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Study Guide Questions (1) Describe the concept of a "socio-linguistic variable" and "hypercorrection" using the distribution of [r] vs. [a] in Labov's New York City department store study, and Labov's study of the distribution of [r] vs. [a] in style-sifting. In doing so, be sure to clearly define the concepts and cite actual data provided. (2) Use the data on the verb "keep" to explain the concept of a "semantic schema/template" and "polysemy." Then, explain how "conceptual metaphor" also plays a role in creating polysemy. Be sure to refer to this specific data set and examples. (7) Using examples from the book and the Human Language Series DVD (part 2) explain in clear terms the basic idea behind Noam Chomsky's idea of "Universal Grammar." Give two examples of the reasoning used to support his idea. (8) Using clear examples, explain the concepts of "parsing" and "garden path sentence," and how they give us insight into the process of reading comprehension. In doing so, be sure to include an explanation of how the "surface" of the sentence is different from the "underlying/hidden" syntactic relations. (9) Explain why the simplistic notion of noun as "person, place, thing or abstract idea," or verb as "action word is inaccurate and misleading, What is a more accurate way to characterize and identify the class of nouns and verbs? ...
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Questions
(1) Describe the concept of a "socio-linguistic variable" and
"hypercorrection" using the distribution of [r] vs. [a] in Labov's
New York City department store study, and Labov's study of the
distribution of [r] vs. [a] in style-sifting. In doing so, be sure to
clearly define the concepts and cite actual data provided.
(2) Use the data on the verb "keep" to explain the concept of a
"semantic schema/template" and "polysemy." Then, explain how
"conceptual metaphor" also plays a role in creating polysemy.
Be sure to refer to this specific data set and examples.
(7) Using examples from the book and the Human Language
Series DVD (part 2) explain in clear terms the basic idea behind
Noam Chomsky's idea of "Universal Grammar." Give two
examples of the reasoning used to support his idea.
(8) Using clear examples, explain the concepts of "parsing" and
"garden path sentence," and how they give us insight into the
process of reading comprehension. In doing so, be sure to
include an explanation of how the "surface" of the sentence is
different from the "underlying/hidden" syntactic relations.
(9) Explain why the simplistic notion of noun as "person, place,
thing or abstract idea," or verb as "action word is inaccurate and](https://image.slidesharecdn.com/studyguidequestions1describetheconceptofasoc-221011142031-cd9ef911/85/Study-GuideQuestions-1-Describe-the-concept-of-a-soc-docx-1-320.jpg)
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AN ONTOLOGICAL ANALYSIS AND NATURAL LANGUAGE PROCESSING OF FIGURES OF SPEECH
The purpose of the current paper is to present an ontological analysis to the identification of a particular type of prepositional figures of speech via the identification of inconsistencies in ontological concepts. Prepositional noun phrases are used widely in a multiplicity of domains to describe real world events and activities. However, one aspect that makes a prepositional noun phrase poetical is that the latter suggests a semantic relationship between concepts that does not exist in the real world. The current paper shows that a set of rules based on WordNet classes and an ontology representing human behaviour and properties, can be used to identify figures of speech due to the discrepancies in the semantic relations of the concepts involved. Based on this realization, the paper describes a method for determining poetic vs. non-poetic prepositional figures of speech, using WordNet class hierarchies. The paper also addresses the problem of inconsistency resulting from the assertion of figures of speech in ontological knowledge bases, identifying the problems involved in their representation. Finally, it discusses how a contextualized approach might help to resolve this problem.
