I need help with my homework

/0 Comments/in /by

Question Description

UNIT VI DISCUSSION BOARD EH 1020 (VZC)

In this unit, we discussed the creation of body paragraphs for your research paper. You should have a good idea of what your revised thesis statement will look like, the points that you want to include, and the evidence you will use to support those points.

Let’s take just a moment and think about the process so far. Feel free to use this writing as a reflection upon what you have experienced so far in the course. You might want to consider some of the questions below, but you are not required to answer them. Remember, as always, that this discussion should be a positive and constructive experience for everyone. The idea is that you reflect upon the process so that you understand it, understand yourself as a new student writer, and understand the challenges and successes you experience.

What do you think is your strongest point? What do you think is your weakest? Do you think the scope of your project is narrowed down efficiently? How are you feeling about the process? What do you think about the structure of the body paragraphs? Does the structure seem too restrictive or helpful and guiding? Looking back on some of the materials that you have read, can you see the structures that we have discussed in the course so far? Do you see differences between academic and public sources in terms of how the paragraphs are constructed?

I have to comment on my classmates discussion board question this is what they wrote:

I do think the scope of my project thus far is narrowed down sufficiently. The events of 9/11 was such a broad topic, but narrowing it down to governmental failure/involvement has lessened the information load. I feel good thus far about the progress I have made, especially in regards to the body of the paper itself. This aspect of it is easier for me, because it is less prep-work and more hands on displaying of facts. I think the structure is very guiding, it is sometimes easier for me to do the paper all at once though, and not break it down into small chunks. I do see the difference between academic and public sources, ebecause the majority of the academic sources I have found have abstracts and multiple resources listed; whereas public sources are no where near as broken down, and have lack of sources/evidence listed. The one thing that I have learned from this paper is a better understanding of how to find credible sources, and how useful the library and librarians can be! I have also found the importance of scholarly sources, because regular news sources are just too opinionated and biased.

UNIT VII Discussion Board Question EH 1020 (VZC)

In this unit, we have taken a closer look at writing as a craft. We have revisited the writing process and methods for invention, we have examined informal logical fallacies, and we have discussed paragraph cohesion.

For this writing, think about your past experiences with writing (which may include the experiences you have had in this course). What advice about writing did you find most helpful? Why? Please explain the context that led to this advice. You may also tell more than one story about your writing experiences.

The objective of your discussion is to consider the advice of other writers and how we can always improve our writing by listening to others. Further, you are sharing that advice with your reader by reflecting upon the experience.

Remember, as always, that this writing should be a positive and constructive experience for everyone. The idea is that you reflect upon the process so that you understand it, understand yourself as a new student writer, and understand the challenges and successes you experience.

HY 110 DISCUSSION ASSIGNMENT QUESTION (VZC)

QUESTION 6

  • Imagine yourself in Lowell, Massachusetts in 1840 where either you or a close family member works as a factory girl in the textile mill. Discuss what you (or your close family member) experience and see. Consider how technology has made the town distinct and if women affiliated with the mill were treated better or worse in society than their peers elsewhere.

    Your response must be 200 words in length

HY 1110 DISCUSSION BOARD QUESTION UNIT II (SZC)

What do you think was the greater appeal of the American colonies for migrants: freedom of religion or economic opportunity? Why?

Discuss how the religious and social issues of Europe helped to define and segregate the early American colonies.

Your response must be 200 words in length.

ART 1301 DISCUSSION BOARD QUESTION UNIT II (VC)

I have to comment on my classmates discussion board question this is what they wrote


This is the mural I picked. It is called “Putnam Treasures”, and displays images of the natural beauty in the community. I picked this mural because it has images of things that are important to the community, such as wildlife, nature, and our animals having a peaceful environment. This mural is similar to the murals in the textbook because they also display images of how things work within their community and show what is important to them. For example, the people that worked in the factory were grateful to have a source of income and it was their way of life. That relates to the mural I picked because the people in our community are grateful to have undisturbed wildlife and respect nature.

ART 1301 DISCUSSION BOARD QUESTION III (VC)

How do you respond to color in everyday life? Do you think our response to color in art is the same or different? What is the effect of color on our moods, actions, and health?

I have to comment on my classmates discussion board question this is what they wrote

I know color affects my mood. I am much more alert and in a better mood on a bright sunny day than a day when it is raining. On a rainy day I am tired all day and sometimes just generally do not feel well. I can see that same change when I view art. I like bright colored art much better than the darker gloomier art. Just in everyday life I enjoy seeing brighter bolder colors. I am not that fond of the color red because at my fire department when we get calls, it activates red lighting to alert us at night time. Being woken up by red light has really turned me off to the color red. When we had a new fire station built the ceiling of the apparatus bay was painted a light blue. We were told by the contractors that bugs do not like that color and it would cut down on having that issue in the bay. Oddly we really do not have a bug issue in the bay, but have a lot of spiders, so I am really not convinced by the blue ceiling.

ART 1301 ASSESMENT QUESTIONS (VC)

QUESTION 1

  • Which work makes use of light as a medium?

Jennifer Bartlett’s Trio

Keith Sonnier’s Motordom

Keith Haring’sMonkey Puzzle

Meret Oppenheim’s Object (Breakfast in Fur)

12 points

QUESTION 2

  • Architects are primarily concerned with qualities of:

time.

materials.

space.

texture.

12 points

QUESTION 3

  • Figure-ground reversal can best be seen in:

Shen Zhou’s Poet on a Mountaintop.

Kiki Smith’s Ginzer.

Lee Friedlander’s Bismarck, North Dakota.

M.C. Escher’s Sky and Water I.

12 points

QUESTION 4

  • In art, the term value refers to the:

lightness and darkness of surfaces.

brightness and dullness of surfaces.

foreground and background.

quality of lines and shapes.

12 points

QUESTION 5

  • Rosa Bonheur used __________ in several places in her painting Harvest Season to suggest their roundness and bulk.

chiaroscuro

aerial perspective

contrapposto

mixed media

QUESTION 6

  • Match the question or statement on the left with the corresponding word or phrase on the right.

Which is an example of cool colors?

Which is an example of warm colors?

Which are the pigment primary colors?

Which are the pigment secondary colors?

What is implied when an object is placed over another object?

Which technique uses a vanishing point to establish distance?

Which technique uses color and value to establish distance?

What determines the color we see?

A.

Atmospheric perspective

B.

Linear perspective

C.

Red-orange, green, blue-violet

D.

Depth or distance

E.

A painting of a sunset

F.

Reflected light

G.

Blue, red, and yellow

H.

A painting of a sea shore

I.

