GC WK 4 Classification and Roles of Intelligences Discussion
Read Chapter 5 from the uploaded file and list and briefly define each of Howard Gardner’s eight intelligences. According to Chapter 5, how has this theory influenced education? Which 2 or 3 do you think you are the strongest in? How do you think this has influenced your job choices, education choices, hobbies, and interests?
CUI Inspirational Aesthetics and New Designs on The Internet Essay
Students will take 15 minutes before the end of class and research one design, web designer preferably, that you find inspirational. The goal is to find inspirational aesthetics and new designs on the internet that you have mnit seen before. Please share the link in a PDF of the inspitational designer or their work and write a one to two sentense explanation as to why you chose this designer. (this is a comon practice to find inspiration orr research new ideas that you haven’t seen before.)
Please submit a PDF file of your work to the submission portion of this assignment once complete. Please let the instuctor know if you have any questions.
SJCC Womens Lives Concept of Date in The Teenagers of Navajo Discussion
1 How did Navajo teenagers date?
2.Did the Navajos practice arranged marriage? Why did Eva marry off her daughter?
GC WK 4 School Violence Cure & School Shootings Cases Analysis
Journal Instructions:
Watch the video below and follow the instructions. your journal must include a summary of the video and a personal reflection. Include at least one solid paragraph summarizing the video (8-10 sentences) and at least one solid paragraph with a personal reflection (8-10 sentences). Your reflection should convey your thoughts and opinions on the information covered in the video.
RWS 305 GCCCD Stanley Kubricks 1980 Movie the Shining Analysis
Essay Prompt:
You have watched Stanley Kubrick’s 1980 film The Shining, and as a class we analyzed various aspects of the film (psychoanalysis, filming, auditory, mise en scene). Now you are to provide your own interpretation of the film as well as what strategies and appeals the film uses to support your thinking.
Introduction:
Include rhetorical situation (i.e. set the story/provide context)
Thesis Statement:
Name an argument that the film makes and the interpretation you’ll provide. Is the film effective in getting viewers to agree with this argument? What rhetorical techniques contribute to why it’s effective?
Body Paragraphs and Scene Analysis:
Pick out and analyze key scenes that help make the film’s argument, pointing out which techniques are used, why they are used, and what their effect is on the viewers.
Reflection:
What’s the importance of this argument? What’s at stake if views believe this argument? If they don’t believe it?
*You are allowed to use outside sources to support your interpretation, but they must be included in the Works Cited. I prefer (for your own ethos) to use scholarly sources over random online posts. Do NOT give me conspiracy theories!
Requirements:
Ethnographic and Linguistic Data Linguistic Experts Essay
I attached here is the interview transcription (pls make sure to use this interview transcription in the essay)
just make sure to use this transcription and u can use other resources
and the reading just references for you to cite if u want to
you should be cited from the iinterview and th readings are just references
in the interview, we talked about what languages we spoke and for this essay you can use “I”, no need to write as a “thirld person”
you can cite outside resources but just make sure to cite the interview transcription 🙂 cause the interview is the data
Essay:
The goal in writing up an essay based on this interview is to present the person(s)’ attitudes, experiences, and life story through language. Feel free to quote from the interview when you think that there are particular expressions that make their story compelling. Then, draw connections between any of the readings that are relevant.
The interview you did is an “ethnographic and linguistic data,” so in you essay, you can ethnographically and linguistically analyze the data you have. Your paper should be composed of: (1) the presentation of your data, (2) your observation/analysis. Your observation/analysis can be (1) presentation of your own thesis, that is, your own analysis, or interpretation of what to think of the data you have, and what the data tell us and (2) backing up/strengthening of your thesis by building on/connecting it to/being in dialogue with the readings, lectures, class discussions, etc.
(1)Presenting your data Tell the readers what your data is. You can tell the readers whom you interviewed, what your relationship is to them is, and what the interview was about. But, be creative in presenting your interview data, because you have a limited space and you cannot literally tell all the details of the data. You have to find a reasonable way of narrating the important or interesting parts of the data.
(2) Analyzing your data. Show the readers what your findings are about this data. What does this data demonstrate to us? What is your own thesis? How did our readings, discussions, etc help you have such a thesis? Your ethnographic analysis would be contemplating the social, cultural and political backgrounds, norms or realities that have influenced or shaped your interviewees’ linguistic life, or those that have elicited your interviewees to say, or think certain things about languages. You can also contemplate how your interviewees’ linguistic life is intertwined with your interviewees’ broader social, political and cultural realms. Your linguistic analysis would be scrutinizing the linguistic details you noticed when transcribing. For example, did certain topics make your interviewees hesitate, pause, hedge, change tones/pitches, or overlap with others’ utterances? Did certain topics bring discomfort to them, and are there linguistic evidences of such discomfort? Or, did some of your questions or topics make them code-switch? If they switched into a different language, you can analyze why they did so. (Or, sometimes, why they didn’t.)
