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Embracing Otherness: Embracing MyselfContains unread posts Week 3: Learning Activity Chapter 2: Embracing Otherness, Embracing Myself For on-line and

Embracing Otherness: Embracing MyselfContains unread posts
Week 3: Learning Activity Chapter 2: Embracing Otherness, Embracing Myself

For on-line and independent study learners only

Step1: Watch the following online video: Thandie Newton (2011): Embracing otherness, embracing myself (13min)

Step 2: Answer all of the following questions using the proper APA Formatting.

Be sure to support your answer by referring to some of the key concepts outlined in the chapter readings.

Thandie Newton starts her talk by suggesting that the self is something that is created, starting in infancy. She talks about the development of her own self as a young person growing up.
In one paragraph compare what Thandie Newton shares about her experience to the notion of self-concept, as described in Chapter 2 of the textbook.
Later in her talk, Thandie Newton describes experiencing low self-esteem as well as experiencing a sense of fulfillment when she is performing, and eventually an acceptance of herself.
In a second paragraph, compare what she shares about her experience to the descriiption of self-awareness and self-esteem in Chapter 2 of the textbook.
—————–

The reference entry for the textbook should be as follows:

Beebe, S. A., Beebe, S. J., Redmond, M. V.,

prison reform

prison reform.

Research paper about prison reform 

Paper details 1. Introduction a. Discuss what is of concern about your topic b. Articulate your standpoint on the topic c. Explain the constitutional issues relevant to the topic i. Be specific ii. Ex: discrimination/due process 2. Position a. Support your position with specific claims and evidence 3. Opposition a. Address the opposing viewpoints to your claim 4. Conclusion a. Conclude your position paper b. Offer recommendations on the issue Bibliography 1. Cite your sources in any format a. Be consistent 2. This is not included in your paper length

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How does the intent of the Royal Air Force to further integrate more civilians affect its effectiveness, reactiveness and operational output to overseas Operations?

Embracing Otherness: Embracing MyselfContains unread posts Week 3: Learning Activity Chapter 2: Embracing Otherness, Embracing Myself For on-line and How does the intent of the Royal Air Force to further integrate more civilians affect its effectiveness, reactiveness and operational output to overseas Operations?.

Description

Looking at how the RAF’s intent to contractualise some Logistic functions affects its supply chain and how that has a knock-on effect on supporting Operations worldwide. Looking more specifically at supply chain management for aircraft platforms – C17, C130J, A400m, F-35 etc. I am required to also use a questionnaire: • Study design – Survey through the use of interviews. If not effective in providing usable information with an observation style study will be implemented. • 30 Participants – 33:33:33 ratio between Commissioned, Non-Commissioned and civilian participants selected through a pre-investigation questionnaire to evaluate relevance to the investigation (in a management role or not) • No potentially vulnerable groups • Method of data collection – informal semi-structured interviews. • Methods of data analysis – information from an interview placed on a Qualtrics database and then analysed. This is the brief: The Independent Research Project is a self-managed programme of study which requires a range of skills to be developed and used, such as organisation and planning, time management, research skills, intellectual enquiry and analysis, and producing effective documentation. You will be required to undertake both primary and secondary research to inform your research project. The extent of this research will be dependent on your research project type. Primary research is developed from data collected specifically for the research project being undertaken. Secondary research is information which is already available to you from a range of sources; the data which underpins this research was originally collected for a purpose other than your research project.

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Upon the Burning of Our House

Upon the Burning of Our House.

Identify and interpret the thesis of Anne Bradstreet’s “Upon the Burning of Our House.” -Is the poem a metaphor for anything? -Are there any additional metaphors in her work? -Can these metaphors be compared to real life and current events? If so, what ones?

***The critical essay has to Include a bibliography listing the text analyzed (Norton Anthology of American Literature, 9th edition, Vol. A, pp. 243-244) and any additional outside sources used.

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Calculating Confidence Intervals

Calculating Confidence Intervals.

 The purpose of this assignment is to practice calculating confidence intervals. For this assignment, students will utilize Excel and SPSS Statistics and the “Example Dataset.” Using the “Example Dataset,” complete the following: Based on a normal distribution curve, calculate the probability of an individual being 60 years or older in this population. Show the Excel and SPSS formulas or your hand calculations. Include screenshots as needed to illustrate this. Using the sample standard deviation of age as an estimate of the population standard deviation, calculate by hand the standard error of the mean. Show your calculations and the answer. Calculate by hand a 95% confidence interval for “Age” based on the sample mean. Use SPSS to verify your answer. Include your calculations and screenshots of the SPSS output. Interpret the confidence interval for age and explain the three pieces of information needed to calculate a confidence interval. Submit one Word document that includes all of the assignment deliverables.

