Unit VII Scholarly Activity This is not a biography. Your argume.docx
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Unit VII Scholarly Activity This is not a biography. Your argument should highlight how society remembers him or her now. Your submission will be graded on the following: Many options are available for creating this assignment. A few options are listed below. Audacity: http://www.audacityteam.org/ Online Voice Recorder: www.online-voice-recorder.com Ipadio: www.ipadio.com You may also use your webcam and upload the file to YouTube. You may also search for other programs or ways to create your presentation/recording to upload. You must upload your reflection document at the same time that you upload your presentation file. You will be uploading two separate files for this assignment. To submit your files for this assignment, you must upload them all before clicking submit. Direct any questions to your professor prior to beginning the assignment. Librarians are also available should you need assistance with your research for this assignment. This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose a noteworthy civil rights leader from the mid-20th century to the present. Your selection may be chosen from speakers or religious, economic, or social leaders. You may not use any U.S. President. This assignment is open to any reform discussed in this course (including, but not limited to, creed, race, age, status, or gender). The style of project is a multimedia presentation with both audio and video components; however, the medium is up to you. Examples may include a speech, self-guided PowerPoint presentation, or video. Creativity and effort will impact your final grade for this assignment. preparation and submission of a two-page reflection, ideally based on the outline assignment from Unit VI; creation and submission of a visual presentation with your reflection as an audio transcript; use of a minimum two sources that can be found in the Online Library (at least one from the American History and Life database); proper APA citations and references for sources used; length within three to five minutes (in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation); and content accuracy and avoidance of anachronism. .
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Unit VII Scholarly Activity This course has introduced and assessed .docx
Unit VII Scholarly Activity This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose a noteworthy civil rights leader from the mid-20th century to the present. Your selection may be chosen from speakers or religious, economic, or social leaders. You may not use any U.S. President. This assignment is open to any reform discussed in this course (including, but not limited to, creed, race, age, status, or gender). This is not a biography. Your argument should highlight how society remembers him or her now. The style of project is a multimedia presentation with both audio and video components; however, the medium is up to you. Examples may include a speech, self-guided PowerPoint presentation, or video. Creativity and effort will impact your final grade for this assignment. Your submission will be graded on the following:
preparation and submission of a two-page reflection,
ideally based on the outline assignment from Unit VI; creation and submission of a visual presentation with your reflection as an audio transcript; use of a minimum two sources that can be found in the Online Library (at least one from the American History and Life database); proper APA citations and references for sources used;
length within three to five minutes (in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation);
and content accuracy and avoidance of anachronism. Many options are available for creating this assignment. A few options are listed below. Audacity: http://www.audacityteam.org/ Online Voice Recorder: www.online-voice-recorder.com Ipadio: www.ipadio.com You may also use your webcam and upload the file to YouTube. You may also search for other programs or ways to create your presentation/recording to upload. You must upload your reflection document at the same time that you upload your presentation file. You will be uploading two separate files for this assignment. To submit your files for this assignment, you must upload them all before clicking submit. Direct any questions to your professor prior to beginning the assignment. Librarians are also available should you need assistance with your research for this assignment.
...
Unit VII Scholarly ActivityIn this course, we have introduce.docx
Unit VII Scholarly Activity
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation
with both audio and video components
; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
Many options exist to which you could use to make your recording, such as the following:
Audacity- http://www.audacityteam.org
Online Voice Recorder- www.online-voice-recorder.com
Ipadio- www.ipadio.com
Webcam file and upload to YouTube.
Alternatively, you can search for other programs/ways to make your recording to upload.
Once you have completed your recording, save the file to upload, or include a link to YouTube or whichever website you chose to post it. Questions should be directed to your professor prior to beginning the assignment.
CSU librarians can help you with your research for this assignment.
"I HAVE ALSO ATTACHED AN UPLOADED FILE WHICH IS THE STUDY GUIDE TO THIS UNIT"
.
In this course, we have introduced and assessed many noteworthy figu.docx
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation with both audio and video components; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
.
Complete this assignment on Benjamin Franklin, using the attached .docx
This document provides instructions for an assignment on a significant historical figure from the time period discussed in the course, excluding U.S. presidents. Students must choose a figure, research them using at least two sources including one from the online library, and create a multimedia presentation highlighting how the figure's philosophies and ideals are remembered today and how they changed society. The presentation can be a video, PowerPoint, or other format and must include both audio and video components. Creativity and effort will impact the grade.
Unit VII Scholarly Activity In this course, we have introduced an.docx
Unit VII Scholarly Activity
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation with both audio and video components; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
Many options exist to which you could use to make your recording, such as the following:
Audacity-
http://www.audacityteam.org
Online Voice Recorder-
www.online-voice-recorder.com
Ipadio-
www.ipadio.com
Webcam file and upload to YouTube.
Microsoft PowerPoint.
.
Unit VII Scholarly Activity In this course, we have introduced a.docx
Unit VII Scholarly Activity
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course
—
with the exception of any U.S. President
—
and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation
with both audio and video components
; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History &
Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop
automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
Many options exist to which you could use to make your recording, such as the following:
Audacity-
http://www.audacityteam.org
Online Voice Recorder-
www.online-voice-recorder.com
Ipadio-
www.ipadio.com
Webcam file and upload to YouTube.
.
Unit VII Scholarly ActivityIn this course, we have introduced .docx
Unit VII Scholarly Activity
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation
with both audio and video components
; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
Many options exist to which you could use to make your recording, such as the following:
Audacity-
http://www.audacityteam.org
Online Voice Recorder- www.online-voice-recorder.com
Ipadio- www.ipadio.com
Webcam file and upload to YouTube.
Microsoft PowerPoint.
.
Unit VII Scholarly Activity This course has introduced and asses.docx
Unit VII Scholarly Activity
This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose a noteworthy civil rights leader from the mid-20th century to the present. Your selection must be of an influential civil rights figure from the mid-20th century to the present, however you may
not
use any U.S. President. This assignment is open to any reform discussed in this course (including, but not limited to, creed, race, age, status, or gender).
This is not a biography. Your argument should highlight how society remembers him or her now.
The style of project is a multimedia presentation with both audio and video components; however, the medium is up to you. Examples may include a speech, self-guided PowerPoint presentation, or video. Creativity and effort is encouraged for this assignment.
Your submission will be graded on the following:
preparation and submission of a two-page reflection and three to five-minute presentation, ideally based on the outline assignment from Unit VI;
use of a minimum two sources that can be found in the Online Library (at least one from the American History and Life database);
proper APA citations and references for sources used;
content accuracy and avoidance of anachronism.
Here are the parameters:
o
Must include a visual component – such as a video or PowerPoint
§
If you choose to make a video, a transcript of the video is required.
o
All source requirements must be included in the combination of presentation and transcript
o
Audi Track is allowed, but not required
o
Length must fall within a window of three to five minutes – in the case of PowerPoint, slides and audio (if used) should automatically like a taped presentation
...