(3) Building on academic dialogue You have to use at least five different authors, concepts, readings or frameworks or readings from course material. This means that you can use just one concept from class to explain your discovery and use three additional readings to compare different ethnographic examples, or you can account for your analysis using four different concepts. Either is fine, but you have to make a solid argument, using enough material from class. You can separate the presentation, analysis and intellectual dialogue with other authors (that is, connecting your thesis to the readings, lectures, discussions, etc.) in different paragraphs, but also integrate them together. For example, you can (1) have a paragraph describing what your interviewee said about English and Spanish/Chinese/Belgian etc, (2) have another paragraph establishing your own thesis about how to interpret such ideas, and (3) have other paragraphs relating your thesis to the readings. However, even more efficient would be, maybe, doing all this in one paragraph about each topic in synthetic ways. That is up to you.
(Times New Roman font 12pt, with 1’’ margins, double-spaced,three pages,)
WU Psychology Functional Behavioral Analysis Question
ABC stands for Antecedent-Behavior-Consequence. ABC analysis involves understanding the impact of stimuli that occur prior to the target behavior as well as subsequent events that may serve as reinforcement or punishment.
For this Assignment, you will conduct a functional behavioral analysis on an identified behavior in your own life. This Assignment will begin this week and will not be due until the end of Week 4. Please plan your time accordingly.
AUPR Human Relations Employees Relations Discussion
I’m working on a Humanities exercise and need support.
Project Paper
Students will complete an in-depth analysis of a current labor event in one of the following countries: China, Hong Kong, France, England/UK, Germany, or Mexico Pick a single specific topic of labor relations to evaluate, such as strikes, formation, impasse resolution, etc. Pick one of the listed countries to investigate how the chosen labor relations topic is complied with or handled in that country.
PHE 610 SNHU Public Health Advocacy Coalition Business Plan Paper
Part C—Financial and Resources Management Plan: A financial resources management plan focuses on the program “inputs” (i.e., think in terms of a
logic model). Also, as a reminder, there are various types of inputs for a logic model—including: (1) Human Resources: time available from public health
workers, managers, and volunteers—may include time for decision making, technical assistance, and trainings by experts in the field; (2) Financial
Resources: money generated from a variety of sources, including grants, gifts, sales of goods or services, and donations; (3) Community Resources: any
resource a community can provide, such as a community center to host public health programs or a community newsletter that can market a public
health program; and/or (4) Material Resources: any tangible materials needed to implement a program (e.g., jump ropes for a physical activity program)
and for program management (e.g., computers to prepare reports). Therefore, a financial resources management plan for public health programs would
reflect these logic model “inputs.”
o C.1—Projected Staffing and Justification (three years): Provide a three-year forecast of the staffing needs for the program. Categorize each
role/position as (1) leadership; (2) staff; or (3) other—offering summative totals for each year. Explain this three-year staffing budget in one to
two paragraphs (i.e., the justification). [PHE-610-03]
o C.2—Projected Budget (three years): Forecast the program’s budget over a three-year period. Make certain that the budget includes the
following components:
An itemized list (and subtotal) of revenue and support with explanation/justification (one to two paragraphs);
An itemized list (and subtotal) of expenditures, including
Direct costs with explanation/justification (one to two paragraphs);
Indirect costs with explanation/justification (one to two paragraphs);
The budget balance sheet/card with explanation/justification (one to two paragraphs). [PHE-610-03]
o C.3—Program Projections (five years): Forecast the program’s potential budgetary needs over a five-year period. Your forecast should first
contain a baseline scenario (i.e., the plan you have formed in previous steps using the template). However, you will learn (through practicing
public health) that the implementation of any program rarely, if ever, goes according to the predetermined plan. There are always unforeseen
variables or changes in certain contexts—such as those that are political, economic, social, technical, legal, and ecological (PESTLE). Therefore,
you will forecast two additional scenarios. Specifically, you will forecast a best-case scenario (which may offer optimal or most-efficient use of
resources) and a worst-case scenario (which may provide additional challenges or strains on the budget). Show what these scenarios look like in
terms of funding needs across a five-year period. Finalize your forecast with an explanation/justification (one to two paragraphs) for these
scenarios. [PHE-610-03]