AN ONTOLOGICAL ANALYSIS AND NATURAL LANGUAGE PROCESSING OF FIGURES OF SPEECH
The purpose of the current paper is to present an ontological analysis to the identification of a particular type of prepositional figures of speech via the identification of inconsistencies in ontological concepts. Prepositional noun phrases are used widely in a multiplicity of domains to describe real world events and activities. However, one aspect that makes a prepositional noun phrase poetical is that the latter suggests a semantic relationship between concepts that does not exist in the real world. The current paper shows that a set of rules based on WordNet classes and an ontology representing human behaviour and properties, can be used to identify figures of speech due to the discrepancies in the semantic relations of the concepts involved. Based on this realization, the paper describes a method for determining poetic vs. non-poetic prepositional figures of speech, using WordNet class hierarchies. The paper also addresses the problem of inconsistency resulting from the assertion of figures of speech in ontological knowledge bases, identifying the problems involved in their representation. Finally, it discusses how a contextualized approach might help to resolve this problem
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Title Page
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Paragraph describing
Vygotsky's
contribution to learning theory (social and cultral process of development)
cite your textbook and one scholarly article
include scaffolding and zone of proximal development (his two biggest contributions)
Strategy #1
How would you use
scaffolding
while teaching reading or using literature
Literature Selection #1
Choose a specific piece of literature that you would use to show observational learning
Explain how this piece of literature could accomplish observational learning and why you chose it
Strategy #2
How would you use
zone of proximal development
while teaching reading or using literature
Literature Selection #2
Choose a speci
fic piece of literature that you would use to show modeling
Explain how this piece of literature could accomplish modeling and why you chose it
Conclusion Paragraph
Summary of your paper
Reference page
textbook, two outside resources, and your two children's books
Reference
Travers, B. E., & Travers, J. F. (2008).
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Research in Artificial Intelligence has built upon the tools and techniques of many different disciplines, including formal logic, probability theory, decision theory, management science, linguistics and philosophy. However, the application of these disciplines in AI has necessitated the development of many enhancements and extensions.
AN ONTOLOGICAL ANALYSIS AND NATURAL LANGUAGE PROCESSING OF FIGURES OF SPEECH
The purpose of the current paper is to present an ontological analysis to the identification of a particular type of prepositional figures of speech via the identification of inconsistencies in ontological concepts. Prepositional noun phrases are used widely in a multiplicity of domains to describe real world events and activities. However, one aspect that makes a prepositional noun phrase poetical is that the latter suggests a semantic relationship between concepts that does not exist in the real world. The current paper shows that a set of rules based on WordNet classes and an ontology representing human behaviour and properties, can be used to identify figures of speech due to the discrepancies in the semantic relations of the concepts involved. Based on this realization, the paper describes a method for determining poetic vs. non-poetic prepositional figures of speech, using WordNet class hierarchies. The paper also addresses the problem of inconsistency resulting from the assertion of figures of speech in ontological knowledge bases, identifying the problems involved in their representation. Finally, it discusses how a contextualized approach might help to resolve this problem.
AN ONTOLOGICAL ANALYSIS AND NATURAL LANGUAGE PROCESSING OF FIGURES OF SPEECH
The purpose of the current paper is to present an ontological analysis to the identification of a particular type of prepositional figures of speech via the identification of inconsistencies in ontological concepts. Prepositional noun phrases are used widely in a multiplicity of domains to describe real world events and activities. However, one aspect that makes a prepositional noun phrase poetical is that the latter suggests a semantic relationship between concepts that does not exist in the real world. The current paper shows that a set of rules based on WordNet classes and an ontology representing human behaviour and properties, can be used to identify figures of speech due to the discrepancies in the semantic relations of the concepts involved. Based on this realization, the paper describes a method for determining poetic vs. non-poetic prepositional figures of speech, using WordNet class hierarchies. The paper also addresses the problem of inconsistency resulting from the assertion of figures of speech in ontological knowledge bases, identifying the problems involved in their representation. Finally, it discusses how a contextualized approach might help to resolve this problem
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Paragraph describing
Vygotsky's
contribution to learning theory (social and cultral process of development)
cite your textbook and one scholarly article
include scaffolding and zone of proximal development (his two biggest contributions)
Strategy #1
How would you use
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Literature Selection #1
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Reference page
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An Outline Of Type-Theoretical Approaches To Lexical Semantics
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Project Concept
The final project allows students to apply different frameworks of discourse analysis and stylistics on an authentic text of their choice.
Text
Analyzed text should be authentic, i.e., not a figment of one’s imagination, but a record of an existent interaction. It could be spoken or written, literary or non-literary, in Arabic or English. Spoken text is to be transcribed, and the audio/video file containing the text is to be submitted along with the project for instructor review. If the text is in Arabic, examples may be cited in Arabic, but all discussion of text is to be in English.
