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ATTACHED! NEED ALL WORK NO LATER THAN 9AM EST TOMMENGL101:9:Online English Composition IWriting Assignment – Using Core Concepts 1-5 Write a short persuasive essay about a debatable topic. For this week, begin with steps 1-5 of the core concepts. Complete the five steps below and submit your answers: Here is a list of topics to choose from, or you can choose your own:  Step 1: Explore a topic – Write 2 topic ideas that are interesting to you. For each one, write a few sentences about what you know about the topic and why it’s interesting to you. (Example: Should cigarette smoking be banned?)         Topic 1:         Topic 2: Step 2: Examine the Rhetorical Context – Choose one of your topics from step 1. In a few sentences, describe who your audience is and why they would care about this topic now. Step 3: Select a Medium – The medium for this project is a typed essay document. However, in one or two sentences, describe one more medium that would be effective to argue your opinion on this topic. Why would it be a good medium choice? (examples: video, PPT presentation, photo essay, etc.) Step 4: Have Something to Say – Write a thesis statement for your topic. Your thesis statement should clearly and strongly state a point of view. (Example: Smoking cigarettes should remain a personal choice for individuals.) Step 5: Back Up What You Say – Write at least three arguments to back up your thesis statement. Briefly explain each argument in a sentence or two. (Example: Banning cigarettes will lead to banning other activities people choose to do. For example…).      argument 1:      argument 2:      argument 3:Reading and Discussion Completion requirements Read  Strength in Numbers by Eric Klinenberg Post your answers to these questions: 1) In your own words, what is Eric Klinenberg’s main argument in this essay? 2) What kind of evidence does Klinenberg give to back up his claims? In your opinion, do you think it’s enough evidence? Explain. Strength in Numbers TO SURVIVE CLIMATE CHANGE, WE NEED TO BUILD TIGHT-KNIT COMMUNITIES AROUND THE WORLD. In the summer of 1995, a blistering heat wave settled over Chicago for three days. It killed 739 people, making it one of the most unexpectedly lethal disasters in modern American history. No statistical models of the heat wave predicted such a high death toll. Researchers in the American Journal of Public Health reported that their analysis “failed to detect relationships between the weather and mortality that would explain what happened.” Just as mysterious as the number of fatalities was the way they were distributed across the city. Several of the most deadly areas were entirely black and disproportionately poor, but so were three of the least deadly. Adjacent areas that looked alike-like Englewood and Auburn Gresham, two hyper-segregated black South Side neighborhoods with high poverty and crime-suffered vastly different effects. Scientists who study urban breakdowns like this usually focus on hard-line infrastructure: electrical grids, transit networks, communications systems, water lines, and the like. And to be sure, Chicago’s aging infrastructure was woefully equipped for extreme heat. The power grid failed, leaving tens of thousands without air conditioning. Roads buckled and drawbridges locked, leading to gridlock and long ambulance response times. But those failures blanketed the entire city; they didn’t explain the patchwork death toll. As a young sociologist who grew up in Chicago, I wanted to figure out why the heat wave killed who it did, where it did. So I set out to examine those pairs of “neighboring neighborhoods” that should have fared similarly but didn’t. Englewood and Auburn Gresham may have looked similar on paper. But when I got to know them at street level, they came to look like different worlds. Englewood had been hemorrhaging for decades: first the employers; next the banks, groceries, and restaurants; finally the people. Residents described the area as “bombed out” and “abandoned.” Empty lots, boarded-up houses, and broken, uneven sidewalks discouraged people from going outside, especially older people. During the heat wave, the residents of Englewood tended to hunker down in the safety of their homes-which became brick ovens. Englewood’s death rate was among the highest in the city. Auburn Gresham, on the other hand, never lost its core institutions or its people. Stores, restaurants, community organizations, and churches animated its streets, and people hung out on the sidewalks. Older people there belonged to block clubs; residents assured me they knew who they had to keep tabs on during the heat wave. Auburn Gresham has long been regarded as one of the worst neighborhoods in Chicago; but its death rate, three per 100,000, was among the lowest in the heat wave-far lower, in fact, than many of the wealthy white neighborhoods across town. Throughout the city, the variable that best explained the pattern of mortality during the Chicago heat wave was what people in my discipline call social infrastructure. Places with active commercial corridors, a variety of public spaces, local institutions, decent sidewalks, and community organizations fared well in the disaster. More socially barren places did not. Turns out neighborhood conditions that isolate people from each other on a good day can, on a really bad day, become lethal. This is important, because climate change virtually guarantees that, in the next century, major cities all over the world will endure longer, more frequent, and more intense heat waves-along with frankenstorms, hurricanes, blizzards, and rising seas. And it’s inevitable that cities will take steps to fortify themselves against this future. The first instinct of urban leaders is often to harden their cities through engineering and infrastructure, much of which is indeed pretty vital. But research keeps reinforcing the lessons of Englewood and Auburn Gresham. Just as the temperature of a heat wave, the height of a storm surge, or the thickness of a levee, it’s the strength of a neighborhood that determines who lives and who dies in a disaster. Building against climate change can either support vibrant neighborhood