Green, orange, and purple

Please write a Summary

/0 Comments/in /by

Question Description

How We Missed the Mark

How we have arrived at the present state of affairs can be understood only by studying the forces effective in the development of Negro education since it was systematically undertaken immediately after Emancipation. To point out merely the defects as they appear today will be of little benefit to the present and future generations. These things must be viewed in their historic setting. The conditions of today have been determined by what has taken place in the past, and in a careful study of this history we may see more clearly the great theatre of events in which the Negro has played a part. We may understand better what his role has been and how well he has functioned in it.

The idea of educating the Negroes after the Civil War was largely a prompting of philanthropy. Their white neighbors failed to assume this responsibility. These Black people had been liberated as a result of a sectional conflict out of which their former owners had emerged as victims. From this class, then, the freedmen could not expect much sympathy or cooperation in the effort to prepare themselves to figure as citizens of a modern republic.

From functionaries of the United States government itself and from those who participated in the conquest of the secessionists early came the plan of teaching these freedmen the simple duties of life as worked out by the Freedmen’s Bureau and philanthropic agencies. When systematized this effort became a program for the organization of churches and schools and the direction of them along lines which had been considered most conducive to the progress of people otherwise circumstanced. Here and there some variation was made in this program in view of the fact that the status of the freedmen in no way paralleled that of their friends and teachers, but such thought was not general. When the Negroes in some way would learn to perform the duties which other elements of the population had prepared themselves to discharge they would be duly qualified, it was believed, to function as citizens of the country.

Inasmuch as most Negroes lived in the agricultural South, moreover, and only a few of them at first acquired small farms there was little in their life which any one of thought could not have easily understood. The poverty which afflicted them for a generation after Emancipation held them down to the lowest order of society, nominally free but economically enslaved. The participation of the freedmen in government for a few years during the period known as the Reconstruction had little bearing on their situation except that they did join with the uneducated poor whites in bringing about certain much-desired social reforms, especially in giving the South its first plan of democratic education in providing for a school system at public expense. Neither this inadequately supported school system nor the struggling higher institutions of a classical order established about the same time, however, connected the Negroes very closely with life as it was. These institutions were concerned rather with life as they hoped to make it. When the Negro found himself deprived of influence in politics, therefore, and at the same time unprepared to participate in the higher functions in the industrial development which this country began to undergo, it soon became evident to him that he was losing ground in the basic things of life. He was spending his time studying about the things which had been or might be, but he was learning little to help him to do better the tasks at hand. Since the Negroes believed that the causes of this untoward condition lay without the race, migration was attempted, and emigration to Africa was again urged. At this psychological moment came the wave of industrial education which swept the country by storm. The educational authorities in the cities and States throughout the Black Belt began to change the course of study to make the training of the Negro conform to this policy.

The missionary teachers from the North in defense of their idea of more liberal training, however, fearlessly attacked this new educational policy; and the Negroes participating in the same dispute arrayed themselves respectively on one side or the other. For a generation thereafter the quarrel as to whether the Negro should be given a classical or a practical education was the dominant topic in Negro schools and churches throughout the United States. Labor was the most important thing of life, it was argued; practical education counted in reaching that end; and the Negro worker must be taught to solve this problem of efficiency before directing attention to other things.

Others more narrow-minded than the advocates of industrial education, seized upon the idea, feeling that, although the Negro must have some semblance of education, it would be a fine stroke to be able to make a distinction between the training given the Negro and that provided for the whites. Inasmuch as the industrial educational idea rapidly gained ground, too, many Negroes for political purposes began to espouse it; and schools and colleges hoping thereby to obtain money worked out accordingly makeshift provisions for such instruction, although they could not satisfactorily offer it. A few real industrial schools actually equipped themselves for this work and turned out a number of graduates with such preparation.

Unfortunately, however, the affair developed into a sort of battle of words, for in spite of all they said and did the majority of the Negroes, those who did make some effort to obtain an education, did not actually receive either the industrial or the classical education. Negroes attended industrial schools, took such training as was prescribed, and received their diplomas; but few of them developed adequate efficiency to be able to do what they were supposedly trained to do. The schools in which they were educated could not provide for all the experience with machinery which white apprentices trained in factories had. Such industrial education as these Negroes received, then, was merely to master a technique already discarded in progressive centers; and even in less complicated operations of industry these schools had no such facilities as to parallel the numerous processes of factories conducted on the plan of the division of labor. Except what value such training might have in the development of the mind by making practical applications of mathematics and science, then, it was a failure.

The majority of Negro graduates of industrial schools, therefore, have gone into other avenues, and too often into those for which they have had no preparation whatever. Some few who actually prepared for the industrial sphere by self-improvement likewise sought other occupations for the reason that Negroes were generally barred from higher pursuits by trades unions; and, being unable to develop captains of industry to increase the demand for persons in these lines, the Negroes have not opened up many such opportunities for themselves.

During these years, too, the schools for the classical education for Negroes have not done any better. They have proceeded on the basis that every ambitious person needs a liberal education when as a matter of fact this does not necessarily follow. The Negro trained in the advanced phases of literature, philosophy, and politics has been unable to develop far in using his knowledge because of having to function in the lower spheres of the social order. Advanced knowledge of science, mathematics and languages, moreover, has not been much more useful except for mental discipline because of the dearth of opportunity to apply such knowledge among people who were largely common laborers in towns or peons on the plantations. The extent to which such higher education has been successful in leading the Negro to think, which above all is the chief purpose of education, has merely made him more of a malcontent when he can sense the drift of things and appreciate the impossibility of success in visioning conditions as they really are.

It is very clear, therefore, that we do not have in the life of the Negro today a large number of persons who have been benefited by either of the systems about which we have quarreled so long. The numbers of Negro mechanics and artisans have comparatively declined during the last two generations. The Negroes do not proportionately represent as many skilled laborers as they did before the Civil War. If the practical education which the Negroes received helped to improve the situation so that it is today no worse than what it is, certainly it did not solve the problem as was expected of it.

On the other hand, in spite of much classical education of the Negroes we do not find in the race a large supply of thinkers and philosophers. One excuse is that scholarship among Negroes has been vitiated by the necessity for all of them to combat segregation and fight to retain standing ground in the struggle of the races. Comparatively few American Negroes have produced creditable literature, and still fewer have made any large contribution to philosophy or science. They have not risen to the heights of Black men farther removed from the influences of slavery and segregation. For this reason we do not find among American Negroes a Pushkin, a Gomez, a Geoffrey, a Captein or a Dumas. Even men like Roland Hayes and Henry O. Tanner have risen to the higher levels by getting out of this country to relieve themselves of our stifling traditions and to recover from their education.

