1. Context Project Draft
See samples. (Daniel CP Sample.doc is an A-grade sample.)
The CP asks you to do four things:
(1) define and describe a significant political/social/cultural problem;
(2) justify and frame this problem to convince your audience that the problem you’re addressing and the questions you’re asking are alive and relevant right now;
(3) summarize and critically evaluate various conversations and debates made by credible scholars and organizations about your topic; and
(4) describe and decipher the historical contexts of the problem at hand by locating at least 2 pieces of evidence, at least 1 from the past and 1 from the present, that tie the problem as we see it today to its past.
One of the main purposes of this assignment is to expose you and your peers to various topics, arguments, histories, and background knowledge that will enable you engage with each other over the course of the quarter. Another purpose of the CP is to begin the process of teaching you how to locate, evaluate, select, arrange, and integrate sources into a multi-modal composition. As a genre of communication—and in the case of this assignment, one that frames a problem, delivers arguments, uses evidence, and speaks to a broad audience—a multi-modal composition can be a synthesis of various rhetorical positions—visual and written for example—that work together to deepen argumentative positions and claims. Your composition’s multi-modality will come from your use of these two modes together.
You may be asking yourself (and you should ask your teacher), “What is a composition and what does it mean if it’s multi-modal?” In your case, you will locate at least two pieces of evidence, one from the present that helps you define the problem you are exploring and one from the past that deciphers this problem’s historical context. And then you will use credible sources to describe for your readers how these distinct pieces of evidence work together to explain the viability of the contemporary problem.
You will need to ask a number of questions in order to understand how your key pieces of evidence speak to each to each other: How does the “artifact” from the past illustrate the evolution of the problem? What arguments do scholars make about the problem’s past and its present? What are scholars and credible people and organizations debating about the problem and its past? As you explain how and why certain historical changes tie your central pieces of evidence together, you will have to think creatively to arrange your arguments and your evidence, both your key pieces of evidence and scholarly sources, to persuade your audience that the historical foundation you have located is meaningful to our understanding of the problem in the present.
The Word Count: The written component of your final submission should be 1700 words (minimum).
Sources & Citations: At minimum, you should use between 6 and 8 sources.
Locate at least 2 significant pieces of evidence, at least one from the past and one from the present, that tie the problem as we see it today to its past.
4-6 scholarly sources, at least 3 of which you should find yourself.
Use the MLA system for citing your sources.
What is a “Key Piece of Evidence” for the CP?
-Key Evidence (Present): It can be a table of data, an image or a series of images or an incident. It is something, a primary source for example, that clearly articulates the cultural, political, and social problem that is the focus of your project.
-How do you locate your evidence? Any social, cultural, or political problem that demands the attention of scholars, intellectuals, thinktanks and advocacy organizations will be defined by and grounded in evidence, and these pieces of evidence are what you are trying to find. What sorts of evidence do your scholarly and credible resources use to substantiate their arguments?
-Key Evidence (Past): Like your evidence from the present, your historical artifact(s) can be a compilation of statistics in a table or a graph, an image, an incident, ideas and arguments from primary sources, stories, and various art forms. You can use credible sources to locate your historical “artifacts,” and in selecting them think and write about how the historical evidence speaks to your central problem in the present. Try to describe how your historical pieces reside in the past, summarize how they speak to your contemporary evidence, and explain how the historical dialogue between these two pieces or bodies of evidence connects the present with the past. The historical space between them, which documents historical changes, will enable you to articulate clearly the importance of your central problem in the present.
-What specific aspects of your historical evidence make it historical? Is it far enough back in time to be considered historical? Does it represent significant and meaningful historical changes?
-What are my credible sources saying about my historical evidence?
-How is my historical evidence different from my contemporary evidence? Why are they different? Are they too different to speak to each other to capture historical changes?
-What arguments am I using from my scholarly sources and contemporary research to explain the historical relationship between my two bodies/pieces of evidence?
-What significant historical changes explain the relationship between my sources? What credible sources am I using to support such explanations and summaries of historical change?
NOTE: Please include your abstract, multi-modal elements, and full works cited (with annotations) with your draft.
NOTE: Please check your formatting.
NOTE: Remember to add some Visual evidences, like graphs, images, screenshots, as many as possible.
2. Peer Edits (both marginal and endnotes) (I will give it to you later.)
Editing is yet another genre of writing. It involves stylistic conventions, shared criteria for evaluation, and a common language. For this assignment, you will be responsible for editing one draft: both drafts will receive marginal comments AND a 150-200 word write up. You will be assigned a peer for the draft you will edit.