Discourse Analysis and Stylistics Perspectives
Discourse and stylistics perspectives are to be applied in a comprehensive and sophisticated manner. That is, indices are to be clearly highlighted, explanations of their relation to frameworks are to be explained, and connections with other aspects of discourse are to be made. Perspectives discussed in class include:
1. Intertextuality in discourse
2. Differences between spoken and written discourse (grammatical intricacy, lexical density, nominalization, explicitness, contextualization, spontaneity, repetition, hesitation, redundancy)
3. Speech acts (illocutionary acts, directness/indirectness in relation to syntactic structures)
4. The cooperative principle (maxims, meta-discourse, flouting, violating, opting-out, implicatures)
5. Politeness (positive face, negative face, face-threatening acts, mitigating devices, politeness strategies)
6. Identity construction through language
7. Indexing gender in discourse
8. Critical discourse analysis
9. Stylistics
Individual Contributions
Students are to work individually or in pairs; each student/pair is to decide on whether to:
· Explore different perspectives in one text, or
· Explore one perspective in multiple texts.
Report Structure
The project is to be submitted as a Word document. Follow APA format in indicating student name, university ID number, and course number. The body of the document is to be double-spaced and structured as follows:
I. Introduction
a. State the source of the text (type of data, title of work, and year – if applicable.)
b. Provide a characterization of text context (who, what, why, where, when, and how.)
c. Indicate your main discourse analysis perspective.
d. Specify the framework followed, citing scientific research.
II. Text
a. Transcribe pre-approved text according to discourse analysis conventions
b. Number each line to the left of text.
c. Capitalize the names of each speaker and the beginning of their utterances.
III. Analysis
a. Analyze text holistically, avoiding line-by-line analysis.
b. Have a clear topic sentence for each paragraph.
c. Identify discourse phenomena using appropriate technical terminology.
d. Support statements with illustrative examples.
e. Examples are to be single-spaced, followed by line numbers in parentheses.
f. Each example is to be followed by an elaborate and clear ex ...
How do we generate spoken words This issue is a fasci-natin.docx
How do we generate spoken words? This issue is a fasci-
nating one. In normal fluent conversation we produce two
to three words per second, which amounts to about four syl-
lables and ten or twelve phonemes per second. These words
are continuously selected from a huge repository, the men-
tal lexicon, which contains at least 50–100 thousand words
in a normal, literate adult person1. Even so, the high speed
and complexity of word production does not seem to make
it particularly error-prone. We err, on average, no more
than once or twice in 1000 words2. This robustness no
doubt has a biological basis; we are born talkers. But in ad-
dition, there is virtually no other skill we exercise as much as
word production. In no more than 40 minutes of talking a
day, we will have produced some 50 million word tokens by
the time we reach adulthood.
The systematic study of word production began in the
late 1960s, when psycholinguists started collecting and ana-
lyzing corpora of spontaneous speech errors (see Box 1).
The first theoretical models were designed to account for
the patterns of verbal slips observed in these corpora. In a
parallel but initially independent development, psycholin-
guists adopted an already existing chronometric approach
to word production (Box 1). Their first models were de-
signed to account for the distribution of picture naming la-
tencies obtained under various experimental conditions.
Although these two approaches are happily merging in
current theorizing, all existing models have a dominant kin-
ship: their ancestry is either in speech error analysis or it is
in chronometry. In spite of this dual perspective, there is a
general agreement on the processes to be modeled.
Producing words is a core part of producing utterances; ex-
plaining word production is part of explaining utterance
production3,4. In producing an utterance, we go from some
communicative intention to a decision about what infor-
mation to express – the ‘message’. The message contains one
or more concepts for which we have words in our lexicon,
and these words have to be retrieved. They have syntactic
properties, such as being a noun or a transitive verb, which
we use in planning the sentence, that is in ‘grammatical en-
coding’. These syntactic properties taken together, we call
the word’s ‘lemma’. Words also have morphological and
phonological properties that we use in preparing their syl-
labification and prosody, that is in ‘phonological encoding’.
Ultimately, we must prepare the articulatory gestures for
each of these syllables, words and phrases in the utterance.
The execution of these gestures is the only overt part of the
entire process.
This review will first introduce the two kinds of word
production model. It will then turn to the computational
steps in producing a word: conceptual preparation, lexical
selection, phonological encoding, phonetic encoding and
articulation. This review does not cover models of word
reading.
Two kinds of model ...
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This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it.
This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.
Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface.
We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
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Describe the 4 phases of demographic transition, including if the population is stable, growing, or declining in each.