English Exam

/0 Comments/in /by

Question Description

Publishing a novel through a publishing company is an example of:

self-publishing

traditional publishing

Publishing a poem in a literary journal is an example of:

self-publishing

traditional publishing

In creative writing, a bio is:

where the author’s name is listed

brief biography about the author

person who decides what to publish and who edits writing

document submitted for publication

In creative writing, a byline is:

where the author’s name is listed

brief biography about the author

person who decides what to publish and who edits writing

document submitted for publication

The publisher’s job is:

to edit a writer’s work

to print and sell a writer’s work

to copyedit a piece of writing

to proofread a piece of writing

What is copyright?

the right to use another’s work without permission

use of another’s work without permission

the right of ownership over writing, music, or art

none of the above

Which step is not included in the student publishing process?revising the piece

publishing your piece

submitting to a literary journal

submitting to a class anthology

Copyright infringement means:

cutting fringes on the edge of your story

plagiarism

breaking copyright laws

following copyright laws

If you use a few lines from a published song in the story you put into the class anthology and add a note at the end giving credit to the songwriter, this would be considered:

copyright infringement

plagiarism

neither of the above

both of the above

Asking your best friend to write a poem for you and then turning it in to your teacher is:

copyright infringement

plagiarism

both of the above

In writing creative nonfiction, generative writing and drafting are similar in which way?

generative writing and drafting both involve developing new ideas

generative writing and drafting both involve careful revision

neither generative writing nor drafting involve developing new ideas

neither generative writing nor drafting are key parts of the writing process

In creative nonfiction, to make quotes sound like dialogue, writers:

change the words

put the quotes in context

do nothing at all

add imaginary characters

In Merwin’s essay Unchopping A Tree, the clear and specific details of the tree are examples of:

plot

imagery

metaphor

simile

In creative nonfiction, a quote is differentiated from fictional dialogue in that it:

takes the liberty of re-creating someone’s spoken or written words

is closer to the truth than fiction dialogue

can be edited to change the piece’s emotional impact

copies someone’s actually-spoken or written words

In Merwin’s essay Unchopping A Tree, the idea that it is more difficult, and often impossible, to fix something than to break it is an example of the essay’s:

plot

style

theme

tone

The point of view in Merwin’s essay Unchopping A Tree can be described as:

second person

first person

third person

fourth person

The house sat sadly in its emptiness is an example of:

hyperbole

personification

imagery

simile

The huge boulder stood stubbornly in our way is an example of:

metaphor

personification

imagery

simile

That mountain hike ruined my legs! is an example of:

hyperbole

personification

imagery

simile

When writing a creative nonfiction essay draft, be sure to:

keep the information in the essay factual

bring the content alive with fictional sections

avoid using figurative language

none of the above

Which of the following is true of self review?

self-review is unimportant in a creative nonfiction writing process

self-review is completed after peer review in a creative nonfiction writing process

in creative writing, which is factual, self-review is the first step in the writing process

self-review for creative writing plays the same part of the writing process as in other types of writing

The tone of Kim Dana Kupperman’s I Just Lately Started Buying Wings can be described as:

warm but distant

warm and spiritual

warm and passionate

warm but proud

Read this passage from Murmurs: “Lest you think these sounds are music only for astronomers’ ears, consider: The same wrinkles in space that created the gravity wells that gave it rise to the sound also blew up to form clusters, galaxies, stars, planets, us.” What does this passage most contribute to?

theme

plot

tone

point of view

Think about By Any Other Name by Santha Rama Rau. What is its theme?

it doesn’t matter what your name i

some names are better than others

personal and cultural identities are important

personal and cultural identities should be flexible

The tone of K.C. Cole’s essay Murmurs can be described as:

contemptuous

enthusiastic

drastic

irrational

The tone of By Any Other Name can be described as:

humorous

serious

exaggerated

passionless

Most creative nonfiction uses which types of point of view?

first and second

second and third

first and third

none of the above

Which would be the best setting for a science piece on algae?

a city park

a local pond

a bathtub

a kitchen sink

You are writing a creative nonfiction piece about science; your friend is writing a personal essay.

What should both pieces’ introductions have in common?

metaphors

strong showing

quoted facts

the piece’s theme

The best point of view for a memoir on being a youngest child would be:

second person

first person

third person

none of the above

Which of these is not a purpose of foreshadowing:

to create suspense

to add sensory details

to add believability

to create curiosity

In fiction writing, irony is:

a type of sarcasm

the same as satire

often written in to trick the reader

sometimes used with an unreliable narrator

While reading a short story, readers know that Jesse is cheating on Sara, but Sara doesn’t know. What kind of irony is this?

situational irony

dramatic irony

sarcastic irony

verbal irony

Flashback would be best used in a short story that:

is told in second person point of view

shows details of characters’ past and present lives

uses irony as a main plot tool

is set in the deep south

In The Story of an Hour, the flashback letting us know of Mrs. Mallory’s heart condition was used to:

create suspense

develop character

make her later death believable

create a flashback

In a story written in the past tense, the best way to use verb tense in a flashback is to:

use the past perfect tense two or three times and then go into simple past

use past perfect tense throughout the flashback

use simple past tense throughout

not worry about tense at all

An unreliable narrator can be used to:

affect tone

strengthen theme

involve readers as they decide what is true

all of the above

Using a flashback right at the beginning of a story:

is an effective use of a flashback

should never be done since short stories should never have flashbacks

is usually not an effective use of flashbacks

none of the above

In which of the following short stories would an unreliable narrator be most appropriate?

a story about superheroes told from a superhero’s point of view

an ironic story about dogs told from the point of view of a dog who thinks he is a cat

a story in which a hermetic man saves an orphan child from a gang of circus managers

none of the above

A good reason to use a flashback is:

to add history to a story

to give characters motivation for unusual actions

to make readers work harder

to add interest to a story

Which fictional element is used to provide information to the reader in this excerpt from The Mountain To Mohammed: “Tom had looked forward to the trip to Jones Beach more than anyone — he wanted to see the ocean, to swim in it, to build castles in the sand.”?

allegory

exposition

scene

flashback

Allegory is most often associated with which fiction form?

mystery novel

fable

traditional short story

monologue

Which well-known novel includes allegory as a significant part of its characterization and plot?

Willy Wonka and the Chocolate Factory

Hatchet

The Giver

Coraline

In E.C. Meyers’ The Mountain To Mohammed, to which religious text does the title make an allusion?

