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Georgian Court University What Imagery in Fishhaw Discussion

Georgian Court University What Imagery in Fishhaw Discussion.

What imagery in “Fishhawk” creates the transformative sense of poetry and the idea that “the poem is that to which what is intently on the mind goes”? What imagery creates a feeling of lightness and airiness? Where in the poem is there a sense of movement, and how does that movement affect the feeling of the poem? How do the repeated lines and images work in the poem? What mood or state of mind do you hear in “Fishhawk”?answer all questions above250 words +use examples from the poem “FishHawk”discussion post
Georgian Court University What Imagery in Fishhaw Discussion

University of Florida Social Justice Reform We Need Change Now Essay.

I’m working on a social science question and need support to help me learn.

1- please added this in green highlight on the file word( u can see that in file word). Social Work Policy Knowledge and Concepts (each group must reflect by connecting the pillar theme with the identified topic)Discuss basic concepts and principles on public social welfare policy, social welfare program designs, and the instruments identified during the identified session. Identify and analyze the political and organizational processes used to influence social policies, social and economic justice issues that impact vulnerable population.Minimum of 3 sentences.2- u can see the yellow color( intrducation) added minimum of 3 sentences.
University of Florida Social Justice Reform We Need Change Now Essay

Berkeley City College Imperialism Paper

Berkeley City College Imperialism Paper.