Marginal Comments: You will make marginal comments, prioritizing the engagement with sources. Use the checklist at the bottom of the page to evaluate source use and synthesis. (put this in the comments box)
Write-up: Paste your 150-200 word write-up into the comments section right-hand hand side of your screen. (put this in the end of the text.)
Before you get started, read through the draft once and then ask yourself: Does this draft examine the concrete effects (can I point to actual species of animal, community of people, and habitats/places?) of a specific problem that this writer locates within an analysis of a specific landmark cases (e.g. the death of Dawn Brancheau), federal/state legislation (e.g. the Canadian parliament banning the captivity of cetaceans), and/or turning points (sudden increase/decrease in the population of orcas in the Pacific northwest)? If the answer is no, then write, “this essay does not follow basic instructions for this project” and consider your work done.
If the answer is ‘yes,’ your first paragraph should explain what are the composition’s two strongest points and where are its two weakest points. Point out in as clear and focused terms as possible exactly where the draft needs attention in its articulation of the problem/historical argument, how it needs to be improved and why. Start with the big problems in your first paragraph and then deal with the synthesis of researched material in your second paragraph.
And remember that there is no point in fixing smaller issues if the whole premise of the composition stands on shaky ground!
I will be grading these peer edits based on both the clarity and specificity of direction you provide for your peers, as well as your insight into the draft’s strengths and flaws. (Do not use generalizing and unhelpful language such as “it flows well” or “I like your ideas” or “you do a good job with the evidence.”Keep in mind that it is crucial that you show evidence for your claims; your peers can be mislead by your suggestions if you do not demonstrate that you know what you are talking about, so always proceed with caution. Your peers are counting on you!)
AS A RULE OF THUMB, USE EVIDENCE FROM THE DRAFT—QUOTE IT!—TO MAKE YOUR POINT CLEAR.
Please use the following checklist to guide your marginal notations as well as your write-up of the draft (these are just suggestions! you don’t have to answer each question!):
Abstract: Does the draft include a revised single-spaced, concise and focused abstract that provides a clear description of various current effects of the problem and a claim about some key aspect of the problem’s cause?
Framing: Does the composition open with a compelling anecdote or description of a current problem, one that points to or suggests historical underpinnings? Can this anecdote or description be improved? How?
Historical: Is there a convincing and clear synthesis of various scholarly perspectives that examine the relevant and underlying cause or causes of the problem? Can the source synthesis be improved upon? How?
Warrants: Is there a whole section of this essay devoted to explaining clearly the current iteration of the problem? Does it show who, specifically suffers as a result of the existence of this problem, how they suffer, who or what caused the suffering and who benefits from it? Can you think of anything else that might improve this feature of the composition?
Scholarly Debate/Opposition: Is there effective, believable and thoughtful engagement with the central claims of and/or evidence used in the essay? How might you improve this feature of the composition?
Using Sources: Does the essay give clear context of scholarly source material? Is the quoted material relevant and insightful? Does the essay effectively evaluate the source material by offering insight into the topic/problem within that ‘conversation’? How might you improve these features of the composition?
6. Does the essay follow a line of development, beginning with a descriptive and researched account of the problem and moving toward analytical engagement of multiple scholarly perspectives? How might you organize the paper differently?
7. How does this essay conclude? Does it end with new insights, point to advocacy, or is it merely a repetition of what you have already encountered? How can you improve the conclusion to the paper?
8. Does the author effectively make use of epigraphs, footnotes, pull quotes, images, photography, original documents, art, maps, graphs, and/or video? Are these carefully selected, arranged and various? Is the image too melodramatic or ‘obvious’ in its message? Too vague? Does the image advance the power or force of the argument? How?
9. Does each multi-modal element have a caption in MLA formatting explaining what it is?
10. Does the paper contain AT LEAST 4-6 scholarly sources (not counting popular sources), properly documented in MLA formatting both in-text and in a works cited page? (please consult OWL for MLA formatting instructions…or ask!)
11. How is the grammar? You may not know how to fix it, but you can note when a sentence seems off. You might also write, “the grammar seems generally off to me.” If you do notice as much, you are probably right.
Composing and Editing Guidelines: CP
I’m working on a international law project and need an explanation to help me study.
The minimum length is 15 pages; the maximum length is 20. You must pick a negotiation process to analyze. Describe it, its history and the mechanics of the process. Apply this process to a scenario — one that you have personally observed or participated in (preferably), or a hypothetical application. Comment on the nature of the dispute, the amount/things at stake, the relative strength/power of the parties, the attorney-client interface (if any), the impact of a third party (if any), and the speed and cost of the procedure. Your paper should evaluate the outcome effectiveness of the ADR process. Consider whether each disputant had a fair chance, the quality of the process, the relationship between the process and the outcome, and party satisfaction. You may include information gained from professional literature, applicable statutes or court rules, and personal interviews, if possible. I attached a case scenario what we did in the class.
