Essay writing Homework Help


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19695 Essay Essay
19694 Writing Assignment: Classification Essay You are required to submit the FINAL copy of this assignment, but you may first submit an optional DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader specifically notes. The Classification assignments requires you to organize a topic into categories and then provide examples of what characteristics fit into each category. You have several options for this assignment, so you will need to choose one:  Classify the types of writers  Classify the types of bosses/supervisors  Classify the types of monsters  Classify the types of characters  Classify the types of heroes  Classify the types of dance  Classify the types of teachers  Classify the types of roommates  Classify the types of dates  Classify the types of mothers Keep in mind that these are general topics. You may need to further subdivide these general topics in order to have a specific enough topic for your essay. For instance, dance may be divided into cultural dances, for one, and then even further into Mexican dances. Famous guitarists could be divided into rock guitarists, and then further into bass guitarists. Regardless of the topic you choose, you will need to identify its classifications and provide enough evidence to prove that your classifications are correct. This evidence (details, reasons, and/or examples) needs to be corroborated by at least one other credible1 source. Failure to use a credible source for support will constitute a point deduction. This resource from the course will help you understand more about evaluating sources. Properly cite others’ ideas and language according to MLA guidelines (this resource from the course will help). If you use any exact words from your source, you must put those exact words in quotation marks and included a parenthetical citation. If you put source material into your own words (i.e., if you paraphrase), you will not need quotation marks, but you will need a parenthetical citation. Make sure that your parenthetical citations correspond to the works cited entry. In addition to the evidence, you must explain how the evidence you present proves that your classifications are correct. 1 Please note: Basic dictionary sources, user-edited websites (e.g., Wikipedia, eHow, etc.), and sites that house databases of quotations are not considered “credible” sources. You will lose points in the Research category of the rubric if your sources aren’t credible. To make your classifications clear, examine only one classification per body paragraph. The body of the essay should follow a logical progression. You may choose to organize your essay based on any one of the following:  Move from the least important classification to the most important classification  Move from the most important classification to the least important classification  Move from the largest category to the smallest one  Move from the smallest category to the largest one  If the classifications occur in a set space, move from left to right OR right to left  If the classifications occur in a set space, move from back to front OR front to back As with all college writing, your essay should have a strong thesis statement in addition to an introduction, body, and conclusion. Here is an idea of how you might introduce your essay if you were classifying types of sports fans2 : On a clear, warm evening in June, thousands of Americans might be getting ready to watch a baseball game. These fans may stop by concessions to grab a hot dog and cold drink before ambling to their seats, and they might be in the grandest arena or in the smallest of baseball parks. But regardless of location, any given baseball game will find among its fans the following three types: the Fair-weather Fan, the Diehard Fan, and the Newbie. Tip: Notice how this introduction provides vivid description of the scene while preparing the reader for what the main focus will be. As seen in the example above, you might use this as a simple guideline in crafting your thesis: The three most ubiquitous baseball fans are the (first fan type), the (second fan type), and (third fan type). The guidelines for this assignment are as follows: Length: This assignment should be at least 500 words. Essay Needed 6
19692 Writing Assignment: Illustration Essay You are required to submit the FINAL copy of this assignment, but you may first submit an optional DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader specifically notes. In short, an illustration essay will use clear, interesting examples to show, explain, and support a thesis statement (remember, your thesis is your main argument, or the main point you’re trying to make). One key to an effective illustration essay is to use enough details and specific examples to make your point effectively. In other words, descriptive writing is key. You have several options for this assignment, so you will need to choose one:  Illustrate the ideal work environment. If everything was perfect at work, what would it be like? Describe everything in this environment—perhaps from the dispositions of your coworkers and supervisors to what clothes you wear to work.  Illustrate what it means to be a “true friend.” What does being a “true friend” mean to you? What “true friends” have you had, and how do their actions coincide with being your definition of a “true friend?”  Illustrate how your favorite team or player received their current standing or ranking. How did the team or player do in the most recent season? What qualities did this team or player demonstrate to earn this ranking?  Look at your favorite poem or short story, and use illustration to explain what makes it your favorite. Do you enjoy the author’s language? Do you enjoy the storyline? What else do you enjoy that makes it your favorite?  Illustrate the purpose of props on the set of your favorite media production. What props are there? Why are they important?  Illustrate how to create your favorite dish. What steps are required to create this dish? Be sure that you take your audience through this process step by step!  Illustrate how to play your favorite game. What steps and/or actions are necessary to play this game? Take your readers through the motions, step by step. The questions above are designed to help you begin brainstorming ideas; however, you are free to develop your own brainstorming questions and use them to develop your essay. Since the purpose of this essay is to illustrate, you should have enough specific details and examples for your essay to be considered an illustration essay. Many illustrations may come from your personal experiences. However, even personal experiences should be supported by research in college essays. Thus, you must cite at least one credible1 source to earn maximum credit for this essay. This resource from the course 1 Please note: Basic dictionary sources, user-edited websites (e.g., Wikipedia, eHow, etc.), and sites that house databases of quotations are not considered “credible” sources. You will lose points in the Research category of the rubric if your sources aren’t credible. will help you understand more about evaluating sources. Failure to use and cite at least one credible source will result in a point deduction from your grade. Properly cite your source(s) in MLA format and include a Works Cited page (this resource from the course will help). Review the rubric for this essay to get an idea of how your work will be assessed. As with all college writing, your essay should have a strong thesis statement in addition to an introduction, body, and conclusion. Thesis hints: Here are some general and specific examples of how you might think about your thesis for this assignment: General: If you are illustrating qualities that make up something: In order for a friend to be considered a true friend, he or she must be (characteristic 1), (characteristic 2), and (characteristic 3). OR If you are illustrating a recipe: (Add a range of ingredients), (add major utensils needed), and (add time necessary) are all that are required to make (add dish). Specific: If you are illustrating qualities that make up something: In order for a friend to be considered a true friend, he or she must be loyal, honest, and trustworthy. OR If you are illustrating a recipe: Fresh produce, mixing utensils, and about a half an hour are all you need to create excellent guacamole. The guidelines for this assignment are as follows: Length: This assignment should be at least 500 words. Essay Needed 5
19691 Writing Assignment: Media Analysis You are required to submit the FINAL copy of this assignment, but you may first submit an optional DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader specifically notes if you want to improve your score. For this media analysis, you will analyze how one part affects the whole media production. Note that you should select only a single piece of media; you should not be discussing more than one film, for example. You should choose one1 of the following parts to explore:  Genre: Explain how the production you chose fits into its genre.  Camera: Analyze how the camera’s use (camera angles, for instance) affects the overall production.  Lighting: Describe how lighting is used to enhance or detract from the production.  Actors/Characters: Analyze how the actors OR the characters themselves enhance or detract from the production.  Symbols: Explain what the symbols are and how their usage affects the overall production.  Music: Describe how the music enhances or detracts from the media production.  Sound Effects: Analyze how the sound effects enhance or detract from the production.  Special Effects: Explain what special effects are used and how they affect the viewing experience.  Comparison to a Literary Work: (Note: This option may only be chosen if the film you chose is also in print form.) How are the book and film similar? How are they different? Which is better, and why? Your purpose in this assignment is to explain how or why something works; therefore, you should not include a full summary of the media production. Instead, you can provide context where needed so the reader understands what is happening. The body of the essay must 1 Please review the rubric and note that you will not earn full credit if you analyze more than one of these components. focus on your analysis. You can use the ideas contained in the Media Analysis lesson presentation and the Writer’s Handbook link to help you. As with all college writing, your essay should have a strong thesis statement in addition to an introduction, body, and conclusion. Other than your chosen film, television show, and/or book, you are required to cite at least one other credible2 source for this essay. This resource from the course will help you understand more about evaluating sources. Moreover, if you use specific information from the media production and/or print source, such as a quotations, you should include your chosen media source on your Works Cited page, too. Use proper parenthetical citations or signal phrases, and be sure to include MLA documentation and a Works Cited page for this assignment (this resource from the course will help). Review the rubric to see how your work will be assessed on this assignment. Thesis hints: You might use these guidelines in crafting your thesis: If you are analyzing elements in a production: In (add your one chosen production), (add character 1), (add character 2), and (add character 3) were used to (add how they enhanced the production or explained the production’s message). OR If you are comparing/contrasting a book and film: (Add book) contained (add one aspect that made the book better than the film), but (add film) used (add one aspect that made the film better than the book) and (add a second aspect that made the film better than the book) to better capture the reader’s imagination. Here are more specific thesis guidelines: If you are analyzing elements in a production: In the movie The Lorax, the characters Lorax, Once-ler, and Alocius O'Hare were used to show how environmentalists are fighting against profit-driven industries that are harming the environment and depleting natural resources. 2 Please note: Basic dictionary sources, user-edited websites (e.g., Wikipedia, eHow, etc.), and sites that house databases of quotations are not considered “credible” sources. You will lose points in the Research category of the rubric if your sources aren’t credible. OR If you are comparing/contrasting a book and film: Even though the characters were portrayed mostly the same across the book and the movie in Stephanie Meyer’s Twilight, the setting in the movie was much more detailed, which made the movie a much better overall experience compared to the book. The guidelines for this assignment are as follows: Length: This assignment should be at least 500 words. Assignment 2
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Writing Assignment: Research Proposal Letter For this assignment, you will write your research proposal letter. You are required to submit only your final draft for this assignment (though we encourage all students to take advantage of the additional feedback a draft can provide). Use the grader’s feedback and the rubric to make revisions to your draft before submitting the final. Your second draft will be graded. This research proposal letter will be directed to an audience who can create change (Congressperson, business administrators, or other similar audience.) In the proposal, you need to suggest a change or a solution to a current problem. As you have already chosen a topic for your research proposal letter in Topic 6 and conducted an interview that will become one of your sources for this letter, you do not need to choose a topic. You must use the same topic that you began researching in Topic 6, and you must use your interview as a source. Your research proposal should be presented in a letter format including the following information: • Your mailing address (Note: For privacy reasons, you may opt to not disclose your mailing address when you submit your letter to our graders for review; however, should you choose to mail your letter to your chosen recipient, you will need to include your mailing address, as this is a customary business letter practice.) Note that a formal letter does not require your name in the header. Your name will go at the end, with your closing. • The date you wrote the letter • A name and mailing address for the individual to whom you are writing the letter • A greeting or salutation • A closing and your typed name (Note: A written signature is optional for your submission, but should you choose to send your letter, you would need to include your written signature between the closing and your typed name.) Scroll to the end of these instructions for an idea of how you should format this assignment. To organize this information, follow the format included in the course site in the “Assignments” area. For your proposal, follow this organizational framework: For your researched proposal, follow this organizational framework: • Introduction: The Problem Identify the problem, including researched information to explain it fully. You may devote more than one paragraph to describe the problem if needed. To determine the extent of the information you must provide about the problem, consider the letter recipient’s understanding of the problem. • Body: Your Proposal Explain the specifics of your proposal. What are your solutions to solve this problem, step by step? What is the cost? How is this cost incurred? What ideas do you have for funding your proposal? Justify your proposal. How will your proposal solve the problem? Why is this proposal feasible? Concede or refute the counterarguments: Will the letter recipient have certain preconceived ideas about the subject? How can you address these counterarguments without diminishing your argument? Note: You will lose points from the rubric if you do not address the counterargument. • Conclusion: Your Argument Take into consideration your chosen audience and his/her interests. Use persuasive techniques to align your proposal to the audience’s ideals. You may use more than one concluding paragraph if needed. See the end of this document for more specific information about formatting your letter appropriately. You are required to use source information, including ideas you learned from the interview process wherever it will prove your point. In addition to the interview itself, you should have at least two other credible sources, for a total of at least three sources. Note: If you do not meet the source minimum, the rubric will automatically be scored down. Since this is a letter, you will use signal phrases (i.e., “As Fugle describes...”) and omit parenthetical citations (“Fugle”). You must include a Works Cited page for this assignment. Good, informative signal phrases will be important in order to make sure your sources are credited (example: “Fugle, a well-known environmental researcher, explains the problem by...”). As with all college writing, you must include a strong thesis statement and take care to avoid logical fallacies while following the other standards for academic writing. You might use this as a guideline in crafting your thesis: Valley City should (add solution suggestion), which (add how it can be funded) and (add justification), although (add counterargument focus). Here is a more specific example: Valley City should (use its largest abandoned warehouse for a new recreational center to hold before and after-school programs), which (can be conveniently funded by the tax stream that was being used to construct Main Street until this point), and will (provide the final element—housing—in order for local schools to also implement a before-school program(, and although (some community members do not believe before- and after-school programs are necessary(, they should (review the high number of students apprehended by law enforcement during the hours before and after-school programs would operate). The guidelines for this assignment are as follows: Length: This assignment should be at least 500 words.

