Respond to ONE QUESTION ONLY 1.At the heart of the Hindu tradition lies a twofold, and to some extent

Respond to ONE QUESTION ONLY

1.At the heart of the Hindu tradition lies a twofold, and to some extent paradoxical, assertion: To fulfill one’s human destiny (1) it is necessary to uphold, preserve, perpetuate, and refine the physical world generally, and human society specifically (dharma); and (2) it is necessary to find ultimate release from the world (moksha). Show how the two goals of dharma and moksha figure in Hindu life and how the tradition has sought to reconcile the tension between these two goals by considering any two or more of the following: The Laws of Manu, the Bhagavad Gita, Shankara, Ramanuja, Lord Shiva.

2.The Hindu portrayals of such figures as Krishna, Rama, Shiva, and the Goddess tell us a good deal about how Hindus have viewed the world and the various ways in which humans may find fulfillment. Discuss with respect to at least two of these (or any other) central deity figures.

3.Can Hinduism be defined? Is there a Hindu view of life?

Students are to consult with the course text by Hillary Rodrigues as well as notes from class lectures. The essay is to be 1250-1500 words in length and is due by 14 January 2022.[supanova_question]

Emergencies and school procedures

Emergencies and school procedures.

Description

Search online for news stories regarding school tragedies or emergencies that required teacher “withitness” and established procedures to keep students safe. Share the link and summarize the story’s contents. Add your own comments regarding this emergency by answering these questions: 1) Do you feel the emergency was handled adequately? 2) What would you have done differently? 3) What could be done to prevent such a horrific event in the future?

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Early writings of colonial Americans

Respond to ONE QUESTION ONLY 1.At the heart of the Hindu tradition lies a twofold, and to some extent Early writings of colonial Americans.

 The early writings of colonial Americans reflect the hardships that they faced in coming to a new land and in forming a new country. Choose three writers from the list below; and, from analyses and interpretations of their writings and from research, discuss what they communicate about the hardships of this new land, new government, and new culture. Be specific to the assigned readings in the textbook, and provide examples from those readings. As you explore pertinent contexts, be careful to use appropriate literary, political, and cultural terminology in your writing. John Smith William Bradford Anne Bradstreet Benjamin Franklin Thomas Paine Thomas Jefferson Phillis Wheatley Instructions Complete a researched critical essay of a minimum of 1,200 words on one of the two essay topics below. You are writing one essay of at least 1,200 words that addresses either Essay Topic 1 or Essay Topic II—not both. The critical essay must follow classic essay structure: the introduction with thesis, the body, and the conclusion. The body of the essay must support the thesis by using information and examples from the assigned readings and must include additional, documented information from four to six primary and secondary credible sources. Your textbook may count as only one source, regardless of the number of literary works that you cite from it. You are required to obtain at least two sources from the library’s databases, such as the Literature Resource Center and the History Study Center. Wikipedia, Shmoop University, and Spark Notes are not credible sources for academic writing. All paraphrases and quotations from your sources, including your textbook, must be documented in strict accordance with MLA standards. The documentation must include attributive phrases and/or in-text citations and a works-cited page. You may refer to the Online Writing Lab (OWL) at Purdue University for updated MLA information and examples.

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Revolutionizing Policing Through Servant-Leadership and Quality Management

Revolutionizing Policing Through Servant-Leadership and Quality Management.

Description

Read the article Revolutionizing Policing Through Servant-Leadership and Quality Management, FBI, LEB June 2012 . In approximately 500 words, review (see the Hunter College Writing Center’s guidelines below) this article. 

PROVIDE: APA citation for the subject article. The review will be written in paragraph form, in the objective third person, and will discuss the authors positions on the following: accountability of management; internally and externally effective workplace; “servant-leadership” theory; and, “Quality Management.” HUNTER COLLEGE WRITING CENTER “THE WRITING PROCESS” WRITING A CRITIQUE / REVIEW: DESCRIBE: give the reader a sense of the writer’s purpose and meaning; ANALYZE AND INTERPRET: indicate the main sections / aspects and explain the meaning and importance of each part; and, ASSESS: make a judgement of the work’s worth or value (write in the objective third person

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The Makran subduction zone

The Makran subduction zone.

The Makran subduction zone

 

Content, organization, and writing clarity are three critical aspects of a paper. Organization is what people often struggle with the most. An outline can be immensely useful in working out an organization. One approach is to start with a broad outline, then create a more detailed outline, and keep filling in the parts until you have a paper. Use published papers as a guide to organizational approaches you can take. Note they almost always use section headings. These can evolve from your outline and are extremely helpful to the reader. A typical journal article often follows the organizational structure: abstract, introduction, methodology, results, discussion, conclusions, acknowledgements, references. However, since your paper is an overview or review paper and not presenting new research it should have a different structure from a typical journal article. A zoom in then zoom out approach is a common overall strategy. In this case you start with the general understanding, geologic setting and/or question at hand. In part you are giving the reader the context and providing information they will need to know in order to understand the rest of the paper. You then focus in detail on the specific topic of the paper, first describing data and relationships and then discussing the significance of the data.