conditions or undermine them. We know how to do both. In October 2012, Superstorm Sandy smashed into New York. With 30-foot waves and 14-foot surges, the storm killed 24 people on Staten Island alone, ripped into the Jersey shore, and swamped lower Manhattan, one of the most densely populated zones in the US and home to thousands of public housing units, massive hospitals, major underground transit hubs, and several of the world’s largest corporations and financial institutions. When a major electrical substation in the East Village took on 4 feet of water, it exploded and snuffed out power for about 250,000 people below midtown. The outage left some of the most impoverished and some of the most affluent people in the city alike stranded on high floors of apartment buildings without water, electricity, or elevator service for nearly a week. Like the Chicago heat wave, Sandy turned up evidence for the importance of social infrastructure. A study conducted by the University of Chicago’s National Opinion Research Center and the Associated Press showed that residents of neighborhoods with low levels of social cohesion-as measured by how much people said they trusted their neighbors-reported longer recovery times. Much of the initial response to the storm, however, focused on hard infrastructure. Prominent climate scientists and engineers called for vast, colossally expensive seawalls around big cities and on coast lines. Even in pure engineering terms, sea gates and seawalls can impart a false sense of security: They can accelerate coastal erosion, and if they fail, they can fail catastrophically. They also erode the quality of neighborhoods; when an oceanfront area turns into a fortress, people lose their connections to the water, and street life dries up. Who wants to live behind an enormous seawall? (Plus, storm surge has to go somewhere. Who wants to live where the wall ends?) Luckily, officials have started to embrace the idea that social infrastructure is as essential to resilience as the hard stuff. In 2013, I started serving-at the behest of the White House-as the research director for an international competition called Rebuild by Design. The competition’s purpose was to allocate around $1 billion for major projects that would make the areas affected by Sandy more resilient against climate change and serve as pilots for the rest of the country. And a major requirement of the competition was that the projects should improve social infrastructure. WHEN THE FLOODS COME, NEIGHBORS ARE THE TRUE FIRST RESPONDERS. The six winning plans were announced in 2014. The highest-profile project, by architect Bjarke Ingels and the BIG Team along with One Architecture, essentially swathes lower Manhattan in a fortress of storm protection disguised as a smorgasbord of public space. The portion of the design proposed for the Lower East Side-which is, for now, the only funded part of the project-lines the waterfront with lushly planted berms that give pedestrians easier access to a slew of amenities on the water’s edge. The berms, which are 18.5 feet at their peak, absorb storm surges when necessary, but their everyday function is just as important: serving as parklands and recreational areas for people who live in an especially gray and unpleasant part of an especially gray city. Another winning design-far more low-key and far less expensive-will subtly transform the coastline of Staten Island. Being directly exposed to the Atlantic, Staten absorbed waves so large during Sandy that they tore through communities blocks from the ocean, where no one expected a deluge. Working from computer models of waves and tidal flow, the landscape design firm Scape proposed a necklace of submerged reefs and oyster beds to rim the island’s Atlantic coast-partially man-made, partially natural structures that will promote sedimentation and absorb a tremendous amount of wave energy. But not all of it. Scape’s plan makes a point of acknowledging the inescapable fact that water is coming: Part of the project even launches a new school curriculum to teach kids on the island how their fate is linked to the fate of the oceans. It also links people in the area to each other, with plans for the construction of several cultural and educational hubs along the shore. Neither project is under construction yet; the plan for lower Manhattan has received $335 million dollars in federal funding, and the Staten Island project has received $60 million. Both could get steered off course. Late-stage budget cuts could reduce the Lower East Side’s verdant berms to an ugly and imposing seawall, exactly the kind of project that Rebuild by Design was supposed to reject. But so far the plans have wide support from local and federal offices, and other cities around the world have taken notice. People are realizing that when the floods come or the heat wave settles, neighbors are the true first responders. Next up, we’ll be able to focus on an even more urgent problem: reducing our greenhouse gas emissions before there’s no way to adapt.Writing Assignment – Using Core Concepts 6-10 Submit: 1 essay outline and 1 argument essay Assignment summary: Create an outline and then write an argument essay  based on the topic you chose in last week’s writing assignment. -Write at least five paragraphs, including an introduction, three body paragraphs, and a conclusion. -Type your essay, double-spaced (preferably in a Word document). 2-3 pages -Use your own ideas and words in this project.  This is not a research-based essay, so choose arguments that you can discuss based on your own knowledge and experiences.Step 6: Establish a Form and Structure for Your ProjectCreate an outline for your essay first. Include your organized ideas for a thesis statement, at least three body paragraphs, and a conclusion. (Open the ‘Essay Outline Example’ on Moodle for ideas on how to organize your outline).Steps 7-10:  Write your whole essay. Make your arguments as well-developed and organized as possible. For now, work on revising and correcting your ideas on your own (you will get feedback and have a chance to do more revisions later). Step 7: Get Feedback; Step 8: Revise; Step 9: Strengthen Your Voice; Step 10: Make it Correct

