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This document provides instructions for a Women's Studies midterm exam. Students must choose two of four essay questions to answer in 2.5 pages each. The questions address intersectional and decolonial feminist interpretations of recent events, how Angela Davis' arguments about post-slavery racism relate to the Central Park Five case, how settler colonialism affects gender and sexuality in the documentary "Kumu Hina", and how settler colonialism impacts rates of sexual violence against indigenous women according to Sarah Deer. Students are instructed to cite specific readings and examples to support their positions.
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Question #1Select three to five poems from Jill McDonough’s Hab.docx
Question #1:
Select three to five poems from Jill McDonough’s Habeas Corpus and write an essay in which you analyze these sonnets. On what aspects of the convicted person’s story does McDonough focus and why? What larger question(s) or issues do these poems raise about the punishment of death penalty?
Poems chosen:
1. October 22,1659: Mary dyer Boston Massachusetts
2. June 1,1660: Mary dyer Boston Massachusetts
3. July 7, 1865: Mary Eugenia Surratt old arsenal prison, district of Columbia
In your paper, you need to explain how these poems relate to an idea (or ideas) put forth in one of the theoretical text we have read this semester (e.g. by Brooks, Davis, Franklin, Dickens or Beaumont and Tocqueville). Where and how does capital punishment fit in the larger framework of criminal justice?
Relative poem:
1. Charles Dickens's "Philadelphia, and its Solitary Prison," Ch. 7 in American Notes (1842)
For example, you can examine how the poems illustrate or dramatize certain aspect of the purpose or implementation of death penalty as presented by Foucault. How do the poems further your understanding of the relationship between crime and punishment? What issues concerning the philosophy or practice of capital punishment do they bring to light and/or problematize? Do the poems show us something that is not addressed by Foucault?
Remember that you need to have a unifying thesis, so in making your selection
think about the overall point you want to make about these poems. It has to be
clear—by the time the reader finishes reading your essay, but hopefully after
reading the introduction—why you picked these particular poems.
NOTE: You can include revised parts of your group’s Wiki or your own DB post
in your paper, but make sure that they are significantly reworked; otherwise
they will show up as self-plagiarism in Turnitin.
Guidelines and Topics:
• The Assignments section in Blackboard includes a folder titled Writing Guides which contains several documents that you should find useful: two sample literary papers (they do not have citations, but otherwise serve as decent models); “Tips for Quoting and Citing” (a shortened version is reproduced below, p. 3); “Words To Introduce Quotations”
Write a 4-5-page essay (approx. 1000-1250 words, double-spaced, 12 pt. type, 1-inch margin, no extra space between paragraphs) on one of the following topics:
Capital Punishment in Historical Perspective
Question #1:
Select three to five poems from Jill McDonough’s Habeas Corpus and write an essay in which you analyze these sonnets. On what aspects of the convicted person’s story does McDonough focus and why? What larger question(s) or issues do these poems raise about the punishment of death penalty?
In your paper, you need to explain how these poems relate to an idea (or ideas) put forth in one of the theoretical text we have read this semester (e.g. by Brooks, Davis, Franklin, Dickens or Beaumo ...
ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docx
ENG 283: Close Reading Assignment (5pts)
Taylor 2
Directions:
1) Focus on one text from the list below:
Silko, “Pueblo Ecology”
Creation/Trickster Narrative(s)
de Vaca, “The Relation of Cabeza de Vaca”
Rowlandson, “Captivity and Restoration”
Bradford, “Of Plymouth Plantation”
Edwards, “Sinners in the Hands of an Angry God”
2) Perform a close reading on a section or group of sections from a text. To do so:
Focus by identifying a significant pattern, repetition, anomaly, theme, device, etc.
a. What stands out to you or what do you notice? For example, “imagery,” “diction,” “contrast,” “conflict,” OR “repetition …” List the instances as you prepare to draft.
b. Plan to discuss each example in its own body paragraph.
c. In each body paragraph, discuss what you see as the purpose of the pattern, repetition, anomaly, theme, device, etc.? What does it show, add, symbolize, suggest, or show? Do this for each example in its own paragraph.
2) Ask a question about the pattern (see below).
*Ultimately, your close reading will help you answer one of the prompts below OR explore a new idea of your choice.These questions are intentionally broad; be specific in your essay by offering your own unique interpretation of the literary devices in a text. Be sure to define your terms and devices.
Based on your close reading of a text:
1. What is at the heart of American confessions?
2. What is the confessional tradition “about”?
3. What does the early-American literary tradition suggest about the power of place and/or space?
4. What is the American origin story? What has a work of early-American literature suggested about American beginnings?
5. Based on your reading, what is the pursuit? What has a work of early-American literature suggested about the pursuit? How is it defined?
6. Based on your reading, how were aspects of early-American identity created and remade? Challenged? What does a work of early-American literature suggest about the making, limits, and possibilities of identity?
7. What does the early-American literary tradition suggest about rebellion and/or resistance?
8. What does a work of early-American literature suggest about the power of belief?
9. What is the role of voice, authorship or authority in a work of early-American literature? (May include the power of orality/the power of speech.)
10. Based on your reading, what do you see as a key conflict or tension during the early-American period?
11. What is a recurrent theme in early-American literature?
12. How do early-American authors negotiate audience (the reader) and to what end?
13. What is the role of food, nature/environment, clothing, or another related aspect in early-American literature (can relate to one of the above)?
14. A student-generated question (from discussion or group work).
15. Another topic of your choice.
Structure
Opening Paragraph** (will eventually become a formal introduction):
a. One sentence that states your text and the literary device ...
Thesis Statements
The document provides guidance on writing effective thesis statements. It explains that a thesis statement expresses the main idea or argument of an essay. It should be specific, take a clear position, and foreshadow the points that will be discussed in the body. Examples are provided to demonstrate weak versus strong thesis statements, showing how strong ones present an insightful analysis or interpretation rather than just restating the prompt.
Thesis Statements
The document provides guidance on writing effective thesis statements. It explains that a thesis statement expresses the main idea or argument of an essay. It should be specific, take a clear position, and foreshadow the key points that will be discussed in the essay. Examples are provided to illustrate weak versus strong thesis statements. The document stresses that a strong thesis offers an insightful analysis or interpretation and not just a general topic or opinion.
Thesis Statements
The document provides guidance on writing effective thesis statements. It explains that a thesis statement expresses the main idea or argument of an essay. It should be specific, take a clear position, and foreshadow the key points that will be discussed in the essay. Examples are provided to illustrate weak versus strong thesis statements. The document stresses that a good thesis statement is focused and interpretive, not just a restatement of the prompt.
English 101: Spring 2010: Week 2
This document outlines the agenda and assignments for an English 101 class. It discusses reviewing homework responses to readings about the 1963 Birmingham church bombing. The class will view the documentary "Four Little Girls" and their homework is to write a response essay discussing their thoughts and feelings about the newspaper article, poem, song, and documentary regarding the bombing. Guidelines are provided for the response papers and essay. The homework is due at the next class.
Post university eng 110
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
Essay #2Choose one of the following topics and write an essay of.docx
Essay #2
Choose one of the following topics and write an essay of 1,000+ words (4 typed double-spaced pages) on
that topic. Staple this assignment sheet at the very back of your essay package along with brainstorming,
outlining, prewriting, etc. (The assignment sheet always goes at the very bottom, last. You will later staple
revisions forms and new drafts on top of this original draft and under the revision.)
Topic #1: Many observers think th
at today’s young people are the most narcissistic generation in history.
Digital Natives seem to be all about “me,” “me,” “me.”
Write
an essay in which you argue that today’s
generation is worrisomely narcissistic
–
or not.
Explain why you think so. Defi
ne or explain what “narcissism” means to you. Of course, we are not talking
about “clinical narcissism,” which is a kind of disease. We are just discussing selfish and self
-centered
behavior. What is too much? Taking and posting lots of pictures of oneself
or one’s meals or activities?
Writing personal blogs about one’s life? Detailing one’s life on social media? When does this become
counterproductive? Or, does it ever become counterproductive?
Topic #2: Almost everyone these days uses the internet for something. Write an essay on how serious you
think the loss of privacy from using the internet is.
First give a list of how we are losing our privacy and then give examples. Cite the video clips we watched.
Points to keep in mind:
1) This is an academic essay. You must use MLA style and format
. You can use “I” but you must use
formal language.
2) You must have a thesis statement and you must
support your thesis statement with general claims and
specific examples
.
3) You must have a separate Works Cited page.
4) You must cite
a minimum of two (2) sources
. You may cite more. You may cite material from other
sources
–
books, newspapers, magazines, movies, CDs, etc., (as long as you document them
properly in your essay and the Works Cited Page). Use direct quotes sparingly, only when the
original author says it in the best way. Otherwise, paraphrase or summarize.
5) When you do cite something from the text, give a page number indicating where you got the information
for all three kinds of citations: direct quotes, paraphrases, and summarizations.
