Tag Archive for: convenient essays

future work

/in /by
  1. Think ahead to your future work with children and families. How would you explain to parents the importance of the sta
    1. Think ahead to your fut
      1. Think ahead to your future work with children and families. How would you explain to parents the importance of the stages a preschool-age child goes through in acquiring syntax and morphology? In your own words, describe the main developments that occur in each stage (I–IV) as presented in the course text.
      2. Define two types of knowledge needed to achieve communicative competence, and provide an example of each.
      3. Which of the theoretical approaches to studying and understanding language learning do you most associate with, and why? As part of your explanation, include relevant examples of your own experiences.

      ure work with children and families. How would you explain to parents the importance of the stages a preschool-age child goes through in acquiring syntax and morphology? In your own words, describe the main developments that occur in each stage (I–IV) as presented in the course text.

    2. Define two types of knowledge needed to achieve communicative competence, and provide an example of each.
    3. Which of the theoretical approaches to studying and understanding language learning do you most associate with, and why? As part of your explanation, include relevant examples of your own experiences.

    ges a preschool-age child goes through in acquiring syntax and morphology? In your own words, describe the main developments that occur in each stage (I–IV) as presented in the course text.

  2. Define two types of knowledge needed to achieve communicative competence, and provide an example of each.
  3. Which of the theoretical approaches to studying and understanding language learning do you most associate with, and why? As part of your explanation, include relevant examples of your own experiences.

common errors 

/in /by

Describe in 400-500 words the key significant differences between an annotated bibliography and a literature review. Make sure you indicate how exactly you will avoid mistakenly writing your literature review up as an annotated bibliography (i.e. what will you do to make sure that your literature review is a literature review and not an annotated bibliography!?)

 

Please watch the video and read the rubric below.

 

A short guide to annotated bibliographies

 

Rubric:

400-500 words

Evaluation Criteria:

Describe in 400-500 words the key significant differences between an annotated bibliography and a literature review. Make sure you indicate how exactly you will avoid mistakenly writing your literature review up as an annotated bibliography (i.e. what will you do to make sure that your literature review is a literature review and not an annotated bibliography!?)

 

Please watch the video and read the rubric below.

 

A short guide to annotated bibliographies

 

Rubric:

400-500 words

Evaluation Criteria:

·      Clearly identifies six to ten distinguishing points between a literature review and an annotated bibliography;

·      Presents several clear strategies on how to avoid confusing the two;

·      Identifies several of the most common errors in distinguishing an annotated bibliography from a literature review.

 

Writing:

The writing should be a graduate level. The prose should be concise. Examples should be use. Material should be concise but effective.

·      Clearly identifies

Describe in 400-500 words the key significant differences between an annotated bibliography and a literature review. Make sure you indicate how exactly you will avoid mistakenly writing your literature review up as an annotated bibliography (i.e. what will you do to make sure that your literature review is a literature review and not an annotated bibliography!?)

 

Please watch the video and read the rubric below.

 

A short guide to annotated bibliographies

 

Rubric:

400-500 words

Evaluation Criteria:

·      Clearly identifies six to ten distinguishing points between a literature review and an annotated bibliography;

·      Presents several clear strategies on how to avoid confusing the two;

·      Identifies several of the most common errors in distinguishing an annotated bibliography from a literature review.

 

Writing:

The writing should be a graduate level. The prose should be concise. Examples should be use. Material should be concise but effective.

six to ten distinguishing point

Describe in 400-500 words the key significant differences between an annotated bibliography and a literature review. Make sure you indicate how exactly you will avoid mistakenly writing your literature review up as an annotated bibliography (i.e. what will you do to make sure that your literature review is a literature review and not an annotated bibliography!?)

 

Please watch the video and read the rubric below.

 

A short guide to annotated bibliographies

 

Rubric:

400-500 words

Evaluation Criteria:

·      Clearly identifies six to ten distinguishing points between a literature review and an annotated bibliography;

·      Presents several clear strategies on how to avoid confusing the two;

·      Identifies several of the most common errors in distinguishing an annotated bibliography from a literature review.

 

Writing:

The writing should be a graduate level. The prose should be concise. Examples should be use. Material should be concise but effective.

s between a literature review and an annotated bibliography;

·      Presents several clear strategies on how to avoid confusing the two;

·      Identifies several of the most c

Describe in 400-500 words the key significant differences between an annotated bibliography and a literature review. Make sure you indicate how exactly you will avoid mistakenly writing your literature review up as an annotated bibliography (i.e. what will you do to make sure that your literature review is a literature review and not an annotated bibliography!?)