According to demographers, what factors lead to a decline in the crude birth rates (CBR) and crude death rates (CDR) in the epidemiologic and fertility phases of the demographic transition?
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The final project allows students to apply different frameworks of discourse analysis and stylistics on an authentic text of their choice.
Text
Analyzed text should be authentic, i.e., not a figment of one’s imagination, but a record of an existent interaction. It could be spoken or written, literary or non-literary, in Arabic or English. Spoken text is to be transcribed, and the audio/video file containing the text is to be submitted along with the project for instructor review. If the text is in Arabic, examples may be cited in Arabic, but all discussion of text is to be in English.
Discourse Analysis and Stylistics Perspectives
Discourse and stylistics perspectives are to be applied in a comprehensive and sophisticated manner. That is, indices are to be clearly highlighted, explanations of their relation to frameworks are to be explained, and connections with other aspects of discourse are to be made. Perspectives discussed in class include:
1. Intertextuality in discourse
2. Differences between spoken and written discourse (grammatical intricacy, lexical density, nominalization, explicitness, contextualization, spontaneity, repetition, hesitation, redundancy)
3. Speech acts (illocutionary acts, directness/indirectness in relation to syntactic structures)
4. The cooperative principle (maxims, meta-discourse, flouting, violating, opting-out, implicatures)
5. Politeness (positive face, negative face, face-threatening acts, mitigating devices, politeness strategies)
6. Identity construction through language
7. Indexing gender in discourse
8. Critical discourse analysis
9. Stylistics
Individual Contributions
Students are to work individually or in pairs; each student/pair is to decide on whether to:
· Explore different perspectives in one text, or
· Explore one perspective in multiple texts.
Report Structure
The project is to be submitted as a Word document. Follow APA format in indicating student name, university ID number, and course number. The body of the document is to be double-spaced and structured as follows:
I. Introduction
a. State the source of the text (type of data, title of work, and year – if applicable.)
b. Provide a characterization of text context (who, what, why, where, when, and how.)
c. Indicate your main discourse analysis perspective.
d. Specify the framework followed, citing scientific research.
II. Text
a. Transcribe pre-approved text according to discourse analysis conventions
b. Number each line to the left of text.
c. Capitalize the names of each speaker and the beginning of their utterances.
III. Analysis
a. Analyze text holistically, avoiding line-by-line analysis.
b. Have a clear topic sentence for each paragraph.
c. Identify discourse phenomena using appropriate technical terminology.
d. Support statements with illustrative examples.
e. Examples are to be single-spaced, followed by line numbers in parentheses.
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How do we generate spoken words This issue is a fasci-natin.docx
How do we generate spoken words? This issue is a fasci-
nating one. In normal fluent conversation we produce two
to three words per second, which amounts to about four syl-
lables and ten or twelve phonemes per second. These words
are continuously selected from a huge repository, the men-
tal lexicon, which contains at least 50–100 thousand words
in a normal, literate adult person1. Even so, the high speed
and complexity of word production does not seem to make
it particularly error-prone. We err, on average, no more
than once or twice in 1000 words2. This robustness no
doubt has a biological basis; we are born talkers. But in ad-
dition, there is virtually no other skill we exercise as much as
word production. In no more than 40 minutes of talking a
day, we will have produced some 50 million word tokens by
the time we reach adulthood.
The systematic study of word production began in the
late 1960s, when psycholinguists started collecting and ana-
lyzing corpora of spontaneous speech errors (see Box 1).
The first theoretical models were designed to account for
the patterns of verbal slips observed in these corpora. In a
parallel but initially independent development, psycholin-
guists adopted an already existing chronometric approach
to word production (Box 1). Their first models were de-
signed to account for the distribution of picture naming la-
tencies obtained under various experimental conditions.
Although these two approaches are happily merging in
current theorizing, all existing models have a dominant kin-
ship: their ancestry is either in speech error analysis or it is
in chronometry. In spite of this dual perspective, there is a
general agreement on the processes to be modeled.
Producing words is a core part of producing utterances; ex-
plaining word production is part of explaining utterance
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communicative intention to a decision about what infor-
mation to express – the ‘message’. The message contains one
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and these words have to be retrieved. They have syntactic
properties, such as being a noun or a transitive verb, which
we use in planning the sentence, that is in ‘grammatical en-
coding’. These syntactic properties taken together, we call
the word’s ‘lemma’. Words also have morphological and
phonological properties that we use in preparing their syl-
labification and prosody, that is in ‘phonological encoding’.