ATTACHED! NEED ALL WORK NO LATER THAN 9AM EST TOMM

ENGL101:9:Online English Composition I

Writing Assignment – Using Core Concepts 1-5

Write a short persuasive essay about a debatable topic. For this week, begin with steps 1-5 of the core concepts. Complete the five steps below and submit your answers:

Here is a list of topics to choose from, or you can choose your own: 

Step 1: Explore a topic – Write 2 topic ideas that are interesting to you. For each one, write a few sentences about what you know about the topic and why it’s interesting to you. (Example: Should cigarette smoking be banned?)

        Topic 1:

        Topic 2:

Step 2: Examine the Rhetorical Context – Choose one of your topics from step 1. In a few sentences, describe who your audience is and why they would care about this topic now.

Step 3: Select a Medium – The medium for this project is a typed essay document. However, in one or two sentences, describe one more medium that would be effective to argue your opinion on this topic. Why would it be a good medium choice? (examples: video, PPT presentation, photo essay, etc.)

Step 4: Have Something to Say – Write a thesis statement for your topic. Your thesis statement should clearly and strongly state a point of view. (Example: Smoking cigarettes should remain a personal choice for individuals.)

Step 5: Back Up What You Say – Write at least three arguments to back up your thesis statement. Briefly explain each argument in a sentence or two. (Example: Banning cigarettes will lead to banning other activities people choose to do. For example…).

     argument 1:

     argument 2:

     argument 3:

Reading and Discussion

Completion requirements

Read
 Strength in Numbers by Eric Klinenberg

Post your answers to these questions:

1) In your own words, what is Eric Klinenberg’s main argument in this essay?

2) What kind of evidence does Klinenberg give to back up his claims? In your opinion, do you think it’s enough evidence? Explain.

Strength in Numbers

TO SURVIVE CLIMATE CHANGE, WE NEED TO BUILD TIGHT-KNIT COMMUNITIES AROUND THE WORLD.

In the summer of 1995, a blistering heat wave settled over Chicago for three days. It killed 739 people, making it one of the most unexpectedly lethal disasters in modern American history. No statistical models of the heat wave predicted such a high death toll. Researchers in the American Journal of Public Health reported that their analysis “failed to detect relationships between the weather and mortality that would explain what happened.”

Just as mysterious as the number of fatalities was the way they were distributed across the city. Several of the most deadly areas were entirely black and disproportionately poor, but so were three of the least deadly. Adjacent areas that looked alike-like Englewood and Auburn Gresham, two hyper-segregated black South Side neighborhoods with high poverty and crime-suffered vastly different effects.

Scientists who study urban breakdowns like this usually focus on hard-line infrastructure: electrical grids, transit networks, communications systems, water lines, and the like. And to be sure, Chicago’s aging infrastructure was woefully equipped for extreme heat. The power grid failed, leaving tens of thousands without air conditioning. Roads buckled and drawbridges locked, leading to gridlock and long ambulance response times. But those failures blanketed the entire city; they didn’t explain the patchwork death toll.

As a young sociologist who grew up in Chicago, I wanted to figure out why the heat wave killed who it did, where it did. So I set out to examine those pairs of “neighboring neighborhoods” that should have fared similarly but didn’t.

Englewood and Auburn Gresham may have looked similar on paper. But when I got to know them at street level, they came to look like different worlds. Englewood had been hemorrhaging for decades: first the employers; next the banks, groceries, and restaurants; finally the people. Residents described the area as “bombed out” and “abandoned.” Empty lots, boarded-up houses, and broken, uneven sidewalks discouraged people from going outside, especially older people. During the heat wave, the residents of Englewood tended to hunker down in the safety of their homes-which became brick ovens. Englewood’s death rate was among the highest in the city.

Auburn Gresham, on the other hand, never lost its core institutions or its people. Stores, restaurants, community organizations, and churches animated its streets, and people hung out on the sidewalks. Older people there belonged to block clubs; residents assured me they knew who they had to keep tabs on during the heat wave. Auburn Gresham has long been regarded as one of the worst neighborhoods in Chicago; but its death rate, three per 100,000, was among the lowest in the heat wave-far lower, in fact, than many of the wealthy white neighborhoods across town.

Throughout the city, the variable that best explained the pattern of mortality during the Chicago heat wave was what people in my discipline call social infrastructure. Places with active commercial corridors, a variety of public spaces, local institutions, decent sidewalks, and community organizations fared well in the disaster. More socially barren places did not. Turns out neighborhood conditions that isolate people from each other on a good day can, on a really bad day, become lethal.

This is important, because climate change virtually guarantees that, in the next century, major cities all over the world will endure longer, more frequent, and more intense heat waves-along with frankenstorms, hurricanes, blizzards, and rising seas. And it’s inevitable that cities will take steps to fortify themselves against this future. The first instinct of urban leaders is often to harden their cities through engineering and infrastructure, much of which is indeed pretty vital. But research keeps reinforcing the lessons of Englewood and Auburn Gresham. Just as the temperature of a heat wave, the height of a storm surge, or the thickness of a levee, it’s the strength of a neighborhood that determines who lives and who dies in a disaster. Building against climate change can either support vibrant neighborhood conditions or undermine them. We know how to do both.

In October 2012, Superstorm Sandy smashed into New York. With 30-foot waves and 14-foot surges, the storm killed 24 people on Staten Island alone, ripped into the Jersey shore, and swamped lower Manhattan, one of the most densely populated zones in the US and home to thousands of public housing units, massive hospitals, major underground transit hubs, and several of the world’s largest corporations and financial institutions. When a major electrical substation in the East Village took on 4 feet of water, it exploded and snuffed out power for about 250,000 people below midtown. The outage left some of the most impoverished and some of the most affluent people in the city alike stranded on high floors of apartment buildings without water, electricity, or elevator service for nearly a week.

