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For the Fieldwork Essay

Paper details Directions: FIELDWORK ESSAY
KINESICS: the study of body motion or body behavior.
Emblems: gestures that have a direct verbal translation and can stand alone such as the “ok” sign.
Illustrators: gestures that complement our words such as pointing when giving directions.
Regulators: gestures that may prolong or terminate the conversation such as looking at your watch, walking away or nodding and leaning forward.
Adaptors: gestures that make you feel more comfortable in a communication situation such as twirling your hair or tapping your fingers.
Affect Displays: facial expressions motivated by emotion such as a smile or frown.
In this lesson, you will either watch the people who live with you, watch a reality television show, or venture out and observe the people around you. Tune out what they are saying and then sit back and watch. Take notes on what type of gestures (emblems, regulators, illustrators, adaptors and affect displays) are they using? How often do they use each one? Are they aware of these gestures?You will then use your notes to write a typed two-page essay describing what you witnessed. Please let us know where you were, at home, name the reality television show, the park, work etc.. and who was involved, family members, two men sitting at a table, etc…
Describe at least ten separate gestures.
What type?
What are they conveying? How many repetitions?
What are the circumstances?

Please submit your essay to this dropbox and include the following:

At least two pages typed– MINIMUM of 675 words

Double spaced

Paragraphs, not bullets

Include nonverbal terminology

Specific examples

Reminder: All written work must comply with standard English rules, such as proper capitalization, grammar and spelling. The assignment must be submitted by the deadline listed on the calendar.

Note: Even though you will see a statement giving you the option of copy/paste or file attachment, you re required to attach the assignment in MS Word format.


Clemson University South Carolina State Energy Plan Report

Clemson University South Carolina State Energy Plan Report.