Ultimately, we must prepare the articulatory gestures for
each of these syllables, words and phrases in the utterance.
The execution of these gestures is the only overt part of the
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This review will first introduce the two kinds of word
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selection, phonological encoding, phonetic encoding and
articulation. This review does not cover models of word
reading.
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This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it.
This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.
Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface.
We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
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For each of the following two cases, answer the following questions:
a.
Set forth arguments indicating that the firm’s independence has not been impaired.
b.
Set forth arguments indicating that the firm’s independence has been impaired.
c.
Express your personal opinion. Identify those arguments from part (a) or part (b) that you found most persuasive. If you believe that the firm’s independence has been impaired, make suggestions about how the problem might be resolved.
Case1:
Don Moore, a partner in the firm, has recently moved into a condominium which he shares with his girlfriend, Joan Scott. Don owns the condominium and pays all the expenses relating to its maintenance. Otherwise, the two are self‐supporting. Joan is a stockbroker, and recently she has started acquiring shares in one of the audit clients of this office of the public accounting firm. The shares are held in her (Joan’s) name. At present, the shares are not material in relation to her net worth.
Case2:
Mary Reed, a new staff auditor with the firm, has recently separated from her husband. Mary has filed for divorce, but the divorce cannot become final for at least five months. The property settlement is being bitterly contested. Mary’s husband has always resented her professional career and has just used community property to acquire one share of common stock in each of the publicly owned companies audited by the office in which Mary works.
.
Not-for-profit organizations are using social media to redefine how .docx
Not-for-profit organizations are using social media to redefine how they can get funding for their missions. There are even a few that exist totally online. Check out
www.donorschoose.org
and
www.kiva.org
. Both of these depend on crowds (called crowdfunding) to either fund educational projects (Donors Choose) or lend money to support projects all over the world (Kiva) using the microfinancing model.
Take a minute to explore these sites and view some of the projects up for funding. Pick one project that interests you. How is it organized? Do you think the model is effective? Why or why not?
.
North, South and West Please respond to the following (Note Pl.docx
"North, South and West"
Please respond to the following: (Note: Please make a substantive comment to peer post below)
https://blackboard.strayer.edu/bbcswebdav/institution/HIS/105/1138/Week3/Scenario/story.html
From the scenario, examine the impact of immigration on the need for post-Reconstruction period legislators to create policies. Provide at least two (2) reasons why white politicians saw other minority groups as a threat and acted to limit their freedoms. Provide a rationale for your response
RESPOND PEER POST:
White politicians saw other minority groups as a threat and acted to limit their freedoms.
During the Reconstruction era, blacks constituted absolute majorities of the populations in Mississippi and South Carolina equal to the white population in Louisiana, and represented more than 40% of the population in four other former Confederate states. Southern whites, fearing black domination, resisted the Freedmen’s exercise of political power.
In 1867, black men voted for the first time. By the 1868, Texas, Mississippi, and Virginia had still not been re-admitted to the Union. Radical Republican Civil War General Ulysses S. Grant was elected president thanks to 700,000 black voters. In February 1870, the Fifteenth Amendment was ratified; it was designed to protect blacks' right to vote from infringement by the states.
White supremacist paramilitary organizations, allied with Southern Democrats, used intimidation, violence and assassinations to repress blacks and prevent them from exercising their civil rights in elections from 1868 until the mid-1870s. The insurgent Ku Klux Klan (KKK) was formed in 1865 in Tennessee (as a backlash to defeat in the war) and quickly became a powerful secret vigilant group, with chapters across the South. The Klan initiated a campaign of intimidation directed against blacks and sympathetic whites. Their violence included vandalism and destruction of property, physical attacks and assassinations, and lynching’s. Teachers who came from the North to teach freedmen were sometimes attacked or intimidated as well. Under the Force Acts of 1870, the KKK was suppressed by federal prosecution.
.
North, South and West Please respond to the following (Note Plea.docx
"North, South and West" Please respond to the following: (Note: Please make a substantive comment to one (1) of your classmates.)