6) When you do use a direct quote,
introduce it first
, tell us who wrote and in what context, and then after
giving us the quote, tell us what it means in your argument. [P.I.E.]
7) You can use “I” and mention personal experiences, but leave out “I believe”, “I truly feel”, “I think”, “in
my opinion”, and similar phrases. Remember you are trying to persuade your reader.
8) Keep your reader in mind at all times: it is someone outside our class who (probably) has not read the
readings we have read, so introduce each writer/text before citing them.
.
Recommended
Question #1Select three to five poems from Jill McDonough’s Hab.docx
Question #1:
Select three to five poems from Jill McDonough’s Habeas Corpus and write an essay in which you analyze these sonnets. On what aspects of the convicted person’s story does McDonough focus and why? What larger question(s) or issues do these poems raise about the punishment of death penalty?
Poems chosen:
1. October 22,1659: Mary dyer Boston Massachusetts
2. June 1,1660: Mary dyer Boston Massachusetts
3. July 7, 1865: Mary Eugenia Surratt old arsenal prison, district of Columbia
In your paper, you need to explain how these poems relate to an idea (or ideas) put forth in one of the theoretical text we have read this semester (e.g. by Brooks, Davis, Franklin, Dickens or Beaumont and Tocqueville). Where and how does capital punishment fit in the larger framework of criminal justice?
Relative poem:
1. Charles Dickens's "Philadelphia, and its Solitary Prison," Ch. 7 in American Notes (1842)
For example, you can examine how the poems illustrate or dramatize certain aspect of the purpose or implementation of death penalty as presented by Foucault. How do the poems further your understanding of the relationship between crime and punishment? What issues concerning the philosophy or practice of capital punishment do they bring to light and/or problematize? Do the poems show us something that is not addressed by Foucault?
Remember that you need to have a unifying thesis, so in making your selection
think about the overall point you want to make about these poems. It has to be
clear—by the time the reader finishes reading your essay, but hopefully after
reading the introduction—why you picked these particular poems.
NOTE: You can include revised parts of your group’s Wiki or your own DB post
in your paper, but make sure that they are significantly reworked; otherwise
they will show up as self-plagiarism in Turnitin.
Guidelines and Topics:
• The Assignments section in Blackboard includes a folder titled Writing Guides which contains several documents that you should find useful: two sample literary papers (they do not have citations, but otherwise serve as decent models); “Tips for Quoting and Citing” (a shortened version is reproduced below, p. 3); “Words To Introduce Quotations”
Write a 4-5-page essay (approx. 1000-1250 words, double-spaced, 12 pt. type, 1-inch margin, no extra space between paragraphs) on one of the following topics:
Capital Punishment in Historical Perspective
Question #1:
Select three to five poems from Jill McDonough’s Habeas Corpus and write an essay in which you analyze these sonnets. On what aspects of the convicted person’s story does McDonough focus and why? What larger question(s) or issues do these poems raise about the punishment of death penalty?
In your paper, you need to explain how these poems relate to an idea (or ideas) put forth in one of the theoretical text we have read this semester (e.g. by Brooks, Davis, Franklin, Dickens or Beaumo ...
ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docx
ENG 283: Close Reading Assignment (5pts)
Taylor 2
Directions:
1) Focus on one text from the list below:
Silko, “Pueblo Ecology”
Creation/Trickster Narrative(s)
de Vaca, “The Relation of Cabeza de Vaca”
Rowlandson, “Captivity and Restoration”
Bradford, “Of Plymouth Plantation”
Edwards, “Sinners in the Hands of an Angry God”
2) Perform a close reading on a section or group of sections from a text. To do so:
Focus by identifying a significant pattern, repetition, anomaly, theme, device, etc.
a. What stands out to you or what do you notice? For example, “imagery,” “diction,” “contrast,” “conflict,” OR “repetition …” List the instances as you prepare to draft.
b. Plan to discuss each example in its own body paragraph.
c. In each body paragraph, discuss what you see as the purpose of the pattern, repetition, anomaly, theme, device, etc.? What does it show, add, symbolize, suggest, or show? Do this for each example in its own paragraph.
2) Ask a question about the pattern (see below).
*Ultimately, your close reading will help you answer one of the prompts below OR explore a new idea of your choice.These questions are intentionally broad; be specific in your essay by offering your own unique interpretation of the literary devices in a text. Be sure to define your terms and devices.
Based on your close reading of a text:
1. What is at the heart of American confessions?
2. What is the confessional tradition “about”?
3. What does the early-American literary tradition suggest about the power of place and/or space?
4. What is the American origin story? What has a work of early-American literature suggested about American beginnings?
5. Based on your reading, what is the pursuit? What has a work of early-American literature suggested about the pursuit? How is it defined?
6. Based on your reading, how were aspects of early-American identity created and remade? Challenged? What does a work of early-American literature suggest about the making, limits, and possibilities of identity?
7. What does the early-American literary tradition suggest about rebellion and/or resistance?
8. What does a work of early-American literature suggest about the power of belief?
9. What is the role of voice, authorship or authority in a work of early-American literature? (May include the power of orality/the power of speech.)
10. Based on your reading, what do you see as a key conflict or tension during the early-American period?
11. What is a recurrent theme in early-American literature?
12. How do early-American authors negotiate audience (the reader) and to what end?
13. What is the role of food, nature/environment, clothing, or another related aspect in early-American literature (can relate to one of the above)?
14. A student-generated question (from discussion or group work).
15. Another topic of your choice.
Structure
Opening Paragraph** (will eventually become a formal introduction):
a. One sentence that states your text and the literary device ...
Thesis Statements
The document provides guidance on writing effective thesis statements. It explains that a thesis statement expresses the main idea or argument of an essay. It should be specific, take a clear position, and foreshadow the points that will be discussed in the body. Examples are provided to demonstrate weak versus strong thesis statements, showing how strong ones present an insightful analysis or interpretation rather than just restating the prompt.
Thesis Statements
The document provides guidance on writing effective thesis statements. It explains that a thesis statement expresses the main idea or argument of an essay. It should be specific, take a clear position, and foreshadow the key points that will be discussed in the essay. Examples are provided to illustrate weak versus strong thesis statements. The document stresses that a strong thesis offers an insightful analysis or interpretation and not just a general topic or opinion.
Thesis Statements
The document provides guidance on writing effective thesis statements. It explains that a thesis statement expresses the main idea or argument of an essay. It should be specific, take a clear position, and foreshadow the key points that will be discussed in the essay. Examples are provided to illustrate weak versus strong thesis statements. The document stresses that a good thesis statement is focused and interpretive, not just a restatement of the prompt.
English 101: Spring 2010: Week 2
This document outlines the agenda and assignments for an English 101 class. It discusses reviewing homework responses to readings about the 1963 Birmingham church bombing. The class will view the documentary "Four Little Girls" and their homework is to write a response essay discussing their thoughts and feelings about the newspaper article, poem, song, and documentary regarding the bombing. Guidelines are provided for the response papers and essay. The homework is due at the next class.
Post university eng 110
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
Essay #2Choose one of the following topics and write an essay of.docx
Essay #2
Choose one of the following topics and write an essay of 1,000+ words (4 typed double-spaced pages) on
that topic. Staple this assignment sheet at the very back of your essay package along with brainstorming,
outlining, prewriting, etc. (The assignment sheet always goes at the very bottom, last. You will later staple
revisions forms and new drafts on top of this original draft and under the revision.)
Topic #1: Many observers think th
at today’s young people are the most narcissistic generation in history.
Digital Natives seem to be all about “me,” “me,” “me.”
Write
an essay in which you argue that today’s
generation is worrisomely narcissistic
–
or not.
Explain why you think so. Defi
ne or explain what “narcissism” means to you. Of course, we are not talking
about “clinical narcissism,” which is a kind of disease. We are just discussing selfish and self
-centered
behavior. What is too much? Taking and posting lots of pictures of oneself
or one’s meals or activities?
Writing personal blogs about one’s life? Detailing one’s life on social media? When does this become
counterproductive? Or, does it ever become counterproductive?
Topic #2: Almost everyone these days uses the internet for something. Write an essay on how serious you
think the loss of privacy from using the internet is.
First give a list of how we are losing our privacy and then give examples. Cite the video clips we watched.
Points to keep in mind:
1) This is an academic essay. You must use MLA style and format
. You can use “I” but you must use
formal language.
2) You must have a thesis statement and you must
support your thesis statement with general claims and
specific examples
.
3) You must have a separate Works Cited page.
4) You must cite
a minimum of two (2) sources
. You may cite more. You may cite material from other
sources
–
books, newspapers, magazines, movies, CDs, etc., (as long as you document them
properly in your essay and the Works Cited Page). Use direct quotes sparingly, only when the
original author says it in the best way. Otherwise, paraphrase or summarize.
