academic-research-paper-3

The Advocacy Project: A Multi-modal Composition + the Oral & Visual Presentation

In about 5 weeks from now (yes, you have lots of time!), you will turn in the final version of this assignment. Like the HCP Project, the main assignment here is a multi-modal composition that uses various rhetorical positions and different types of evidence to make arguments. This one, however, is a bit different from the first in that over the course of these next few weeks, as you research and evaluate various sources, and as you draft, craft and organize your thoughts and evidence, you will at some point have to make a decision to become an advocate for solutions to your central problem in at least one of the following three ways: 1) you might advocate for one or more specific solutions to the significant and current political/social/cultural problem that sits at the center of your focus; 2) you might locate the next steps to potentially solving your project’s central problem; or, 3) you might argue for why the current solutions do not work and leave your readers with questions about possible next steps. In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks of diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward.

When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in such ways, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing even if it is as rigorous in its presentation of evidence.

This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocate—one who uses academic research and methods to deliver persuasive arguments convincingly to a public of one’s peers. Academic writers in many disciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways – call them counter arguments – in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them.

In the realm of public advocacy, arguments and persuasion can look, feel, and sound quite different. Public advocates deliver strong and impassioned arguments by undermining counter arguments. They do so by choice and with knowledge about the various perspectives and pieces of evidence that may potentially undermine their case. When putting forth arguments in academic or public settings, the most convincing advocates do not simply put forward solutions without first comprehending the informed debates in which these solutions are situated. Rather, successful advocates draw from a deep well of knowledge when carefully selecting the evidence and rhetorical appeals that will make their case about how to address the profound social problems they put before their audiences.

This assignment challenges you to become that strong advocate, one who delivers convincing solutions to a current and pressing political/social/cultural problem. You cannot, in all likelihood, be this advocate at the beginning of the project. You will need to spend time researching and evaluating sources; you will need to explore various arguments and perspectives as you write proposals and drafts. At some point, however, after deepening your knowledge and maybe even after writing a full draft or two, you will need to choose a position to advocate.

The Rules of the Game:

The Oral/Visual Presentation

At some point during the next few weeks–weeks 6-10 (your teacher will do the scheduling)–you will deliver an oral & visual presentation that is at least 5 minutes in length, but you will have up to 10 minutes of total time. Your instructor will decide what to do with the 5 remaining minutes. One teacher may ask her students to talk for 10 minutes, another will ask his to talk for 5 and take questions for 5. Your advocacy presentation is your opportunity to convince your peers of the legitimacy of your positions and the credibility of your solutions.

The oral and visual elements should work together but not like they do in a conventional presentation in which the visual elements simply restate what you are delivering orally. You can deliver much more information with a couple good visuals than you can possibly talk about in 5 minutes. So you should make good use of your visual presentation; select important pieces of information and data and create visuals that argue for you without you having to describe all of the details they make visible. Your presentation should (1)be well paced (stay within the time limit!) and succinctly delivered; it should (2) clearly present your thesis statement at it stands on the day you give your presentation; (3)describe and summarize the significant political/social/cultural problem you’re addressing; (4) frame this problem with motives or warrants, which are current examples or incidents that show your audience that the problem you’re addressing and the solutions you’re advocating are alive and relevant right now; (5) give your audience a sense for the deep foundation of research on which your positions stand; and (6)demonstrate clearly how your oral arguments work together with the visual arguments, and how the visual arguments, on their own, articulate the depth and rigor of your thesis statement and your research.

The Graded Submission:

In Week 9, you will submit your advocacy composition for a grade.

The Ungraded Work:

Between now and the submission deadline for the final version in Week 9, your instructor will give you a number of assignments to complete: source evaluations and annotations, outlines, prospective statements of argument, free writing, drafts, peer reviews, and other useful things to help you develop and craft your arguments. All of these assignments are ungraded, and they give you lots of artifacts to use in your ePortfolio! Take advantage of these ungraded assignments; use them to explore ideas and various arguments and as opportunities to receive feedback from your peers and your instructor so that your arguments become clearer and your composition more cogent, richly textured, and gracefully organized. If you complete all of the ungraded work, you put yourself in a much better position to turn in a well-developed submission by the time the final deadline arrives. If you do not do the ungraded work, your final product will have to contend with the final products of others who have and who will therefore turn in work that is of higher quality because it will be more polished comprehensively, and its arguments will be more mature, its thesis more persuasive, and its evidence more convincing.

The Word Counts for the Multi-modal Composition:

(Include notes and in-text citations but not the bibliography)

-Draft 1: 1850 words

-Draft 2: 2000 words

-Graded Submission: 2500 words

The Oral & Visual Presentation:

-5 minute oral & visual presentation

-5 minutes of Q&A

Sources & Citations:

You should use at least 10 sources beyond the sources you’ve been assigned in class or used in your first essay. Use the MLA system for citing your sources.

research the author hg wells a british fiction and non fiction writer

He was born in the 19th century, but wrote in the late 19th and into the 20th. A famous book of his is A Short History of the World. He has many chapters in the Gutenberg free book I posted above; you can choose to examine whichever ones you want.