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Unit VII Scholarly Activity This course has introduced and assessed .docx
Unit VII Scholarly Activity This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose a noteworthy civil rights leader from the mid-20th century to the present. Your selection may be chosen from speakers or religious, economic, or social leaders. You may not use any U.S. President. This assignment is open to any reform discussed in this course (including, but not limited to, creed, race, age, status, or gender). This is not a biography. Your argument should highlight how society remembers him or her now. The style of project is a multimedia presentation with both audio and video components; however, the medium is up to you. Examples may include a speech, self-guided PowerPoint presentation, or video. Creativity and effort will impact your final grade for this assignment. Your submission will be graded on the following:
preparation and submission of a two-page reflection,
ideally based on the outline assignment from Unit VI; creation and submission of a visual presentation with your reflection as an audio transcript; use of a minimum two sources that can be found in the Online Library (at least one from the American History and Life database); proper APA citations and references for sources used;
length within three to five minutes (in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation);
and content accuracy and avoidance of anachronism. Many options are available for creating this assignment. A few options are listed below. Audacity: http://www.audacityteam.org/ Online Voice Recorder: www.online-voice-recorder.com Ipadio: www.ipadio.com You may also use your webcam and upload the file to YouTube. You may also search for other programs or ways to create your presentation/recording to upload. You must upload your reflection document at the same time that you upload your presentation file. You will be uploading two separate files for this assignment. To submit your files for this assignment, you must upload them all before clicking submit. Direct any questions to your professor prior to beginning the assignment. Librarians are also available should you need assistance with your research for this assignment.
...
Unit VII Scholarly ActivityIn this course, we have introduce.docx
Unit VII Scholarly Activity
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation
with both audio and video components
; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
Many options exist to which you could use to make your recording, such as the following:
Audacity- http://www.audacityteam.org
Online Voice Recorder- www.online-voice-recorder.com
Ipadio- www.ipadio.com
Webcam file and upload to YouTube.
Alternatively, you can search for other programs/ways to make your recording to upload.
Once you have completed your recording, save the file to upload, or include a link to YouTube or whichever website you chose to post it. Questions should be directed to your professor prior to beginning the assignment.
CSU librarians can help you with your research for this assignment.
"I HAVE ALSO ATTACHED AN UPLOADED FILE WHICH IS THE STUDY GUIDE TO THIS UNIT"
.
In this course, we have introduced and assessed many noteworthy figu.docx
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation with both audio and video components; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
.
Complete this assignment on Benjamin Franklin, using the attached .docx
This document provides instructions for an assignment on a significant historical figure from the time period discussed in the course, excluding U.S. presidents. Students must choose a figure, research them using at least two sources including one from the online library, and create a multimedia presentation highlighting how the figure's philosophies and ideals are remembered today and how they changed society. The presentation can be a video, PowerPoint, or other format and must include both audio and video components. Creativity and effort will impact the grade.
Unit VII Scholarly Activity In this course, we have introduced an.docx
Unit VII Scholarly Activity
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation with both audio and video components; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
Many options exist to which you could use to make your recording, such as the following:
Audacity-
http://www.audacityteam.org
Online Voice Recorder-
www.online-voice-recorder.com
Ipadio-
www.ipadio.com
Webcam file and upload to YouTube.
Microsoft PowerPoint.
.
Unit VII Scholarly Activity In this course, we have introduced a.docx
Unit VII Scholarly Activity
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course
—
with the exception of any U.S. President
—
and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation
with both audio and video components
; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History &
Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop
automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
Many options exist to which you could use to make your recording, such as the following:
Audacity-
http://www.audacityteam.org
Online Voice Recorder-
www.online-voice-recorder.com
Ipadio-
www.ipadio.com
Webcam file and upload to YouTube.
.
Unit VII Scholarly ActivityIn this course, we have introduced .docx
Unit VII Scholarly Activity
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation
with both audio and video components
; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
Many options exist to which you could use to make your recording, such as the following:
Audacity-
http://www.audacityteam.org
Online Voice Recorder- www.online-voice-recorder.com
Ipadio- www.ipadio.com
Webcam file and upload to YouTube.
Microsoft PowerPoint.
.
Unit VII Scholarly Activity This course has introduced and asses.docx
Unit VII Scholarly Activity
This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose a noteworthy civil rights leader from the mid-20th century to the present. Your selection must be of an influential civil rights figure from the mid-20th century to the present, however you may
not
use any U.S. President. This assignment is open to any reform discussed in this course (including, but not limited to, creed, race, age, status, or gender).
This is not a biography. Your argument should highlight how society remembers him or her now.
The style of project is a multimedia presentation with both audio and video components; however, the medium is up to you. Examples may include a speech, self-guided PowerPoint presentation, or video. Creativity and effort is encouraged for this assignment.
Your submission will be graded on the following:
preparation and submission of a two-page reflection and three to five-minute presentation, ideally based on the outline assignment from Unit VI;
use of a minimum two sources that can be found in the Online Library (at least one from the American History and Life database);
proper APA citations and references for sources used;
content accuracy and avoidance of anachronism.
Here are the parameters:
o
Must include a visual component – such as a video or PowerPoint
§
If you choose to make a video, a transcript of the video is required.
o
All source requirements must be included in the combination of presentation and transcript
o
Audi Track is allowed, but not required
o
Length must fall within a window of three to five minutes – in the case of PowerPoint, slides and audio (if used) should automatically like a taped presentation
...
This is two assignments combined as they go together.This course.docx
This is two assignments combined as they go together.
This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose an influential civil rights figure from the mid-20th century to the present. Your selection may be taken from speakers or religious, economic, or social leaders. You may not use any U.S. President. This assignment is open to any reform discussed in this course (e.g., creed, race, age, status, or gender).
Prepare an outline communicating that figure’s relevance in today’s modern era. Why and how is this figure important today? This is not a biography. Your argument should highlight how society remembers him or her now.
For this assignment, you will be creating a one-page outline (minimum of 300 words) about your chosen figure. If you choose, this could be used to help write your transcript for the Unit VII assignment described below. Submit your outline in this unit. It is suggested, though not required, that you include potential sources.
The goal of this assignment is to prepare you for the Unit VII assignment described below. However, it is not required that you use the same person from your Unit VI Outline for the Unit VII Scholarly Activity. If you do intend to use this outline in Unit VII, it is highly advised that you review the instructions below and prepare with that assignment in mind.
Unit VII Scholarly Activity
This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose a noteworthy civil rights leader from the mid-20th century to the present. Your selection must be of an influential civil rights figure from the mid-20th century to the present, however you may not use any U.S. President. This assignment is open to any reform discussed in this course (including, but not limited to, creed, race, age, status, or gender).
