Note: Text selections are drawn from both assigned readings from our anthology and novel and a few from new pieces outside our anthology to which you are asked to apply terminology/concepts from the course.
Please type your responses to each question in each question, taking care to label them in a clear way, and return this document (as .doc, .docx, .pdf) in the Canvas portal on or before Sunday, May 9th at 2 p.m.
Reminders:
Read carefully and reread before you post: make sure you have completed each part as directed. There are three (3) parts.
Double-check to make sure your document uploads; no submissions will be accepted after the window closes.
I. Analysis Essays
This is an opportunity for you to apply your ability to think. Through the act of writing a close analysis of specific passages, demonstrate your understanding of the literal level of the text (what it says), the interpretive level (what and how it means), and the critical level (what is its value/how does it comment on the human condition/ “so what?”).
Pace yourself. Interactively read and write: I recommend you read each passage through at least twice, mark up notable details, take some brief notes to articulate important ideas, and then compose. Compose approximately 1-2 pages each.
These essays will be evaluated for how you demonstrate accurate comprehension of texts (whole selections and passages in the context of their immediate and wider surrounding texts), evidence of critical analysis and reflection, creativity/originality, sufficient grammatical clarity, and avoidance of plagiarism.
For TWO of the following texts, one at a time, in full: (2-6-12 pts./ 20 total for each) (40 for this section). Note: if you write on more than two, I will read only the first two.
CHOOSE TWO from texts A., B., and C. below and compose separate essays for each using the following guidelines:
1.Identify: What is the text or excerpt’s literary genre? (Be specific- what kind of fiction: short story, play/drama, poem, novel?)
Who is the author and what is the title? (2)
2.Describe the specific context of the text (whole piece or selected passage) briefly but thoroughly: Who is speaking to whom at this moment? Under what circumstances? About whom and what? In other words, where and how does the passage or text itself reveal its context? If the passage is a selection from a larger text, what happens just before and/or after that the passage adds to, and in what way/s? (6)
3.Finally, analyze: where and how does the passage or text develop a significant idea or ideas (a theme) about a particular topic?
oIdentify the topic and theme and tie your observations here directly to evidence from language choices (words, phrases, lines, sentences, etc.) in the text itself. Show you know the characters or speaker/s and the situation depicted in each scene
oAvoid broad generalization and tangential speculation; demonstrate your ability to understand and begin to process a text through close observation of its language (that is, analysis). (12)
A.
“And what does Ma’s name mean?” I whisper.
“Suyuan,” he says, writing more invisible characters on the glass. “The way she write it in Chinese, it mean ‘Long-Cherished Wish.’ Quite a fancy name, not so ordinary like flower name. See this first character, it mean something like ‘Forever Never Forgotten.’ But there is another way to write ‘Suyuan.’ Sound exactly the same, but the meaning is opposite.” His finger creates the brushstrokes of another character. “The first part look the same: ‘Never Forgotten.’ But the last part add to the first part make the whole word mean ‘Long-Held Grudge.’ Your mother get angry with me, I tell her her name should be Grudge.”
My father is looking at me, moist-eyed. “See, I pretty clever, hah?”
I nod, wishing I could find some way to comfort him. “And what about my name,” I ask, “what does ‘Jing-mei’ mean?”
“Your name also special,” he says. I wonder if any name in Chinese is not something special. “’Jing’ like excellent jing. Not just good, it’s something pure, essential, the best quality. Jing is good leftover stuff when you take impurities out of something like gold, or rise, or salt. So what is left- just pure essence. And ‘Mei,’ this is common mei, as in meimei, ‘younger sister.’”
B.
TROY: The baby? How’s the baby?
ROSE: They say it’s healthy. I wonder who’s gonna bury her.
TROY: She had family, Rose. She wasn’t living in the world by herself.
ROSE: I know she wasn’t living in the world by herself.
TROY: Next thing you gonna want to know if she had any insurance.