 

Please watch the video and read the rubric below.

 

A short guide to annotated bibliographies

 

Rubric:

400-500 words

Evaluation Criteria:

·      Clearly identifies six to ten distinguishing points between a literature review and an annotated bibliography;

·      Presents several clear strategies on how to avoid confusing the two;

·      Identifies several of the most common errors in distinguishing an annotated bibliography from a literature review.

 

Writing:

The writing should be a graduate level. The prose should be concise. Examples should be use. Material should be concise but effective.

ommon errors in distinguishing an annotated bibliography from a literature review.

 

Writing:

The writing should be a graduate level. The prose should be concise. Examples should be use. Material should be concise but effective.

Proper Citations

/in /by

Why Write a Draft?
All writers begin a project by brainstorming their ideas and constructing a rough draft. The draft is not a completed paper; rather, it allows writers to explore and develop their ideas. As part of the writing process, it is important for writers to rehearse their materials before those materials “go live.”

You will complete a draft this week that will allow you to explore and develop your ideas in preparation for your Literary Analysis, which is due in Week Five. Writing a literary analysis helps us to more readily connect conflicts in literature to our everyday experiences and analyze our own lives as well as human motivations and behavior in general. Finally, it improves our writing and reading skills overall.

How to Write the Draft
Closely read and take notes on the Literary Analysis assignment found under the Week Five tab. There, you will find complete directions. By this point in the course, you will have discussed two texts from the List of Literary Works, defined at least one conflict, and identified and described at least three literary techniques as specified in the Week Five Literary Analysis prompt.

For this assignment, you will construct a working thesis statement that defines in detail the conflict you will analyze, the two texts you will address, and the literary devices you will apply to your final analysis. Review the Writing a Clear and Sound Thesis for a Literary Analysis for support.

The body of your paper, which will consist of 800 to 1000 words, is to be presented in four sections as detailed below.

  • Conflict
    • Identify the conflict in the two texts you have chosen.
    • Identify the similarities and differences in the representation of the conflict in the texts.
    • Identify three literary techniques and elements that help represent this conflict.
  • Literary Techniques in [Title of First Chosen Text]
    • Explain where and how you see the three literary techniques at work in your chosen first text.
    • Provide specific examples by quoting, paraphrasing, and/or summarizing.
    • Explain how the literary techniques/examples define and draw out this conflict.
  • Literary Techniques in [Title of Second Chosen Text]
    • Explain where and how you see the three literary techniques at work in your second chosen text.
    • Provide specific examples by quoting, paraphrasing, and/or summarizing.
    • Explain how the literary techniques define and draw out this conflict.
  • Similarities and Differences
    • Compare and contrast the manner in which the texts address the conflict.
    • Explain if they use different and/or similar literary techniques to articulate that conflict.
    • Explain the different and/or similar resolutions of each conflict and how those resolutions were reached.

Compile a working references list on a separate page that is formatted according to APA style as outlined in the Ashford Writing Center.

Keep in mind you are writing a literary analysis so please avoid supplying extensive summaries of the texts. Write a summary only when it aids you in describing a specific conflict and/or application of a literary device.

Assignment Requirements

  • Topic: Your draft must contain a working thesis that helps you to explore the topic. Your paper must address at least two of the texts (one of which must be a short story), a specific conflict, and at least three of the literary techniques as listed in the Week Five Literary Analysis guidelines.
  • Length: Your draft must be 800 to 1000 words in length, excluding the title and references pages.
  • Sources: Your draft must contain a working references page with two to four sources used to support your examples and findings.
  • Elements of Academic Writing: Your draft must contain clear transitions between sections.
  • APA: Your assignment must be formatted according to APA style as outlined in the Ashford Writing Center.
    • Separate Title Page: Must include a separate title page that lists the following: an original title, your name, date of submission, and your instructor’s name.
    • Separate References Page: At the end of your paper, include a separate references page that lists all sources utilized for and cited within your analysis.
    • Proper Citations: All sources must be properly cited according to APA style as outlined in the Ashford Writing Center, both within the text of your paper and on the references page.

 

different way

/in /by

Your job is to critically read the assignment and make corrections/comments using Track Changes in Microsoft Word.

Assess the paper on the following content:

  1. Does the paper provide suf

    Your job is to critically read the assignment and make corrections/comments using Track Changes in Microsoft Word.