The Koran

The Bible

The Bhagavad Gita

none of the above

In E.C. Meyers’ The Mountain To Mohammed, what does the beach symbolize?

joy and excitement

terminal illness

death and sadness

life and health

What is one difference between flash fiction and a short story?

flash fiction is longer than a short story

flash fiction is humorous, whereas short stories are serious

flash fiction is shorter than a short story

flash fiction does not make use of expositions, whereas a short story does

In a story, a situation in which a character represents greed would be:

an allegory

a symbol

a scene

exposition

In a piece of fiction, the excerpt “That boy is such a Romeo” is an example of:

symbolism

an allusion

allegory

a scene

Something that should happen in every scene is:

action

change

neither of the above

both of the above

A part of a story that takes place in a limited time and place is:

a sentence

a paragraph

dialogue

a scene

How is a Shakespearean sonnet divided?

an octave and a sestet

couplets

three quatrains and a couplet

unlimited stanzas

The volta in a sonnet is:

the rhyme scheme

the name of the stanzas

a change or turn in the poem

the theme

The pantoum uses what technique?

a strict rhyme scheme

a consistent meter

repetition of lines

specific number of stanzas

A sonnet has how many lines?

twelve

fourteen

it doesn’t matter

ten

Gwendolyn Bennett both personified and created a metaphor for what in Sonnet 1?

spring

rain

birth

death

The poem One two/Buckle my shoe/Three four/Close the door uses which rhyme scheme?

abab

abce

aabb

baba

The line Time is but a stream I go fishing in contains an example of:

metaphor

assonance

hyperbole

imagery

My love is like a red, red rose is an example of:

personification

onomatopoeia

simile

metaphor

The line Your eyes hold the promise of a new day contains an example of:

simile

oxymorons

personification

metaphor

Frequently the woods are pink –/Frequently are brown./Frequently the hills undress/Behind my native town.

uses which rhyme scheme?

abba

abcb

abcd

abab

In regard to irony in Williams’ poem The Red Wheelbarrow, which of the following is true?

the irony is situational

the irony is actually litotes

there is no apparent irony in the poem

the irony is emotional irony

Irony in Dorothy Parker’s One Perfect Rose is created through the use of:

hyperbole

symbolism

understatement

allegory

William Carlos Williams’ poem The Red Wheelbarrow:

includes a symbol in every line

is focused more on imagery than symbolism

is written for farmers

is not about a wheelbarrow at all

In Frost’s poem Acquainted With The Night, what might night symbolize?

apathy

anger

loneliness

disgust

The song lyrics of Wrapped Around Your Finger includes allusions to:

battles fought in Vietnam

Greek mythology and literary characters

modern politicians

love poems

In writing poems, allusions can be used to:

make the poem more like a puzzle

get readers to use the dictionary

create an emotional response in readers

shouldn’t be used

A benefit of using allegories in your poetry writing can be:

they are easy to write

they are easy to understand

readers connect because of the shared experiences

there are no benefits

When poets choose to use allusions, they should:

be aware of who their readers are

try to avoid them

use mythological and religious characters

use only modern references

Allegory in contemporary poetry:

is dead because Billy Collins said so

is useless because it is antiquated

can be used with success

is the same as allusion

Litotes are a form of:

symbolism

hyperbole

understatement

allusion

First Assignment

/0 Comments/in /by

Question Description

RESIDENCY 2 First ASSIGNMENT: Aligning Research Components Matrix: This is a working document for you to start and revise during the residency sessions as you work towards alignment.We don’t expect you to know now what will be your dissertation focus.Start with something close to your interests. Align the components as you develop your thinking. We expect your final dissertation will be different after many more iterations. The boxes will expand as you type. (See Guidelines and Rubric below).

Name: Residency Cohort:Cohort Leader:

College/School:

Specialization:

Working Title for your Dissertation (12 words or less):

Problem Statement

Aligned Research Design

Dissertation Prospectus Rubric Quality Indicators

Meaningful, Justified, and Impact

(related to specialization}

Original

Grounded

Feasible and Objective

Research Components to Align

Social Problem of Significance in the Field

What is the social problem? Why is it important to address?

What stakeholders would care?

You can use citations.

Background/Literature Review

List key words and search terms to explore.

Add at least 3 empirical references below.

Research Problem / Meaningful Gap in Literature

What researchable problem relates to the broader social problem in column 1?

What might not have been researched about it? (Gap)

Possible Research Question(s)

Theories or Conceptual Framework

Add at least one citation here and reference at end.

Tentative Method of Inquiry
List possible method and provide 2-3 sentences justifying the choice.

Fill in each section as you develop ideas.

Seminar 1

Seminar 2 and 3

Seminar 1 and 4

Seminar 4

Seminar 5

Seminar 5

Initial idea(s) during seminars 1-5

Peer and Faculty feedback and networking:Gather feedback on your idea from at least one faculty and one peer at residency.

For example:Peer in my program suggested x, y, z.The faculty who I met with at advising recommended a, b, c. Due to faculty feedback regarding my methodology I changed it to a quantitative design so it is more aligned to my problem and research question.

Final Response:Enter your “final response” in each column based on the feedback you received.

If the information did not change enter it here as well so the alignment is clear—do not leave any item blank and do not list “none”.

Reflection & Next Steps:

Reflect on your next steps for each component (column) based on the feedback and what you have learned during Residency 2. What do you need to do to prepare for Residency 3 (e.g. Read, annotate, network, build skills, use resources, etc.}

How you might network to find available data sources or feasible data collection sites?

REFERENCES: (APA Format) At least three empirical articles and one theory book or article.

GUIDELINES FOR RESIDENCY 2 FINAL ASSIGNMENT: You will develop the Final Assignment during each of the Residency 2 sessions.Residency 2 sessions were designed to help you learn how to develop and align research components.

The columns in the Final Assignment are the components needed in a research study. These components correspond to the topics in the Residency 2 seminars:

  • Social Problem or Significance in the Field – Seminar 1
  • Background / Literature Review – Seminars 2 and 3
  • Research Problem / Meaningful Gap in the Literature – Seminars 1 and 4
  • Possible Research Question – Seminar 5
  • Theories or Conceptual Framework – Seminar 5
  • Tentative Method of Inquiry – Seminar 5

The rows in the Final Assignment represent the iterative process of developing your research ideas. To complete the Final Assignment, there are four actions:

  • 1st row: Write your initial ideas/thoughts for each item.
  • 2nd row: Gather feedback from others on those items.
  • 3rd row: Finalize your thoughts about each item.
  • 4th row: Reflect on what you need to do to move forward.