1885 Political Cartoon in response to the Berlin ConferenceAssignment: Write a thoughtful and well-written 1-2 pages (about 250-500 words) historical analysis and please try to submit the assignment by the end of Week 7 (Sunday, October 11th) if possible (you can still submit it after that)._______________________Expectations: 1-2 pages (about 250-500 words) of clear and strong quality writing, definitely proofread!, using any appropriately cited evidence to support your interpretation._______________________Topic: “Imperialism”This week we focus our attention to look at an era that has come to be defined by the term “imperialism.” We examine the concept and experience of “imperialism” and try to better understand how and why it connects to “colonialism,” which we’ve studied previously, and to better understand its short- and long-term impacts.Your suggested question to respond to this week is: To what extent is modern world history shaped by imperialism and what do you think are the legacies/impacts of imperialism today? _______________________NOTE: An informal citation using a webpage/artifact can appear in parentheses following your discussion of the source and looks like this: (Name the creator of the source if known, skip otherwise, first, “Name of the site/object,” and if it is from a website use <url here>, finish with the date you accessed the page)Example: “History 3B’s Assignment 5 webpage contained a generic definition of nationalism” (Blake Johnson, “Week 7 Assignment Generic definition,” HIST-3B-43873-F20 Accessed [put date here]) _______________________Tips: You can (but don’t have to!) consider any of the following:What role does colonialism and imperialism play in shaping the major world powers of the late 1800s? What kind of impact does this have on the world’s powers (which states are empires, for example)?What is the difference to you between “colonialism” and “imperialism?” Or are they not different?Was imperialism an inevitable outcome of the history of Europe since 1492? Why or why not?What kind of legacy has imperialism had on world history today? (Be sure to link to historical events of imperialism!)*NOTE: There are no right or wrong arguments; I just want you to practice making connections to produce a historical argument._______________________Feedback: Your feedback, which will become part of your overall evaluation in this course, will be based on 5 criteria of emphasis– 1. POINT: This will be your specific response to the question (“_____ suggests that modern world history is/isn’t shaped by imperialism”). Usually 1 sentence; this is the thesis or topical sentence. 2. EVIDENCE: Cite strong evidence to support your POINT. Remember, evidence should directly relate to your point and support it and you need to identify and cite it as necessary.3. EVALUATION: Having explained your EVIDENCE you then need to tie your argument together by explaining how and why the EVIDENCE supports your POINT. This evaluation, or analysis, connects your argument together to form a strong circle: POINT-EVIDENCE-EVALUATION-POINT.ARGUMENT: How well you are combining your point, evidence, and evaluation together to form an overall ARGUMENT. The clearer and more specific your connections between your POINT, EVIDENCE, and EVALUATION are the stronger your overall ARGUMENT will be to your audience.WRITING: The quality of your WRITING doesn’t have to be perfect, but any argument is stronger when it is well-written so be sure to proofread for spelling, grammar, and word-choice.POINTS: CANVAS LOVES USING POINTS EVEN IF I DON’T WANT TO. PLEASE NOTE:THE RUBRIC “POINTS” ARE NOT COUNTED AND THE RUBRIC TOTAL WILL NOT FACTOR INTO YOUR FINAL GRADE! IT’S JUST A WAY TO GET A SENSE OF AREAS OF STRENGTH AND AREAS FOR IMPROVEMENT. THE ASSIGNMENT POINT (1 POINT) IS BASED ON WHETHER YOU HAVE SUBMITTED THE ASSIGNMENT AND I PROVIDED YOU FEEDBACK–IT IS OTHERWISE MEANINGLESS!RubricWriting Assignment RubricWriting Assignment RubricCriteriaRatingsThis criterion is linked to a Learning OutcomePointIs the thesis statement/point clear, specific, strong, and is it related to the proposed topic?ProficientDescribes a position and perspective related to the topic accurately and clearly.DevelopingIdentifies an over-simplified position or perspective with minor inaccuracies or a lack of clarity.Needs ImprovementIncomplete or missing a position or perspective or presents a position or perspective in very unclear or inaccurate terms.MissingMissing.This criterion is linked to a Learning OutcomeEvidenceIs the cited evidence clear, specific, accurate, and related to the point/topic? And, if necessary, is the evidence cited correctly?ProficientPresents/cites information (data, ideas, or concepts) accurately and appropriately in a context that relates to the point/topic.DevelopingReports/cites information (data, ideas, or concepts) with minor inaccuracies, irrelevancies, or omissions.Needs ImprovementMissing necessary evidence or using/citing information (data, ideas, or concepts) inaccurately, incompletely, or omitting relevant information as evidence.MissingMissing.This criterion is linked to a Learning OutcomeEvaluationIs there a historical interpretation communicated that employs connections, perspectives, ideas, and/or themes to provide effective analysis and evaluation of historical information?ProficientProvides an interpretation of information, ideas, or themes that is detailed and well-explained in a logical and clear manner.DevelopingProvides an interpretation of information, ideas, or themes that is generally logical and clear but needs more explanation and specific detail to provide a stronger interpretation.Needs ImprovementProvides an unclear interpretation of information, ideas, or themes that contains inaccuracies, excessive generalities, and/or a lack of explanation.MissingMissing.This criterion is linked to a Learning OutcomeArgumentIs the overall assignment synthesizing, or connecting, ideas/arguments, evidence, and analytical/evaluative information into a coherent whole–effectively connecting POINT, EVIDENCE, and EVALUATION together?ProficientIntegrates ideas and/or develops explanations that are clear, coherent, cohesive, and sophisticated–creating a unique and strong argument.DevelopingArranges ideas and/or develops explanations that are generally clear and coherent save, perhaps, an inconsistency or two caused by a lack of detail, connection, or explanation.Needs ImprovementForms ideas and/or develops explanations in a fragmentary manner without clear or coherent order or connection which creates an unclear overall argument.MissingMissing.This criterion is linked to a Learning OutcomeWritingDoes the writing use correct spelling, proper grammar and formatting, and clearly and effectively communicate the writer’s argument to their audience?ProficientWriting is of clear and consistent quality (correct spelling and grammar); the writing effectively and clearly communicates the position or perspective of the work.DevelopingThe writing can be unclear at points as the writing quality (spelling and grammar) varies. At points the writing is not effectively and clearly communicating the position or perspective of the work.Needs ImprovementThe writing quality (spelling and grammar, for example) is inconsistent and is frequently unclear and/or ineffective in communicating the position or perspective of the work.MissingMissing.
Berkeley City College Imperialism Paper