Like the Chicago heat wave, Sandy turned up evidence for the importance of social infrastructure. A study conducted by the University of Chicago’s National Opinion Research Center and the Associated Press showed that residents of neighborhoods with low levels of social cohesion-as measured by how much people said they trusted their neighbors-reported longer recovery times. Much of the initial response to the storm, however, focused on hard infrastructure. Prominent climate scientists and engineers called for vast, colossally expensive seawalls around big cities and on coast lines.

Even in pure engineering terms, sea gates and seawalls can impart a false sense of security: They can accelerate coastal erosion, and if they fail, they can fail catastrophically. They also erode the quality of neighborhoods; when an oceanfront area turns into a fortress, people lose their connections to the water, and street life dries up. Who wants to live behind an enormous seawall? (Plus, storm surge has to go somewhere. Who wants to live where the wall ends?)

Luckily, officials have started to embrace the idea that social infrastructure is as essential to resilience as the hard stuff. In 2013, I started serving-at the behest of the White House-as the research director for an international competition called Rebuild by Design. The competition’s purpose was to allocate around $1 billion for major projects that would make the areas affected by Sandy more resilient against climate change and serve as pilots for the rest of the country. And a major requirement of the competition was that the projects should improve social infrastructure.

WHEN THE FLOODS COME, NEIGHBORS ARE THE TRUE FIRST RESPONDERS.

The six winning plans were announced in 2014. The highest-profile project, by architect Bjarke Ingels and the BIG Team along with One Architecture, essentially swathes lower Manhattan in a fortress of storm protection disguised as a smorgasbord of public space. The portion of the design proposed for the Lower East Side-which is, for now, the only funded part of the project-lines the waterfront with lushly planted berms that give pedestrians easier access to a slew of amenities on the water’s edge. The berms, which are 18.5 feet at their peak, absorb storm surges when necessary, but their everyday function is just as important: serving as parklands and recreational areas for people who live in an especially gray and unpleasant part of an especially gray city.

Another winning design-far more low-key and far less expensive-will subtly transform the coastline of Staten Island. Being directly exposed to the Atlantic, Staten absorbed waves so large during Sandy that they tore through communities blocks from the ocean, where no one expected a deluge. Working from computer models of waves and tidal flow, the landscape design firm Scape proposed a necklace of submerged reefs and oyster beds to rim the island’s Atlantic coast-partially man-made, partially natural structures that will promote sedimentation and absorb a tremendous amount of wave energy. But not all of it. Scape’s plan makes a point of acknowledging the inescapable fact that water is coming: Part of the project even launches a new school curriculum to teach kids on the island how their fate is linked to the fate of the oceans. It also links people in the area to each other, with plans for the construction of several cultural and educational hubs along the shore.

Neither project is under construction yet; the plan for lower Manhattan has received $335 million dollars in federal funding, and the Staten Island project has received $60 million. Both could get steered off course. Late-stage budget cuts could reduce the Lower East Side’s verdant berms to an ugly and imposing seawall, exactly the kind of project that Rebuild by Design was supposed to reject. But so far the plans have wide support from local and federal offices, and other cities around the world have taken notice. People are realizing that when the floods come or the heat wave settles, neighbors are the true first responders. Next up, we’ll be able to focus on an even more urgent problem: reducing our greenhouse gas emissions before there’s no way to adapt.

Writing Assignment – Using Core Concepts 6-10

Submit: 1 essay outline and 1 argument essay

Assignment summary: Create an outline and then write an argument essay 
based on the topic you chose in last week’s writing assignment.

-Write at least five paragraphs, including an introduction, three body paragraphs, and a conclusion.

-Type your essay, double-spaced (preferably in a Word document). 2-3 pages

-Use your own ideas and words in this project.
 This is not a research-based essay, so choose arguments that you can discuss based on your own knowledge and experiences.

Step 6: Establish a Form and Structure for Your Project

Create an outline for your essay first. Include your organized ideas for a thesis statement, at least three body paragraphs, and a conclusion.

(Open the ‘Essay Outline Example’ on Moodle for ideas on how to organize your outline).

Steps 7-10: 
Write your whole essay. Make your arguments as well-developed and organized as possible. For now, work on revising and correcting your ideas on your own (you will get feedback and have a chance to do more revisions later).

