This is a “personal response” paper and is really all about you and your investigation into the answer. However, it is an academic paper and should not address or make any faith claims. Note: This paper is not intended to be a formal academic paper and may be written in an informal conversation style. Please note, however, your composition skills (grammar, punctuation, paragraph structure, clarity of expression, etc.) will be included in the evaluation of the paper. It should be an example of your best writing. Sources you must cite.
Follow the Grading Rubric for the GEA.
In your Essay, list the question you chose.
Write what you think the answer may be.
Research at least two sources. This can be a person, book, documentary, internet source.
In the paper, list these sources, this does not have to be too formal, for example, “The information I found most useful for my research was the __________ site and an interview with _____________.
Then in a couple –three sentences list what you discovered in your first source and then a couple – three sentences you discovered in your second source.
Now answer your question from #1 and what you learned especially as it related to your answer from #2.
General Education: Human + Cultural Diversity
This criterion is linked to a Learning OutcomeCommunicationStudents will produce well-organized, well-developed statements that reflect appropriate use of language to clearly present specific ideas/concepts to distinct audiences.
a. Novice• Student demonstrates minimal attention to context, audience, purpose, and to the assigned task. • Student uses appropriate and relevant content to develop simple ideas in some part of the assignment. • Student attempts to use a consistent system for basic organization and presentation. • Student demonstrates an attempt to use sources to support ideas and uses language that sometimes impedes meaning because of errors in usage.
b. Developing• Student demonstrates an adequate understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate and relevant content to explore and develop ideas throughout most of the assignment. • Student demonstrates fairly consistent use of important conventions such as organization, content, presentation, and style. • Student demonstrates use of credible and relevant sources to support ideas and uses straightforward language that generally conveys meaning to audience with some errors.
c. Proficient• Student demonstrates a thorough understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate, relevant, and compelling content to illustrate mastery of the subject. • Student demonstrates detailed attention to and successful execution of a wide range of conventions to an assignment. • Student demonstrates skillful use of high-quality, credible, and relevant sources to develop ideas and uses graceful language that skillfully communicates meaning to audience with very few, if any, errors.
This criterion is linked to a Learning OutcomeCritical & Analytical ThinkingStudents will comprehensively explore issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions.
a. Novice• Student states problem to be considered without clarification or description. • Student gathers information without interpretation/evaluation; viewpoints of experts are taken as fact without question. • Student demonstrates some awareness of assumptions and begins to identify some contexts when presenting a position. • Student expresses a position that is simplistic and obvious and reaches a conclusion that is inconsistently tied to some of the information discussed/presented.
b. Developing• Student identifies problem to be considered critically, but description has some omissions or needs additional clarity. • Student gathers information that is mostly appropriate to develop a coherent analysis or synthesis. The viewpoints of experts are subject to questioning. • Student questions assumptions and identifies several relevant contexts (sides of an issue) when presenting a position. • Student considers opposing viewpoints when formulating a logical conclusion that is tied to appropriate information.
c. Proficient• Student states an issue or problem clearly and comprehensively, providing all relevant information for full understanding. • Student takes information from sources with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. The viewpoints of experts are questioned thoroughly. • Student thoroughly analyzes assumptions and carefully evaluates the relevance of contexts when presenting a position, taking into consideration the complexities of an issue. • Student formulates a logical conclusion that reflects her/his ability to place evidence and perspectives discussed in priority order.
This criterion is linked to a Learning OutcomeProblem SolvingStudents will design, evaluate, and implement a strategy to answer open-ended questions or achieve desired goals.
a. Novice• Student demonstrates a limited ability to identify a problem statement or related contextual factors. • Student identifies approaches for solving the problem that do not apply to the specific context. • Student proposes a solution/hypothesis that is vague and difficult to evaluate. • Student provides a superficial solution that is implemented in a manner that does not directly address the problem statement. • Student reviews results superficially with no consideration of need for further work.
b. Developing• Student demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. • Student identifies multiple approaches to solve a problem, only some of which apply within a specific context. • Student proposes a solution/hypothesis that indicates comprehension of the problem. • Student provides a solution that is adequate and address multiple contextual factors of the problem. • Student reviews results relative to the problem with some consideration of need for further work.
c. Proficient• Student demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. • Student identifies multiple approaches to solve a problem that apply within a specific context. • Student proposes multiple solutions/hypotheses that indicate insightful comprehension of the problem. • Student provides a solution that is insightful and elegant and implements the solution in a manner that thoroughly addresses multiple contextual factors of the problem. • Student thoroughly reviews results relative to the problem with specific consideration of need for further work.