5) When you do cite something from the text, give a page number indicating where you got the information
for all three kinds of citations: direct quotes, paraphrases, and summarizations.
6) When you do use a direct quote,
introduce it first
, tell us who wrote and in what context, and then after
giving us the quote, tell us what it means in your argument. [P.I.E.]
7) You can use “I” and mention personal experiences, but leave out “I believe”, “I truly feel”, “I think”, “in
my opinion”, and similar phrases. Remember you are trying to persuade your reader.
8) Keep your reader in mind at all times: it is someone outside our class who (probably) has not read the
readings we have read, so introduce each writer/text before citing them.
.
EDUC 304Classroom Challenge 3 – Bullying in the Classroom Instru.docx
EDUC 304
Classroom Challenge 3 – Bullying in the Classroom Instructions
Bullying is becoming more and more commonplace in the classroom, even in schools once deemed “safe”. Teaching students how to share space with others at school can positively impact behavior both in and outside the classroom.
In this module/week’s challenge you will read about some ways bullying might look like at your school one day. The provided scenario presents several types of bullying, and you must identify three of them. Read and study the scenario as you consider ways to keep bullying out of your classroom.
Specificity is important with this assignment; as you write your paper, you must continually ask yourself “why” and “how”. In your challenge you must discuss 3 types of bullying found in the provided scenario and ways that you can keep bullying out of your classroom. To earn full credit, your paper must employ specific and quality discourse.
Include the following discussion points in your challenge for each of the 3 types of bullying you identify and discuss:
1. Identify a type of bullying you see exemplified in the provided scenario and how you recognize it.
2. With reliance on peer-reviewed research articles, explain why you identify this behavior as bullying.
3. Provide examples to explain why you think this type of bullying is showing itself in your classroom.
4. Apply your solutions to demonstrate how you can prevent this type of bullying from becoming a part of your classroom environment in the future.
5. Include discussion of how you will know that your solutions are effective. What changes will you see in your classroom?
6. Cite the peer-reviewed research articles you use in your discussion and include a reference list of sources at the end of your paper.
The following are requirements for your paper:
A. Your paper must meet a minimum of 1,200 words (not including the title page, abstract page, and reference page) and be formatted in current APA style.
B. You must use at least 4 sources in your paper:
1. 1 source must be the Bible. (Reference which translation you use, i.e. KJV, NKJV, NIV, etc.)
2. 1 source must be the course textbook.
3. 2 sources must be peer-reviewed research articles that you find on your own.
a. To assist you in your search for an article, you can access the Jerry Falwell Library at http://libguides.liberty.edu/content.php?pid=544015 to find peer-reviewed journal articles.
b. The self-selected research articles:
1) Must be peer-reviewed;
2) Must be published within the last 5 years; and
3) Must be at least 5 pages.
C. You must include at least 5 citations within your paper for the work you borrow from the 4 sources.
Submit your answers as a Microsoft Word document and attach using the assignment link provided.
Submit your Classroom Challenge 3 by 11:59 p.m. (ET) on Monday of Module/Week 6.
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EDUC
304
Page
1
of
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LASSROOM
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HALLENGE
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B
ULLYING
IN THE
C
LASSROOM
I
NSTRUCTIONS
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Enc 1102 may 29 30
The document provides guidance on writing an annotated bibliography, including the purpose, format, and examples of annotated bibliography entries. Key points include:
- An annotated bibliography helps the writer learn about their topic, see differing perspectives, and develop their own point of view.
- Entries should follow MLA or APA format and include a citation, precis of the source, and discussion of how it relates to other sources.
- Examples of annotated bibliography entries are provided to demonstrate the required components.
- Students are reminded of the assignment requirements and deadline, and encouraged to schedule appointments for feedback.
1# homeworkInterpretive Analysis EssayPurposeThe purpo.docx
This document outlines the requirements for an interpretive analysis essay assignment on a course film. Students must:
1) Develop an argument about the central meanings and commentary on the human condition communicated through the film's style and narrative.
2) Write an essay that analyzes a screened film using research, critical analysis, and close examination of techniques to support a thesis.
3) Incorporate discussion of the humanities, context, style, narrative, and meaning into a persuasive scholarly essay between 1000-1200 words.
Rhetorical Analysis 3
This document provides instructions for Rhetorical Analysis Assignment #3 in an English 103 course. Students are asked to analyze the rhetoric of a persuasive website related to their topic for Paper 3 and write a 500-word analysis addressing: the site's audience, appeals, contexts, and visual elements. The analysis should follow an introduction-body-conclusion structure and cite textual evidence to support claims about the site's persuasiveness. It is due by email on April 1.
1 Briefly explain how the Ames test is performed and the purpose .docx
This article discusses the experiences of Japanese American women who participated in the Student Relocation Movement from 1942-1945. During World War II, over 120,000 Japanese Americans were incarcerated in internment camps by the U.S. government. The National Japanese American Student Relocation Council helped place students in colleges outside the internment camps to continue their education. The article focuses on how these female students faced pressures to succeed academically and represent the Japanese American community, dealing with issues of gender, race, and citizenship. It examines how the Student Relocation Council selected model students to dispel negative stereotypes, and how the women struggled with social constraints and agency.
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docx
Essay 2: Enter the Conversation
Percentage of Final Grade: 15% or 150 points
Learning Objectives:
·
Students will understand academic writing as a conversation about topics of consequence.
· Students will understand their responsibilities as writers – to accurately cite the work of other writers, to provide their audience with reliable information, and to consider multiple points of view.
· Students will understand academic writing as governed by the conventions of specific discourse communities.
· Students will become more critical readers, learning strategies for previewing, annotating, summarizing analyzing, and critiquing texts.
· Students will acquire informational literacy – the ability to locate and evaluate source material.
· Students will improve their ability to write clear and compelling thesis statements.
· Students will develop the skill of constructive critique, focusing on higher order concerns during peer workshops.
· Students will understand the distinction between revising and editing.
Assignment:
For Essay 2, you will summarize and then respond to
one of the readings from this unit (or the video,
College Inc.). In your essay, you will summarize the reading/video and then respond to it by discussing how your own experiences and knowledge have led you to either agree, disagree, or both agree and disagree with the author
and by including the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Most of the readings can be found in your textbook. However, I also assigned a couple of outside readings and the video,
College, Inc.,
which are posted under Course Content.
In addition to the assigned readings (or the video), you may choose any of the other readings from Chapter 17 in
They Say / I Say. Choose the one that you best understand. Carefully read the example essays that I have posted under Course Content, as they will help you to understand the expectations for the assignment.
Essay 2 is similar to the previous essay, with two additions:
1. Rather than responding to the selected reading/video with your own opinion only, you will add other people’s voices to the conversation by including two secondary sources (i.e., in addition to the selected reading/video). You will use quotes both from the selected reading/video and from your secondary sources to support your assertions.
Your secondary sources can be another reading from this unit. For example, in “Two Years Are Better Than Four,” Liz Addison is responding to Rick Perlstein’s argument in “What’s the Matter with College?” Therefore, you might choose to discuss their opposing views. Instead, you might choose articles you find through one of the library databases, an article in another textbook, a radio show, a podcast, or a video. You are not required to use scholarly sourc.
Adult Development and AgingRelationships ChartDirections De.docx
Adult Development and Aging
Relationships Chart
Directions: Describe the effect each relationship has on the emotional well-being of an individual. Use in-text citations with proper APA formatting. List all references used in your research.
Relationship
Positive impact on emotional well-being
Negative impact on emotional well-being
Techniques on improving the relationship
(must be research based)
How to navigate the relationship
(must be research based)
Cohabitation
Child going to College
Single Parent
Now choose two more relationships from the list below, place both of them in the chart, and complete each heading.
· Marriage
· Caring for an aging parent
· Grandparenting
· Remaining Single
· Adopting a child
· Fostering a child
· Sibling conflict
· Two working parents
· Marital conflict
· Divorce with no children
· Divorce with children
· Remarriage with children (blended family)
References:
HUM 112 Assignment One
By Student Name
HUM 112
Dr. McGeehan
Date Submitted
HUM 112 Assignment One
Question One: Author Information and why Work was Written
Question Two: Summary of Main Ideas
Question Three: Writing Style and Audience
Question Four: Impact and Relevance of Work Today
Sources
1.
2.
3.
1
HUM 112 Week Four Class Presentation
Assignment One over view and Tips for Success Winter 2019
Course Professor: Dr. McGeehan
Overview of Presentation
Intros by Course Professor
Overview of Assignment One and How to Write it
Strayer Writing Standards: How to Format Papers
Time for Student Questions
Overview Of Assignment One:
General Requirements
Choice of Three Topics (post in week 2/3)
Pick Topic that Interests You
Research the Author and the Topic
Find Two or Three sources Including Textbook
Formatting With The Template
Use the Template with Section Headings
Go to Week four Assignment Tab for template
Cover Page and Sources Page are Set up
Answer all Four Questions including Two Paragraphs of information
SWS Formatting Writing Tips
Different from APA but not Complicated
Use in text Citations and Source Page
Put Author’s Last Name and number in ()
Put Citations at End of Each Paragraph
Number sources as Used in Paper
SWS Formatting Tips
Format for first citation (Sayre, 1)
Put this at the end of the Paragraph, then put source on reference page.