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19689 Writing Exercise: Interview Summary/Synthesis For this assignment, you will submit on the FINAL copy as there is no DRAFT option. This assignment is designed to help inform a topic that interests you, and the information your gather here will be used in your Proposal Letter assignment. For this assignment, you should be interviewing a person who has expertise about a topic you are interested in. Please note that you should be conducting an actual interview; you should now be summarizing an interview conducted by someone else. Part #1: Choose a Research Topic and an Interviewee You do not need to submit this portion in writing, but you do need to accomplish this in preparation for your research assignment. In preparation for your research proposal letter in the next topic, you will need to choose a topic for your proposal. This research proposal letter will be directed to an audience who can create change (Congressperson, business administrator, or other similar audience). In the proposal, you need to suggest a change or a solution to a current problem. Examples of strong proposal topics would be things like funding ideas for an animal shelter, starting a recycling program in a community, suggesting a better plan for public transport, or another idea that interests you. You will be proposing solutions for these issues. Choose a topic that you are passionate about and for which you will be able to develop at least one solution. While this information should be enough for your to choose a topic, please consult the assignment sheet within Topic 7 if you have more questions about this assignment. Once you choose a topic, it's time to choose a credible expert to interview on that subject. In other words, you should avoid choosing an interviewee who is a close friend or family member unless that person truly is an expert in the field. This credible expert should have 10+ years of experience in his or her discipline. Choose an interviewee who not only could offer some specific details about the problem but one who may also be able to offer suggestions of a plausible solution. use the information contained in the lesson presentation to secure and conduct a successful interview. Part #2: Summarize and Synthesize Your Interview When you summarize and synthesize, you take the smaller pieces (the sections of the interview) and develop them into one cohesive piece. Doing this exercise will help you prepare for the research proposal letter, where you will need to incorporate at least a few ideas from the interview. To successfully summarize and synthesize, you might find it helpful to follow this sequence for your essay: 1) Provide Background Information: In your introductory paragraph, introduce your audience to your interviewee. What is his/her name? What is his/her experience? if relevant, where is the interviewee employed? 2) Summarize the Interview: While you want to avoid the all-too-predictable question and answer format, you should provide information about what you learned from the interview. Take a look at your original questions, group them into categories, and use those categories to build your body paragraph(s). Also, you may note the interviewee's reactions in your summary as well. Was the interviewee nervous about answering a question? Did he/she seem knowledgeable in the subject matter? Make this summary work for you by including whatever details and responses you feel are important and will help you when you write the research proposal. 3) Synthesize the Interview: In the conclusion, synthesize the interview. To synthesize just means that you should consider all of the information you gathered from this interview and draw conclusions. What did you learn from the interview? How did the interviewee and/or the interview help you gain a deeper understanding of your topic? Other findings? No source citations are required for this assignment, but please review the rubric to get a better idea of how you will be assessed. The guidelines for this assignment are as follows: Length: This assignment should be a minimum of 350 words. Assignment 1
19688 Assignment Instructions: Frankenstein Application Essay The Frankenstein Application Essay For this assignment you will write your Frankenstein1 application essay. You are required to submit only your final draft for this assignment though we encourage all students to take advantage of the additional feedback a draft can provide. Use grader feedback, along with the course lessons and your own ideas, to revise your optional draft prior to submitting the required final copy. Literary works like Frankenstein explore the "human condition" or experiences that humans encounter. The study guides for Frankenstein offer several "Real Life Considerations" meant to help you critically analyze the applications of the work's themes in today's world. Now, you will choose one of these topics and explore it using secondary resources to learn more about the novel and its relevant social topics. You might find information about social issues in familiar sources such as magazines, newspapers, or social science journals. Make sure your sources are credible - you do not want a random website or an encyclopedic website such as Wikipedia.2 Your sources will preferably by scholarly ones. Here are some ideas of paces where you might find appropriate sources for this assignment: Internet Public Library: http://www.ipl.org/ Google Scholar: https://scholar.google.com/ (note that this is different from regular Google) Microsoft Academic Search: http://academic.research.microsoft.com/ Cornell University's arXiv (open access sources in math, biology, physics, and other fields): http://arxiv.org/ Bielefeld Academic Search Engine (BASE): https://www.base-search.net/ Your local library Your thesis statement and paper must address both the literary qualities and the social issues as you evaluate the novel, Frankenstein. However, keep in mind, your essay does not have to answer ALL of the questions listed under each topic. Only answer the questions you feel are the most relevant to the thesis statement you choose. Develop your essay so it has a clear introduction, body, and conclusion. Ensure that each of your claims is supported with valid evidence from the novel, Frankenstein, and at least three other credible external sources.3 Using proper MLA style, insert parenthetical citations and signal phrases for all borrowed information in addition to a Works Cited page for Frankenstein and your chosen external sources. You have several options for this assignment: Option #1: Can science go too far? There is an ongoing battle between faith or spirituality and science that has been active even before the time of Mary Shelley. What are some of the dilemmas she addresses that are still important today? What are some of the ethical questions she brings up regarding the scientific definition of life and death? What does she illustrate about the power science has to blur the line between life and death? What is a current news item that is similar to this issue? Hint: Develop a thesis that answers a question like this one: "How and how well foes Mary Shelley's Frankenstein address ethical issues of science and/or faith for audiences, regardless of when they read the novel?" Option #2: Discovery Both Frankenstein and Walton are trying to discover something important to them. What parts of their real lives drive them to discovery? Does that drive still exist today? While we've mapped the globe, are there still geographical places for people to explore? In science, are people still trying to discover the meaning of life, who to save life, and how to defeat death? What methods do they use? Are there better ways to accomplish these goals than others? What are some of today's motivations for discovery? Note: Develop a thesis that answers a questions like this one: "How and how well does Mary Shelley's Frankenstein address human discovery as a theme?" Option #3: World Perception and Prejudice Reread the paragraph where the creature describes the book from which Felix teaches Safie. It begins: "The book from which Felix instructed Safie was Volney's Ruins of Empires..." What are some of the perceptions and prejudices from the book that Felix teaches Safie? How have these perceptions and prejudices changed, if they have, in today's society? What are some present day situations and references that may claim a lack of prejudice or an open-mindedness, but, in fact, are still very prejudiced, racist, sexist, etc.? Why do you think these situations still happen? Can anything be done about it? Hint: Develop a thesis that answers a question like this one: "How and how well does Mary Shelley's Frankenstein address human prejudice in the world throughout time?" Option #4: Personal Perception It could be argued that the creature did not consider itself a monster and didn't do awful things until people treated him like a monster. What are some real world instances in which people's actions could be a reaction to abuse from others? Who do you feel is accountable in these situations? Why? Hint: Develop a thesis that answers a question like this one: "How and how well does Mary Shelley's Frankenstein address the effect of peer perceptions on personal development?" Option #5: Death and Suicide At the end of the book, the creature promises to destroy himself. Is this a justifiable end for him? Could he have been redeemed? Would he have had a place in the world of Shelley's novel? How could this relate to current-day issues like suicide or the death penalty? Hint: Develop a thesis that answers a question like this one: "How and how well does Mary Shelley's Frankenstein address the value of an individual's life and death?" Option #6: Nature vs. Nurture The creature argues that had someone properly guided him, he would not have been so wretched. Frankenstein4 argues that the creature was evil to begin with, so it would have been useless to teach him at all. What are some current debates - especially in education - where these kinds of arguments still arise? How much of behavior of you think is based on nature (how a person IS) and how much is basked on nurture (what a person LEARNS or EXPERIENCES)? What examples from the present support your opinion> What do you feel is the truth? Why? Hint: Develop a thesis that answers a question like this one: "How and how well does Mary Shelley's Frankenstein address existing personality traits versus how a person is taught to act?" Option #7: Feminism The feminist perspective is often explored in Mary Shelley's Frankenstein. How are the women characters treated in the novel? What perceptions of women did Shelley use and comment on? How did she handle the theme of motherhood? Hint: Develop a thesis that answers a question like this one: "How and how well does Mary Shelley incorporate responses to feminist issues into the novel, Frankenstein?" Essay Needed 3
19687 Assignment Instructions: Frankenstein Critical Analysis Evaluation Essay Note: Please review the source guidelines below very carefully. If you do not choose from the provided sources below, this will cause a grading delay and you will need to resubmit the assignment. For this assignment, you will write your evaluation essay. You are required to submit only your final draft for this assignment (though we encourage all students to take advantage of the additional feedback a draft can provide). Use the grader’s feedback and the rubric to make revisions to your draft before submitting the final. Your second draft will be graded. Now that you have completed Mary Shelley's Frankenstein, you are in a good position to consider what critics have written about the novel. You will need a total of two critiques (also known as critical analysis essays) for this assignment. First, use the selection of links below to locate a critical analysis essay written about the 1818 version of Mary Shelley's novel. You may focus most of your attention on this first critique. Choose from among these sources: Literary History: Mary Shelley (Please choose from the Frankenstein section): https://www.literaryhistory.com/19thC/SHELLEYM.htm Professor Sherry Ginn's critique: http://www.clas.ufl.edu/ipsa/2003/ginn.html Professor Naomi Hetherington’s critique: http://knarf.english.upenn.edu/Articles/hether.html The questions in the study guides should have helped you evaluate this criticism in your head. Now it’s time to write it down! Your evaluation may go more smoothly if you approach the guiding questions in this order: Evaluate the critic/author: Who wrote the criticism you read? What credentials does the author have? (If you are using a valid source, you should be able to find these easily; these details are usually just before or at the end of the essay.) Find the thesis of the article: What is the thesis of the critical article you’ve chosen? What point does the author want to make about Frankenstein? Evaluate the thesis: Do you agree with this thesis? Why or why not? We’ve covered many ideas in the study guides. Can you find points within the guides that support your agreement or disagreement with the critical writer(s)? Look for new supporting information rather than revisiting the same ones the critics have chosen. Evaluate the support: Whether you agree or disagree with the thesis, does the critic provide sufficient research from the text and outside references to make a strong case? What does the article have for support from the text or outside sources? In your opinion, what makes these references valid? Do you feel the author uses this support properly? Next, locate a second critique about the novel that includes ideas somewhat similar (genre classification, for instance) to any of the discussions you have in your essay. The second critique can either support or refute any of the claims in your paper. The objective of this portion of the essay is to further support your opinion of the primary critic’s thesis or support. Therefore, for example, if you choose a secondary article that refutes any of your claims, you will need to counteract those ideas to bring the focus of your essay back in alignment with your essay’s thesis (your personal opinion of how the primary critic is either correct or incorrect in his or her thesis claim and/or how the first critic is either effective or ineffective in his or her support). Every discussion in this essay should ultimately support the claim you make in your thesis. For instance, if the first critic argues that Shelley’s writing is juvenile, and if you agree, does the second critic also support this thesis? How so? If the second critic does not support your assessment of the first critic's thesis, what evidence can you use from the text to argue that the second critic is incorrect? Consider another example: if the first critic believes the novel is autobiographical, and if you disagree, does the second critic help you argue you own view of the first critic's thesis? If so, how? Perhaps the second critic disagrees with your view and feels the novel is autobiographical-- if that's the case, be prepared to use evidence from the text to refute the second critic’s thesis and support your own argument. Using two critiques in this way will allow you to create a polished, comprehensive Evaluation Essay that allows you to connect your own ideas to those of seasoned critics. In addition to addressing each of the evaluative components above, develop your essay so it has a clear introduction, body, and conclusion. You must include an evaluative thesis statement both the introduction and the conclusion. Ensure that each of your claims are supported with valid evidence from the literary criticism you have chosen, the novel, Frankenstein, and/or the study guides. Using proper MLA2 style, insert parenthetical citations for all borrowed information in addition to a Works Cited page for Frankenstein and your chosen literary critiques; you are not required to cite the study guides if you use them. Helpful Hints: For a thesis statement, try answering a question like: How and how well does this piece of criticism state and support its argument regarding Frankenstein? You might use these as possible guidelines in crafting your thesis statement: (Critic, aka author of the critique) uses (add critic title) to (add an adjective to describe the effectiveness of the argument such as “adequately” or “inadequately”) argue that (add critic’s thesis) by (explain why and/or include your support). OR (Critic)’s (add critique title) (add an adjective to describe the effectiveness of the argument such as “adequately” or “inadequately”) argue that (add critic’s thesis) because (explain why and/or include your support). More specific thesis examples: John Smith uses "Frankenstein Critique Essay" to adequately argue that Victor's mother created the first monster by coddling Victor as a boy. OR John Smith's "Frankenstein Critique Essay" does not effectively argue that Victor's mother created the first monster because the novel Frankenstein too strongly supports inherent good or bad, which means nurturing roles cannot be held responsible. The guidelines for this assignment are: Length: This assignment should be a minimum of 3 typed pages or at least 750 words. Essay Needed 2
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Option #1: Analysis of an Individual Comic Strip or Political Cartoon