From the scenario, examine the impact of immigration on the need for post-Reconstruction period legislators to create policies. Provide at least two (2) reasons why white politicians saw other minority groups as a threat and acted to limit their freedoms. Provide a rationale for your response.
.
No unread replies.88 replies.Go to httpwww.eagles.orgvu-.docx
No unread replies.
8
8 replies.
Go to
http://www.eagles.org/vu-study/survival/threats-to-survival.php
(Links to an external site.)
How does DTT affect bald eagles specifically.
What happened to the bald eagle population after DTT was banned in the U.S.?
http://www.fws.gov/Midwest/eagle/population/chtofprs.html
(Links to an external site.)
.
Not only are people born into a specific culture, they also are soci.docx
Not only are people born into a specific culture, they also are socialized into specific gender roles. “Cross cultural studies of gender are concerned with both the degree to which psychological processes and behaviors are relatively invariant across cultures and how they vary systematically with cultural influences,” according to Best and Williams (Matsumoto (Ed.), 2001, p. 197). Cultures often differ in the emphasis placed on social roles assigned to males and females; appropriate gender relations based on sexual role ideologies; gender stereotypes; and the incorporation of masculinity and femininity into self-concept and self-perception. Children are socialized into these gender roles through multiple agents, such as parents, siblings, peers, teachers, religious institutions, and various forms of media.
For this Discussion,
consider various socialization agents and their influence on gender role development related to behaviors, attitudes, or expectations. Use Japanese culture and Arabic culture. Select two socialization agents to use in this Discussion.
With these thoughts in mind:
Write
a description of the two socialization agents you selected and explain how these agents influence gender role development across two different cultures. Then, describe two socialization agents that influenced your own gender role development and explain how. Finally, explain how your gender role development might have been affected if you were raised in a different culture.
Support your response using current literature. No more than 4 paragraph and in APA format.
.
NOTE I am very particular about my papers. Please do not respond if.docx
NOTE: I am very particular about my papers. Please do not respond if you cannot provide a well written researched paper. I will research your paper and resources.
COMPANY: DIRECTV
Must use the pending merger with AT&T
Write
a draft of no more than 1,800 words of the strategic plan for your organization, including the following:
Implementation plan
Objectives
Functional tactics
Action items
Milestones and a deadline
Tasks and task ownership
Resource allocation
Any required organizational change management strategies that would enhance successful implementation
Key success factors, budget, and forecasted financials, including a break-even chart
Risk management plan, including contingency plans for identified risks
.
Note Be sure to review the examples and hints provided with e.docx
Note:
Be sure to review the examples and hints provided with each step! Your answers should be similar to the examples.
Step 1: Select Your Research Question
3. How does fast food contribute to obesity in children?
How will Step 1 be graded?
Step 1 will not receive a grade.
Step 2: Select Your Search Terms
A. Identifying Key Concepts
List the three key concepts (words, phrases, or both) that best describe the main concepts of your selected research question from Step 1.
Key Concept 1
Key Concept 2
Key Concept 3
Fast food
Obesity
Children
Example:
For the research question "How can marketing on the Internet be effective for a small business?" the key concepts are:
marketing, Internet, small business
Hint:
Refer to module 1 for key concepts.
Instructor Comments
Great job picking out the three key concepts!
Additional Comments
B. Brainstorming Alternative/Related Terms
Review the key concepts you listed in each of the boxes above (Step 2, Part A) and identify alternative terms/synonyms or related terms for each key concept in the appropriate box below.
Key Concept 1
Alternative/Related Terms
Key Concept 2
Alternative/Related Terms
Key Concept 3
Alternative/Related Terms
nourishment, nutrients, diet, reckless, loose
fatness, heaviness, size
kids, families, youngsters
Example:
For the research question example in Step 2, Part A:
Key Concept 1: marketing
Key Concept 1 Alternative/Related Terms: branding, advertising, promotion
Hint:
Refer to module 1 for a review of identifying alternative/related terms (keywords) for key concepts.
How will Step 2 be graded?
Unsatisfactory (0 points): Does not demonstrate an understanding of the key concepts of the research question or identify any relevant alternative/related terms or synonyms.
Satisfactory (1–4 points): Does not correctly list the three key concepts from the research question in Part A and identifies only one relevant alternative/related term or synonym for each key concept listed in Part B.