Negotiation Management and Strategy Selection Discussion
Answer these two parts?
Answer these two parts?. I need support with this English question so I can learn better.
First: Discussion Board: Natural Selection
In simplest terms, evolution can be defined as a change in allele frequency over time. A fact of nature is that allele frequencies for any given gene are always in a state of flux and for that reason evolution is a fact of nature. At the same time we have evolutionary theories that help us explain why allele frequencies change in the first place. For this section we will explore these evolutionary mechanisms.
The purpose of this discussion board is meant for you to share a news story that specifically deals with how evolutionary mechanisms are shaping nature around us. The article that you find will have to deal with natural selection.
Your job will be to do the following: Make sure you include all items.
Give a short summary of your news article in simplest terms.
As part of your summary include the trait that is specifically being selected for.
Also, make sure you mention what is acting as the selective pressure.
You will have to respond to two other student posts.
oFor example, a bacteria will evolve resistance to antibiotics if antibiotics are always present. In the absence of antibiotics, bacteria will have no need to evolve resistance to antibiotics. Its the excessive use of antibiotics that is selecting for bacterial genes that enhance a bacteria’s level of fitness.
Make sure you cite your work so that others can follow the news article.
Before you begin the assignment make sure you view the video “Gene Disorders Hit Amish Hard” and make sure you read this week’s PDF “Evolution and its Mechanisms”
Genetic Drift Webquest
The Amish in the US began as a small group of Swiss-Germans that immigrated to the US in the 1700’s. Over the course of a few centuries they grew from a small founding population of 200 to a current population of more than 250,000. The most interesting thing about the Amish is that it’s a religious group that has remained culturally isolated and by extension, genetically isolated from the rest of the country. This genetic isolation from other humans has lead to an unprecedented amount of genetic disorders among the Amish.
Physicians were initially exposed to the genetic problems plaguing the Amish in the 1960’s. When the Amish began to reach out to the medial community doctors discovered that there were an unusual number of rare genetic diseases. One of these visible and rare genetic disease was called Ellis-Van Creveld syndrome. What was surprising to medical geneticists was not the presence of the rare genetic disease but rather how many Amish had the disease in the first place. Basically, the Amish in Lancaster County, Pennsylvania had more cases of Ellis-Van Creveld syndrome than all other human in the world combined! What was even more surprising was the fact that there was not just one rare genetic disease but rather dozens of rare genetic disease (In this context, rare genetic disease means that there may be less than 150 humans in the planet having the disease). Even more unfortunate is the fact that there are hundreds of other genetic disease associated with the Amish.
The big question that the Amish wanted to know was, why do they seem to have an unusual share of genetic disease when compared to the non-Amish and how do they stop those genetic disease in the first place!
What you are doing
Your task will be to investigate a rare genetic disorder found among the Amish and to use evolutionary theory to both, help you understand why genetic disease can become common among isolated populations and to see how evolutionary theory can assist in curbing prevalence of genetic disease.
Before you begin your task make sure you do the following things.
Read lecture notes on evolution. Especially the ones pertaining to Genetic drift.
Watch video on Amish genetic desieses.
What you need to do
Before you begin this assignment, I recommend that you clearly understand what evolution is (a change in allele frequency from one generation to the next). Especially understand the founder effect. Make sure you use the information provided and give me informed ideas that are based on your understanding of the subject matter. For this assignment you will have to answer the following items:
Pick and name a rare genetic disorder that is common among the Amish.Tell me how common the disease is around the world vs among the Amish? Give me numbers!
Explain in evolutionary terms why the genetic disorder is found in unusually high frequencies among the Amish in the first place. In other words, why did some genetic variants that cause disease become unusually common over time among the Amish? Use the founder effect.
Explain how the Amish might be able to curtail the incidence of your chosen genetic diseases using evolutionary knowledge. Use must explain this in evolutionary terms.
Lastly, remember to cite all your work!
Answer these two parts?
Some commonly employed statistical tests are the independent-samples
assignment helper Some commonly employed statistical tests are the independent-samples.