RESIDENCY 2 FINAL ASSIGNMENT – GRADING RUBRIC

Residency 2 Final Assignment

Criteria

0—Element Missing

1 to 2—Below Expectations

3—Meets minimal expectations

4 to 5–Exceeds Expectations

  • Initial Ideas
  • Peer & Faculty Feedback

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determined what is being proposed, or the answers are not related to the item (“none” is not an acceptable answer for any element)

Adequate information presented in all or most of the items so that the reader can determine what is being proposed but some areas may not be clear (“none” is not an acceptable answer for any element)

Clear description ofinformation presented in each of the items (“none” is not an acceptable answer for any element)

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determine what the feedback was and/or feedback from at least one peer and at least one faculty not provided, or the answers are not related to the item (“none” is not an acceptable answer for any element)

Adequate description of the feedback from at least one peer and at least one faculty provided and an indication of how that feedback may be used in included (“none” is not an acceptable answer for any element)

Clear description of the feedback from at least one peer and at least one faculty provided and a clear description of how/if that feedback will be used and why (“none” is not an acceptable answer for any element)

(3) Final Response

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determine what is being proposed, or the answers are not related to the item

Adequate information presented in all or most of the items so that the reader can determine what is being proposed but some areas may not be clear

Clear description of information presented in each of the items

(4) Reflection & Next Steps

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determined what the student learned from the experience and/or next steps are not clear, or the answers are not related to the item.

A reflection on each of the sessions/areas is provided as well as next steps planned in each session/area.

Clear description of the reflection on each of the sessions/areas is provided as well as defined next steps planned in each session/area.

(5) Writing

Reader is not able to make sense of the materials provided.

Inconsistent use of standard English obstructs presentation’s clarity and the reader’s understanding of ideas and/or inconsistent use of grammar and mechanics are evident throughout presentation.

Consistent use of standard English and/or few inaccuracies in grammar and mechanics.

Use of standard English, grammar, and mechanics are at a scholarly level.

(6) APA

APA formatting not used in citations/ references.

Weak/Inconsistent use of APA formatting in citations/references.

Consistent use of APA formatting in citations/references

Use of APA formatting and citations indicate mastery.

Grading: (“none” is not an acceptable answer for any element)

Satisfactory (S)= All items at a score of 3 or above (Meets minimal expectations)

Unsatisfactory (U)= One or more items at a score of 2 or lower (Does not meet minimal expectations).

Revising the Introduction Paragraph

/0 Comments/in /by

Question Description

Go back to the file you have for Project 2. Look at your Introduction: Revise it to follow these guidelines.

Introductory paragraphs should accomplish two tasks: 1. They should get the reader’s interest so that he or she will want to read more. 2. They should let the reader know what the writing is going to be about.

Task 1:

  • To grab the reader’s attention, you need to start with a hook, or an attention grabber. The hook can be a question, a jarring statistic, a quote from someone famous on the subject, or a short, personal anecdote.
  • Once you have hooked the reader, you want to provide the reader with background information on the topic at hand. Imagine that the reader has NOT read the articles you have read and does not know much about the topic, so explain the issue to the reader.

Task 2:

  • The last part of the introduction is the thesis. The thesis should be the LAST sentence of the introduction, and it should be an opinion or what we can the claim of the essay. It tells the reader what your essay will be about and what your opinion on the topic is. So thesis is often topic+your opinion on the topic.
  • Your thesis should not be simply a fact, and it should directly answer the question I have asked in the prompt.
  • Even though the thesis is your opinion, it should not include statements like “I think/believe” or “In my opinion.”
  • A thesis os your stance on the topic—a one or two sentence statement of opinion, or something that you will explore, prove, expand upon, develop and provide a through discussion of in your essay. Remember, a thesis must be arguable.

To complete this assignment, follow the steps below.

Step 1:

Copy and paste your introduction from Project 2’s timed writing in a new document. Then,

  • In yellow, highlight the hook
  • In blue, highlight the background information
  • In pink, highlight the thesis
    • Don’t worry if you don’t have the three parts yet. That is why you are revising. If you cannot find what to highlight, it means you are missing that part and need to write one.

Step 2:

Start thinking about how you can make your introduction better. If you are missing any of the three parts above, add it! If you already have all three parts, look at each part individually and see how you can make it better. Do so by answering the following questions:

  1. What kind of hook did I use (a question, a short story, a statistic)? Is my hook interesting? Does it grab the reader’s attention and make him or her want to read more? What can I do to grab the reader’s attention even better?
  2. Do I have sufficient background information? If the reader did NOT read the articles I read, would he or she know what the issue is about? What else can I add to the background information to make my reader understand my topic better?
  3. Is my thesis an opinion of my own? Is it free of “I believe/I think/In my opinion” statements? Does it name the topic and your opinion on it? Does it clearly and directly respond to the question my teacher asked in the prompt?

Step 3:

Based on the questions above and your answers to them, rewrite your introduction, making sure that there is an engaging hook, clear and detailed background information and a strong thesis.

**Please mark each step (Step 1, 2 and 3) on your document before submitting.

Project 2 Essay

Regulations of Smartphones in Classrooms

Advancements in the technological domain play an essential role in most of our lives; however, some of the advancements pose a significant threat to society. The inception of smartphones in the modern realm has played a beneficial role as it has virtually affected every aspect of the community from safety, security, society’s accessibility and coordination of businesses and social activities thus becoming a culture of the entire globe (Uko Jairus et al., 105). Frimpong et al. acclaim that the median number of texts among older teens rose from 60 in 2009 to 100 in 2011 and 64% of the teens that have smartphones during classes have texted (33). This points out despite the adoption of classroom software in smartphones; they are a distractive tool and professors cannot make smartphones useful in the classroom setting.

In the school setting, students are entitled of them to take their prescribed role as students with full concentration on their studies and free from distractions from the outside world. The inception of smartphones into the classroom settings blends the students’ roles with other roles, thus acting as a form of disturbance and disruption to the academic work of the student. Uko Jairus et al. acclaims that in the past, when fixed telephones were the norms of the school setting the distraction and disruptions were minimum (106). Wei et al. identified that higher texting behavior results in decreased chances of the student’s ability to self-regulate their behaviors in a manner that will favor their success in academic assessments (198). This indicates that smartphones have the capability of undermining school’s authority and weakening the control of the school administration over the students as well as impacting on their academic performance.

Information processing theory explores the distractive aspect of smartphone usage in the classroom. Based on the theory, information processing requires the need for attention, working memory, short-term memory, long term memory and metacognition as they formulate essential attributes when an individual learns new information (Frimpong et al., 36). This clearly points out that learning is a process and any diminished capacity within a single resource impact on other resources. Therefore, the usage of smartphones in the classroom setting brings about divided attention which impacts on the information processing resulting in inaccurate and insufficient storage of information in the long term memory.