Step 7: Get Feedback; Step 8: Revise; Step 9: Strengthen Your Voice; Step 10: Make it Correct

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M4 WA#1 Choose  one  of the following options:Option One: Design a power point presentation for families in which you welcome them to your program and let them know the following things about your program: · Role of family-school partnership · Ways families can be involved in the school/your classroom · Ways in which you will communicate (or families can communicate with you) · How your classroom/school welcomes and celebrates families from diverse backgrounds, children with special needs, dual-language families, etc… · Parenting styles as outlined by Baumarind · How to encourage brain development at home · How to help children separate from families when they come to school You will be graded on originality of work, creativity, organization of material, accuracy of material, and overall presentation of material. Your power point presentation should have a citation page at the end in which you list any resources which you used to create your presentation. To earn an A, your presentation should contain ten or more slides, and should include a citation page slide at the end listing all resources used in the power point presentation.Option Two: Answer each of the following questions . Each question is worth twenty points and should be proofread. All parts of each question should be thoroughly answered for full credit. 1. How are young children’s brains growing and developing? How would you encourage families to support their child’s brain development? 2. How does regular communication between the school and the family benefit a child’s learning? What are ways that you have (or could) communicate effectively with parents or guardians? 3. How can a teacher include and support families whose first language is not English? Children with special needs? Diverse family backgrounds? 4. What would you want to include in a family teacher conference? Why? 5. Baumrind described three parenting styles. Briefly define each style. With which style are you most comfortable? Under which style were you raised? How do you relate to families who use a different style?  6. What are effective strategies for helping families and children separate when first beginning a new program or classroom? How do you help children (and families) feel safe and welcome?

M4 WA#1 Choose  one  of the following options: Option One: Design a power point presentation for families in which you welcome them to your program and let them know the following things about your program: · Role of family-school partnership · Ways families can be involved in the school/your classroom

Europe power point CJUS 810Europe AssignmentPowerPoint Presentation Assignment Instructions Overview This assignment will be very similar to the Research Paper Assignments completed in this course. However, it is our desire that not only do you become a great researcher, but you also become an “expert of the presentation.” When you earn your PhD, you may find yourself in a teaching role. In fact, maybe you will be teaching Transnational Organized Crime! This series of PowerPoint presentations will be a great start in your class preparation. In this assignment you analyze organized crime in various countries and reduce your analysis to a PowerPoint with speaker notes. You will truly be an international criminal. The “crime” committed can be of your choosing as long as it is illegal in the country we are studying. You will find that this very deep dive into the criminal justice systems of each country we study will help you become a world criminal justice system expert. Instructions These are minimum guidelines – you may expand the topics covered in your PowerPoint – keep the quality at a doctoral level. 1. Analyze the nature of organized crime in the assigned area (you may narrow the scope of your analysis through your introduction if needed) 1. Analyze the impact of organized crime in the assigned area on the government 1. Briefly propose policies that may be helpful in mitigating organized crime in the assigned area 1. A Holy Bible comparison/analysis of the nature of the organized crime system, the impact on the country, or your proposed policy to mitigate the system Prepare a 10 slide PowerPoint presentation. Title slide(s) and reference slide(s) do not count toward the slide count. The vast slide count difference is because organized crime in some countries is quite easy to study and organized crime in some countries have very limited information. In some instances, there will be a plethora of information and you must use skilled writing to maintain proper slide count. Please keep in mind that this is a doctoral level presentation. Your research must go beyond the mere textbook and have a minimum of 8 scholarly sources. The Holy Bible should be used at least once in the PowerPoint presentation. Each slide (of the 10 slides) must have 200 to 350 words of bulleted or paragraph speakers notes (in speaker notes section of the slide build). The slides should be professional and not cluttered with too many words. The sources should be reflected in the speaker notes, slides, and “reference section slide.” Additionally, you, the student, should use animations, transitions, and graphics to reflect PhD level research. Please review the grading rubric when forming your presentation. Sources should reflect scholarly work but may include .gov information is there is an author or if the information comes from a valid government research database (think CIA, State Department, United Nations, etc.).

Europe power point  CJUS 810 Europe Assignment PowerPoint Presentation Assignment Instructions Overview This assignment will be very similar to the Research Paper Assignments completed in this course. However, it is our desire that not only do you become a great researcher, but you also become an “expert of the presentation.”

Please read the following update very carefully for writing assignment #3 and note that because of the revised instructions, I have pushed the due date back by 2 additional days to April 2:  A minimum of 4 pages in length (double-spaced, 12-point new times roman font) and utilize a minimum of 4 academic sources (see specific instructions for each assignment below). Assignments should not exceed 5 pages of written work in length (this is an absolute maximum). Students must include a bibliography and “proper in-text citations” (either Chicago or MLA must be used). Academic sources are required for each assignment. Please note thatthe use any AI assistance on written work (such as ChatGPT) is NOT permitted. Each written assignment will be worth 15% and the instructor will provide a writing tutorial in class prior to the due date of the first assignment. Instructions:Writing Assignment #3 (due Apr 2): Religion & Popular CultureThe third writing assignment will examine the depiction of an Indigenous tradition from a specific TV show or film. The purpose of the assignment is to explore how popular culture portrays Indigenous life, ritual, practice, belief, and/or culture. The following questions should be considered in the assignment: How is Indigenous religion depicted in the show? Is that depiction accurate or does it include certain stereotypes? What is the overall tone or message about Indigenous traditions in your example?  Students will also be expected to incorporate the textbook and one specific academic article (an article on religion and media theory), which is listed below and accessible online via the UM library. Students can select their own TV show or film or use any of the examples from the links below, which we viewed in class.Links for RLGN 1324 on Media: Simpsons Movie Throat Singing Scene:Family Guy:The Proposal:Reservation Dogs:Paul Rabliauskas on Acting Good:Select ONE of the following articles as Required Reading (both available for free online through the UM Library): #1 – Hoffman, Elizabeth. American Indians and Popular Culture. Praeger, 2012. Online edition available via UM library Volume 1: Chapter 9 “Ubiquitous American Indian Stereotypes in Television by Frank White OR #2 – The Routledge Companion to Indigenous Art Histories in the United States and Canada Chapter 25 “Decolonizing Representation: Ontological Transformations Through Re-Mediation of Indigenous Representation in Popular Culture and Indigenous Interventions” by Stephen Foster and Mike Evans *Students MUST consult at least one of these chapters in addition to the textbook in their analysis for writing assignment #3 and use proper in-text citations.  Consider issues such as: depiction of Indigenous people, beliefs, and practices, the importance of self-representation, the role of comedy, and the various stereotypes and common tropes about Indigenous peoples. Be sure to apply some of the conclusions from the academic articles and textbook in your analysis of a specific media example. 