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Realistic conflict theory

Realistic conflict theory.

Rationale: The jigsaw group assignment is when each member of the group is assigned a specific topic and provided additional information on the subtopic to share with the group. It is a way to help students develop a more detailed knowledge about a subtopic in social psychology and to learn ways to communicate with to a group. This “jigsaw” approach to completing assignment also simulates one approach to encourage cooperation between students to achieve a common goal.

Learning Goal:

The overall goal for this assignment is for you to better understand theories of prejudice / discrimination, and to use that knowledge to develop a hypothetical intervention based at King campus to reduce them. Instructions: Step 3: Each group member is assigned a topic to become an “expert” in: Once your group is registered, email the professor and I will assign each group member with a specific subtopic and provide more detailed information for each subtopic. This is the way the jigsaw group assignment works, with each person bring their ‘expertise’ to the group. The range of topics include: – Current news stories and statistics on prejudice and discrimination – Theories of prejudice and discrimination such as the Realistic Conflict Theory, the Contact Hypothesis, and Social Identity Theory. These theories are also touched on in your text. –

NOTE: How to proceed with Step 4 (below) will be easier to understand once you have formed your group and received your assigned subtopics and additional information. The additional information I provide each group member and your text are a good start to becoming an expert on your subtopic, but it would strengthen your part of the assignment to identify additional scholarly sources on your topic (e.g., through Seneca Libraries databases). 

Step 4: Developing a slide presentation: Once each member of your group receives their assignment and additional information, your group will create a single, group slide presentation (with narration) describing the statistics, theories, and your intervention related to prejudice and discrimination (max 14 slides, 15 minutes narration max). Here is a video on how to add a voice over narration to Powerpoint slides click here . If there is another way you would like to combine your group’s narration to the slides, please email me with details. Key points to cover in your presentation are: a) Your group is to choose one type of prejudice / discrimination such as gender, racial, religious, or sexual orientation. For the purposes of this assignment it would be best to pick just one type of prejudice / discrimination. The whole group is responsible for summarizing one relevant statistic and a news story about the type prejudice and/ or discrimination you selected. See the additional information provided by the professor for example statistics and a relevant story. (1 -2 slides) b) Each group member is assigned a prejudice / discrimination theory, and will summarize the explanations from their theory about why prejudice and discrimination occur Realistic Conflict Theory. The number of theories your group will discuss in your presentation will depend on your group size. (5 -6 slides) c) Each group member needs to bring their expertise to create a multicomponent intervention anti-prejudice / discrimination intervention for King campus that links to at least one aspect of each theory. So for example, your group member who has been assigned the Contact Hypothesis theory will need to think of a way to include the elements of that theory into some activity or program for the overall intervention. (5 – 6 slides) • Provide details on what activities or information you think would reduce prejudice and explain why these activities / information help using the theories that each of you are experts in • Discuss contextual factors such as age, gender, cultural issues that may influence what activities and information may be useful. NOTE: Creating a slide presentation that provides sufficient key details in bullet point form without overwhelming the audience with too much information is a good skill to learn. See this webpage about how to produce readable slides click here Step 5. Submit your slide presentation through Blackboard. You can submit the narrated Powerpoint slides or the tutorial video above states how you can eventually turn it into a youtube video link.

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. Polysemy and Homonymy

. Polysemy and Homonymy.

Assessment Information/Brief 1 Assessment Information/Brief 2018/19 To be used for all types of assessment and provided to students at the start of the module. Information provided should be compatible with the detail contained in the approved module specification although may contain more information for clarity. Module title Foundations of Language II CRN 39030 Level 4 Assessment title Coursework 1 Weighting within module This assessment is worth 40% of the overall module mark. Submission deadline date and time 4pm, 13th March 2019 Module Leader/Assessment set by Dr Jack Wilson Room 204, Crescent House E: [email protected] T: 016129 58110 How to submit You should submit your assessment electronically through the Turnitin folder on the Blackboard module site Assessment task details and instructions For this coursework you must answer questions 1-5 below. You are advised to work on these exercises as the module progresses because the questions roughly follow the topics discussed in each week. The assignment is marked out of 100 and each question includes a mark allocation. The total marks available for answering the questions is 90 and the remaining 10 marks are awarded for spelling, grammar and presentation. For questions with word counts, you are expected to provide written answers in paragraphs (or bulleted lists). For questions that do not include a word count, you are required to simply provide answers. Assessment Information/Brief 2