Use number 1 and Full Name of Author
1. Henry Sayre. (2015) Name of Textbook…
SWS Formatting Tips
To Cite Second Author (Jones, 2)
Put number on Sources Page and Full Name
2. John Jones. (2016). Name of source…..
Cite Third Author (Taylor, 3)
If cite Author again, use original number (Sayre,1)
Questions or concerns
Paper goes automatically to SafeAssign
Good score for this class 20-% or below.
Use your own words doing the summary. Quote one or two times.
Be objective, not subjective. Your opinions go into last question four.
How to Paraphrase
P.
Gondek- Curriculum Map-extended
The curriculum map summarizes Ms. Gondek's 11th grade Humanities Writing class for the 2011-2012 school year. It is divided into 6 units covering various topics related to social justice such as racism, sexism, and human trafficking. Each unit outlines the essential questions, content, skills, and assessments. Students will analyze texts including music, photographs, films and complete essays, presentations, and exams to explore how institutions maintain oppression and how people work for social change. The culminating project challenges students to address whether forms of oppression like lynching and trafficking are human rights violations.
Developing a shared visionby Adeduntan OkeSubmission dat.docx
Developing a shared vision
by Adeduntan Oke
Submission dat e : 22- Sep- 2018 02:13PM (UT C- 07 00)
Submission ID: 10064 61952
File name : CONT ENT 1537 6507 8014 7 .do cx (22.09K)
Word count : 127 8
Charact e r count : 7 036
28%
SIMILARIT Y INDEX
8%
INT ERNET SOURCES
1%
PUBLICAT IONS
23%
ST UDENT PAPERS
1 20%
2 3%
3 2%
4 1%
5 1%
6 1%
Developing a shared vision
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Grand Canyon University
St udent Paper
m.content.healthaf f airs.org
Int ernet Source
Submitted to EDMC
St udent Paper
Submitted to CSU, Chico
St udent Paper
checkouthomeworklance.com
Int ernet Source
Christine Duf f ield, Michael Roche, Di Twigg,
Anne Williams, Samantha Rowbotham, Sean
Clarke. "Adding unregulated nursing support
workers to ward staf f ing: Exploration of a
natural experiment", Journal of Clinical
Nursing, 2018
Publicat ion
Exclude quo tes On
Exclude biblio graphy On
Exclude matches < 1%
Developing a shared visionby Adeduntan OkeDeveloping a shared visionORIGINALITY REPORTPRIMARY SOURCES
The purpose of this assignment is to provide students with a better understanding of Historical Fiction and Historical Non-fiction. Students are required to read both Required Textbook: Harriet Jacobs’ Incidents In The Life of A Slave Girl (Historical Non-Fiction) and Mark Twain’s Pudd’nhead Wilson (Historical Fiction). After reading these books students are required to write an essay comparing both books to examine how enslaved blacks lives and experiences are documented in both book. Students must select any four topics (4 separate paragraphs) and compare how such topics are documented in both books. Jacobs’ Incidents In The Life of A Slave Girl must be the main point of reference. Meaning, students must first select their four topics from Jacobs’ and then the same four topics from Mark Twain’s Pudd’nhead Wilson and then compare how Twain (historical fiction) attempts to document real life events.
(Even though the below is an example, this is how each topic discussion should be organized in the essay.).
For example: First, if Jacobs discuss enslaved clothing, then the students should document Jacobs description. Second, this discussion should be followed by a comparison to how Mark Twain discusses the enslaved dress. Finally, this discussion should address the following point of reference questions: Did Mark Twain document the enslaved dressing historically correct according to Jacobs’ description? Or did Mark Twain use literally descriptions to embellish and create his own idealized imagery of the enslaved dress? Explain.
Point of reference questions:
Students must use these questions when attempting to compare specific topics in Jacobs and Twain.
Did Mark Twain document the enslaved experiences historically correct according to Jacobs’ description? Or did Mark Twain use literally descriptions to embellish and create his own idealized imagery of enslaved experiences? Explain. Do not type .
Annotated bibliography
This document provides guidance on how to write an annotated bibliography. It explains that an annotated bibliography allows one to learn about a topic and develop their own point of view. Each annotation should include a citation in MLA format, a summary of the source, and an explanation of how the source relates to the research topic. Quotes can be used to support claims. The annotations should be in alphabetical order and follow general MLA formatting guidelines. The annotated bibliography helps to review literature and establish what has already been said about the research topic.
English 202 Feb 3rd 2010
This document provides an agenda and announcements for an English 202 class. It discusses upcoming deadlines, guest speakers, reading techniques like annotation, and reflective writing assignments. Students are asked to read chapters from Malcolm Gladwell's book "The Tipping Point" and discuss key concepts from chapter 2 like connectors, mavens, and salesmen in small groups. The document provides discussion questions and links to example texts to analyze critical reading skills.
Discussion Board Guidelines Students must respond individually
Discussion Board Guidelines
Students must respond individually to the Discussion Board question and forge a discussion with at least two class members.
Discussion Board postings should be "original thought" posting. Unless requested to do so, students should not use the internet to create discussion board responses.
Discussion Board postings should be 300 words minimum in length, provide evidence of reading comprehension through illustrations from the reading assignments, critical thinking, and consideration of others' views.
When Discussion Board work is assigned on the syllabus schedule, students must post their responses by the appointed time and respond to at least two class members' posts within 48 hours/at the appointed time.
Discussion Board work is time-sensitive. Late submissions will not be accepted/will receive a zero.
It is STRONGLY suggested that you visit the discussion board frequently after your work is completed to see where the discussion is going and to further respond to your group members (or your instructor) if need be.
Please see the Discussion Board Rubric for grad
Assignment
Grading Rubric
Meets/Exceeds
Expectations
(10 Pts)
Approaches
Expectations
(8 Pts)
Needs Improvement
(6 Pts)
In-complete
and/or not
done correctly
(1 Pt)
No
Marks/Missing
(0 Pts)
Purpose
Purpose is clear.
Shows awareness of
purpose.
Shows limited
awareness of purpose.
No awareness.
No
Marks/Missing
Main idea Clearly presents a
main idea and
supports it throughout
the paper.
There is a main idea
supported
throughout most of
the paper.
Vague sense of a main
idea, weakly supported
throughout the paper.
No main idea.
Student didn't
turn in
assignment.
Overall and
Style
Well-planned and well-
thought out. Includes
title, introduction, and
statement of main
idea, transitions,
conclusion, using
APA standard: correct
font, font size and no
more than 1000
words.
Good overall
organization includes
the main
organizational tools
but font is incorrect
or word count is
more than 1000
and/or line spacing
is not doubled, or no
APA style.
There is a sense of
organization, although
some of the
organizational tools are
missing and/or late.
No sense of
organization.
Student didn't
turn in
assignment.
Content Exceptionally well-
presented and
discussed; ideas are
detailed, well-
developed with
evidence & facts
based on text
information.
Well-presented and
discussed; ideas are
detailed, developed
and supported with
less evidence and
details.
Content not as clear or
solid; some ideas are
present but not
particularly developed
or supported with
minimal evidence of
clear knowledge of
subject.
Content is not
complete.
Student didn't
turn in
assignment.
Structure Sentences are clear
and varied in pattern,
from simple to
complex, with
excellent use of
punctuation.
Sentences are clear
but may ...
Thesis_statement__1-PPT.ppt
A thesis statement is something professional approach to writing. Where we can write an authentic paragraph with proper use of words.
Enc1102 ann bib intropart1
The document provides guidance on creating an annotated bibliography. It explains that an annotated bibliography should include an introduction paragraph that ties the sources together and describes how they relate to the research topic. Each annotation should include an MLA citation followed by two paragraphs - the first summarizing the source and the second explaining how it relates to the research topic. Around 15-20 sources should be included, and quotes can be used to support claims about the sources. Proper MLA formatting is emphasized throughout.
ORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docx
The document outlines three assignments for a course on personality and sociology of developing countries. Assignment 1 involves a retrospective analysis of the student's personality and influences of nature vs nurture. Assignment 2 requires research on a developing nation and the effects of war and peace on foreign aid distribution. Assignment 3 involves researching a developing nation's lending institutions, healthcare, and human capital development.
Activity Reverse Outline (GRADED)NOTE This activity will be gr.docx
Activity: Reverse Outline (GRADED)
NOTE: This activity will be graded based on completion.
taking notes for a reverse outline
For this activity, you will use the reverse outlining* process and the TEA* formula to help you to revise your critical analysis essay draft. Follow the steps below:
Print out a copy of your essay draft. If you need to generate another copy of your draft, you can revisit 5-3. If you are unable to print a copy of your draft, you can open up your essay document in a word processing program like Microsoft Word and turn on the "Comments" feature that will allow you to insert comments in the margins of the paper.
