The Topic im going to be talking about is The right to Bear Arms Th.docx
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The Topic im going to be talking about is "The right to Bear Arms The United States 2nd Amendement" http://en.wikipedia.org/wiki/Second_Amendment_to_the_United_States_Constitution Prepare and deliver a 5-minute supporting one-point presentation on a topic of your choice. Choose three types of supporting materials to support your point. . Develop a 6 to 8 slide Microsoft ® PowerPoint ® presentation to highlight the supporting material. This requires research and skillful handling of the effective use of language and supporting material. This assignment stresses audience analysis and adaptation. Submit your Outline This week’s speech is graded on the following subheadings: · Audience and Topic · Delivery: Voice and body language · Introduction · Body · Conclusion · Visual Aids · Language · Overall Evaluation *** APA is required .
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IT Presentations WorksheetCOMM218 Version 21University of.docx
IT Presentations Worksheet
COMM/218 Version 2
1
University of Phoenix Material
IT Presentations Worksheet
When completing the worksheet, use a variety of multimedia from the following list: objects, models, video, WebEx, Prezi, PowerPoint®, Speaker, Transparencies, Flip Charts, Handouts, etc.
Complete the table for each audience by:
· Selecting the type of presentation that might be delivered to each audience.
· Describing, in 75 to 100 words, the purpose and potential topic for each audience.
· Describing three types of media that would be appropriate for each audience and why you selected each type.
Audience
Type of IT Presentation – Select the type of presentation that might be delivered to the audience.
Purpose and Topic – Describe the purpose and potential topics in 75 to 100 words.
3 Types of Media
Describe 3 types of multimedia that would be appropriate for this audience and explain why you chose each.
Board Room
Small Audience of Peers
Large Audience of General Public
Virtual Audience of Mixed Attendees
Copyright © 2015 by University of Phoenix. All rights reserved.
Supporting One-Point Outline
COMM/218 Version 2
1
University of Phoenix Material
Informative Presentation Outline
Use this outline to help you prepare your informative presentation in Weeks 2 and 3.
Part 1: Audience and Purpose
· What is the topic of your speech?
· Who is the audience for your speech?
· What is the purpose of your speech?
Part 2: Outline – Complete the outline for your presentation. You will write out the introduction and conclusion, which you will record Week 2 in YouSeeU. Your speech should have at least two body sections, with supporting points.
1. Introduction – Write out the introduction that you will record in Week 2.
2. Body Section 1
a. Supporting point
b. Supporting point
3. Body Section 2
a. Supporting point
b. Supporting point
4. Body Section 3
a. Supporting point
b. Supporting point
5. Conclusion – Write out your conclusion that you will record in Week 2.
Part 3: Reflection – Answer the following reflective questions:
· Describe what worked well for you in the outlining and preparation phases of the presentation.
· Identify at least three signs of speech anxiety and methods you will use to control them.
· Describe ways you can capture the attention of your audience and continue to engage them throughout the presentation.
Copyright © 2015, 2014, 2009 by University of Phoenix. All rights reserved.
...
Research Paper Outline ExamplesOutline in a list I. Intro.docx
Research Paper Outline Examples
Outline in a list:
I. Introduction
1. Background
2. Thesis Statement
II. Body
First Topic
Point A
1. Supporting evidence
2. Supporting evidence
Point B
1. Supporting evidence
2. Supporting evidence
Second Topic
Point A
1. Supporting evidence
2. Supporting evidence
Point B
1. Supporting evidence
2. Supporting evidence
Third Topic
Point A
1. Supporting evidence
2. Supporting evidence
III. Conclusion
1. Summarize the main points of your paper and restate your thesis in fresh words.
2. Make a strong/memorable final statement
Project: To-Do List
In this unit you will need to:
Review Project assignment below
Select a topic and submit it via email to your instructor for approval by Week 5
Research the topic
Create outline for the presentation
Record presentation either in the Discussion Board--or upload video to Discussion Board
Submit Presentation Outline along with List of Outside Sources
View presentations of several classmates
Submit one Video Response Paper on two classmates' presentations
Project - Oral Presentation Assignment
CMST 440 Video Presentation Assignment
Oral Presentation Video You will prepare a 10-12 minute oral presentation based on your Presentation Outline (see below). You will make a digital video of the presentation and submit it to the instructor. The video portion of the assignment is worth 70 points; your outline and references are worth 10 points; and your video peer response paper is worth 20 points.
Digital Video Camera & Acceptable File Formats You will need a digital video camera or webcam for the Project. You may either record your presentation in Canvas using a webcam OR record it with a digital video camera and upload it
Steps in Completing Final Project
1. Select a topic and submit it via e - mail to your instructor for approval
2. Research your topic
3. Create a presentation outline and a list of outside sources
4. Record presentation via video camera and upload to OR record in Canvas using a webcam
6. Submit your Response Paper on two classmates’ videos
1. Selecting a Topic by Week 4 of the quarter you should select an global communications topic you’re interested in. Instructor approval is required. Please email the instructor regarding your possible topic.
See syllabus for example research papers:
- Advertising of controversial products in China
- Globalization and cultural imperialism in Jamaica
- The portrayal of Afghan women in the U.S. war on terrorism
Once approved, you may start researching your topic. The project will be an in-depth examination of your topic. You will then develop an oral presentation on your findings.
2. Research Your Topic You must use at least 10 outside sources in your research project, and at least 5 of those sources must come from academic publications such as scholarly peer-reviewed journals.
Research Question Your project must be based on a clearly-stated research question; it must contain a short lit ...
Children - oldest on leftFemaleSperm DonorMis.docx
Children - oldest on left:
Female:
Sperm Donor:
Miscarriage or abortion (give year):
2010
Index/focus person:
Male:
Children - twins:
Children - adopted:
Marriage (M):
Common-law (CL):
(Male on left, Female on right, indicate year)
M 2010
R 2010
S 2010
Marital separation: (indicate year)
Reconciliation after separation:
(indicate year)
D 2010
Divorce:
(indicate year)
Death:
(indicate year)
2010
2010
Title
ABC/123 Version X
1
Informative Presentation
COMM/110 Version 8
1
University of Phoenix MaterialInformative Presentation Worksheet
Structure and Timing
Please review the following guidelines for structuring a presentation outline; then use the information to complete the Informative Presentation – Part 2 below.
