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  • [Solved] A-23- Article Review

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  • [Solved] questions

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    The answers to the weekly discussion questions must be substantial, meaning fully answering the question(s) with examples (qualitative) and writing at least 300 words (quantitative). Lastly, a question must be posed to the course professor and peer(s) in your initial discussion board post. C&P Quest…

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    The answers to the weekly discussion questions must be substantial, meaning fully answering the question(s) with examples (qualitative) and writing at least 300 words (quantitative). Lastly, a question must be posed to the course professor and peer(s) in your initial discussion board post.
    C&P
    Question 1
    Which of the many reentry challenges that ex-prisoners face seems most likely to contribute to increased offending rather than desistance? Which ones seem most amenable to policy intervention in ways that would improve rather than worsen reentry outcomes?
    Primary Literature for question 1
    Garland, B., Wodahl, E., & Cota, L. (2016). Measuring public support for prisoner reentry options. International Journal of Offender Therapy and Comparative Criminology, 60(12), 1406-1424.
    Schanzenbach, D. W., Nunn, R., Bauer, L., Breitwieser, A., Mumford, M., & Nantz, G. (2016). Twelve facts about incarceration and prisoner reentry. Hamilton Project.
    Visher, C. A., Lattimore, P. K., Barrick, K., & Tueller, S. (2017). Evaluating the long-term effects of prisoner reentry services on recidivism: What types of services matter?. Justice Quarterly, 34(1), 136-165.
    Weisburd, D., Farrington, D. P., & Gill, C. (2017). What works in crime prevention and rehabilitation: An assessment of systematic reviews. Criminology & Public Policy, 16(2), 415-449
    Question 2
    Discussion Question:
    Discuss the importance of internal and external validity. Select an evaluation from extant literature and tell us how they preserved internal and external validity in their research design
    Reading for Question 2
    Practical Program Evaluation for Criminal Justice. Vito & Higgins (2014). Chapter 6
    Hyatt, J. M., & Ostermann, M. (2019). Better to stay home: Evaluating the impact of day reporting centers on offending. Crime & Delinquency, 65(1), 94-121.
    Bottcher, J., & Ezell, M. E. (2005). Examining the effectiveness of boot camps: A randomized experiment with a long-term follow up. Journal of Research in Crime and Delinquency, 42(3), 309-332.
    Sherman, L. W., & Harris, H. M. (2015). Increased death rates of domestic violence victims from arresting vs. warning suspects in the Milwaukee Domestic Violence Experiment (MilDVE). Journal of Experimental Criminology, 11(1), 1-20.
    Gaffney, H., Jolliffe, D., Eggins, E., Ferreira, J. G., Skinner, G., Ariel, B., & Strang, H. (2024). Protocol: The effect of restorative justice interventions for young people on offending and reoffending: A systematic review. Campbell Systematic Reviews, 20(2), 1-20.
    Weblinks
    How to Conduct a Systematic Review [https://www.lib.uwo.ca/tutorials/how_to_perform_a_systematic_review/index.html](https://www.lib.uwo.ca/tutorials/how_to_perform_a_systematic_review/index.html)
    Systematic Review Lib Guide [Steps of a Systematic Review – Systematic Review – Research Guides at University of Maryland Libraries](https://lib.guides.umd.edu/SR/steps)

  • [Solved] Eng (P)

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    – ## mandatoryfinaldraft.docx – ## Draftrhetorical.docx **## mandatoryfinaldraft.docx** **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best …

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    – ## mandatoryfinaldraft.docx

    – ## Draftrhetorical.docx

    **## mandatoryfinaldraft.docx**

    **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best you can.**

    Instructions

    Turn in a revised and edited version of the rhetorical analysis. For revision,

    1) think about appeals (ethos, pathos, and logos) and your responses to them as we are discussing in class this week

    2) break thoughts into unified and coherent paragraphs, connecting them with transitions, as we are also discussing this week

    Edit for all of the grammar that we've discussed (sentence-level construction, modifiers, and pronouns)

    **I'll grade 45% for the three body paragraphs, for unity and coherence as is related to the appeals and response to them.**

    **I'll grade 25% for the intro and conclusion (standard form).**

    **I'll grade 30% for editing as above.**

    **I'll take a 40% penalty for work that shows little to no substantive revision.**

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## mandatoryfinaldraft.docx**

    **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best you can.**

    Instructions

    Turn in a revised and edited version of the rhetorical analysis. For revision,

    1) think about appeals (ethos, pathos, and logos) and your responses to them as we are discussing in class this week

    2) break thoughts into unified and coherent paragraphs, connecting them with transitions, as we are also discussing this week

    Edit for all of the grammar that we've discussed (sentence-level construction, modifiers, and pronouns)

    **I'll grade 45% for the three body paragraphs, for unity and coherence as is related to the appeals and response to them.**

    **I'll grade 25% for the intro and conclusion (standard form).**

    **I'll grade 30% for editing as above.**

    **I'll take a 40% penalty for work that shows little to no substantive revision.**

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    **## mandatoryfinaldraft.docx**