Write your thesis statement at the top of the page so that you can refer back to it easily.
Click on the following tab to analyze the effectiveness of your thesis statement.
Thesis
When reviewing your essay using TEA, the first step is to analyze your thesis statement*, or your main claim. You should be able to answer "yes" to the following questions:
Is there a thesis statement? Does it appear at the end of the introductory paragraph?
Does my thesis statement express one single central idea/opinion in response to the essay prompt or course-related topic?
Have I arrived at a thesis statement only after a careful and well thought out consideration of the prompt or topic and evidence at my disposal?
Does my thesis statement express my opinion?
Has my thesis statement remained the same as a result of the evidence* that I selected? If not, then you need to revise your thesis statement right away.
Based on your answers to the questions, make any necessary changes to your thesis statement. You should make these edits directly on the page. (Because this is a draft, you can scribble notes on it, cross things out, and mark up the page as much as you would like.)
Read one paragraph at a time and write the main idea of each paragraph in the margins of your paper. Remember that the main idea of the introductory paragraph should be the thesis statement (the last sentence of that paragraph).
Click on the following tab to analyze the effectiveness of your topic sentences, the evidence that supports the thesis statement, and your analysis of the evidence. You will need to do this for each body paragraph.
Topic Sentences
The next step is to analyze the topic sentences* of your body paragraphs. You should be able to answer "yes" to the following questions:
Do I have a topic sentence at the beginning of each body paragraph?
Do my topic sentences relate back to the thesis statement?
Evidence
The next step is to look closely at the evidence* that you are using in your essay. You should be able to answer "yes" to the following questions:
Do I have primary evidence? (Primary evidence is the main evidence that will be used to support the thesis statement.)
Have I selected relevant and convincing evidence?
Do I have enough evidence to support my thesis statement?
Does my evidence fulfill the requirements for the essay?
Does each select.
Ewrt 1 c class 51
This document provides an agenda for an EWRT 1C class. It includes a discussion of final comments on a classroom, an introduction to the third essay assignment, writing time for that essay, homework evaluations, and a final exam review. It also discusses approaches to analyzing passages from Room, including questions about the causes of a character's dreams. The essay assignment asks students to analyze Night, Outer Dark, or Room using a theoretical lens. Guidelines are provided for developing an interpretive thesis statement.
D9-EWRT 211
This document outlines the agenda for an English 211 class. It includes a quiz, discussion of chapter 5 from Madonnas, preparing an outline for an in-class essay on assimilation, how to properly cite quotations, and an upcoming global issues conference. Students will work in groups to share migration stories, record videos, and create visual aids for a project on the theme of "A Community of Migrants" to present at the conference. Homework includes reviewing the essay assignment, preparing an outline, and bringing a blue book to the next class.
Overall Instruction· For any of these topic choices, you must q.docx
Overall Instruction:
· For any of these topic choices, you must quote directly from your chosen works and include page numbers in a parenthetical citation after quotes. Instructions for in-text, parenthetical citations are attached (see pages 3-5 of this handout).
· Choose quoted passages that function as strong evidence and help you communicate your main message about the works of literature you are analyzing. Once you quote a passage, be sure to USE it: that is, interpret what it’s saying and tie it back to your main point about the text. Through your interpretation (analysis) of each and every quote, you should advance your paper’s main argument (thesis).
· Avoid summary! In none of these assignment choices do I ask you to summarize or retell the storyline. Assume your audience has read the pieces that you’re writing about. Instead of summary, I want your creative-analytical response to the literature.
Topics:
1. Put any character in conversation with a character from another work by a different author. Createthe dialogue they might have. Note that your dialogue should capture an important aspect of each character and should be focused on one main theme. You might, for example, have two characters discuss their views about their adversaries or lovers, their plans for dealing with a similar problem they have (e.g. unfaithful spouses or low social status), their different encounters with the underworld, and so on. Write a dialogue (of any length) between the two characters and attach it to an essay of 4-5 pages explaining the reasons you chose to write this particular dialogue and the message you wanted to get across about the role these characters play in their respective works and the burdens or successes they represent. Keep in mind that you don’t have to choose a work’s main characters; it would be very interesting to choose minor characters who play a smaller but critical role in the text. The best essays will illuminate a surprising intersection between the character and texts, as well as an important message about both your characters and the works they represent. Be sure to quote from the original texts in your dialogue and accompanying essay. An alternate approach to this essay choice would be to put two different authors from our syllabus into dialogue with each other.
2. Imagine that you’re planning a film based on a pairing or group of works from the syllabus. Write a description of your film, making sure to answer the questions: why make a film on your chosen works? What message, drawn from the original texts, are you trying to get across, and why do you think it’s important for a contemporary audience to hear this message? Also, think about the stylistic decisions that a film director makes and explain how you would like to see your film made, and why. (Is it a big- budget action film, a romance with recognizable stars, a musical, a comedy, or a “quieter” family drama?) Write an essay of 6-8 pages in which you discuss the .
MGMT 707 Operations ManagementBreak Even case Jana.docx
MGMT 707 Operations Management
Break Even case
Jana and Marla, two recent college graduates, have decided to open their own
copy-service business on a part-time basis. They estimate that their annual
fixed costs are $32,000 and their average variable costs for each copy sold
at $0.03. They expect their selling price to average $0.07 per copy.
A Draw the break-even chart for their business.
B What is their break-even point, in number of copies and in dollars?
C After their 1st year of operations, in which they generated $84,000 in
revenues, Jana and Marla decide to pay themselves $5,000 each per year in
salaries. What do their annual sales have to be in the second year if they
want to make the same amount of profit as they did in their 1st year.
Hint: A: use 1,000,000 copies to determine the high end point.
B: Just multiply the number of copies by $0.07 to get the dollar amount.
C: #1, calculate the profit they made in year one.
#2, add profit from #1 to fixed costs.
#3, treat salaries as fixed costs.
Name:
Topic 1: Persuasive Essay: Outline Worksheet
Review “How Do I Organize My Brainstorm into an Outline?” in “The Writing Process” Media piece.
http://lc.gcumedia.com/phi105/persuasive-writing-website/persuasive-writing-website-v1.1.html
Assignment Directions:
Use the Persuasive Essay Outline on the next page to outline your persuasive essay by completing the following:
1) Use the feedback you received from your instructor to revise your thesis statement.
a) Write your thesis as a complete sentence (as you would in your essay) in the “Thesis Sentence” section under the Introductory Paragraph heading in the outline below.
2) Create a topic sentence for each of the three paragraphs that comprise the body of your essay.
a) Record the topic sentences in each of the “Topic Sentence” sections under the “Support for Thesis” headings in the outline below.
b) Your topic sentences should support your thesis and provide transitions between the paragraphs.
3) Write at least three details for each topic sentence.
a) These details should provide support for the topic sentence.
b) Remember to include at least one in-text citation for each supporting paragraph.
4) Write a concluding sentence under the “Conclusion” heading in the outline below.
a) Your concluding sentence should be your thesis restated in different words.
Persuasive Essay Outline
Introductory Paragraph:
Hook:
Background and contextual information:
Thesis Sentence:
Support for Thesis 1 (Subtopic 1)
Persuasive Topic Sentence including position and subtopic 1:
Detail A:
Detail B:
Detail C:
Transitional sentence:
Support for Thesis 2 (Subtopic 2)
Persuasive Topic Sentence including position and subtopic 2
Detail A:
Detail B:
Detail C:
Transitional sentence:
Support for Thesis 3 (Subtopic 3)
Persuasive Topic Sentence including position and subtopic 3:
Detail A:
Detail B:
.
This week we are going to participate in a.docx
This week students will participate in a debate on whether the French Revolution was worth its human cost. They will be split into two groups - one arguing yes and one arguing no. The group arguing yes will analyze an excerpt from Peter Kropotkin's book The Great French Revolution 1789-1793 to defend their position that the French Revolution was worth its significant human toll.
This week begins an overview of the Research In.docx
This document provides an overview of the research process for an academic paper. It discusses considering thesis, motive, structure, finding topics, audience, and structuring the argument with initial research. The document recommends reviewing a guide to the elements of academic writing and lists three online writing support resources as samples for additional academic support.
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EDUC 304Classroom Challenge 3 – Bullying in the Classroom Instru.docx
EDUC 304
Classroom Challenge 3 – Bullying in the Classroom Instructions
Bullying is becoming more and more commonplace in the classroom, even in schools once deemed “safe”. Teaching students how to share space with others at school can positively impact behavior both in and outside the classroom.
