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Cypress College Benefits of Obtaining Public Speaking Skills Discussion

Cypress College Benefits of Obtaining Public Speaking Skills Discussion.

Discussion 1Your task for Discussion 1 is to do two things. The first thing you need to do is write a SEE-I for Chapter 1 and post it to this discussion board. The second thing you need to do is provide responses to four of your classmates’ SEE-I posts.Writing a SEE-IA SEE-I writing assignment is a specific structure for a short writing assignment. It entails you trying to follow the assignment requirements to the best of your ability and focusing on one specific concept from the reading. The reason why a SEE-I is called a “SEE-I” is because each letter in the acronym represents a separate paragraph that you need to write to complete it:S – Statement: 1 sentenceE – Elaboration: – 5-7 sentencesE – Example: 5-7 sentencesI – Illustration: 1-2 sentencesEach of these four sections needs to be a separate paragraph.The video above provides good help with orienting you to what I’m looking for in a typical SEE-I. The “statement” is the claim that you are making, and the “illustration,” “example,” and “illustration” paragraphs are providing proof of the “statement.” A key lesson should be emphasized. First, your “elaboration” section “explains.” Your “example” section “describes.” There is an important difference between explaining and describing, so try to keep those two modes of expression separated into the “elaboration” and “example” sections.Struggles with the Example SectionIn the above video, I have given you some additional explanation of what I am looking for in a SEE-I. Two things that students regularly struggle with are, surprisingly, the example and the illustration.The reasons why students struggle with the example section is that they typically do not understand two things that I am assessing in the described example. One thing that I am looking for in the example section is for the example to be singular. I only want one example. Do not spread out your 5-7 sentences describing multiple examples. Do not describe a type of example. The other thing that I am looking for in the example section is for the example to be concrete. I do not want you to explain the example in an abstract way or discuss the example as if it has not happened. Concrete examples feature details that have specifics associated with them. There is a story associated with concrete stories.Consider two cases of a possible paragraph for an example section of a SEE-I:For example, one of my students copied a SEE-I from his neighbor during the second meeting of this class several years ago. I discovered the copying when I was grading the SEE-I’s. When I was grading the SEE-I’s, I noticed that two of the submissions had the same elaboration and the same example. One was typed, and the other was hastily handwritten. I recalled that the student who turned in the handwritten paper left early, and then dropped the class.For example, I have encountered students cheating in my class. What often happens is the student is unprepared and accustomed to getting away with copying work from other people. However, when evaluating work, most of the time it is obvious when a student copies work. Typically, the material has the same wording, or the examples are the same. It usually does not end well for the student.I have encountered this problem many times. Example 2 is not singular because it describes many cases of academic dishonesty that I have encountered as a teacher. Example 1 is singular because it describes only one example and does not discuss other cases of cheating in the paragraph. Example 2 is not concrete because there are no specific details from any of the cheating situations. While there are some generalizations, we do not know why cheaters are unprepared or why they are accustomed to getting away with it. Instead, the second example is preoccupied with describing a whole category of examples, and the specific details that are found in Example 1 are lost in the trends that the author discovered. Example 1 is concrete because it provides specific sensory details that make the example unique. The author provides a description of the differing appearance of the two SEE-I submissions that contain the identical work. One was typed, whereas the other was handwritten. The author also describes what happened when the cheating student turned in the submission. All of these details are real and were observed. This makes the example much more believable than the generalized way that Example 2 attempts to describe cheating.Struggles with the Illustration SectionWhile the elaboration and example sections ask for 5-7 sentences, the illustration section asks only for 1-2 sentences. This may lead students to conclude that the Illustration paragraph is easier to produce. Just because you are not asked to write as much for the Illustration paragraph does not by itself make the Illustration much easier. A common mistake that students often make is failing to produce an analogy when they write their Illustration. An analogy compares one thing to another thing. The illustration asks you to make an analogy using a concept from the Statement paragraph. Therefore, to do the illustration, you need to compare the concept from your Statement section to something else. Making this comparison usually requires only one sentence. Sometimes, students may need to write an additional sentence to show what the connection is in the analogy that they have made. A good illustration for the concept of the SEE-I is four stepping stones. One must step first from the Statement to the Elaboration, then from the Elaboration to the Example, then from the Example to the Illustration.Providing Feedback to SEE-I SubmissionsThe feedback that you are being asked to provide after you submit your own SEE-I involves three things.First, I want you to provide a reduced version of the person’s SEE-I submission.A reduced version of the person’s SEE-I consists of reducing the length of writing considerably to a small version that still contains the essence of what the author is communicating.This means using only one sentence to capture the meaning of the 5-7 sentences that are found in the elaboration section, and one sentence to capture the meaning of the 5-7 sentences that are found in the example section. For instance, a reduced version of the example above from the SEE-I cheating would be: “Several years ago, there was a case of a student hand-copying a SEE-I word-for-word from someone else in the class, turning it in, and then dropping the class.”This also means boiling down the analogy found in the illustration section. The most efficient way to reduce the illustration section is to use analogy notation. This involves the use of words separated by a colon. For instance, analogy notation used to reduce my previous example of comparing a SEE-I to stepping stones would be the following: SEE-I : stepping stonesSecond, I want you to identify something that is good about the submission.This could be anything specific about the submission that you find worthy of praise, especially if you found that they did something well that you struggle with yourself.Third, I want you to identify a change that could be made to the submission that would constructively improve it.This is perhaps the most important thing about the feedback. If there are some things that you think could be improved, identify the most important of these. What makes the difference between good and bad constructive criticism is whether the criticism describes what, specifically, the author should do to make it better. It does no good to say that something is bad without identifying one or more steps that would correct it.The above video is an introduction to using a model of critical thinking that I will be encouraging you to use in this class. It suggests a two-part process for critical thinking that makes the activity of critical thinking very explicit. As you can see in the video, there are two parts to the model. One part is the analysis of thinking, and another part is the evaluation of those elements of thought using standards. If you are struggling with providing specific constructive criticism, then using the Paul-Elder Model of critical thinking will be helpful in getting your feedback to be more specific and constructive.Your first SEE-I begins with the following Statement: “The most important concept in Chapter 1 is…”Link to the Textbook Chapter 1 (Links to an external site.)Make sure that your own SEE-I submission is turned in no later than Wednesday night. Make sure that your feedback to four students is turned in no later than Sunday night.
Cypress College Benefits of Obtaining Public Speaking Skills Discussion

