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UOP Emotions Affecting Critical Thinking & Clouding Judgement Response Discussion

UOP Emotions Affecting Critical Thinking & Clouding Judgement Response Discussion.

I’m working on a creative writing exercise and need support to help me study.

This is a class discussion post. To respond to the following, you can add comments, opinions, anything that is related to what they’re saying. I need 75 words for each statement response.1) when you think with your emotions you don’t think in critical thinking. depending on what emotions you feeling will be the outcome. For example, a really nice person who has a good heart or doesn’t know how to express their feelings may cry instead of reacting in a reasonable way but an evil person may fight with a weapon or really rude words. Handling my emotions I had to do plenty of times at work at school or out in public places. One day I had to hold my emotions back when my son would come home every day telling me he was being bullied and I would tell the school and they would tell me my son was the problem each time they never evaluated whats was going on their minds was made up. It left me very angry as a mother to see the school be so irresponsible. My emotion was at an all high I was in tears because my son was in the first grade and children don’t use critical thinking like adults they think off emotions so when my son did anything wrong defending himself he got in trouble. but I was hurt I wanted to fight I was thinking with emotion but I had to use critical thinking and fight them in the board room.2)I think positive thinking influence affects your critical thinking because when you are in a positive mindset it makes you have better decisions in whatever you are trying to do I thinking having a negatvetily thinking make to make bad decisions can also impact your critical thinking skills because sometimes using badly. when I try to make decisions I always try to keep a positive mindset make a better decision usually when I have a negative mindset it makes me not make the right decision which can also impact my thinking. the most important commutation skills most important is verbal commutation because having this skill is the most important because since I have been in collage I have learned the commutation is very important skill to have not only as collage student also even after you graduate because not commutation with people usllay things can go bad it make people think that you have bad commutation silks espically when you are on a job commutaion is very imporant becaucse some jobs requires to commutate with people this put your commuations skills to the test.
UOP Emotions Affecting Critical Thinking & Clouding Judgement Response Discussion

CCSD Language and Homeless Culture Research Paper.

I’m working on a literature report and need a sample draft to help me understand better.