Please read the following update very carefully for writing assignment #3 and note that because of the revised instructions, I have pushed the due date back by 2 additional days to April 2:  A minimum of 4 pages in length (double-spaced, 12-point new times roman font) and utilize a minimum

Please hightlight the correct answerQuestion 1 You must cite something if it is paraphrased.  False TrueQuestion 2 You do not have to cite something if it is quoted directly from the source. True False   Question 3If a source does not have page numbers or paragraph numbers provided, only include the author’s last name in the citation.  True FalseQuestion 410 pts Choose the correct citation that would follow a sentence in which ONE SOURCE with TWO authors has been used.  Group of answer choices (Petrilli et al.). (Petrilli and Wright). (Petrilli Wright). (Petrilli, Wright).   Flag question: Question 5Question 510 pts Choose the correct citation that would follow a sentence in which ONE SOURCE with ONE author has been used.  Group of answer choices (Boerl). (Boerl, Christopher). (Christopher Boerl).   Flag question: Question 6Question 610 pts Choose the correct citation that would follow a sentence in which ONE SOURCE with ONE author has been used.  Group of answer choices (Partenen 2011). (Partanen, Anu). (Partanen).Question 710 pts Choose the correct citation that would follow a sentence in which TWO DIFFERENT SOURCES have been used.  Group of answer choices (Boerl; Partanen). (Boerl and Partanen). (Boerl & Partanen). (Boerl, Partanen).   Flag question: Question 8Question 810 pts What does NOT need to be cited?  Group of answer choices Common knowledge and information that you already knew before reading the source Information that you learned from the source Common knowledge and information that you learned from the source   Flag question: Question 9Question 910 pts Choose the correct citation that would follow a sentence in which ONE SOURCE with ONE author has been used.  Group of answer choices (O’Donnell, Nicole). (O’Donnell). (Nicole O’Donnell). O’Donnell   Flag question: Question 10Question 1010 pts Choose the correct citation that would follow a sentence in which ONE SOURCE with ONE author has been used. The information from the source has been taken from page 56.  Group of answer choices (Robinson p. 56). (Robinson, p. 56). (Robinson page 56). (Robinson 56).

Please hightlight the correct answer Question 1 You must cite something if it is paraphrased.  False True Question 2 You do not have to cite something if it is quoted directly from the source. True False   Question 3 If a source does not have page numbers or paragraph numbers

Regression Assignment #8 (Spring 2024) Instructions: Read the following scenario, and then answer the questions that follow (5 points)Do social media users like things more if other users like them first? A natural field experiment by Egebark and Ekström (2018) explored the micro-level determinants of conformity in social media. They predicted that social media posts that had high levels of positive support (as indicated by the number of likes from prior users) would lead future users to also like the posts. Using the “Number of Original Likes” (X) and the “Number of New Likes” (Y) in the table below, fill in the blank spaces to assess this relationship. (Hint: Complete this chart offline. Then, answer questions 1 through 5). I’ll complete the first 10 calculations for you, but you need to do the rest. Round to two decimal places.Number of Original Likes (X)Number of New Likes (Y)X2Y2XY124614421165522472576518417286353612252106333610891981862324384411161660256360096026856767225221001201440145819633648121454196291675621622664242065206310421040289530963098Total1. Which of the following is correct? A). The predictor (independent) variable is the Number of Original Likes. The criterion (dependent) variable is Number of New Likes. The researchers are trying to see if the Number of New Likes predicts the Number of Original Likes. B). The predictor (independent) variable is Number of New Likes. The criterion (dependent) variable is Number of Original Likes. The researchers are trying to see if the Number of Original Likes predicts the Number of New Likes. C). The predictor (independent) variable is the Number of Original Likes. The criterion (dependent) variable is Number of New Likes. The researchers are trying to see if the Number of Original Likes predicts the Number of New Likes.D). The predictor (independent) variable is Number of New Likes. The criterion (dependent) variable is the Number of Original Likes. The researchers are trying to see if the Number of New Likes predicts the Number of Original Likes.2. What is the correct regression weight ( b)? (round to two decimal places here). (1 point) A). 2.70B). -1.24 C). 3.68 D). -2.70 E). 14.033. What is the correct regression intercept ( a)? (round to two decimal places here) (1 point) A). 2.70 B). 14.03 C). 6.98 D). -12.68 E). -14.034. What is the correct regression equation (Y’)? (use two decimal places here) (1 point) A). Y’ = -14.03X + 12.68 B). Y’ = -2.70X + 14.03 C). Y’ = 3.68X – 12.68 D). Y’ = 2.70X + 14.03 E). X = -1.24Y’ + 6.985. Imagine a social media post has 25 original likes. Given your regression equation, how many new likes should the post receive? (For your final answer, round to two decimal places – your answer may differ by a few decimals, so choose the BEST option from those below) (1 point) A). -338.07 B). -53.47 C). 81.53 D). 79.32 E). -336.04image1.png

Regression Assignment #8 (Spring 2024) Instructions: Read the following scenario, and then answer the questions that follow (5 points) Do social media users like things more if other users like them first? A natural field experiment by Egebark and Ekström (2018) explored the micro-level determinants of conformity in social media.