NSG 6330 South University Estrogen Therapy Discussion Question

NSG 6330 South University Estrogen Therapy Discussion Question.

You are seeing Julie, a 31 yr old male to female transgender patient.  Julie reports she has been having difficulty being compliant with her oral estrogen therapy and questions what alternative approaches to her estrogen therapy are available.  She is concerned about  her continued significant facial hair growth, and decreased sexual drive.   She is afraid that if she continues to have these symptoms that she will be less desirable to her partner and their relationship will deteriorate. 
Discuss the role, as well as the risks/benefits of estrogen therapy for male to female transgender transition and maintenance.   
Discuss alternatives to estrogen therapy. 
Discuss  the role that hormones play in sexual drive for male to female transgender patients
Outline your  plan for evaluation and management for Julie
NSG 6330 South University Estrogen Therapy Discussion Question

How do i solve this problem ?

java assignment help How do i solve this problem ?.

A roast is taken from the refrigerator (where it had been for several days) and placed immediately in a preheated oven to cook. The temperature R = R(t) of the roast t minutes after being placed in the oven is given below. R = 375 − 338e−0.007t  degrees Fahrenheit(a) What is the temperature of the refrigerator?(b) Express the temperature of the roast 45 minutes after being put in the oven in functional notation.Calculate the value of the above term. (Round your answer to two decimal places.)
How do i solve this problem ?