This is not a biography. Your argument should highlight how society remembers him or her now.
The style of project is a multimedia presentation with both audio and video components; however, the medium is up to you. Examples may include a speech, self-guided PowerPoint presentation, or video. Creativity and effort is encouraged for this assignment.
Your submission will be graded on the following:
preparation and submission of a two-page reflection and three to five-minute presentation, ideally based on the outline assignment from Unit VI; use of a minimum two sources that can be found in the Online Library (at least one from the American History and Life database); proper APA citations and references for sources used; content accuracy and avoidance of anachronism. Here are the parameters: o Must include a visual component – such as a video ...
Complete the following assignment on Eli Whitney, the inventor of .docx
Complete the following assignment on Eli Whitney, the inventor of the Cotton Gin...Please make sure you meet all of the criteria listed below. Write detailed speaker's notes in place of the audio recording.
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve. The style of this project is a multimedia presentation with both audio and video components; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade. Projects are due during Unit VII and will be graded on the following: Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI. Create and submit a visual presentation with your reflection as an audio transcript. Use a minimum two sources that can be found in Waldorf’s Online Library (at least one from the American History & Life database). Proper citations and references for any use or identification of those sources must be used. Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation. Content accuracy and avoidance of anachronism are a must.
...
Week 1 Assignment First StepsWrite a two- to three-page analysi.docx
This document outlines the Week 1 assignment for an education course. Students are asked to write a 2-3 page analysis of youth programs in their community. They must include an infographic with community statistics, summarize key youth issues, and create a table of existing youth programs that lists the program name, mission, how it engages youth, and which developmental assets it focuses on. Students are also asked to brainstorm how they could get involved in one of these programs. The instructor provides guidance, emphasizing exploring community strengths and culture, identifying the 40 developmental assets, and reviewing resources to complete the assignment and discussions.
Building Multi-Media Files SOC 4853 Fannie Escalante
The document appears to be notes from a college course on youth and education, with a focus on bullying. It includes a table of contents listing key concepts related to bullying, as well as photos, infographics, videos, audio clips, websites and articles on the topic. It also outlines class notes on the course which discuss exploring different types of online media like photos, videos and information graphics, and assigning work related to choosing a subfield of sociology such as early childhood education or secondary education to research.
Building multimedia files soc 4853 fannie escalante 2
The document appears to be notes from a college course on youth and education, with a focus on bullying. It includes a table of contents listing key concepts related to bullying, as well as photos, infographics, videos, audio clips and websites relevant to the topic. It also outlines class notes on the online media production process and assignments involving creating a Wordle, photo mosaic and setting up online feeds and subscriptions related to the subfield of bullying and education.
IDS 400 Final Project
IDS 400 Final Project Part Two Guidelines and Rubric
Overview
This course explores diversity and its impact on the world around us. Diversity influences society, and society influences diversity, creating a feedback loop
between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to diversity as well as the four
general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better understand
the construction of diversity and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections between popular
culture and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the world.
Issues and events in diversity have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives to
investigate and change. The purpose of this project is to examine a specific issue or event in diversity and how that event or issue impacts individuals and society.
You will do this through the development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically,
investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature
and peer experiences
Prompt
For Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or
event, yourself, and society through analyzing your event or issue’s impact on diversity. You will also be able to apply your communication skills and integrate
multimedia elements to communicate your message to an audience
In developing this presentation, you will be able to use your analyses from Final Project Part One as a starting point. The reflective nature of th ...
IDS 400 Final Project
IDS 400 Final Project Part Two Guidelines and Rubric
Overview
This course explores diversity and its impact on the world around us. Diversity influences society, and society influences diversity, creating a feedback loop
between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to diversity as well as the four
general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better understand
the construction of diversity and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections between popular
culture and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the world.
Issues and events in diversity have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives to
investigate and change. The purpose of this project is to examine a specific issue or event in diversity and how that event or issue impacts individuals and society.
You will do this through the development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically,
investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature
and peer experiences
Prompt
For Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or
event, yourself, and society through analyzing your event or issue’s impact on diversity. You will also be able to apply your communication skills and integrate
multimedia elements to communicate your message to an audience
In developing this presentation, you will be able to use your analyses from Final Project Part One as a starting point. The reflective nature of th ...
Assignment 3a Presentation on Threats to the Global Environment.docx
Assignment 3a: Presentation on Threats to the Global Environment
Due Week 9 and worth 150 points
Congratulations! The members of the United Nations found great value in the two analyses you provided. They are now asking you to develop a PowerPoint presentation that addresses the four most critical threats to the global environment. They are listed in the table below.
Energy sources
Civil war
Globalization
Poor health of entire populations
Lack of educational opportunities
Cultural taboos
Inappropriate uses of technology
Climate change
To complete this task, you must do the following:
Step I. Narrow the List from Eight to the Four Most Critical Threats
To complete this step, complete the following tasks in order:
· Review research on each of the eight threats listed in the table.
· Determine what you believe to be the current and potential future impacts of each threat on the global environment.
· Choose the four threats that you see as the most critical by considering which pose the greatest or most immediate risk to us.
Step II. Create the PowerPoint Presentation
The completed version of this presentation will include a minimum of 19 slides. Your audience consists of the United Nations General Assembly.
PPT Content and Structure
1. A Title Slide: Include your name, course title, current date, and the name of your instructor.
2. An Introduction Slide: List the four threats you chose, and in the Notes section offer a brief narrative justifying these choices
3. Body Slides: The slide content is listed in the outline below. For each body slide you develop, please include a paragraph in the Notes section explaining how the details you have provided in the slide are pertinent to the United Nations’ discussion on selecting and prioritizing goals.
I. For your first threat(this is the threat you consider to be the greatest risk/highest priority)
a. One slide on a brief history and assessment of the threat
b. One slide on the countries most affected by the threat, and how those countries are affected (please give examples)
c. One slide on the effects of this threat on the world population as a whole
d. One slide including a chart, graph, or compelling visual that relates to the content you present in body slides a–c
II. For your second threat (this is the threat you consider to be the second greatest risk/second highest priority)
1.
a. One slide on a brief history and assessment of the threat
b. One slide on the countries most affected by the threat, and how those countries are affected (please give examples)
c. One slide on the effects of this threat on the world population as a whole
d. One slide including a chart, graph, or compelling visual that relates to the content you present in body slides a–c
III. For your third threat (this is the threat you consider to be the third greatest threat/highest priority)
a. One slide on a brief history and assessment of the threat
b ...
Research Project
This document provides guidance for students on completing a research project, including choosing a topic, writing a paper outline in MS Word, and creating a PowerPoint presentation. The paper outline must include an introduction, cause and effect, compare and contrast, validity and reliability, and conclusion. Students are also instructed on how to insert items like pictures, clip art, movies and sounds into their PowerPoint presentation. The goal is to persuade their audience to take action on the issue.