Watch the video. Conducting research with strong ethical principles is a critical component of being an effective nurse researcher. What did you learn from participating in the interactive lessons on ethical principles in research? Are ethics in research clear cut, or do you think there are some gray areas? Explain your answer. How will you ensure that your research is conducted in an ethical manner? What potential challenges might you face?

Watch the video. Conducting research with strong ethical principles is a critical component of being an effective nurse researcher. What did you learn from participating in the interactive lessons on ethical principles in research? Are ethics in research clear cut, or do you think there are some gray areas? Explain

4.1 Discussion: You Call MeGetting Started We are known to ourselves and others by many names and faces, the faces of our “student selves,” our “parent selves,” our “friend selves,” and even our “alone selves.” Have you ever thought about what your “child-of-God self” is like? What are you like when it is only you and God? What are you like when all is stripped away and the many faces and masks have been laid to rest? It may very well be that we are never so beautiful as when we are in the presence of our Lord, vulnerable, broken, needing, and sometimes even afraid. It is in these moments when we are our most real, our most authentic and genuine selves. There is so much beauty in this type of vulnerability.Upon successful completion of the course material, you will be able to: · Identify three key aspects about yourself by which God “calls you.”Resources · Bible · Video: You Call MeBackground Information Consider this passage of scripture in John, wherein Jesus meets the Samaritan woman drawing water from a deep well.When a Samaritan woman came to draw water, Jesus said to her, “Will you give me a drink?” (His disciples had gone into the town to buy food.)The Samaritan woman said to him, “You are a Jew and I am a Samaritan woman. How can you ask me for a drink?” (For Jews do not associate with Samaritans.) Jesus answered her, “If you knew the gift of God and who it is that asks you for a drink, you would have asked him and he would have given you living water.”“Sir,” the woman said, “you have nothing to draw with and the well is deep. Where can you get this living water? Are you greater than our father Jacob, who gave us the well and drank from it himself, as did also his sons and his livestock?”Jesus answered, “Everyone who drinks this water will be thirsty again, but whoever drinks the water I give them will never thirst. Indeed, the water I give them will become in them a spring of water welling up to eternal life.”The woman said to him, “Sir, give me this water so that I won’t get thirsty and have to keep coming here to draw water.”He told her, “Go, call your husband and come back.”“I have no husband,” she replied.Jesus said to her, “You are right when you say you have no husband. The fact is, you have had five husbands, and the man you now have is not your husband. What you have just said is quite true.” John 4:7–18 Do you remember what the Samaritan woman told others about her encounter with Jesus? She was not upset that he saw all her flaws and sins! Quite the contrary—she was excited that the Messiah, the Chosen One, HAD seen her!Overjoyed, she left her water jar and went back into town to urge her neighbors, “Come, see a man who told me everything I ever did. Could this be the Christ?” John 4:29 So often we try to hide our true selves from one another and even from ourselves. But Jesus sees us. Jesus knows us. It isn’t that He “loves us anyway.” He loves us. He loves us . . . period. Here is a devotional challenge: Find a quiet place away from all the noise and hubbub of the world. Pray, praise, talk, laugh . . . with God. Let Him see you. Allow yourself to KNOW that He sees you. What does this experience feel like? Is it healing? Is it frightening?Instructions 1. Spend time (at least 15 minutes) alone with God. 2. Review the video,  You Call Me . a. Transcript of the video . 3. Navigate to the Discussion page and respond to the following prompts: a. What was it like to be alone with God? What was it like to be you, just you? b. How is the genuine you different from or similar to the public you that others typically see? 4. Your postings should also: a. Be well developed by providing clear answers with evidence of critical thinking. b. Add greater depth to the discussion by introducing new ideas.image1.pngimage2.pngimage3.png

4.1 Discussion: You Call Me Getting Started We are known to ourselves and others by many names and faces, the faces of our “student selves,” our “parent selves,” our “friend selves,” and even our “alone selves.” Have you ever thought about what your “child-of-God self” is like? What are you

NEED TUTORINGPlease only use the references listed below and cite correctlyYoutube Video (Business Law)Introduction to Tort LawElements of Negligence SummaryPremises LiabilityMaryland Workers’ Compensation LawTORT LAWIntentional TortsNegligenceStrict LiabilityContributory and Comparative NegligenceAssumption of Risk

NEED TUTORING Please only use the references listed below and cite correctly Youtube Video (Business Law) Introduction to Tort Law Elements of Negligence Summary Premises Liability Maryland Workers’ Compensation Law TORT LAW Intentional Torts Negligence Strict Liability Contributory and Comparative Negligence Assumption of Risk