ROSE: Troy, you ain’t got to talk like that.
TROY: That’s the first thing that jumped out your mouth. “Who’s gonna bury her?” Like I’m fixing to take on that task for myself.
ROSE: I am your wife. Don’t push me away.
TROY: I ain’t pushing nobody away. Just give me some space. That’s all. Just give me some room to breathe.
(Rose exits into the house. Troy walks about the yard.)
(With a quiet rage that threatens to consume him) All right… Mr. Death. See now… I’m gonna tell you what I’m gonna do. I’m gonna take and build me a fence around this yard. See? I’m gonna build me a fence around what belongs to me. And then I want you to stay on the other side. See? You stay over there until you’re ready for me. Then you come on. bring your army. Bring your sickle. Bring your wrestling clothes. I ain’t gonna fall down on my vigilance this time. You ain’t gonna sneak up on me no more. When you’re ready for me…when the top of your list say “Troy Maxson”… that’s when you come around here. You come up and knock on the front door. Ain’t nobody else got nothing to do with this. This is between you and me. Man to man. You stay on the other side of that fence until you ready for me. Then you come up and knock on the front door. Anytime you want. I’ll be ready for you.
C. (a new text)
Song on the Subway by Ocean VuongRush-hour on the A train. A blind manstaggers forth, his cane tapping lightlydown the aisle. He leans against the door,raises a violin to chin, and says I’m sorryto bother you, folks. But please. Just listen.And it kills me, the word sorry. As if something like musicshould be forgiven. He nuzzles into the wood like a lover,inhales, and at the first slow stroke, the crescendoseeps through our skin like warm water, wewho have nothing but destinations, who dream of lightbut descend into the mouths of tunnels, searching.Beads of sweat fall from his brow, making dark roseson the instrument. His head swooning to each chordexhaled through the hollow torso. The woman beside mehas put down her book, closed her eyes, the babyhas stopped crying, the cop has sat down, and I knowthis train is too fast for dreaming, that these iron jawswill always open to swallow a smile already lost.How insufficient the memory, to fail before death.Who will hear these notes when the train slidesinto the yard, the lights turned out, and the songlingers with breaths rising from empty seats?I know I am too human to praise what is fading.But for now, I just want to listen as the train fillscompletely with warm water, and we are allswimming slowly toward the man with Mozartflowing from his hands. I want nothingbut to put my fingers inside his mouth,let that prayer hum through my veins.I want crawl into the hole in his violin.I want to sleep thereuntil my fleshbecomes music.
II. Short comparative analysis essay. (35 pts.)
Explore the two excerpts that follow through writing in these ways:
1.First-briefly- identify genre/kind of text each excerpt is from and each author (5 pts)
2.Then explain with reference to specific parts of each excerpt/passage: What comes across as the central topic of each text in the pair? Where and how does each text develop a significant idea or ideas (theme) about the topic? (15 pts)
3.How do these texts dialogue or “speak” with each other? Present/point out evidence, and describe: Where and how do you notice parallels or resonances in topic and theme? Differences? Tie your observations directly and explicitly to evidence from language choices (words, phrases, lines, sentences, etc.) from each excerpt and across them. (15 pts)
Excerpt/passage 1:
Then Sugar surprises me by sayin, “You know, Miss Moore, I don’t think all of us here put together eat in a year what that sailboat costs.” And Miss Moore lights up like somebody goosed her. “And?” she say, urging Sugar on. Only I’m standin on her foot so she don’t continue.
“Imagine for a minute what kind of society it is in which people can spend on a toy what it would cost to feed a family of six or seven. What do you think?”
“I think,” say Sugar pushing me off her feet like she never done before, cause I whip her ass in a minute, “that this is not much of a democracy if you ask me. Equal chance to pursue happiness means an equal crack at the dough, don’t it?”