Choose one comic strip or political cartoon. If you visit the website of a newspaper such as The Baltimore Sun, The New York Times, The Washington Post, etc., you should be able to search for comic strips or political cartoons easily.

Which techniques does the creator of the comic strip use? How does the creator make his/her point in the comic strip? What do we learn about the characters and/or ourselves from this comic strip or political cartoon? If colors are available, what do they tell us about this comic or cartoon? What language is used and how can that be interpreted?

And importantly, which of the key terms from the topic lesson can you discuss in your analysis? For example, how of elements of imagery, symbolism, metaphor, and/or irony help reveal the cartoon's message?

As with all academic essays you write in this course, this essay should have a well-defined introduction with a thesis statement, body, and conclusion.

In essence, what are some of the physical elements present in the cartoon1 - characters, text, colors, etc., along with figurative elements such as metaphor and symbolism, that help to explain the cartoon's message? It can be helpful to focus on a single element in the cartoon in its own body paragraph (including the element in the topic sentence and in the thesis) and describe how it portrays the cartoon's message before moving to the next cartoon feature in a new paragraph.

Essay Needed
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what is the relationship between ancient Roman architecture and ancient Greek architecture? Using at least three buildings explain which aspects of the roman built environment were borrowed from the Greeks and which aspects were Roman innovations.

write a paragraph to answer the question
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Outline the process for the development of nursing standards of practice for your state (Maryland , including discussion of the entities involved in developing the standards of practice and how the standards of practice influence the nursing process for your areas of specialty.

 

NO plagiarism, minimum of 3 reference APA format,  500 words.

standard practice
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"Race and Ethnicity in America: A Consice History" by Ronald Bayor

Essay Content

1. MLA Format.
2. 7 pages are the minimum.
3. Develop the content according to the rubric.
4. Choose a human group presented in the book and justify the choice.
5. Define terms such as race, ethnicity, and culture of the chosen group.
6. Chronologically expose the legal regulations applied.
7. Analyze the process of assimilation over time.
8. Explain the contributions of this human group in society as a whole.
9. Use at least 3 secondary sources.
10. Take a position according to the process of reception and establishment of this human group in the country.

Guidelines for Writing your Essay

Please use the following guidelines for writing your essays:

1.     Essays should be typed in 12-point font. Please use a simple, clean font such as Times New Roman or Palatino. Use 1" inch margins on all sides. Refer to the individual assignment directions (in the Dropbox tool) to determine the minimum length for each essay. The length may vary for each assignment.

2.     Essays are to be written following the rules of correct grammar and spelling, both of which will be taken into consideration in the evaluation of the essay. Be sure to proofread your essays as grammar and spell checks typically do not catch words used in incorrect contexts.

3.      Essays must be original and analytical and must be careful to include well­thought-out responses to the questions posed in the assignment. Make sure to address ALL parts of the question.

·        Introduction which does ALL of the following: states the purpose of the essay; frames the era by providing pertinent dates for the subject; provides a solid historical background moving from general statements about the subject to increasingly more specific ones; introduces the author of the document by providing some specific information important for better understanding why the author wrote what he or she did.

·        A thesis which specifically explains how the primary and/or secondary sources (as directed by the instructor) reflects the issues and developments of the historical period when it was produced.

·        A body of evidence, this is the main part of your essay and it is where you defend your thesis by referring to several major aspects of the primary and/or secondary sources, explaining how they reflect the concerns and issues of author in the context of the period when it was written. You rely on direct analysis of the primary and/or secondary source material to back up your assertions.

·        A conclusive summary that briefly reiterates your main points, but more important, suggests how the primary and/or secondary source points to later historical developments. How might it be a bridge to a later time in Greek history--do not just jump to the present and make a superficial remark about how everyone was better.

4.      You must cite your sources in text and provide a complete bibliography at the end. REMEMBER: Any information or idea that is not your own MUST BE CITED.


 

·        You must give specific examples from the secondary and/or primary sources used in the development of the paper and must cite these sources following the MLA style, the University of Chicago Press's Chicago Manual of Style or Kate L. Turabian's A Manualfor Writers of Term Papers, Theses, and Dissertations. Refer to the online resources Guide to the MLA Style or Turabian and Chicago Styles Citations . Your instructor will specify the preferred style. You should use footnotes or endnotes and provide a full bibliography at the end of your paper.

·        If you use direct quotations, you must not only cite your source, but must also use quotation marks. Example: Columbus explains that the weapons of the natives he encountered in the islands of the Caribbean were unsophisticated, and that their javelin, a much-used weapon, was "no more than sticks" joined together.

Please include the text and bibliography in one paper--not separate documents.

HISTORY ESSAY RUBRIC 

Level

Criteria

4

  • Well-developed thesis directly addressing the topic.
  • Persuasive analysis of the topic, addressing all parts of the topic; analysis demonstrates thorough understanding of all sides of a question (as appropriate).
  • Outstanding grasp of general historical issues raised by topic.
  • Numerous specific examples demonstrate detailed knowledge of relevant history.
  • Extremely well organized, with a clear introduction, argument, and conclusion.
  • Well written in appropriate standard English; few grammatical errors or colloquialisms.

3

  • Clear thesis addressing the topic.
  • Good analysis of the topic, addressing most parts of the topic; analysis demonstrates understanding of all sides of a question (as appropriate), though may be unevenly developed.
  • Good grasp of general historical issues raised by topic.
  • Several specific examples demonstrate good knowledge of relevant history.
  • Well organized, with an introduction, argument, and conclusion.
  • Clearly written in appropriate standard English; some grammatical errors or colloquialisms.

2

  • Thesis indicates some aspect of the topic; more a restatement of than a point about the topic.
  • Analysis of the topic, addressing most parts of the topic; analysis adequate but unevenly developed.
  • Some grasp of general historical issues raised by topic, though some significant issues may be omitted.
  • Some specific examples demonstrate knowledge of relevant history; some clearly relevant examples omitted.
  • Contains at least two of the following: introduction, argument, and conclusion; organization may be somewhat unclear.
  • Understandable, but contains several grammatical errors or colloquialisms.