I wrote a majority of this paper and I need help finishing it- I need help writing the last (anywhere between) 500- 700 words. I am going to upload the work I have done and if you could help me add on to it.I am also adding the sources I was using along with the evaluations I have made on themHere is the information provided by the professor- RECOMMENDED DEVELOPMENTI STRONGLY RECOMMEND entirely rewriting your introduction ahead of submitting Rough Draft Three. A good introduction should represent your work as it exists at a given moment; sufficient revision during the RD3 cycle means you’ll need a similarly revised and reconceived introduction. Additionally, we will be discussing techniques for developing successful introductions in great depth ahead of the submission of Rough Draft Three, so you’ll not only have new material to cover, but a better idea of how to cover it.A top-notch introduction should…Begin with a compelling opening that conveys your AREA OF INTEREST to your reader.Consider experimenting with an “anecdotal” opening, as discussed in class! Though not mandatory, this is an effective way to both demonstrate to your reader the relevance of your topic, and to provide you with a convenient way to begin your essay.Include a revised & refined statement of your RESEARCH QUESTION as it stands.While this need not be a literal question, it certainly can be! The point is to aid the reader in seeing the same problem that you do, in the same way. Setting expectations about the remit and trajectory for your essay here gets things off on the right foot.Describe the CRITICAL CONVERSATION your essay wishes to join through establishing CONTEXT and identifying KEY CONCEPTS.You do not need to name every topic, idea, example, etc. you will address anywhere in the paper; instead, aim to describe to your reader a “conversation” already going on between various sources, which you are joining with your essay.This will mean introducing KEY texts in order to provide KEY datapoints and/or define KEY Note that this does NOT mean listing every source you use; instead, think about what paints the clearest, most relevant picture of your topic as you wish to discuss it.Aim, on the one hand, to name THEORETICAL / CONCEPTUAL FRAMEWORK(S) you will use. You won’t have space to define them thoroughly, but introducing them prepares your reader for them to matter.Aim, on the other, to CONTEXTUALIZE those concepts (and, thereby, your own work). I.e., is there a “bigger picture” or quick background we need? How does your paper come on the scene in relation to what’s already known? Where are you jumping into the conversation? Include a ROADMAP that introduces the steps you will take, in the order you will take them, explaining as it goes how those steps relate.This can involve explicitly naming your subsections, or just describing their goals. Either way, be certain to make clear to your reader WHAT the steps are; WHY they’re necessary; and HOW they relate to one another.Consider using explicit “signposting” for this stage. See our “Metalanguage” handout!Conclude with a sentence (or two) that conveys the TAKEAWAY you wish your reader to emerge from your project with.This is the closest your essay will get to a THESIS STATEMENT. It should be summative, but also aim to convey why your essay is worth reading by looking beyond the boundaries you have set yourself, and towards larger consequences, future trends, etc.At the end of your ROADMAP, reflect on WHAT your essay accomplishes as a whole; WHY that accomplishment changes our understanding of the topic; and what NEW problems, questions, avenues of inquiry, etc. become visible as a result of your work.This is likely to reflect the work you do in your conclusion. In the BODY of your paper, you should aim to improve and refine work from your previous draft. From this stage on, we should think of our essays primarily in terms of their SUBSECTIONS, which are now our dominant UNITS OF ARGUMENT.EACH SUBSECTION should be identified by a clear, informative subheading.EACH SUBSECTION should consist of multiple paragraphs.EACH SUBSECTION should reference at least two or three sources.Note that in research writing, sources are sometimes useful for only part of our project; don’t worry if you find yourself using a given source in only one subsection!EACH SUBSECTION should be an internally coherent UNIT OF ARGUMENT. It should:Clearly identify the project or argument that will be covered in that section (a miniature introduction, in a sense, of at least one or two sentences).Think “level-four” promise-making, in the language of the “Uneven U.”Have a specific, unique job to do within your essay as a whole.Support claims with relevant evidence (e.g., “cases”).Analyze evidence with relevant theory (e.g., “frames”).Employ good paragraph structure. Each paragraph should:Open with a topic sentence(s) that clearly identifies the project of the paragraph;Remain narrowly focused on a single issue named in a that topic sentence;Arrive at an insight about that issue that responds to and complicates it;Relate logically to the paragraphs preceding and following it.Arrive at a clear conclusion, telling the reader the ideas they should take away from it.Think “level-five” assertion-making, in the language of the “Uneven U.”These conclusions also offer you, the writer, excellent transition points to link subsections together.You are now ready to begin drafting a CONCLUSION. At this stage, your conclusions will still be tentative, and, while we’ll begin discussing them during the Rough Draft Three cycle, we’ll turn to them in earnest in our final weeks. Generally speaking, however, your conclusion should…Briefly SUMMARIZE the major takeaways of your essay.Revisit only the most original and/or surprising of your findings. Your task is not to run through everything again, but to remind the reader of the route taken in order to let you…Reflect on the SIGNIFICANCE of your findings…Your conclusion is the place to locate reflections on the value of your work.Imperative language (i.e., “should”; “must”; etc.) belongs here, if it appears at all!…and LOOK BEYOND the boundaries of your essay.Consider broader applications of your findings.Suggest possible next steps that emerge out of your findings.Anticipate new questions, problems, topics, etc. that emerge out of your findings.
CCSD Language and Homeless Culture Research Paper

ECON 500 SEU Different Economic Impacts of Currency Depreciation Essay.