Radiographic Evaluation of Soft Palate Morphology

essay writer Title: Radiographic evaluation of soft palate morphology and correlation with gender on lateral cephalograms Introduction: The soft palate is the posterior fibro muscular part of the palate that is attached to the posterior edge of the hard palate.1 It participates in most of the oral functions, especially in velopharyngeal closure which is related to the normal functions of sucking, swallowing and pronunciation.2 The palate is formed by the fusion of three components; the two palatal processes and the frontonasal process. At a later stage, the mesoderm in the palate undergoes intramembraneous ossification to form the hard palate. However, the ossification does not extend into the most posterior portion which remains as the soft palate. Early references concerning the objective measurements of the soft palate have been done by investigators for assessment of speech, function and the upper airway structures.3-11 Although these continued efforts toward the dimensional analysis of the soft palate and its surrounding structures have been made, little attention has been paid to the variety of soft palate morphology and configuration. Image of the soft palate on lateral cephalometry appears to have various morphologies in normal individuals, in contrast to the only one kind published in the literature. Pepin et al found the ‘‘hooked’’ appearance of the soft palate in patients who were awake, which indicated a high risk for the obstructive sleep apnoea syndrome.12 The purpose of the present study is to investigate the variation of the soft palate morphology and the proportional differences of the soft palate between the two gender groups. This study can be helpful for understanding the various morphologies of the soft palate in the median sagittal plane on lateral cephalograms. These findings may be used not only as references for the normal soft palate, but also for cleft reconstruction and the etiological research of obstructive sleep apnea syndrome (OSAS) and other conditions. Materials and Methods: We conducted a cross-sectional study in department of Oral Medicine and Radiology, Manipal College of Dental Sciences, Manipal. Instructional ethical committee approval was obtained for the study. Lateral cephalometric radiographs of individuals subjected to radiographic examination for orthodontic purpose were retrieved for the study from the archives of departments of Oral Medicine and Radiology and Orthodontics. A total of 100 digital lateral cephalograms of normal healthy individuals (50 males and 50 females) who were aged 15-45 years were retrieved from November 2014 to February 2015. All the subjects who had normal speech and function were included in this study. Radiographs of good quality and visibility of soft palate were included. Patients with facial or palatal deformities or facial trauma were excluded. Poor quality radiographs and radiographs with incomplete details were also excluded. All lateral cephalograms were taken using orthopantomograph (Planmeca) with a tube potential adjusted to optimize the contrast. All the images on the radiographs were observed and classified into 6 types by 2 radiologists independently according to You M et al., (2008).1 The six types of morphology of the soft palate are as follows: Type 1: ‘‘leaf shape’’, which was lanceolate, indicated that the middle portion of the soft palate elevated to both the naso and the oro-side Type 2: when the soft palate showed that the anterior portion was inflated and the free margin had an obvious coarctation, the radiographic appearance was described as having a ‘‘rat-tail shape’’ Type 3: a ‘‘butt-like’’ soft palate showed a shorter and fatter velum appearance, and the width had almost no distinct difference from the anterior portion to the free margin Type 4 indicated that the image of the soft palate presented a ‘‘straight line shape’ Type 5: the distorted soft palate, presented the S-shape Type 6 revealed a ‘‘crook’’ appearance of the soft palate, in which the posterior portion of the soft palate crooks anteriosuperiorly The pattern of the soft palate on the digital lateral cephalograms was highlighted with curve tool in Microsoft power point. The assessment of the soft palate morphology was carried out twice by two radiologists. Since there were no differences in classification between the two radiologists, reliability was considered to be acceptable. All the analysis was done using SPSS version 18. A p-value of <0.05 was considered statistically significant. Comparison of variation of soft palate morphology between males and females was done using Chi-square test. Results: A total 100 radiographs were studied for shapes of soft palate out of which 50 were males. The age of the subjects was 20.91±3.63 with age range of 18 – 45 years. Type 1 was most commonest shape of the soft palate (30%) followed by Type 6 (19%), Type 2 and 3 (17% and 17%), type 4 (11%) with least being type 5 (6%) (Figure 1). A total of 50 male and 50 female radiographs were used for our study. Among males, Type 1 was the commonest (38%) followed by type 6 (22%), Type 2 and 3 (14 and 14) with least being type 4 and 5 (6 and 6%) respectively. In females, Type 1 (22%) was the commonest followed by type 2 and 3 (20 and 20%), type 4 (16%), type 6 (16%) with least being type 5 (6%). However, there was no significant difference in the distribution of shape of soft palate between males and females (p=0.312) (Table 1). Table 1: Comparison of shape of soft palate between males and females Type Gender p-value Male Female N % N % 1 19 38.0% 11 22.0% 0.312; NS 2 7 14.0% 10 20.0% 3 7 14.0% 10 20.0% 4 3 6.0% 8 16.0% 5 3 6.0% 3 6.0% 6 11 22.0% 8 16.0% Chi-square test Discussion: Cephalometric analysis is one of the most commonly accepted techniques for evaluating the soft palate in both normal individuals and those with cleft palate. Cephalometry is a relatively inexpensive method and permits a good assessment of the soft tissue elements that define the soft palate morphology and its surrounding structures.1,8 Much of the former research that studied the soft palate and its surrounding structures was aimed at providing some information on diagnosis, prediction and treatment in individuals with cleft palate. The soft palate plays a large role in velopharyngeal closure, which refers to the normal apposition of the soft palate with the posterior and lateral pharyngeal walls. It is primarily a sphincteric mechanism consisting of velar and pharyngeal components. The movement separates the oral cavity from the nasal cavity during deglutition and speech. When the velum and lateral and posterior pharyngeal walls fail to separate the two cavities, velopharyngeal incompetence (VPI) occurs.1 In our study, the leaf-shaped soft palate was the most frequent type, which is an expected finding since this type was previously described as a classic velar morphology in the literature. This was in accordance with the previous studies reported in the literature.1,13-15 However, Type -2 (Rat tail shaped) was reported to be commonest by Praveen et al., 2011.16 While the S-shape was seen in only few cases, it can be supposed that the number of subjects in the investigation was not large enough. The S-shape, which was described as a hooked appearance of the soft palate by Pepin et al.,17 was found in 5.8% subjects in our study. They hypothesized that soft palate-hooking plays a key role in pharyngeal collapse, since hooking results in a sudden and major reduction in the oropharyngeal dimensions, which therefore dramatically increases upper airway resistance and the transpharyngeal pressure gradient. Pepin et al., therefore concluded that hooking of the soft palate in awake patients indicates a high risk for OSAS.17 In our study, the difference between gender didn’t exist in the comparison of the proportion of the various morphology of soft palate. This was similar to that reported by Praveen et al., 201116 while previous study by You et al.1 reported gender differences, wherein type 2 and 3 were significantly less in females than males. Type 1 was the most comments type among males and females in our study which was followed by type 2 and 3. This was similar to the study reported by Kruthika S et al., 2012.15 This classification can help us better understand the diversity of the velar morphology in the median sagittal plane. These findings can be used as references for the research of velopharyngeal closure in cleft palate individuals and for aetiological research of OSAS and other conditions.