Content Segment
Content Elements
Estimated Timing
Introduction: The beginning of a speech typically encompasses these defined elements, though the order of their delivery may vary to improve the overall flow of the delivery.
1. Introduce yourself and your topic.
2. State the purpose of the presentation (thesis).
3. Provide background information or reasoning about why this topic is important to the audience.
4. Use of a “hook” to enhance audience interest and attention.
5. Give brief overview of topics to be explored.
Approximately 15% of the overall required presentation time
Body: The content of a speech should support the purpose of the presentation. Content should be arranged into 3 or more main points of relevant content or reasoning, and each of the main points should be supported by subtopics that offer the speaker’s own thoughts as well as research that corroborates and strengthens the credibility of the main topic.
The order of topic delivery may be based upon chronology or upon relevance with the most important information being presented as the first topic.
1. Topic #1 in support of your purpose.
· Subtopic A
· Subtopic B
2. Topic # 2 in support of your purpose
· Subtopic A
· Subtopic B
3. Topic # 3 in support of your purpose
· Subtopic A
· Subtopic B
25% of the overall required presentation time
20% of the overall required presentation time
20% of the overall required presentation time
Conclusion: This part of a presentation brings closure for the audience and gives the speaker one last chance to clarify and reinforce important points with the audience.
1. Restatement of purpose
2. Summary of main points
3. Sharing of insights gained
4. Opportunity for audience members to ask questions
20%
Informative Presention – Part 2
Structure and Timing
Using the above information as a guide, complete the MIDDLE COLUMN of this worksheet to create a custom outline for your Week 2 Informative Presentation.
(If you prefer, you can create the outline as a separate document instead of filling in the column.)
Content Segment
My Custom Content
Timing
Introduction: Write out an opening paragraph with a thesis statement that captures all content elements of a g ...
Task This is a group presentation. Each group will consist o.docx
Task
This is a group presentation. Each group will consist of four students. Groups can formed by the lecturer or by the students
themselves. Each group will select a topic from the topic list provided below. Inform your lecturer about the topic you
selected at least a week before your presentation date.
The presentation is meant to be brief (10 minutes), but formal -- demonstrating skills in presenting to a business or
management audience. It should concisely and effectively convey the theme of the topic for an audience that does not have
any special expertise in your chosen topic. Each student should employ the best techniques they find available to reach
their audience.
Each presentation must include:
• 10 minutes of presentation time
• Visual aids, such as presentation software like PowerPoint, Prezi, Keynote, PowToon etc.
• Participation in roughly equal measure by each group member
• Well-supported argument interpreting the significance of the topic presented
• APA (6th version) referencing style
• Succinct presentation of in-depth research of the topic
• Attention to questions raised by audience about any subject matter of the topic
Guidelines for Presentations
Equal Participation
Each team member should contribute equally. Teams will compile a list of major areas to be covered in their presentation,
and assign one to each member to research and present. Each member should speak for approximately two and a half
minutes. The presentation can reflect the diversity of viewpoints of the presenters. Designate one team member as the
team leader. This person will be responsible for introducing the presentation as a whole, and each presenter. The team
leader will also summarize the presentation at its conclusion, and lead a class discussion.
Format
Some students may elect to use PowerPoint. There are numerous types of presentation software available, and a group
may use any one of them.
Class Presentation
Talk to the class, don't read. You may use notes when you make your presentation, but you may not read from a fully
written out text.
Here is one way to make a successful presentation:
1 Do plenty of reading and research. Explore the topic as fully as possible. Make notes.
2 Read over your notes, and think over the results of your reading.
3 Discuss your results with your team members. Tentatively plan the presentation in its general outline.
4 On your own again, and setting notes aside, brainstorm and write down all the interesting ideas that you have come
up with.
5 Organise these ideas into a coherent sequence. Return to your notes and add any information relevant to your major
ideas which will illustrate or explain them.
6 Add an introduction, which tells what you will talk about, and a conclusion which sums up what you have discussed
and learned. Cut out any irrelevant or uninteresting materials.
7 Meet with your team members to organize and streamline the pres ...
Recommended
IT Presentations WorksheetCOMM218 Version 21University of.docx
IT Presentations Worksheet
COMM/218 Version 2
1
University of Phoenix Material
IT Presentations Worksheet
When completing the worksheet, use a variety of multimedia from the following list: objects, models, video, WebEx, Prezi, PowerPoint®, Speaker, Transparencies, Flip Charts, Handouts, etc.
Complete the table for each audience by:
· Selecting the type of presentation that might be delivered to each audience.
· Describing, in 75 to 100 words, the purpose and potential topic for each audience.
· Describing three types of media that would be appropriate for each audience and why you selected each type.
Audience
Type of IT Presentation – Select the type of presentation that might be delivered to the audience.
Purpose and Topic – Describe the purpose and potential topics in 75 to 100 words.
3 Types of Media
Describe 3 types of multimedia that would be appropriate for this audience and explain why you chose each.
Board Room
Small Audience of Peers
Large Audience of General Public
Virtual Audience of Mixed Attendees
Copyright © 2015 by University of Phoenix. All rights reserved.
Supporting One-Point Outline
COMM/218 Version 2
1
University of Phoenix Material
Informative Presentation Outline
Use this outline to help you prepare your informative presentation in Weeks 2 and 3.
Part 1: Audience and Purpose
· What is the topic of your speech?
· Who is the audience for your speech?
· What is the purpose of your speech?
Part 2: Outline – Complete the outline for your presentation. You will write out the introduction and conclusion, which you will record Week 2 in YouSeeU. Your speech should have at least two body sections, with supporting points.
1. Introduction – Write out the introduction that you will record in Week 2.
2. Body Section 1
a. Supporting point
b. Supporting point
3. Body Section 2
a. Supporting point
b. Supporting point
4. Body Section 3
a. Supporting point
b. Supporting point
5. Conclusion – Write out your conclusion that you will record in Week 2.
Part 3: Reflection – Answer the following reflective questions:
· Describe what worked well for you in the outlining and preparation phases of the presentation.
· Identify at least three signs of speech anxiety and methods you will use to control them.
· Describe ways you can capture the attention of your audience and continue to engage them throughout the presentation.
Copyright © 2015, 2014, 2009 by University of Phoenix. All rights reserved.
...
