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    – ## the-black-cat.pdf – ## Edgarallenpoeblackcat.docx **## the-black-cat.pdf** The Black Cat TOMORROW I DIE. Tomorrow I die1, and today I want to tell the world what happened and thus perhaps free my soul from the horrible* weight which lies upon it. But listen! Listen, and you shall hear how I ha…

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    – ## the-black-cat.pdf

    – ## Edgarallenpoeblackcat.docx

    **## the-black-cat.pdf**

    The Black Cat

    TOMORROW I DIE. Tomorrow I die1, and today I want to
    tell the world what happened and thus perhaps free my soul
    from the horrible* weight which lies upon it.

    But listen! Listen, and you shall hear how I have been
    destroyed.

    When I was a child I had a natural goodness of soul
    which led me to love animals — all kinds of animals, but espe-
    cially those animals we call pets, animals which have learned to
    live with men and share their homes with them. There is some-
    thing in the love of these animals which speaks directly to the
    heart of the man who has learned from experience how uncer-
    tain and changeable is the love of other men.

    I was quite young when I married. You will understand
    the joy I felt to find that my wife shared with me my love for
    animals. Quickly she got for us several pets of the most like-
    able kind. We had birds, some goldfish, a fine dog, and a cat.

    The cat was a beautiful animal, of unusually large size,
    and entirely black. I named the cat Pluto2, and it was the pet I
    liked best. I alone fed it, and it followed me all around the
    house. It was even with difficulty that I stopped it from fol-
    lowing me through the streets.

    Our friendship lasted, in this manner, for several years,
    during which, however, my own character became greatly
    changed. I began to drink too much wine and other strong
    drinks. As the days passed I became less loving in my manner;
    I became quick to anger; I forgot how to smile and laugh. My
    wife — yes, and my pets, too, all except the cat — were made
    to3 feel the change in my character.

    One night I came home quite late from the inn*, where I
    now spent more and more time drinking. Walking with uncer-
    tain step, I made my way with effort into the house. As I
    entered I saw — or thought I saw — that Pluto, the cat, was
    trying to stay out of my way, to avoid me. This action, by an
    animal which I had thought still loved me, made me angry
    beyond reason. My soul seemed to fly from my body. I took a
    small knife* out of my coat and opened it. Then I took the
    poor animal by the neck and with one quick movement I cut
    out one of its fear-filled eyes!

    Slowly the cat got4 well. The hole* where its eye had
    been was not a pretty thing to look at, it is true; but the cat no
    longer appeared to suffer any pain. As might be expected,
    however, it ran from me in fear whenever* I came near. Why
    should it not run? Yet this did not fail to anger me. I felt
    growing inside myself a new feeling. Who has not, a hundred
    times, found himself doing wrong, doing some evil* thing for
    no other reason than because he knows he should not? Are not
    we humans at all times pushed, ever driven5 in some unknown
    way to break the law just because we understand it to be the
    law?

    One day, in cold blood6, I tied a strong rope* around
    the cat’s neck, and taking it down into the cellar* under the
    house I hung it from one of the wood beams* above my head.
    I hung it there until it was dead. I hung it there with tears* in
    my eyes, I hung it because I knew it had loved me, because I
    felt it had given me no reason to hurt it, because I knew that
    my doing so was a wrong so great, a sin so deadly* that it
    would place my soul forever outside the reach of the love of
    God!

    47

    That same night, as I lay sleeping, I heard through my
    open window the cries of our neighbors. I jumped from my
    bed and found that the entire house was filled with fire. It was
    only with great difficulty that my wife and I escaped. And
    when we were out of the house, all we could do was stand and
    watch it burn to the ground. I thought of the cat as I watched
    it burn, the cat whose dead body I had left7 hanging in the
    cellar. It seemed almost that the cat had in some mysterious*
    way caused the house to burn so that it could make me pay
    for my evil act, so that it could take revenge* upon me.

    Months went by, and I could not drive the thought of the
    cat out of my mind. One night I sat in the inn, drinking, as
    usual. In the corner I saw a dark object that I had not seen
    before. I went over to see what it could be. It was a cat, a
    cat almost exactly like Pluto. I touched it with my hand and

    petted it, passing my hand softly along its back. The cat rose
    and pushed its back against my hand.

    Suddenly I realized that I wanted the cat. I offered to
    buy it from the innkeeper, but he claimed he had never seen
    the animal before. As I left the inn, it followed me, and I
    allowed it to do so. It soon became a pet of both my wife and
    myself.

    The morning after I brought it home, however, I dis-
    covered that this cat, like Pluto, had only one eye. How was it
    possible that I had not noticed this the night before? This fact
    only made my wife love the cat more. But I, myself, found a
    feeling of dislike* growing in me. My growing dislike of the
    animal only seemed to increase its love for me. It followed me,
    followed me everywhere*, always. When I sat, it lay down
    under my chair. When I stood up it got between my feet8 and
    nearly made me fall. Wherever I went, it was always there. At
    night I dreamed of it. And I began to hate* that cat!

    One day my wife called to me from the cellar of the old
    building where we were now forced to live. As I went down
    the stairs*, the cat, following me as always, ran under my feet
    and nearly threw me down.

    In sudden anger, I took a knife and struck wildly at the
    cat. Quickly my wife put out her hand and stopped my arm.
    This only increased my anger and, without thinking, I turned
    and put the knife’s point deep into her heart! She fell to the
    floor and died without a sound.

    I spent9 a few moments looking for the cat, but it was
    gone. And I had other things to do, for I knew I must do
    something with the body, and quickly. Suddenly I noted a
    place in the wall of the cellar where stones had been added to
    the wall to cover an old fireplace* which was no longer
    wanted. The walls were not very strongly built, and I found I
    could easily take down those stones. Behind them there was,
    as I knew there must be, a hole just big enough to hold the
    body. With much effort I put the body in and carefully put
    the stones back in their place. I was pleased to see that it was
    quite impossible for anyone to know that a single stone had
    been moved.

    Days passed. Still there was no cat. A few people came
    and asked about my wife; but I answered them easily. Then
    one day several officers of the police came. Certain that they
    could find nothing, I asked them in10 and went with them as
    they searched.

    Finally they searched the cellar from end to end. I
    watched them quietly, and, as I expected, they noticed
    nothing. But as they started up the stairs again, I felt myself
    driven by some unknown inner force to let them know, to
    make them know, that I had won the battle*.

    “The walls of this building,” I said, “are very strongly
    built; it is a fine old house.” And as I spoke I struck with my
    stick that very place in the wall behind which was the body of
    my wife. Immediately I felt a cold feeling up and down my
    back as we heard coming out of the wall itself a horrible cry.

    For one short moment the officers stood looking at each
    other. Then quickly they began to pick at the stones, and in a
    short time they saw before them the body of my wife, black
    with dried blood and smelling of decay*. On the body’s head,
    its one eye filled with fire, its wide open mouth the color of
    blood, sat the cat, crying out its revenge!*

    48

    – Edgar Allan Poe 508_47
    – Edgar Allan Poe 508_48
    – Edgar Allan Poe 508_49
    – Edgar Allan Poe 508_50

    **## Edgarallenpoeblackcat.docx**

    **Engl 111**

    **Part A**

    Reading and responding to short story for literary analysis 300 words

    Instructions

    Read Edgar Allan Poe's
    _Black Cat_ and take notes. Prepare for the literary analysis project by:

    1) recording the major themes and plot points that you spot in the story

    2) raising three questions about what you see in the story, questions that might need to be resolved with historical or literary research

    3) identifying three passages that best help you to understand the story's overall meaning, followed by some brief thoughts or questions about those passages

    [the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?wrap=1)

    **Part B**

    Write a 150-word-minimum A.C.E.S. analysis based on the article "Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?" Read the article carefully and discuss any
    **ONE** of the SPACECAT ideas you wrote notes about; that is, choose a row on SPACECAT, and analyze the article for that aspect of analysis. Do NOT choose the “S” row, because we know very little about this author, and I don’t want you to research it; I want you to get all of your examples’ details from this article’s text.  Again, check out the A.C.E.S. paragraph example and replicate those procedures as you write your analysis. Remember to use a QUOTE from the text, because I will be grading your accurate and effective quoting technique, based on that lesson this week.

    **ACES:** Remember to introduce your author and title,
    **answer** the question using language from the prompt
    **, cite** a strong quote which proves your answer,
    **explain** how that quote supports the answer, and
    **summarize** your findings with no new information.