Miss Moore is beside herself and I am disgusted with Sugar’s treachery. So I stand on her foot one more time to see if she’ll shove me. She shuts up, and Miss Moore looks at me, sorrowfully I’m thinkin. And something weird is goin on, I can feel it in my chest.
Excerpt/passage 2:
“We used to sit around in a circle to tell many stories. Nowadays in our circles, when we manage to have them, there are mostly elders and adults. There aren’t many children to receive the stories. We, the elders, our hearts cry, because we worry that we may lose our connection to the different moons to come, to the moons that have passed, and to the sun today. The sun will set without our whispers. The ears and voices of those gone will be closed to us. Our grandchildren will have weak backbones and they won’t have the ears to understand the knowledge that lies within them, that holds them firm on this earth. A simple wind of despair will easily break them. What must we do, my friends?” All the faces in the crowd became serious. “We must live in the radiance of tomorrow, as our ancestors have suggested in their tales. For what is yet to come tomorrow has possibilities, and we must think of it, the simplest glimpse of that possibility of goodness. That will be our strength. That has always been our strength. This is all I wanted to say.” She turned away from the crowd. (167)
III. Litany poem based in model (25 pts)
A litany is a kind of prayer constructed of a series that some of you are probably familiar with from church services- where it has its origins. In churches, it is commonly structured where a leader speaks or chants invocations or supplications and the congregation repeats an identical response in between each. This is a form adapted into poetry outside of churches, as well; it is often used to evoke a kind of incantatory mood around a topic.
FIRST STEP: Read this example aloud – to hear how litany structure is used by poet Mónica Gomery using specific repeated words. See how she places these at the beginnings of phrases and sentences: reverse, repeat, replace, strange, reverse- in blocks of varying proportion. Notice also how she uses the non-repeating parts to develop an idea across the entire series about “I” the speaker and “you” the addressee.)
Spring Song
Reverse the peeling apart. Reverse the hush hanging on us. Reverse the way your eyes held me in place when you whispered you’re selfish. Reverse the last time we lingered. Reverse the last time we touched.
Repeat the bright holy bridge strung between our two sets of shoulders.
Reverse shame. Reverse tired. Reverse sleepless nights. Reverse homework. Reverse panic. Reverse dehydration.
Repeat hands quilting skins. Repeat our strange language. Reverse all the ways we fell away from each other.
Reverse silhouettes. Sexism. Scraping the barrel. The times I cringed at your height. The times you spoke me into smallness. Reverse I made you feel guilty. Reverse I made you feel shame. Reverse all the busses, trains, all the highways between us.
Reverse pulp of blame. Reverse gauze of intention. Reverse what went sour and replace it with seashells. Reverse ambiguity.
Replace with some dignified memory of clear steady speech.
Repeat brother, repeat fireplace, repeat season of turning, repeat autumn, and starlight, and songs without words.
Reverse hesitations and stammering tongues. Repeat sitting on a rock and sighting a coyote together.
Strange is the synchronous. Strange is the cusp. Strange was the tilt of me toward you the instant I met you. Strange is the shape of you in front of a campfire the first time I saw you. Strange is the crackle and snap of a fire. Be safe in the fire, you said when you blessed me before I got on the plane. Strange is desire, how it disregards rules. Strange is your beard. Strange are your limbs. Strange how I thought I would never.
Reverse all the explaining. Reverse all the pride. Reverse when I told you it wasn’t enough. Reverse your wounded ego. Reverse my wounded ambivalence. Reverse all the ways I had already learned not to trust myself by the time that I met you.
Reverse the elk in the road. Reverse the sky over the road. Reverse the slamming together and the slamming apart. Repeat the light pouring out through the whites of your eyes.
Reverse me boarding a plane. Reverse you measuring soil samples. Reverse maps, distances, reverse our ambitions. Reverse all the times I expressed dissatisfaction to other people.
Reverse wounds and withholding. Reverse making excuses. Reverse all the edges of what I’m trying to say.