Tourism Development In India

Part 1: Tourism Development Before going deep into assignment there are some terms which we have to take into consideration. Terms are explained below- Tourism – Tourism is travel for recreational, leisure or business purposes. The World Tourism Organization defines tourists as people who “travel to and stay in places outside their usual environment for more than twenty-four (24) hours and not more than one consecutive year for leisure, business and other purposes not related to the exercise of an activity remunerated from within the place visited.” Tourist- Tourist is person who travels from his residential place to non-residential place for pleasure, business or personal reasons, the duration of the stay is not more than six month at non residential place of the traveler. What is rational development? Rational development usually relates to the circumstances that causes development to any destination or place. (Badjatia, 2008) Chosen destination? As per the expectation of the assignment India has been chosen as a destination for the same. Rational for tourism development in India Socio-economic development of areas Tourism conferred considerable socio-economic benefits to the: Community thereby uplifting the quality of life. It can further foster development even in areas where other economic activities would be difficult to sustain. Increasing employment opportunities Tourism industry generates employment directly and indirectly, for almost 13-14 million people. Employment opportunities should be at least double of the present level before the turn of the century. Developing domestic tourism especially for the budget category Domestic tourists form the bulk of world tourist traffic. In India also, facilities for domestic tourists will be improved and expanded particularly the budget category so as to ensure an affordable holiday for them effects of tourism on culture and the environment in India. Development of international tourism and optimization of foreign exchange earnings. International tourism contributes substantially to foreign exchange earnings and keeping in view the country’s requirements, tourism wail be so developed that foreign exchange earnings increase from Rs. 2440 crores to Rs. 10,000 crores by the end of the century (US $813 to 3,333 million @ Rs.30 per US S). Diversification of the tourism product While retaining the traditional image of cultural tourism that India enjoys, diversification of the tourism product would continue, particularly the field of leisure, adventure, convention and incentive tourism, thereby responding to the changing consumer needs. Increase in India’s share in world tourism Presently the foreign tourist arrivals in India constitute only about 0.4 per cent of the total foreign tourists movement all over the world. One of the objectives of the action plan would be to increase India’s share to 1 per cent within the next five years ( Preservation of national heritage and environment Tourism would be developed in a manner that our cultural expression and heritage are presented in all its manifestations including support to arts and crafts. Preservation and enrichment of environment should also form an integral part of tourism development. Stakeholders Person, group, or organization that has direct or indirect stake in an organization because it can affect or be affected by the organization’s actions, objectives, and policies. Key stakeholders in a business organization include creditors, customers, directors, employees, government (and its agencies), owners (shareholders), suppliers, unions, and the community from which the business draws its resources.( Stakeholders in India Creditors Tourists Tourism organizations Government organizations Foreign currency Investors Stakeholders benefiting from tourism in India Getting capital to invest in development of tourist destination. Foreign currency In the country increases resulting into direct development. Generation of employment Better life style of the people in the home country. UNWTO technical manual: Collection of Tourism Expenditure Statistics” (PDF). World Tourism Organization. 1995. p. 14. Badjatia, K. (2008). The Rational Development (2 ed.). Indore: A.K. Publishers.

RWS 305 SDSU French Resistance Portrayal of the Right to Self Defense Paper

RWS 305 SDSU French Resistance Portrayal of the Right to Self Defense Paper.

reading article and writing 2 pages essay summarising. Read “French Resistance – The Right to Self-Defense” by Charles de Gaulle and summarize the author’s argument without context with the Toulmin Method and analyze his effectiveness in a 2-page paper.Remember, this is analysis of regular rhetorical strategies, so it will be very similar to the first 2-page paper on Benatar. My notes that I gave you on that one will be helpful to review in preparing for this one. Remember also that the point of this paper is analysis, not summary. Obviously summary is required, but only enough to then analyze what you’ve just summarized. As toward the format, you’ll probably want an introductory paragraph with the author’s name (Charles De Gaulle), the pamphlet’s title (“The Right to Self-Defense”), the author’s Main Claim (that the French have a right to defend themselves against their German occupiers), and whether or not you will find it effective.There should be about two or three body paragraphs, and these body paragraphs will look at two or three Reasonings the author has to support his Main Claim. Summarize the Reasonings, quote where you find them (and cite it), then analyze the effectiveness of the rhetorical strategies being used to make those Reasonings. Remember that it is not enough to simply claim that the strategies are effective or ineffective and then move on. You have to prove to me that the specific use of the rhetorical strategy you are analyzing is either effective or ineffective to the average reader. Your paper will be graded on your ability to convince your reader of the author’s effectiveness or ineffectiveness (and your Grammatical correctness, obviously). For now, avoid any context on the reading or the author, as we’ll add that later in another paper. Analyze the argument in a vacuum of context. (You’ll like Charles de Gaulle, though. He’s awesome.)You will also want a conclusion paragraph which adds no new information to your analysis, but rather summarizes your body paragraphs and restates your Main Claim about the author’s effectiveness or ineffectiveness.You do not need a Works Cited for this paper, but you do need:At least 2 pages of writing.And standard MLA formatting, including an MLA introduction.Note: If you’re rusty on how to analyze, see the Analysis Worksheet and review my notes on your first 2-page paper.
RWS 305 SDSU French Resistance Portrayal of the Right to Self Defense Paper

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