    **Part C**

    **_SPACE CAT!_**          Nonfiction Literary Analysis
    ![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-20950551)

    Fill out any
    **5 rows** to help analyze our article entitled, “Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?”
    **I did “Speaker” for you, so choose 5 others.**  You can bullet your ideas or write incomplete sentences on this, but try to reveal specific details from the article's text.  Filling this out will help you write the ACES analysis for this week. [25 pts]

    | | | |
    | — | — | — |
    | **S** | **Speaker:**<br>**Who is the speaker/writer? What do we know about them?** | We know the authors are Sandra Peter, the Director of Sydney Executive Plus, University of Sydney; Jevin West, Professor, University of Washington; and Kai Riemer, Professor of Information Technology and Organisation, University of Sydney. They are professional experts in sociology and artificial intelligence. |
    | **P** | **Purpose:**<br>What is the speaker/writer hoping to accomplish?  What do they want the audience to do after listening or reading? | |
    | **A** | **Audience:**<br>Who is the speaker/writer talking to and targeting?  How do we know? | |
    | **C** | **Context:**<br>What is the time and place of this passage?  What is happening in the world as it relates to the subject of the passage or the speaker/writer? | |
    | **E** | **Exigence:**<br>What was the spark that moved the speaker/writer?  How did that event impact the speaker/writer? | |
    | **C** | **Choices:**<br>What are the rhetorical choices the speaker/writer makes in this passage?  Look at the structure, recurrent words or phrases, comparisons, calls to action, anecdotes, and choice of words. | |
    | **A** | **Appeals:**<br>Which appeals did the speaker/writer use? (ethos, pathos, logos) | |
    | **T** | **Tone:**<br>What is the speaker’s/writer’s attitude toward the subject?  Does it stay the same throughout the passage? Which words demonstrate this tone? | |

    ## image1.jpeg

    **## Edgarallenpoeblackcat.docx**

    **Engl 111**

    **Part A**

    Reading and responding to short story for literary analysis 300 words

    Instructions

    Read Edgar Allan Poe's
    _Black Cat_ and take notes. Prepare for the literary analysis project by:

    1) recording the major themes and plot points that you spot in the story

    2) raising three questions about what you see in the story, questions that might need to be resolved with historical or literary research

    3) identifying three passages that best help you to understand the story's overall meaning, followed by some brief thoughts or questions about those passages

    [the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?wrap=1)

    **Part B**

    Write a 150-word-minimum A.C.E.S. analysis based on the article "Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?" Read the article carefully and discuss any
    **ONE** of the SPACECAT ideas you wrote notes about; that is, choose a row on SPACECAT, and analyze the article for that aspect of analysis. Do NOT choose the “S” row, because we know very little about this author, and I don’t want you to research it; I want you to get all of your examples’ details from this article’s text.  Again, check out the A.C.E.S. paragraph example and replicate those procedures as you write your analysis. Remember to use a QUOTE from the text, because I will be grading your accurate and effective quoting technique, based on that lesson this week.

    **ACES:** Remember to introduce your author and title,
    **answer** the question using language from the prompt
    **, cite** a strong quote which proves your answer,
    **explain** how that quote supports the answer, and
    **summarize** your findings with no new information.

    **Part C**

    **_SPACE CAT!_**          Nonfiction Literary Analysis
    ![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-20950551)

    Fill out any
    **5 rows** to help analyze our article entitled, “Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?”
    **I did “Speaker” for you, so choose 5 others.**  You can bullet your ideas or write incomplete sentences on this, but try to reveal specific details from the article's text.  Filling this out will help you write the ACES analysis for this week. [25 pts]

    | | | |
    | — | — | — |
    | **S** | **Speaker:**<br>**Who is the speaker/writer? What do we know about them?** | We know the authors are Sandra Peter, the Director of Sydney Executive Plus, University of Sydney; Jevin West, Professor, University of Washington; and Kai Riemer, Professor of Information Technology and Organisation, University of Sydney. They are professional experts in sociology and artificial intelligence. |
    | **P** | **Purpose:**<br>What is the speaker/writer hoping to accomplish?  What do they want the audience to do after listening or reading? | |
    | **A** | **Audience:**<br>Who is the speaker/writer talking to and targeting?  How do we know? | |
    | **C** | **Context:**<br>What is the time and place of this passage?  What is happening in the world as it relates to the subject of the passage or the speaker/writer? | |
    | **E** | **Exigence:**<br>What was the spark that moved the speaker/writer?  How did that event impact the speaker/writer? | |
    | **C** | **Choices:**<br>What are the rhetorical choices the speaker/writer makes in this passage?  Look at the structure, recurrent words or phrases, comparisons, calls to action, anecdotes, and choice of words. | |
    | **A** | **Appeals:**<br>Which appeals did the speaker/writer use? (ethos, pathos, logos) | |
    | **T** | **Tone:**<br>What is the speaker’s/writer’s attitude toward the subject?  Does it stay the same throughout the passage? Which words demonstrate this tone? | |

    ## image1.jpeg

    **## the-black-cat.pdf**

    The Black Cat

    TOMORROW I DIE. Tomorrow I die1, and today I want to
    tell the world what happened and thus perhaps free my soul
    from the horrible* weight which lies upon it.

    But listen! Listen, and you shall hear how I have been
    destroyed.

    When I was a child I had a natural goodness of soul
    which led me to love animals — all kinds of animals, but espe-
    cially those animals we call pets, animals which have learned to
    live with men and share their homes with them. There is some-
    thing in the love of these animals which speaks directly to the
    heart of the man who has learned from experience how uncer-
    tain and changeable is the love of other men.

    I was quite young when I married. You will understand
    the joy I felt to find that my wife shared with me my love for
    animals. Quickly she got for us several pets of the most like-
    able kind. We had birds, some goldfish, a fine dog, and a cat.

    The cat was a beautiful animal, of unusually large size,
    and entirely black. I named the cat Pluto2, and it was the pet I
    liked best. I alone fed it, and it followed me all around the
    house. It was even with difficulty that I stopped it from fol-
    lowing me through the streets.

    Our friendship lasted, in this manner, for several years,
    during which, however, my own character became greatly
    changed. I began to drink too much wine and other strong
    drinks. As the days passed I became less loving in my manner;
    I became quick to anger; I forgot how to smile and laugh. My
    wife — yes, and my pets, too, all except the cat — were made
    to3 feel the change in my character.

    One night I came home quite late from the inn*, where I
    now spent more and more time drinking. Walking with uncer-
    tain step, I made my way with effort into the house. As I
    entered I saw — or thought I saw — that Pluto, the cat, was
    trying to stay out of my way, to avoid me. This action, by an
    animal which I had thought still loved me, made me angry
    beyond reason. My soul seemed to fly from my body. I took a
    small knife* out of my coat and opened it. Then I took the
    poor animal by the neck and with one quick movement I cut
    out one of its fear-filled eyes!

    Slowly the cat got4 well. The hole* where its eye had
    been was not a pretty thing to look at, it is true; but the cat no
    longer appeared to suffer any pain. As might be expected,
    however, it ran from me in fear whenever* I came near. Why
    should it not run? Yet this did not fail to anger me. I felt
    growing inside myself a new feeling. Who has not, a hundred
    times, found himself doing wrong, doing some evil* thing for
    no other reason than because he knows he should not? Are not
    we humans at all times pushed, ever driven5 in some unknown
    way to break the law just because we understand it to be the
    law?

    One day, in cold blood6, I tied a strong rope* around
    the cat’s neck, and taking it down into the cellar* under the
    house I hung it from one of the wood beams* above my head.
    I hung it there until it was dead. I hung it there with tears* in
    my eyes, I hung it because I knew it had loved me, because I
    felt it had given me no reason to hurt it, because I knew that
    my doing so was a wrong so great, a sin so deadly* that it
    would place my soul forever outside the reach of the love of
    God!

    47

    That same night, as I lay sleeping, I heard through my
    open window the cries of our neighbors. I jumped from my
    bed and found that the entire house was filled with fire. It was
    only with great difficulty that my wife and I escaped. And
    when we were out of the house, all we could do was stand and
    watch it burn to the ground. I thought of the cat as I watched
    it burn, the cat whose dead body I had left7 hanging in the
    cellar. It seemed almost that the cat had in some mysterious*
    way caused the house to burn so that it could make me pay
    for my evil act, so that it could take revenge* upon me.

    Months went by, and I could not drive the thought of the
    cat out of my mind. One night I sat in the inn, drinking, as
    usual. In the corner I saw a dark object that I had not seen
    before. I went over to see what it could be. It was a cat, a
    cat almost exactly like Pluto. I touched it with my hand and

    petted it, passing my hand softly along its back. The cat rose
    and pushed its back against my hand.

    Suddenly I realized that I wanted the cat. I offered to
    buy it from the innkeeper, but he claimed he had never seen
    the animal before. As I left the inn, it followed me, and I
    allowed it to do so. It soon became a pet of both my wife and
    myself.

    The morning after I brought it home, however, I dis-
    covered that this cat, like Pluto, had only one eye. How was it
    possible that I had not noticed this the night before? This fact
    only made my wife love the cat more. But I, myself, found a
    feeling of dislike* growing in me. My growing dislike of the
    animal only seemed to increase its love for me. It followed me,
    followed me everywhere*, always. When I sat, it lay down
    under my chair. When I stood up it got between my feet8 and
    nearly made me fall. Wherever I went, it was always there. At
    night I dreamed of it. And I began to hate* that cat!

    One day my wife called to me from the cellar of the old
    building where we were now forced to live. As I went down
    the stairs*, the cat, following me as always, ran under my feet
    and nearly threw me down.