Excellent (5 points): Accurately lists three key concepts of the research question, thus demonstrating an understanding of the research question, and identifies two or more relevant alternative/related terms for each key concept, indicating some creative brainstorming.
Instructor Comments
You did not correctly identify alternative/related terms for all the key concepts. Please review identifying related terms (keywords) in week 1.
Additional Comments
Some alternate keywords for fast food: junk food, fried foods, convenience foods
Try to become more detail-oriented by correctly identifying the keywords in a research question and then alternate keywords for them. Stay on track.
Step 2 Grade
4.5
Step 3: Create a Search Statement
Using all of the key concepts you identified in Step 2, Part A and some of the keywords (alternative/related terms) you identified in Step 2, Part B, create a search statement that effectively uses Boolean operators and advanced searching techniques (nesting, truncation, phrase.
NOTE A Power point presentation is also required along side this.docx
NOTE**** A Power point presentation is also required along side this paper/
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE
: Saturday, May 15, 2021 by 5pm Eastern Standard
BACKGROUND
: You will be working on the Criminal Justice Program Proposal throughout this course. This is a cumulative assignment, this is a follow up on the previous assignment.
This Project will be based on the following subject:
Information Sharing (SEE ATTACHED CASE STUDY) <-----Very Important
Complete
the last portion of your proposal by addressing the following maintenance and change-process elements:
Describe communication processes among key personnel.
Describe the importance of cyclical evaluation to identify future problems and program development changes.
Describe the system you will use to continuously collect stakeholder concerns and recommendations.
Identify quality control criteria.
Describe monitoring strategies to evaluate personnel performance and program operations.
Reassess the entire program from start to finish and update any inconsistencies, contradictions, or inadequacies.
Finalize
your Criminal Justice Program Proposal by compiling Parts I through VI into one cohesive 5500- to 7,000-word cumulative proposal.
Include a table of contents and any appendices as needed in the final version submitted to your instructor.
ADDITIONALLY:
Create
a 10- to 15-slide Microsoft® PowerPoint® presentation that captures all sections of your proposal. Your presentation must represent your proposed program in its entirety.
Include
detailed speaker notes in the presentation. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation.
Format
your proposal consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
No plagiarismBetween 10 and 15 relevant academic journals with H.docx
No plagiarism
Between 10 and 15 relevant academic journals with Harvard referencing.
Look into what Mario Draghi and the IMF what they have said about this subject.
What are the macroprudential tools? Explain.
The structure of the assignment should be like this.
Introduction
Abstract
Theory here show (how macroprudential policies effect financial risk)
Literature review (this should be half of the paper over 1700 words)
Perspective of regulators
Analysis what have you learnt
Conclusion
References Harvard style
Do not exceed 3000 words
.
No plagirism , please I need this on time due 41715 no work cited .docx
No plagirism , please I need this on time due 4/17/15 no work cited from wikipedia
Option #2: Weather Disasters
Like earthquakes and volcano eruptions, major hurricanes and tornadoes have occurred long before there were humans on Earth. Choose one hurricane or tornado that significantly impacted humans and report on it. Be sure to cover how it affected the Earth, the damages and death tolls, the economic impact, and any permanent consequences.
Your paper should meet the following requirements:
Be 3-4 pages in length
Cite 1-2 outside sources
.
no need outside source expect for Durkheims on suicideFor the t.docx
no need outside source expect for Durkheim's on suicide
For the two following quotes from Durkheim provide a “translation” into your own words (rewriting and explaining the original) as well as commentary/ discussion about its meaning in relation to the whole of Durkheim’s book.
Quotation P.213 (On Suicide)
“It is not without reason, therefore, that man feels himself to be double: he actually is double… In brief, this duality corresponds to the double existence that we lead concurrently; the one purely individual and rooted in our organisms, the other social and nothing but an extensions of society.”
Quotation 2.
“A social fact is identifiable through the power of external coercion which it exerts or is capable of exerting upon individuals.”
Limited: no more than two pages.
.
No matter where I worked or what job I held, it was my interpersona.docx
"No matter where I worked or what job I held, it was my interpersonal communication skills and effective project management that helped me thrive in the workplace."
- Joni Norby, Advisory Board, Kaplan University School of Business J. Norby, Professional Questionnaire, November 28, 2012
At some point in your life, you met someone who impressed you as professional. Think about what characteristics you saw in him/her that made you think of them as a professional.