1

  • No discernible thesis and/or serious misunderstanding of the topic.
  • Descriptive rather than analytical; marginally related to the topic; significant logical gaps.
  • Little grasp of general historical issues raised by topic.
  • Few and/or erroneous specific examples demonstrate little knowledge of relevant history.
  • Poorly organized: no clear introduction, argument, or conclusion.
  • Pattern of grammatical errors and/or inappropriate colloquialisms.

 Levels correspond roughly to letter grades (4 = A, 1 = F)

write essay
19663

Outline the concept of professional accountability as it pertains to nursing. Provide examples of how a nurse demonstrates professional accountability in clinical expertise, the nursing process, and evidence-based practice.

 

 

No plagiarism, 3 Reference APA format, 500words.

professional accountability
19661

Replies

1. Directly addresses the classmates’ threads by providing thoughtful analysis and evaluation.

2. Must reflect a strong understanding of the subject material. You may provide additional thoughts from the text or other theological resources that would contribute to the subject being discussed.

3. As stated above, avoid casual talks and testimonies by interacting theologically and critically.  If you disagree with a classmate, respectfully argue your case and seek to edify him or her.

4. It must be well-written. Curt responses such as “I agree with you,” “Ditto,” “You took the words right out of my mouth,” “You go, Bob!” etc., are not appropriate.

5. If you reply to more than 2 classmates’ threads in a forum, please specify which 2 replies you want counted for your grade by commenting accordingly at the end of both replies.  The third and fourth replies (and any more) will not count towards your grade.

6. Greetings, citations, and closings are not part of the total word count.

7. Please review the DB Forum Replies Rubric in order to maximize your grade. 

 

 

Reply to Anglea

Erickson discusses the various “Themes for Dealing with the Problem of Evil.”  Which of those given “themes” do you find most beneficial in answering those who are critical of the Christian faith? Why? 

Considering each of Erickson’s themes for dealing with the problem of evil, I find “Evil in General as the Result of Sin in General” to be the most beneficial in answering those critical of the Christian faith. 

In this theme, Erickson states that “the entire human race has sinned and is now sinful.” (Erickson, 398)  Non-believers will commonly ask, “If God is so great, all good and sovereign, why is there evil and sin in the world?” The answer to that question is simple and yet complex. God created man and wanted him to live free.  At the beginning of human existence, in Genesis, we see the good world and the introduction of sin and evil.  God created the garden and world of abundance.  However, in order for man to truly have free will, there had to be options to allow man the opportunity to make a choice, to obey or not to obey.  In Adam and Eve’s case it was the Tree of Knowledge of Good and Evil.  If there was only one option, to obey, there would be no free will.  As Erickson states, “God, then, did not create sin. He merely provided the options necessary for human freedom, options that could result in sin.”  (Erickson, 399)    

I also agree with Erickson’s description of sin and feel he makes a valid point saying that “sin results when a person's will and relationship to God are twisted the wrong way, when the wrong one of two possibilities is actualized.”   Before he became satan he was an angel who chose to go against God.  As Erickson explains, this occurrence led to an evil force to be present during the creation.  God’s creation was good, but was tarnished not by God himself rather by the fall of satan.  In Genesis chapter two Eve tells the serpent God told them not to eat, but she makes the choice to disobey.  It was her free will to choose, she did not choose wisely. 

I feel this theme of explaining evil may be easiest to non-believers to understand.  Our human limitations, our human choices, cause much of the evil in the world and it all began many, many years ago. There will be spiritual warfare until the Savior returns.  Since the angel fell and became satan he began to try to lead us away from God.  The enemy will tempt us, however it is our choice to give in to sin or to resist and remain true to God.  Galatians 5:13 states, “You, my brothers and sisters, were called to be free.  But do not use your freedom to indulge the flesh; rather, serve one another humbly in love.”  God created a good world, he provided guidance for us on how to live, yet our own sin is producing more sin. I feel this explanation can help show that we, in our own free will, have enabled sin and evil in the world.  God does not make us evil or sinners, he allows us the free will to make a choice.  In God’s perfect kingdom of heaven there is no evil.  We have allowed it, by our free will, to enter this material world.  In Elwell’s book, Gerstner states, “According to the Bible, natural evil is the consequence of moral evil.”  (Elwell, 412)  Our imperfections and limitations as humans have allowed our moral conscience to become skewed.  

There are many arguments and criticisms in regards to the problem of evil.  For those critical to the Christian Faith we must remain steadfast and try to the best of our ability to find the best theme and method for them to truly understand its origins.  I feel this is one of the most popular reason people questions God and the Bible, and feel it is a debate that will continue to be discussed for years to come.   

References

Elwell, Walter A. Evangelical Dictionary of Theology, 2nd ed. Grand Rapids, MI: Baker Publishing Group, 2001.

Erickson, Millard J. Christian Theology, 2nd ed. Grand Rapids, MI: Baker Book House, 1998.

 

 Reply to  Jedidiah 

Erickson discusses the various “Themes for Dealing with the Problem of Evil.” Which of those given “themes” do you find most beneficial in answering those who are critical of the Christian faith? Why?

The theme of the “The Life Hereafter” seems most beneficial in answering those who are critical of the Christian Faith. The other themes of dealing with the problem of evil seek to provide clarity of the issue but face an uphill battle. The difficulties that exist with other themes will be briefly discussed before supporting the “Life Hereafter” theme.

It is a difficult battle for the other themes because there are so many contingent factors in regards to defining the problem itself. To identify the problem properly and communicate it with others it requires deciding what constitutes good and evil. As Erickson states, “Some of what we term good and evil may not actually be that.” (Erickson, 396) As scholars seek to define It further, it creates more “problems of evil” that need to be justified. For example, Erickson in attempting to define evil lists three other major sub-categories of the dimensions of evils when defining it. (Erickson, 397) In those dimensions the Christian is willingly admitting God’s superior wisdom man can’t be comprehended to finite, that a God, incapable of being cruel or lying, launders his will through evil for a greater good in time, and that each individual may assess the same situation as good or bad depending on how it affects them personally. (Erickson, 397) By attempting to evaluate what evil really is, it opens up a necessary discussion of deeper dimensions that each need their own clarification. It would appear for the skeptic that in addition to their curiosity to the problem of evil, the Christian has admitted that there are few more statements that will need clarification. This does not mean that some critics may be interested in these, but wouldn’t it make sense to give them the solution to the problem first, then decide from there if further focus on the “problem” is even necessary?

The theme of “Life Hereafter” helps to change the focus of those critical from being problem focused, to solution focused. For example, if an employee of a business approaches their boss, and states, “Boss, we have a huge problem.” The boss can choose to hear all the details of the problem and how it effects the business or he could ask the employee if he has a solution to the problem. If there is a solution to the problem the boss would not need to spend time, energy, and money on revisiting the problem, but instead would benefit from allocating his resources towards the solution. The “Life Hereafter” theme gives a solution to the problem reinforcing the hope that is found in Christ. “For God so loved the world,[a] that he gave his only Son, that whoever believes in him should not perish but have eternal life.” (John 3:16) This can be followed up by God’s promise for justice, that he will repay injustice with his vengeance, and grant relief to those serve him. (2 Thess. 1:6-8) In that judgement every evil will be recognized, and dealt with accordingly, while those who respond to God’s loving offer will be granted eternal life. (Erickson, 401)

It is obvious that there are instances of injustice and innocent suffering. Erickson tells us, “If this life were all that there is, then surely the problem of evil would be unresolvable.” (Erickson, 401) Thankfully, the Christian faith can proudly present a solution using the theme of “Life Hereafter” to those who are critical. Once a solution is explained, it lessens the burden to defend the other themes that focus solely on the problem.

Erickson, Millard J. Christian Theology. 3rd ed. Grand Rapids, MI: Baker Academic, 2013.

THEO 525 Reply to Anglea and Jedidiah
19660

Create a PowerPoint presentation in which you highlight the best practices in leadership, administration, and communication used in the planning, organization, administration, and evaluation of the public health intervention. You will conclude your presentation with the skills you would use in leading a public health program based on these best practices. Your presentation should be at least five slides, excluding the title and reference slides.

Health Education
19655

 

Directions: Answer the following question IIIN YOUR OWN WORDS". Please make sure each question is answered

---------,

thoroughly and complete. Place the answer under the numberi

~ou are answering.

1.      Explain why summative assessments may not show the true growth and progress of students. (5 points)

2.      Name and describe five formative, informal assessments you could use to track and monitor student progress. (5 points)

3. Identify and explain the four major purposes for assessment. (5 points)

*1 affirm that this assignment is my original work. It has not been copied from another person, the Internet, a textbook, or any other source.


 

Instruction

To determine whether a school is effective, you can match desired outcomes to the work that students produce. Evidence of students' growth is found in what they write, what they say, what they build, what they design, and what they compute. Hence, the rethinking of assessment has swept the country as children are being prepared for a more demanding world. Targeting assessment throughout the school year leads to deeper accountability.

Assessing students serves many purposes. For example, assessment can be used to screen for placement, diagnose individual student needs, and provide accountability.

Assessment has four major purposes. These are as follows:

1.       Monitoring Student Progress - Assessment provides ongoing feedback to students. This assessment informs the teacher and student about growth and takes place during instruction. Feedback has two specific characteristics. "First, it must be timely. Second, effective feedback must be specific to the content being learned" (Marzano, 2003, pp. 37-38).

2.       Making Instructional Decisions - Assessment should take place on a regular basis. Teachers gather data on student learning and the application of that learning. Instruction can then be tailored to meet the needs of individual students.

3.      Evaluating Student Achievement - Assessment data are used to evaluate student achievement during instruction. The data should be gathered throughout an instructional unit and used to determine a student's achievement throughout daily instructional activities.

4.       Evaluating Programs - Assessment data tell how well a designed unit of study or teaching strategy worked to achieve instructional goals. Assessment data gathered on student knowledge, understanding, and processes are considered in an overall evaluation of a program.

Summative, or formal, assessment takes place after learning is supposed to have occurred and essentially is used to state a student's learning status at a certain point in time. This may include assessments such as end-of-unit or semester tests, state­mandated assessments, and standardized tests.

Most standardized tests are summative (formal). They are not designed to provide immediate feedback useful for helping teachers and students during the learning process. Summative information can shape how teachers organize their courses and determine what schools offer their students.

Formative, or informal, assessment measures what students can do and how they perform, as opposed to measuring what they can recall. Formative assessment takes


 

place during the learning process and is used to diagnose student needs, plan instruction, give feedback, and improve the quality of students' work. It provides an ongoing process for monitoring students, which helps drive teacher instruction.

Formative assessments also measure factors beyond factual learning, such as skills necessary in society and critical thinking. They also provide immediate feedback for students. Feedback can be given orally, in written format, or even as a gesture such as a smile or a nod to help students know they are on the right track. Some examples of formative, informal assessments are observations, skills checklists, portfolios, and projects.