    In sudden anger, I took a knife and struck wildly at the
    cat. Quickly my wife put out her hand and stopped my arm.
    This only increased my anger and, without thinking, I turned
    and put the knife’s point deep into her heart! She fell to the
    floor and died without a sound.

    I spent9 a few moments looking for the cat, but it was
    gone. And I had other things to do, for I knew I must do
    something with the body, and quickly. Suddenly I noted a
    place in the wall of the cellar where stones had been added to
    the wall to cover an old fireplace* which was no longer
    wanted. The walls were not very strongly built, and I found I
    could easily take down those stones. Behind them there was,
    as I knew there must be, a hole just big enough to hold the
    body. With much effort I put the body in and carefully put
    the stones back in their place. I was pleased to see that it was
    quite impossible for anyone to know that a single stone had
    been moved.

    Days passed. Still there was no cat. A few people came
    and asked about my wife; but I answered them easily. Then
    one day several officers of the police came. Certain that they
    could find nothing, I asked them in10 and went with them as
    they searched.

    Finally they searched the cellar from end to end. I
    watched them quietly, and, as I expected, they noticed
    nothing. But as they started up the stairs again, I felt myself
    driven by some unknown inner force to let them know, to
    make them know, that I had won the battle*.

    “The walls of this building,” I said, “are very strongly
    built; it is a fine old house.” And as I spoke I struck with my
    stick that very place in the wall behind which was the body of
    my wife. Immediately I felt a cold feeling up and down my
    back as we heard coming out of the wall itself a horrible cry.

    For one short moment the officers stood looking at each
    other. Then quickly they began to pick at the stones, and in a
    short time they saw before them the body of my wife, black
    with dried blood and smelling of decay*. On the body’s head,
    its one eye filled with fire, its wide open mouth the color of
    blood, sat the cat, crying out its revenge!*

    48

    – Edgar Allan Poe 508_47
    – Edgar Allan Poe 508_48
    – Edgar Allan Poe 508_49
    – Edgar Allan Poe 508_50

    **## Edgarallenpoeblackcat.docx**

    **Engl 111**

    **Part A**

    Reading and responding to short story for literary analysis 300 words

    Instructions

    Read Edgar Allan Poe's
    _Black Cat_ and take notes. Prepare for the literary analysis project by:

    1) recording the major themes and plot points that you spot in the story

    2) raising three questions about what you see in the story, questions that might need to be resolved with historical or literary research

    3) identifying three passages that best help you to understand the story's overall meaning, followed by some brief thoughts or questions about those passages

    [the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?wrap=1)

    **Part B**

    Write a 150-word-minimum A.C.E.S. analysis based on the article "Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?" Read the article carefully and discuss any
    **ONE** of the SPACECAT ideas you wrote notes about; that is, choose a row on SPACECAT, and analyze the article for that aspect of analysis. Do NOT choose the “S” row, because we know very little about this author, and I don’t want you to research it; I want you to get all of your examples’ details from this article’s text.  Again, check out the A.C.E.S. paragraph example and replicate those procedures as you write your analysis. Remember to use a QUOTE from the text, because I will be grading your accurate and effective quoting technique, based on that lesson this week.

    **ACES:** Remember to introduce your author and title,
    **answer** the question using language from the prompt
    **, cite** a strong quote which proves your answer,
    **explain** how that quote supports the answer, and
    **summarize** your findings with no new information.

    **Part C**

    **_SPACE CAT!_**          Nonfiction Literary Analysis
    ![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-20950551)

    Fill out any
    **5 rows** to help analyze our article entitled, “Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?”
    **I did “Speaker” for you, so choose 5 others.**  You can bullet your ideas or write incomplete sentences on this, but try to reveal specific details from the article's text.  Filling this out will help you write the ACES analysis for this week. [25 pts]

    | | | |
    | — | — | — |
    | **S** | **Speaker:**<br>**Who is the speaker/writer? What do we know about them?** | We know the authors are Sandra Peter, the Director of Sydney Executive Plus, University of Sydney; Jevin West, Professor, University of Washington; and Kai Riemer, Professor of Information Technology and Organisation, University of Sydney. They are professional experts in sociology and artificial intelligence. |
    | **P** | **Purpose:**<br>What is the speaker/writer hoping to accomplish?  What do they want the audience to do after listening or reading? | |
    | **A** | **Audience:**<br>Who is the speaker/writer talking to and targeting?  How do we know? | |
    | **C** | **Context:**<br>What is the time and place of this passage?  What is happening in the world as it relates to the subject of the passage or the speaker/writer? | |
    | **E** | **Exigence:**<br>What was the spark that moved the speaker/writer?  How did that event impact the speaker/writer? | |
    | **C** | **Choices:**<br>What are the rhetorical choices the speaker/writer makes in this passage?  Look at the structure, recurrent words or phrases, comparisons, calls to action, anecdotes, and choice of words. | |
    | **A** | **Appeals:**<br>Which appeals did the speaker/writer use? (ethos, pathos, logos) | |
    | **T** | **Tone:**<br>What is the speaker’s/writer’s attitude toward the subject?  Does it stay the same throughout the passage? Which words demonstrate this tone? | |

    ## image1.jpeg

    **## the-black-cat.pdf**

    The Black Cat

    TOMORROW I DIE. Tomorrow I die1, and today I want to
    tell the world what happened and thus perhaps free my soul
    from the horrible* weight which lies upon it.

    But listen! Listen, and you shall hear how I have been
    destroyed.

    When I was a child I had a natural goodness of soul
    which led me to love animals — all kinds of animals, but espe-
    cially those animals we call pets, animals which have learned to
    live with men and share their homes with them. There is some-
    thing in the love of these animals which speaks directly to the
    heart of the man who has learned from experience how uncer-
    tain and changeable is the love of other men.

    I was quite young when I married. You will understand
    the joy I felt to find that my wife shared with me my love for
    animals. Quickly she got for us several pets of the most like-
    able kind. We had birds, some goldfish, a fine dog, and a cat.

    The cat was a beautiful animal, of unusually large size,
    and entirely black. I named the cat Pluto2, and it was the pet I
    liked best. I alone fed it, and it followed me all around the
    house. It was even with difficulty that I stopped it from fol-
    lowing me through the streets.

    Our friendship lasted, in this manner, for several years,
    during which, however, my own character became greatly
    changed. I began to drink too much wine and other strong
    drinks. As the days passed I became less loving in my manner;
    I became quick to anger; I forgot how to smile and laugh. My
    wife — yes, and my pets, too, all except the cat — were made
    to3 feel the change in my character.

    One night I came home quite late from the inn*, where I
    now spent more and more time drinking. Walking with uncer-
    tain step, I made my way with effort into the house. As I
    entered I saw — or thought I saw — that Pluto, the cat, was
    trying to stay out of my way, to avoid me. This action, by an
    animal which I had thought still loved me, made me angry
    beyond reason. My soul seemed to fly from my body. I took a
    small knife* out of my coat and opened it. Then I took the
    poor animal by the neck and with one quick movement I cut
    out one of its fear-filled eyes!

    Slowly the cat got4 well. The hole* where its eye had
    been was not a pretty thing to look at, it is true; but the cat no
    longer appeared to suffer any pain. As might be expected,
    however, it ran from me in fear whenever* I came near. Why
    should it not run? Yet this did not fail to anger me. I felt
    growing inside myself a new feeling. Who has not, a hundred
    times, found himself doing wrong, doing some evil* thing for
    no other reason than because he knows he should not? Are not
    we humans at all times pushed, ever driven5 in some unknown
    way to break the law just because we understand it to be the
    law?

    One day, in cold blood6, I tied a strong rope* around
    the cat’s neck, and taking it down into the cellar* under the
    house I hung it from one of the wood beams* above my head.
    I hung it there until it was dead. I hung it there with tears* in
    my eyes, I hung it because I knew it had loved me, because I
    felt it had given me no reason to hurt it, because I knew that
    my doing so was a wrong so great, a sin so deadly* that it
    would place my soul forever outside the reach of the love of
    God!

    47

    That same night, as I lay sleeping, I heard through my
    open window the cries of our neighbors. I jumped from my
    bed and found that the entire house was filled with fire. It was
    only with great difficulty that my wife and I escaped. And
    when we were out of the house, all we could do was stand and
    watch it burn to the ground. I thought of the cat as I watched
    it burn, the cat whose dead body I had left7 hanging in the
    cellar. It seemed almost that the cat had in some mysterious*
    way caused the house to burn so that it could make me pay
    for my evil act, so that it could take revenge* upon me.

    Months went by, and I could not drive the thought of the
    cat out of my mind. One night I sat in the inn, drinking, as
    usual. In the corner I saw a dark object that I had not seen
    before. I went over to see what it could be. It was a cat, a
    cat almost exactly like Pluto. I touched it with my hand and

    petted it, passing my hand softly along its back. The cat rose
    and pushed its back against my hand.

    Suddenly I realized that I wanted the cat. I offered to
    buy it from the innkeeper, but he claimed he had never seen
    the animal before. As I left the inn, it followed me, and I
    allowed it to do so. It soon became a pet of both my wife and
    myself.