    Assess the paper on the following content:

    1. Does the paper provide sufficient evidence for its hypothesis or claim?
    2. Does the flow of the paper and sentence structure make sense?
    3. Should it be organized in a different way?

    Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An

    Your job is to critically read the assignment and make corrections/comments using Track Changes in Microsoft Word.

    Assess the paper on the following content:

    1. Does the paper provide sufficient evidence for its hypothesis or claim?
    2. Does the flow of the paper and sentence structure make sense?
    3. Should it be organized in a diffe

      Your job is to critically read the assignment and make corrections/comments using Track Changes in Microsoft Word.

      Assess the paper on the following content:

      1. Does the paper provide sufficient evidence for its hypothesis or claim?
      2. Does the flow of the paper and sentence structure make sense?
      3. Should it be organized in a different way?

      Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

      • attachment

        3_nina_faith_diversity_paper.docx

      rent way?

    Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

    • attachment

      3_nina_faith_diversity_paper.docx

    abstract is not required.

    • attachment

      3_nina_faith_diversity_paper.docx

    ficient evidence for its hypothesis or claim?

  2. Does the flow of the paper and sentence structure make sense?
  3. Should it be organized in a different way?

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

  • attachment

    3_nina_faith_diversity_paper.docx

in speeches

/in /by
Question 5. 5. <21{1[2(24)24]}> The average height of members of the high school basketball team is six feet, three inches. Jerry is on the high school basketball team, so Jerry must be taller than six feet.
The argument above is flawed because it confuses (Points : 1)

[removed] Jerry with other members of the team
[removed] the members of one team with the members of another team
[removed] people who are six feet three inches tall for people who are exactly six feet tall
[removed] an average for the individuals that make up that average.
 

 

Question 6. 6. <11{1[4(17)17]}> Mrs. Orlof teaches two history classes, one in the morning and one in the afternoon. Yesterday she gave the same test to both classes. Anyone who failed the test must take a retest. Since a greater percentage of students who took the morning test failed the test than students who took the afternoon test, more of Orlof’s morning history students than afternoon history students will have to take the retest.
The conclusion above is not necessarily valid because: (Points : 1)

[removed] more students in the morning class may have passed the test than failed the test.
[removed] some students may have been absent from both classes.
[removed] some of the students who passed the afternoon test may have received information about the test from morning students.
[removed] more students may have taken the test in the afternoon than in the morning.

 

Question 7. 7. <21{2[2(12)36]}> Career counselor: It is best for artists to build a practical and safe career that will guarantee them a secure income, and then pursue their art in their spare time. That way, they will be motivated to work hard at their day jobs to support their art making, and both their career and their art will thrive.
Which one of the following, if true, would most weaken the argument? (Points : 1)

[removed] Some forms of art making are expensive and require a good deal of money to pursue.
[removed] Many people who aren’t artists prefer to pursue practical and safe careers.
[removed] Having the time and money to make art doesn’t guarantee an artist commercial success.
[removed] Splitting time between two pursuits in life often causes both to suffer.

 

Question 8. 8. <21{2[1(01)25]}> The untimely death of Professor Hathaway halted his groundbreaking research into the uses of solar power. It therefore appears that Hathaway’s research will not result in practical applications.
Which one of the following, if true, most seriously weakens the argument? (Points : 1)

[removed] Professor Hathaway’s research can be used by other scientists to create useful applications.
[removed] Not all professors at Professor Hathaway’s university knew that he was conducting research into the uses of solar power.
[removed] Officials at Professor Hathaway’s university have refused requests to make Professor Hathaway’s research public.
[removed] Researchers at other universities are conducting research into the potential applications of solar power.

 

Question 9. 9. <11{2[3(11)35]}> Some politicians claim to support the environment in speeches they make around the country. However, to get to those speeches they ride in gas guzzling, pollution creating private planes. They therefore clearly don’t believe a word of what they say and are actually making the environmental problem worse.
Which one of the following, if true, would best weaken the argument above? (Points : 1)

[removed] Some of the politicians try to hide the fact that they travel by private plane to their speeches around the country.
[removed] Most people who hear the politicians’ speeches on the environment are unconvinced by their arguments.
[removed] A majority of voters surveyed agree that politicians sometimes make society’s problems worse.
[removed] Improvements to the environment brought about through the politicians’ public support of environmental regulations more than offset the damage done to the environment by the politicians’ private planes.