Teachers are responsible for using a variety of assessment strategies. They assess student learning and achievement to promote better teaching and determine the effectiveness of instruction. Teachers use assessment to monitor instruction and make adjustments that meet student instructional needs. Assessment monitors the success of classroom activities in meeting the needs of the students. Teachers use assessment results to diagnose student misunderstandings, identify missed connections, and adjust the rate of instruction by modifying, remediating, or extending activities.

Assessing Student Learning

Three general avenues are available for assessing a student's achievement in learning. You can assess:

1.      what the student says (e.g., the quantity and quality of a student's contributions to class discussions);

2.       what the student does (e.g., a student's performance or participation in learning activities); and

3.      what the student writes (e.g., items such as homework assignments, projects, and written tests).

Assessing What a Student Says and Does

When evaluating what a student says, you should listen to the student's oral reports, questions, responses, and interactions with others. You should observe the student's attentiveness, involvement in class activities, creativity, and responses to challenges. While listening to what the student says, you should also be observing the student's nonverbal behaviors. For this type of assessment, you can use rubrics such as the one below.

Assessing What a Student Writes

For assessing what a student writes, follow these guidelines:


 

1.      Student writing assignments, test items, and scoring rubrics should correlate to and be compatible with specific instructional objectives.

2.       The teacher should read everything the student writes. If student work is important enough to assign, then it is important for you to give your professional attention to the full product of the student's efforts.

3.       You should provide written or verbal comments about the student's work, and be positive in those comments.

If you really wish to know what your students have learned, allow them to present that learning in a way that makes sense to them. If students are allowed to choose how to demonstrate their learning, emotions come into play. The students will have to evaluate how to best present the material as well as what material to emphasize. Examples might include preparing a brochure to advertise the important aspects of the content, writing in journals, designing surveys, writing and performing a play, building a model, drawing, creating a PowerPoint presentation or mind map, designing a game, or participating in a debate. Perhaps you could let students write questions for an upcoming test after you have established the guidelines. The list is endless.

Assessment provides feedback to students so they know what they have learned or have not learned. Feedback is essential if connections to new learning are to be transferred into long-term memory. Feedback must be timely, immediate, or as soon as possible, appropriate to the learning that you hope has taken place, and perhaps most importantly, ongoing. Eric Jensen's book Brain-Based Learning (2008) provides these tips for feedback that are summarized in the table below.

Principles and Purposes of

Assessment

Purpose

Description

 

This is the first purpose

To assist in

that is typically thought

student learning

of when speaking of

 

assessment.

 

This is necessary for two

 

reasons: to structure and

 

restructure the learning

To identify

activities and to

student

restructure the

strengths and

curriculum. Data on

weaknesses

student strengths and

 

weaknesses in content

 

and process skills are

 

important to planning


 

 

appropriate activities for

 

skill development and

 

intellectual development.

 

It is important for the

 

teacher to know how well

To assess the

a particular strategy

effectiveness of

helped accomplish a

a particular

certain goal or objective.

instructional

Accomplished teachers

strategy

continually reflect on and

 

evaluate their strategy

 

choices.

To assess and

Components of the

improve the

curriculum are continually

effectiveness of

assessed by committees

curriculum

composed of teachers

programs

and administrators.

 

Assessment of student

 

achievement is important

To provide data

to guide decision making

about course and

that assist in

program placement,

decision making

about a

promotion, school

student's future

transfer, class standing,

eligibility for honors and

 

scholarships, and career

 

planning.

 

Parents, communities,

To provide data

and school boards all

in order to

share accountability for

communicate

effective student

with parents and

learning. Teachers play

guardians and to

an important role in

involve them in

communicating with,

their children's

reaching out to, and

learning

involving parents and the

 

community.


 

Assessment for English Language Learners

Teachers who are new to teaching second language learners often find it a challenge to truly understand how to assess this group of students. On the one hand, the teacher knows that the student probably cannot produce any meaningful text in response to a science experiment or orally defend his or her decision to use a particular material during a group project in social studies. On the other hand, this same teacher knows that the students must take standardized tests. "How," she asks, "can I prepare this student for these tests if I don't hold my expectations high?"

Teachers should have high expectations for all students, but requiring an ELL student to respond to an assessment in the same way as a fluent English speaker is unrealistic and, in fact, may set the student up for failure. Utilizing a form of alternative assessment would be a better idea.

Assessment Strategies for Special Education Teachers

Perhaps the most important concept when instructing students with disabilities is understanding the continuous process of assessment and teaching. Special education teachers must know at all times whether a student is making adequate progress toward specified instructional objectives and goals included in the Individual Education Plan (IEP). To monitor student performance, many educators use curriculum-based assessment (CBA) to establish performance standards. Assessment measures are developed using the general education curriculum and include these four stages:

1.      Material selection from a variety of materials related to the target academic area,

2.       Test administration on selected academic materials from the general education curriculum,

3.      Performance display and interpretation of individual as well as group results, and

4.       Decision making to guide instruction. (Arizona Department of Education, 2014)


 

References

Arizona Department of Education. (2014). Retrieved from www.ade.state.az.us

Garrsion, C., & Ehringhaus, M. (2007). Formative and summative assessment in the classroom. Retrieved from

http://www.amle.org/BrowsebyTopic/ Assessmentl AsDet/Tabld/1 801 ArtMID/7 80 I Article I DI 2 8 6/Formative-a nd-Su mmative-Assessme nts-in-the-Classroom .aspx

Jensen, E. (2008). Brain-based learning. Thousand Oaks, CA: Corwin Press.

Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.

Directions: Answer the following question
19649

Respond to two or more of your colleagues’ postings in one or more of the following ways:

  • Offer an example from personal experience that validates your colleague’s evaluation of organizational stress. Explain how your example validates his or her experiences.
  • Critique one or more of your colleague’s suggested strategies and/or tools for assessing employee stress, and offer an alternative perspective.

Please note that, for each response, you must include a minimum of one appropriately cited scholarly reference.

Kevin       

I consider organizational stress to be negative and to be detrimental to a company. Unfortunately, for many companies, stress is unavoidable. Heifetz and Laurie (1997) claim that adapting to change can be quite stressful to employees, but for a company to succeed that company must change. I have often been tasked to come into a company to execute change, because that company is struggling. With this change, comes stress, but once the organization accepts the change, the stress is altered. Some believe that stress is good in a company and that it will motivate the employee, Nita (2015) explains that we should not confuse stress and competition. Competition will motivate, while stress can discourage and de-motivate.

            As mentioned above, I constantly face stress in companies where I work. Working as a quality manager in automotive, I am hired by companies that are struggling and need change. They are having a problem with their customer and need to get back to the processes they have set into place. However, to minimize this stress, often you have to butt heads and cause more stress at the beginning of the relationship. This stress however, is often short lived as you are attempting to bring the company back into their processes. Teaching the organization that while stress is bad, change is not bad, it is good. Once, they accept change and start following the process, the stress is severely minimized.

 

Heifetz, R.A., & Laurie, D.L. (1997). The work of leadership. Harvard Business Review, 75(1), 124-134. Retrieved from https://cb.hbsp.harvard.edu/cbmp/pl/72358314/72358318/f317b21d55d6627b7106671d6fdb393c

Nita, M. (2015). The new intelligence, the new leader, and the organizational stress. Review of International Comparative Management, 16(3), p.335-342. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=4&sid=3640587b-6d5c-49d8-a4a1-0662f266f4cd%40sessionmgr103&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=110662842&db=edb

 

Brent

Organizational stress impacts, management, and methods

Organizations evolve as the market conditions change, competition increases, and new products emerge (Heifetz & Laurie, 1997). The stress caused by changes in an organization impact both leaders and employees equally (Heifetz & Laurie, 1997). Stress produces both positive and negative benefits to an organization. Stress is a catalyst to motivate changes within an organization (Heifetz & Laurie, 1997). The second benefit of stress challenges the status quo of cultural norms of the organization (Heifetz & Laurie, 1997). Both benefits of stress impact leaders and employees differently (Bucurean, 2009). Leaders that recognize that stress is different for both can support employees through the process. Managing organizational stress provides benefit to the overall health of the organization.  

Managing organizational stress

Organizational stress managed well provides benefit to the overall health of the organization. Similar to other challenges in an organization, recognition of the stress is a critical component to managing the stress (Heifetz & Laurie, 1997). Leaders and employees know the challenges confronting the organization. Leaders acknowledge the stress and identify the key challenges provide clarity to the employees (Bucurean, 2009; Heifetz & Lauri, 1997) The solutions to managing the organizational stress are both the responsibility of the leader and employees at all levels (Heifetz & Laurie, 1997). Employees that are not included in the development of the changes to manage stress have lower job outcomes and performance (Karatepe, Yavas, Babakus, & Deitz, 2018). The inclusion of the employees in the management of stress provides them clarity and confidence in the solutions (Heifetz & Laurie, 1997). 

Tools for managing organizational stress

The tool for managing organizational stress are specific to the leader, the employee base and the challenges faced by the organization. The leader’s leadership style and intelligence impact the ability to manage the stress (Nită, 2015). The first tool for managing stress is to step back from the challenges and observe the impact on the organization (Heifetz & Laurie, 1997). The observations identify patterns, employee-specific challenges, and prioritization of the challenges (Heifetz & Laurie, 1997). A second tool identifies the hindrance and challenge stresses for the employee (Karatepe et al., 2018). Hindrance stress had an impact on employee job performance and outcomes (Karatepe et al., 2018). The last tool focuses on regulating distress without negative impact on employees (Heifetz & Laurie, 1997). Leaders focus on a balance between employees inputs on the challenges, maintaining tension to push change the cultural norms and providing direction without solutions (Heifetz & Laurie, 1997). Leaders that have a high spiritual intelligence manages the emotional elements such as frustration, uncertainty, and pain (Heifetz & Laurie, 1997; Nită, 2015). Leaders adapt these tools to meet the needs of the organization, the challenges, and the leader's ability.

Conclusion

Organizational stress provides positive benefits to the overall health of the organization. The benefits are a catalyst to motivate change and to challenge the status quo (Heifetz & Laurie, 1997). Leaders minimize the disruption to the organization by recognizing the stress and including all employees into the development of solutions (Heifetz & Laurie, 1997). Lastly, leaders must adapt tools to fit the needs of the leader, employees, and stress of the organization (Heifetz & Laurie, 1997). 