Research Paper Outline ExamplesOutline in a list I. Intro.docx
Research Paper Outline Examples
Outline in a list:
I. Introduction
1. Background
2. Thesis Statement
II. Body
First Topic
Point A
1. Supporting evidence
2. Supporting evidence
Point B
1. Supporting evidence
2. Supporting evidence
Second Topic
Point A
1. Supporting evidence
2. Supporting evidence
Point B
1. Supporting evidence
2. Supporting evidence
Third Topic
Point A
1. Supporting evidence
2. Supporting evidence
III. Conclusion
1. Summarize the main points of your paper and restate your thesis in fresh words.
2. Make a strong/memorable final statement
Project: To-Do List
In this unit you will need to:
Review Project assignment below
Select a topic and submit it via email to your instructor for approval by Week 5
Research the topic
Create outline for the presentation
Record presentation either in the Discussion Board--or upload video to Discussion Board
Submit Presentation Outline along with List of Outside Sources
View presentations of several classmates
Submit one Video Response Paper on two classmates' presentations
Project - Oral Presentation Assignment
CMST 440 Video Presentation Assignment
Oral Presentation Video You will prepare a 10-12 minute oral presentation based on your Presentation Outline (see below). You will make a digital video of the presentation and submit it to the instructor. The video portion of the assignment is worth 70 points; your outline and references are worth 10 points; and your video peer response paper is worth 20 points.
Digital Video Camera & Acceptable File Formats You will need a digital video camera or webcam for the Project. You may either record your presentation in Canvas using a webcam OR record it with a digital video camera and upload it
Steps in Completing Final Project
1. Select a topic and submit it via e - mail to your instructor for approval
2. Research your topic
3. Create a presentation outline and a list of outside sources
4. Record presentation via video camera and upload to OR record in Canvas using a webcam
6. Submit your Response Paper on two classmates’ videos
1. Selecting a Topic by Week 4 of the quarter you should select an global communications topic you’re interested in. Instructor approval is required. Please email the instructor regarding your possible topic.
See syllabus for example research papers:
- Advertising of controversial products in China
- Globalization and cultural imperialism in Jamaica
- The portrayal of Afghan women in the U.S. war on terrorism
Once approved, you may start researching your topic. The project will be an in-depth examination of your topic. You will then develop an oral presentation on your findings.
2. Research Your Topic You must use at least 10 outside sources in your research project, and at least 5 of those sources must come from academic publications such as scholarly peer-reviewed journals.
Research Question Your project must be based on a clearly-stated research question; it must contain a short lit ...
Children - oldest on leftFemaleSperm DonorMis.docx
Children - oldest on left:
Female:
Sperm Donor:
Miscarriage or abortion (give year):
2010
Index/focus person:
Male:
Children - twins:
Children - adopted:
Marriage (M):
Common-law (CL):
(Male on left, Female on right, indicate year)
M 2010
R 2010
S 2010
Marital separation: (indicate year)
Reconciliation after separation:
(indicate year)
D 2010
Divorce:
(indicate year)
Death:
(indicate year)
2010
2010
Title
ABC/123 Version X
1
Informative Presentation
COMM/110 Version 8
1
University of Phoenix MaterialInformative Presentation Worksheet
Structure and Timing
Please review the following guidelines for structuring a presentation outline; then use the information to complete the Informative Presentation – Part 2 below.
Content Segment
Content Elements
Estimated Timing
Introduction: The beginning of a speech typically encompasses these defined elements, though the order of their delivery may vary to improve the overall flow of the delivery.
1. Introduce yourself and your topic.
2. State the purpose of the presentation (thesis).
3. Provide background information or reasoning about why this topic is important to the audience.
4. Use of a “hook” to enhance audience interest and attention.
5. Give brief overview of topics to be explored.
Approximately 15% of the overall required presentation time
Body: The content of a speech should support the purpose of the presentation. Content should be arranged into 3 or more main points of relevant content or reasoning, and each of the main points should be supported by subtopics that offer the speaker’s own thoughts as well as research that corroborates and strengthens the credibility of the main topic.
The order of topic delivery may be based upon chronology or upon relevance with the most important information being presented as the first topic.
1. Topic #1 in support of your purpose.
· Subtopic A
· Subtopic B
2. Topic # 2 in support of your purpose
· Subtopic A
· Subtopic B
3. Topic # 3 in support of your purpose
· Subtopic A
· Subtopic B
25% of the overall required presentation time
20% of the overall required presentation time
20% of the overall required presentation time
Conclusion: This part of a presentation brings closure for the audience and gives the speaker one last chance to clarify and reinforce important points with the audience.
1. Restatement of purpose
2. Summary of main points
3. Sharing of insights gained
4. Opportunity for audience members to ask questions
20%
Informative Presention – Part 2
Structure and Timing
Using the above information as a guide, complete the MIDDLE COLUMN of this worksheet to create a custom outline for your Week 2 Informative Presentation.
(If you prefer, you can create the outline as a separate document instead of filling in the column.)
Content Segment
My Custom Content
Timing
Introduction: Write out an opening paragraph with a thesis statement that captures all content elements of a g ...
Task This is a group presentation. Each group will consist o.docx
Task
This is a group presentation. Each group will consist of four students. Groups can formed by the lecturer or by the students
themselves. Each group will select a topic from the topic list provided below. Inform your lecturer about the topic you
selected at least a week before your presentation date.
The presentation is meant to be brief (10 minutes), but formal -- demonstrating skills in presenting to a business or
management audience. It should concisely and effectively convey the theme of the topic for an audience that does not have
any special expertise in your chosen topic. Each student should employ the best techniques they find available to reach
their audience.
Each presentation must include:
• 10 minutes of presentation time
• Visual aids, such as presentation software like PowerPoint, Prezi, Keynote, PowToon etc.
• Participation in roughly equal measure by each group member
• Well-supported argument interpreting the significance of the topic presented
• APA (6th version) referencing style
• Succinct presentation of in-depth research of the topic
• Attention to questions raised by audience about any subject matter of the topic
Guidelines for Presentations
Equal Participation
Each team member should contribute equally. Teams will compile a list of major areas to be covered in their presentation,
and assign one to each member to research and present. Each member should speak for approximately two and a half
minutes. The presentation can reflect the diversity of viewpoints of the presenters. Designate one team member as the
team leader. This person will be responsible for introducing the presentation as a whole, and each presenter. The team
leader will also summarize the presentation at its conclusion, and lead a class discussion.