Assessment Context: The assessment measures the understanding, use, and development of educational research to develop an energy plan for South Carolina energy sector. Note: This course includes this assignment as a critical assessment documenting your learning on the state’s energy issues listed below and identified in the Peoples Energy Principles of South Carolina. Now it is time to put all the pieces together. Your Final Energy Plan should include, in this order: Title Page Introduction/Background Completed body of the energy plan– ensures that you have included all four parts of the People’s Energy Principles (Although you can definitely make intersections between multiple parts of the plan, each part should be labeled separately.) Body Contents: Increased Access to Energy Efficiency- This portion of the plan will engage in further analysis and dialogue on energy efficiency programs/options in the state and around the country (with a specific focus on other southern states) to develop more detailed language for the plan.Increasing Access to Renewable Energy- This part of the plan will look into the economic benefits, policies and programs in the renewable energy sector. It should focus on creating a stronger justification for community choice and ownership of renewable energy resources in the People’s Energy Principles.Community and Workforce Transition: This part will examine opportunities for community and workforce transition options in our energy sector. The part of the plan will seek to strengthen and improve our current priorities while considering the transition from toxic expensive coal to a cheaper clean energy future in the People’s Energy Principles. Keep in mind a particular focus on Santee Cooper’s Winyah Generating Station in Georgetown South Carolina. Since this coal plant is currently undergoing retirement, then how do we ensure the best transition for the neighboring communities, businesses, public services? Horry-Georgetown Technical College could serve as major resources on workforce transition. As well as Coastal Carolina University, College of Charleston, and Clemson’ Energy Innovation Facility only a few miles from Georgtown, in Charleston, SC. Equitable Decision Making in our Energy Sector: This part of the plan will focus on the representation of SC demographics by race/gender among decision makers in the electric sector (Public Service Commission, Santee Cooper’s Board of Directors, and Central Electric Power Cooperative) It will review the election/appointment processes and look for opportunities that will increase diversity and inclusion to support the People’s Energy Principles. Conclusion Reference Page Appendixes Combine all parts into a single document. This course includes this assignment as a critical assessment documenting your learning on the national standards described below. For information on the critical assessment policy, please review the course syllabus. Be sure to review the rubric for the assignment. Content Knowledge The student understands the central concepts, tools of inquiry, and structures of the state’s energy sector and provided evidence-based example and analysis that make the desired aspects of the People’s Energy Principles (attached) accessible, engaging and meaningful for all citizens to assure equity and democracy in the state’s energy sector. 4(o) The student realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas, emerging programs/technology and understandings in the field. 4(q) The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address the problems of bias through neutrality while accurately accounting for the equitable treatment and needs of those citizens in the state from historically marginalized backgrounds. Professional Learning and Ethical Practice The study engages in professional learning and uses evidence to evaluate the best methods toward achieving the People’s Energy Principles, particularly the effects of decision making and actions on others (businesses, families, other professionals, and the community), and adapts practice/knowledge to meet the needs of each demographic representation in the state . 9(e) The student reflects on personal biases and accesses resources to deepen one’s understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create a more relevant energy plan for all in the state. 9(g) The student understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on energy practices and to plan for adaptations/adjustments to the enact progressive change in the sector. 9(l) The student places emphasis on accountability and responsibility for change in the energy sector and uses ongoing analysis and reflection to improve planning and implementation while accounting for environmental and climate justice. Leadership and Collaboration The student displays knowledge of appropriate leadership roles, structure and opportunities to increase accountability for a renewable and sustainable energy future, and to collaborate with local learners, families, colleagues, academic institutions, school professionals, business and industry professionals, nonprofits and community members to ensure increased knowledge on key issues and theories of change, and to advance the overall plan for a clean energy future based on the required readings and resources. 10(f) The student engages in professional learning, develops a plan that contributes to the knowledge and skill of others, and works collaboratively to advance the goals of the collective interest from the Peoples Energy Principles. Support your statements with evidence from the required studies and your own research. Be sure to include examples and cross analysis of examples from other southern states. Include context from the video recordings of the South Carolina Racial Equity and Clean Energy Dialogues and expand upon the People’s Energy Principle in your plan. Cite and reference your sources in APA style.Required Readings and Resources:Draft People’s Energy Principles. Video Recordings of South Carolina Racial Equity and Clean Energy Dialogues:August 31st: 27th: 28th:………………………,rigorous%20process%20to%20screen%20candidates.&text=A%20team%20judges%20each%20candidate,to%20seven%20people%20per%20seat.…… (Note: Santee Cooper’s current CEO Mark Bonsal came from SRP Salt River Project, )……………………,-%2D%20Proposal%20includes%20more&text=Governor%20Ralph%20Northam%20has%20made,megawatt%20commercial%20offshore%20wind%20development.Dominion info on Energy Efficiency:PUR-2019-00201 – 2019 DSM update – (final order) approving EE programs, including HB 2789 three-year program (2021-2023) offering “incentives for the installation of measures that reduce residential heating and cooling costs and enhance the health and safety of low income, elderly, and disabled residential customers, including repairs and improvements to home, heating, and cooling systems and installation of energy-saving measures in the house, such as insulation and air sealing”; program not to exceed $25 million (Appalachian Voices and NRDC intervened; SC filed comments)Related docket PUR-2018-00168 (SC intervened) – order approving DSM programs and rate adjustment clausesDominion files a DSM/EE docket every year; next filing expected Nov/Dec 2020APCoPUR-2019-00122 – (order approving rate adjustment clause) approval of APCo’s three new EE / DR programs, including low income multi- and single-family home programs-directed to file evidence of actual energy savings achieved, in future rate adjustment clause proceedings-APCo to file updated EM&V report on or before May 1, 2021-to file petition to continue rider EE-RAC no later than Nov 30, 2020EE stakeholder meetings – Dominion and APCo have a couple each yearDominion held virtual meeting August 2020, SC chapter rep typically attendsHB 2506 (2009) authorized IOUs to recover costs of EE programs by adjusting rates, if such programs are found to be in the public interest. IRPs forecast utilities’ expected loads (projected over a 15-year period) and their plans to meet EE obligations by using supply- and demand-side resources.Other dockets:PUR-2020-00035 – Dominion IRP (SC intervened)Dominion directed to model costs and reliability impacts of VCEA and other relevant legislation-Dominion to file triennial review in 2021PUR-2020-00015 – APCo 2020 triennial review of rates, terms and conditions for the provision of generation, distribution and transmission services (SC intervened)
Clemson University South Carolina State Energy Plan Report

Are people with narcissist personality disorder/tendencies more prone to aggressive behavior?

write my term paper Are people with narcissist personality disorder/tendencies more prone to aggressive behavior?.