    The morning after I brought it home, however, I dis-
    covered that this cat, like Pluto, had only one eye. How was it
    possible that I had not noticed this the night before? This fact
    only made my wife love the cat more. But I, myself, found a
    feeling of dislike* growing in me. My growing dislike of the
    animal only seemed to increase its love for me. It followed me,
    followed me everywhere*, always. When I sat, it lay down
    under my chair. When I stood up it got between my feet8 and
    nearly made me fall. Wherever I went, it was always there. At
    night I dreamed of it. And I began to hate* that cat!

    One day my wife called to me from the cellar of the old
    building where we were now forced to live. As I went down
    the stairs*, the cat, following me as always, ran under my feet
    and nearly threw me down.

    In sudden anger, I took a knife and struck wildly at the
    cat. Quickly my wife put out her hand and stopped my arm.
    This only increased my anger and, without thinking, I turned
    and put the knife’s point deep into her heart! She fell to the
    floor and died without a sound.

    I spent9 a few moments looking for the cat, but it was
    gone. And I had other things to do, for I knew I must do
    something with the body, and quickly. Suddenly I noted a
    place in the wall of the cellar where stones had been added to
    the wall to cover an old fireplace* which was no longer
    wanted. The walls were not very strongly built, and I found I
    could easily take down those stones. Behind them there was,
    as I knew there must be, a hole just big enough to hold the
    body. With much effort I put the body in and carefully put
    the stones back in their place. I was pleased to see that it was
    quite impossible for anyone to know that a single stone had
    been moved.

    Days passed. Still there was no cat. A few people came
    and asked about my wife; but I answered them easily. Then
    one day several officers of the police came. Certain that they
    could find nothing, I asked them in10 and went with them as
    they searched.

    Finally they searched the cellar from end to end. I
    watched them quietly, and, as I expected, they noticed
    nothing. But as they started up the stairs again, I felt myself
    driven by some unknown inner force to let them know, to
    make them know, that I had won the battle*.

    “The walls of this building,” I said, “are very strongly
    built; it is a fine old house.” And as I spoke I struck with my
    stick that very place in the wall behind which was the body of
    my wife. Immediately I felt a cold feeling up and down my
    back as we heard coming out of the wall itself a horrible cry.

    For one short moment the officers stood looking at each
    other. Then quickly they began to pick at the stones, and in a
    short time they saw before them the body of my wife, black
    with dried blood and smelling of decay*. On the body’s head,
    its one eye filled with fire, its wide open mouth the color of
    blood, sat the cat, crying out its revenge!*

    48

    – Edgar Allan Poe 508_47
    – Edgar Allan Poe 508_48
    – Edgar Allan Poe 508_49
    – Edgar Allan Poe 508_50

    **## Edgarallenpoeblackcat.docx**

    **Engl 111**

    **Part A**

    Reading and responding to short story for literary analysis 300 words

    Instructions

    Read Edgar Allan Poe's
    _Black Cat_ and take notes. Prepare for the literary analysis project by:

    1) recording the major themes and plot points that you spot in the story

    2) raising three questions about what you see in the story, questions that might need to be resolved with historical or literary research

    3) identifying three passages that best help you to understand the story's overall meaning, followed by some brief thoughts or questions about those passages

    [the-black-cat.pdf](https://durhamtech.instructure.com/courses/16475/files/2035260/download?wrap=1)

    **Part B**

    Write a 150-word-minimum A.C.E.S. analysis based on the article "Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?" Read the article carefully and discuss any
    **ONE** of the SPACECAT ideas you wrote notes about; that is, choose a row on SPACECAT, and analyze the article for that aspect of analysis. Do NOT choose the “S” row, because we know very little about this author, and I don’t want you to research it; I want you to get all of your examples’ details from this article’s text.  Again, check out the A.C.E.S. paragraph example and replicate those procedures as you write your analysis. Remember to use a QUOTE from the text, because I will be grading your accurate and effective quoting technique, based on that lesson this week.

    **ACES:** Remember to introduce your author and title,
    **answer** the question using language from the prompt
    **, cite** a strong quote which proves your answer,
    **explain** how that quote supports the answer, and
    **summarize** your findings with no new information.

    **Part C**

    **_SPACE CAT!_**          Nonfiction Literary Analysis
    ![A cat in a space suit Description automatically generated](https://www.sweetstudy.com/questions/engl-045-20950551)

    Fill out any
    **5 rows** to help analyze our article entitled, “Evidence Shows AI Systems are Already Too Much Like Humans. Will that be a Problem?”
    **I did “Speaker” for you, so choose 5 others.**  You can bullet your ideas or write incomplete sentences on this, but try to reveal specific details from the article's text.  Filling this out will help you write the ACES analysis for this week. [25 pts]

    | | | |
    | — | — | — |
    | **S** | **Speaker:**<br>**Who is the speaker/writer? What do we know about them?** | We know the authors are Sandra Peter, the Director of Sydney Executive Plus, University of Sydney; Jevin West, Professor, University of Washington; and Kai Riemer, Professor of Information Technology and Organisation, University of Sydney. They are professional experts in sociology and artificial intelligence. |
    | **P** | **Purpose:**<br>What is the speaker/writer hoping to accomplish?  What do they want the audience to do after listening or reading? | |
    | **A** | **Audience:**<br>Who is the speaker/writer talking to and targeting?  How do we know? | |
    | **C** | **Context:**<br>What is the time and place of this passage?  What is happening in the world as it relates to the subject of the passage or the speaker/writer? | |
    | **E** | **Exigence:**<br>What was the spark that moved the speaker/writer?  How did that event impact the speaker/writer? | |
    | **C** | **Choices:**<br>What are the rhetorical choices the speaker/writer makes in this passage?  Look at the structure, recurrent words or phrases, comparisons, calls to action, anecdotes, and choice of words. | |
    | **A** | **Appeals:**<br>Which appeals did the speaker/writer use? (ethos, pathos, logos) | |
    | **T** | **Tone:**<br>What is the speaker’s/writer’s attitude toward the subject?  Does it stay the same throughout the passage? Which words demonstrate this tone? | |

    ## image1.jpeg

    – 1
    – 2

  • [Solved] Food Intake and Nutrition

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## HUN1201FIRTemp.pdf – ## FoodIntakeandNutritionProject.pdf **## HUN1201FIRTemp.pdf** Food Intake Record HUN1201 Human Nutrition Name: _______________________ Date:______________ Day of the week: (Circle one) Mon Tue Wed Thu Fri Sat Sun Time Food individual Se…

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    Assignment Prompt & Instructions

    – ## HUN1201FIRTemp.pdf

    – ## FoodIntakeandNutritionProject.pdf

    **## HUN1201FIRTemp.pdf**

    Food Intake Record
    HUN1201 Human Nutrition

    Name: _______________________ Date:______________

    Day of the week: (Circle one) Mon Tue Wed Thu Fri Sat Sun

    Time Food individual Serving How cooked? Calories Physical activity

    Duration Type

    TOTAL CALORIES

    *Amounts=
    Cups-dry loose items ie cereal
    Ounces (oz) =liquid or some dry loose items – milk, juice etc.
    Tablespoon- Larger spoon- measure mayo, mustard, oil etc
    Teaspoon- spices, ingredients, mayo, butter etc.
    **How Cooked: Baked, broiled, boiled, fried, sautéed, grilled
    \*\*\* Added fat: food cooked in butter, oil, oil added to pasta or rice etc…

    One sheet per day.

    **## FoodIntakeandNutritionProject.pdf**

    Diet Analysis Project – Powerpoint

    Complete a 3-Day Food Intake Record (FIR). You must select 3 consecutive days and record:
    Everything you ate , Everything you drank (including water), Serving sizes, How the food was cooked,
    Total daily calories, Physical activity (type + duration). Use one Food Intake Record sheet per day
    (attached)

    2. Calculate Total Calories Each Day

    3. Complete the MyPlate Daily Checklist

    Using choosemyplate.gov, you will:

    ● Enter your personal info (age, sex, height, weight, physical activity level)

    ● Choose whether you want calories for weight maintenance or weight goals

    ● Generate your MyPlate Daily Checklist

    ● Compare your actual food intake to the recommended servings for: Fruits, Vegetables, Grains
    , Protein, and Dairy

    4. Create a PowerPoint (15–20 slides)

    Your PPT must include the following sections: Cover Page(Title, your name, course, professor, date),
    Introduction(Brief explanation of what the project is and how you collected your data), 3-Day Food
    Intake & MyPlate Plan(Screenshots or tables of your 3-day FIR sheets, Total calories for each day,
    Mention your water intake clearly & Include your MyPlate recommended plan), Narrative
    DiscussionYou MUST answer all of these: Explain whether your intake exceeds, meets, or is below the
    target amounts. Discuss any foods that surprised you in calories. New goals you formed after completing
    the project. Identify one nutrient from each food group that you may lack or exceed. Which vitamin
    deficiencies are most common in the U.S.? Which mineral deficiencies are most common in the U.S.?,
    Personal insights & what you learned.
    D2. Physical Activity Slide Rate yourself: sedentary, moderate, or active, Compare your activity level to
    MyPlate’s recommendations, Write one realistic improvement goal.
    D3. “My Wins” Slide: List personal victories, such as: Eating more balanced meals, Drinking more
    water, Learning about portion sizes, Avoiding added sugar, & Any new habits you plan to adopt
    E. References Slide: At least two credible references are required, APA or MLA format.

