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Based on the required reading and videos for this week create a presentation addressing the social, emotional, and moral

Based on the required reading and videos for this week create a presentation addressing the social, emotional, and moral development of a chosen age group. The age group you choose will be up to you. n your presentation, Create a title page slide that includes the following: Title of the presentation Your name University name Course name and number Instructor’s name Date submitted Create an introduction slide that identifies the age group you will be addressing, and summarize key findings about this stage. Create slides that address the following: The variables that affect healthy social development in your chosen age group. The variables that affect healthy emotional development in your chosen age group. The variables that affect healthy moral development in your chosen age group. A summary analysis how decision making could be affected by the variables you include. Create a conclusion slide. On this slide summarize the information you have shared and evaluate the advice you would give your audience to promote healthy development in these areas. Create a voiceover explaining each of your slides. Although PowerPoint does include a way to do this, you may also use any software or online recording website that you are comfortable with, such as YouTube or Screencast-o-matic. If you do not wish to record yourself, you may provide a transcriipt, noting clearly the slide it aligns to. APA style must be applied to transcriipts. Include a reference slide at the end of your presentation. The Presenting Lifespan Development presentation Must be eight to 10 slides in length (not including title and references slides) and formatted according to APA style. See How to Make a PowerPoint Presentation in the Writing Center for additional support. Must include a separate title slide with the following: Title of the presentation Student’s name Course name and number Instructor’s name Date submitted Must utilize academic voice. See the Academic Voice resource for additional guidance. Must use at least three credible sources in addition to the course text. These may be any other required resources for the week. The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. Must include a separate references slide that is formatted according to APA style as outlined in the Writing Center. See the Formatting Your References List resource in the Writing Center for specifications. Upload your presentation to Waypoint or if you use an online software, copy paste your link in the comments section of Waypoint, as well as upload a title page only, with this link clearly available. See this example of a title page with a presentation link.

Skyline College Legacies of American Imperialism Discussion

Skyline College Legacies of American Imperialism Discussion.

prompt: What are the legacies of American imperialism? In your answer consider the historical foundations of the topic, and connect it to the present day. Be sure to cite your sources, and follow all discussion guidelines per the syllabus.This excellent posting reflected that the student read and understood the assigned material, referring specifically to assigned reading or related research. The posting has a clear purpose: to inform, persuade, or raise an interesting question. It may also provoke conversation or offer an opposing view of the devil’s advocate. When appropriate, the posting refers to outside sources in supporting its arguments. The post meets the word requirement of 150 to 350 words and there are no are no proofing or spelling errors.Links:http://www.americanyawp.com/text/19-american-empire/https://www.youtube.com/watch?v=CaOKfu7ZK7Ihttps://www.youtube.com/watch?v=QfsfoFqsFk4https://www.youtube.com/watch?v=8g8NpQsmxj4
Skyline College Legacies of American Imperialism Discussion