 

political issues

/in /by

GEN499 General Education Capstone WEEK 4 CRITICAL THINKING QUIZ

1. <11{1[1(19)19]}> All sages provide both wisdom and inspiration. Since Dasha’s speech contained wisdom and greatly inspired her audience, Dasha is a sage.
Which one of the following points out the flaw in the argument above? (Points : 1)

[removed] Just because Dasha is a sage doesn’t mean that she is always wise and inspirational.
[removed] Just because Dasha’s speech provided wisdom and inspiration doesn’t mean that it provided more wisdom than inspiration.
[removed] Just because Dasha satisfied two requirements of being a sage doesn’t necessarily mean that she satisfies all the requirements of being a sage.
[removed] Just because Dasha provided wisdom and inspiration in a speech doesn’t mean that all sages use speeches to provide wisdom and inspiration.

 

Question 2. 2. <11{1[3(02)02]}> Catherine goes to her local movie theater only to see romantic comedies. Since Catherine did not go to the movies yesterday, there is not a romantic comedy playing at her local theater.
The reasoning above is flawed because the evidence: (Points : 1)

[removed] does not suggest that Catherine goes to see every romantic comedy that plays at her local movie theater.
[removed] implies that Catherine is uninterested in most types of movies.
[removed] does not indicate whether Catherine watches only romantic comedies at home.
[removed] suggests that Catherine’s local movie theater hardly ever shows romantic comedies.

 

Question 3. 3. <21{1[1(01)01]}> Since Jessica’s participation in local politics increased significantly after she joined her school’s political science club, it is clear that her involvement in that club led her to take an interest in politics.
The argument above is flawed because: (Points : 1)

[removed] it doesn’t say which political issues Jessica is interested in.
[removed] it states that the only purpose of the political science club is to spark an interest in politics.
[removed] it misuses the word “significantly.”
[removed] it’s possible that an interest in politics caused Jessica to join the political science club.

 

Question 4. 4. <21{1[1(13)13]}> A recent study of 100 employees from six departments of a major corporation found 65% to be sleep deprived. The researchers concluded that the majority of corporate employees are sleep deprived.
The researcher’s conclusion is suspect because it: (Points : 1)

[removed] assumes that corporate employees are more sleep deprived than other people.
[removed] is based on evidence that is statistically impossible.
[removed] fails to describe the effects the sleep deprivation has.
[removed] relies on a sample that is too small to represent the entire corporate workforce.

 

European Union

/in /by

350 words

 

Keep in mind that this is the first step toward establishing a solid understanding of the intricacies behind conducting business internationally and confirming to the seemingly endless legal restrictions and guidelines. Begin by examining the European Union.

350 words

 

Keep in mind that this is the first step toward establishing a solid understanding of the intricacies behind conducting business internationally and confirming to the seemingly endless legal restrictions and guidelines. Begin by examining the European Union.

 

Primary Task Response: Within the Discussion Board area, write up to 3 paragraphs that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:

 

Search the library and the Internet pertaining to the European Union and its advantages and disadvantages since its formation in 1992. Provide at least 2 sources that illustrate examples of how companies have changed the way in which they conduct their operations.Can you think of any disadvantages to the formation of the European Union from a business perspective? Explain.Provide specific examples to support your points

350 words

 

Keep in mind that this is the first step toward establishing a solid understanding of the intricacies behind conducting business internationally and confirming to the seemingly endless legal restrictions and guidelines. Begin by examining the European Union.

 

Primary Task Response: Within the Discussion Board area, write up to 3 paragraphs that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:

 

Search the library and the Internet pertaining to the European Union and its advantages and disadvantages since its formation in 1992. Provide at least 2 sources that illustrate examples of how companies have changed the way in which they conduct their operations.Can you think of any disadvantages to the formation of the European Union from a business perspective? Explain.Provide specific examples to support your points in your post.

in your post.

Primary Task Response: Within the Discussion Board area, write up to 3 paragraphs that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:

 

Search the library and the Internet pertaining to the European Union and its advantages and disadvantages since its formation in 1992. Provide at least 2 sources that illustrate examples of how companies have changed the way in which they conduct their operations.Can you think of any disadvantages to the formation of the European Union from a business perspective? Explain.Provide specific examples to support your points in your post.

raising new points for consideration

/in /by

Option A: Feminization of Poverty
Crapo (2013, section 9.4) uses the term “the feminization of poverty.” What do you think the author means by that term? Why would women be more vulnerable to living in poverty? What cultural factors might contribute to that?