1. Polysemy and Homonymy

When distinguishing between polysemy and homonymy what is more important, individual perceptions of semantic relatedness or etymological information? Provide examples to help inform your answer. 20 marks, 400 words 2. Hyponymy Identify a lexeme that has at least two different senses. Focus on two senses, each of which can be discussed in terms of hyponyms and superordinate/subordinate lexical relations. Show how each sense relates to hyponyms and superordinate and subordinate words. Provide a brief discussion of how these overviews of the two senses’ lexical relations demonstrate that they are different senses. 20 marks, 400 words 3. Prepositions Pick a preposition with multiple meanings. Provide three examples of sentences containing your preposition demonstrating the different meanings and paraphrase each meaning. 15 marks 4. Componential Analysis Distinguish the following lexical items using a componential analysis (use at least three components for each lexical item): • kill and murder • aunt and uncle • dog and cat • cat and lion • sofa and stool • book and magazine • fry and boil • punch and slap 20 marks 5. Collocation What does collocation reveal about word meaning? How can corpora be used to enhance our under- standing of a word’s meaning and what problems might arise if we only use corpora for understanding language? 15 marks, 300 words Assessment Information/Brief 3 10 Marks will be awarded from spelling, grammar and presentation. — End of Questions — Total 100 marks Assessed intended learning outcomes On successful completion of this assessment, you will be able to: 1. demonstrate an understanding of key approaches to the study of meaning; 2. demonstrate an understanding of basic concepts and techniques in semantics and pragmatics; 3. demonstrate an awareness of the challenges involved in developing theories of meaning. Transferable Skills and other Attributes 1. develop basic literacy, communication, and analytic skills; 2. use information technology and bibliographic skills appropriate to the discipline; 3. manage their own learning in order to meet deadlines and act upon feedback; 4. employ basic problem-solving strategies through problem-based assessments; Module Aims 1. To introduce students to key approaches to the study of meaning; 2. To introduce students to basic concepts and techniques in semantics and pragmatics; 3. To raise students’ awareness of the issues surrounding the distinction between semantics and pragmatics. Word count/ duration (if applicable) Word counts are stated are stated where relevant. 5% penalty for exceeding the word count by over 10% Feedback arrangements Assessment Information/Brief 4 You can expect to receive feedback 15 working days after the submission deadline (that is 3 rd April 2019). Feedback will be made available through blackboard/turnitin Support arrangements You can obtain support for this assessment by ….. • In discussions in class about the assessments (we will spend dedicated time in class on both the assignment briefs and the assessment criteria so you understand them fully). • In tutor office hours (see Blackboard site for these). askUS The University offers a range of support services for students through askUS.

Good Academic Conduct and Academic Misconduct Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require http://www.salford.ac.uk/skills-for-learning. Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously. You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-forlearning. Assessment Information If you have any questions about assessment rules, you can find out more here. Personal Mitigating Circumstances If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here. Personal Tutor/Student Progression Administrator If you have any concerns about your studies, contact your Personal Tutor or your Student Progression Administrator. Assessment Criteria Marks for your assessment will be allocated based on the English Language mark descriptors on the module’s site on Blackboard: https://blackboard.salford.ac.uk/bbcswebdav/pid-2778607-dt-content-rid5397242_1/courses/VA-Q310-30019-39038- 18/Assessment/MarkdescriptorsforEnglishlanguagemodules/MARKDE SCRIPTORSFORENGLISHLANGUAGE.pdf Assessment Information/Brief 5 In Year Retrieval Scheme Your assessment is eligible for in year retrieval. You will be contacted shortly after the feedback deadline. Reassessment If you fail your assessment, and are eligible for reassessment, you will need to resubmit before 4pm, Friday 16 August 2019. For students with accepted personal mitigating circumstances, this will be your replacement assessment attempt. Students should be aware that there is no late submission period at reassessment (this includes those students who have an accepted PMC request from a previous attempt). If you need to be re-assessed, you can expect a very similar set of tasks, but not identical. 

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time value for money

Why is the concept of time value of money important in the corporate context? Justify your answer. A complete post includes an explanation supported by examples and a minimum of 2 research sources. Your post must be substantive and demonstrate insight gained from the course material. A substantial post accomplishes one or more of the following:
discusses the application of time value of money in the corporate setting
offers additional research or examples, in support of the original answer
describes implications of the time value of money concept for capital project financing
compares and contrasts management practices in relation to corporate funds