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University of Central Missouri Module 3 Disaster Recovery Discussions

University of Central Missouri Module 3 Disaster Recovery Discussions.

Module 3 Real World ExerciseGraded Assignments may be found at the end of each chapter of the required textbook under the title “Real-World Exercises”. Each assignment is due Sunday evening before 11:59 p.m. EST. of the respective week. Each student is to complete the exercise listed below. Provide documented evidence, in Moodle, of completion of the chosen exercise (i.e. provide answers to each of the stated questions). Detailed and significant answers will be allotted full point value. Incomplete, inaccurate, or inadequate answers will receive less than full credit depending on the answers provided. Plagiarism will be awarded ZERO points (no makeups, no excises). All submissions need to submitted in the appropriate area of Moodle. Late submissions, hardcopy, or email submissions will not be accepted. (50 points).From Chapter 3, page 123, Real World Exercise 3.1 AND 3.2Paper should be 500 words and provide referencedPlease answer the question from the following textbookMichael E. Whitman, Herbert J. Mattord, Andrew Green. Principles of Incident Response and Disaster Recovery (2014). Cengage Learning. ISBN: 978-1111138059.Questions are in the below link answer 3.1 & 3.2https://imgur.com/a/9YBW021
University of Central Missouri Module 3 Disaster Recovery Discussions

Malcolm X 10 Autobiography Questions.

Answer the following 10 short answer questions from the autobiography of Malcolm X as told by Alex HaleyAccording to Malcolm X, why did Malcolm’s father treat him better than his other siblings? What was the position of his mother on this and why?Who killed Malcolm’s father and why? What impact did the event play over the course of Malcolm’s life?What were the advantages, in Malcolm’s mind of dating Sophia? Do you see this as a relationship of convenience? rebellion? love? all three? something else? Explain your answer.Explain the theological construct that shows that “the white man is the devil.”Did Malcolm argue for segregation or separation? Explain his answer in detail and its ramifications for economics, politics and community building. What are the deficiencies of this outlook?Using your own knowledge of world history, what aspects of it affirm or contradict Malcolm’s depiction of the racist role of the West? In your answer use direct quotes from the book.Why did Malcolm change his name to El Hajj Malik El Shabazz? What, specific things changed about Malcolm’s outlook with his new name?What is the meaning of “X”? Who was West Indian Archie and what was Malcolm’s analysis of his life?Assess the life and philosophy of Malcolm X in light of the Black Lives Matter movement. What similarities and differences do you find in the intellectual arguments and tactical approaches of Malcolm X and the #BLM movement. Would Malcolm have supported the #BLM movement. Use at least 3 quotes from the text to support your answer.
Malcolm X 10 Autobiography Questions