Format
Some students may elect to use PowerPoint. There are numerous types of presentation software available, and a group
may use any one of them.
Class Presentation
Talk to the class, don't read. You may use notes when you make your presentation, but you may not read from a fully
written out text.
Here is one way to make a successful presentation:
1 Do plenty of reading and research. Explore the topic as fully as possible. Make notes.
2 Read over your notes, and think over the results of your reading.
3 Discuss your results with your team members. Tentatively plan the presentation in its general outline.
4 On your own again, and setting notes aside, brainstorm and write down all the interesting ideas that you have come
up with.
5 Organise these ideas into a coherent sequence. Return to your notes and add any information relevant to your major
ideas which will illustrate or explain them.
6 Add an introduction, which tells what you will talk about, and a conclusion which sums up what you have discussed
and learned. Cut out any irrelevant or uninteresting materials.
7 Meet with your team members to organize and streamline the pres ...
su_hcm3002_w3_a2_Estevez_M.docxby Maria EstevezFILE.docx
su_hcm3002_w3_a2_Estevez_M
.docx
by Maria Estevez
FILE
T IME SUBMIT T ED 16- APR- 2017 02:4 8PM
SUBMISSION ID 7 99936698
WORD COUNT 2197
CHARACT ER COUNT 11909
SU_HCM3002_W3_A2_EST EVEZ _M.DOCX (31.4 2K)
%15
SIMILARIT Y INDEX
%0
INT ERNET SOURCES
%0
PUBLICAT IONS
%15
ST UDENT PAPERS
1 %15
EXCLUDE QUOT ES ON
EXCLUDE
BIBLIOGRAPHY
ON
EXCLUDE MAT CHES < 20 WORDS
su_hcm3002_w3_a2_Estevez_M.docx
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to EDMC
St udent Paper
su_hcm3002_w3_a2_Estevez_M.docxby Maria Estevezsu_hcm3002_w3_a2_Estevez_M.docxORIGINALITY REPORTPRIMARY SOURCES
Graded Assignment
Unit Project: The Power of Language
This document provides an overview of the tasks and time line for completing this assignment.Assignment Instructions
As you complete the lessons in this unit, you will learn about some of the different ways that language can be used to help achieve a goal, share a message, and honor a person or idea. You will apply these ideas in your own project.
In this unit, you will plan and execute a creative or analytical project that demonstrates the power of language. The project will focus on a contemporary or historical subject of your choice, and it will involve presenting information and ideas in a speech, a song, a video, a website, or an essay. Your goal for the project is to use language, as the authors that you will study do, to achieve a goal, share a message, or to honor a person or idea.
You will be able to choose a subject for your project and a method of presenting the information about your subject.Subjects
Below are a number of possible subjects for your unit project. Some subjects are contemporary in nature, dealing with present-day figures or issues, while others are historical in nature, dealing with figures or issues of the past. As you consider which subject appeals to you most, take into account your interest areas and the resources available to you.
English | Graded Assignment | Unit Project: The Power of Language
© 2015 K12 Inc. All rights reserved. Page 1 of 4
Copying or distributing without K12’s written consent is prohibited.
Contemporary Subjects
The importance of voting
Protecting the environment
Off-shore drilling
Nuclear proliferation
Funding for the arts
Historical Subjects
The Quaker tradition
The Women's Suffrage movement
The Women's Suffrage movement
William Lloyd Garrison
John Brown
You may choose to focus your project on a subject not named above, but you must first clear any choice you make with your teacher.
Presentation Options
Below are some options for presenting the information you gather on the subject you choose for your unit project. Each option is different, so consider each one and its requirements carefully before making your choice. If you think a different method of presenting your information would be more effective, clear your choice with your teacher. Remember that your presentation should try to achieve a goal, share a message, or to ...
i want a Informative Speech Outline about Brj Alarb Assignment.docx
i want a
Informative Speech Outline about Brj Alarb
Assignment Details
Perform the following tasks:
Step 1: Review the information presented in the lesson
.
Step 2: Create a formal outline for your informative speech. Be sure to include the Introduction, Body, and Conclusion sections in your formal outline.
Step 3: Create a reference list including all sources you use to locate information for your outline.
Step 4: Save and submit your document (.doc format). When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor below. Make sure your name is on the document.
The superior outline (grade A):
Topic is creative, appropriate, and original.
Name, general purpose, specific purpose, and thesis statement
(central idea) are included.
Constitutes a genuine contribution by the speaker to the knowledge or
beliefs of the audience.
Remains audience-centered throughout outline.
Content fits the assignment.
Contains elements of vividness and special interest in the use of
language.
Language is clear, concise, memorable, and easy to follow.
If sources are required, high quality sources are used.
If sources are required, adheres to quantity of sources rule (one
source per minute for total amount of sources).
If sources are used, a reference page is included.
Outline is in complete sentences.
Standard subdivisions are used.
Transitions are advanced and included in proper places.
In-text citations are present.
Various sections and components of the outline are labeled.
Main points are declarative sentences.
Main points are logical.
Appropriate number of main points is included.
Support material is appropriate.
All components of the introduction, body and conclusion are included
and well-developed.
Organizational pattern is clear.
.
To complete this assignmentDevelop your own definition of the ter.docx
To complete this assignment:
Develop your own definition of the term
strengths-based approach/perspective
with regard to culturally and linguistically diverse populations in early childhood settings.
Describe at least six to eight factors that you perceive as strengths of culturally and linguistically diverse populations. (Note: Consider including quotes from the articles you read and/or people you know. Be sure to cite all sources.)
Select images
*
that you feel visually convey your definition and selected factors.
Create a PowerPoint presentation that includes your definition, factors, and visual imagery.
*Note: You may search online for free public domain photos and images that can be used for non-commercial purposes. Also, if you need help using the Microsoft Powerpoint program, you can use an online search engine and search the term "Powerpoint Tutorials" and find many resources. Alternately, the Powerpoint program offers tutorials through its Help menu.
Assignment length: approximately 8-10 PowerPoint slides
Submit this assignment by
Sunday
of this week.
.
Discussion 2A professional elevator speech is a concise messag
Discussion 2
A professional elevator speech is a concise message that can be presented to potential employers describing your professional qualifications, philosophy, experience, and so forth. It is essentially a personal commercial lasting about the time it takes to complete an elevator ride (approximately 30 seconds), which is how it got its name. You will encounter times throughout your career in which having an elevator speech to present becomes essential, including interviews, presentations, meetings, school functions, professional development conferences, and more.