I would like you to write a summary of his biography and what he felt was important as a British author and citizen. I would then like you to write your reaction to how he wrote about three different periods/areas of world history.

For example, he writes about Chinese dynasties, the Russian Revolution, and British imperialism. I am curious about your impression of his view of these times.

http://www.gutenberg.org/ebooks/35461

https://www.britannica.com/biography/H-G-Wells

innovation-ecosystem

Discuss how such experimentation and evaluation could be implemented in the organisation

explain the role of reason within theology as it seeks to deepen its understanding of the mysteries of faith

  1. Explain the role of reason within theology as it seeks to deepen its understanding of the mysteries of faith.
  2. This paper requires MLA formatting that includes:
    • 12-point font
    • double-spaced sentences
    • title and personal identification
    • a separate works cited page properly formatted
    • specific bibliographical form for print and electronic sources in your works cited
    • a specific form for parenthetical (in-text) citations of the sources listed in your works cited
  3. The works cited must include no less than four sources. Those sources must be relevant to the topic and meet minimum academic qualifications. The acceptable types of sources include the following:
    • class text
    • print or electronic book
    • electronic, peer-reviewed journal article
    • website with a .edu address

procedures and evaluations plan and approval

This requires a essay of 1000 words and to procedures and evaluations. I will send the information

professional discussion

  1. Consider the methods discussed in Chapter 7: Delivering Bad News Messages in BCOM9 (pages 116-136). Armed with this knowledge, make a recommendation for which method (inductive or deductive) is the best way to deliver bad news. Defend your answer.
  2. Locate a bad-news message somewhere on the internet and share a link here. Discuss which method (inductive or deductive) it most closely resembles and explain why the author chose to deliver the bad news. What change(s) would you make if you were required to deliver the same message to someone else?
  3. No pl

complete-object-oriented-user-task

Your consulting firm has been hired to develop a program that meets the following requirements.

Your program must provide a menu to the user. This menu should list three different products of your choice. Once the user selects one product, they should specify which state they are located. The state choices should include CT, VT, WI, CA and WA. State taxes vary for each state (7.5%, 7.8%, 6.8%, 7.2% and 6.4%, respectively). The user should then specify the desired number of cases (assume there are 12 items per case). The appropriate state tax should be added to the total cost of the product (item quantity multiplied by unit price).

Display the following to the user.

  • Name of the product selected
  • Number of cases
  • Number of items
  • Subtotal (units x price per unit)
  • State tax (with the percentage and state abbreviation in parentheses)
  • Total cost (subtotal plus state tax)

a) Your program needs to include at least one repetition statement, one selection statement, Scanner class, and at least one array in this code.

b) Appropriate calculations are necessary.

c) Print out to the user the above bulleted items.

Your assignment submittal should include your Java source code, class files, program design document including class diagrams and pseudocode.

geography-homework-similar-to-the-previous-one-and-the-same-requirement

Please read all the requirement and answer all the question thoughtfully, and make it looks like a college student writing.

My location is San Jose in California, this might help.

Sea Ice & Earthquakes

Sea Ice Trends

For this section, you will be doing the Environmental Analysis activity on page 249 of your textbook, and answering questions 1-5. The Activity below is adapted from your textbook.

The National Snow & Ice Data Center monitors sea ice coverage and concentration. The Sea Ice Index is calculated from this coverage to assess the change in sea ice compared with the 30-year average.

Go to http://nsidc.org/data/seaice_index (Links to an external site.)Links to an external site..

Answer the questions below.

  1. When did Sea Ice index data collection start?
  2. The “median ice edge” line on the map represents the 30-year median ice extent. Is the current ice cover more than or less than the 30-year median?
  3. View the “Monthly Sea Ice Extent Anomaly” graph, and click on “About this graph.”
    How is the monthly ice extent anomaly calculated?
  4. Examine the Monthly Sea Ice Extent Anomaly Graph (click on it to make it larger). When was the last year that the sea ice extent anomaly (for the current month) was greater than the 1981-2010 mean sea ice extent?
  5. Given the 1981-2010 mean sea ice extent labeled near the bottom of the graph, calculate the current sea ice extent (show your work). Hint: Subtract the current sea ice extent anomaly from the 1981-2010 mean.
  6. How does the extent anomaly graph compare with the temperature anomaly graph of Figure 4-34 (Links to an external site.)Links to an external site. in your textbook?

Earthquakes

Go to the USGS Earthquake Hazards Program’s Latest Earthquakes (Links to an external site.)Links to an external site. map.

7. How many 2.5 or greater magnitude earthquakes have occurred in the continental U.S. in the last day? Note: You may want to count the earthquakes on the left hand side column to get an accurate count.

8. Where did the strongest of these earthquakes occur and what was its magnitude?

9. Using the Option settings, switch to 30 Days, Magnitude 4.5+ U.S.. How many 4.5 magnitude or greater earthquakes happened in the continental U.S. in the last 30 days? Where did they occur?

10. Using the Option settings, switch to 30 Days, Significant Worldwide and zoom out to the World. What can you say about the location where most of these earthquakes occur? Where did the two strongest of these earthquakes occur and what was their magnitude?

11. Zoom to Hawaii. How many significant earthquakes have occurred in Hawaii in the last 30 days? Hawaii is not located near a plate boundary. Why do you think it has experienced significant earthquakes in the last 30 days?

research and reflection paper 2

Research and Reflection Paper

In the next phase, ruminate on what you learned in your interview—especially anything that helped you gain a deeper insight into the topics we have studied in the course—and write a research and reflection paper in which you draw upon our shared learning, your individual learning, and the additional discernment you have gained from the interview to demonstrate a more in-depth understanding of the foundational principles of management. In your paper, go beyond a mere recitation of memorized facts or regurgitation of information; strive to synthesize the most important topics of management (i.e., leadership, personality, motivation, decision making, communication, and the importance of good management to yourself and to society) into a hybrid research and reflection paper.

Your paper should integrate responses to each of the following areas in a well-organized and coherent paper:

  • Discuss the leadership precepts you gleaned as a result of your interview.
  • Describe how the leadership precepts dovetail with one or more of the modern theories of leadership.
  • Describe any management weaknesses or failures your interview imparted on you.
  • Discuss how to address these weaknesses or failures in light of the leadership model(s) you have discussed.
  • Describe one or two tenets of motivation theory you have taken away from the course, in light of your interview, the leadership model(s) you have discussed, and your own personality.
  • Discuss how your understandings of motivation theories impact your conceptions of the best practices when it comes to making decisions and communicating at work.
  • Based on your interview and on learning from this course, summarize what it takes to be an effective employee, a successful manager, and an exemplary citizen of society.

Your well-written paper should meet the following requirements:

*Attached are the interview questions and the portfolio outline. Please let me know if you have questions.*

the-content-should-focus-on-some-aspect-of-social-media-use-in-the-workplace

Develop a PowerPoint presentation (12-18 slides in length). It should include a title slide, an agenda slide, body content slides, a closing slide, and a references slide (if applicable). All slides count toward the required length.

The content should focus on some aspect of social media use in the workplace. Potential examples include the importance of companies embracing social media, advertising through social media, policies involving social media, proper professional communication through social media platforms, or any number of other angles.

The presentation must be submitted in .PPT or .PPTX format. Any other submission formats will be returned ungraded.

The PowerPoint presentation must adhere to the following requirements:

  1. Content:
    1. Address some aspect of social media use in the workplace.
    2. Organize the presentation in a clear, logical manner.
    3. Provide between 12-18 total slides.
    4. Assume your target audience is familiar with the overall concept of social media.
  2. Format:
    1. Follow the design requirements from Chapter 12-3 (pages 218-223) in BCOM9.
    2. Format the PowerPoint presentation with headings on each slide, and two to three (2-3) relevant graphics (photographs, graphs, clip art, etc.) throughout the presentation (not per slide), ensuring that the presentation is visually appealing and readable from 18 feet away.
    3. Open with an engaging introduction (including one title slide and one introduction slide).
    4. For the body of your presentation, cover the main points of your subject. Create slides that reinforce and illustrate your main ideas.
    5. For your single closing slide, finish with a memorable wrap-up statement that refocuses on the purpose of your presentation.
    6. Slides should cite any relevant outside sources using footnotes on relevant slides (the source should be clearly visible to the audience) OR in SWS format (in-text citations on slides and an included references page at the end of the presentation). Choose one method or the other (do not mix both).
  3. Clarity / Mechanics:
    1. Focus on clarity, writing mechanics, and professional language/style requirements.
    2. Run spell/grammar check before submitting.

Your assignment must be completed in PowerPoint (using either .PPT or .PPTX format). Your professor may provide additional instructions.

Assignments must be submitted through the online course shell only.

The specific course learning outcomes associated with this assignment are:

  1. Plan, create, and evaluate professional documents.
  2. Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
  3. Deliver professional information to various audiences using appropriate tone, style, and format.
  4. Develop presentation skills for use in the professional environment.

These are the key point from chapter 12-3 as outlined in the course assignment

  • Limit the number of visual aids used in a single presentation
  • Limit slide content to key ideas presented in as few words as possible, or better yet, visually
  • Develop only one major idea using targeted keywords the audience can scan quickly, understand and remember
  • Choose an effective template and powerful images to reinforce ideas, illustrate complex ideas, and enliven boring content.
  • Choose an effective color scheme
  • Limit colors to no more than three on a slide, to avoid an overwhelming feel
  • Begin by selecting a background color that conveys the appropriate formality and tone
  • Chooser complementary foreground (text) colors that have high contrast to the background to ensure readability
  • Choose accent colors that complement the color scheme
  • Choose an appealing font
  • Use Capitol letters sparingly
  • Reflect legal and ethical responsibility in the design of presentation visuals
  • Proofread the visual carefully