Ambitious Effects In Frankenstein English Literature Essay

best assignment help In Mary Shelley’s novel, Frankenstein, the book examines a variety of aspects of ambition—–for instance, with Victor, ambition proves to be his undoing, and, in turn, Victor’s example becomes a forewarning for Robert Walton; meanwhile, the Creature is, in a sense, Victor’s child and thus inherits facets of Victor’s ambition–but because the Creature is also a conglomerate of all the humans who embody him, he is thereby also symbolic of Mankind’s ambitions that do not fully come to realization nor fulfillment, which is why readers can identify with the Creature’s tragic elements. Frankenstein explores the repercussion of man and monster chasing ambition blindly. Victor Frankenstein discovered the obscure secret that allowed him to create life. And after Frankenstein discovered the source of human life, he became utterly absorbed in his experimental creation of a human being and it consumed his life completely. Victor’s boundless ambition and his yearning to succeed in his efforts to create life, and to have his creation praise him as his creator for the life he gave it led him to find ruin and anguish at the end of his ambition. “For this I had deprived myself of rest and health. I had desired it with an ardor that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart.” (P. 42) Walton wanted to sail to the arctic because no other sailor had ever reached it or discovered its secrets. The monster was created against his will; his ambition was to requite his creation as an appalling outcast and to attain some satisfaction for crumbling the world around Victor. These three characters all acted upon the same blind ambition. Modern man is the monster, estranged from his creator-sometimes believing his own origins to be meaningless and accidental and full of rage at the conditions of his existence. Since the monster has no name of his own, he’s not quite an autonomous fellow. Instead, he is bound to his creator. He is naught without Victor. He is as much a part of Frankenstein as he is his own self. The monster comes into the world by a pretty horrendous set of circumstances. He has the physique of a giant, yet a puerile mind. He has an amiable nature, yet his physical deformity hides his benevolence and makes everyone fear and abuse him. His own creator even rejected him because of his hideous looks. His feelings are the most deep and poignant of any characters in this novel, as well as the most conflicted. “When I looked around I saw and heard of none like me. Was I, the, a monster, a blot upon the earth from which all men fled and whom all men disowned?” (P. 105) To make matters more complicated, the monster is correlated to both Adam and Satan in Paradise Lost. This may seem slightly nebulous. The thing to keep in mind is that the idea at the heart of the monster is his duality. He has a very abstruse duality. He is at once man in his immaculate state before the Fall (the Fall = evil), and yet the manifestation of evil itself. This is starting to sound like Victor Frankenstein. Abstruse duality…conflicting characterization…could it be that the monster mirrors his maker in his duality? Of course, the other reason the monster turns on humans is because Victor was his last tie to humanity. The monster is one of many people in this text that is affected by loneliness, isolation, and an all around desire for companionship. Victor may have scorned him, resented him, and tried repeatedly to eradicate him, but at least he talked to the monster. At least he recognized the monster’s existence. And for a creature that spent most of his wretched life in hiding and exile, alone without anyone there for him, this can be pretty good reason to pursue Victor. Good or bad, Victor is the only relation he’s ever had and he tries desperately to cling to this relationship. Do we accuse him? Do we spite him? Do we adore him? He’s tenderhearted. He articulates well with others and he even rescues a little girl from a river. He just gets the cruelty and hatred because he’s ugly. Can we blame him if he lashes out in abrupt and absurdly violent ways? “From that moment he declared everlasting war against the species, and more than all, against Frankenstein who had formed him and sent him forth to this insupportable misery.” (P. 99) This sounds like more clashing emotions. Could it be that we, the reader, feel the equivalent duality of emotions that the monster and Victor feel for each other? One more thing, what does it mean that the monster is made out of dead-person pieces? If he’s made up out of people, then he’s essentially a person himself. But if they’re inert, then he’s never really extant in the first place. You could also say that, since he’s an aggregate of human parts, he’s also a conglomerate of human traits. This might show us the nature of his complex duality. Modern man is also Frankenstein, furthermore estranged from his creator-usurping the powers of God and irresponsibly tinkering with nature, full of benign purpose and malignant results. Both Frankenstein and the monster begin with affable intentions and become murderers. The monster may seem more softhearted because he is by nature an outsider, whereas Frankenstein purposely removes himself from human society. When Frankenstein first becomes enthralled in his efforts to create life, collecting materials from the dissecting room and slaughterhouse, he breaks his ties with friends and family, becoming increasingly confined. His father reproaches him for this; eliciting Frankenstein to ask himself what his single-minded quest for knowledge has cost him, and whether or not it is morally acceptable. Looking back, he concludes that it is not, contrary to his credence at the time, “If no man allowed any pursuit whatsoever to interfere with the tranquility of his domestic affections, Greece had not been enslaved; Caesar would have spared his country; America would have been discovered more gradually; and the empires of Mexico and Peru had not been destroyed.” (p. 35). Natural world is like Eden and will be corrupted through too much knowledge (science). [Proof—–Biblical Conception of “Knowledge”; man evicted from paradise for knowing too much; Prometheus reined in by Gods; novel written in Romantic era which upholds the values that Progress is Dangerous and that there must be a return to Idealized Past]. Through Victor and Walton, Frankenstein represents human beings as deeply ambitious, and yet also deeply erroneous. “The labors of men of genius, however erroneously directed, scarcely ever fail in ultimately turning to the solid advantage of mankind.” (P. 29) Both Victor and Walton fantasize of transforming society and bringing prestige to themselves through their scientific conquests. Yet their ambitions also make them ignorant. Blinded by dreams of glory, they fail to consider the repercussions of their actions. So while Victor turns himself into a god, a creator, by bringing his monster to life, this only highlights his fallibility when he is ultimately inept of fulfilling the obligation that a creator has to its creation. Victor thinks he will be like a god, but ends up the progenitor of a devil. Walton, at least, turns back from his quest to the North Pole before getting himself and his crew annihilated, after hearing Victor’s tale about the devastating aftermath of pushing the boundaries of exploration. “I will not lead you on, unguarded and ardent as I then was, to your destruction and infallible misery. Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge, and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow.” (P. 33) He learns from Victor’s tragedy. After Victor dies, he turns the ship back to England, trying not to make the same mistakes that Victor made in the obsessive compulsion that destroyed his life, but he does so with the resentful conclusion that he has been deprived of the glory he originally sought. Frankenstein is an expostulation of humanity, specifically of the human concept of technical progress, science, and enlightenment, and a deeply humanistic effort full of empathy for the human state of our own condition. Victor is a brilliant, sentimental, visionary, and accomplished young man whose studies in “natural philosophy” (p. 31) and chemistry evolve from “A fervent longing to penetrate the secrets of nature.” (p. 22). As the novel develops and the plot thickens, Frankenstein and his monster oppose each other and fight one another for the portrayal of the main protagonist of the story. We are inclined to identify with Frankenstein, whose character is admired by his immaculate friends and family and even by the ship captain, who saves him, berserk by his pursuit for vengeance, from the ice floe. He is a human being, nevertheless. Notwithstanding, regardless of his humanitarian ambition to “Banish disease from the human frame and render man invulnerable to any but a violent death!” (p. 43), Frankenstein becomes tangled in a hostile pursuit that causes him to destroy his own well-being and shun his “fellow-creatures as if…guilty of a crime” (p. 35). His irresponsibility is the stimulant, the foundation of what causes the death of those he loves most, and he falls under the ascendancy of his own creation and fails to break free from the chains that bind him. Neither Victor nor Walton could liberate themselves from their blinding ambitions, they made it seem that all men, and notably those who pursue to raise themselves up in renown above the rest of society and even god, are in fact impetuous and “imperfect creatures” with “feeble and defective natures.” We can all learn from Victor’s last words to Walton, “Seek happiness in tranquility and avoid ambition, even if it be only the apparently innocent one of distinguishing yourself in science and discoveries.” (P. 162)