    18: age female: Sex 5’2 : Height 115 Weight Exercise 5x or 4x a week: Activity level

    – Diet Analysis Project – Powerpoint
    – Complete a 3-Day Food Intake Record (FIR). You must select 3 consecutive days and record: Everything you ate , Everything you drank (including water), Serving sizes, How the food was cooked, Total daily calories, Physical activity (type + duration). Use one Food Intake Record sheet per day (attached)​​2. Calculate Total Calories Each Day
    – 3. Complete the MyPlate Daily Checklist
    – 4. Create a PowerPoint (15–20 slides)

    **## FoodIntakeandNutritionProject.pdf**

    Diet Analysis Project – Powerpoint

    Complete a 3-Day Food Intake Record (FIR). You must select 3 consecutive days and record:
    Everything you ate , Everything you drank (including water), Serving sizes, How the food was cooked,
    Total daily calories, Physical activity (type + duration). Use one Food Intake Record sheet per day
    (attached)

    2. Calculate Total Calories Each Day

    3. Complete the MyPlate Daily Checklist

    Using choosemyplate.gov, you will:

    ● Enter your personal info (age, sex, height, weight, physical activity level)

    ● Choose whether you want calories for weight maintenance or weight goals

    ● Generate your MyPlate Daily Checklist

    ● Compare your actual food intake to the recommended servings for: Fruits, Vegetables, Grains
    , Protein, and Dairy

    4. Create a PowerPoint (15–20 slides)

    Your PPT must include the following sections: Cover Page(Title, your name, course, professor, date),
    Introduction(Brief explanation of what the project is and how you collected your data), 3-Day Food
    Intake & MyPlate Plan(Screenshots or tables of your 3-day FIR sheets, Total calories for each day,
    Mention your water intake clearly & Include your MyPlate recommended plan), Narrative
    DiscussionYou MUST answer all of these: Explain whether your intake exceeds, meets, or is below the
    target amounts. Discuss any foods that surprised you in calories. New goals you formed after completing
    the project. Identify one nutrient from each food group that you may lack or exceed. Which vitamin
    deficiencies are most common in the U.S.? Which mineral deficiencies are most common in the U.S.?,
    Personal insights & what you learned.
    D2. Physical Activity Slide Rate yourself: sedentary, moderate, or active, Compare your activity level to
    MyPlate’s recommendations, Write one realistic improvement goal.
    D3. “My Wins” Slide: List personal victories, such as: Eating more balanced meals, Drinking more
    water, Learning about portion sizes, Avoiding added sugar, & Any new habits you plan to adopt
    E. References Slide: At least two credible references are required, APA or MLA format.

    18: age female: Sex 5’2 : Height 115 Weight Exercise 5x or 4x a week: Activity level

    – Diet Analysis Project – Powerpoint
    – Complete a 3-Day Food Intake Record (FIR). You must select 3 consecutive days and record: Everything you ate , Everything you drank (including water), Serving sizes, How the food was cooked, Total daily calories, Physical activity (type + duration). Use one Food Intake Record sheet per day (attached)​​2. Calculate Total Calories Each Day
    – 3. Complete the MyPlate Daily Checklist
    – 4. Create a PowerPoint (15–20 slides)

    **## HUN1201FIRTemp.pdf**

    Food Intake Record
    HUN1201 Human Nutrition

    Name: _______________________ Date:______________

    Day of the week: (Circle one) Mon Tue Wed Thu Fri Sat Sun

    Time Food individual Serving How cooked? Calories Physical activity

    Duration Type

    TOTAL CALORIES

    *Amounts=
    Cups-dry loose items ie cereal
    Ounces (oz) =liquid or some dry loose items – milk, juice etc.
    Tablespoon- Larger spoon- measure mayo, mustard, oil etc
    Teaspoon- spices, ingredients, mayo, butter etc.
    **How Cooked: Baked, broiled, boiled, fried, sautéed, grilled
    \*\*\* Added fat: food cooked in butter, oil, oil added to pasta or rice etc…

    One sheet per day.

    **## FoodIntakeandNutritionProject.pdf**

    Diet Analysis Project – Powerpoint

    Complete a 3-Day Food Intake Record (FIR). You must select 3 consecutive days and record:
    Everything you ate , Everything you drank (including water), Serving sizes, How the food was cooked,
    Total daily calories, Physical activity (type + duration). Use one Food Intake Record sheet per day
    (attached)

    2. Calculate Total Calories Each Day

    3. Complete the MyPlate Daily Checklist

    Using choosemyplate.gov, you will:

    ● Enter your personal info (age, sex, height, weight, physical activity level)

    ● Choose whether you want calories for weight maintenance or weight goals

    ● Generate your MyPlate Daily Checklist

    ● Compare your actual food intake to the recommended servings for: Fruits, Vegetables, Grains
    , Protein, and Dairy

    4. Create a PowerPoint (15–20 slides)

    Your PPT must include the following sections: Cover Page(Title, your name, course, professor, date),
    Introduction(Brief explanation of what the project is and how you collected your data), 3-Day Food
    Intake & MyPlate Plan(Screenshots or tables of your 3-day FIR sheets, Total calories for each day,
    Mention your water intake clearly & Include your MyPlate recommended plan), Narrative
    DiscussionYou MUST answer all of these: Explain whether your intake exceeds, meets, or is below the
    target amounts. Discuss any foods that surprised you in calories. New goals you formed after completing
    the project. Identify one nutrient from each food group that you may lack or exceed. Which vitamin
    deficiencies are most common in the U.S.? Which mineral deficiencies are most common in the U.S.?,
    Personal insights & what you learned.
    D2. Physical Activity Slide Rate yourself: sedentary, moderate, or active, Compare your activity level to
    MyPlate’s recommendations, Write one realistic improvement goal.
    D3. “My Wins” Slide: List personal victories, such as: Eating more balanced meals, Drinking more
    water, Learning about portion sizes, Avoiding added sugar, & Any new habits you plan to adopt
    E. References Slide: At least two credible references are required, APA or MLA format.

    18: age female: Sex 5’2 : Height 115 Weight Exercise 5x or 4x a week: Activity level

    – Diet Analysis Project – Powerpoint
    – Complete a 3-Day Food Intake Record (FIR). You must select 3 consecutive days and record: Everything you ate , Everything you drank (including water), Serving sizes, How the food was cooked, Total daily calories, Physical activity (type + duration). Use one Food Intake Record sheet per day (attached)​​2. Calculate Total Calories Each Day
    – 3. Complete the MyPlate Daily Checklist
    – 4. Create a PowerPoint (15–20 slides)

    **## HUN1201FIRTemp.pdf**

    Food Intake Record
    HUN1201 Human Nutrition

    Name: _______________________ Date:______________

    Day of the week: (Circle one) Mon Tue Wed Thu Fri Sat Sun

    Time Food individual Serving How cooked? Calories Physical activity

    Duration Type

    TOTAL CALORIES

    *Amounts=
    Cups-dry loose items ie cereal
    Ounces (oz) =liquid or some dry loose items – milk, juice etc.
    Tablespoon- Larger spoon- measure mayo, mustard, oil etc
    Teaspoon- spices, ingredients, mayo, butter etc.
    **How Cooked: Baked, broiled, boiled, fried, sautéed, grilled
    \*\*\* Added fat: food cooked in butter, oil, oil added to pasta or rice etc…

    One sheet per day.

    **## FoodIntakeandNutritionProject.pdf**

    Diet Analysis Project – Powerpoint

    Complete a 3-Day Food Intake Record (FIR). You must select 3 consecutive days and record:
    Everything you ate , Everything you drank (including water), Serving sizes, How the food was cooked,
    Total daily calories, Physical activity (type + duration). Use one Food Intake Record sheet per day
    (attached)

    2. Calculate Total Calories Each Day

    3. Complete the MyPlate Daily Checklist

    Using choosemyplate.gov, you will:

    ● Enter your personal info (age, sex, height, weight, physical activity level)

    ● Choose whether you want calories for weight maintenance or weight goals

    ● Generate your MyPlate Daily Checklist

    ● Compare your actual food intake to the recommended servings for: Fruits, Vegetables, Grains
    , Protein, and Dairy

    4. Create a PowerPoint (15–20 slides)

    Your PPT must include the following sections: Cover Page(Title, your name, course, professor, date),
    Introduction(Brief explanation of what the project is and how you collected your data), 3-Day Food
    Intake & MyPlate Plan(Screenshots or tables of your 3-day FIR sheets, Total calories for each day,
    Mention your water intake clearly & Include your MyPlate recommended plan), Narrative
    DiscussionYou MUST answer all of these: Explain whether your intake exceeds, meets, or is below the
    target amounts. Discuss any foods that surprised you in calories. New goals you formed after completing
    the project. Identify one nutrient from each food group that you may lack or exceed. Which vitamin
    deficiencies are most common in the U.S.? Which mineral deficiencies are most common in the U.S.?,
    Personal insights & what you learned.
    D2. Physical Activity Slide Rate yourself: sedentary, moderate, or active, Compare your activity level to
    MyPlate’s recommendations, Write one realistic improvement goal.
    D3. “My Wins” Slide: List personal victories, such as: Eating more balanced meals, Drinking more
    water, Learning about portion sizes, Avoiding added sugar, & Any new habits you plan to adopt
    E. References Slide: At least two credible references are required, APA or MLA format.