Review the following four samples of YouTube student projects on var.docx
Review the following four samples of YouTube student projects on various aspects of education and social justice. After reviewing the video, construct a two- to four-minute presentation on what you have learned throughout this course. Using the course learning outcomes (CLOs) as your guide, create an audio visual way to represent these ideas. You may use
Prezi
,
Storybird
,
YouTube
,
Vimeo
,
Animoto
, or
Stupeflix
to create your video or presentation.
Get creative! You might consider the role of music in your video/presentation, including a song selection of your choice. Some presentations such as
Present.Me
allow you to embed a musical selection as background music. A more traditional slide-show presentation may yield better results if the name and artist of the song is shared. Recall how important music was for the activist movements from the Highlander Folk School. Once the two- to four-minute video is completed, post a link to it in the discussion board. Do not allow yourself to get lost in the technology. The most important part is the, content, effectiveness of your delivery of this information and your responses to peers.
Amazing Grace by Jonathan Kozol
Multicultural Education
Paulo Freire’s “Banking concept of education
Children across culture
.
Instructional Strategies Web 2.0
The document discusses how digital technologies have changed the way students learn and how teachers can leverage these technologies. It outlines 7 principles for effective teaching, including active learning, collaboration, and feedback. It then provides examples of how technologies like YouTube, social networks, blogs, wikis, podcasts, and games can be used to support these principles and improve learning outcomes.
· The project should include biographical information on the pre.docx
· The project should include biographical information on the president. Please address if the president's background influenced the scandals tied to him.
· The project should include a brief overview of important events, legislation, or changes tied to the president's administration.
· The project should include a detailed account of a minimum of two scandals that occurred with this president. The scandals must be both personal and professional. The scandals must be clearly explained. The scandal details should include the pertinent dates, people involved, location, where, and why events occurred.
· Please discuss how events were concluded and the costs. Was anyone prosecuted, did the president leave office, and what effect did the scandal have on the country, if any? Discuss if the public was aware of the scandal, was there press coverage, did the president's approval ratings decline, and if there was a loss in national confidence in the president.
· With the Nixon, Clinton, and George W. Bush topics, the students addressing those three presidents must focus on additional scandals and add new facts that the videos didn’t cover. The videos provide a sufficient number of facts to the class already. So, each of the students covering those presidents must add new facts beyond what their peers have already saw in the videos.
Citation instructions
Lastly, the student must create a final
works cited page
to be included at the end of the presentation.
Students should use a minimum of 4 sources.
1. Works cited-Students can use MLA or Chicago Style.
2.
Wikipedia, textbooks, Boundless textbooks, Sparknotes, Study.com, or encyclopedias cannot be used as sources- Use of any of these types of sources will result in a FAILING GRADE on the assignment.
Students may use books, journals, and websites. Websites and web pages such as the Miller Center, PBS American Presidents, the History Channel, and the White House presidential biographies are highly recommended sources. Do not use gossip websites, Radar online, EOnline and questionable sites that lack academic contributors. Legitimate sites end with .org or .edu.
Presentation Instructions
Research Presentation Requirements guide
Each research presentation must include the following:
· Research of president’s background
1. Research of Scandal(s)
2. Creation of Visual Outline (Normally a PowerPoint or Prezi)-
Not a paper
3. Works cited page
Visual Outline
Power Point (is preferred) and other audiovisual aids such as music, movies… (video clips should be no more than 5 minutes long)
This assignment should not be submitted as an essay.
The visual outline should be both informative and easy to follow.
There is not a set minimum or maximum number of slides. Less than ten slides is normally too short, and more than twenty slides is normally too long.
There should not be full paragraphs on slides. There should not be more than seven lines of text on each slide.
Works Cited
Plea.
Precise ethical issue in regards to autonomy.docx
This document provides instructions for a student assignment to create a PowerPoint presentation analyzing an ethical case related to autonomy. Students are asked to choose one of four cases presented - Lisa McPherson, Terri Schiavo, Nadya Doud-Suleman, or Elodie Irvine v. Regents of the University of California - and create a presentation addressing the facts of the case, relevant ethical principles, any legal issues, alternatives to actions taken, recommended actions if on an ethics committee, and personal reflection as a healthcare professional. Students are also instructed to include narration of their presentation using either VoiceThread or Screencast-O-Matic. The presentation should be 15-20 slides with a script and take
Ech 205 ech205 ech 205 education for service uopstudy.com
This document outlines the weekly assignments for an early childhood development course. It includes assignments such as creating a matrix of influential theorists, comparing historical and modern early education facilities, designing activity booklets for caregivers, and conducting research on the effects of environmental factors on child development. The assignments require students to research topics, complete observations, interview teachers, and develop resources to demonstrate their understanding of child growth and the influences on development.
Ech 205 ech205 ech 205 best tutorials guide uopstudy.com
This document outlines the weekly assignments for an early childhood development course. It includes assignments such as creating a matrix of influential theorists, comparing historical and modern early education facilities, designing activity booklets for caregivers, and conducting research on the effects of environmental factors on child development. The assignments require students to research topics, complete observations, interview teachers, and develop resources to demonstrate their understanding of child growth and the influences on development.
Amical 2013 wksp multimodal projects for 21st century learning
This document summarizes a workshop on using image and video annotations in teaching and learning. It provides objectives of introducing teaching with annotated media, showcasing examples using MediaThread and EdCanvas platforms, and brainstorming ways to use annotations and EdCanvas in courses. Examples are given of learning activities using annotated images and video, such as analyzing images in art history and composing digital essays. Pedagogical benefits include active engagement and developing skills in utilizing and citing multimedia sources. The workshop models hands-on experimentation with the tools and discussion of integrating them in classes.
Family History in American History
Using a collaborative timeline, multimedia, Google maps, and a wiki, American History students create a thread through time using the oral history of their family.
Ber presentation tech tools
This document provides an agenda and overview for a workshop on making best use of cutting-edge technology tools in the social studies classroom. The agenda covers topics such as backchanneling, learning management systems, organization and collaboration tools, presentation tools, website building, video creation, timelines, and meeting Common Core standards. Specific tools that are discussed include Edmodo, Google Drive, Prezi, Animoto, Glogster, and iPad apps. The goal is to explore how these various digital tools can be used to engage students and enhance learning in social studies classes.
Your friend, an 8th-grade earth science teacher at the local mid.docx
Your friend, an 8th-grade earth science teacher at the local middle school, is organizing an Earth Day celebration for his students and their families. He knows you have recently been learning about environmental policies in this environmental science class and has asked you to be one of several guest speakers at the event. He would like you to explain to the students how scientific research and public awareness of an environmental issue led to an environmental policy or law. The goal is for the 8th-grade students to understand how people and communities (scientific community, government bodies, citizens of a country, etc.) can effect positive change for the environment.