FedEx Turnover Rate and Human Resource Strategies. In a recent literature, Bohlander and Snell (2009, PP.93) argued that “Employee turnover (rate) or turnover (rate) refers simply to the movement of employees out of an organisation”. Actually, it described “how long employees tend to stay” or “the rate of traffic through the revolving door”. “Low turnover (rate)” is helpful to the organisations, which indicated organisations retain employees by different HR programmes (Phillips and Connell, 2003, PP.2). As a common problem, high or low turnover (rate) can be caused by following reasons. 2.2 HR Programs in FedEx 2.2.1 Peer Recruiter Reichert (2010) has written and demonstrated that, in the whole country (U.S.), there are “25 National Recruitment Centers” which are developed by FedEx to provide its mangers a much qualified employees during the interview process. Under the direction of regional personnel offices, these centers play the function of screening all applicants. A program called “Peer Recruiter” was introduced at each of these centers, helping to conduct a professional recruit and to screen applicants. The name of “Peer Pecruiter” has indicated that the peer recruiters will have a relative working recruit experience when doing an interview for applicants. In this way, the program can not only help select proper recruits, but also provide a chance for applicants to learn more about the expectation of the FedEx and their positions. The retention of FedEx is related with employee relations and recruitment. FedEx really cares about employee and FedEx begins its retention efforts through centralizing the recruitment performance. There are many recruitment centers of FedEx around the world and it develop centers for the managers that with a better qualitied applicant to interview. The recruite program can play the role to help screen applicants and professional recruiters process. 2.2.2 People – Service – Profits A successful recruitment is certainly important for a company, but the problem is how to retain those applicants. In the opinion of Smith (2009) who is the CEO of FedEx, he said that FedEx has the simple managerial concepts and effective translation them into action. He called them as “People-First Philosophy”. This philosophy understood by FedEx from these concepts can be defined as “People – Service – Profits” which is “Purple Promise,”- a simple corporate philosophy . FedEx emphasizes that people comes the first, because they believe people make good business sense and the abilities of people are the basic for everything good of FedEx. Therefore, the secret of FedEx’s success and employees’ loyalty can be explained as its “Employee Friendly HR Practices”. (FedEx Express, 2002) 2.3 Programs help to reduce the turnover (rate) 2.3.1 The Recognition and Reward Programs (Motivating Employees) FedEx believes that career advancement is not the only way to increase the growth, and the recognition and reward programs can also work well to reinforce desired behaviour, such as customer focus and quality. Besides, as effective approaches, those programs also keep their employees motivated and to deliver high-quality service. FedEx is willing to acknowledge the efforts of their employees. Because the important function of acknowledgment can motivate and satisfy workforce, as well as stimulate new ideas and cultivate better performance and team spirit. (Global HR, 2008) “The Bravo Zulu Program” is one of the recognition and reward programs with this goal, recognizing the performance of its employees when they surpass their normal job responsibilities. There are wide recognition approaches, including nonfinancial Bravo Zulu appreciation letters, cash appreciation or noncash awards presented by management, etc. (Shetty, 2011) Shetty (2011) stated that “The Suggestion Awards Program” is another recognition and reward program in FedEx. Just as the name of the program has implies, employees are encouraged to put forwards ideas to improve company’s operations. Of course, those ideas should be about productivity improvement, revenues increasing, lowering cost or promotion of safer working conditions, etc. In FedEx’s reward process, one of the nice things is that the customer, who has voice in selecting outstanding service, is involved in the process. If the full-time employees have fulfilled service to their customers with full hearts at any time, they will win “The Golden Falcon Award”. The basis for these awards nominations are consisted of unsolicited internal and external customer letters citing outstanding performance. Every month, the winners of these awards will be announced by company video programs and publications and will receive shares of stock as well as an award. “The Five Star Award” is FedEx’s highest award which is given to individuals with outstanding performances. These performances always can materially contribute to profitability, corporation enhancement, and teamwork. Officers, managing directors, managers or senior managers, and non-managerial employees are eligible for the award. (Reichert, 2010FedEx Turnover Rate and Human Resource Strategies
Table of Contents Introduction Plato’s Cosmology Plato’s Account Of gods Eternal And Natural Forms Role of gods in Plato’s Philosophy Conclusion References Introduction Plato, a commendable adherent of Socrates philosophy is the prized delight with the sole aim of discovering knowledge, by filtering through the facts of universal being to establish reality. As far as the great philosopher was concerned, reality cannot be deciphered through sense-perception, senses only give reality’s face value. True knowledge is perfectly aware of itself, based on reasons and it’s certain of its ground (De Crescenzo, 1992.p.112) unmistakably, Plato brings out knowledge as a tenet independent of its contents and peripheral objects which match up the ideal perception of the reality. In Plato’s dialogues coalesced in the Republic, he brings out the metaphysical makeup of reality and how humanity relates to it. Plato’s philosophy is inundated with religious overtone, gods, as it were, play a massive role to curve his perception and views extended forth. This study will elucidate the critical role gods and the concept of divinity play right through the entirety