Option B: Consumption and Globalization
Chapter 10 provides an overview on the anthropological perspective on globalization. After viewing the film, Guatemala: The Human Price of Coffee, discuss the impacts of globalization on the coffee farmers in Guatemala. How does buying a cup of coffee affect coffee farmers in Guatemala? How does this relate to globalization? Would what you saw in the video, and what you read in the book, change your consumption patterns?

Your initial post should be at least 250 words in length. Support your claims with examples from the required materials and/or other scholarly sources. Cite your sources in the body of your post and provide a complete reference for each source used at the end of it. By Day 7, respond to at least two of your peers, including one who responded to the option you did not choose. Demonstrate your understanding of the topic by respectfully asking questions, raising new points for consideration, or requesting clarification from your fellow students.

Present Illness

/in /by

The written comprehensive history and physical assessment is to be performed on a relatively healthy individual with at least one well-managed health alteration, such as high cholesterol, diabetes, or heart disease. Keep in mind that the focus of this assessment is to learn how to perform appropriate techniques on a medically stable individual, and so it is best to choose someone you know, rather than a sick individual in a clinical setting.

For more detailed explanation of the components of this assignment, refer to Chapter 28 of the course textbook entitled Pulling It All Together. Be sure to follow the grading rubric from the syllabus as a checklist. The Review of Systems (ROS) and Physical Exam (PE) that should be included in this assignment are as follows: skin, hair, nails, head, neck, ears, eyes, nose, mouth, throat, sinuses, thorax, lungs, heart, neck vessels, peripheral vascular system, abdomen, mental status, musculoskeletal and nervous systems.

For the following, please list only the expected normal findings – DO NOT perform exams on breasts and regional lymphatics, anus, rectum, prostate, or genitalia. This assignment should be approximately 10 double-spaced and typed pages, according to APA format. Appropriate terminology and a complete description of normal and abnormal findings should be well documented.

 

Comprehensive Health History and Physical Assessment

Please attach the table below to your completed H & P on the last page. Here is a link to a document containing the table.

 

Point Allocation for the Paper  Points
 Chief Complaint and History of Present Illness 5
 Past Medical, Surgical, and Social History 10
 Family History
List of Risk Factors (include Modifiable and Non-Modifiable)		 10
 Review of Systems 10
 Functional Assessment & Nutritional Assessment 5
 Physical Exam 15
 Conclusion Including List of Normal and Abnormal Findings, and Plan with Recommendations 20
 Format and Grammar 5
 Total Points Possible

students at risk

/in /by

Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Four Instructor Guidance page and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion. Additionally, this assignment will be added to your website.

Content Instructions
Use the presentation software of your choice or consider one of the recommendations in the Recommended Resources for Week Four. Submit your presentation for evaluation to the Week Four Assignment location and upload it as an attachment or link to your Students at Risk page in your website.

  • Introduction (1 points): Create an introduction that states the role you have assumed, the audience your presentation is for, and the purpose of the presentation.
  • Youth At Risk (3 points): Present at least eight indicators (examples) of youth at risk, such as those shared by SchoolEngagement.org, LDonline.org, those listed as Recommended Resources, or others discussed during Weeks One thru Four of this course, citing the National Center for School Engagement website and at least one additional scholarly source. Students with learning disabilities must be included as one of the eight indicators.
  • Effects and Implications (2 point): Present seven-to-eight behaviors associated with being at-risk and three potential short- and long-term implications of these behaviors on a student’s ability to achieve academic success. Cite the National Center for School Engagement website and at least one additional scholarly source.
  • Solutions – Create a Framework (2 points): Present three points related to the school’s role in establishing youth development philosophies, such as approaches for creating a positive school climate that encouraging positive relationships between adults and youth and professional to professional. Cite the National Center for School Engagement website and at least one additional scholarly source.
  • Solutions: Integrating a Framework (2 points): Present what schools can do specifically to integrate the framework with staff, community, and parental support/involvement. Include a successful program, model, strategy, or approach to serve as an example of a potential solution. Cite the National Center for School Engagement website, the source of your example, and at least one additional scholarly source.
  • Participant Activity (2 points): Construct an engaging activity that encourages the audience for the presentation to provide feedback regarding their own respective, potential role in supporting a school’s efforts to create and integrate a framework for, that encourages ideas for potential solutions, and states how participants will interact, collaborate, and share ideas to all in attendance.
  • Slide Design (1 points): Seven-to-ten slides that use relevant graphics, sound, and/or animation that assist in presenting the overall main point. Slides have a consistent theme, format, and font that augment the readability of the presentation.