The inception of smartphones into the classroom setting acts as a hindrance to communication. Over the ages, the development in the field of phones has seen it defy communication properties imposed by distance, thus easier maintenance of relationships across distances (Kuznekoff & Titsworth, 237). However, the relationship downplays the necessity of face to face communication diminishing its use and endangering its existence alongside the benefits that arise from non-verbal cues. In the classroom setting, face to face communication plays an essential role as non-verbal cues that arise aid in either confirmation or contradiction of verbal messages. Therefore, smartphones act as a hindrance to the development of interpersonal communication among student as it is a mediated form of communication.

In conclusion, recently there have been several nations that have seen the adoption of policies that ban the usage of cell phones in the school as in the case of France and consideration by other governments as in the case of the United States and United Kingdom (Hess). Banning is not the solution, but there is the need for regulations on the usage of smartphones among student as students are more likely to engage themselves in productive technological interactions outside the classroom setting (Kuznekoff & Titsworth, 237). This serves as a supplement to what has been taught in class. Educators and professors need to realize that the modern-day have these technologies and it is central to their life thus the best thing is the formulation of regulatory policies that result to the usage of mobile technologies in promotion of the student’s life.

Works Cited

Kuznekoff, Jeffrey H., and Scott Titsworth. “The impact of mobile phone usage on student learning.” Communication Education 62.3 (2013): 233-252.

Frimpong, Kojo Osei, Samuel Asare, and David Otoo-Arthur. “The Effects of Mobile Phone Usage on the Academic Performance of Ghanaian Students, a Case of Presbyterian University College Asante-Akyem Campus.”

Hess, Abigail. “Research Continually Shows How Distracting Cell Phones Are—So Some Schools Want To Ban Them”. CNBC, 2019, https://www.cnbc.com/2019/01/18/research-shows-that-cell-phones-distract-students–so-france-banned-them-in-school–.html.

Uko Jairus et al. “Impact of Mobile Phone Usage on Students’ Academic Performance Among Public Secondary Schools in Oju Local Government Area of Benue State.”

Wei, Fang-Yi Flora, Y. Ken Wang and Michael Klausner. “Rethinking college students’ self-regulation and sustained attention: Does text messaging during class influence cognitive learning?” Communication Education 61.3 (2012): 185-204.

Week 7 forum post responses

/0 Comments/in /by

Question Description

In need of a 250 word response/discussion to each of the following forum posts. Agreement/disagreement/and/or continuing the discussion.

Original forum discussion/topic post is as follows:

We are in Week 7 of course and it’s check-in time. Our discussion this week is about your progress on the Integrative Project Literature Review Just two questions to address because I know you are busy working diligently on it. 😉

Where are you at in your review development process?

What are you focusing attention on as we near the impending deadline for completion?

Forum post response #1

Where are you at in your review development process?

I am currently in the process of revising my rough draft for final submission so I am slightly behind the power curve. Once the rough draft is graded and edited I can then begin on the final paper and turn it in for submission. It was overwhelming to think that I would have to start from the beginning on researching articles and redoing all my work. I was slightly frustrated to be honest but realized I had missed key concepts in previous conversations. I have learned to ask questions even if you think you understand to ensure you are on track and doing things properly. After having an actual conversation with Dr. Curtin and learning that things needed to be edited and not deleted completely gave me slight peace of mind. I have learned how to scan for the key words to ensure an article is what I need for the body of the course subject. Once I had all my articles and they were solid it was easier to structure the flow of the paper and add the needed transitions. In reviewing many researchers either tested the same way or shared similar ideas so compare and contrast was easy.

What are you focusing attention on as we near the impending deadline for completion?

I am focusing on finishing this rough draft in the next four hours to get it reviewed and graded so I can apply the changes to my final product and have peace of mind. I will be sure to have constant communication with Dr. Curtin to ensure everything is in the proper format so there will no issues with the final assignment. I will focus attention to meeting the deadline because I do not want any point taken off for turning the assignment in late. I will focus attention to ensuring that there are minimal to no errors in grammar and formatting with margins. I will focus attention on looking at the four examples provided for us and then ensuring my product looks like the examples with my information on relationships from the courses I selected for further knowledge. I am focusing on having others read my paper as well to ensure they have knowledge of the subject and can ensure the paper while understanding the concepts and purpose.

forum post response #2

Where are you at in your review development process?

At this point, my review is fully developed and only requires revision. I submitted my rough draft Friday afternoon and received it back from Dr. Curtin yesterday.

What are you focusing attention on as we near the impending deadline for completion?

My attention is currently focused on applying the recommended edits to my paper. While overall, I am very happy with where I am at in this project, the editing may be more complex than I realized yesterday. I am happy with my rough draft grade and thrilled with Dr. Curtin’s feedback. I once again feel *passing with distinction* is possible, provided I don’t screw up the editing. When I read through the edits, the recommendations were clear. I was surprised by how much anthromorphizing I did. I understand the feedback and clearly see the problem when I look at it, however, I am just shocked by how much I did it.

When I reviewed the feedback yesterday, I thought I would sit down today and complete the revision in two to three hours and send the final copy off on it’s way. However, I sat down this morning to begin the edits and feel it may take longer than that. After correcting the anthromorphization in my introduction, my introduction is now two lines too long, carrying over to a third page. So, once again I’m staring at this introduction wondering what I can chop, just as I was last week. I hope that applying edits to other parts of the paper do not create this same conundrum. I am still confident I will have it submitted early.

Speaking of page limits, Dr. Curtin’s edits pushed my 35 pages over to 36 pages. Fortunately, many edits are marking through redundant phrases or sentences that will be deleted. Additionally, many of the edits themselves add to the body of the paper. I hope that the introduction page count dilemma that inspired me to stop and write this post (I previously wondered what the heck I would write about here this week) do not occur within other critical pages as well.

One thing I knew I was going to have to revise are my course content summaries. I cited many if not all my studies with the authors name at the beginning of the sentence and not at the end. I need to rewrite those sentences in the format asked by the template. I had even graded myself off for this in the rubric, so I knew that was coming. Yesterday I expected this would be the most timing consuming part of my revision process, but again, I’m stymied by what to cut out of my introduction. I think I’m going to move forward and work on editing the rest of the paper first, then come back to decide how to shorten it back to two pages.

Forum post response #3

Where are you at in your review development process?

I was able to submit my rough draft on Friday morning, and Dr. Curtin was amazing to be able to review and send my rough draft to me on Saturday with the edits I needed to make. I then was able to work on edits over the weekend. Luckily, I do not have to be at work until 1130 AM so I had plenty of time to work on my edits this morning and submit my final draft before leaving for work. I hope I made all the required edits correctly. Dr. Curtin is awesome in showing us exactly what we need to correct. I had still had several anthropomorphisms in my rough draft to correct, as well as my references. I used the citations from the APU library, and you would think that they would be correct, but no I had to correct almost everyone of my references. One thing I have learned from this course, is to pay close attention to all of the helpful hints Dr. Curtin provided for us on this journey such as not relying on citation generators.