The first paper will be a DATA-BASED research paper on any topic related to forensic psychology.These should take the form of a data-based analysis of a controversial area in forensic psychology, wherein you use data from research studies (particularly peer-reviewed journal articles, such as those available on PsychINFO or Google Scholar) to weight evidence for a particular issue.Examples might include (but are not limited to): Does media violence contribute to societal violence? What is the evidence for and against the concept of “microaggressions?” What are the debates about how to assess rape prevalence? Are certain minorities overrepresented in crime, or is there racial bias in the criminal justice system (or both?) Does the death penalty deter capital crimes? Are gun regulations effective in reducing gun crimes? Do certain mental illness increase risk for criminal behavior?My topic is: Are people with narcissist personality disorder/tendencies more prone to aggressive behavior? Whatever topic you choose, you should NOT argue for a particular position (e.g. “Microaggressions are real”) but rather present a BALANCED coverage of the topic (e.g. “The evidence that microaggressions are real is X, Y; the evidence they are not real is Q, R.”These papers should have a title page (with staple!), abstract and reference section (10 references minimum, journal articles, scholarly books, legal decisions are all acceptable references), and should be 10 pages long, not including title page, abstract or references.Format is Times New Roman, double spaced, 12-point font, 1” margins.
Are people with narcissist personality disorder/tendencies more prone to aggressive behavior?

CCC Tension between Engaged Citizenship & Individualism Essay

CCC Tension between Engaged Citizenship & Individualism Essay.

All Primary Assignments MUST include a thesis statement, a bibliography (APA style), and the use and citation of three reading articles.The Tension between Engaged Citizenship & IndividualismLearning Objective: The creative tension between individualism and engaged citizenship is examined. The Service Learning Project (SLP) is introduced.Option 1:Watch a movie! Choose one of two films, Stand and Deliver, or McFarland. Both of these films are dramatic enactments of actual people whose choices and behaviors influenced the lives of others. The central figure in these movies is an ordinary person who chooses to defy conventional wisdom, while overcoming physical and other threats, to pursue a selfless goal which ultimately uplifted the human spirit of those around them. Compose an essay comparing and contrasting the behavior of the film’s central figure against our assigned readings this week regarding engaged citizenship. How do the choices and behaviors of the central figures in these films demonstrate engaged citizenship? Can you envision yourself in a similar role? Have you witnessed someone whose actions have been similarly inspirational? Please note, you may incur an out-of-pocket cost to view these films. The links below include free previews to the film.Stand and Deliver, YouTube Movies, 2011McFarland USAYouTube Movies, 2015OPTION 2Step One: In a document of at least 400 words, list and contrast the duties of citizenship. Give examples where Americans are, or are not, fulfilling the role(s) of engaged citizenship. Consider how the authors describe engaged citizenship and briefly offer your thoughts on the reasons people are or are not engaged, citizens.Step Two: Find or create, and share a photograph which depicts Americans fulfilling (or not fulfilling) one of the duties of citizenship discussed in our assigned readings. In an analysis of at least 200 words, make connections between the expectations of engaged citizenship discussed in the readings and the photograph.
CCC Tension between Engaged Citizenship & Individualism Essay

ENC 101 Florida Atlantic University My Arctic Life Analysis

ENC 101 Florida Atlantic University My Arctic Life Analysis.

I’m working on a english writing question and need a reference to help me understand better.

I need 2 full pages MLA format of imaginary story from the perspective of a polar bear living in the arctic circle and I need the story to be in the present period of time.Here is the requirements.Write a story, told in first person singular POV (Links to an external site.), in which you describe a day in the life of yourself (as that living being). include encounter a human being or the effects such as he hum of a distant highway, the whirr of a helicopter, feeling the wake of an airboat passing by
ENC 101 Florida Atlantic University My Arctic Life Analysis