In this module/week’s challenge you will read about some ways bullying might look like at your school one day. The provided scenario presents several types of bullying, and you must identify three of them. Read and study the scenario as you consider ways to keep bullying out of your classroom.
Specificity is important with this assignment; as you write your paper, you must continually ask yourself “why” and “how”. In your challenge you must discuss 3 types of bullying found in the provided scenario and ways that you can keep bullying out of your classroom. To earn full credit, your paper must employ specific and quality discourse.
Include the following discussion points in your challenge for each of the 3 types of bullying you identify and discuss:
1. Identify a type of bullying you see exemplified in the provided scenario and how you recognize it.
2. With reliance on peer-reviewed research articles, explain why you identify this behavior as bullying.
3. Provide examples to explain why you think this type of bullying is showing itself in your classroom.
4. Apply your solutions to demonstrate how you can prevent this type of bullying from becoming a part of your classroom environment in the future.
5. Include discussion of how you will know that your solutions are effective. What changes will you see in your classroom?
6. Cite the peer-reviewed research articles you use in your discussion and include a reference list of sources at the end of your paper.
The following are requirements for your paper:
A. Your paper must meet a minimum of 1,200 words (not including the title page, abstract page, and reference page) and be formatted in current APA style.
B. You must use at least 4 sources in your paper:
1. 1 source must be the Bible. (Reference which translation you use, i.e. KJV, NKJV, NIV, etc.)
2. 1 source must be the course textbook.
3. 2 sources must be peer-reviewed research articles that you find on your own.
a. To assist you in your search for an article, you can access the Jerry Falwell Library at http://libguides.liberty.edu/content.php?pid=544015 to find peer-reviewed journal articles.
b. The self-selected research articles:
1) Must be peer-reviewed;
2) Must be published within the last 5 years; and
3) Must be at least 5 pages.
C. You must include at least 5 citations within your paper for the work you borrow from the 4 sources.
Submit your answers as a Microsoft Word document and attach using the assignment link provided.
Submit your Classroom Challenge 3 by 11:59 p.m. (ET) on Monday of Module/Week 6.
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EDUC
304
Page
1
of
1
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LASSROOM
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HALLENGE
3
–
B
ULLYING
IN THE
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LASSROOM
I
NSTRUCTIONS
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Enc 1102 may 29 30
The document provides guidance on writing an annotated bibliography, including the purpose, format, and examples of annotated bibliography entries. Key points include:
- An annotated bibliography helps the writer learn about their topic, see differing perspectives, and develop their own point of view.
- Entries should follow MLA or APA format and include a citation, precis of the source, and discussion of how it relates to other sources.
- Examples of annotated bibliography entries are provided to demonstrate the required components.
- Students are reminded of the assignment requirements and deadline, and encouraged to schedule appointments for feedback.
1# homeworkInterpretive Analysis EssayPurposeThe purpo.docx
This document outlines the requirements for an interpretive analysis essay assignment on a course film. Students must:
1) Develop an argument about the central meanings and commentary on the human condition communicated through the film's style and narrative.
2) Write an essay that analyzes a screened film using research, critical analysis, and close examination of techniques to support a thesis.
3) Incorporate discussion of the humanities, context, style, narrative, and meaning into a persuasive scholarly essay between 1000-1200 words.
Rhetorical Analysis 3
This document provides instructions for Rhetorical Analysis Assignment #3 in an English 103 course. Students are asked to analyze the rhetoric of a persuasive website related to their topic for Paper 3 and write a 500-word analysis addressing: the site's audience, appeals, contexts, and visual elements. The analysis should follow an introduction-body-conclusion structure and cite textual evidence to support claims about the site's persuasiveness. It is due by email on April 1.
1 Briefly explain how the Ames test is performed and the purpose .docx
This article discusses the experiences of Japanese American women who participated in the Student Relocation Movement from 1942-1945. During World War II, over 120,000 Japanese Americans were incarcerated in internment camps by the U.S. government. The National Japanese American Student Relocation Council helped place students in colleges outside the internment camps to continue their education. The article focuses on how these female students faced pressures to succeed academically and represent the Japanese American community, dealing with issues of gender, race, and citizenship. It examines how the Student Relocation Council selected model students to dispel negative stereotypes, and how the women struggled with social constraints and agency.
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docx
Essay 2: Enter the Conversation
Percentage of Final Grade: 15% or 150 points
Learning Objectives:
·
Students will understand academic writing as a conversation about topics of consequence.
· Students will understand their responsibilities as writers – to accurately cite the work of other writers, to provide their audience with reliable information, and to consider multiple points of view.
· Students will understand academic writing as governed by the conventions of specific discourse communities.
· Students will become more critical readers, learning strategies for previewing, annotating, summarizing analyzing, and critiquing texts.
· Students will acquire informational literacy – the ability to locate and evaluate source material.
· Students will improve their ability to write clear and compelling thesis statements.
· Students will develop the skill of constructive critique, focusing on higher order concerns during peer workshops.
· Students will understand the distinction between revising and editing.
Assignment:
For Essay 2, you will summarize and then respond to
one of the readings from this unit (or the video,
College Inc.). In your essay, you will summarize the reading/video and then respond to it by discussing how your own experiences and knowledge have led you to either agree, disagree, or both agree and disagree with the author
and by including the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Most of the readings can be found in your textbook. However, I also assigned a couple of outside readings and the video,
College, Inc.,
which are posted under Course Content.
In addition to the assigned readings (or the video), you may choose any of the other readings from Chapter 17 in
They Say / I Say. Choose the one that you best understand. Carefully read the example essays that I have posted under Course Content, as they will help you to understand the expectations for the assignment.
Essay 2 is similar to the previous essay, with two additions:
1. Rather than responding to the selected reading/video with your own opinion only, you will add other people’s voices to the conversation by including two secondary sources (i.e., in addition to the selected reading/video). You will use quotes both from the selected reading/video and from your secondary sources to support your assertions.
Your secondary sources can be another reading from this unit. For example, in “Two Years Are Better Than Four,” Liz Addison is responding to Rick Perlstein’s argument in “What’s the Matter with College?” Therefore, you might choose to discuss their opposing views. Instead, you might choose articles you find through one of the library databases, an article in another textbook, a radio show, a podcast, or a video. You are not required to use scholarly sourc.
Adult Development and AgingRelationships ChartDirections De.docx
Adult Development and Aging
Relationships Chart
Directions: Describe the effect each relationship has on the emotional well-being of an individual. Use in-text citations with proper APA formatting. List all references used in your research.
Relationship
Positive impact on emotional well-being
Negative impact on emotional well-being
Techniques on improving the relationship
(must be research based)
How to navigate the relationship
(must be research based)
Cohabitation
Child going to College
Single Parent
Now choose two more relationships from the list below, place both of them in the chart, and complete each heading.
· Marriage
· Caring for an aging parent
· Grandparenting
· Remaining Single
· Adopting a child
· Fostering a child
· Sibling conflict
· Two working parents
· Marital conflict
· Divorce with no children
· Divorce with children
· Remarriage with children (blended family)
References:
HUM 112 Assignment One
By Student Name
HUM 112
Dr. McGeehan
Date Submitted
HUM 112 Assignment One
Question One: Author Information and why Work was Written
Question Two: Summary of Main Ideas
Question Three: Writing Style and Audience
Question Four: Impact and Relevance of Work Today
Sources
1.
2.
3.
1
HUM 112 Week Four Class Presentation
Assignment One over view and Tips for Success Winter 2019
Course Professor: Dr. McGeehan
Overview of Presentation
Intros by Course Professor
Overview of Assignment One and How to Write it
Strayer Writing Standards: How to Format Papers
Time for Student Questions
Overview Of Assignment One:
General Requirements
Choice of Three Topics (post in week 2/3)
Pick Topic that Interests You
Research the Author and the Topic
Find Two or Three sources Including Textbook
Formatting With The Template
Use the Template with Section Headings
Go to Week four Assignment Tab for template
Cover Page and Sources Page are Set up
Answer all Four Questions including Two Paragraphs of information
SWS Formatting Writing Tips
Different from APA but not Complicated
Use in text Citations and Source Page
Put Author’s Last Name and number in ()
Put Citations at End of Each Paragraph
Number sources as Used in Paper
SWS Formatting Tips
Format for first citation (Sayre, 1)
Put this at the end of the Paragraph, then put source on reference page.
Use number 1 and Full Name of Author
1. Henry Sayre. (2015) Name of Textbook…
SWS Formatting Tips
To Cite Second Author (Jones, 2)
Put number on Sources Page and Full Name
2. John Jones. (2016). Name of source…..
Cite Third Author (Taylor, 3)
If cite Author again, use original number (Sayre,1)
Questions or concerns
Paper goes automatically to SafeAssign
Good score for this class 20-% or below.
Use your own words doing the summary. Quote one or two times.
Be objective, not subjective. Your opinions go into last question four.
How to Paraphrase
P.