    18: age female: Sex 5’2 : Height 115 Weight Exercise 5x or 4x a week: Activity level

    – Diet Analysis Project – Powerpoint
    – Complete a 3-Day Food Intake Record (FIR). You must select 3 consecutive days and record: Everything you ate , Everything you drank (including water), Serving sizes, How the food was cooked, Total daily calories, Physical activity (type + duration). Use one Food Intake Record sheet per day (attached)​​2. Calculate Total Calories Each Day
    – 3. Complete the MyPlate Daily Checklist
    – 4. Create a PowerPoint (15–20 slides)

    – 1
    – 2

  • [Solved] Mtkg 210 product & place

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Using the company/organization that you have chosen for your Marketing Plan: Final Project), answer the following questions: **1. Product Overview:** Describe the company’s products and/or services. Things you may want to include are descriptions listed in the text including the product attributes,…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Using the company/organization that you have chosen for your Marketing Plan: Final Project), answer the following questions:
    **1. Product Overview:**
    Describe the company’s products and/or services. Things you may want to include are descriptions listed in the text including the product attributes, branding, labeling, how the product is packaged, product quality, and elements of service. If your company has products from multiple categories, such as Samsung, describe the specific product line, TVs, phones, home appliances, etc. you chose for the Marketing Plan.
    **2. Competitive Analysis:**
    For the product line you selected, determine the main competitors and analyze the company’s situation relative to this product line.
    **3. Distribution Strategy (Place)**
    Describe the distribution methods and strategies for the company and its product line. Explain any relationships that exist with retailers, wholesalers, or other members of the distribution channels. Discuss how the product is made available to the target market, for example, through direct sales, online channels, retailers and/or wholesalers.  Discuss any partnerships with distribution channels such as third-party channels.
    Use MS Word, 250 – 300 words Apa style 7th edition

  • [Solved] Education I need help with homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need help with homework – ## RequiredResourcesforweek6assignment.docx – ## practumfieldexperiancesweek6.docx **## RequiredResourcesforweek6assignment.docx** How to Put Self-Directed Learning to Work in Your Classroom [https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-cla…

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    Assignment Prompt & Instructions

    I need help with homework

    – ## RequiredResourcesforweek6assignment.docx

    – ## practumfieldexperiancesweek6.docx

    **## RequiredResourcesforweek6assignment.docx**

    How to Put Self-Directed Learning to Work in Your Classroom

    [https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom](https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom)

    The Habits of Self-Directed Learners

    [https://ascd.org/el/articles/the-habits-of-self-directed-learners](https://ascd.org/el/articles/the-habits-of-self-directed-learners)

    Promoting Self-Direction Through Better Feedback4

    [https://www.edutopia.org/article/promoting-self-direction-through-better-feedback](https://www.edutopia.org/article/promoting-self-direction-through-better-feedback)

    Justice Then and Now: Engaging Students in Critical Thinking About Justice and History

    **Required**

    Read “Justice Then and Now: Engaging Students in Critical Thinking About Justice and History” by Cummings, from
    _The Socia_

    … Read More

    https://doi-org.lopes.idm.oclc.org/10.1080/00377996.2019.1652140

    The Use of Music to Connect the Past, Present, and Future

    **Required**

    Read “The Use of Music to Connect the Past, Present, and Future,” by Ender and Varga, from
    _The Social Studies_ (2022)

    … Read More

    https://doi-org.lopes.idm.oclc.org/1

    Sharma, S. (2023).
    _Supporting student engagement with technology_. Edutopia.
    [https://www.edutopia.org/article/using-technology-support-student-engagement/](https://www.edutopia.org/article/using-technology-support-student-engagement/)

    **## practumfieldexperiancesweek6.docx**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    After completing your selected activities from the “Practicum/Field Experience Block Visual & Activities” document for your current block, write a reflection about your teaching experiences. (Plan and implement a field trip to the pumpkin patch for a fourth-grade class and conduct parent /guardian communication and review with the mentor to discuss and seek feedback) that incorporates connections to the teaching preparation standards. In 250-500 words, discuss your experiences collaborating with the mentor, other educators, families, or members of the community. How does effective collaboration support the professional practice of leadership? Use evidence from your practicum/field experiences to support your answers.

    APA Style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **Rubric Criteria**

    **Collaboration**

    31.5 points

    **Criteria Description**

    Collaboration

    **5. Target**

    31.5 points

    Discussion of experiences collaborating with 3Mentor, other educators, families, and/or community members is comprehensive.

    **4. Acceptable**

    27.41 points

    A detailed discussion of experiences collaborating with the mentor, other educators, families, and/or community members is provided.

    **No submission**

    0 points

    Not addressed.

    **Professional Practice**

    31.5 points

    **Criteria Description**

    Professional Practice

    **5. Target**

    31.5 points

    A comprehensive discussion of how effective collaboration supports the professional practice of leadership is provided.

    **4. Acceptable**

    27.41 points

    A discussion of how effective collaboration supports the professional practice of leadership is detailed.

    **No submission**

    0 points

    Not addressed.

    **Evidence**

    9 points

    **Criteria Description**

    Evidence

    **5. Target**

    9 points

    Field experiences evidence convincingly support answers.

    **4. Acceptable**

    7.83 points

    Field experiences provide logical evidence to support answers.

    **No submission**

    0 points

    **Organization**

    9 points

    **Criteria Description**

    Organization

    **5. Target**

    9 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit, providing the audience with a clear sense of the main idea.

    **4. Acceptable**

    7.83 points

    The content is logically organized. The ideas presented are related to one another. The content provides the audience with a clear sense of the main idea.

    **No submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    9 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    9 points

    No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.

    **4. Acceptable**

    7.83 points

    A few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## practumfieldexperiancesweek6.docx**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    After completing your selected activities from the “Practicum/Field Experience Block Visual & Activities” document for your current block, write a reflection about your teaching experiences. (Plan and implement a field trip to the pumpkin patch for a fourth-grade class and conduct parent /guardian communication and review with the mentor to discuss and seek feedback) that incorporates connections to the teaching preparation standards. In 250-500 words, discuss your experiences collaborating with the mentor, other educators, families, or members of the community. How does effective collaboration support the professional practice of leadership? Use evidence from your practicum/field experiences to support your answers.

    APA Style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **Rubric Criteria**

    **Collaboration**

    31.5 points

    **Criteria Description**

    Collaboration

    **5. Target**

    31.5 points

    Discussion of experiences collaborating with 3Mentor, other educators, families, and/or community members is comprehensive.

    **4. Acceptable**

    27.41 points

    A detailed discussion of experiences collaborating with the mentor, other educators, families, and/or community members is provided.

    **No submission**

    0 points

    Not addressed.

    **Professional Practice**

    31.5 points

    **Criteria Description**

    Professional Practice

    **5. Target**

    31.5 points

    A comprehensive discussion of how effective collaboration supports the professional practice of leadership is provided.

    **4. Acceptable**

    27.41 points

    A discussion of how effective collaboration supports the professional practice of leadership is detailed.

    **No submission**

    0 points

    Not addressed.

    **Evidence**

    9 points

    **Criteria Description**

    Evidence

    **5. Target**

    9 points

    Field experiences evidence convincingly support answers.

    **4. Acceptable**

    7.83 points

    Field experiences provide logical evidence to support answers.

    **No submission**

    0 points

    **Organization**

    9 points

    **Criteria Description**

    Organization

    **5. Target**

    9 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit, providing the audience with a clear sense of the main idea.

    **4. Acceptable**

    7.83 points

    The content is logically organized. The ideas presented are related to one another. The content provides the audience with a clear sense of the main idea.

    **No submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    9 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    9 points

    No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.