What are you focusing attention on as we near the impending deadline for completion?

I guess my focus for today is to take a deep breath and relax as the heavy lifting of this course is complete. I have submitted my final draft, and I am now waiting to see if any more edits are needed. Looking at the final draft as I prepared to submit it this morning, gave me a sense of completion and triumph. I think if any editing is required, it should be minimal as Dr. Curtin gave detailed instruction on the editing process. I hope my fellow classmates take time to look at how far we have come and what we have accomplished in a relatively short amount of time. I have put so much time into this course, that I may not know what to do once this course is completed, LOL. I want to send out a special thanks to all my classmates for giving me suggestions along the way and especially Dr. Curtin for all your help on this major task.

I wish you all the best as you complete your projects this week and hope you all have a wonderful week!

unit 4 assessment

/0 Comments/in /by

Question Description

  1. Explain how psychologists can assess the effectiveness of various forms of reinforcement, and describe which form of reinforcement would persist the longest, and why.Your response must be at least 75 words in length.

    Path: pWords:0

25 points

QUESTION 2

  1. Explain your definition of learning, and describe one learning experience you have had using association, consequence, or observation.Your response must be at least 75 words in length.

    Knowledge Assessment

    /0 Comments/in /by

    Question Description

    For this Knowledge Assessment, you calculate the concurrent validity coefficient between a predictor scale and criterion measure in the dataset provided. First, you will be guided through the process of how to create new variable scales. Then, you calculate the validity measure on one of the scales.

    The MoneyData.sav dataset that you have been provided contains three scales that measure financial attitudes:

    • LIFESTYLE (L1 to L6) measures the desire for a luxurious lifestyle
    • DEPENDENCE (D1 to D6) measures the tendency to depend on others for financial support (high scores) vs. supporting others (low scores)
    • RISKTAKING (R1 to R6) measures the tendency to take financial risks in investments and careers

    Create Three New Variables Showing the Scores on These Three Scales

    To create the RISKTAKING scale, click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “RISKTAKING.” In the “Numeric Expression” field, type SUM(R1 TO R6).

    To create the DEPENDENCE scale click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “DEPENDENCE.” In the “Numeric Expression” field, type SUM(D1 TO D6).

    On the LIFESTYLE items, item L6 (“I’d rather have a modest lifestyle because it is less stressful”) is scored in the reverse direction from the other items. People endorsing this item want a less extravagant lifestyle; endorsing the other items suggests the desire for a more extravagant lifestyle. The scoring on this item needs to be reversed. To create the reversed L6 item click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “L6R.” In the “Numeric Expression” field, type “6 – L6.” By subtracting the item responses from six, they are reversed: 5 becomes 1, 4 becomes 2, etc. To create the LIFESTYLE scale, click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “LIFESTYLE.” In the “Numeric Expression” field, type SUM(L1 TO L5, L6R).

    Calculate a Validity Measure for One of the Scales

    There are a number of other variables in the data file, such as income, sex, age, and marital status. Create a hypothesis about an expected correlation. Here is an example: You might expect financially dependent people to have lower incomes. So, you would predict a negative correlation between DEPENDENCE and participant income (INC1). If you use SPSS to calculate the correlation between Dependence and income, (ANALYZE>CORRELATE>BIVARIATE ) you get r = – .192, p < .001. This confirms the hypothesis and gives evidence for the validity of the Dependence scale.

    Think of another relationship that might support the validity of one of the scales and then test your hypothesis using the data. You will need to submit:

    • Your validity hypothesis and a brief explanation about why you expect the hypothesis to be supported
    • The results of your statistical test of your validity hypothesis
    • Your conclusion about validity, given the results of your statistical test
    Description
    Instructions

    For this Knowledge Assessment, you calculate the concurrent validity coefficient between a predictor scale and criterion measure in the dataset provided. First, you will be guided through the process of how to create new variable scales. Then, you calculate the validity measure on one of the scales.

    The MoneyData.sav dataset that you have been provided contains three scales that measure financial attitudes:

    • LIFESTYLE (L1 to L6) measures the desire for a luxurious lifestyle
    • DEPENDENCE (D1 to D6) measures the tendency to depend on others for financial support (high scores) vs. supporting others (low scores)
    • RISKTAKING (R1 to R6) measures the tendency to take financial risks in investments and careers

    Create Three New Variables Showing the Scores on These Three Scales

    To create the RISKTAKING scale, click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “RISKTAKING.” In the “Numeric Expression” field, type SUM(R1 TO R6).

    To create the DEPENDENCE scale click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “DEPENDENCE.” In the “Numeric Expression” field, type SUM(D1 TO D6).

    On the LIFESTYLE items, item L6 (“I’d rather have a modest lifestyle because it is less stressful”) is scored in the reverse direction from the other items. People endorsing this item want a less extravagant lifestyle; endorsing the other items suggests the desire for a more extravagant lifestyle. The scoring on this item needs to be reversed. To create the reversed L6 item click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “L6R.” In the “Numeric Expression” field, type “6 – L6.” By subtracting the item responses from six, they are reversed: 5 becomes 1, 4 becomes 2, etc. To create the LIFESTYLE scale, click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “LIFESTYLE.” In the “Numeric Expression” field, type SUM(L1 TO L5, L6R).

    Calculate a Validity Measure for One of the Scales

    There are a number of other variables in the data file, such as income, sex, age, and marital status. Create a hypothesis about an expected correlation. Here is an example: You might expect financially dependent people to have lower incomes. So, you would predict a negative correlation between DEPENDENCE and participant income (INC1). If you use SPSS to calculate the correlation between Dependence and income, (ANALYZE>CORRELATE>BIVARIATE ) you get r = – .192, p < .001. This confirms the hypothesis and gives evidence for the validity of the Dependence scale.

    Think of another relationship that might support the validity of one of the scales and then test your hypothesis using the data. You will need to submit:

    • Your validity hypothesis and a brief explanation about why you expect the hypothesis to be supported
    • The results of your statistical test of your validity hypothesis
    • Your conclusion about validity, given the results of your statistical test
    Description
    Instructions

    For this Knowledge Assessment, you calculate the concurrent validity coefficient between a predictor scale and criterion measure in the dataset provided. First, you will be guided through the process of how to create new variable scales. Then, you calculate the validity measure on one of the scales.