Initial Post: Post an initial response that addresses the following areas using the discussion board forum:
· After reviewing the required readings this week about creating your own elevator speech, take some time to consider how you want to professionally present yourself. Draft your 30-second elevator speech to include:
· Your introduction.
· Your professional accomplishments.
· Your professional experience.
· Your strengths.
· Your professional goals/philosophy.
· Your “why” or professional career motivation (why you do what you do).
· Within the discussion in the discussion board forum, record or post a link to your 30-second audio elevator speech containing all six components from your draft. Please be creative and incorporate multimedia into your initial post. Employ a web tool, such as Screencast-O-Matic (Links to an external site.) (for video recording), Jing (Links to an external site.) (for screen and video captures), or presentation tools such as PowerPoint (Links to an external site.), YouTube (Links to an external site.), or other software of your choice.
Please do a PowerPoint
Required Resources
Articles
Brown, L. (2015). A quick guide to writing your elevator pitch (with examples!) (Links to an external site.). Retrieved from https://www.idealist.org/en/careers/a-quick-guide-to-writing-your-elevator-pitch
· This web-based article provides a resource for creating an elevator speech with examples. This resource supports your Elevator Speech: Representing Yourself Professionally to Potential Employers discussion this week.
· Accessibility Statement does not exist.
· Privacy Policy does not exist.
Cornelius, K. E. (2014). Formative assessment made easy: Templates for collecting daily data in inclusive classrooms.Teaching Exceptional Children, 47(2), 112-118. doi:10.1177/0040059914553204
· The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. This article explains the importance of efficient formative data collection in the classroom and provides three data collection templates (e.g. anecdotal seating chart, daily scorecard, and objectives grid). This source will support your Analyzing Performance from Data Monitoring Systems discussion and your Creating Assessment-Driven Goals and Objectives assignment this week.
Gillies, R. M. (2014). The role of assessment in informing interventions for students wi ...
The thought that the continents had coastlines that looked like they.docx
The thought that the continents had coastlines that looked like they could fit together like pieces of a puzzle, especially in the case of South America and Africa, has persisted ever since the continents were mapped out (even Magellan took note of this). However, Alfred Wegener was the first to propose the theory of
continental drift formally
. The idea was met with much resistance and controversy in his time because Wegener could not explain the driving force of the plate movement.
The year after Wegener died (1930), Arthur Holmes published his idea that thermal convection in the Earth's mantle could cause continents to move. In the 1960s, Harry Hess offered an additional explanation of plate movement by describing the process of
seafloor spreading
, which carries off older sediment and fossils, and moves the continents as new ocean crust spreads away from the ridges. In this way, he substantiated Wegener's theory of continental drift, and explained how the once-joined continents had separated into the seven that exist today.
Respond to the following:
Name a place on Earth where two plates are converging.
Name a place where two plates are diverging.
Name a place where two plates are sliding past each other.
Must be at least 250-300 in length. APA Format.
Remember, if you provide a quote or information from a source (
e.g.
, your textbook or the Internet), you must include the correct citation and reference in
APA
style.
Make the post engaging, interesting, and long enough to cover the material completely. It is helpful to think of the post as more of a mini-paper than a simple contribution to a discussion.
.
The Theory of Moral SentimentsAdam SmithCopyright © Jo.docx
The Theory of Moral Sentiments
Adam Smith
Copyright © Jonathan Bennett 2017. All rights reserved
[Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as
though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations,
are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the
omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported
between brackets in normal-sized type.—In Adam Smith’s day a ‘sentiment’ could be anything on a spectrum
with feelings at one end and opinions at the other. This work of his is strongly tilted in the ‘feeling’ direction [see
especially the chapter starting on page 168), but throughout the present version the word ‘sentiment’ will be left
untouched. First launched: July 2008
Contents
Part I: The Propriety of Action 1
Section 1: The Sense of Propriety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1: Sympathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2: The pleasure of mutual sympathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Chapter 3: How we judge the propriety of other men’s affections by their concord or dissonance with our own . . 6
Chapter 4: The same subject continued . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chapter 5: The likeable virtues and the respectworthy virtues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section 2: The degrees of the different passions that are consistent with propriety . . . . . . . . . . . . . . . . . . . . . 13
Chapter 1: The passions that originate in the body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Smith on Moral Sentiments
Chapter 2: The passions that originate in a particular turn or habit of the imagination . . . . . . . . . . . . . . . 16
Chapter 3: The unsocial passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Chapter 4: The social passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Chapter 5: The selfish passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Section 3: How prosperity and adversity affect our judgments about the rightness of actions; and why it is easier to win
our approval in prosperity than in adversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 1: The intensity-difference between joy and sympathy with joy is less than the intensity-difference between
sorrow and sympathy with sorrow . . . . . . . . . . . . . . . . . . . .
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Graded Assignment
Unit Project: The Power of Language
This document provides an overview of the tasks and time line for completing this assignment.Assignment Instructions
As you complete the lessons in this unit, you will learn about some of the different ways that language can be used to help achieve a goal, share a message, and honor a person or idea. You will apply these ideas in your own project.
In this unit, you will plan and execute a creative or analytical project that demonstrates the power of language. The project will focus on a contemporary or historical subject of your choice, and it will involve presenting information and ideas in a speech, a song, a video, a website, or an essay. Your goal for the project is to use language, as the authors that you will study do, to achieve a goal, share a message, or to honor a person or idea.
You will be able to choose a subject for your project and a method of presenting the information about your subject.Subjects
Below are a number of possible subjects for your unit project. Some subjects are contemporary in nature, dealing with present-day figures or issues, while others are historical in nature, dealing with figures or issues of the past. As you consider which subject appeals to you most, take into account your interest areas and the resources available to you.
English | Graded Assignment | Unit Project: The Power of Language
© 2015 K12 Inc. All rights reserved. Page 1 of 4
Copying or distributing without K12’s written consent is prohibited.
Contemporary Subjects
The importance of voting
Protecting the environment
Off-shore drilling
Nuclear proliferation
Funding for the arts
Historical Subjects
The Quaker tradition
The Women's Suffrage movement
The Women's Suffrage movement
William Lloyd Garrison
John Brown
You may choose to focus your project on a subject not named above, but you must first clear any choice you make with your teacher.