In a critical essay, evaluate the three major approaches to analyzing the economic impact of currency depreciation: the elasticities approach, the absorption approach, and the monetary approach. Compare and contrast the three approaches and provide examples which distinguish them from each other. Your essay is required to be five to six pages in length, which does not include the title page and reference pages, which are never a part of the content minimum requirements. Support your submission with course material concepts, principles, and theories from the textbook and at least three scholarly, peer-reviewed journal articles. Use the Saudi Digital Library to find your resources. Use academic writing standards and follow APA style guidelines. It is strongly encouraged that you submit all assignments into Turnitin prior to submitting them to your instructor for grading.
ECON 500 SEU Different Economic Impacts of Currency Depreciation Essay

King Abu Al Aziz University: Change Initiative Report (Assessment)

Table of Contents Abstract Overview Implementation Plan Change Management Theories Implementation Actions and Strategies References Abstract The educational change management is often a complex and challenging process. It entails a gradual system-wide modification of an institution’s instructional and management structures. In this regard, a change initiative must involve all stakeholders, such as the teaching staff, administrators, board, and students. In this paper, I propose a change process for a successful implementation of a virtual learning environment to support learning flexibility and meet the diverse needs of the students of King Abu Al Aziz University (KAU). The implementation plan describes the strategies for implementing the change initiative in KAU as well as in other Saudi universities. Overview King Abu Al Aziz University (KAU) is a premier government university in the Kingdom of Saudi Arabia. It has a student population of 13,000 male and female students. KAU operates gender-segregated campuses by Islamic principles. The campuses are equipped with recreational and educational facilities that serve the lecturers and students. In terms of inclusivity, KAU is a pioneer in the provision of educational programs to both male and female students. KAU inaugurated its programs for male and female students in 1968 with a small student population of 68 males and 30 females. Since then, the university has expanded its programs and student population to become a leading academic institution in the Kingdom of Saudi Arabia. In recent years, KAU initiated changes to align its programs with the ‘Education for All Programmes’, a government policy that seeks to enhance inclusivity in the curriculum and keep pace with “constant changes in science and technology” (Al Shaer, 2004, p. 2). The university strives to increase equality in education through an inclusive curriculum and learning environment. Ensuring educational opportunities for all and flexible learning environments are some of the ways institutions can increase public literacy. The ‘Education for All Programmes’ initiative is a policy aimed at achieving greater efficiency and inclusivity in basic and higher education for all. The Saudi Ministry of Education, through the National Forum, drew an education policy to achieve universal basic education by 2015. The aim was to ensure that graduates coming out of universities possess Islamic values and competitive professional skills and knowledge to thrive in the modern work environments. A second aim was to equip both male and female graduates with skills designed to enable them to compete at a global front (CAST, 2010). It is evident that to achieve the goals of the Education for All Programmes, it is necessary to create an educational system with the capacity to function in a way that fosters competitive skills and abilities in all students. The model underlying the Education for All Programmes brings together different aspects of education through a concerted effort involving the government, the private sector, and the education experts. The KAU University staff, of which I am a member, plays a leading role in implementing the goals of the ‘Education for All Programmes’. I intend to implement an online learning environment (OLE) at KAU to promote student learning and complement traditional instructional methods (Detweiler, 2005). Online learning courses appeal to different learning styles. The goal is to develop an online platform for assessment, instruction, communication, and learning resources to allow for flexible learning and enhanced student-tutor interaction. Although KAU has the IT infrastructure, the implementation of online learning is still problematic. To successfully implement the change initiative, I will use a flexible and coordinated change management strategy to accommodate the needs of all stakeholders who will include the university teaching staff, the management, the students, and the ministry of education. Implementation Plan Action Area Implementation Actions/Strategies Timeline Building of staff capacity Creating an OLE helpdesk to provide support and information to the teaching staff Organizing seminars for faculty, staff, and adjunct tutors to select courses eligible for