Use
the policy and issue you selected for your Wk 5 Discussion – Environmental Policies in Action.
Prepare
a 3-to 4-minute video and/or audio recording, or a 1,050- to 1,750-word transcript of your presentation.
Address
the following in your presentation:
Summarize the environmental issue. What are its causes? What are the effects on the environment and people? Consider multiple perspectives and locations, as applicable.
Explain how economics and/or personal lifestyle choices or behaviors are related to this issue.
Describe how individuals, communities, and/or governments have worked to address the issue.
Examine the impact of relevant legislation or initiatives. What are the benefits? Have there been any consequences?
Note:
Remember your audience; the presentation needs to make sense and appeal to 13- and 14-year-old students.
Include
at least 2 outside resources to support your conclusions.
Note:
You can learn more about submitting video files to Blackboard
here
.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
= = = = =
If you choose to submit a video presentation use video file types...
Windows Media Video (WMV)
Flash Video (FLV)
MP4
These file formats are relatively small, which allows for (somewhat) easier and faster uploading (submission) and downloading (instructor review).
Alternate options....
Create a video and upload it to YouTube. Submit the link for me to access the video.
Create a MS PowerPoint presentation and record audio in the file for your presentation.
In my opinion, these alternate video presentation options have been the best for ease of use.
If you choose, the video only option, submit an APA style references list as a separate document or in the comments area.
.
Module 5 Power Point In The Classroom And Lab
This document provides an overview of effective ways to integrate MS PowerPoint into classroom instruction. It discusses PowerPoint basics and offers ideas for student activities and projects using PowerPoint, including creating personal storyboards, group solar system presentations, and interactive book reports. The document emphasizes using engaging content like images, questions, and multimedia rather than walls of text, and highlights best practices for technology integration to enhance learning rather than replace other methods.
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docx
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docx
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
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This is two assignments combined as they go together.
This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose an influential civil rights figure from the mid-20th century to the present. Your selection may be taken from speakers or religious, economic, or social leaders. You may not use any U.S. President. This assignment is open to any reform discussed in this course (e.g., creed, race, age, status, or gender).
Prepare an outline communicating that figure’s relevance in today’s modern era. Why and how is this figure important today? This is not a biography. Your argument should highlight how society remembers him or her now.
For this assignment, you will be creating a one-page outline (minimum of 300 words) about your chosen figure. If you choose, this could be used to help write your transcript for the Unit VII assignment described below. Submit your outline in this unit. It is suggested, though not required, that you include potential sources.
The goal of this assignment is to prepare you for the Unit VII assignment described below. However, it is not required that you use the same person from your Unit VI Outline for the Unit VII Scholarly Activity. If you do intend to use this outline in Unit VII, it is highly advised that you review the instructions below and prepare with that assignment in mind.
Unit VII Scholarly Activity
This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose a noteworthy civil rights leader from the mid-20th century to the present. Your selection must be of an influential civil rights figure from the mid-20th century to the present, however you may not use any U.S. President. This assignment is open to any reform discussed in this course (including, but not limited to, creed, race, age, status, or gender).
This is not a biography. Your argument should highlight how society remembers him or her now.
The style of project is a multimedia presentation with both audio and video components; however, the medium is up to you. Examples may include a speech, self-guided PowerPoint presentation, or video. Creativity and effort is encouraged for this assignment.
Your submission will be graded on the following:
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Complete the following assignment on Eli Whitney, the inventor of .docx
Complete the following assignment on Eli Whitney, the inventor of the Cotton Gin...Please make sure you meet all of the criteria listed below. Write detailed speaker's notes in place of the audio recording.
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve. The style of this project is a multimedia presentation with both audio and video components; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade. Projects are due during Unit VII and will be graded on the following: Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI. Create and submit a visual presentation with your reflection as an audio transcript. Use a minimum two sources that can be found in Waldorf’s Online Library (at least one from the American History & Life database). Proper citations and references for any use or identification of those sources must be used. Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation. Content accuracy and avoidance of anachronism are a must.
...
Week 1 Assignment First StepsWrite a two- to three-page analysi.docx
This document outlines the Week 1 assignment for an education course. Students are asked to write a 2-3 page analysis of youth programs in their community. They must include an infographic with community statistics, summarize key youth issues, and create a table of existing youth programs that lists the program name, mission, how it engages youth, and which developmental assets it focuses on. Students are also asked to brainstorm how they could get involved in one of these programs. The instructor provides guidance, emphasizing exploring community strengths and culture, identifying the 40 developmental assets, and reviewing resources to complete the assignment and discussions.
Building Multi-Media Files SOC 4853 Fannie Escalante
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The document appears to be notes from a college course on youth and education, with a focus on bullying. It includes a table of contents listing key concepts related to bullying, as well as photos, infographics, videos, audio clips and websites relevant to the topic. It also outlines class notes on the online media production process and assignments involving creating a Wordle, photo mosaic and setting up online feeds and subscriptions related to the subfield of bullying and education.
IDS 400 Final Project
IDS 400 Final Project Part Two Guidelines and Rubric
Overview
This course explores diversity and its impact on the world around us. Diversity influences society, and society influences diversity, creating a feedback loop
between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to diversity as well as the four
general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better understand
the construction of diversity and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections between popular
culture and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the world.
Issues and events in diversity have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives to
investigate and change. The purpose of this project is to examine a specific issue or event in diversity and how that event or issue impacts individuals and society.
You will do this through the development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically,
investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature
and peer experiences
Prompt
For Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or
event, yourself, and society through analyzing your event or issue’s impact on diversity. You will also be able to apply your communication skills and integrate
multimedia elements to communicate your message to an audience
In developing this presentation, you will be able to use your analyses from Final Project Part One as a starting point. The reflective nature of th ...
IDS 400 Final Project
IDS 400 Final Project Part Two Guidelines and Rubric
Overview
This course explores diversity and its impact on the world around us. Diversity influences society, and society influences diversity, creating a feedback loop
between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to diversity as well as the four
general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better understand
the construction of diversity and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections between popular
culture and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the world.
Issues and events in diversity have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives to
investigate and change. The purpose of this project is to examine a specific issue or event in diversity and how that event or issue impacts individuals and society.
You will do this through the development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically,
investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature
and peer experiences
Prompt
For Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or
event, yourself, and society through analyzing your event or issue’s impact on diversity. You will also be able to apply your communication skills and integrate
multimedia elements to communicate your message to an audience
In developing this presentation, you will be able to use your analyses from Final Project Part One as a starting point. The reflective nature of th ...
Assignment 3a Presentation on Threats to the Global Environment.docx
Assignment 3a: Presentation on Threats to the Global Environment
Due Week 9 and worth 150 points
Congratulations! The members of the United Nations found great value in the two analyses you provided. They are now asking you to develop a PowerPoint presentation that addresses the four most critical threats to the global environment. They are listed in the table below.