Some commonly employed statistical tests are the independent-samples t-test, paired-samples t-test, and One-Way ANOVA. In this assignment, you will practice conducting independent-samples t-tests, paired-samples t-tests, and One-Way ANOVAs from an SPSS data set.General Requirements:Use the following information to ensure successful completion of the assignment:Review “SPSS Access Instructions” for information on how to access SPSS for this assignment.Access the document, “Introduction to Statistical Analysis Using IBM SPSS Statistics, Student Guide” to complete the assignment.Download the file “Census.sav” and open it with SPSS. Use the data to complete the assignment.Download the file “SPSS_CUST.sav” and open it with SPSS. Use the data to complete the assignment.Directions:Locate the data set “Census.sav” and open it with SPSS. Follow the steps in section 7.14 Learning Activity as written. Answer questions 1-3 in the activity based on your observations of the SPSS output.Type your answers into a Word document. Copy and paste the full SPSS output including any supporting graphs and tables directly from SPSS into the Word document for submission to the instructor. The SPSS output must be submitted with the problem set answers in order to receive full credit for the assignment.Locate the data set “SPSS_CUST.sav” and open it with SPSS. Follow the steps in section 8.10 Learning Activity as written. Answer all of the questions in the activity based on your observations of the SPSS output. Type your answers into a Word document. Copy and paste the full SPSS output including any supporting graphs and tables directly from SPSS into the Word document for submission to the instructor. The SPSS output must be submitted with the problem set answers in order to receive full credit for the assignment.Locate the data set “Census.sav” and open it with SPSS. Follow the steps in section 9.20 Learning Activity as written. Answer questions 1-3 in the activity based on your observations of the SPSS output. Type your answers into a Word document. Copy and paste the full SPSS output including any supporting graphs and tables directly from SPSS into the Word document for submission to the instructor. The SPSS output must be submitted with the problem set answers in order to receive full credit for the assignment.
Some commonly employed statistical tests are the independent-samples
QUESTION 1Total fixed cost curve shows that fixed costs vis-à-vis production levelsdon’t change. True False4 points QUESTION 2The monopolist produces a product for which there are no close substitutegoods. True False4 points QUESTION 3A monopolistic competitor produces a differentiated product having numerous close substitutes. True False4 points QUESTION 4One of the objectives of the monopolist is to squeeze out smaller competitors from the market. True False4 points QUESTION 5In general, the product price is higher in an oligopolistic market than thatof monopolistic competition. True False4 points QUESTION 6A perfectly competitive industry is characterized by a few producers, all producers produce a homogeneous product, and there is free mobilityof resources. True False4 points QUESTION 7Unlike the perfect competitor, who is a price taker, the monopolist is facedwith a demand curve such that he/she can charge whatever price he/shewishes. True False4 points QUESTION 8Marginal costs will start to fall before average costs start to fall. True False4 points QUESTION 9A firm’s economic profit is usually higher than its accounting profit. True False4 points QUESTION 10Economies of scale is when the cost of producing a unit increases as itsoutput rate increases. True False4 points QUESTION 11Economic profit involves total revenue minus the total costs, with total costmeasured as the opportunity costs of production. True False4 points QUESTION 12The long-run average cost curve will be derived by adding up all the shortrun average total cost curves. True False4 points QUESTION 13To affect sales, a monopolistic competitor can lower price or differentiatethe product. True False4 points QUESTION 14Average fixed costs diminish continuously as output increases. True False4 points QUESTION 15A firm may become a monopoly if it controls the entire supply of a basicinput required to manufacture a product, has exclusive rights to make a product or use a particular process, and/or is awarded a market franchiseby a government agency. True False4 points QUESTION 16The short run is a period of time when all factor inputs are fixed. True False4 points QUESTION 17A perfect competitor can reap an economic profit in the short run but notin the long run. True False4 points QUESTION 18The demand which a monopolist is faced with is also the market demandfor the product. True False4 points QUESTION 19At least in theory, the more competition there is in the market, the greateralso is the efficiency in the economy. True False4 points QUESTION 20A firm in a perfectly competitive industry may incur a short-term loss and yet continue producing in order to minimize losses. True False4 points QUESTION 21The four types of market structures we study in economics are perfectcompetition, monopolies, oligopolies, and corporations. True False4 points QUESTION 22A monopolist is different from a perfect competitor by the monopolist’sprice being equal to average revenue. True False4 points QUESTION 23Since there is free mobility of resources, the perfect competitor can freelymove in and our of a given perfectly competitive market. True False4 points QUESTION 24Economic profit involves explicit costs, while accounting profits involveimplicit costs. True False4 points QUESTION 25The average total cost curve on a graph will be found below the averagevariable cost curve. True False4 points Click Save and Submit to save and submit. Click Save All Answers to save all answers.
PAD 540 Strayer University International Public Administration Presentation
PAD 540 Strayer University International Public Administration Presentation.
PAD 540 Strayer University International Public Administration Presentation