Gondek- Curriculum Map-extended
The curriculum map summarizes Ms. Gondek's 11th grade Humanities Writing class for the 2011-2012 school year. It is divided into 6 units covering various topics related to social justice such as racism, sexism, and human trafficking. Each unit outlines the essential questions, content, skills, and assessments. Students will analyze texts including music, photographs, films and complete essays, presentations, and exams to explore how institutions maintain oppression and how people work for social change. The culminating project challenges students to address whether forms of oppression like lynching and trafficking are human rights violations.
Developing a shared visionby Adeduntan OkeSubmission dat.docx
Developing a shared vision
by Adeduntan Oke
Submission dat e : 22- Sep- 2018 02:13PM (UT C- 07 00)
Submission ID: 10064 61952
File name : CONT ENT 1537 6507 8014 7 .do cx (22.09K)
Word count : 127 8
Charact e r count : 7 036
28%
SIMILARIT Y INDEX
8%
INT ERNET SOURCES
1%
PUBLICAT IONS
23%
ST UDENT PAPERS
1 20%
2 3%
3 2%
4 1%
5 1%
6 1%
Developing a shared vision
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Grand Canyon University
St udent Paper
m.content.healthaf f airs.org
Int ernet Source
Submitted to EDMC
St udent Paper
Submitted to CSU, Chico
St udent Paper
checkouthomeworklance.com
Int ernet Source
Christine Duf f ield, Michael Roche, Di Twigg,
Anne Williams, Samantha Rowbotham, Sean
Clarke. "Adding unregulated nursing support
workers to ward staf f ing: Exploration of a
natural experiment", Journal of Clinical
Nursing, 2018
Publicat ion
Exclude quo tes On
Exclude biblio graphy On
Exclude matches < 1%
Developing a shared visionby Adeduntan OkeDeveloping a shared visionORIGINALITY REPORTPRIMARY SOURCES
The purpose of this assignment is to provide students with a better understanding of Historical Fiction and Historical Non-fiction. Students are required to read both Required Textbook: Harriet Jacobs’ Incidents In The Life of A Slave Girl (Historical Non-Fiction) and Mark Twain’s Pudd’nhead Wilson (Historical Fiction). After reading these books students are required to write an essay comparing both books to examine how enslaved blacks lives and experiences are documented in both book. Students must select any four topics (4 separate paragraphs) and compare how such topics are documented in both books. Jacobs’ Incidents In The Life of A Slave Girl must be the main point of reference. Meaning, students must first select their four topics from Jacobs’ and then the same four topics from Mark Twain’s Pudd’nhead Wilson and then compare how Twain (historical fiction) attempts to document real life events.
(Even though the below is an example, this is how each topic discussion should be organized in the essay.).
For example: First, if Jacobs discuss enslaved clothing, then the students should document Jacobs description. Second, this discussion should be followed by a comparison to how Mark Twain discusses the enslaved dress. Finally, this discussion should address the following point of reference questions: Did Mark Twain document the enslaved dressing historically correct according to Jacobs’ description? Or did Mark Twain use literally descriptions to embellish and create his own idealized imagery of the enslaved dress? Explain.
Point of reference questions:
Students must use these questions when attempting to compare specific topics in Jacobs and Twain.
Did Mark Twain document the enslaved experiences historically correct according to Jacobs’ description? Or did Mark Twain use literally descriptions to embellish and create his own idealized imagery of enslaved experiences? Explain. Do not type .
Annotated bibliography
This document provides guidance on how to write an annotated bibliography. It explains that an annotated bibliography allows one to learn about a topic and develop their own point of view. Each annotation should include a citation in MLA format, a summary of the source, and an explanation of how the source relates to the research topic. Quotes can be used to support claims. The annotations should be in alphabetical order and follow general MLA formatting guidelines. The annotated bibliography helps to review literature and establish what has already been said about the research topic.
English 202 Feb 3rd 2010
This document provides an agenda and announcements for an English 202 class. It discusses upcoming deadlines, guest speakers, reading techniques like annotation, and reflective writing assignments. Students are asked to read chapters from Malcolm Gladwell's book "The Tipping Point" and discuss key concepts from chapter 2 like connectors, mavens, and salesmen in small groups. The document provides discussion questions and links to example texts to analyze critical reading skills.
Discussion Board Guidelines Students must respond individually
Discussion Board Guidelines
Students must respond individually to the Discussion Board question and forge a discussion with at least two class members.
Discussion Board postings should be "original thought" posting. Unless requested to do so, students should not use the internet to create discussion board responses.
Discussion Board postings should be 300 words minimum in length, provide evidence of reading comprehension through illustrations from the reading assignments, critical thinking, and consideration of others' views.
When Discussion Board work is assigned on the syllabus schedule, students must post their responses by the appointed time and respond to at least two class members' posts within 48 hours/at the appointed time.
Discussion Board work is time-sensitive. Late submissions will not be accepted/will receive a zero.
It is STRONGLY suggested that you visit the discussion board frequently after your work is completed to see where the discussion is going and to further respond to your group members (or your instructor) if need be.
Please see the Discussion Board Rubric for grad
Assignment
Grading Rubric
Meets/Exceeds
Expectations
(10 Pts)
Approaches
Expectations
(8 Pts)
Needs Improvement
(6 Pts)
In-complete
and/or not
done correctly
(1 Pt)
No
Marks/Missing
(0 Pts)
Purpose
Purpose is clear.
Shows awareness of
purpose.
Shows limited
awareness of purpose.
No awareness.
No
Marks/Missing
Main idea Clearly presents a
main idea and
supports it throughout
the paper.
There is a main idea
supported
throughout most of
the paper.
Vague sense of a main
idea, weakly supported
throughout the paper.
No main idea.
Student didn't
turn in
assignment.
Overall and
Style
Well-planned and well-
thought out. Includes
title, introduction, and
statement of main
idea, transitions,
conclusion, using
APA standard: correct
font, font size and no
more than 1000
words.
Good overall
organization includes
the main
organizational tools
but font is incorrect
or word count is
more than 1000
and/or line spacing
is not doubled, or no
APA style.
There is a sense of
organization, although
some of the
organizational tools are
missing and/or late.
No sense of
organization.
Student didn't
turn in
assignment.
Content Exceptionally well-
presented and
discussed; ideas are
detailed, well-
developed with
evidence & facts
based on text
information.
Well-presented and
discussed; ideas are
detailed, developed
and supported with
less evidence and
details.
Content not as clear or
solid; some ideas are
present but not
particularly developed
or supported with
minimal evidence of
clear knowledge of
subject.
Content is not
complete.
Student didn't
turn in
assignment.
Structure Sentences are clear
and varied in pattern,
from simple to
complex, with
excellent use of
punctuation.
Sentences are clear
but may ...
Thesis_statement__1-PPT.ppt
A thesis statement is something professional approach to writing. Where we can write an authentic paragraph with proper use of words.
Enc1102 ann bib intropart1
The document provides guidance on creating an annotated bibliography. It explains that an annotated bibliography should include an introduction paragraph that ties the sources together and describes how they relate to the research topic. Each annotation should include an MLA citation followed by two paragraphs - the first summarizing the source and the second explaining how it relates to the research topic. Around 15-20 sources should be included, and quotes can be used to support claims about the sources. Proper MLA formatting is emphasized throughout.
ORIGINAL ONLY. Must pass SafeAssign. 3 papers 3 page each minimum ea.docx
The document outlines three assignments for a course on personality and sociology of developing countries. Assignment 1 involves a retrospective analysis of the student's personality and influences of nature vs nurture. Assignment 2 requires research on a developing nation and the effects of war and peace on foreign aid distribution. Assignment 3 involves researching a developing nation's lending institutions, healthcare, and human capital development.
Activity Reverse Outline (GRADED)NOTE This activity will be gr.docx
Activity: Reverse Outline (GRADED)
NOTE: This activity will be graded based on completion.
taking notes for a reverse outline
For this activity, you will use the reverse outlining* process and the TEA* formula to help you to revise your critical analysis essay draft. Follow the steps below:
Print out a copy of your essay draft. If you need to generate another copy of your draft, you can revisit 5-3. If you are unable to print a copy of your draft, you can open up your essay document in a word processing program like Microsoft Word and turn on the "Comments" feature that will allow you to insert comments in the margins of the paper.
Write your thesis statement at the top of the page so that you can refer back to it easily.
Click on the following tab to analyze the effectiveness of your thesis statement.
Thesis
When reviewing your essay using TEA, the first step is to analyze your thesis statement*, or your main claim. You should be able to answer "yes" to the following questions:
Is there a thesis statement? Does it appear at the end of the introductory paragraph?
Does my thesis statement express one single central idea/opinion in response to the essay prompt or course-related topic?
Have I arrived at a thesis statement only after a careful and well thought out consideration of the prompt or topic and evidence at my disposal?
Does my thesis statement express my opinion?