This criterion is linked to a Learning OutcomeHuman + Cultural DiversityStudents will demonstrate an understanding of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
a. Needs Improvement• Student shows minimal awareness of own cultural rules and biases. • Student demonstrates a superficial understanding of the complexity of elements important to members of another culture. • Student views the experiences of others, but through his/her own cultural worldview. • Student has minimal understanding of cultural differences; is unable to negotiate a shared understanding/common ground. • Student shows minimal interest in learning about other cultures. • Student is receptive to interacting with culturally different others, but has difficulty suspending any judgment in her/his interactions because s/he is unaware of own judgment.
b. Satisfactory• Student identifies and recognizes new perspectives about own cultural rules/biases • Student demonstrates adequate understanding of the complexity of elements important to members of another culture. • Student recognizes intellectual and emotional dimensions and sometimes uses multiple worldviews in interactions. • Student recognizes and participates in cultural differences in communication and begins to negotiate a shared understanding based on those differences. • Student asks questions about other cultures and seeks answers to those question • Student begins to initiate and develop interactions with culturally different others, and begins to suspend judgment in valuing her/his interaction with culturally different others.
c. Exceeds Expectations• Student articulates insights into own cultural rules/biases. • Student demonstrates sophisticated understanding of the complexity of elements important to members of another culture. • Student interprets intercultural experiences from multiple worldviews and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group. • Student articulates a deep understanding of cultural differences and is able to skillfully negotiate a shared understanding based on those differences. • Student asks complex questions about other cultures and seeks answers to those questions that reflect multiple cultural perspectives. • Student initiates and develops interactions with culturally different others, and suspends judgment in valuing her/his interaction with culturally different others.
what is the significance of the Bible in Christianity?
HRM 340TeamworkTwenty years from now, the typical large business will have half the levels of management and one-third the managers of its counterpart today.Work will be done by specialists brought together in task forces (teams) that cut across traditional departments. Coordination and control will depend largely on employees’ willingness to discipline themselves—not by Human Resources.Please write a word paper on the importance of Teams in the Organization.
Explain how (you as a manager) would hire, manage, compensate and motivate teams working under your leadership in order to meet the goals of the organization and Human Resource Management.
The requirements below must be met for your paper to be accepted and graded:
Write 3 pages using Microsoft Word in APA style, see example below.
Use font size 12 and 1” margins.
Include cover page and reference page.
At least 80% of your paper must be original content/writing.
No more than 20% of your content/information may come from references.
Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
HRM 340 Grantham University Importance of Teams in The Organization Paper
Essay must receive a 90-100 percent grade! Should be familiar with the topic and be able to write an A paper.Essay Prompt: Choose just ONE of the stories we read by Bierce, Gilman, Ellison, O’Connor, or Kafka. Write an essay that critically analyzes the story’s deeper theme AND explains the story’s conclusion. According to your interpretation, what is the deeper meaning of the story? Make sure you don’t simply summarize the story’s plot or retell the entire story. Imagine your highly intelligent friends read the story but did not understand anything but the basics of the plot. Draw their attention to important textual details and provide a clear and smart explanation of what the author you believe was trying to say by writing this story. Important things happen in the conclusion of each story, so also make sure you spend at least a paragraph explaining the ending. A good place to start is to write a thesis sentence that directly makes an argument about the story’s deeper meaning. Paper format/requirements: The paper should be 4 full pages of writing before the Works Cited page. You are expected to write a complete essay consisting of an introduction, thesis, body paragraphs, conclusion, and works cited. Each body paragraph should have a strong topic sentence and focus on arguing/analyzing a single point. Try to use textual evidence such as quotations as much as possible to support your argument. Always make sure to carefully explain and analyze the quotations afterwards. No outside research is required or rewarded. Grading: Your grade will be based on the insightfulness of your critical thinking and the quality of your writing. In your interpretation of the story, be sure to make an argument that is clear, complex, and thorough. Avoid stating the obvious, relying on cultural clichés, and reducing the complexity of the story’s ideas. Especially avoid carelessly repeating what you may have found from online sources. Your essay needs to not only follow the rules of grammar but also demonstrate your control over style. Although you may be incorporating many details and quotations from the story into your essay, you need to make sure the writing remains smooth and appealing.On Avoiding Plot Summaries: While your body paragraphs might be organized around particular scenes in the story (especially the story’s conclusion), you need to spend most of your essay analyzing what the story means. You may need to refer to details about the plot that are necessary to support your argument, but do not let your paragraphs simply summarize or retell the plot. Each body paragraph therefore should have a topic sentence that makes an argumentative claim rather than just summarizes the plot. Bad topic sentences that are just plot summary: Next, the narrator of “Battle Royal” dives for coins on an electric rug.After Gregor scares his mother, his father violently pushes him back into his room.Good topic sentences that make an argument: The electric rug symbolizes the false promises of economic opportunity that the African American community received. Gregor’s father not only financially exploits him but also treats him in a violent, unloving manner.You are free to organize the essay any way you wish. I would assume most papers would start with an introduction about the general theme of the story. For example, if discussing alienation in Kafka’s story, you could start with a few sentences about the problem of alienation in our society. After a few sentences on the theme, you would introduce your author and story and claim they have a lot to show us about this theme. The introduction would then end with a clear topic sentence arguing the deeper meaning of the story. It might follow a formula such as this one: Charlotte Perkins Gilman’s “The Yellow Wallpaper” shows us …..As far as the body paragraphs, there is no standard format and the analysis of each story could be organized in very different ways depending on your preference. The biggest priority is to make sure the paragraphs are unified and have strong topic sentences. Many of them might be organized around characters, with one or more paragraphs analyzing particular aspects of a character. Or the paragraphs might focus on specific scenes in the story, but offering an analysis of the deeper meaning and not just plot summary. And of course the paper might move between characters and scenes and other topics.http://www.thedevilsdictionary.com/
English 2, 4 page short story essay, Ambrose Bierce “An Occurrence at Owl Creek Bridge.”
XI. Standard Arguments against Evolution Test- 9
XI. Standard Arguments against Evolution Test- 9. Need help with my Biology question – I’m studying for my class.
This test covers Unit XI, the so called “standard arguments” against evolution, covered in chapters 3 to 6 in the Godfrey ed. book, (read the chapters) This material is also reviewed in the power points. It will consist of ten (10) questions and be worth ten (10) points. You will have 15 minutes to take it.
****A score of 10/10 IS REQUIRED AND NOTHING LESS*****
Standard Agruments Against Evolution (Godfrey ed., Book)
Powerpoint document is attached.
I will upload photos of the chapters to better understand the powerpoint.