Reverse that I asked you for solitude and then you gave me solitude. Reverse that I told you to stop crowding me, and then you stopped crowding. Reverse when you went much farther away than I ever meant when I asked.
Reverse I was cold. Reverse you were needy. Reverse all the un-grace that is part of our story. Reverse when you asked me to guard your life through the summer. Reverse how I chose silence and now there is just silence.
By Mónica Gomery / Source: Here is the Night and the Night on the Road, Cooper Dillon Books, 2018
SECOND STEP: Now, create your own litany poem using elements of Gomery’s form.
Use these guidelines:
You may use some of Gomery’s litany words (reverse, repeat, replace, strange (the only adjective), reverse) to begin your stanzas/blocks to start off your ideas
All the non-litany (non-repeated parts) must be your own ideas and phrasing (do not merely paste Gomery’s or copy too much of her phrasing)
You may add in a few litany verbs from this list to build your poem: burn, build, break, brilliant (adjective), blaze, brighten, render, reduce, revel, risk, reveal, resplendent (adjective).
Build an original poem around a single topic – developing that idea over the course of the series.
2/ presentation PowerPoint about Management in a time of Covid 19.
The presentation should be 10 minutes and I want a PowerPoint about What should I said and a PowerPoint about what I should show to the audience because I don’t have to write everything in the slides.
3/
In this presentation, typical of the hour-long “book talk” genre commonly held at universities and bookstores, Ishmael Beah explains various aspects of the novel, some of the history of Sierra Leone
Discussion Question: Choose two rhetorical concepts from any of the following: Foucault, Derrida, Cixous, or Anzaldua (in this week’s Essay
Discussion Question:
Choose two rhetorical concepts from any of the following: Foucault, Derrida, Cixous, or Anzaldua (in this week’s readings). What early rhetorical theories seem most aligned with and divergent from these concepts? What does that say about our changing assumptions about rhetoric?
1. response:
Early rhetorical theories generally assign the speaker the role of presenting previously unknown truths to the audience, transferring knowledge in a way that moves them towards a particular line of thought or action. This often creates a hierarchy in rhetoric which is power heavy on the orator’s side. According to Bizzell et. al. (2020), Foucault dismantles this concept and, “To do so, he reverses the order of the relationship between discourse and what is traditionally taken to be its source: That is, he treats author, meaning, and knowledge as a function of discourse, not as its source” (p. 2896). In Foucault assessment of discourse, there is no predetermined truth to be transferred, but instead, discourse is a place where knowledge develops.
Interestingly Cixous’ experiences with the experimental dissolution of academic hierarchy at the University of Paris at Vincennes, brought her to conclusion that the, “that the professor-student hierarchy cannot really be dismantled” (Bizzel et. al., 2020, p. 3085). This however is as far as Cixous’ views align with early rhetoricians, as her work focuses on dismantling the male dominated, or phallocentric traditions, of historical rhetoric. In Cixous (1975) The Laugh of the Medusa, she argues, “Nearly the entire history of writing is confounded with the history of reason, of which it is at once the effect, the support, and one of the privileged alibis. It has been one with the phallocentric tradition. It is indeed that same self-admiring, self-stimulating, self-congratulatory phallocentrism” (Bizzel et. al., 2020, p. 3097). Cixous argues that genuine observations about the world cannot be made within the strict confines and limitations that have been historically applied to rhetoric and philosophy.
Reference:
Bizzell, P., Herzberg, B.,
Jennifer! It was love all along: meeting my crush By: The festivities ended in high gear, and January found
English Assignment Help Jennifer!
It was love all along: meeting my crush
By:
The festivities ended in high gear, and January found us still in a festive mood- we had to cut them though, because it was the New Year, and things needed to go back to normal as quickly as possible. The spring semester is starting tomorrow- I needed to bring my head back to thinking about books.