    **4. Acceptable**

    7.83 points

    A few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## RequiredResourcesforweek6assignment.docx**

    How to Put Self-Directed Learning to Work in Your Classroom

    [https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom](https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom)

    The Habits of Self-Directed Learners

    [https://ascd.org/el/articles/the-habits-of-self-directed-learners](https://ascd.org/el/articles/the-habits-of-self-directed-learners)

    Promoting Self-Direction Through Better Feedback4

    [https://www.edutopia.org/article/promoting-self-direction-through-better-feedback](https://www.edutopia.org/article/promoting-self-direction-through-better-feedback)

    Justice Then and Now: Engaging Students in Critical Thinking About Justice and History

    **Required**

    Read “Justice Then and Now: Engaging Students in Critical Thinking About Justice and History” by Cummings, from
    _The Socia_

    … Read More

    https://doi-org.lopes.idm.oclc.org/10.1080/00377996.2019.1652140

    The Use of Music to Connect the Past, Present, and Future

    **Required**

    Read “The Use of Music to Connect the Past, Present, and Future,” by Ender and Varga, from
    _The Social Studies_ (2022)

    … Read More

    https://doi-org.lopes.idm.oclc.org/1

    Sharma, S. (2023).
    _Supporting student engagement with technology_. Edutopia.
    [https://www.edutopia.org/article/using-technology-support-student-engagement/](https://www.edutopia.org/article/using-technology-support-student-engagement/)

    **## practumfieldexperiancesweek6.docx**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    After completing your selected activities from the “Practicum/Field Experience Block Visual & Activities” document for your current block, write a reflection about your teaching experiences. (Plan and implement a field trip to the pumpkin patch for a fourth-grade class and conduct parent /guardian communication and review with the mentor to discuss and seek feedback) that incorporates connections to the teaching preparation standards. In 250-500 words, discuss your experiences collaborating with the mentor, other educators, families, or members of the community. How does effective collaboration support the professional practice of leadership? Use evidence from your practicum/field experiences to support your answers.

    APA Style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **Rubric Criteria**

    **Collaboration**

    31.5 points

    **Criteria Description**

    Collaboration

    **5. Target**

    31.5 points

    Discussion of experiences collaborating with 3Mentor, other educators, families, and/or community members is comprehensive.

    **4. Acceptable**

    27.41 points

    A detailed discussion of experiences collaborating with the mentor, other educators, families, and/or community members is provided.

    **No submission**

    0 points

    Not addressed.

    **Professional Practice**

    31.5 points

    **Criteria Description**

    Professional Practice

    **5. Target**

    31.5 points

    A comprehensive discussion of how effective collaboration supports the professional practice of leadership is provided.

    **4. Acceptable**

    27.41 points

    A discussion of how effective collaboration supports the professional practice of leadership is detailed.

    **No submission**

    0 points

    Not addressed.

    **Evidence**

    9 points

    **Criteria Description**

    Evidence

    **5. Target**

    9 points

    Field experiences evidence convincingly support answers.

    **4. Acceptable**

    7.83 points

    Field experiences provide logical evidence to support answers.

    **No submission**

    0 points

    **Organization**

    9 points

    **Criteria Description**

    Organization

    **5. Target**

    9 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit, providing the audience with a clear sense of the main idea.

    **4. Acceptable**

    7.83 points

    The content is logically organized. The ideas presented are related to one another. The content provides the audience with a clear sense of the main idea.

    **No submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    9 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    9 points

    No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.

    **4. Acceptable**

    7.83 points

    A few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## RequiredResourcesforweek6assignment.docx**

    How to Put Self-Directed Learning to Work in Your Classroom

    [https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom](https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom)

    The Habits of Self-Directed Learners

    [https://ascd.org/el/articles/the-habits-of-self-directed-learners](https://ascd.org/el/articles/the-habits-of-self-directed-learners)

    Promoting Self-Direction Through Better Feedback4

    [https://www.edutopia.org/article/promoting-self-direction-through-better-feedback](https://www.edutopia.org/article/promoting-self-direction-through-better-feedback)

    Justice Then and Now: Engaging Students in Critical Thinking About Justice and History

    **Required**

    Read “Justice Then and Now: Engaging Students in Critical Thinking About Justice and History” by Cummings, from
    _The Socia_

    … Read More

    https://doi-org.lopes.idm.oclc.org/10.1080/00377996.2019.1652140

    The Use of Music to Connect the Past, Present, and Future

    **Required**

    Read “The Use of Music to Connect the Past, Present, and Future,” by Ender and Varga, from
    _The Social Studies_ (2022)

    … Read More

    https://doi-org.lopes.idm.oclc.org/1

    Sharma, S. (2023).
    _Supporting student engagement with technology_. Edutopia.
    [https://www.edutopia.org/article/using-technology-support-student-engagement/](https://www.edutopia.org/article/using-technology-support-student-engagement/)

    **## practumfieldexperiancesweek6.docx**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    After completing your selected activities from the “Practicum/Field Experience Block Visual & Activities” document for your current block, write a reflection about your teaching experiences. (Plan and implement a field trip to the pumpkin patch for a fourth-grade class and conduct parent /guardian communication and review with the mentor to discuss and seek feedback) that incorporates connections to the teaching preparation standards. In 250-500 words, discuss your experiences collaborating with the mentor, other educators, families, or members of the community. How does effective collaboration support the professional practice of leadership? Use evidence from your practicum/field experiences to support your answers.

    APA Style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.
    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **Rubric Criteria**

    **Collaboration**

    31.5 points

    **Criteria Description**

    Collaboration

    **5. Target**

    31.5 points

    Discussion of experiences collaborating with 3Mentor, other educators, families, and/or community members is comprehensive.

    **4. Acceptable**

    27.41 points

    A detailed discussion of experiences collaborating with the mentor, other educators, families, and/or community members is provided.

    **No submission**

    0 points

    Not addressed.

    **Professional Practice**

    31.5 points

    **Criteria Description**

    Professional Practice

    **5. Target**

    31.5 points

    A comprehensive discussion of how effective collaboration supports the professional practice of leadership is provided.

    **4. Acceptable**

    27.41 points

    A discussion of how effective collaboration supports the professional practice of leadership is detailed.

    **No submission**

    0 points

    Not addressed.

    **Evidence**

    9 points

    **Criteria Description**

    Evidence

    **5. Target**

    9 points

    Field experiences evidence convincingly support answers.

    **4. Acceptable**

    7.83 points

    Field experiences provide logical evidence to support answers.

    **No submission**

    0 points

    **Organization**

    9 points

    **Criteria Description**

    Organization

    **5. Target**

    9 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit, providing the audience with a clear sense of the main idea.

    **4. Acceptable**

    7.83 points

    The content is logically organized. The ideas presented are related to one another. The content provides the audience with a clear sense of the main idea.

    **No submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    9 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    9 points

    No mechanical errors are present. Skilled control of language choice and sentence structure is used throughout.

    **4. Acceptable**

    7.83 points

    A few mechanical errors are present. Suitable language choice and sentence structure are used.

    – 1
    – 2

  • [Solved] Miller case

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    What is the miller case about?

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    Assignment Prompt & Instructions

    What is the miller case about?

  • [Solved] HOME WORK

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    – ## NU675UNIT6ASSIGHNMENTINTRUCTIONS.docx – ALISHA2.jpeg – ALISHA1.jpeg – ALISHA4.jpeg – ALISHA5.jpeg – ALISHA3.jpeg **## NU675UNIT6ASSIGHNMENTINTRUCTIONS.docx** **Last week you completed the learning activity on anxiety**. For this assignment, please discuss the case presented in that learning act…

    Instant Solution Download

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    – ## NU675UNIT6ASSIGHNMENTINTRUCTIONS.docx

    – ALISHA2.jpeg
    – ALISHA1.jpeg
    – ALISHA4.jpeg
    – ALISHA5.jpeg
    – ALISHA3.jpeg

    **## NU675UNIT6ASSIGHNMENTINTRUCTIONS.docx**

    **Last week you completed the learning activity on anxiety**. For this assignment, please discuss the case presented in that learning activity.

    Discuss what you choose for the differentials and the most concerning symptoms. Then discuss what diagnosis and treatment would be appropriate for this patient. Be sure to include the rationale for your decisions.

    Discuss your choices compared to the expert opinions/case study. Describe what you learned and how this will help you in your practice.

    Your assignment should be minimum 2–3 pages answering the questions. Be sure to include a minimum of two scholarly articles (within the last five years) in addition to your course material to support your discussion.

    **Assignment Requirements:**

    Before finalizing your work, you should:

    · Be sure to read the assignment description carefully (as displayed above).

    · Consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary.

    · Utilize spelling and grammar checks to minimize errors.

    Your writing assignment should:

    · Follow the conventions of Standard English (correct grammar, punctuation, etc.).

    · Be well-ordered, logical, and unified, as well as original and insightful.

    · Display superior content, organization, style, and mechanics.

    · Use APA 7th edition format.

    RUBRICS

    Content of Paper

    ●    Content includes: discussion regarding what was chosen for the differentials, the diagnosis and treatment. Includes the rationale for decisions. Discusses choices compared to the expert opinions. Describes what was learned and how this will help in practice.
    ●    At least three pages in body length (not including title and reference page
    ●    Demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner
    ●    Develops content and theories are well
    ●    Links content to the paper requirements and practical experience
    ●    Includes relevant material that fulfills all objectives of the paper
    ●    Uses at least three scholarly resources (less than 5 years old) that were not provided in the course materials
    ●    Completes all instruction requirements

    2. Analysis and Synthesis of Paper Content and Meaning

    ●    Provides critical analysis in an accurate, clear, concise, and complete presentation of the required content
    ●    Synthesizes information from scholarly resources
    ●    Provides new information or insight related to the context of the assignment with both supportive and alternative information or viewpoints
    ●    Completes all instruction requirements

    3. Application of Knowledge

    ●    Offers a multidisciplinary approach via scholarly resources
    ●    Applies practice that is accurate and plausible
    ●    Supports practice with additional scholarly resources
    ●    Answers all questions posed within the assignment in a well-developed manner with citations for validation
    ●    Completes all instruction requirements

    4. Organization

    ●    Provides well-organized content with a clear and complex purpose statement and content argument
    ●    Provides concise writing with a logical flow of ideas
    ●    Utilizes subheadings for ease of transition.