    **Mandatory final draft of the rhetorical analysis (this was the rough draft). Can you please turn in a new paper that builds on the old one? This teacher is giving me hell with this assignment. Just do the best you can.**

    Instructions

    Turn in a revised and edited version of the rhetorical analysis. For revision,

    1) think about appeals (ethos, pathos, and logos) and your responses to them as we are discussing in class this week

    2) break thoughts into unified and coherent paragraphs, connecting them with transitions, as we are also discussing this week

    Edit for all of the grammar that we've discussed (sentence-level construction, modifiers, and pronouns)

    **I'll grade 45% for the three body paragraphs, for unity and coherence as is related to the appeals and response to them.**

    **I'll grade 25% for the intro and conclusion (standard form).**

    **I'll grade 30% for editing as above.**

    **I'll take a 40% penalty for work that shows little to no substantive revision.**

    **## Draftrhetorical.docx**

    Perry May

    Frank Merksamer

    English 111

    **Draft of Rhetorical Analysis**

    The attempt of Nike’s advertisement featuring Colin Kaepernick's to use logical reasoning does not convience me to buy the product. This is because the logical connection it tries to create from the message, belief and sacrifice, does not fully support the reason for purchasing the shoes or products. The ad’s logic, "Believe in something. Even if it means sacrificing everything"(Nike, 2018), suggests that achieving the best outcomes or progress requires sticking to one's values or principles despite personal loss, which does not relate with buying the product. The creator reinforces their logical reasoning by using Kaepernick's real-life experiences as evidence since sacrifices his NFL carrer to protect against racial injustice, and slogan, “Just Do It!”. This establishes a cause-and-effect relationship that makes the ad’s argument logical and indicates Nike’s support principled risks. Although this logic makes sense, does not logically provide information about the product like the performance, quality or how purchasing the shoe actually supports the social change the slogan. The as assume that I will transfer the athlete’s moral stance into the brand, but this is an assumption that does not convience me to buy the product. In my perspective, the gap between the actual product and ad’s message keeps their logos from influencing me to consider or buy the product.

    The ad’s emotional appeal strongly influences me, but this does actually make me more willing to buy Nike products. The athlete’s image and the inspiring message that resonates with me is what draws my attention and curiosity about the product. The ad uses emotionally charged visuals of Kaepernick, as the black and white close-up of the athletes, which gives the image a serious face abd intimate feeling immediately draws my attention (Nike, 2018). The inspiring message, particularly the line about “sacrificing everything” heightens the ad’s emotional impact because I can resonate with it and invokes themes of commitment, courage and pain, The ad’s visual design is also simple, allowing the quote to stand out, which can appeals to as an invidual who seek bravery and inspiration. These emotional cues works on me because they make the ad feel more personal than commercial. Often, when I feel moved or inspired by something, I naturally want to align myself with the values the brand portrays, influencing me to by the product and become part of the brand. In my onion, the emotions the ad’s message evokes, solidarity and bravery, successfully pulls me towards supporting Nike or buying the product.

    As a big fan of Kaepernick, the ad’s association with him for this compaign persuades me to reconsider or buy the products. This association changes my perspective of the Nike, as it makes the brand credible and principled in a way that it can influence my decision to buy their products. The ad’s develops its credibility arounds public perception of Kaepernick's character, who is known for his integrity and activism, but his athletic skills. The central message in the ad reinforces his known act of risking his career for social justice as a courageous, making his behavior or trait a symbol of the message. The ad uses a the usual brand’s minimalist style and combines it with a recognizable slogan, 'swoosh' logo, and reputation as a leading sports brand, further adds to the ad's credibility and trust (Nike, 2018). Associating with Kaepernick makes me view Nike’s as a company that support social justice, increasing my interest in their product. Today, many brand’s priority financial gain, and influcers reputation over social issues or polictics, therefore, seeing a brand that supporting a controversial individual like Kaepernick for their moral reasoning, I view it as trustworthy and socially responsible, that’ is why the ad feels credible to me. As a young and socially conscious person, who value brands that are inclusive and support social justice issues, the use of the athlete in addition to the central message supports my final decision to buy the product and support Nike.

    Works Cited

    Mind Tools Content Team. (n.d.).
    _The rhetorical triangle: Making your communications persuasive._ Mind Tools.

    [https://www.mindtools.com/pages/article/RhetoricalTriangle.htm](https://www.mindtools.com/pages/article/RhetoricalTriangle.htm)

    Nike. (2018).
    _Believe in something. Even if it means sacrificing everything_ [Advertisement featuring Colin Kaepernick]. Nike Inc.