“It is open,” I shout. It is my small brother Keith at the door waking me up to start the day. The young boy is an early bird, he is the chatterbox of our family, his jokes keep us all smiling, it is hard to find a single moment he is not happy. I am happy to hear his voice save for the sweet dream he has interrupted, and it is about a girl I’m crazy about in school.
I jump out of bed. It is a beautiful Monday. I am intrigued by the dream I just had. It is about Jennifer, my crush at school. “I now dream about her?” my thoughts are giving me a rollercoaster about her- there is no doubt I do like Jennifer.
“Good morning, mum,” I greet my mum, who is in the kitchen making breakfast, I smell eggs, and I’m excited mum is making her signature pancakes- we all love them in the house. Mum and I are so close, and she is my best friend. I’m still thinking about Jennifer.
“I think I’m in love mommy,” she turns to look at me with a smile.
“That’s a good thing son, when is she coming for dinner?” my mum responds as she turns off the cooker, she is done making breakfast.
“This night, she was in my dreams, mum,” by this time, my mum started laughing while making faces at me.
“So it was just a dream? Is there even a girl in your life really?” coming to think of it, I realize I made no sense anyway. As I walk, I can still hear my mum laughing.
It is Tuesday, and I’m back to school. My eyes are on Jennifer who is seated in the front row. From behind her long hair shines as the sun rays enter the classroom through the window. I can tell she has sprayed her hair this morning. I keep my eyes on her hoping she will turn around so I can look into her big brown eyes and, if possible, blow a kiss on her way.
“Dude, the teacher is in class.” It was my desk-mate, Joe. I didn’t notice the teacher walk in. My mind was with Jennifer all this time.
“Good morning students,” the English teacher greets.
“Good morning sir,” we respond in unison.
After class, I am all psyched up to meet Jennifer. By this time, I have resolved to introduce myself and build up a friendship. Joe is all excited about it. My friend knows I like Jennifer.
“Hi Jennie,” I whisper from behind. Jennifer turns, and our eyes meet.
“Hi,” she responds.
This writing piece you wrote for me. I would like you to add on and revise it a little and add on three more pages to this story. For this week’s assignment, I will post my professor’s instructions below.
We have encountered the idea that many more pages go into the writing of a piece than what makes it onto the final page. The final page that comes to the reader is “the tip of the iceberg” of all the pages the writer has produced, so that the writer has built a complete world before the piece comes to the reader, and the reader can sense all of those pages, that time, the dense imagining of the writer in the (relatively) few words the writer has generated for the piece that end up coming to the reader.
Most published pieces have had 20 pages written for every page the reader encounters.
This assignment is geared toward generating more of the world of your story.
We are circling back to our earlier work with concrete, significant objects and details, as well as duration, scene, and setting for these assignments. Please feel free to review your Notes on those sets of readings if you like.
The assignment takes two parts. Please do both and be sure to set aside a good hour or so for each.
*please note that, with these assignments, you’re not transcribing what already exists in your piece; you’re adding additional qualities that you have not yet written about in your piece, to incorporate later
I. Concrete Objects
Please write down three concrete objects that appear in your piece. For each, please close your eyes and write down all the sensory qualities of the object that come to mind. You can cycle through touch, taste, smell, sight, smell, and hearing, if you like. But I encourage you to go beyond the basic five senses, and just associate about the object on the space on the page. Each object should have a list of at least 10-15 qualities or associations.
Please check out this Model from a former participant in the class.
Remember, you’re not transcribing the qualities of the object already in your piece. You’re sitting with the object and coming up with new qualities (i.e., you’re generating new words, some of which might make it into your revision).