    5. College-level academic writing

    ●    Includes no more than three grammatical, spelling, or punctuation errors that do not interfere with the readability
    ●    Is in APA format-including title page and reference page
    ●    Meets the assignment length requirements

    NU675_2402C_-3: Formulate evidence-based, therapeutic, patient-centered treatment plans, considering traditional and complementary pharmacological/nonpharmaceutical interventions for pediatric/adolescent patients in the acute and/or primary care setting.

    Student work demonstrates an attempt to appraise the use of evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/nonpharmaceutical interventions for pediatric/adolescent patients in the acute and/or primary care setting. The content was thorough, was relevant to the topic, and illustrated critical analysis.

    **ALISHA2.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha2-jpeg)

    **ALISHA1.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha1-jpeg)

    **ALISHA4.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha4-jpeg)

    **ALISHA5.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha5-jpeg)

    **ALISHA3.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha3-jpeg)

    **ALISHA3.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha3-jpeg)

    **## NU675UNIT6ASSIGHNMENTINTRUCTIONS.docx**

    **Last week you completed the learning activity on anxiety**. For this assignment, please discuss the case presented in that learning activity.

    Discuss what you choose for the differentials and the most concerning symptoms. Then discuss what diagnosis and treatment would be appropriate for this patient. Be sure to include the rationale for your decisions.

    Discuss your choices compared to the expert opinions/case study. Describe what you learned and how this will help you in your practice.

    Your assignment should be minimum 2–3 pages answering the questions. Be sure to include a minimum of two scholarly articles (within the last five years) in addition to your course material to support your discussion.

    **Assignment Requirements:**

    Before finalizing your work, you should:

    · Be sure to read the assignment description carefully (as displayed above).

    · Consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary.

    · Utilize spelling and grammar checks to minimize errors.

    Your writing assignment should:

    · Follow the conventions of Standard English (correct grammar, punctuation, etc.).

    · Be well-ordered, logical, and unified, as well as original and insightful.

    · Display superior content, organization, style, and mechanics.

    · Use APA 7th edition format.

    RUBRICS

    Content of Paper

    ●    Content includes: discussion regarding what was chosen for the differentials, the diagnosis and treatment. Includes the rationale for decisions. Discusses choices compared to the expert opinions. Describes what was learned and how this will help in practice.
    ●    At least three pages in body length (not including title and reference page
    ●    Demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner
    ●    Develops content and theories are well
    ●    Links content to the paper requirements and practical experience
    ●    Includes relevant material that fulfills all objectives of the paper
    ●    Uses at least three scholarly resources (less than 5 years old) that were not provided in the course materials
    ●    Completes all instruction requirements

    2. Analysis and Synthesis of Paper Content and Meaning

    ●    Provides critical analysis in an accurate, clear, concise, and complete presentation of the required content
    ●    Synthesizes information from scholarly resources
    ●    Provides new information or insight related to the context of the assignment with both supportive and alternative information or viewpoints
    ●    Completes all instruction requirements

    3. Application of Knowledge

    ●    Offers a multidisciplinary approach via scholarly resources
    ●    Applies practice that is accurate and plausible
    ●    Supports practice with additional scholarly resources
    ●    Answers all questions posed within the assignment in a well-developed manner with citations for validation
    ●    Completes all instruction requirements

    4. Organization

    ●    Provides well-organized content with a clear and complex purpose statement and content argument
    ●    Provides concise writing with a logical flow of ideas
    ●    Utilizes subheadings for ease of transition.

    5. College-level academic writing

    ●    Includes no more than three grammatical, spelling, or punctuation errors that do not interfere with the readability
    ●    Is in APA format-including title page and reference page
    ●    Meets the assignment length requirements

    NU675_2402C_-3: Formulate evidence-based, therapeutic, patient-centered treatment plans, considering traditional and complementary pharmacological/nonpharmaceutical interventions for pediatric/adolescent patients in the acute and/or primary care setting.

    Student work demonstrates an attempt to appraise the use of evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/nonpharmaceutical interventions for pediatric/adolescent patients in the acute and/or primary care setting. The content was thorough, was relevant to the topic, and illustrated critical analysis.

    **ALISHA2.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha2-jpeg)

    **ALISHA1.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha1-jpeg)

    **ALISHA4.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha4-jpeg)

    **ALISHA5.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha5-jpeg)

    **ALISHA3.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/alisha3-jpeg)

    **## NU675UNIT6ASSIGHNMENTINTRUCTIONS.docx**

    **Last week you completed the learning activity on anxiety**. For this assignment, please discuss the case presented in that learning activity.

    Discuss what you choose for the differentials and the most concerning symptoms. Then discuss what diagnosis and treatment would be appropriate for this patient. Be sure to include the rationale for your decisions.

    Discuss your choices compared to the expert opinions/case study. Describe what you learned and how this will help you in your practice.

    Your assignment should be minimum 2–3 pages answering the questions. Be sure to include a minimum of two scholarly articles (within the last five years) in addition to your course material to support your discussion.

    **Assignment Requirements:**

    Before finalizing your work, you should:

    · Be sure to read the assignment description carefully (as displayed above).

    · Consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary.

    · Utilize spelling and grammar checks to minimize errors.

    Your writing assignment should:

    · Follow the conventions of Standard English (correct grammar, punctuation, etc.).

    · Be well-ordered, logical, and unified, as well as original and insightful.

    · Display superior content, organization, style, and mechanics.

    · Use APA 7th edition format.

    RUBRICS

    Content of Paper

    ●    Content includes: discussion regarding what was chosen for the differentials, the diagnosis and treatment. Includes the rationale for decisions. Discusses choices compared to the expert opinions. Describes what was learned and how this will help in practice.
    ●    At least three pages in body length (not including title and reference page
    ●    Demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner
    ●    Develops content and theories are well
    ●    Links content to the paper requirements and practical experience
    ●    Includes relevant material that fulfills all objectives of the paper
    ●    Uses at least three scholarly resources (less than 5 years old) that were not provided in the course materials
    ●    Completes all instruction requirements

    2. Analysis and Synthesis of Paper Content and Meaning

    ●    Provides critical analysis in an accurate, clear, concise, and complete presentation of the required content
    ●    Synthesizes information from scholarly resources
    ●    Provides new information or insight related to the context of the assignment with both supportive and alternative information or viewpoints
    ●    Completes all instruction requirements

    3. Application of Knowledge

    ●    Offers a multidisciplinary approach via scholarly resources
    ●    Applies practice that is accurate and plausible
    ●    Supports practice with additional scholarly resources
    ●    Answers all questions posed within the assignment in a well-developed manner with citations for validation
    ●    Completes all instruction requirements

    4. Organization

    ●    Provides well-organized content with a clear and complex purpose statement and content argument
    ●    Provides concise writing with a logical flow of ideas
    ●    Utilizes subheadings for ease of transition.

    5. College-level academic writing

    ●    Includes no more than three grammatical, spelling, or punctuation errors that do not interfere with the readability
    ●    Is in APA format-including title page and reference page
    ●    Meets the assignment length requirements

    NU675_2402C_-3: Formulate evidence-based, therapeutic, patient-centered treatment plans, considering traditional and complementary pharmacological/nonpharmaceutical interventions for pediatric/adolescent patients in the acute and/or primary care setting.

    Student work demonstrates an attempt to appraise the use of evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/nonpharmaceutical interventions for pediatric/adolescent patients in the acute and/or primary care setting. The content was thorough, was relevant to the topic, and illustrated critical analysis.

    **ALISHA2.jpeg**

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    \ IMG_0149.png](https://www.sweetstudy.com/files/img-0149-png-10454292 "IMG_0149.png") \ IMG_0148.png](https://www.sweetstudy.com/files/img-0148-png-10454294 "IMG_0148.png") \ IMG_0147.png](https://www.sweetstudy.com/files/img-0147-png-10454296 "IMG_0147.png")

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  • [Solved] week 4 discussion operation management

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    2. Using the **exact** Sample Article Review format on file attatched , write a review on 3 articles relating to your final research topic. Use the Library database or [http://scholar.google.com](http://scholar.google.com/) to find the **3 peer reviewed journal articles** relating to your final res…

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    2. Using the **exact** Sample Article Review format on file attatched , write a review on 3 articles relating to your final research topic. Use the Library database or [http://scholar.google.com](http://scholar.google.com/) to find the **3 peer reviewed journal articles** relating to your final research topic.
    \
    sampleartreview111.pdf](https://www.sweetstudy.com/files/sampleartreview111-pdf "sampleartreview111.pdf")