OLE for incoming classes Holding meetings with relevant faculties to review course texts Establishing training programs to train staff on OLE and how to effect it Developing course content for OLE classes Create a forum for exchanging information about the benefits and challenges of OLE June 01, 2015, through May 30, 2016 Adapting OLE to local context and language Establishing a team (drawn from the stakeholder groups) to lead the change initiative Providing course materials in two languages, namely, English and Arabic Winning management support for the use of OLE in instruction, communication, and instructor-student interactions Teaching all students OLE technologies to increase awareness Teaching students how to interact with new concepts and different sources of information available on OLE Teaching learners to express their views and answers through the OLE platform Using multiple evaluation techniques to assess students Teaching learners how to access learning materials on OLE Creating student learning communities July 01, 2015, through May 01, 2016 Digitizing learning materials Setting clear and achievable targets Gradually introducing digitized materials and textbooks in teaching and learning Creating a media center to house the digitized learning material sourced from publishers Creating a bar code system to allow instructors to trace and search for relevant course materials Regular posting of supplemental material to the OLE platform to allow students to access it easily Creating blogs and discussion boards to engage students through digitized content Creating a comprehensive database of digital content for each OLE course Involving the management throughout the process to ensure sufficiency of resources Persuading the management to invest in computer/internet technologies and advocate for the building computer labs to support OLE Increasing the use of computer programs, e.g., PowerPoint, by students in doing classroom activities Advocating for the installation of smart boards in all classrooms September 01, 2015, to November 30, 2015 Curriculum and instruction Seeking management commitment to ensure instructors use OLE platforms in instruction and assessment of students Advocating for the use of assistive technology, such as projectors, in instruction Encouraging reflective learning to enable students to learn from their experiences Using surveys and polls to assess student engagement and interests Encouraging instructors to identify learning styles and adjust their instruction accordingly June 01, 2015, through May 30, 2016 Student assessment Instructors will use formal assessments and testing as defined by the ministry of education Assessment will include field and online projects Web-based assessments will be used to monitor the academic progress of learners Promoting collaboration with external testing bodies to promote the quality of testing End-semester review of the courses and progress of OLE to provide opportunities for introducing new content July 01, 2015, through May 30, 2016 Change Management Theories Organizational change is a complex, but essential process for improving organizational performance (Carnall, 2005). In my view, the implementation of a change initiative, such as the Education for All programs, in Saudi would require collaborations among the various stakeholders in higher education. The KAU administration has undertaken to put in place systems that facilitate education change to meet international standards. Wallace (2003) writes that an effective change strategy in education requires strong leadership and provides a platform for improving success for all learners. This means that management commitment is essential in the change management process. (2005) argues that effective change in higher education requires an overhaul of entire educational systems. In this view, any change initiative must involve consultations with all stakeholders to seek their support. Get your 100% original paper on any topic done in as little as 3 hours Learn More Both internal and external factors have a profound effect on the change process in higher education institutions (Al Shaer, 2004). These factors act as hindrances to the effective implementation of change. Silins, Mulford, and Zarins (2002) identify government education policies on inclusivity and the need to align the curriculum with international standards as the factors that affect change in higher education. In my view, besides commitment from the administration, identifying those affected by the initiative is essential in effective change management. As Levin (2008) observes, for educational institutions to thrive in the modern learning environment, they must create positive conditions for change. Change initiatives can be implemented at the department or institutional level. Although educational change has gained acceptance in learning institutions, the failure rate of change programs is relatively high (Burnes, 2004). One of the reasons for the high failure rate is the lack of a clear implementation framework for the change initiatives (Bamford

MUHL 153 Bethel University Why Certain Pieces Stand the Test of Time Paper

assignment writing services MUHL 153 Bethel University Why Certain Pieces Stand the Test of Time Paper.