of Plato’s Republic Dialogues. Plato’s Cosmology As Plato recounts the episode “Myth of Er” found in the republic dialogue phaedo and the story of time reversal in the statesman, a clear view of the hierarchical arrangement of the cosmos is illuminated. The analogy known as Timaeus spells in staid detail how a universal god shaped orderly world from a muddled universe (Plato, 2007.p.317) The creator proceeded to form a world with a soul connotated as she, and the globe which constituted the four elements known as water, fire, earth and water. (Crossman, 1981.p.76) The soul blended both the interior and exterior worlds, and it was centered in the human body integrated with a similitude different from both the bodily and the eternal (De Crescenzo, 1992.p.69) The human soul has a revolving the soul also had revolving inner and outer spheres analogous to the universal bodily ones (Melling,1987) Afterwards, as Plato’s creation depicts, the single god created time and also brought to being the host of Greek gods. The gods formed by the supreme creator of the world were given instructions by the maker of the world to create human beings and other creatures. In book x of the Republic the “Myth of Er” is recounted where the author offers more details of the life beyond (614b- 617 621b). The character called Er resurrects and gives an account of the various places that he had visited in the after world. He elaborately, he described a cavern where souls are taken after exiting the mortal world into eternity. Get your 100% original paper on any topic done in as little as 3 hours Learn More In this corral, souls are elevated to observe both their outer and inner realms “Mr. Er” story, introduces a theory of a transcendent land where human souls discard their old self and reborn as different entities (Lycos, 1986.p.76). Plato believes that the souls that had thoroughly purified themselves through philosophy, they would live without bodies in very habitable beautiful place (Plato, Guardian, 114c) In relation to the universe, although the philosophers arguments are not supported by impeccable logic, he explains how the inner and outer souls of the universe exhausted their appointed number of births. When their time span elapsed, the pilot of universe released the handle of its rudder and destiny and took charge of the world upturning its revolution (The Statesman, 272d-e). Immediately, there was shock on the universe and it became disorderly. God noticed its anxiety and took control of the universe once more. (The Statesman, 273d). The significance of this tale in Plato’s cosmology is that it details God’s abandonment of and involvement with the universe; it further validates the subsequent interference of our world’s past, which is currently going through a healing process. Plato’s Account Of gods Plato brings in the concept of a supreme god, the universal worker known as demiourgos. This name implies the one who works for the demos, the people. Demiourgos is immortal and in charge of time and the other junior gods responsible for creation of man. The “worker” is believed to have created other lower gods and the essence of time known as the moving image of eternity (Plato, 2007.p.127) In order to bring into being the other creatures in the kosmos, demiourgos passed on logos, the divine soul to smaller gods so that they could create a man so that he could host the logos. Plato brings forth incredible philosophical laws tenets which adversely affect his view of the world and his intrinsic valuation for the creator and created beings. In order for demos or the created people to exist in harmony they had to uphold the existence of spirituality. The first reality in regard to divinity was the tenet that god and gods existed and they symbolized absolute, good, truth and justice. The second tenet extends the view that the world comprises of both visible and invisible forms and its not necessarily a “material thing”(Plato,2007.p.312) Further, Plato noted that demiourgos created the world to bring order, and this created world could never be bought or ruined by men’s effort. No one has the ability to corrupt the fiber of the world, for god, demiourgos is in charge and control of what happens to the created world. We will write a custom Critical Writing on The Role of gods in Plato’s Philosophy specifically for you! Get your first paper with 15% OFF Learn More Plato posits a key principle that gods should be looked upon as good and as the source of what is eternally good. Representing gods in any other way, besides good and pious was a misdemeanor as far as the philosopher was concerned. The positive conception of gods affects Plato’s philosophy in a massive ways, as he pursues the truth which is symbolized in perfect goodness of gods he seeks to find out what is real and, true and just. Dialogues excerpted from the Republic bring out gods as perfect being endowed with perfect bodies and credulity; they are beautiful and cannot be harmed or killed by the human race. The immortality factor makes gods to stay constant and they do not need to beget child gods to replenish them (Plato,2007 p.614b- 617 621b) Plato further delved into classifying gods as either visible or invisible; the visible gods were the most recognized by human race. The visible gods acquired the status of deity because people deemed them to be eternal since they appeared on the globe forever. The Greeks called god theos but later with the founding of cities other gods were assimilated into their beliefs including Zeus, Athena, Hera, Olympians amongst other(Lycos,1986.p.112) Plato called the later gods, civilicized deities who were aware of the human beings and understood that men could distinguish between good and bad. Like the visible sky above, the above named gods lasted in a timeless sphere as immortal beings and they could not be corrupted like the created human race. Both the visible and invisible gods were in complete control of their bodies, their minds, unlike humanity, were fully in charge of their bodies and were not prone to deceit or temptations like people are. The invisible gods were hidden to the physical eye of man but could reveal their forms to mankind as they wished.. The both groups of gods were good to human beings and they always