Has my thesis statement remained the same as a result of the evidence* that I selected? If not, then you need to revise your thesis statement right away.
Based on your answers to the questions, make any necessary changes to your thesis statement. You should make these edits directly on the page. (Because this is a draft, you can scribble notes on it, cross things out, and mark up the page as much as you would like.)
Read one paragraph at a time and write the main idea of each paragraph in the margins of your paper. Remember that the main idea of the introductory paragraph should be the thesis statement (the last sentence of that paragraph).
Click on the following tab to analyze the effectiveness of your topic sentences, the evidence that supports the thesis statement, and your analysis of the evidence. You will need to do this for each body paragraph.
Topic Sentences
The next step is to analyze the topic sentences* of your body paragraphs. You should be able to answer "yes" to the following questions:
Do I have a topic sentence at the beginning of each body paragraph?
Do my topic sentences relate back to the thesis statement?
Evidence
The next step is to look closely at the evidence* that you are using in your essay. You should be able to answer "yes" to the following questions:
Do I have primary evidence? (Primary evidence is the main evidence that will be used to support the thesis statement.)
Have I selected relevant and convincing evidence?
Do I have enough evidence to support my thesis statement?
Does my evidence fulfill the requirements for the essay?
Does each select.
Ewrt 1 c class 51
This document provides an agenda for an EWRT 1C class. It includes a discussion of final comments on a classroom, an introduction to the third essay assignment, writing time for that essay, homework evaluations, and a final exam review. It also discusses approaches to analyzing passages from Room, including questions about the causes of a character's dreams. The essay assignment asks students to analyze Night, Outer Dark, or Room using a theoretical lens. Guidelines are provided for developing an interpretive thesis statement.
D9-EWRT 211
This document outlines the agenda for an English 211 class. It includes a quiz, discussion of chapter 5 from Madonnas, preparing an outline for an in-class essay on assimilation, how to properly cite quotations, and an upcoming global issues conference. Students will work in groups to share migration stories, record videos, and create visual aids for a project on the theme of "A Community of Migrants" to present at the conference. Homework includes reviewing the essay assignment, preparing an outline, and bringing a blue book to the next class.
Overall Instruction· For any of these topic choices, you must q.docx
Overall Instruction:
· For any of these topic choices, you must quote directly from your chosen works and include page numbers in a parenthetical citation after quotes. Instructions for in-text, parenthetical citations are attached (see pages 3-5 of this handout).
· Choose quoted passages that function as strong evidence and help you communicate your main message about the works of literature you are analyzing. Once you quote a passage, be sure to USE it: that is, interpret what it’s saying and tie it back to your main point about the text. Through your interpretation (analysis) of each and every quote, you should advance your paper’s main argument (thesis).
· Avoid summary! In none of these assignment choices do I ask you to summarize or retell the storyline. Assume your audience has read the pieces that you’re writing about. Instead of summary, I want your creative-analytical response to the literature.
Topics:
1. Put any character in conversation with a character from another work by a different author. Createthe dialogue they might have. Note that your dialogue should capture an important aspect of each character and should be focused on one main theme. You might, for example, have two characters discuss their views about their adversaries or lovers, their plans for dealing with a similar problem they have (e.g. unfaithful spouses or low social status), their different encounters with the underworld, and so on. Write a dialogue (of any length) between the two characters and attach it to an essay of 4-5 pages explaining the reasons you chose to write this particular dialogue and the message you wanted to get across about the role these characters play in their respective works and the burdens or successes they represent. Keep in mind that you don’t have to choose a work’s main characters; it would be very interesting to choose minor characters who play a smaller but critical role in the text. The best essays will illuminate a surprising intersection between the character and texts, as well as an important message about both your characters and the works they represent. Be sure to quote from the original texts in your dialogue and accompanying essay. An alternate approach to this essay choice would be to put two different authors from our syllabus into dialogue with each other.
2. Imagine that you’re planning a film based on a pairing or group of works from the syllabus. Write a description of your film, making sure to answer the questions: why make a film on your chosen works? What message, drawn from the original texts, are you trying to get across, and why do you think it’s important for a contemporary audience to hear this message? Also, think about the stylistic decisions that a film director makes and explain how you would like to see your film made, and why. (Is it a big- budget action film, a romance with recognizable stars, a musical, a comedy, or a “quieter” family drama?) Write an essay of 6-8 pages in which you discuss the .
MGMT 707 Operations ManagementBreak Even case Jana.docx
MGMT 707 Operations Management
Break Even case
Jana and Marla, two recent college graduates, have decided to open their own
copy-service business on a part-time basis. They estimate that their annual
fixed costs are $32,000 and their average variable costs for each copy sold
at $0.03. They expect their selling price to average $0.07 per copy.
A Draw the break-even chart for their business.
B What is their break-even point, in number of copies and in dollars?
C After their 1st year of operations, in which they generated $84,000 in
revenues, Jana and Marla decide to pay themselves $5,000 each per year in
salaries. What do their annual sales have to be in the second year if they
want to make the same amount of profit as they did in their 1st year.
Hint: A: use 1,000,000 copies to determine the high end point.
B: Just multiply the number of copies by $0.07 to get the dollar amount.
C: #1, calculate the profit they made in year one.
#2, add profit from #1 to fixed costs.
#3, treat salaries as fixed costs.
Name:
Topic 1: Persuasive Essay: Outline Worksheet
Review “How Do I Organize My Brainstorm into an Outline?” in “The Writing Process” Media piece.
http://lc.gcumedia.com/phi105/persuasive-writing-website/persuasive-writing-website-v1.1.html
Assignment Directions:
Use the Persuasive Essay Outline on the next page to outline your persuasive essay by completing the following:
1) Use the feedback you received from your instructor to revise your thesis statement.
a) Write your thesis as a complete sentence (as you would in your essay) in the “Thesis Sentence” section under the Introductory Paragraph heading in the outline below.
2) Create a topic sentence for each of the three paragraphs that comprise the body of your essay.
a) Record the topic sentences in each of the “Topic Sentence” sections under the “Support for Thesis” headings in the outline below.
b) Your topic sentences should support your thesis and provide transitions between the paragraphs.
3) Write at least three details for each topic sentence.
a) These details should provide support for the topic sentence.
b) Remember to include at least one in-text citation for each supporting paragraph.
4) Write a concluding sentence under the “Conclusion” heading in the outline below.
a) Your concluding sentence should be your thesis restated in different words.
Persuasive Essay Outline
Introductory Paragraph:
Hook:
Background and contextual information:
Thesis Sentence:
Support for Thesis 1 (Subtopic 1)
Persuasive Topic Sentence including position and subtopic 1:
Detail A:
Detail B:
Detail C:
Transitional sentence:
Support for Thesis 2 (Subtopic 2)
Persuasive Topic Sentence including position and subtopic 2
Detail A:
Detail B:
Detail C:
Transitional sentence:
Support for Thesis 3 (Subtopic 3)
Persuasive Topic Sentence including position and subtopic 3:
Detail A:
Detail B:
.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 5
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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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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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- 1. Women’s studies WMS 70 Midterm Answer TWO of the following questions. Use 2.5 pages per question. IMPORTANT: Upload your file as a Word document (not a pdf). Good luck! Helpful hints 1) Be sure to cite examples from the text. If you characterize an author as making a certain argument, back it up with a quotation and page number. Remember, you are trying to demonstrate that you understand core concepts and arguments advanced by authors that we’ve read in class. Pay attention to the readings! You may use parenthetical citations (AUTHOR NAME, PAGE NUMBER) and, since you are only expected to use texts assigned in class, you don’t need to provide a “Works Cited” page. 2) If you get confused, don’t panic. Look back over your class notes. We’ve been doing intersectional analyses in literally every lecture. 3) There is a grading rubric posted in the files section of this sort. Take a look and let me know if you have any questions. Textbooks link: http://www.foreningenja.org/wp- content/uploads/2017/05/audre.text03.pdf QUESTIONS 1) What would an intersectional, decolonial feminist interpretation of the event with Nathan Phillips OR the Kimberlé Crenshaw video look like? Choose ONE of these videos and write your response. Use two of the readings to elaborate your position. Video of Nathan Phillips: https://www.newsweek.com/maga-cap-wearing-pupils-catholic-school-who-taunted- native-americans-could-1298460. Kimberlé Crenshaw on Intersectionality: https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality?language =en 2) How does Angela Davis’ argument about the post-slavery instantiation of racism and the myth of the black rapist manifest in the case of the Central Park Five? 3) What is settler colonialism? How does settler colonialism affect the protagonist’s expression of sexuality and gender identity in the documentary Kumu Hina? Use the Decolonizing Feminist reading and one other article of your choice to elaborate your response. 4) What is settler colonialism? According to Sarah Deer, how does settler colonialism affect rates of sexual violence against indigenous women today? How might the prioritization of native feminisms help address this problem? Use at Deer and at least one other article to answer this question.#Womens #studies