Please turn in this work in the following format:
I Concrete Objects
Object 1: [name of object]
[list of sensory qualities of object here]
Object 2: [name of object]
[list of sensory qualities of object here]
Object 3: [name of object]
[list of sensory qualities of object here]
II. Duration, Scene, and Setting
Please write down three concrete objects that are essential aspects of the setting in your piece. The moon in the sky, perhaps. A crick. A dark patch of watercress. Now, I’d like you to think about what McCloud said about closure (the way the mind fills in gaps). Put this together with what Chekhov said–“Don’t show me the moon in the sky; show me the glint of light on broken glass.” (Actually, that was a misquote; he said, “In descriptions of nature one must seize on small details, grouping them so that when the reader closes his eyes he gets a picture. For instance, you’ll have a moonlit night if you write that on the mill dam a piece of glass from a broken bottle glittered like a bright little star, and that the black shadow of a dog or wolf rolled past like a ball.”)
For each object you’ve chosen, create a list of concrete things that surround that object; things that would evoke its presence. Write at least five to seven of these surrounding objects for the objects you’ve chosen, like the glint of light on broken glass that evokes the moon in the Chekhov quote above.
Next, write down two different places in which your character moves in your piece. You can pull existing quotes from the piece, or write a new passage or two in which the character moves from one place to another (as the narrator of the Adjei-Brenyah story moves into the 7-Eleven, around in the 7-Eleven, or out the door of the 7-Eleven).
Break what the character sees down into frozen, “panelized” images. Give a list of five to seven frozen images, step by step, in terms of what the character sees during the movement you’re tracing in the piece. Now, write a new sentence or series of sentences in which you use only three of these images. Pay attention to what you leave out. Try to create a sense of motion in your reader’s mind simply by the series of images you present, and nothing else.
Please check out this Model (Links to an external site.)from a former participant in the class.
Please turn in this work in the following format:
II. Duration, Scene, and Setting
Setting Object 1: [name of object]
[list of surrounding objects here]
Setting Object 2: [name of object]
[list of surrounding objects here]
Object 3: [name of object]
[list of surrounding objects here]
Movement 1: [description of movement]
[list of five to seven panelized images here]
[new sentence or sentences with three images here]
Movement 2: [description of movement]
[list of five to seven panelized images here]
[new sentence or sentences with three images here]
The first experiment (1) : I let the monitor for 6 hours without any external activities The second experiment
The first experiment (1) : I let the monitor for 6 hours without any external activities
The second experiment (2): I let the mono for 6 hours and between those hours I lit a candle for a while and open the windows for a while .
My hypothesis is that external activities such as burning candles and opening windows might affect indoor air quality
Furthermore there were greater variability when I opened the windows burned the candle
Please let me know if you need any more information .
Students will choose a single page of a comic of their choosing and write a 500-word journal that focuses
Students will choose a single page of a comic of their choosing and write a 500-word journal that focuses on the techniques the comics creators have used to create their effects. A copy of the comics page should be uploaded along with the journal.
Use techniques shown in understanding comics the invisible art by scott mcloud.
In the five years since its founding, Online Advertising Responses, Inc. has grown rapidly. They currently have 20 employees Essay
In the five years since its founding, Online Advertising Responses, Inc. has grown rapidly. They currently have 20 employees and expect to hire another 20 in the new year to help manage a large new online state government advertising account. This type of expansion will require a significant investment in both expanded office space as well as general office equipment and technology equipment, including top-of-the line computers capable of handling advanced graphics software, printers, and other peripherals for each employee. They need a recommendation on what option would be the most cost-effective for them in terms of maintaining positive cash flow. In the past they have simply purchased whatever was needed outright.
A key consideration for their decision is that the company’s only source of revenue is commissions from their clients. Each client has different spending patterns so cash flow varies by quarter. In the fiscal year that just ended, quarterly cash flow from client commissions followed the pattern noted below. They assume that in the coming fiscal year a similar pattern will occur.
Quarter Client Commissions
Q1 $4,290,000
Q2 $5,375,000
Q3 $5,100,000
Q4 $3,500,000
Total FY $18,265,000
For the purposes of estimating cash flow for the next fiscal year, assume that the average salary for the 20 expected new employees will be $75,000. To accommodate the additional employees, assume an addition of another 3,000 square feet of office space at a cost of $175 per square foot.