References

Bucurean, M. (2009). Managing stress - The key to organizational wellness. Annals of the University of Oradea: Economic Science, Vol 4, Iss 1, Pp 112-116 (2009), (1), 112. Retrieved from https://www.doja.org

Heifetz, R. A., & Laurie, D. L. (1997). The work of leadership. Harvard Business Review, 75(1), 124-134. Retrieved from: https://cb.hbsp.harvard.edu

Karatepe, O. M., Yavas, U., Babakus, E., & Deitz, G. D. (2018). The effects of organizational and personal resources on stress, engagement, and job outcomes. International Journal of Hospitality Management74, 147–161. doi:10.1016/j.ijhm.2018.04.005

 

 

 

 

Respond to two or more of your colleagues’ postings
19644

For these assignments, you will be required to complete the worksheets according to McDill’s treatment of the structural diagram in 12 Essential Skills of Great Preaching. Each worksheet focuses on a specific skill and will assist you in diagraming the first chapter of Philippians.

Use the entire first chapter of Philippians for the following worksheets:

· Sturctural Diagram Worksheet

· Immediate Observations Worksheet

· Research Questions Worksheet.

For all other worksheets, use Philippians 1:12–18.

A rubric for each worksheet has been provided; be sure to complete the assignment according to the specified grading rubric.

Submit the worksheets by 11:59 p.m. (ET) on the assigned modules/weeks.

 

The purpose of this exercise is to develop skill at vividly and imaginatively portraying Biblical and contemporary scenes and stories.

 

Scenes and

Stories                      Text:

 

 

·         Make sure sermon ideas are clear and well worded.

·         Tell the biblical story with imagination and realism.

·         Recognize the usual phases of a narrative.

·         Use language that appeals best to the imagination.

·         Tell the story as would an eyewitness.

·         Look for vivid imagery and narrative in the text.

This assignment involves the retelling of a selected biblical narrative in such a way as to use imaginative and vivid language and narration. Complete the exercise with the following steps:

1.       Read the selected biblical narrative several times in different translations. Note here the theological purpose of the story as best as you can discern it.

2.       Notice the kinds of language used in the text you are studying:

 

·         Figurative language

 

·         Descriptive language

·         Sensate language

 

·         Concrete language

 

·         Specific language

3.       Analyze the dynamics of the situation and note them here.

 

·         Setting

 

·         Characters

 

·         Relationships

 

·         Dialogue

 

·         Motives

 

·         Divine involvement

 

·         Surprises

4.       Sketch the story by using five phases:

 

·         Situation

·         Stress

·         Search

·         Solution

·         (New) Situation

5.       Fill in from background research and imagination the phases of the story not described in the text.

 

Text Box: The purpose of this exercise is to develop skill at tracing theological concepts in the text to corresponding points of contact in human experience.Human

Experience              Text:

 

 

·         Make sure sermon ideas are clear and well worded.

·         Think beyond church-world to real-world experience.

·         Remember the nature of human nature.

·         Allow your own humanity to come through.

·         Address assumptions, symptoms and consequences.

·         Express compassion and understanding for hearers.

The human element is the human condition that corresponds to the truths that are presented in your text. The factors of human experience may be described plainly in the text or only implied.

1.       Identify the factors of human experience mentioned directly in the text as they pertained to the original textual setting.

 

2.       Identify the human issues suggested in the text by implication as the writer addresses problems of his day.

 

3.       Summarize the concepts from your text that will become the main ideas of the sermon.

 

4.       Use the following categories to begin describing the likely experience of the person who needs to hear the message of the text as a remedy for his needs:

(1)     His symptoms of the trouble he is experiencing:

 

(2)     His underlying assumtions about the issue:

 

(3)     Some consequences in his experience:

 

(4)     How a person feels who is suffering at this point:

 

 

5.       Write a profile of the person needing your message in vivid, concrete terms as you sympathetically identify with his suffering and interest him in the good news you have for him.

 

 

Scenes and Stories Worksheet and Human Experience Worksheet
19638

write about two different items from two different genres of art from two different continents.

Your paper should be 500 to 600 words in length. You need to write about two different items from two different genres of art from two different continents.. Genres are fields of art such as pottery, weaving, sculpture, paintings, photography,.  So select an item from Asia and one from Africa. Or select an item from Latin America and an item from Europe etc.Then you would need to tell me everything you can about each item i.e. what does it symbolize? how do you view it aesthetically, what it is  made out of, what are the colors, dimensions, when was it made and who created it etc, Be sure and identify the museum.

 

Items:

1- "L'Adieu" c.1915 by Theophile Alexandre Steinlen. Swiss/French

2-The hispanic project (2), The Lesbian Project (1), or The swingers Project (4). by Nikki Lee. Korean.

 

Museum Name: Harn Museum of Art 

write about two different items
19626

As the benchmark assignment for this course, you are required to write an 8–10-page paper, applying course principles to your personal experience, background, and/or vocation. You are also to have a minimum of 5 sources. The purpose of this paper is to synthesize the various elements discussed in this course, forming a set of principles that you could use in your particular leadership role. Organize the paper according to the principles that you have learned, using different principles for each heading.

 

Your paper must be formatted in current APA style and follow the specific guidelines described below. Be sure to review the Personal Ethics Paper Grading Rubric to improve the quality of your paper. The final version of the paper must be submitted via LiveText by 11:59 p.m. (ET) on Friday of Module/Week 8.

 

From the list below, choose the topic that best fits your experience:

  • Principles and ethics for educational leaders (this is the generic topic if none of the ones below fit you)
  • Principles and ethics for college administrators
  • Principles and ethics for college professors
  • Principles and ethics for high school administrators
  • Principles and ethics for high school educators
  • Principles and ethics for middle school administrators
  • Principles and ethics for middle school educators
  • Principles and ethics for elementary administrators
  • Principles and ethics for elementary educators

 

Follow these guidelines in your paper:

  1. Organize it into topical headings (leadership principles).
    1. Each heading must be a leadership principle that you have learned in the course and a guiding principle for the leader (topic) you have chosen.
    2. Under each heading, include (as citations) where the principles are found in the various assignments and how they all fit together.
    3. Be sure that all the paragraphs under each heading relate directly to the principle being discussed.
  2. Under each heading, include examples of the principle from the following:
    1. Blackaby and Blackaby text
    2. Rebore text
    3. Prayer Reflection Report
    4. Proverbs readings and presentations
    5. Related reading assignments
    6. Course presentations
  3. Include information from the Model Code of Ethics for Educators and your own state’s Code of Ethics. Cite both resources in your paper.
  4. Format your paper in current APA style and follow scholarly writing standards.
    1. Do not use first-person perspective.
    2. Use double-spacing in the paper.
    3. Include an abstract.
    4. Use internal citations. (Any in-text citations must have corresponding references in the reference list.)
    5. Include a properly cited reference list. Some reminders:

                                                              i.      Cite references from the various materials from the course (and any other references) that support your choice of principles.

                                                            ii.      Do not use underlining.

                                                          iii.      The words in the titles of a journal article or a book are not capitalized (except for the first word, proper nouns, and the first word following a colon).

                                                          iv.      References must have corresponding in-text citations.

  1. Incorporate Bloom’s Taxonomy.
    1. The content must reflect higher-level thinking skills: synthesis, analysis, and evaluation.
    2. The content must demonstrate an understanding of the principles and ethics of the Christian educational leader.
  2. Do not write less than 8 pages or more than 10 pages. Page limit does not include the title page, abstract, or references. Quality, not volume, is required.
  3. Thoroughly edit your paper for correct spelling, grammar, punctuation, clear sentence structure, and precise word choice.
  4. Personal Ethics Paper Grading Rubric

    Criteria

    Levels of Achievement

    Content 70%

    Advanced

    Proficient

    Developing

    Not present

    Introduction

    19 to 20 points

    The introductory paragraph is clear and provides contextual information for the rest of the paper.

    17 to 18 points

    The introductory paragraph is clear and provides information for the rest of the paper.

    1 to 16 points

    The introductory paragraph provides information for the some of the paper.

    0 points

    Not Present

    Thesis

    19 to 20 points

    The thesis or problem statement is clearly stated and defined and demonstrates critical thought.

    17 to 18 points

    The thesis or problem statement is clearly stated and defined and demonstrates some thought.

    1 to 16 points

    The thesis or problem statement is stated and defined and demonstrates some thought.

    0 points

    Not Present

    Content

    90 to 100 points

    The highest 3 levels of Bloom’s Taxonomy are clearly applied in this 8-10-page paper; topical headings are used correctly; principles from the textbook readings, Prayer Reflection Report, Proverbs readings and presentations, and other course-related principles are integrated appropriately.

    80 to 89 points

    The highest 3 levels of Bloom’s Taxonomy are applied; topical headings are used correctly; principles from the textbook readings, Prayer Reflection Report, Proverbs readings and presentations, and other course-related principles are integrated appropriately. Paper is 7-9 pages in length.

    1 to 79 points

    Bloom’s Taxonomy is applied; some topical headings are used correctly; principles from the textbook readings, Prayer Reflection Report, Proverbs readings and presentations, and other course-related principles are integrated. Paper is less than 7 pages in length.

    0 points

    Not Present

    Structure 30%

    Advanced

    Proficient

    Developing

    Not present

    Writing Style

    10 points

    The paragraphs are well-developed with clear topic sentences and supporting sentences; thorough editing is evident through the use of precise language and sentence structure; overall paper is appropriate for a graduate writing level.

    9 points

    The paragraphs are well-developed with clear topic sentences and supporting sentences; thorough editing is evident through the use of language and sentence structure; overall, paper is appropriate for a graduate writing level.

    1 to 8 points

    The paragraphs are developed with topic sentences and supporting sentences; editing is evident through the use of language and sentence structure; overall, paper is approaching a graduate writing level.

    0 points

    Not Present

    Format

    38 to 40 points

    A title, abstract, and reference page and a minimum of 5 sources are included. The title, abstract, and reference pages, and sources are formatted in current APA style.

    35 to 37 points

    A title, abstract, and reference page and at least 3-4 sources are included. Only a few APA formatting errors are present in the title, abstract, reference pages, and/or sources.

    1 to 34 points

    A title, abstract, or reference page is not included, fewer than 2 sources are cited, and/or the title, abstract, or reference pages and/or sources are not formatted in current APA style.

    0 points

    Not Present

    Mechanics

    10 points

    Correct spelling and grammar are used throughout the assignment. There are 0-1 errors in grammar or spelling that distract the reader from the content.

    9 points

    There are occasional errors in grammar or spelling. There are 1-2 errors in grammar or spelling that distract the reader from the content.

    1 to 8 points

    There are 3-4 errors per page in grammar or spelling that distract the reader from the content.

    0 points

    Not Present

     

     

     

PERSONAL ETHICS PAPER INSTRUCTIONS
19605

This would be an example of a body paragraph in a summary and response essay.