Energy sources
Civil war
Globalization
Poor health of entire populations
Lack of educational opportunities
Cultural taboos
Inappropriate uses of technology
Climate change
To complete this task, you must do the following:
Step I. Narrow the List from Eight to the Four Most Critical Threats
To complete this step, complete the following tasks in order:
· Review research on each of the eight threats listed in the table.
· Determine what you believe to be the current and potential future impacts of each threat on the global environment.
· Choose the four threats that you see as the most critical by considering which pose the greatest or most immediate risk to us.
Step II. Create the PowerPoint Presentation
The completed version of this presentation will include a minimum of 19 slides. Your audience consists of the United Nations General Assembly.
PPT Content and Structure
1. A Title Slide: Include your name, course title, current date, and the name of your instructor.
2. An Introduction Slide: List the four threats you chose, and in the Notes section offer a brief narrative justifying these choices
3. Body Slides: The slide content is listed in the outline below. For each body slide you develop, please include a paragraph in the Notes section explaining how the details you have provided in the slide are pertinent to the United Nations’ discussion on selecting and prioritizing goals.
I. For your first threat(this is the threat you consider to be the greatest risk/highest priority)
a. One slide on a brief history and assessment of the threat
b. One slide on the countries most affected by the threat, and how those countries are affected (please give examples)
c. One slide on the effects of this threat on the world population as a whole
d. One slide including a chart, graph, or compelling visual that relates to the content you present in body slides a–c
II. For your second threat (this is the threat you consider to be the second greatest risk/second highest priority)
1.
a. One slide on a brief history and assessment of the threat
b. One slide on the countries most affected by the threat, and how those countries are affected (please give examples)
c. One slide on the effects of this threat on the world population as a whole
d. One slide including a chart, graph, or compelling visual that relates to the content you present in body slides a–c
III. For your third threat (this is the threat you consider to be the third greatest threat/highest priority)
a. One slide on a brief history and assessment of the threat
b ...
Research Project
This document provides guidance for students on completing a research project, including choosing a topic, writing a paper outline in MS Word, and creating a PowerPoint presentation. The paper outline must include an introduction, cause and effect, compare and contrast, validity and reliability, and conclusion. Students are also instructed on how to insert items like pictures, clip art, movies and sounds into their PowerPoint presentation. The goal is to persuade their audience to take action on the issue.
Review the following four samples of YouTube student projects on var.docx
Review the following four samples of YouTube student projects on various aspects of education and social justice. After reviewing the video, construct a two- to four-minute presentation on what you have learned throughout this course. Using the course learning outcomes (CLOs) as your guide, create an audio visual way to represent these ideas. You may use
Prezi
,
Storybird
,
YouTube
,
Vimeo
,
Animoto
, or
Stupeflix
to create your video or presentation.
Get creative! You might consider the role of music in your video/presentation, including a song selection of your choice. Some presentations such as
Present.Me
allow you to embed a musical selection as background music. A more traditional slide-show presentation may yield better results if the name and artist of the song is shared. Recall how important music was for the activist movements from the Highlander Folk School. Once the two- to four-minute video is completed, post a link to it in the discussion board. Do not allow yourself to get lost in the technology. The most important part is the, content, effectiveness of your delivery of this information and your responses to peers.
Amazing Grace by Jonathan Kozol
Multicultural Education
Paulo Freire’s “Banking concept of education
Children across culture
.
Instructional Strategies Web 2.0
The document discusses how digital technologies have changed the way students learn and how teachers can leverage these technologies. It outlines 7 principles for effective teaching, including active learning, collaboration, and feedback. It then provides examples of how technologies like YouTube, social networks, blogs, wikis, podcasts, and games can be used to support these principles and improve learning outcomes.
· The project should include biographical information on the pre.docx
· The project should include biographical information on the president. Please address if the president's background influenced the scandals tied to him.
· The project should include a brief overview of important events, legislation, or changes tied to the president's administration.
· The project should include a detailed account of a minimum of two scandals that occurred with this president. The scandals must be both personal and professional. The scandals must be clearly explained. The scandal details should include the pertinent dates, people involved, location, where, and why events occurred.
· Please discuss how events were concluded and the costs. Was anyone prosecuted, did the president leave office, and what effect did the scandal have on the country, if any? Discuss if the public was aware of the scandal, was there press coverage, did the president's approval ratings decline, and if there was a loss in national confidence in the president.
· With the Nixon, Clinton, and George W. Bush topics, the students addressing those three presidents must focus on additional scandals and add new facts that the videos didn’t cover. The videos provide a sufficient number of facts to the class already. So, each of the students covering those presidents must add new facts beyond what their peers have already saw in the videos.
Citation instructions
Lastly, the student must create a final
works cited page
to be included at the end of the presentation.
Students should use a minimum of 4 sources.
1. Works cited-Students can use MLA or Chicago Style.
2.
Wikipedia, textbooks, Boundless textbooks, Sparknotes, Study.com, or encyclopedias cannot be used as sources- Use of any of these types of sources will result in a FAILING GRADE on the assignment.
Students may use books, journals, and websites. Websites and web pages such as the Miller Center, PBS American Presidents, the History Channel, and the White House presidential biographies are highly recommended sources. Do not use gossip websites, Radar online, EOnline and questionable sites that lack academic contributors. Legitimate sites end with .org or .edu.
Presentation Instructions
Research Presentation Requirements guide
Each research presentation must include the following:
· Research of president’s background
1. Research of Scandal(s)
2. Creation of Visual Outline (Normally a PowerPoint or Prezi)-
Not a paper
3. Works cited page
Visual Outline
Power Point (is preferred) and other audiovisual aids such as music, movies… (video clips should be no more than 5 minutes long)
This assignment should not be submitted as an essay.
The visual outline should be both informative and easy to follow.
There is not a set minimum or maximum number of slides. Less than ten slides is normally too short, and more than twenty slides is normally too long.
There should not be full paragraphs on slides. There should not be more than seven lines of text on each slide.
Works Cited
Plea.
Precise ethical issue in regards to autonomy.docx
This document provides instructions for a student assignment to create a PowerPoint presentation analyzing an ethical case related to autonomy. Students are asked to choose one of four cases presented - Lisa McPherson, Terri Schiavo, Nadya Doud-Suleman, or Elodie Irvine v. Regents of the University of California - and create a presentation addressing the facts of the case, relevant ethical principles, any legal issues, alternatives to actions taken, recommended actions if on an ethics committee, and personal reflection as a healthcare professional. Students are also instructed to include narration of their presentation using either VoiceThread or Screencast-O-Matic. The presentation should be 15-20 slides with a script and take
Ech 205 ech205 ech 205 education for service uopstudy.com
This document outlines the weekly assignments for an early childhood development course. It includes assignments such as creating a matrix of influential theorists, comparing historical and modern early education facilities, designing activity booklets for caregivers, and conducting research on the effects of environmental factors on child development. The assignments require students to research topics, complete observations, interview teachers, and develop resources to demonstrate their understanding of child growth and the influences on development.