rendered benefits to people. For example the sun, believed to be a prominent visible god is offers, light and heat to enhance growth and sustain life of living beings; the planets, starts offer light and also tell about times and seasons. The invisible beings were specifically concerned with individuals well being like Zeus and Hera (Eileman, 1985.p.201) Eternal And Natural Forms In the Republic Plato explains in staid detail the concept of god and gods, his tacit view does not coincide with religious views and its not equated to the religious interpretation of who or what God is. In Republic, Plato’s point is not trying to explain the concept of God but he goes deeper to establish what true, good is or just; in his endeavor to unfound the mystery of the truth he brought forth the vague idea of God. From the view of Plato, God is the prerequisite and the source of the forms and the eternal abstract static objects of the understanding. (Plato 412) Not sure if you can write a paper on The Role of gods in Plato’s Philosophy by yourself? We can help you for only $16.05 $11/page Learn More In Plato’s view there is the concept of objective good, as far as Plato was concerned wisdom, beauty. Moderation, courage were realities; more real than the visible and touchable things of the world and these realities he called forms. (De Crescenzo, 1992.p. 314) It was the conviction of Plato that the visible world comprises of half real and half vague reality that the outer world was on the middle area between certainty and uncertainty. The soul of a human being can bridge between the real forms and the level of body,; human beings are tied by the body in this but through reflections the soul is able to raise to a plane of recognizing the forms. Forms are much advanced the real world and they cannot be perceived through the physical eye rather they are perceived through the eye of the human mind. Forms, in platonic view are treated in a divine way, he expresses their attributes to display their beauty and perfection and their enduring character which makes them eternal. Forms only comprise poor alternatives for gods and the goddesses although they have no life and they are inactive. Unlike the gods, forms don’t think and neither do they move; they are intelligible since they can be known by the discerning and the wise. The philosopher did not bring out the forms as deities, but he expressed them as a lower form of divinity substituting gods although they are reticent and have neither life nor individual logic. Role of gods in Plato’s Philosophy Gods play an implicitly important role in the Platonic philosophical analogy. Being a keen seeker of the truth, he finds the basis and foundation of his pursuits in gods who exemplify piety, perfection, reality and the truth. Deciphering the concept of god in platonic viewpoint can be is equated to the knowledge of actual truth which is genuine and entombs the essence of all goodness. (Lycos, 1986.p.213) The Plato’s way of comprehending God forms the elementary base and underpinning for all certain knowledge. In consequence, this level of God’s realization provides a demonstration reality in its fullness. Plato’s view of the world draws its podium from the conception of gods who are perceived as utterly ethereal and above the plane of normal mind conception and can only be deciphered by philosophical wisdom. The ensuing role of this concept necessarily makes gods the plane through which wisdom and realization of reality are standardized. The gods’ standard of what is pure, good and true helps to gauge abstract ideas against the gods attributes backdrop so that all the intangible ideas are determined to be real or unreal. Therefore, the ideology about gods forms the final stage in all Plato’s pursuit of truth and knowledge, every thing must have a source, and good things must be from a good source. Gods who typify good, wisdom reality must be the truth Plato is determined to find out. God is therefore the final representation through which the complete mechanism and center of theoretical ideologies of intelligible world and physical world is based (Melling, 1987.p.123) In Plato’s philosophy God is considered as a separator of the physical and mental, as the personification of all created forms; God is also regarded as the highest level of understanding and wisdom (De Crescenzo, 1992.p.145) Everything in the sphere of ideas originates from the embodiment of all forms, simply known as gods and such ideas lead to greater comprehension of form, in other words god. It’s paramount to note that Plato’s conception of God is too abstract, the philosopher fails to give god attributes because God is neither a thing nor a person, God is an unthinkable entity or state of knowledge which cannot be expressed in words or in any material terms of the ordinary human world. Conclusion Gods play a critical role in the world and perspective of Plato’s philosophy. The perpetual being, demiourgos “worker” bring into being the world together with other gods. With remarkable lucidity, Plato expresses the role gods play to bring out the reality through creation. On the republic dialogues, the philosopher utilizes deft allegory to depict the world, gods, eternal and natural forms. The philosopher’s view and expression of god embodies all the Platonic forms, which comprise of good, perfect eternal entities. When all these forms are put together they exude the essence of god. The role of gods in Plato’s dialogue can thus be tentatively suggested as manifestation and depiction of complete prudence, and perfection. God’s personify full composition of reality, the truth, justice and the right that Plato seeks to unfound, the concept of gods in Plato’s philosophy thus culminate the essence of reality and the truth. References Crossman, R. H. (1981). Exploring Plato Today. London: Unwin Book Publishers. De Crescenzo, M. (1992). The Greek Philosophy. (Volume Two) London: Pan. Eileman, J. L (1985). Understanding The Platonic Philosophy. London: Souvenir Press. Lycos, J. (1986). Plato on Justice and Power: Reading Book I of Plato’s Republic. London: Macmillan. Melling, D. J. (1987). Understanding Plato. Oxford: Oxford University Press. Plato. (2007). Republic (Translated by Desmond Lee) Penguin Classic: Paperback.