Presentation Options
Below are some options for presenting the information you gather on the subject you choose for your unit project. Each option is different, so consider each one and its requirements carefully before making your choice. If you think a different method of presenting your information would be more effective, clear your choice with your teacher. Remember that your presentation should try to achieve a goal, share a message, or to ...
i want a Informative Speech Outline about Brj Alarb Assignment.docx
i want a
Informative Speech Outline about Brj Alarb
Assignment Details
Perform the following tasks:
Step 1: Review the information presented in the lesson
.
Step 2: Create a formal outline for your informative speech. Be sure to include the Introduction, Body, and Conclusion sections in your formal outline.
Step 3: Create a reference list including all sources you use to locate information for your outline.
Step 4: Save and submit your document (.doc format). When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor below. Make sure your name is on the document.
The superior outline (grade A):
Topic is creative, appropriate, and original.
Name, general purpose, specific purpose, and thesis statement
(central idea) are included.
Constitutes a genuine contribution by the speaker to the knowledge or
beliefs of the audience.
Remains audience-centered throughout outline.
Content fits the assignment.
Contains elements of vividness and special interest in the use of
language.
Language is clear, concise, memorable, and easy to follow.
If sources are required, high quality sources are used.
If sources are required, adheres to quantity of sources rule (one
source per minute for total amount of sources).
If sources are used, a reference page is included.
Outline is in complete sentences.
Standard subdivisions are used.
Transitions are advanced and included in proper places.
In-text citations are present.
Various sections and components of the outline are labeled.
Main points are declarative sentences.
Main points are logical.
Appropriate number of main points is included.
Support material is appropriate.
All components of the introduction, body and conclusion are included
and well-developed.
Organizational pattern is clear.
.
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To complete this assignment:
Develop your own definition of the term
strengths-based approach/perspective
with regard to culturally and linguistically diverse populations in early childhood settings.
Describe at least six to eight factors that you perceive as strengths of culturally and linguistically diverse populations. (Note: Consider including quotes from the articles you read and/or people you know. Be sure to cite all sources.)
Select images
*
that you feel visually convey your definition and selected factors.
Create a PowerPoint presentation that includes your definition, factors, and visual imagery.
*Note: You may search online for free public domain photos and images that can be used for non-commercial purposes. Also, if you need help using the Microsoft Powerpoint program, you can use an online search engine and search the term "Powerpoint Tutorials" and find many resources. Alternately, the Powerpoint program offers tutorials through its Help menu.
Assignment length: approximately 8-10 PowerPoint slides
Submit this assignment by
Sunday
of this week.
.
Discussion 2A professional elevator speech is a concise messag
Discussion 2
A professional elevator speech is a concise message that can be presented to potential employers describing your professional qualifications, philosophy, experience, and so forth. It is essentially a personal commercial lasting about the time it takes to complete an elevator ride (approximately 30 seconds), which is how it got its name. You will encounter times throughout your career in which having an elevator speech to present becomes essential, including interviews, presentations, meetings, school functions, professional development conferences, and more.
Initial Post: Post an initial response that addresses the following areas using the discussion board forum:
· After reviewing the required readings this week about creating your own elevator speech, take some time to consider how you want to professionally present yourself. Draft your 30-second elevator speech to include:
· Your introduction.
· Your professional accomplishments.
· Your professional experience.
· Your strengths.
· Your professional goals/philosophy.
· Your “why” or professional career motivation (why you do what you do).
· Within the discussion in the discussion board forum, record or post a link to your 30-second audio elevator speech containing all six components from your draft. Please be creative and incorporate multimedia into your initial post. Employ a web tool, such as Screencast-O-Matic (Links to an external site.) (for video recording), Jing (Links to an external site.) (for screen and video captures), or presentation tools such as PowerPoint (Links to an external site.), YouTube (Links to an external site.), or other software of your choice.
Please do a PowerPoint
Required Resources
Articles
Brown, L. (2015). A quick guide to writing your elevator pitch (with examples!) (Links to an external site.). Retrieved from https://www.idealist.org/en/careers/a-quick-guide-to-writing-your-elevator-pitch
· This web-based article provides a resource for creating an elevator speech with examples. This resource supports your Elevator Speech: Representing Yourself Professionally to Potential Employers discussion this week.
· Accessibility Statement does not exist.
· Privacy Policy does not exist.
Cornelius, K. E. (2014). Formative assessment made easy: Templates for collecting daily data in inclusive classrooms.Teaching Exceptional Children, 47(2), 112-118. doi:10.1177/0040059914553204
· The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. This article explains the importance of efficient formative data collection in the classroom and provides three data collection templates (e.g. anecdotal seating chart, daily scorecard, and objectives grid). This source will support your Analyzing Performance from Data Monitoring Systems discussion and your Creating Assessment-Driven Goals and Objectives assignment this week.
Gillies, R. M. (2014). The role of assessment in informing interventions for students wi ...
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The thought that the continents had coastlines that looked like they could fit together like pieces of a puzzle, especially in the case of South America and Africa, has persisted ever since the continents were mapped out (even Magellan took note of this). However, Alfred Wegener was the first to propose the theory of
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Respond to the following:
Name a place on Earth where two plates are converging.
Name a place where two plates are diverging.
Name a place where two plates are sliding past each other.
Must be at least 250-300 in length. APA Format.
Remember, if you provide a quote or information from a source (
e.g.
, your textbook or the Internet), you must include the correct citation and reference in
APA
style.
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The Theory of Moral SentimentsAdam SmithCopyright © Jo.docx
The Theory of Moral Sentiments
Adam Smith
Copyright © Jonathan Bennett 2017. All rights reserved
[Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as
though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations,
are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the
omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported
between brackets in normal-sized type.—In Adam Smith’s day a ‘sentiment’ could be anything on a spectrum
with feelings at one end and opinions at the other. This work of his is strongly tilted in the ‘feeling’ direction [see
especially the chapter starting on page 168), but throughout the present version the word ‘sentiment’ will be left
untouched. First launched: July 2008
Contents
Part I: The Propriety of Action 1
Section 1: The Sense of Propriety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1: Sympathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2: The pleasure of mutual sympathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Chapter 3: How we judge the propriety of other men’s affections by their concord or dissonance with our own . . 6
Chapter 4: The same subject continued . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chapter 5: The likeable virtues and the respectworthy virtues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section 2: The degrees of the different passions that are consistent with propriety . . . . . . . . . . . . . . . . . . . . . 13
Chapter 1: The passions that originate in the body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Smith on Moral Sentiments
Chapter 2: The passions that originate in a particular turn or habit of the imagination . . . . . . . . . . . . . . . 16
Chapter 3: The unsocial passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Chapter 4: The social passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Chapter 5: The selfish passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
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The thesis
statement
is often
(but not
always) the
last
sentence of
the
introductio-
n.