Black = Your opinion/response

Red = Summary or paraphrase of the author’s point

Green = Direct quote from the author

 

Jones calls for the government to revise its current animal cruelty laws and give animals the same legal protections that humans have; making these changes would unnecessarily complicate the legal system and devalue human life at the same time.  Most people would agree that it is inhumane to abuse animals, and people who do that should be punished. However, Jones is advocating for far more than simply punishing people who abuse animals. For example, he is in favor of the death penalty those who kill animals, and he wants to establish alimony for abandoned pets (14-15).  Laws like this will create court cases that have to be tried, which will cost more money and slow down the justice system. Anytime someone fights against a charge of animal cruelty, it will necessitate a court battle which could drag on for weeks or perhaps months. This would divert resources from other cases that require more attention. Cases like this would also be sending a message that human life isn’t as important as society once believed.  Jones made the following statement:  “There is no difference between a hungry child and a hungry dog, and the people who cause both situations should be punished equally” (Jones 15). Such a belief could elevate the status of animals, or it could devalue the status of people. The risk of the second possibility it too great, so the belief should be abandoned. As it was mentioned before, animal cruelty is a terrible crime, but overemphasizing it could lead to even greater problem for the human race. 

Summary Response Instructions for ESL1069

I.                    Description

1.     A Summary Response contains an introductory summary paragraph of 2 articles on the same topic, additional body paragraphs of evaluation and critical response to the topic, and a concluding paragraph that reviews the arguments of the featured authors, as well as stating the opinion of the student.  A Summary Response is useful for researching a particular issue to prepare for writing research papers.  When writing a Summary Response essay, use your own words.  Limited direct quotations are appropriate; perhaps one quote per featured author.  The Summary should be 25% of the paper, and the Response should be 75%. The instructor will assign the topic and provide 1 of the articles, and the students will select the second article.

 

II.                 Structure

The steps for writing a Summary Response are:

A)  Summary/Introduction Paragraph

1.      The first sentence of the Summary Response should state the topic of the articles.

2.     The following sentences should include the titles and authors of the 3 readings.

3.     The final sentence of the summary paragraph will state the thesis for the response. 

B)   Paragraphs 2-4

2.     State each author’s viewpoint in your own words as the topic sentence of each body paragraph.

3.     In each body paragraph, the response should refer to each author’s claim and follow by students’ reaction/response to that claim.

C)   Paragraph 5 / Conclusion paragraph

4.     Finally, the response should conclude with a review of the author’s arguments about the topic, as well as the student’s point of view, making connections based on the overall debate of the issue.

 

III.              Requirements

1.      Length – 800-1000 words, 2 to 3 pages

2.      MLA format MLA format https://owl.english.purdue.edu/owl/resource/747/01/

3.     One inch margins, Times New Roman font, 12 size text, double spaced

4.      Introductory sentences state the 3 sources with titles, places and dates of articles, names of authors and variations on topic of the articles.

5.     Do not state your opinions using the pronouns “I, we, you.”

    

Summary Response Outline for ESL1069

I.                    Summary/Introduction Paragraph

a.     State 2 author’s works and viewpoints

b.     Draft the thesis statement

II.                 Paragraph 2

a.     Draft a topic sentence of first author’s opinion

b.     Generate student response to that view

III.              Paragraph 3

a.      Draft a topic sentence of second author’s opinion

b.     Generate student response to that view

IV.            Paragraph 4/5

a.     Restate 2 authors’ arguments

b.     Conclude with student’s point of view, based on the overall debate of the issue

 

The follow information represents examples of sources that you might find in order to write a summary and response essay.

 

1.      Title: “Animals Are People,” Author: Mike Jones, Publication: Pet Monthly

2.      Title: “We Love Pets,” Author: Bob Smith, Publication: Dogs and Cats

3.      Title: “Just as Human,” Author: Tim Conway, Publication: Animals United

 

I.                   Summary/Introduction Paragraph

II.                Publication Information and Main idea for Third article

1. Title: “Just as Human”

2. Author: Tim Conway

3. Publication in which the article appeared: Animals United

4. Main idea: Conway focuses on explaining the consequences of animal cruelty.

A.    Publication Information and Main idea for First Article

1.       Title: “Animals Are People”

2.      Author: Mike Jones

3.      Publication in which the article appeared: Pet Monthly

B.     Main idea: Jones advocates for stricter laws regarding animal cruelty.

C.     Publication Information and Main idea for Second Article

1. Title: “We Love Pets”

2. Author: Bob Smith

3. Publication in which the article appeared: Dogs and Cats

4. Main idea: Smith claims that society should make animal cruelty socially unacceptable.

D.    Thesis statement: While it is true that human beings should have compassion and kindness towards animals, animals do not deserve the same status as people because it would unintentionally devalue human life and create more restrictive laws that would make life more difficult.             

III.              Paragraph 2

A.    Conway claims that animal cruelty can cause the society to morally degenerate, and this is a valid point, to certain extent.      

B.     When an act of cruelty is tolerated, it causes society to become less critical of such acts in the future.

IV.             Paragraph 3

A.    Jones calls for the government to revise its current animal cruelty laws and give animals the same legal protections that humans have; doing this would unnecessarily complicate the legal system and devalue human life at the same time.

B.     The government should punish those who abuse animals, but animals should not have the same legal rights as human beings.

V.                 Paragraph 4

A.     Smith argues that developed societies should work to create a culture that rejects animal cruelty; this is admirable, but he wants to take it an excessive level.

B.     Animal abuse is a terrible thing, and it should be discouraged. However, there should be a strong distinction made between violence toward human and violence toward animals. 

VI.             Conclusion

A.    Conway proposes that allowing animal cruelty can make a society more inhumane. 

B.     Jones concentrates on trying to make animal cruelty a more serious crime. 

C.     Smith demands that society view animal life and human life equally.

D.    Obviously, animal cruelty is a horrible thing, but society cannot completely erase the lines that separate humans from animals. There should be punishments for people who abuse animals, but making those punishments equal to those reserved for perpetrators of human violence cheapens a society’s respect for human life.

 

 

 

This would be an example of a body paragraph in a summary and response essay.
19599

Richard (1)

It seems that Maria tried several times to explain the situation to Joelle. Joelle was very busy and that is an issue when it comes to communication. I am wondering if there is more that one teacher and if they can come up with a better routine in the morning so that they can gain an understanding of what is going on in their lives so that they can better understand the child. There needs to be other ways of communication such as a messaging system or email. Communication is key when it comes to the well being of our children. Joelle should have reached out to Maria as soon as she saw the unfamiliar item and the change in behavior. 

Email Dialogue:

Joelle: I am very sorry that this morning was so busy and we didn't have a chance to talk about Danna.  I noticed that she had an unfamiliar item (the blanket) and that her emotions have been different. Is there something that I need to know?

Maria: Thank you so much for reaching out to me through email. I have been so busy at home taking care of an elderly family member that I have not given her the attention that she needs. The blanket has been hers since she was very little and she has been carrying it everywhere i believe to make up for this mixed emotion and change in our lives. 

Joelle: I will give her some extra attention today and see if I can get her to talk about how she feels. As far as the blanket I may throw it in the wash when she is napping. I have noticed she has been dragging it and chewing on it. I want to get rid of any germs she may have picked up here. 

Maria: Thanks Joelle! You are so good with her. I look forward to our conversation at pick up. 

 

 

Crystal(2)

Diversity in Early Care and Education by Janet Gonzalez-Mena is a published book that is helpful to individuals partaking in courses related to education and human services. In chapter 1, Perceiving and Responding to Differences, the author gives us the opportunity to understand our culture and its effect on our children. She also offers several examples of teachers’ actions eachers do that unconsciously affect culture. For instance, Maria Danna’s mother believes that many children need comfort things hence gives Danna a blanket yet without communication (Gonzalez-Mena & Gonzalez-Mena, 2008). It indicts a conflict since Joel the caregiver feels the blanket is dirty and might affect Danna’s health.  In chapter two, Communicating across Cultures, the author stresses on the fact that we supposed to get a bigger picture, have the understanding of every culture and get educated on cross-culture communication without forgetting our philosophies (Morrison, 1988). Therefore, in the article, Joel is supposed to understand the culture of Maria when she gives Danna a blanket, but she should not forget the fact that as the sheet gets dirty, it might affect her health. 

In chapter three, working with Diversity Issues, she talks about three things that help in working on our diversities. They include respect for elders, toilet training and self-esteem. For example, Joel should not jump into conclusion when she sees Danna with the blanket, but she should practice self-respect and respect to go through that situation. She also circles the advantages and demerits of possible outcomes to these conflicts stressing on mutual education as the best result (Day & Parlakian, 2004). On the other hand, she gives 8 points for handling conflict that includes, patience, understands yourself, be sensitive to another person’s discomfort, study culture, take risks, communicate, dialogue, negotiate and share the power to overcome diversity issues.

In the book, How Culture Shapes Social-Emotional Development, the author notes that emotions are the essential part of human experience concerning engagement with others, perceptions towards specific behavior and everyday interactions. The author discusses critical points on how culture shapes emotional development that include, the foundations of emotional development where he states that emotional development is affected by both biological and social system changes. The other point is emotional socialization concerning the cultural pathway to its development that is most influenced by the parental care of infants. In addition to that the bullets out emotions experiences and expression of a child as another point to how culture shapes emotion development (Bruno, 2003). Finally, he points out the understanding emotions on diverse cultures.  

 

The dialogue between Maria and Joel.

Maria: good evening Mrs. Joel.

Joel: good evening to you.

Maria: how was your day along with Danna new blanket?

Joel: she is doing fine though the blanket is a challenge to her well-being.

Maria: how? I thought it was going to help and support her comfort.

Joel: I am sorry the blanket could affect her health condition since it got dirty and she was putting it in her mouth.

Maria: No, I expected it to have a positive impression since so many women in our society do that and it has no effects.  

Joel: It was a good idea but it is going to affect her health.

Maria: I need her to have it like other children.

Joel: You should have communicated before giving her the blankets.

Maria: She is my daughter so I need to communicate about the things I give her?

Joel: Yes, Maria, it is important so that we can decide how she manages it. 

Maria: it is ok. Next time I will communicate before giving her anything. Will she continue having the blanket?

Joel: Yes, she will have it and I look upon her to make sure she does not put it in her mouth again.

Maria: Thank you.

Joel: you are welcomed.

WK5 respond 1&2
19598

Description: Professionals read and keep current in their fields by reading journal articles and relating them to their practice.

Directions: The student will select, read, and review ONE peer-reviewed journal article that relates to a major topic covered in the course competencies and specific topics from our textbook for EDF 1005. This includes curriculum, assessment, history, finance, ethics, or governance.