Assessing Environmental RisksTasks: Your task is to create a power point presentation that examines the ways in which climate change has impacted the state of Texas · Identify state of Texas Hazard Mitigation Plan (HMP) in the context of major storms. · Define risk communication plan; and · Develop your own risk communication plans and effectively communicate them in the power point presentation.Changes that you must cover in the PowerPoint presentation are changes in precipitation, humidity, wind, and temperature. Your presentation must cover social and environmental risks and impacts, and you must integrate regional considerations including water supplies, food supplies and refugee movements. You should include the readily apparent adaptations or actions briefly that are taken likely to mitigate the impacts– but this is not the primary focus of the task.  The PowerPoint presentation must be a minimum of 10 slides (excluding title and reference pages) and 5 references.Discussion: Build your own Hurricane/Emergency Preparedness Kit List items that are needed to build a hurricane preparedness kit. Provide 3 sentences explaining why each item is necessary for your individual/household hurricane/emergency preparedness kit.

Assessing Environmental Risks Tasks: Your task is to create a power point presentation that examines the ways in which climate change has impacted the state of Texas · Identify state of Texas Hazard Mitigation Plan (HMP) in the context of major storms. · Define risk communication plan; and · Develop

Defining a business strategy is part of the strategic planning process and is necessary for achieving the company’s goals and objectives. The steps involved in creating a business strategy are critical and it is imperative that the appropriate amount of time is spent in getting it just right. As the director of strategic planning, you want to ensure that all your managers understand business strategy, including what a strategy is, how it’s created, and who is responsible. Prompt Create a one-page document describing business strategy for mid-level managers. Specifically, you must address the following criteria:Definition: Define the term business strategy in your own words. Formulation: Briefly outline the steps involved in formulating a business strategy. Responsibilities: Explain who is responsible for and who benefits from good business strategy. Corporate vs. business unit strategy: Describe at least two ways in which a corporate strategy is different from a business unit strategy. Submit a one-page Word document with double spacing, 12-point Times New Roman font, and one-inch margins. You are not required to use sources; however, if you choose to use sources, they should be cited in APA format

Defining a business strategy is part of the strategic planning process and is necessary for achieving the company’s goals and objectives. The steps involved in creating a business strategy are critical and it is imperative that the appropriate amount of time is spent in getting it just right. As the

Appropriate data collection is a critical component in obtaining useful data for your research. Using your proposed research topic and research questions, explain your plan for data collection. Discuss potential issues in your data collection plan and your plans to overcome these challenges. Research topic: Exploring the Impact of Mindfulness-Based Interventions on Stress Reduction among Nurses in Intensive Care Units 

Appropriate data collection is a critical component in obtaining useful data for your research. Using your proposed research topic and research questions, explain your plan for data collection. Discuss potential issues in your data collection plan and your plans to overcome these challenges.  Research topic: Exploring the Impact of Mindfulness-Based

Please see attachment.A literature review, though it has some of the same qualities as a traditional research paper, serves a different aim. As mentioned, researchers must explore existing social work research in their topic by writing a literature review which situates their proposed study among other studies in the field. In this way, the various research studies “talk to each other” by telling a story about the current state of knowledge on a social work topic. It’s a good idea to keep your research question in flux while you explore the literature and to tweak it or take it in a new direction based on what you see. Why might that be? In this Discussion, you explore the function of a literature review in the research process and consider the ramifications of deciding on a research question too early, before thoroughly surveying the existing literature.Assignment Below:Write explanation of how a literature review differs from a traditional research paper for a course. In your explanation, address the function of a literature review. Finally, describe potential consequences of deciding on a research question without conducting a thorough review of the literature. Please use the Learning Resources to support your post (i.e., cite and reference).

Please see attachment. A literature review, though it has some of the same qualities as a traditional research paper, serves a different aim. As mentioned, researchers must explore existing social work research in their topic by writing a literature review which situates their proposed study among other studies in the

• Using the emergency response organization you chose for your final project, discuss the various community segments your organization must reach for full impact.  o What specific communication tactics may have to be used to reach the different groups, as it is critical to identify the various demographics and needs of your community to ensure message reach and understanding before, during, and after a crisis.  o What challenges has your organization faced or overcome in communicating via social media? Please see the Attach.!!! for  organization I chose for my final project,

• Using the emergency response organization you chose for your final project, discuss the various community segments your organization must reach for full impact.  o What specific communication tactics may have to be used to reach the different groups, as it is critical to identify the various demographics and needs

EMH280: Interact with the Unit 4 Scenario before starting your discussion post.  http://coursematerials.net/emh280/unit_4/index.html#/ Answer the following questions:Identify the social media response option you will make. Briefly discuss the thought process for your decision, including what information most impacted your decision. Identify and discuss at least one risk communication consideration in your decision. In hindsight, given the same information, discuss whether you would have made the same or a different decision.

EMH280: Interact with the Unit 4 Scenario before starting your discussion post.  http://coursematerials.net/emh280/unit_4/index.html#/ Answer the following questions: Identify the social media response option you will make. Briefly discuss the thought process for your decision, including what information most impacted your decision. Identify and discuss at least one risk communication consideration

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