Topic: Why certain pieces stand the test of timeMethod: Select two pieces with which you can build your caseRubric: Compare and contrast essay rubric.docSpecific Guidelines:Use citations for anything that is not originalProvide a Works Cited pageSubmit through the Turnitin linkMinimum word count of 1000 wordsThe two pieces you select must have been written by composers studied during the course.Your selections do not have to be pieces studied during the course.Selections must be from contrasting periods and styles.Areas of discussion must include the following:Historical: Do a background search of your piece to learn its significance and historical context. This may include both musical and non-musical (societal/political) context.Philosophical: Learn the purpose and meaning behind you piece by asking questions such as these: Was it written for someone or something? Is it performed for specific events?Analytical: Applying the specific listening tools gained from the Elements of Music section; discuss why your pieces have stood the test of time, knowing that other pieces with similar traits may have “come and gone.” This link may be useful to review: Elements of Music handout.pdfComparison: Despite their contrasting styles and period, are there significant similarities? Is there something that links them in some way and helps them stand apart from pieces that dis not stand the test of time?
MUHL 153 Bethel University Why Certain Pieces Stand the Test of Time Paper

MTSU Thomas Jefferson and The American Revolution Discussion

MTSU Thomas Jefferson and The American Revolution Discussion.

Slavery and the Making of America Episode 2 “Liberty is in the Air”. Telling a story about the past: Consider how the documentary episode uses a variety of historical voices and primary source documents to tell a story about the past. Using examples from the documentary, give a short review of the film that specifically addresses how the makers used various sources. 2) contradictions: Think about the role and status of African Americans during the American Revolution and the formation of a new government. Were the enslaved considered persons by law? What was the American Revolution for African Americans? Is “slavery” or “slave” mentioned in the Declaration of Independence? Reflect on the gap between espoused democratic values of “liberty” and “freedom” and the institution of slavery and the enslavement of African Americans. 3) The meaning of History in contemporary times: In contemporary times, meaning in your own life, how do you think we can have more meaningful dialogue about the past? Do you think the American public cares about history? Why or Why not? What would make history more appealing? In what ways might understanding the past be necessary for positive social change? Instructions:You should contribute multiple post that respond to the assigned questions that are based on the readings and/or films for that week. These original posts should be about 200-250 words long. For maximum points, include specific examples from the readings with full and accurate citations. You may wish to compose your posts in Word or a text editor, then copy and paste when you are ready. Your first original post should be submitted on Thursday or Friday of each week in order to receive full credit for that discussion. This ensures that we have enough content before the weekend and don’t have a “traffic jam” of posts on Sunday night with everyone submitting posts and waiting for others to submit. Quality of the post is important, so be sure that your posts answer the questions and demonstrate knowledge.
MTSU Thomas Jefferson and The American Revolution Discussion

Responsible Supply Chains In this assignment, you will analyze the performance of an organization; this organization should be well

Responsible Supply Chains In this assignment, you will analyze the performance of an organization; this organization should be well known and publicly held. Considering the firm’s overarching supply chain processes (partner selection, relationship development, and monitoring and controlling), evaluate the organization on the triple bottom line: environmental sustainability, corporate social responsibility, and financial performance dimensions. To what extent are these three concepts in conflict or consistent for your selected firm? Refer to Ortas, Moneva, and Álvarez’s 2014 article, “Sustainable Supply Chain and Company Performance: A Global Examination.” Write a 4–6-page paper that addresses the following: Describe the chosen organization’s partner selection, relationship development, and monitoring and controlling processes. Analyze the organization’s performance in these dimensions: environmental sustainability, corporate social responsibility, and financial performance. Evaluate the extent to which these three dimensions are in conflict or consistent with each other. How well is the organization able to balance the dimensions? If these dimensions are out of balance, make recommendations for improvement. If these dimensions are consistent, identify best practices that could be used for one of the case studies from previous assignments, which would bring these dimensions into alignment for that organization. As you complete your assignment, be sure your paper meets the following guidelines: Written communication: Written communication is free of errors that detract from the overall message. APA formatting: All resources and citations should be formatted according to current APA style and formatting guidelines. Length: 3–4 typed, double-spaced pages. Font size and type: 10-point Arial.