This will take up the bulk of the paper. Finally, you step back and place the specific material discussed in a broader context and make generalizations from it. Basically, in the final stage you are telling the reader what the significance of the material is in a broader scientific context. For this specific paper a number of organization structures can be used. A very common one is a historical framework. With this approach you would focus on telling the plate tectonic history from start to finish for your selected area. You could start from the recent and work back in time, but this is rarely done. You might think of why that is. Another approach would be a spatial traverse. For example, you could describe the geology in a traverse across the plate boundary, or along its length, or both. Another approach would be the debate framework, in which the material is discussed in the context of an existing debate as to the history or mechanics of plate motion. Obviously this will only work in specific instances (for example it has been done for the Nares Strait between Greenland and the Canadian Arctic). Another organizational structure would be disciplinary. In this case you would discuss the tectonics from different data perspectives. For example, you might have sections on the geophysical, structural and sedimentologic data that inform our understanding of the plate tectonics of the area. Of course the above approaches can be used in combination. Which one do you use? That is determined by the nature of the information you have and the nature of the area being discussed. Trial and error helps determine which one works best in a given instance. The most critical thing is that you organize your discussion.

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Portfolio of Resources for Teaching & Reading

Portfolio of Resources for Teaching & Reading.

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Details of the task:

Students develop a portfolio of resources for teaching readings to a selected group of learners. The portfolio consists of:

  • a set of texts (no more than 5) chosen by the students, a brief description of each text, focusing on the genre and register of each text
  • an exegesis justifying their choice of texts based on the theories of literacy, language and pedagogy learned in subject, and selected group of learners.
  • for one of the texts, a detailed analysis of at least two prominent language features and two prominent features of visual image/s in the text
  • an account of how students will teach learners to read the text, making reference to the noted features.

What follows is a supportive framework of questions to prepare you for parts 1),  2), & 3) of assignment 1.

What to consider in selecting a text for teaching reading:

General considerations:

  1. Do you consider this text to be one that would be challenging for your students – ie one they would find it difficult to read independently with full comprehension? Why is this important?
  1. On what other grounds did you choose this text?

More specific considerations:

Before employing the text in your teaching you need to consider what the text is like. You need to understand the text, the meanings it makes and how.

This can be done in more or less detail, but here we are exploring what might be taken into account in a detailed consideration of the features of the text.

What is the genre of the text? 

  • What is the general purpose of this genre?
  • Is it a clear example of the genre? If not do I want to edit it in some way?
  • How does it infold as stages and phases? Mark these on your text.
  • How long is the whole text?
  • If you are planning a reading to learn lesson, will you use the whole text or a section only? If the latter which part will you use and why?

Field:

In general

  • What is the general topic (field) of the text and what is the specific field?
  • Is this field (topic & content) relevant / interesting / useful / important for the students to learn something about?

More specifically

  • Review the text to consider how the field is evident in the text.
  • Look at:
    • the entities – what are the people and things in the text?
    • activities – what kinds of activities and events are those entities part of?
    • settings: what information about place and time are given in the text?

Tenor:

  • Is there evaluative language in the text?
  • Mark that up in the text.
  • Is there many or few expressions of evaluation in the text?
  • Is evaluation spread throughout the text, or does it appear only in parts?

Mode:

  • Is the text monologic written language or is there dialogue (spoken language) in the text?
  • Is the expression relatively congruent or relatively abstract.

Eg, contrast:

Free trade zones are often centres where goods are manufactured using a lot of workers

with

Free trade zones are often centres of labour-intensive manufacturing

Preparing for Reading to Learn    (www.readingtolearn.com.au)

Steps:

  1. Preparing before Reading

Teacher and students discuss topic and sequence of the text, which is then read aloud.

  1. Detailed Reading

Teacher prepares students to identify and highlight wordings in each sentence.

  1. Note Taking

Students scribe highlighted wordings on the board as notes

  1. Rewriting from Notes

Teacher guides students to write a new text structure and information from notes.

  1. Independent writing

Students have written the text together, and can then move to writing a text independently (still with access to the text structure and notes on information if necessary as support)

To begin you need to have

  • selected a good text (section of a longer text)  (see details to come)
  • have marked up the text for the wordings you will ask them to highlight
  • have worked out your general preparation for the whole section of text you have chosen
  • have worked out your general preparation for each sentence in that text.

Consider what wordings to highlight in your chosen text in preparation for the detailed reading stage, and why. Eg:

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