ECE 335 Ashford University Multicultural Literature in Diverse Classrooms Paper

ECE 335 Ashford University Multicultural Literature in Diverse Classrooms Paper.

I’m working on a writing project and need an explanation to help me learn.

Multicultural Literature in Diverse Classrooms[WLOs: 1, 2] [CLOs: 1, 4]Through our readings and discussion this week, we learned that it is best practice to use multicultural literature in the classroom. However, along with the benefits, there are also downfalls of teaching with multicultural books. In this assignment, you will find quality multicultural books and discuss the benefits and possible pitfalls of their use in the classroom.To prepare for this assignment,Review the Multicultural Literature in Diverse Classrooms Template that you will use to complete this assignment.Read Examining Multicultural Picture Books for the Early Childhood Classroom: Possibilities and Pitfalls download.Read Why Teach with Multicultural Books? (Links to an external site.)Watch Chimamanda Ngozi Adichie at TEDGlobal 2009: The Danger of a Single Story (Links to an external site.).Research and choose four quality multicultural children’s books for a classroom library: two books appropriate for students ages 3 to 5 and two appropriate for students ages 6 to 8. The books cannot be any of those listed in the Week 1 discussion forum Evaluating Children’s Multicultural Literature. You can find books through Storyline Online (Links to an external site.), YouTube (Links to an external site.), or search engines.Review the optional Annotated Bibliography (Links to an external site.)In this paper, include the following two parts:Part 1: Annotated bibliographyCreate an annotated bibliography for your four chosen multicultural children’s books. Each entry should include APA format, a 100- to 150-word summary, and a discussion of how the book will promote cultural diversity.Part 2: Summary of learningCompose a brief introduction that will allow your reader to follow the organization of your paper and the focus of your discussion. (One to two paragraphs)Explain the benefits of using multicultural literature in the classroom.Describe possible drawbacks of using multicultural literature in the classroom.Summarize the importance of using multicultural literature in a culturally diverse classroom.Write a conclusion to your paper, briefly summarizing the ideas you discussed. (One to two paragraphs)The Multicultural Literature in Diverse Classrooms paperMust be at least two to three double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the University of Arizona Global Campus Writing Center’s APA Style (Links to an external site.)Must include a separate title page with the following:Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedFor further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the University of Arizona Global Campus Writing Center resources.Must use at least one credible source in addition to the course text.The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.To assist you in completing the research required for this assignment, view this University of Arizona Global Campus Library Quick ‘n’ Dirty (Links to an external site.)tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.Must document any information used from sources in APA Style as outlined in the University of Arizona Global Campus Writing Center’s APA: Citing Within Your Paper (Links to an external site.)Must include a separate references page that is formatted according to APA Style as outlined in the University of Arizona Global Campus Writing Center. See the APA: Formatting Your References List (Links to an external site.) resource in the University of Arizona Global Campus Writing Center for specifications.Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
ECE 335 Ashford University Multicultural Literature in Diverse Classrooms Paper

Government Planning vs Entrepreneurial Innovation Paper

professional essay writers Government Planning vs Entrepreneurial Innovation Paper.