XI. Standard Arguments against Evolution Test- 9
Struggles Minority Groups Have Faced Throughout History Essay
assignment writer Throughout history, minority groups have always struggled to be heard in a world seemingly filled with white men. According to the white male view of the world, they were superior to all other men in terms of general health, overall intelligence, culture, and ability. As a result, anyone who was different from the white man, for instance, someone with more pigmentation in their skin, with smaller eyes, or with different anatomical features was necessarily beneath them. To be sure this remained the case, laws were written and practices were established that served to keep these minority groups in their proper social place. To gain the level of equality they enjoy today, African Americans, Chinese people, and women of every race have had to work together to force changes in the status quo. Although the end of the Civil War in 1865 ostensibly gave black people in America their freedom, it wasn’t until the mid-1900s before changes were made to improve their lifestyles. The Civil Rights Movement’s tactics that had their beginnings during the 1955 Montgomery bus boycott proved to be highly successful. Jim Crow segregation laws were banned by the 1964 Civil Rights Act causing segregation to become a thing of the dark past. Blacks now had social equality, at least in legal terms. The Civil Rights Act also prohibited discrimination in employment practices and the 1965 Voting Rights Act made the process to register to vote more accessible for blacks. In the South, ‘literacy tests’, poll taxes, and other methods were used to restrict black voting. These were made illegal allowing all adult blacks the right and means to vote thereby giving them political equality. All other discriminatory laws were also banned in the 1960’s such as laws prohibiting inter-racial marriages and racist housing practices. By the end of the 1960s, the “Civil Rights Movement had achieved both social and political equality for blacks. This was a significant success” (“Civil Rights”, 1998). Not slavery but the promise of good work and good wages drew the young men of China who flocked to America to work on America’s great railroad, envisioning a world in which a man could make his own way and have plenty of space in which to raise a family. According to Williams (1988), by 1865 there were already nearly 50,000 Chinese immigrants living in California, most working in servant capacities such as cooks and launderers, but several operating as merchants and miners. Robert West Howard (1962) indicates that the Chinese were treated nearly as badly as the Indians within the cities and towns of California. They were prevented from entering numerous professions, could not testify in court, were denied citizenship status, and, by 1858, banned by the California legislature from entering the state. The development of such places as San Francisco’s famous Chinatown was the result of such community-wide ostracism, in which many Chinese immigrants could find support and employment only through serving their own race or taking highly subservient and ultimately powerless positions in the white world. However, for many Chinese, the railroads, despite the incredible risks to life and limb, were the ticket to a new life, “many settled in California, where they raised families and became an important part of the population” (Ambrose, 2000, 164-165). Their infamous ability to work together and to be hard-working, trouble-free workers as compared to the Irish workers on the railroad lines earned them grudging respect that was eventually transformed to allow them much greater access to society. Thus, the railroad not only gave the Chinese a means of earning a living despite crushing racism in other parts of the country but continued to re-educate the country regarding the nature of these people, who lived such clean, healthful and respectable lives, particularly as compared to many of the whites of the time. Get your 100% original paper on any topic done in as little as 3 hours Learn More It wasn’t until the mid-1800s that women began organizing to bring about the social changes that were necessary to provide them with the rights they needed to fulfill those responsibilities they were charged with. “The onset of industrialization at the beginning of the nineteenth century highlighted differences among women just as it exacerbated those between men and women workers” (Kessler-Harris n.d.). Widows, single women, and others flocked to the mill towns of New England, New York, Pennsylvania, and New Jersey attracted by the relatively high wages that could be earned in the factories, but this trend began to change as the factory owners began working to reduce costs, lowering wages and demanding more work which drove many women back into the home. “WWI was the first time that women were asked to go to the factories and work the jobs that the men had before they went to fight in the war. At the end of WWI, they were willing to give up their jobs to the returning men” (Harrison, 1997). Unemployment rose dramatically in the 1930s during the Great Depression. Women felt compelled to abandon their jobs in favor of the masses of out-of-work men. The social pressure working women endured during this period illustrated their role in the social order in the minds of both genders before WWII. However, not all women gave up their newfound independence after working for the men in WWII and the ones who returned to the home didn’t stay there for long. The jobs may have been temporary but their new sense of identity and self-respect were not. Attitudes toward women in the workplace were changing in all sectors of society including the business community which needed increasing numbers of employees in the economic boom that followed the war. In 1960, more than double the percentage of married women worked than did in 1940 (Harrison, 1997). In 1964, a major piece of legislation, Title VII of the Civil Rights Act, greatly enhanced women’s rights in the workplace. This Act precludes employers engaging in discriminatory practices, “to fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges of employment, because of such individual’s race, color, religion, sex, or national origin” (U.S. Equal Employment Opportunity Commission, 1964). Since the passage of this Act, women, and minorities have legal recourse against discrimination in the workplace with regards to promotions, hiring practices, dismissals, wages, training, working conditions, and benefit compensation. In other words, the Act equaled the playing field for women by allowing them the same legal right to work as men. In all of the above cases, the minority group in question found it necessary to band together in unified efforts before attitudes and behaviors began changing. As small, disconnected communities of former slaves, the blacks were ineffective in gaining support or equality, but as these groups began working together, much positive change has been brought about. This was true for the Chinese and the women as well. Thus, equality seems to begin with equanimity. We will write a custom Essay on Struggles Minority Groups Have Faced Throughout History specifically for you! Get your first paper with 15% OFF Learn More Works Cited Ambrose, Stephen E. Nothing Like It in the World: The Men Who Built the Transcontinental Railroad, 1863-1869. New York: Simon
Cumberlands Data Visualization Forensic Design Assessment Discussion
Cumberlands Data Visualization Forensic Design Assessment Discussion.