The thesis
is a clear
position
that you
will support
and
develop
throughout
your paper.
This
sentence
guides or
controls
your paper.
Angeli 1
Elizabeth L. Angeli
Professor Patricia Sullivan
English 624
12 February 2012
Toward a Recovery of Nineteenth Century Farming Handbooks
While researching texts written about nineteenth century farming, I found a few
authors who published books about the literature of nineteenth century farming,
particularly agricultural journals, newspapers, pamphlets, and brochures. These authors
often placed the farming literature they were studying into an historical context by
discussing the important events in agriculture of the year in which the literature was
published (see Demaree, for example). However, while these authors discuss journals,
newspapers, pamphlets, and brochures, I could not find much discussion about another
important source of farming knowledge: farming handbooks. My goal in this paper is to
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agricultural handbooks from the nineteenth century with nineteenth century agricultural
history.
To achieve this goal, I have organized my paper into four main sections, two of
which have sub-sections. In the first section, I provide an account of three important
events in nineteenth century agricultural history: population and technological changes,
the distribution of scientific new knowledge, and farming’s influence on education. In the
second section, I discuss three nineteenth century farming handbooks in
connection with the important events described in the first section. I end my paper
If your
paper is
long, you
may want
to write
about how
your paper
is
organized.
This will
help your
readers
follow
your ideas.
MLA requires
double-spacing
throughout a
document. Do
not single-
space any part
of the
document.
Page numbers
begin on page
1 and end on
the final
page. Type
your name
next to the
page number
in the header
so that it
appears on
every page.
Your name,
the
professor's
name,
the course
number, and
the date of
the paper are
double-
spaced in 12-
point, Times
New Roman
font. Dates in
MLA are
written in this
order: day,
month, and
year.
Titles are
centered
and written
in 12-point,
Times New
Roman
font. The
title is not
bolded,
underlined,
or
italicized.
Blue boxes contain
directions for writing
and citing in MLA
style.
Green text boxes
contain explanations
of MLA style
guidelines.
The
introduc-
tory
paragraph,
or
introduc-
tion, should
set the
context for
the rest of
the paper.
Tell your
readers
why you
are writing
and why
your topic
is
important.
Angeli 2
When using
headings in
MLA, title
the main
sections
(Level 2
headers) in
a different
style fon.
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The Theory of the Leisure Class summary (1page 250~300words)
you should include those points.
1. Invidious distinctions
2. Work as unworthy and dishonorable
a. conspicuous consumption/leisure
3. “Waste” as honorable; wasteful pastimes of the leisure class
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What motivated the theorist to write the theory?
How does the theory address the metaparadigm concepts of person, nursing, environment and health
How do you implement the components or concepts of this theory in your nursing practice. Give an
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The Texts of the Mass
Kyrie
Kyrie, eleison.
Lord, have mercy.
Christe, eleison.
Christ, have mercy.
Kyrie, eleison.
Lord, have mercy.
Gloria
Gloria in excelsis Deo,
Glory to God in the highest
et in terra pax hominibus bonae voluntatis.
And on earth peace to men of goodwill.
Laudamus te. Benedicimus te.
We praise You. We bless You.
Adoramus te. Glorificamus te.
We adore you. We glorify You.
Gratias agimus tibi propter magnam gloriam tuam.
We give you thanks for Your great glory.
Domine Deus, Rex coelestis,
Lord God, Heavenly King,
Deus Pater omnipotens,
Almighty God the Father,
Domine Fili unigenite, Iesu Christe;
Lord Jesus Christ, only Son of the Father;
Domine Deus, Agnus Dei, Filius Patris:
Lord God, Lamb of God, Son of the Father,
qui tollis peccata mundi,
You take away the sins of the world;
miserere nobis;
have mercy on us;
qui tollis peccata mundi,
You take away the sins of the world;
suscipe deprecationem nostram;
receive our prayer;
qui sedes ad dexteram Patris,
You sit at the right hand of the Father;
miserere nobis.
have mercy on us.
Quoniam tu solus Sanctus,
For you alone are holy,
tu colus Dominus,
You alone are the Lord,
tu solus Altissimus, Iesu Christe.
You alone are the Most High, Jesus Christ,
Cum Sancto Spiritu in gloria Dei Patris.
with the Holy Spirit, in the glory of God the Father.
Amen.
Amen.
Credo
Credo in unum Deum, Patrem omnipotentem, factorem coeli et terrae, visibilium omnium, et invisibilium.
I believe in one God, the Father, the Almighty, maker of heaven and earth, Of all that is seen and unseen.
Et in unum Dominum Iesum Christum Filium Dei unigenitum.
I believe in one Lord Jesus Christ, the only Son of God,
Et ex Patre natum ante omnia saecula.
eternally begotten of the Father.
Deum de Deo, lumen de lumine, Deum verum de Deo vero.
God from God, Light from Light, True God from true God;
Genitum, non factum, consubstantialem Patri: per quem onmia facta sunt.
begotten, not made; of one being with the Father; through Him all things were made.
Qui propter nos homines et propter nostram salutem descendit de coelis.
For us men, and for our salvation, He came down from heaven;
Et incarnatus est de Spiritu Sancto ex Maria Virgine:
by the power of the Holy Spirit He became incarnate from the Virgin Mary
et homo factus est.
and was made man.
Crucifixus etiam pro nobis: sub Pontio Pilato passus, et sepultus est.
for our sake He was crucified under Pontius Pilate, He suffered death and was buried.
Et resurrexit tertia die, secundum Scripturas.
On the third day He rose again in accordance with the Scriptures;
Et ascendit in coelum: sedet ad dexteram Patris.
He ascended into heaven, and is seated at the right hand of the Father.
Et iterum venturus est cum gloria judicare vivos et mortuos:
He shall come again in glory to judge both the living and dead,
cujus regni non erit finis.
and His kingdom shall have no end.
