as a superpower from 1947 to the present. It discusses the structure and formatting of the paper, including it being 5 paragraphs long and 500-800 words. It provides sources to use, including a textbook and lists additional sources categorized by topic. It provides examples of in-text citations and formatting the sources list. The document aims to help students understand the requirements and find relevant sources to write their history paper on examples from the Cold War and post-Cold War eras.
Some of the bibliography docsKarls Marxhttpswww.marxi.docx
Some of the bibliography docs
Karls Marx
https://www.marxists.org/archive/marx/works/1844/manuscripts/labour.htm
A Vindication of the Rights of Woman
with Strictures on Political and Moral Subjects
Mary Wollstonecraft
Copyright © Jonathan Bennett 2017. All rights reserved
[Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as
though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations,
are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the
omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported
between brackets in normal-sized type.—If this work gets you interested in its author, read Claire Tomalin’s fine
The Life and Death of Mary Wollstonecraft (1974).
First launched: April 2010
Contents
Dedicatory Letter 1
Introduction 4
Chapter 1: Human rights and the duties they involve 7
Chapter 2: The prevailing opinion about sexual differences 12
Chapter 3: The same subject continued 26
Chapter 4: The state of degradation to which woman is reduced by various causes 36
The Rights of Woman Mary Wollstonecraft
Chapter 5: Writers who have rendered women objects of pity, bordering on contempt 53
Section 1: Rousseau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Section 2: Fordyce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Section 3: Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Section 4: Some women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Section 5: Chesterfield . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Chapter 6: The effect that an early association of ideas has on the character 71
Chapter 7: Modesty comprehensively considered and not as a sexual virtue 75
Chapter 8: Morality undermined by sexual notions of the importance of a good reputation 80
Chapter 9: The pernicious effects of the unnatural distinctions established in society 85
Chapter 10: Parental Affection 89
Chapter 11: Duty to Parents 91
Chapter 12: National education 93
Chapter 13: Examples of the harm done by women’s ignorance 99
Section 1: Charlatans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Section 2: Novel-reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Section 3: Dressing up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Section 4: Sensibil.
Sources of Risk for Chronic Conditions in the State of Flo.docx
Sources of Risk for Chronic Conditions in the State of Florida
DHA-7010 - Project and Resource Management in Integrated Systems
4/05/20
*
Introduction
A chronic condition is a disease that endures along period.
Chronic illness is one of the health issues which has been prevalent in the United States for an extended period.
Various sources of risk are associated with chronic conditions that directly impact the success of this project.
These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
Introduction
A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
*
Sources of Technical Risk Factors
Technical risk factors in this project are associated with factors such as:
Scope definition in the study
Research design
Research of information (Cachada et al., 2019)
Methods used to conduct the research study
Sources of Technical risk factors
Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019)
.
*
Sources of Managerial Risk Factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019).
Sources of managerial risks affecting the success of this project include the following factors:
Cost factors
Legal factors
Legal factors
Sources of managerial risk factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations.
Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions.
Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.
Source Shutterstock.com .docx
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104 PART ONE DIRECTING THE OPERATION
● Implementation – the way that strategy is operationalized or executed. Three issues are
often mentioned by strategy practitioners as being important in achieving successful
implementation: the clarity of the strategy, the nature of the leadership provided by top
management, and effective project management.
● Monitoring – involves tracking ongoing performance and diagnosing data to make sure
that the changes are proceeding as planned and providing early indications of any devi-
ation from the plan.
● Control – involves the evaluation of the results from monitoring the implementation so
that activities, plans and performance can be assessed with the intention of correcting
future action if that is required.
CASE STUDY McDonald’s: half a century of growth 13
It is loved and it is hated. It is a shining example of how
good-value food can be brought to a mass market. It is a
symbol of everything that is wrong with ‘industrialized’, cap-
italist, bland, high-calorie and environmentally unfriendly
commercialism. It is the best-known and most loved fast
food brand in the world with more than 36,000 restau-
rants in 117 countries, providing jobs for 1.7 million staff
and feeding 69 million customers per day (yes, per day!).
It is part of the homogenization of individual national cul-
tures, filling the world with bland, identical, ‘cookie cutter’,
Americanized and soulless operations that dehumanize
its staff by forcing them to follow ridged and over-defined
procedures. But whether you see it as friend, foe, or a bit
of both, McDonald’s has revolutionized the food industry,
affecting the lives of both the people who produce food and
the people who eat it. It has also had its ups (mainly) and
downs (occasionally) as markets, customers and economic
circumstances change. Yet, even in the toughest times it has
always displayed remarkable resilience. What follows is a
brief (for such a large corporation) summary of its history.
Starting small
Central to the development of McDonald’s is Ray Kroc, who
by 1954 and at the age of 52 had been variously a piano
player, a paper cup salesman and a multi-mixer salesman.
He was surprised by a big order for eight multi-mixers
from a restaurant in San Bernardino, California. When
he visited the customer he found a small but successful
restaurant run by two brothers Dick and Mac McDonald.
They had opened their ‘Bar-B-Que’ restaurant 14 years
earlier, and by the time Ray Kroc visited the brothers’ oper-
ation it had a self-service drive-in format with a limited
menu of nine items. He was amazed by the effectiveness
of their operation. Focusing on a limited menu including
burgers, fries and beverages had allowed them to analyse
every step of the process of producing and serving their
food. Ray Kroc was so impressed that he p.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Students must submit TWO of of these identification terms in paragra.docx
- 1. Students must submit TWO of of these identification terms in paragraph form through the Assignments Tab if Canvas by the deadline specified in the Syllabus and in Assignments. They are each worth ten points. Be sure to cite properly, as per the MLA Format every time that any information is directly copied (and quotation marks are needed), paraphrased (writing someone else’s ideas in your own words) or for any facts that are not common knowledge (like “the sky is blue”). Be sure to provide a works cited section with a bibliographic citation of each source used; Be sure to include the Date Accessed is the date that YOU previewed a particular website or watched a Youtube video because website/video content can change. As per the syllabus, students must use a minimum of two sources, that are to be cited in the body of the paragraph as well as the works cited section for that identification term to be counted for a grade. For more information, please consult the “Weekly Assignments” section of the syllabus. Please note that the textbook is an acceptable source for all of the identification terms: David Shi, America: A Narrative History, Volume 1 , Eleventh Edition. New York: W.W. Norton & Company, Inc., 2019.
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- 4. Date Accessed: BBC, 2020. “The Triangular Trade-The Zong 1781-1783.” https://www.bbc.co.uk/bitesize/guides/zqv7hyc/revision/9 Date Accessed: History, “Life Aboard a Slave Ship.” February 7, 2019. https://www.youtube.com/watch?v=PmQvofAiZGA Date Accessed: