Categories
Film & Theater studies

Describe how media industry and journalism have evolved over the years, how i find it engaging that makes me want to learn more.

Describe how media industry and journalism have evolved over the years, how I find it engaging that makes me want to learn more. And what techniques or methods are utilized within my social life. or background knowledge in film making. +experienced cinematic techniques because my interest is media studies. Also no outside information is needed.

Categories
Medical Sciences (Anatomy, Physiology, Pharmacology etc.)

This is the link for the topic , use this link for information’s for the case study

https://radiopaedia.org/cases/spinal-myxopapillary-ependymoma-large-1?lang=us
this is the link for the topic , use this link for information’s for the case study
see attachment for more information’s

Categories
English 101

Lastly, spell-check and proofread your work!

Using the guidelines in the Chapter 3 Presentation following the slide, “Creating a Metacognitive Plan,” you need to create a learning plan for something that you want to accomplish like receiving a good grade on a project, major assignment, or test.
Post 1: Address the following topics in-depth (at least 150 words):
Section 1 – Describe the details of the assignment that you want to complete, so others can understand what you want to learn. Include any instructions given by your instructor or in your syllabus. For example, state that you want to write a compare/contrast paper for your English 201 course and provide the instructions given to you.
Section 2 – Write a goal statement using Bloom’s taxonomy. For example, “I want to write a compare/contrast essay and receive an A on it.”
Section 3 – Break down and identify all steps that you need to take to complete the assignment.
Section 4 – Outline a plan of action for completing each step.
Section 5 – Discuss learning strategies and resources that you will use to help you complete the project (refer to Chapter 3 of your textbook).
Be as thorough as possible when writing your posts, and remember, this is an academic assignment, so no “text-talk,” no conversational tone, and ABOVE ALL OTHER THINGS… don’t plagiarize!! Make sure that you include your source (even if it is only our book) following MLA formatting at the end of your post. Lastly, spell-check and proofread your work! Failure to follow these steps will negatively impact your grade.
PLEASE USE THE SOURCES THAT I PROVIDE.
Creating a Metacognitive Plan,” you need to create a learning plan for something that you want to accomplish like receiving a good grade on a project, major assignment, or test.
I WOULD LIKE MY PLAN TO BE :
I WANT TO PASS MY WORLD LIT CLASS. I HAVE FAILED IT TWICE.

Categories
Classic English Literature

• stay within the allocated time of 5 minutes

Our problem is about poly-pharmacy, all things is needed in file, check the guideline
• Convince the audience that the problem you selected is important and complex
• Engage the audience- you can use 1 slide, visual aids, stories, ……
• Demonstrate expertise about the problem (those in the problem situation, what is used to
currently solve the problem (existing solutions) and the limitations of these existing
solutions)
• Outline 3 ideas you have for solving the problem – recommend your preferred solution
• Stay within the allocated time of 5 minutes
You can use this website:
https://www.yalemedicine.org/news/polypharmacy

Categories
Medicine

Read your selected journal article, reflect on key elements, and compose a summary of the article.

Locate a journal publication related to Assistive Technology, Rehabilitation Counseling, Education, Employment, or Recreation/Leisure devices utilizing assistive technology.
NOTE: Your selection should be no more than 10 years past the publication date.
Read your selected journal article, reflect on key elements, and compose a summary of the article.
A good summary should communicate the main ideas and concepts discussed in the article in your own words. Direct quotations should be kept to a minimum.
Comments from Customer
Discipline: rehabilitation counseling

Categories
Cultural and Ethnic Studies

How might knowing about these factors of diversity change your perspective?

Module Overview
In the United Nations’ Universal Declaration of Human Rights, Article 2 states:
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
At its core, this declaration recognizes the variety of humans that inhabit this planet and challenges any government, organization, group, or entity that seeks to undermine or threaten this diversity. The declaration includes the categories it does partly because people have been marginalized throughout the world based on many of those categories. The United Nations presents this article of inclusion because history has proven that diversity—especially when it takes the form of open cultures where human rights flourish—contributes to the furthering of cultural growth within the human family.
A discussion about diversity should acknowledge three factors: culture, identity, and power. In this class, we will navigate these factors from many perspectives, including your own. Centuries ago, social changes inspired humanist and Enlightenment philosophers to explore a wide range of new discussions relating culture, identity, and power to progressive ideas of inclusion. This exploration has evolved rapidly in the last 60 years. Since the beginning of this millennium, social changes have inspired a wide range of new discussions and opportunities to reimagine our place within the human community. The goal of this class is to provide an opportunity for you to come together with other students and examine what the topic of diversity means in the current moment. You will apply critical thinking and analysis skills to engage in constructive, inclusive, and insightful conversations about the role of diversity in our collective future.
As you work through this module’s content and the course as a whole, consider the following:
What factors shape your own diverse experiences?
How do these factors inform how you see the world?
What factors of diversity are absent from your day-to-day life?
How might knowing about these factors of diversity change your perspective?
In this module, you will explore four general education interdisciplinary lenses to inform your study of diversity: humanities, history, natural and applied sciences, and social science. They represent the perspectives of these different academic disciplines. As you go further in this course, you will see how each field of study approaches diversity and frames the critical analysis tools of bias, agency, methodology, and intention. By the end of this course, you will better understand diversity; its effect on various social, economic, and political institutions; and its major influence on the future of society.
Beliefs, Assumptions, and Values
Beliefs are convictions that people feel certain are true. For example, you may have a belief in a higher power, your own abilities, or a political party. Beliefs help us to quickly process, categorize, and evaluate information. The formation of our belief system is influenced by our culture, family, personal experiences, and education. Our beliefs inform the assumptions we make about the world.
Since beliefs are shortcuts our brain uses, they sometimes lead us to jump to conclusions or make assumptions. Assumptions are ideas that people accept as true without proof. Whether right or wrong, assumptions are not always based on valid information and are formed primarily from previous experiences and our belief system. Examples of assumptions include someone who is not good with numbers assuming they cannot pass a math class, or fans assuming that when a professional athletic team spends millions on new players, it will make the team better.
Our values influence our beliefs and assumptions. Values are the principles or standards that a culture considers important (for example, freedom, loyalty, fairness, responsibility, and independence). Values influence people’s traits, routines, rituals, and behaviors. Your personal values are stable, long-lasting principles that reflect what is most important to you and how you make choices in your life. For example, hard work and dedication lead to success; or, if you want a task done right, do it yourself. Values reflect who we are as individuals, what is most important to us, what we take pride in, and how we conduct ourselves.
How do beliefs, assumptions, and values relate to diversity? The world’s populations have grown exponentially since the end of World War II. Although we have always been a global community, populations, global trade, and fast-paced travel have grown and developed significantly. In addition, large-scale diasporas have made it impossible to ignore the complex and varied spectrum of human diversity. Diasporas are populations of people who have left their home countries and moved to other locations while maintaining their original cultural practices. Because of these factors, we can no longer ignore the fact that not everyone around us will share our beliefs, assumptions, and values. The skills you will be working on in this class provide you with tools for engaging with the larger world around you. Critical analysis lets you see, hear, and learn about another person with clarity and empathy.
As you begin to wrestle with the ever-shifting topic of diversity, you will notice that much of what is described in your readings exists within systems of beliefs, assumptions, and values. Research is often motivated by personal curiosity. This curiosity influences every aspect of what scholars write about. The research questions that get answered depend on who forms the question and the beliefs, assumptions, and values of entities that approve and fund the research. Thus, personal beliefs, assumptions, and values can have a significant impact on how research is conducted, and ultimately what we as humans claim to know.
Discussing Diversity
Talking about diversity can be very intense. The topic includes a wide range of experiences that bring out big emotions in all sorts of people. Regardless of age and education, all humans learn better when they feel safe. The best way to create safety in our class discussions is to acknowledge our collective humanity and our potential vulnerability. Because we can’t know how others want to be treated, we engage with thoughtfulness and assume best intentions in others to understand what others mean.
A technique from peaceful conflict resolution is particularly helpful here: In conversations with others, instead of using “you” statements, we aim for “I” statements. A “you” statement is one that assumes the intent of the other person, such as, “you said a thing I don’t like ….” In contrast, “I” statements frame our experience, such as, “I find this idea difficult because ….” Turning conversation to your own thoughts and experiences and leaving space for others to bring their experiences is a way to open potentially divisive conversations into opportunities for learning together.
The goal of our classroom discussions is to process our individual critical thinking about the topics within the class. To this end, prioritizing respectful dialogue, listening, and learning together deepens the effect of each discussion. While speaking about diversity in a diverse community, notice what informs your opinions. Remember that all the posts in our discussion threads represent people who have real human experiences and emotions. Appreciating your classmate’s ideas and experiences even when you don’t agree supports a safe environment for learning. It is also important to notice that even ideas of what constitutes “respect” have cultural specificity that may be different for different students. If someone in a discussion shares an opinion that feels offensive, remember that the first goal is to learn from each other’s differences. If you are unsure, ask questions of each other. If it feels comfortable, share a personal experience that influences your personal opinion.
Looking Ahead
This class gives you the opportunity to explore a topic related to diversity and contextualize the importance of diversity within your personal experiences, field of study or profession, and society. As one of the culminating experiences of the General Education program at Southern New Hampshire University, this class will also enhance critical thinking skills, communication skills, and cultural awareness.
To practice these skills, you will examine a specific topic using researched evidence. The topic you choose will be a single issue, event, or situation related to diversity. You will focus on how the topic impacts a significant population by leveraging one of four general education interdisciplinary lenses. When choosing a topic, you may find it helpful to consider your personal or professional experience. For example, if your major is human resources, an issue you might consider is pay equality in the workplace. If you are a nursing major, perhaps you want to explore access to healthcare in impoverished communities. Maybe you are a gamer and would be interested in exploring the representation of women and men in video games. Whatever you choose, you will need to obtain instructor approval of your topic. You will also be able to modify your topic until Module Two.
Please be sure to review the Project Guidelines and Rubric in the Assignment Information area. Your project is due in Module Seven. All the assignments you complete in this course relate directly to the work you will do on your project. Be sure to review and use the feedback on assignments given along the way by your instructor to strengthen the final submission of your project.
References
United Nations. (n.d.). Universal declaration of human rights. https://www.un.org/en/about-us/universal-declaration-of-human-rights

Categories
Marketing

What do any of the suv manufacturers market?

Before engaging in the discussions each week, please read/view all of the readings and resources provided in the unit.
What does Revlon market?
What do any of the SUV manufacturers market?
What does Wilmington University market?
Examine two (or more) of these “products” and describe in your own words what you think really is being marketed. What do you think the unique or competitive advantage is for the examples you chose?

Categories
Nutrition/Dietary

Tribole, e., & resch, e. (2017).

You have to answer the questions, there are short answers. You also have to fill out the IEAT PRACTISE PDF file.
Instructions:
Description
The Intuitive Eating (IE) Assignments refer to content and activities from The Intuitive Eating Workbook by Tribole & Resch (2017). Students are expected to read the respective chapters from this workbook and then complete the activities available at this link. For Part 2 of the IE assignment, please read chapters 4-7 before attempting to begin this assignment.
Completion of the IE Assignment Part 2 requires for you to set aside six meals over several days to practice intuitive eating which utilizes all your senses, as modeled in class and described beginning on p. 138 of the Workbook. Complete this iEAT Practice.pdf Worksheet and upload when requested once you begin this assignment.
Tribole, E., & Resch, E. (2017). The intuitive eating workbook: Ten principles for nourishing a healthy relationship with food. New Harbinger Publications.

Categories
English 101

What forms of evidence do the authors of each article use to support their perspective?

Essay Two: Comparative Evaluation
Description
The goal of this essay is to compare and/or contrast the opinions or experiences presented by authors in two of the assigned readings.
Course Content > Assigned Readings
Andrew Delbanco, “What is College For?”
Anemona Hartocollis, “College is the Goal. The Problem? Getting There”
Lawrence Lanahan, “What if We Hired for Skills, Not Degrees?”
Josh Moody, “Alternatives to a 4-Year College: What to Know”
Elissa Nadworny, “You Don’t Need a Bachelor’s Degree to Land a High-Paying Job”
Molly Worthen, “The Anti-College is on the Rise”
Required Readings: Blackboard
Course Information > Link: Composition Syllabus > Graded Item Descriptions and Rubrics > Rubric: MLA-style Expository Essays
Course Content:
Blackboard Video: Submit an Assignment
If you do not have Microsoft Word, please review Course Content > Word-Processing Tutorials
Learning Module: Perspectives
The Writing Process
Class Topic: Synthesis Writing
Link: Synthesis Writing | Resources for Writers | Drew University
Synthesis Essay Question Worksheet
MLA Style Requirements
Template: MLA-style essay
Link: MLA In-Text Citations
Link: MLA Works Cited Page- Electronic Resources
Instructions
Choose two articles from the Assigned Reading list. In a total of four to five paragraphs, describe how the authors’ perspectives about postsecondary education are similar (compare) and/or different (contrast). You must cite evidence from the two articles you’ve chosen from the Assigned Readings list to support your argument.
Your essay must include a brief introduction paragraph, two to three body paragraphs, and a brief concluding paragraph.
In your introduction (one brief paragraph, approximately five sentences), identify and briefly summarize the assigned readings you have chosen. Conclude your introduction paragraph with your thesis statement, which will state your main idea. Your thesis statement should answer the following question: In what way(s) do the authors have a similar (or opposing) perspective about postsecondary education?
In two to three body paragraphs, you will provide a comparative (compare and/or contrast) evaluation to support your thesis statement. Use the following questions to guide your comparative evaluation throughout your body paragraphs:
What is the perspective/argument about postsecondary education that is presented in each article?
What forms of evidence do the authors of each article use to support their perspective? For example, do the authors cite evidence from research? Share personal experience? Interview participants? A combination of these research methods/forms of evidence? How do the articles that focus on personal experience differ from the stories that examine education from an objective perspective?
Which author presents a more persuasive perspective/argument about postsecondary education? Explain why you believe the author’s perspective was more persuasive/impactful.
In your body paragraphs, cite specific concepts, ideas, and evidence from the assigned readings to support your main idea and its key points. Whether you cite a direct quote or summarize a quote in your own words, you must include MLA-style parenthetical citations.
Your conclusion (one brief paragraph, approximately five sentences) will restate and evaluate your thesis statement, the main points of your analysis, and the key findings from your evaluation. In other words, your concluding paragraph will summarize what you have discovered about the viewpoints/experiences regarding education that were presented in the assigned readings.
Include an MLA-style Works Cited page on a new page after your conclusion.
Formatting
Length: Four to five total paragraphs
An introduction paragraph
Two to three body paragraphs
A concluding paragraph
Works Cited page
MLA formatting guidelines. See Course Content > MLA Style Requirements folder for resources and templates.
Narrative point-of-view: First-person allowed; avoid filler phrases: I think, I feel, In my opinion
Essay must be attached/uploaded to this Assignment link. See Course Content > Video: Submit an Assignment. Emailed submissions are not accepted. If you accidentally submit the incorrect file, you may submit the correct file through this assignment submission link by the due date.
Accepted file types: Microsoft Word or PDF
Note for non-Microsoft Word users: If you cannot save your file as a Word document (.doc or .docx), please save this and all files in Portable Document Format (.pdf). See Course Content > Word-Processing Tutorials for brief how-to videos about how to save as Word and/or PDF using different word-processing programs/software.

Categories
English 101

Identify the similarities and differences between

Due on Friday Nov. 1 2022
Comparison of the Book and the Movie
for The Talented Mr. Ripley
Highsmith, Patricia. The Talented Mr. Ripley
1. Watch the movie
2. Identify the similarities and differences between
the book and the movie.
3. Why did the screenplay feel it was necessary to
add/delete or change anything?
4. Which one did you like better? Why?