If they were to buy office furniture for each new employee, the estimated cost is $3,000 per employee.
IT estimates that the appropriate technology package for hardware will be $8,000 per employee for an outright purchase. You should take into consideration the cash flow information for the fiscal year that’s just ending, which is provided below.
Management has asked their accountant to develop and prepare a recommendation on the best options:
To buy outright and own all furnishings and technology. The furnishings will be fully financed for three years at 5%. The technology will be financed less a down payment on the technology for 6 years. The finance manager is allowing us a $10,000 down payment. You will need to calculate the payments, online calculators are available to do that for you.
To consider an operating lease for all of the new equipment and furnishings. The vendor will lease the full amount for a monthly payment of $5,000 for the first three years and $2,500 for the last three. Vendor will reclaim the merchandise at the end of 3 and 6 years respectively.
To consider a capital lease for all of the new equipment and furnishings. The vendor will lease the full amount for 5% for 3 (furnishings) and 6 years (equipment). You will need to calculate payments on the full amount.
Your job is to evaluate the three alternatives and prepare a recommendation of 800 -1200 words. You must support your recommendation with an analysis of the impact on operating cash flow’s impacts from the different types of leases versus outright purchases. In your analysis, include calculations on the depreciation of both the technology items (with an expected life of 6 years) and the furnishings (with an expected life of 3 years). You analysis should include the formula for straight line depreciation which you will use. The furnishings will have a residual value of $0 while the technology will have a value of $500 per employee set up.
The following provides a statement of cash flows for the fiscal year that just ended. The company’s fiscal year aligns with a calendar year ending in December.
Statement of Cash Flows (Direct Method) for FY Ending 12/31
Category Amount
Client commissions $18,265,000
Employee salaries $3,450,000
Rent $1,800,000
Investing activities Amount
Purchase of equipment $140,000
Purchase of furnishings $60,000
Financing activities Amount
Additional owner’s equity $250,000
Cash on hand as of 12/31 $750,000
Average salary is $75,000.
Formatting
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
1New practice approaches
2Interprofessional collaboration
3Health care delivery and clinical systems
4Ethical considerations in health care
5Practices of culturally sensitive care
6Ensuring the integrity of human dignity in the care of all patients
7Population health concerns
8The role of technology in improving health care outcomes
9Health policy
10Leadership and economic models
11Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
*Please create a journal writing using all 11 topics. my clinical project took place in a outpatient surgery center and my proposal was to reduce falls in a outpatient surgery center
Post a Study
Post a StudyFind a study on a topic that interests you. 1) Identify the study and briefly describe it. 2) Give one association made. 3) What type of observational study is it? Cross-sectional, Case-control or Cohort? 4) Critique the survey; any possible flaws? What could have been done better? 5) Include a link to the study. Sources of studies: Google Scholar, PubMed, CDC, YouTube channels that cite surveys on health, diet, exercise, etc.
Here’s an example:
1) 2017 NHIS(National Health Interview Survey) from the NCHS(National Center for Health Statistics) This is a survey involving complementary medicine. Did the use of yoga, meditation and chiropractors change from 2012 to 2017?
2) In 2017, women were more likely to use yoga, meditation and chiropractors in the past 12 months than men. 3) Case-control study. Nationally representative household survey. 2012( n=34,525). 2017(n=26,742) 4) Robust survey with larger sample sizes. No visible flaws. Perhaps examine the actual questionnaire and how households were selected.
5) Statistics From the National Health Interview Survey | NCCIH (nih.gov)
Each student will select a topic that you would like to research. Select one of the following topics discussed
Each student will select a topic that you would like to research.