SDSU Predicting Outcomes at Network Solutions Inc Case Study

SDSU Predicting Outcomes at Network Solutions Inc Case Study.

Identifying or predicting positive and negative outcomes at Network Solutions, Inc. may be aided by the information on page 22 of the text where the author identifies the characteristics of an ideal performance management system (PMS). For this discussion, read “Case Study 1-2: Performance Management at Network Solutions, Inc.” in your textbook. What do you think will be some of the advantages or positive outcomes resulting from the implementation of the system? What do you anticipate will be some of the disadvantages or negative outcomes? Why?Be sure to support your statements with logic and argument, citing any sources referenced.Direction: Discussion assingment: writing standards and APA style guidelines.Be sure to support your statements with logic and argument, citing all sources referencedWrite 4 paragraph essays (Introduction, body and conclusion)sincre Regards,
SDSU Predicting Outcomes at Network Solutions Inc Case Study

NUR 510 SJC Enhancing Prescriptive Authority for APRNs Article Analysis Discussion

NUR 510 SJC Enhancing Prescriptive Authority for APRNs Article Analysis Discussion.

professor replied to me that overall, paper is very strong; however, i only did the lit review on three articles. Per the rubric, the lit rev should be on all the articles cited.please do lit review on 3 more articles that you used in the paper. just the same way you did previously and add them to annotated bibliography section in the paper. paper is attached. articles that needed to be reviewed:Hudspeth, R. S. (2016). Safe opioid prescribing for adults by nurse practitioners: Part 1. Patient history and assessment standards and techniques. The Journal for Nurse Practitioners, 12(3), 141-148. https://doi.org/10.1016/j.nurpra.2015.11.032Kraus, E., & DuBois, J. M. (2017). Knowing your limits: A qualitative study of physician and nurse practitioner perspectives on NP independence in primary care. Journal of General Internal Medicine, 32(3), 284-290. https://doi.org/10.1007/s11606-016-3896-7Reeve, E., Wolff, J. L., Skehan, M., Bayliss, E. A., Hilmer, S. N., & Boyd, C. M. (2018). Assessment of attitudes toward deprescribing in older Medicare beneficiaries in the United States. JAMA Internal Medicine, 178(12), 1673-1680. https://doi.org/10.1001/jamainternmed.2018.4720
NUR 510 SJC Enhancing Prescriptive Authority for APRNs Article Analysis Discussion