Et in Spiritum Sanctum, Dominum et v.
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Write a short essay (500-750 words) in which you:
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Then, explore each style's effect on the socioemotional development of a 10-year-old child.
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Research additional information and provide a brief explanation for the following terms:
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CPU Cycle time
Processor bottleneck
Processor Queue Length
I/O Interrupts
In your own words briefly explain the following terms:
Page Map Table (PMT)
First In First Out (FIFO)
Job Table (JT)
Least Recently Used (LRT)
Discuss the functional purpose and difference between, “job clocks” and “wait clocks”.
Explain any confusion that might exist between the term and it’s use, “main memory” and “secondary storage”.
.
The term public administration is traditionally defined as a gov.docx
The term
public administration
is traditionally defined as a government agency. An understanding of the administrative processes that shape public administration has become increasingly necessary to both students and practitioners of public administration. However, the main concerns of public administration leaders are efficiency of time, economy of resources, and equity of service to the public.
To advance the understanding of public policy, please discuss the following
:
How do you measure political influence? What are the advantages and disadvantages of political influence? Is the shaping of public opinion by external influences good or bad for effective financial policy implementation? Why or why not?
.
The terrorist attacks on September 11, 2001 forever changed U.S..docx
The terrorist attacks on September 11, 2001 forever changed U.S. foreign and domestic policy. Has the "War on Terror" been largely successful or not? By what criteria has it been effective or not? What else could U.S. leaders do to make sure that the general public is safe from either foreign or domestic terrorists? Should the U.S. continue to use its military as a prime foreign policy tool or should more diplomacy be used first? Explain
.
The term used to denote the beliefs that people have about political.docx
The term used to denote the beliefs that people have about political issues, events, institutions, and personalities is public opinion. Underlying public opinion, people's beliefs and ideologies ____________
A) prevent liberals and conservatives from sharing similar core values.
B) force them to think carefully about each opinion that they hold.
C) are established when they are young and rarely change as they grow older.
D) color their perceptions so that they often make automatic judgments.
.
The TermsMany terms mean different things in our common language a.docx
The Terms
Many terms mean different things in our common language and in scientific language, which leads to misunderstandings about what they mean. This is especially true with terms like theory and law. The table below shows a few terms about scientific knowledge, defined in both our common language and scientific language.
Commonly Misunderstood Terms
Term
Common Definition
Scientific Definition
hypothesis
an educated guess
a
testable
explanation used to guide research
theory
an idea
a set of ideas supported by multiple experiments, done by multiple scientists that describe
why
something occurs
law
an absolute truth
a description of
what
occurs (not why it occurs) supported by multiple experiments
Please read the article
HERE
to better understand the differences between these terms.
Example Situation:
I have asked a few friends to help me with a little experiment. I have asked them to put a white rose in a small vase filled almost to the top with water and add a few drops of blue food coloring. They are to make observations while the flower changes.
What has occurred?
We have put it in water and left it for a few hours.
When we came back we all had the same outcome. The flower had turned blue.
This is what we will call
Scientific law.
It is the happenings of a certain experiment. If you put a flower in colored water the flower will take on the color of the water. It simply says WHAT will happen.
But
why
did it occur?
My friends and I believe it is because the colored water is drawn up through the flower's stem.
This is what we call a
scientific theory.
It tries to explain WHY something occurs.
A scientific theory is not less true than a scientific law. However, a scientific law is a direct result of the results of the experiment. Since in order to become a scientific law it must be proven many times, it is unlikely that somehow new results will occur and a law will be disproved. However, a scientific theory is based on
interpretation
of experimental results. The results are not usually proven wrong, just the conclusions drawn from the observations. As new and different information becomes available we may realize that we did not draw the correct conclusion and we need to adjust our theory accordingly.
Just a Theory
When arguing against a scientific theory, like the theory of evolution, people will sometimes say, "but its just a theory." That means that they do not understand that scientific theories are the strongest explanations offered by science. Theories are not scientific laws "in training," like how bills can be ratified into laws. A scientific theory does not ever turn into a scientific law. Instead laws describe what happens, frequently with an equation, while theories explain why it happens. Theories are built on the work on many scientists who conduct many different experiments. Not all of these experiments have the same goal, but through their combined work theories are constantly revised.
The term 21st century skills suggests that there is a new set of.docx
The term
21st century skills
suggests that there is a new set of skills that individuals need to possess to be successful as learners, citizens, and employees in the competitive, global economy. Compare and contrast what the authors identify as twenty-first century skills with what you would identify as twenty-first century skills. Lastly, discuss how these skills fit into the traditional element of schooling that focuses on ensuring that all students develop the basic skills of reading, writing, and mathematics.
.
The term network economy” is used to emphasize the features of the .docx
The term “network economy” is used to emphasize the features of the new, technology-enhanced economy within the information society. It stems from a key attribute— products and services that are created through networks operating on large or global scales, enabled by the current status of the global networks.
What are the principal impacts of the network economy for both established organizations and upstarts? Identify and provide examples of the most important recent technology and business innovations in the network economy. How has the adaptation of the new technologies affected the organizations from your examples?
The network economy introduces information-intensive goods, such as downloadable music and software. Information, as an economic entity, differs in behavior compared to traditional goods. How do information-intensive goods differ from traditional information goods? Provide two examples of each. What is the principal economic characteristic of information? What are the principal implications for strategic decisions?
What are the principal enablers for the continued importance of e-commerce trends? What does the term e-commerce 2.0 refer to? What are main principles of e-commerce 2.0? Give real-life examples of e-commerce 2.0 principles. Do you think that your set of e-commerce 2.0 principles is comprehensive? Why? Are these principles congruent with your personal understanding of e-commerce?
.
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4. (i) Description of existing algorithms/protocols for survey papers; (ii) system model, assumptions, and/or formal problem formulation for research-oriented papers.
5. (i) Comparison among existing algorithms/protocols and discussion on possible
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design/simulation) in one or more numbered sections for research-oriented papers.
6. Conclusions (evaluation of results, suggestions for improvements, or future work).
7. References must follow IEEE Transactions format (at least 10 references). Proper citation of
references must be embedded in the term paper.
Note: Please, follow the above-mentioned guidelines and prepare my term paper report accordingly. Also, I'm attaching my mid-term report document
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