Select one of the following topics discussed in the text: ONE teaching strategy used to teach reading,
math skills, science or social studies, social skills or activities of daily living to individuals with moderate to
severe disabilities. Ie. Moderate to severe intellectual disability, moderate or severe autism.
A paper will be submitted citing at least 5 research study articles on your topic. The participants in the
studies CANNOT be individuals with mild disabilities ie. Behavioral disorder or a learning disability. The
participants must be students with moderate to severe intellectual disabilities or moderate to
severe autism. The articles should be research studies on the one teaching strategy that you have
selected. These articles are not quoting the opinions of others on the strategy. They need to be articles
about research studies and the outcome of that strategy. You will write a brief summary of each research
study including the participants, the strategy, the method and the outcome. For an example of a research
style paper, please refer to the link on APA style
https://owl.english.purdue.edu/owl/resource/560/18/
This is a graduate level paper and should be written with the facts only. At no point can you use
“I” in this paper. No personal stories or opinions can be used in a research paper.
• Must use the American Psychological Association (APA) Format for this paper
• Research must be published books or juried journal articles (nothing prior to 2010).
• The articles need to be studies but not meta-analysis. One of the purposes of this paper is to
have a working knowledge of how to use the strategy that you research. You would feel
comfortable using this strategy with students.
• WEBSITES CANNOT BE USED AS REFERENCES.
• Remember to cite quotations. Quotes in papers that are not cited with the source (APA format)
can be considered plagiarism. Limit the use of multiple quotations.
• Failure to use the format below will result in a loss of 10 points.
Paper FORMAT : The paper should include the following SUBHEADINGS:
I. Introduction: One paragraph to introduce the strategy and provide
a brief descriiption of what will be discussed in your paper. This paragraph will end with
“This paper will discuss….” This paragraph will be followed by two or more paragraphs
that thoroughly describe the teaching strategy.
II. Research: discussion of research studies conducted on the use of the selected
strategy. Summarize each study with at least one paragraph that includes the
participants, the method, and the results. There should be at least 5 studies supporting
the academic strategy with individuals with moderate to severe disabilities.
III. Closing Paragraph: Restate the strategy and briefly summarize the research.
The paper shall be at least 5-7 typed pages, double spaced only (do not use triple spacing
between subheadings). Standard APA margins (1 inch on all sides) and 12pt font Times New
Roman. Proofread: points will be deducted for errors in spelling, grammar, punctuation, and
failure to follow the format above.
This is a great resource on APA format: https://owl.english.purdue.edu/owl/resource/560/01/
Where can you find research journals? As an Edinboro student, you have access to online
articles from Baron- Forness library. Many articles can be accessed online. When you are on your
MyEdinboro home page, you will notice the library has an icon that is a stack of books. If you click
on this, it will take you to the library website. Locate “find articles”. On the Database page, there
are multiple data bases listed that can be searched. One database that I frequently use is
EBSCOhost or other education databases. To conduct an article search, you will need to search
keywords to locate articles about your topic. It may take a several searches to locate research
articles on your topic.
A common mistake often made is that when discussing a research article-you do not include
the title of the article. You use the author’s last name(s) only with the year of the article. Ex.
“Westling and Fox (2019) reported that….”
Please be aware that submission of your paper goes in to TurnItIn.com. I receive a report on the
originality of your paper. Your paper should have no more than 25% from other sources. If your
paper is not original or is from another source, you will receive a failing grade.
key issues in scenario- 2 slides with thorough speaking notes
read 2 page easy read scenario on fraud and make list of key issues (analyze key issues of case). have 2 slides made with very thorough speaking notes explaining them. Look for issues more in terms of organization and management. Also the basic issues are fine.
example : case about harassment and bullying had main issues of harassment and bullying experienced by officers, power differientails experienced by organization, determiental effects on victims, gender bias, internal issues on reporting the bullyin, no action taken on reporting of bullying.
The answer to only one question after the read Case: “Economic Development in Bangladesh”
Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).