  1. Select one peer-reviewed journal article written within the past FIVE years that discusses a major topic covered in EDF 1005. 
  2. The article must be a minimum of three (3) pages in length excluding cover and reference pages
  3. Include the following in a summary/reflection:
  • Write a summary of the article.
  • Write your opinion of the article’s viewpoint. Support your viewpoint with citations from the article and course textbook.
  • Include how the article relates to our readings and discussions in EDF 1005.
  1. Attach a copy of the article with your summary and opinion/reflection.
  2. Use APA format to cite any ideas and reflections in your summary/reflection that are represented in the article. The writing lab at our campuses can also assist your with editing, APA formatting, and resources. 

Attach is the article that you have to reference.

Article Review and Reflection
19596

A Question of Ethics

Name:                                                                                                 Due: September 20, 2018

 

SITUATION:

 

Engineer A is employed as the City Engineer/Director of Public Works for a medium-sized city and is the only licensed professional engineer in a position of responsibility in the city government. The city has several large food processing plants that discharge very large amounts of vegetable wastes into the city's sanitary system during the canning season. Part of the canning season coincides with the rainy season. Engineer A has the responsibility for the disposal plant and beds and is directly responsible to City Administrator C. Technician B answers to Engineer A.

 

During the course of her employment, Engineer A notifies Administrator C of the inadequate capacity of the plant and beds to handle the potential overflow during the rainy season and offers possible solutions. Engineer A has also discussed the problem privately with certain members of the city council without the permission of City Administrator C. City Administrator C has told Engineer A that "we will face the problem when it comes." City Administrator C orders Engineer A to discuss the problems only with him and warns her that her job is in danger if she disobeys.

 

Engineer A again privately brings the problem up to other city officials. City Administrator C removes Engineer A from responsibility of the entire sanitary system and the chain of command by a letter instructing Technician B that he is to take responsible charge of the sanitary system and report directly to City Administrator C. Technician B asks for a clarification and is again instructed via memo by City Administrator C that he, Technician B, is completely responsible and is to report any interference by a third party to City Administrator C. Engineer A receives a copy of the memo. In addition, Engineer A is placed on probation and ordered not to discuss this matter further and that if she does she will be terminated.

 

Engineer A continues in her capacity as City Engineer/Director of Public Works, assumes no responsibility for the disposal plant and beds, but continues to advise Technician B without the knowledge of City Administrator C. That winter during the canning season, particularly heavy storms occur in the city. It becomes obvious to those involved that if waste water from the ponds containing the domestic waste is not released to the local river, the ponds will overflow the levees and dump all waste into the river. Under state law, this condition is required to be reported to the state water pollution control authority, the agency responsible for monitoring and overseeing water quality in state streams and rivers.

 

Your Assignment:

 

  1. Did Engineer A fulfill her ethical obligation by informing City Administrator C and certain members of the city council of her concerns? If you were Engineer A, how would you respond to this situation? Explain your answer using the Code of Ethics from NSPE Code of Ethics for Engineers which is available either at the pdf document on Beachboard or their website at https://www.nspe.org/resources/ethics/code-ethics. Don’t forget to quote from the relevant Code of Ethics.        

 

Note: Write a one-page, TYPED, double-spaced answer to the above question and then upload the word file on dropbox at Beachboard. 

A Question of Ethics
19592

Professionals read and keep current in their fields by reading journal articles and relating them to their practice.

Directions: The student will select, read, and review ONE peer-reviewed journal article that relates to a major topic covered in the course competencies and specific topics from our textbook for EDF 1005. This includes curriculum, assessment, history, finance, ethics, or governance.

  1. Select one peer-reviewed journal article written within the past FIVE years that discusses a major topic covered in EDF 1005.  
  2. The article must be a minimum of three (3) pages in length excluding cover and reference pages
  3. Include the following in a summary/reflection:
  • Write a summary of the article. 
  • Write your opinion of the article’s viewpoint. Support your viewpoint with citations from the article and course textbook.
  • Include how the article relates to our readings and discussions in EDF 1005. 
  1. Attach a copy of the article with your summary and opinion/reflection.
  2. Use APA format to cite any ideas and reflections in your summary/reflection that are represented in the article. The writing lab at our campuses can also assist your with editing, APA formatting, and resources.
Article Review
19588

-how do you plan to uphold ethical standards and other professional guidelines.

-in what ways do you plan to engage in continuous collaborative learning

-explain how  you will integrate your knowledge and form critical and reflective perspectives on early childhood education. 

in what ways do you plan to advocate for children in early childhood education.

-500 words APA format, proofread for clarity, correct grammar, syntax, spelling and punctuation.

professional statement
19586

The critique should include a summary of the study's purpose, the sample, and the method applied.  Furthermore, you will summarize significant findings (if any), and an explanation of how the article relates to the subject of sport ministry. 

The Article Critique must be 2½ - 3 pages and adhere to APA format.  It should be composed in a Word document and include a title page, abstract, and bibliography (
none of which are included in the page count).  Each critique should be exclusively written in your own words--no quotations should be used.  

 

DUE SATURDAY 09/29/18


 

The article that you have to read first to write this critique is in the other link called ARTICLE.

 

 

SMGT 504 Article Critique Grading Rubric

40 points

Criteria

Levels of Achievement

Content

Advanced

Proficient

Developing

Not present

Summary of study

12 points

11 to 12 points

Each of the study’s purpose, sample, method, and significant findings are clearly identified and concisely explained.

10 points

Each of the study’s purpose, sample, and method are identified, but the summary lacks clarity.

1 to 9 points

The summary lacks clarity and one or more of the key elements is missing.

 

0 points

Missing

Reaction

12 points

11 to 12 points

Student clearly connects the article to text reading and sport ministry while providing a personal response that is appropriate and clearly related to the topic.

10 points

Student’s connection of the article to the text and sport ministry is unclear or incomplete and/or their personal response isn’t clearly related to the topic.

1 to 9 points

One or both of the student’s connection of the article to the text and sport ministry and their personal response is missing.

0 points

Missing

Article

4 points

4 points

The article critiqued is a peer-reviewed scholarly work, it is clearly related to the topic, and hasn’t been selected by another student.

3 points

The article critiqued is a peer-reviewed scholarly work, but it is not clearly related to the topic. It hasn’t been selected by another student.

1 to 2 points

The article critiqued is either not a peer-reviewed scholarly work, it is not related to the topic, or it has been previously selected by another student (or all of the above).

0 points

Missing

Structure

Advanced

Proficient

Developing

Not present

Writing

5 points

5 points

Spelling, grammar, and sentence structure are correct.  Ideas flow well and paragraphs build on each other.

4 points

There are minor, noticeable, spelling, grammar, or sentence structure errors.  Ideas flow well and paragraphs build on each other.

1 to 3 points

There are more than a few noticeable spelling, grammar, and/or sentence structure errors. Writing lacks flow and paragraphs are too long or don’t build on each other.

0 points

Missing

Formatting

5 points

5 points

Paper is APA formatted.

4 points

Paper is generally formatted well with few minor errors.

1 to 3 points

More than a few elements of APA formatting are missing.

0 points

Missing

Length

2 points

2 points

Submission is the correct length.

1.5 points

Submission is too long.

1 points

Submission is too short.

0 points

Missing

 

Article Critique #1
19580

- Article Review

Article Review

The Role of Nicotine Dependence in E-Cigarettes’ Potential for Smoking ReductionPreview the document. (2018). Nicotine & Tobacco Research, 20(10), 1272–1277.

In APA, 6th ed. format, review this article to include a summary of the article followed by a critique. Use the rubricPreview the document as a guide.

The review should be 2-3 pages, 12-point Arial font, double-spaced with 1-inch margins. I will review early drafts if desired. If submitting a draft, email it to me and do not submit it.

You may use this templatePreview the document if you wish.

Article review Hifsa
19576

Week 5 Discussion

 Print Page 

Discussion: Recognizing and Avoiding Plagiarism

What is plagiarism exactly? Is it always done on purpose? The rules related to plagiarism can be complex, and there are instances in which people who have unwittingly plagiarized have ended up in court. The concept of academic integrity includes the avoidance of plagiarism. To avoid plagiarism, it helps to first recognize it.

For this Discussion, you will review fictional scenarios that depict common occurrences in the classroom. It is an opportunity for you to practice identifying plagiarism and discussing how to avoid plagiarism in these situations.

To prepare for this Discussion:

Review the materials in this week’s Learning Resources.

Read the four scenarios presented below and, for each situation, determine whether the student has plagiarized.

John has not had time to work on his online assignment on psychological theory. He found a website that has an article with the content he needs to complete his assignment. However, he has only 30 minutes before his assignment is due. John believes that the author of the article described psychological theory so well that it would take John hours to paraphrase the material. John decides to copy several sentences and one short paragraph from the article and paste it into his own paper. He includes the author in the references and believes that this appropriately cites the author.

Sally has a writing assignment due. She has written about the topic before in a previous course and received 100% on that paper. She decides to include several paragraphs from her previous work in her current paper.

Brad just finished submitting his writing assignment through Turnitin, and the similarity report shows a 40% match between passages he wrote and various websites.

Catherine likes to include quotes from famous psychologists in her writing assignments. She does not use quotation marks, but Catherine makes sure to include the citation immediately following each quote.

Reflect on how the Walden resources and communication with colleagues (including your Instructor) could impact the outcome of the scenarios.

Choose one of the scenarios for your Discussion.

With these thoughts in mind:

Post by Day 3 a description of the scenario you chose and whether you believe the student plagiarized. Explain what led you to make that determination. Provide one strategy that the student can use to avoid potential plagiarism, given the scenario presented.

Be sure to support your postings and responses with specific references to this week’s Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 5 to at least two of your colleagues, and continue the discussion through Day 7 by providing another strategy to avoid potential plagiarism, given the scenario presented.

Return to this Discussion periodically to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made. Remember to be supportive and build community; this is a tough topic!

Discussion: Recognizing and Avoiding Plagiarism
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NO PAPER NEEDED!!!! 

 

Just questions answered 

 

Students, read chapters two and three and complete the following:

 

List and explain the characteristics of the following Strategies Information Formats, and include the format that you use in your classroom. 

 

-exogenous

 

-endogenous

 

-dialectical

 

-Do you feel that these strategies are all interwoven?

-Expound on Responsive Teaching and include if you are a responsive teacher. Include the Response to Intervention process. Are these two related, explain, also add if you think these two are an effective means of instruction. 

 

 

Required Text:

Text: Teaching Strategic Processes in Reading, 2nd Edition, Almasi, Janice & Fullerton, Susan King  

Exogenous

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