    UofLIFE (2013). Writing Center: Rhetorical Analysis. YouTube.
    [https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg](https://youtu.be/s84EDd8jFgw?si=sXn4JPuXZxxruikg)

    – 1
    – 2

  • [Solved] assitant needed

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    please see attachment – ## SharedWriting2.docx **## SharedWriting2.docx** Shared Writing: Psychological Therapies Imagine that you are a psychologist working in a youth detention center. All of your clients are adolescents that have broken the law in some form or another, but most are for non-violen…

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

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    Assignment Prompt & Instructions

    please see attachment

    – ## SharedWriting2.docx

    **## SharedWriting2.docx**

    Shared Writing: Psychological Therapies

    Imagine that you are a psychologist working in a youth detention center. All of your clients are adolescents that have broken the law in some form or another, but most are for non-violent offenses. Also imagine that all of your clients are of a different gender, ethnicity, and sociocultural background than yourself. Based on the recommendations of Sue and Sue (2016) and the other points raised in this chapter regarding the therapeutic alliance, explain how your personal experiences and worldview can impact the relationships you attempt to build with your clients.

    **## SharedWriting2.docx**

    Shared Writing: Psychological Therapies

    Imagine that you are a psychologist working in a youth detention center. All of your clients are adolescents that have broken the law in some form or another, but most are for non-violent offenses. Also imagine that all of your clients are of a different gender, ethnicity, and sociocultural background than yourself. Based on the recommendations of Sue and Sue (2016) and the other points raised in this chapter regarding the therapeutic alliance, explain how your personal experiences and worldview can impact the relationships you attempt to build with your clients.

  • [Solved] Worksheet Analysis

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See Attached – ## WorksheetAnalysis.docx **## WorksheetAnalysis.docx** ![SNHU logo](https://www.sweetstudy.com/questions/worksheet-analysis) ## ATH 315 Worksheet Analysis: Ethics in a Cross-Cultural Context ### Overview From this week’s module resources, watch the TEDx video featuring Neha Reddy giv…

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    Assignment Prompt & Instructions

    See Attached

    – ## WorksheetAnalysis.docx

    **## WorksheetAnalysis.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/worksheet-analysis)

    ## ATH 315 Worksheet Analysis: Ethics in a Cross-Cultural Context

    ### Overview

    From this week’s module resources, watch the TEDx video featuring Neha Reddy giving a talk on female circumcision titled Culture and Human Rights: Narratives of Ethiopian Identity.
    As you are watching the video, think
    about the complicated ethical nature of the debates surrounding this issue.

    Next, write a response to each question below. The following questions are open-ended and do not have “correct” answers, per se. Students’ responses should be thoughtful and considered, as the questions are designed to promote exploration of the nuance of these complicated issues. The questions promote reflection upon ethical issues in both
    **cultural practices** and
    **environmental issues:**

    Preconceived attitudes and cultural biases

    Attitudinal changes

    Self-awareness and cultural relativism

    Be sure to use proper grammar, punctuation, spelling, and writing technique throughout your responses. You can type your responses directly in this worksheet, resave, and submit.

    ### What to Submit

    Your paper must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format. For details on how this will be graded, please refer to the Cross-Cultural Worksheet Rubric.

    | |
    | — |
    | **Question:** What are Neha Reddy’s preconceived biases regarding the issue of female circumcision as a practice before she goes to Ethiopia? Why do you think that is the case?<br> <br>**Answer:** |
    | **Question:** What does Reddy encounter while in the field that changes her mind? How does this event impact her thinking about the issue moving forward?<br> <br>**Answer:** |
    | **Question:** What can we take away from this example about the nature of ethics and culture in a cross-cultural setting? How do your own experiences, identity, or values shape your perception of that relationship?<br> <br>**Answer:** |

    ## image1.png

    ## image2.svg

    **## WorksheetAnalysis.docx**

    ![SNHU logo](https://www.sweetstudy.com/questions/worksheet-analysis)

    ## ATH 315 Worksheet Analysis: Ethics in a Cross-Cultural Context

    ### Overview

    From this week’s module resources, watch the TEDx video featuring Neha Reddy giving a talk on female circumcision titled Culture and Human Rights: Narratives of Ethiopian Identity.
    As you are watching the video, think
    about the complicated ethical nature of the debates surrounding this issue.

    Next, write a response to each question below. The following questions are open-ended and do not have “correct” answers, per se. Students’ responses should be thoughtful and considered, as the questions are designed to promote exploration of the nuance of these complicated issues. The questions promote reflection upon ethical issues in both
    **cultural practices** and
    **environmental issues:**

    Preconceived attitudes and cultural biases

    Attitudinal changes

    Self-awareness and cultural relativism

    Be sure to use proper grammar, punctuation, spelling, and writing technique throughout your responses. You can type your responses directly in this worksheet, resave, and submit.

    ### What to Submit

    Your paper must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format. For details on how this will be graded, please refer to the Cross-Cultural Worksheet Rubric.

    | |
    | — |
    | **Question:** What are Neha Reddy’s preconceived biases regarding the issue of female circumcision as a practice before she goes to Ethiopia? Why do you think that is the case?<br> <br>**Answer:** |
    | **Question:** What does Reddy encounter while in the field that changes her mind? How does this event impact her thinking about the issue moving forward?<br> <br>**Answer:** |
    | **Question:** What can we take away from this example about the nature of ethics and culture in a cross-cultural setting? How do your own experiences, identity, or values shape your perception of that relationship?<br> <br>**Answer:** |

    ## image1.png

    ## image2.svg

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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.

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    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.

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