.
no more than 1,250 words. A strategic plan for ESPN, including the f.docx
no more than 1,250 words. A strategic plan for ESPN, including the following:
Implementation plan
Objectives
Functional tactics
Action items
Milestones and a deadline
Tasks and task ownership
Resource allocation
Any required organizational change management strategies that would enhance successful implementation
Key success factors, budget, and forecasted financials, including a break-even chart
Risk management plan, including contingency plans for identified risks
.
No other country in the world has a health care system like that of .docx
No other country in the world has a health care system like that of the United States. For this Discussion Board assignment, complete the following:
Choose a developed country and discuss how its model of health care (e.g., national health insurance, national health system, or socialized health insurance) differs from that of the United States.
Discuss some of the strengthens and weaknesses of that model in comparison to what is offered in the United States.
.
NO PLAGARISM IF YOU CANNOT DO ORIGINAL AND GOOD QUALITY WORK, THE.docx
NO
PLAGARISM: IF YOU CANNOT DO ORIGINAL AND GOOD QUALITY WORK, THEN PLEASE DO NOT DO NOT SEND A HANDSHAKE*********
REFERENCES AND APA FORMAT( DOES NOT HAVE TO BE DOUBLE SPACED)
This task relates to previous work that have already been done.
Project Risks WBS and Budget Updates (1, 000 WORDS)
Identify the additional tasks that are associated with planning, monitoring, and controlling risks.
Put this in a WBS structure so that they can be added to an existing plan.
Determine a contingency budget to mitigate the risks that are most likely to occur.
Determine additions to the project plan budget to monitor and control risks.
Project Risks Communications Plan (1,000 WORDS)
Identify the stakeholders that communications should go to.
Determine the frequency of communications.
Construct the types of reports and how they will be delivered.
Discuss how this might be integrated into the change management process.
Define who has the final authority for sign-off to extract from the contingency budget to mitigate risks.
.
New Opportunities in Community SettingsCommunity based nursing h.docx
New Opportunities in Community Settings
Community based nursing has new opportunities in community settings. The rationale for these opportunities is the change in demographics, change in disease patterns, increase in the chronic illness and reform in the health financing system. Now various health communities play an important role in representing the new and advanced way of providing community nursing to a large group of population.
On the basis of your reading, answer the following questions:
The conceptual frameworks applied to community-oriented nursing practice expand the scope of nursing care by addressing non-medical aspects of health. Those who are not familiar with healthcare perceive nurses as providers of hands-on care only. Suggest ways to change this perception.
What makes nursing case management special? Is it appropriate for everyone? Give reasons.
Populations can be defined by inclusion or exclusion criteria, using one or many of either type. Using factors in addition to medical tests, diagnoses, and so forth, prioritize the characteristics you think are important in defining a population for community health nursing.
Health care Community Services
Identify four organizations in your community that deliver primary health care. Based on the objective material that you can obtain, determine whom each organization serves; what services each provides; and where each organization gets its funding from. Also evaluate the relative value of each organization's services to individuals and families in the community.
.
Nine-year-old Wandas teacher notices that for the past few weeks, W.docx
Nine-year-old Wanda's teacher notices that for the past few weeks, Wanda has not been talking to her friends and is always sitting alone in a corner. After talking to Wanda's friends, the teacher finds out that Wanda's sixteen-year-old brother was killed in a gang fight two months ago and her parents have since separated. The teacher talks to her friend Daphne, a counselor, to see if there is anything she can do about Wanda. She wants to know if there is any way in which children and families affected by exposure to violence can be assisted with emotional impact of these events. The teacher also asks Daphne, in the role of a counselor, to call Wanda's parents to see if they would be willing to talk with her about the death of their son, their separation, and Wanda's behavior at school. Daphne is not employed or affiliated with the school.
What would be Daphne's role, as a counselor, in helping the teacher?
What do you see as important roles of a counselor working in a community?
What are the ethical responsibilities that counselors and human services professionals hold toward the community? When answering this question identify the ethical code number and definition, using your own words, of the ethical responsibilities of these professionals.
Briefly speak how you, as an ethical counselor, would respond to the teacher's request for you to speak with Wanda and her family.
Short answer, 300 to 500 words APA format
.
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