I need 2 different Documents as one is for the discussion and the other one is for Assignment and both should be STRICTLY PLAGIARISM FREE.DISCUSSION TOPIC:Discussion Length (word count): At least 500 words (not including direct quotes).Annotation is a crucial component of a good dataviz. It can turn a boring graphic into an interesting and insightful way to convey information. Dataviz is often separated in two main types: exploratory and explanatory analysis. Annotation is used for the second type.Our current attention span for looking at things online is, on average, less than five seconds. So if you can’t grab someone’s attention within five seconds, you’ve likely lost your viewer. Adding accurate annotation can greatly help to grab audience attention. Use keywords, shapes, colors and other visuals to help them go straight to the point.Annotation is a general concept, and hundreds of different ways to annotate a chart exist, depending on the context.What are effective ways to leverage annotation in data visualizations? Provide 3 examples of how you would effectively use annotation in a data visualization. Describe how you would use them to keep viewers’ attention.References: At least two peer-reviewed, scholarly journal references.ASSIGNMENT TOPIC:Assignment Length (word count): At least 500 words (not including direct quotes).FORENSIC DESIGN ASSESSMENTSThis task relates to a sequence of assessments that will be repeated across Chapters 6, 7, 8, 9 and 10. Select any example of a visualisation or infographic, maybe your own work or that of others. The task is to undertake a deep, detailed ‘forensic’ like assessment of the design choices made across each of the five layers of the chosen visualisation’s anatomy. In each case your assessment is only concerned with one design layer at a time.For this task, take a close look at the annotation choices:Start by identifying all the annotation features deployed, listing them under the headers of either project or chart annotationHow suitable are the choices and deployment of these annotation features? If they are not, what do you think they should have been?Go through the set of ‘Influencing factors’ from the latter section of the book’s chapter to help shape your assessment and to possibly inform how you might tackle this design layer differentlyAlso, considering the range of potential annotation features, what would you do differently or additionally?References: At least two peer-reviewed, scholarly journal references.Need BOTH ASSIGNMENT & DISCUSSION in APA FormatPlease consult the APA guide (https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) for instructions on formatting references in your reference list and in-text citations.ASSIGNMENT & DISCUSSION SHOULD BE STRICTLY PLAGIARISM FREE.
Cumberlands Data Visualization Forensic Design Assessment Discussion
MHA 507 Phoenix Leveraging Informatics In The Health Sector Questions
MHA 507 Phoenix Leveraging Informatics In The Health Sector Questions.
I’m working on a health & medical report and need a sample draft to help me understand better.
Now that we know where the outbreaks are located, your organization wants to know more about who it affects. The age of the patient will determine what kind of resources will be needed in those areas.(See Prevouse Paper attached)Create a side-by-side bar graph using Microsoft Excel® and the data provided in the Ages Impacted (See Attached document) to identify the age groups affected by the virus.Note: This information will be used for further analysis in future assignments.Write a 350- to 525-word report of an analysis of the data. Include an answer to the following questions:Which age groups are most affected?Which age groups are least affected?What is the prevalence rate per age demographic?What else can be deduced after evaluating the chart?Include your side-by-side bar graph in the report.Please cite where the informations from.
MHA 507 Phoenix Leveraging Informatics In The Health Sector Questions