Ech 205 ech205 ech 205 best tutorials guide uopstudy.com
This document outlines the weekly assignments for an early childhood development course. It includes assignments such as creating a matrix of influential theorists, comparing historical and modern early education facilities, designing activity booklets for caregivers, and conducting research on the effects of environmental factors on child development. The assignments require students to research topics, complete observations, interview teachers, and develop resources to demonstrate their understanding of child growth and the influences on development.
Amical 2013 wksp multimodal projects for 21st century learning
This document summarizes a workshop on using image and video annotations in teaching and learning. It provides objectives of introducing teaching with annotated media, showcasing examples using MediaThread and EdCanvas platforms, and brainstorming ways to use annotations and EdCanvas in courses. Examples are given of learning activities using annotated images and video, such as analyzing images in art history and composing digital essays. Pedagogical benefits include active engagement and developing skills in utilizing and citing multimedia sources. The workshop models hands-on experimentation with the tools and discussion of integrating them in classes.
Family History in American History
Using a collaborative timeline, multimedia, Google maps, and a wiki, American History students create a thread through time using the oral history of their family.
Ber presentation tech tools
This document provides an agenda and overview for a workshop on making best use of cutting-edge technology tools in the social studies classroom. The agenda covers topics such as backchanneling, learning management systems, organization and collaboration tools, presentation tools, website building, video creation, timelines, and meeting Common Core standards. Specific tools that are discussed include Edmodo, Google Drive, Prezi, Animoto, Glogster, and iPad apps. The goal is to explore how these various digital tools can be used to engage students and enhance learning in social studies classes.
Your friend, an 8th-grade earth science teacher at the local mid.docx
Your friend, an 8th-grade earth science teacher at the local middle school, is organizing an Earth Day celebration for his students and their families. He knows you have recently been learning about environmental policies in this environmental science class and has asked you to be one of several guest speakers at the event. He would like you to explain to the students how scientific research and public awareness of an environmental issue led to an environmental policy or law. The goal is for the 8th-grade students to understand how people and communities (scientific community, government bodies, citizens of a country, etc.) can effect positive change for the environment.
Use
the policy and issue you selected for your Wk 5 Discussion – Environmental Policies in Action.
Prepare
a 3-to 4-minute video and/or audio recording, or a 1,050- to 1,750-word transcript of your presentation.
Address
the following in your presentation:
Summarize the environmental issue. What are its causes? What are the effects on the environment and people? Consider multiple perspectives and locations, as applicable.
Explain how economics and/or personal lifestyle choices or behaviors are related to this issue.
Describe how individuals, communities, and/or governments have worked to address the issue.
Examine the impact of relevant legislation or initiatives. What are the benefits? Have there been any consequences?
Note:
Remember your audience; the presentation needs to make sense and appeal to 13- and 14-year-old students.
Include
at least 2 outside resources to support your conclusions.
Note:
You can learn more about submitting video files to Blackboard
here
.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
= = = = =
If you choose to submit a video presentation use video file types...
Windows Media Video (WMV)
Flash Video (FLV)
MP4
These file formats are relatively small, which allows for (somewhat) easier and faster uploading (submission) and downloading (instructor review).
Alternate options....
Create a video and upload it to YouTube. Submit the link for me to access the video.
Create a MS PowerPoint presentation and record audio in the file for your presentation.
In my opinion, these alternate video presentation options have been the best for ease of use.
If you choose, the video only option, submit an APA style references list as a separate document or in the comments area.
.
Module 5 Power Point In The Classroom And Lab
This document provides an overview of effective ways to integrate MS PowerPoint into classroom instruction. It discusses PowerPoint basics and offers ideas for student activities and projects using PowerPoint, including creating personal storyboards, group solar system presentations, and interactive book reports. The document emphasizes using engaging content like images, questions, and multimedia rather than walls of text, and highlights best practices for technology integration to enhance learning rather than replace other methods.
Similar to Unit VII Scholarly Activity This is not a biography. Your argume.docx (20)
This is two assignments combined as they go together.This course.docx
This is two assignments combined as they go together.This course.docx
Complete the following assignment on Eli Whitney, the inventor of .docx
Complete the following assignment on Eli Whitney, the inventor of .docx
Week 1 Assignment First StepsWrite a two- to three-page analysi.docx
Week 1 Assignment First StepsWrite a two- to three-page analysi.docx
Building Multi-Media Files SOC 4853 Fannie Escalante
Building Multi-Media Files SOC 4853 Fannie Escalante
Building multimedia files soc 4853 fannie escalante 2
Building multimedia files soc 4853 fannie escalante 2
Assignment 3a Presentation on Threats to the Global Environment.docx
Assignment 3a Presentation on Threats to the Global Environment.docx
Review the following four samples of YouTube student projects on var.docx
Review the following four samples of YouTube student projects on var.docx
· The project should include biographical information on the pre.docx
· The project should include biographical information on the pre.docx
Ech 205 ech205 ech 205 education for service uopstudy.com
Ech 205 ech205 ech 205 education for service uopstudy.com
Ech 205 ech205 ech 205 best tutorials guide uopstudy.com
Ech 205 ech205 ech 205 best tutorials guide uopstudy.com
Amical 2013 wksp multimodal projects for 21st century learning
Amical 2013 wksp multimodal projects for 21st century learning
Your friend, an 8th-grade earth science teacher at the local mid.docx
Your friend, an 8th-grade earth science teacher at the local mid.docx
More from cargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docx
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docx
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docx
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docx
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docx
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
Common sports-relatedshoulder injuriesShoulder pain is.docx
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Product Yields VEGETABLES Acorn Squash.docx
Common Product Yields
VEGETABLES
Acorn Squash Flesh Raw 74% Eggplant Trim, Pared, and Sliced 81%
Artichoke Edible Leaves and Base 40% Endive Trimmed and Cored 86%
Asparagus Trimmed Ends 80% Fennel Trimmed and Cored 86%
Beets Peeled and Diced 91% Garlic Peeled Cloves 87%
Broccoli Cored. Florets Only 47% Ginger Root Peeled Root 83-90%
Brussel Sprouts Trim and Ready To Cook 90% Iceberg Lettuce 62%