Find a peer-reviewed scholarly journal article discussing government planning and/or entrepreneurial innovation. Complete a review of the article by writing a 2-3 page overview of the article. This will be a detailed summary of the journal article, including concepts discussed and findings. Additionally, find one other source (it does not have to be a peer-reviewed journal article) that substantiates the findings in the article you are reviewing. You should use the library and/or Google Scholar to find these types of articles (https://scholar.google.com/ )Once you find the article, you will read it and write a review of it. This is considered a research article review.Your paper should meet these requirements: Be approximately four to six pages in length, not including the required cover page and reference page.Follow APA 7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The Library is a great place to find resources.Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.Reading Assignments- Chapter 10: Kressel, H., & Lento, T. V. (2012). Entrepreneurship in the Global Economy : Engine for Economic Growth. Cambridge, UK: Cambridge University Press. (pdf attached)- Davis, M. A. (2018). Plan Strategically to Work Globally. Physician Leadership Journal, 5(4), 46 [pdf attached]- The Growth and Evolution of India’s Software Industry [pdf attached]
Government Planning vs Entrepreneurial Innovation Paper

EDUC 1101 SHSU T TESS Resources and Instructions Paper

EDUC 1101 SHSU T TESS Resources and Instructions Paper.

The following resources and lesson will be focused on the Texas Evaluation System (T-TESS ) for teachers in the state of Texas. Teacher candidates are required to learn about the purpose of T-TESS, the Indicators, and how the tool is used. Below is a video overview that explains the evaluation system. Then there are 3 short videos that explain 3 dimensions that we will be using for our assignment this week.Resources:Overview of T-TESS: https://www.youtube.com/watch?v=tg7QjtbaUv4The T-TESS Rubric: https://teachfortexas.org/Resource_Files/Guides/T-TESS_Rubric.pdfDimension 1.4: https://www.youtube.com/watch?v=7VmpO_-M-dwDimension 2.4: https://www.youtube.com/watch?v=g1KbDf-fJQwDimension 3.1: https://www.youtube.com/watch?v=JRXw4DAuWcMAssignment:After our class meeting, watch the videos above and review the T-TESS rubric, watch ONE of the teaching videos below and use the T-TESS rubric to rate the teacher’s lesson using Dimensions 1.4, 2.4, and 3.1. You may choose one of the following videos to assess:https://www.youtube.com/watch?v=PZY-hB2C_Iw – Preschool – Second Grade Vocabulary https://www.youtube.com/watch?v=lIsfCmPI0cU – Eighth Grade ELARUse the T-TESS rubric above to assess the teacher’s performance based on the rubric. You will need to justify your reasons using the rubric.Follow these steps:1) Review the rubric for the indicators 1.4, 2.4, and 3.1. As you are watching the teaching video take notes about the lesson, the classroom environment, and student engagement.2) Rate the teacher’s performance as Proficient, Accomplished, Developing, etc., based on the rubric criteria for EACH dimension (1.4, 2.4, and 3.1).3) Create a Word doc to provide your ratings for each dimension, type up your justifications (based on your notes and the rubric) for EACH of the 3 dimensions.4) Upload your Word doc with ratings and justifications in the T-TESS Assignment area in this module. Make sure you include your rating for each of the 3 dimensions and a justification for each. I am looking for content in this assignment.
EDUC 1101 SHSU T TESS Resources and Instructions Paper

Summary …………

Summary …………. I’m studying for my English class and don’t understand how to answer this. Can you help me study?

Part One: Summary
Now that you have received some feedback from your peers, revise and edit your summary for final submission. Your summary should:

Accurately convey the texts main ideas
Be around 250 words
Provide appropriate context and brief explanation of any key terms toshow an awareness of audience (that is, assume that your reader has notread this text and knows nothing about it)
Focus on authorial action (what does the author do in the text?)
Demonstrate clarity and organization
be proofread, relatively free of grammatical and mechanical errors

Part Two: Reflection
After you have revised your summary, compose a short (150-300 words) reflection on the changes you made to your summary. What did you change, and why?

Summary …………