HIS320 Wilmington Ming Dynasty of China & The Aztec Compare and Contrast Essay

HIS320 Wilmington Ming Dynasty of China & The Aztec Compare and Contrast Essay.

Essay topic:Throughout the early modern period, many civilizations have developed and changed. For this assignment you will compose a compare and contrast essay.Based on the multi-media resources, websites and textbook readings, please answer the following prompt:Please focus on two civilizations discussed this week, during 1450 – 1750 and develop a compare and contrast essay describing the overall successes, influences and achievements of both.As per Wilmington University’s writing standards, this essay is to follow all aspects of APA formatting, except the abstract can be exempt. Thus your compare and contrast essay should be between two-three pages (not including the title/reference pages). Please use the APA & Online Tutoring tools and links provided to you in the Start Here section or menu bar of this course.The paper must include a strong introduction with an appropriate thesis, a body and a summarizing conclusion. One of your references must be your textbook; the others can come from credible websites. _____________________________________________________________________________________________________Must be in APA format5 paragraps/ two pages longTopic; Ming Dynasty of China & The AztecHere are some of my references please add more;http://sidarsmingdynasty.blogspot.com/2013/02/religion-confucianism.htmlhttps://learnodo-newtonic.com/aztec-achievementshttps://www.britannica.com/topic/Ming-dynasty-Chin…
HIS320 Wilmington Ming Dynasty of China & The Aztec Compare and Contrast Essay

Hamilton Beach Brands Holdings Analysis

Hamilton Beach Brands Holdings Analysis.

You will use the text chapters 7 through 9 as your framework for the analysis, and will incorporate information from external sources including the company and other credible sites. It should be presented in APA format, will include appropriate topical headings to organize and segment the paper, with correctly formatted citations and references. Don’t use too many definitions, use more examples.Analysis part:International Entry ModeAround 500 wordsCompany name: Hamilton Beach Brands Holding CompanySite: www.hamiltonbeachbrands.com
Hamilton Beach Brands Holdings Analysis

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