Butternut Squash 84% Leek Bulb and Flower Leaves 44%
Red & Green
Cabbage Trimmed Without Core 64% Mushrooms
90%
Carrots 68% Onions 63%
Cauliflower Cored. Florets Only. 53% Peppers 59%
Celery 60% Potatoes Skinned By Hand and Raw 63%
Cilantro 90% Romaine 86%
Corn Raw Kernals Cut Off Cob 36% Spinach Trimmed Leaves 72%
Cucumber Pared and Sliced 84% Zucchini 78%
FRUITS
Apples Peeled and Cored 40% Mango Without Pit and Skin 69%
Avocado Skin and Seeded 63% Oranges Pared, Flesh 44%
Banana 66% Papayas 65%
Blackberries 96% Peaches Without Pit and Skin 76%
Cantaloupe Rind and Seeded 43% Pears Without Pit and Skin 78%
Cherries Flesh 62% Pineapple Peeled and Cored 38%
Coconut Meat 48% Plantains Fully Ripe 65%
Figs Without Stem 97% Plums Pitted 94%
Grapefruit
Segments Without
Membrane 52% Pomegranates Seeded 44%
Grapes Stems Removed 96% Prickle Pear Pulp 44%
Honeydew Rind and Seeded 48% Strawberries Good Quality, No Stem 90%
Lemons Juiced and Strained 36% Tomato Stem and Base 90%
Lime/Lemon Zest 16% Watermelon Rind and Seeded 52%
Limes Juiced and Strained 47%
Common Product Yields
MEAT
Beef Chuck 85% Lamb Breast And Flank 89%
Flank 90% Chop 75%
Flap Meat 80% Foreleg 70%
Inside Round 65% Loin 89%
Neck 75% Rib 81%
Rib Chop 83% Shoulder 86%
Rump 79% Pork Bacon 93%
Shank Hind 43% Butt Boneless 85%
Shank Fore 61% Chop 75%
Shoulder Clod 75% Ham 85%
Short Ribs 68% Picnic 81%
Sirloin Butt 70% Shoulder 84%
Sirloin Top Full Cut 71% Tender 95%
Steak Club 83% Veal Chuck 80%
Steak Porterhouse 91% Flank 99%
Steak T-Bone 88% Fore Shank 52%
Tender PSMO 75% Leg, Boned and Trimmed 68%
Cut Steak Ribeye Steak Lip Off 72% Loin 83%
Ribeye Steak Lip On 78% Plate 79%
Strip Steak Center Cut 50% Rib 77%
Strip Steak End Cut 63% Round 77%
Top Butt Steak Cap On 52%
Top Butt Steak Center Cut 38%
Peeled Tenderloin 52%
Peeled Tenderloin c/c 38%
Common Product Yields
POULTRY AND FISH
Game Hen With Neck and Giblets 91% Bass Without Skin Filet 59%
Breast Skin On 74% Clams Edible Portion 15%
Chicken
Broiler/Fryer Without
Neck/Giblets 89% Cod Filet Without Skin 30%
Drum 63% Crab Blue From Shell 17%
Thighs 70% Dungeness From Shell 27%
Wings 50% King From Shell 25%
Breast 87% Crawfish Tail 12%
Breast Quarter 75% Back 23%
Drum 69% Flounder Filet Without Skin 41%
Leg 75% Frog Legs Flesh 65%
Leg Quarter 71% Halibut Filet Without Skin 59%
Thigh 82% Trout Fil.
Common Law Strict Liability Introduction Strict liabilit.docx
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Common Core .docx
Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
common core state stanDarDs For english Language arts & .docx
This document provides exemplar texts for the Common Core State Standards for English Language Arts. It begins with an introduction explaining the process used to select texts to serve as examples for each grade band. The criteria for selection were complexity, quality, and range. The document is then divided into sections for each grade band, with stories, poetry, and informational texts provided as examples along with some sample performance tasks related to the texts. The goal is to provide guideposts for teachers in selecting texts of similar complexity, quality, and range to meet the Standards for their classrooms.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docx
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docx
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Holy Days in Jewish Religious TraditionsComplete th.docx
Common Holy Days in Jewish Religious Traditions
Complete
the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified.
Note
: An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed.
Fall
(September – November)
Winter
(December – February)
Spring
(March – May)
Summer
(June – August)
Enter text.
Example:
Hanukkah
Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Part 2: Major Sects of Judaism
Select
three major sects of Judaism to compare and contrast. Identify them in the table below.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
In the table below,
list
at least two similarities and two differences among the sects of Judaism you selected.
Similarities
Differences
Enter text.
Enter text.
Part 3: Summary
Write
a 525- to 700-word summary that includes the following:
· A description of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· Brief explanation of Jewish ethics
Summary
Enter text.
Include
references formatted according to APA guidelines.
References
Enter text.
.
Common Hacking Techniques You Should Know AboutHacking is th.docx
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docx
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docx
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docx
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committee on Enhancing Federal Healthcare Quality ProgramsJa.docx
Committee on Enhancing Federal Healthcare Quality Programs
Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors
THE NATIONAL ACADEMIES PRESS
Washington, D.C.
ww.nap.edu
Enhancing, Federal Healthcare Quality Programs Committee. Leadership by Example : Coordinating Government Roles in
Improving Health Care Quality, edited by Jill Eden, and Barbara M. Smith, National Academies Press, 2003. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ncent-ebooks/detail.action?docID=3375805.
Created from ncent-ebooks on 2019-04-24 06:50:39.
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.
THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W Washington, DC 20001
NOTICE: The project that is the subject of this report was approved by the Gov-
erning Board of the National Research Council, whose members are drawn from
the councils of the National Academy of Sciences, the National Academy of Engi-
neering, and the Institute of Medicine. The members of the committee responsible
for the report were chosen for their special competences and with regard for ap-
propriate balance.
Support for this project was provided by the Department of Health and Human
Services, the Commonwealth Fund, and the California Healthcare Foundation.
The views presented in this report are those of the Institute of Medicine Commit-
tee on Enhancing Federal Health Care Quality Programs, and are not necessarily
those of the funding agencies.
Library of Congress Cataloging-in-Publication Data
Institute of Medicine (U.S.). Committee on Enhancing Federal Healthcare
Quality Programs.
Leadership by example : coordinating government roles in improving
healthcare quality / Committee on Enhancing Federal Healthcare Quality
Programs ; Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors.
p. ; cm.
Includes bibliographical references and index.
ISBN 0-309-08618-3 (pbk.)
1. Medical policy—United States. 2. National health services—United
States.
[DNLM: 1. Health Care Reform—United States. 2. Government
Programs—United States. 3. Quality Assurance, Health Care—United
States. WA 540 AA1 I455L 2003] I. Corrigan, Janet. II. Eden, Jill.
III. Smith, Barbara M. IV. Title.
RA395.A3I4935 2003
362.1’0973—dc21
2003001324
ISBN 0-309-51693-5 (pdf)
Additional copies of this report are available from the National Academies Press,
500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202)
334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu.
For more information about the Institute of Medicine, visit the IOM home page at:
www.iom.edu.
Copyright 2003 by the National Academy of Sciences. All rights reserved.
Printed in the United States of America.
The serpent has been a symbol of long life, healing, and knowledge among almost
all cultures and religions since the beginning of reco.
Committees1. To provide for greater transparency in the HU.docx
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docx
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
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