    The MoneyData.sav dataset that you have been provided contains three scales that measure financial attitudes:

    • LIFESTYLE (L1 to L6) measures the desire for a luxurious lifestyle
    • DEPENDENCE (D1 to D6) measures the tendency to depend on others for financial support (high scores) vs. supporting others (low scores)
    • RISKTAKING (R1 to R6) measures the tendency to take financial risks in investments and careers

    Create Three New Variables Showing the Scores on These Three Scales

    To create the RISKTAKING scale, click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “RISKTAKING.” In the “Numeric Expression” field, type SUM(R1 TO R6).

    To create the DEPENDENCE scale click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “DEPENDENCE.” In the “Numeric Expression” field, type SUM(D1 TO D6).

    On the LIFESTYLE items, item L6 (“I’d rather have a modest lifestyle because it is less stressful”) is scored in the reverse direction from the other items. People endorsing this item want a less extravagant lifestyle; endorsing the other items suggests the desire for a more extravagant lifestyle. The scoring on this item needs to be reversed. To create the reversed L6 item click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “L6R.” In the “Numeric Expression” field, type “6 – L6.” By subtracting the item responses from six, they are reversed: 5 becomes 1, 4 becomes 2, etc. To create the LIFESTYLE scale, click TRANSFORM>COMPUTE VARIABLE. In the “Target Variable” field, type “LIFESTYLE.” In the “Numeric Expression” field, type SUM(L1 TO L5, L6R).

    Calculate a Validity Measure for One of the Scales

    There are a number of other variables in the data file, such as income, sex, age, and marital status. Create a hypothesis about an expected correlation. Here is an example: You might expect financially dependent people to have lower incomes. So, you would predict a negative correlation between DEPENDENCE and participant income (INC1). If you use SPSS to calculate the correlation between Dependence and income, (ANALYZE>CORRELATE>BIVARIATE ) you get r = – .192, p < .001. This confirms the hypothesis and gives evidence for the validity of the Dependence scale.

    Think of another relationship that might support the validity of one of the scales and then test your hypothesis using the data. You will need to submit:

    • Your validity hypothesis and a brief explanation about why you expect the hypothesis to be supported
    • The results of your statistical test of your validity hypothesis
    • Your conclusion about validity, given the results of your statistical test

    answer the question

    /0 Comments/in /by

    Question Description

    1. Climate is the consistent, ___________ behaviour of _________ over time, _________its variability.

    : A) short-term; temperature; including

    B) long-term; weather; excluding

    C) short-term; weather; excluding

    D) long-term; weather; including

    2. The atmospheric region in which the atmospheric gases are uniform is the:

    A) mesosphere

    B) homosphere

    C) ozone layer

    D) heterosphere

    3. Temperatures within the stratosphere:

    A) decrease with altitude due to radiation loss

    B) remain about the same from the tropopause to the stratopause

    C) decrease with altitude according to the normal lapse rate

    D) increase with altitude because of the absorption of ultraviolet radiation

    Question 4 (1 point)

    When water evaporates, it ________ heat energy and __________ the surrounding air.

    Question 4 options: A) releases; cools

    B) releases; heats

    C) absorbs; cools

    D) absorbs; heats

    Question 5 (1 point)

    Conduction refers to:

    Question 5 options: A) strong vertical motions in the atmosphere

    B) the vertical movement of air in response to temperature-induced density differences

    C) the behaviour of something

    D) the molecule-to-molecule transfer of heat energy that diffuses through the material

    Question 6 (1 point)

    The two main portions of the solar spectrum which enter the atmosphere are:

    Question 6 options: A) visible and infrared energy

    B) X-rays and visible light

    C) infrared and gamma rays

    D) ultraviolet and visible

    Question 7 (1 point)

    Albedo is:

    Question 7 options: A) an explanation of the coriolis effect

    B) the rate at which temperature declines with altitude

    C) constant and unwavering in the atmosphere

    D) the percentage of energy reflected off a surface

    Question 8 (1 point)

    On a clear day, about what percentage of incoming solar radiation reaches the Earth?

    Question 8 options: A) 45%

    B) 80%

    C) 20%

    D) 100%

    Question 9 (1 point)

    Net radiation is generally _______ during the _______.

    Question 9 options: A) negative; day

    B) undefined; day

    C) positive; day

    D) positive; night

    Question 10 (1 point)

    The maximum daily temperature usually occurs:

    Question 10 options: A) when advection processes finally provide the region with warm air in the afternoon from convective activity

    B) at solar noon anywhere on earth

    C) always between 2:00 and 3:00pm due to lag effects

    D) when the incoming energy begins to diminish from reduced sun angles

    A temperature inversion is a situation where:

    Question 11 options: A) vertical motions are enhanced

    B) air quality is good

    C) temperature decreases with increasing altitude

    D) temperature increases with increasing altitude

    Question 12 (1 point)

    Both City A and City B are located at the same latitude. City A has a mean annual temperature of 27oC and a temperature range of 22oC. City B has a mean annual temperature of 26oC and a temperature range of 14oC. Which city is located in the interior of the continent?

    Question 12 options: A) City B

    B) It is impossible to say

    C) City A

    Question 13 (1 point)

    Relative humidity:

    Question 13 options: A) is responsible for life on earth

    B) is the amount of water vapor in the air compared to the amount it could hold

    C) depends upon the volume of water present in the air unrelated to temperature

    D) is the total amount of water vapor present in the air

    Question 14 (1 point)

    The temperature at which air becomes saturated is known as:

    Question 14 options: A) adiabatic temperature

    B) environmental lapse temperature

    C) dew point temperature

    D) saturatized temperature

    Question 15 (1 point)

    A parcel of air rises vertically and cools as it rises due only to expansion. This air parcel would best be described as:

    Question 15 options: A) conditionally unstable

    B) unstable with adiabatic cooling

    C) stable with diabatic cooling

    D) stable with adiabatic cooling

    Question 16 (1 point)

    Saved

    The dry adiabatic lapse rate (DAR) is:

    Question 16 options: A) 10oC per 1000m – a fixed rate

    B) the rate used for a saturated parcel of air

    C) 6oC per 1000m

    D) a term that refers to the temperature decrease in the still calm air that surrounds a moving air parcel

    Question 17 (1 point)

    Saved

    Which of the following is a middle-level cloud type?

    Question 17 options: A) cirrostratus

    B) stratocumulus

    C) altostratus

    D) cumulonimbus

    Question 18 (1 point)

    A fog type which occurs when a warm moist marine air mass moves over a cold land mass is:

    Question 18 options: A) advection

    B) radiation

    C) forest

    D) dew

    Question 19 (1 point)

    Precipitation normal refers to:

    Question 19 options: A) the moisture demand in the water balance

    B) all forms of moisture – including fog

    C) rain, sleet, snow and hail

    D) the actual evapotranspiration amount

    Question 20 (1 point)

    Which of the following is true of the collision-coalscence process?

    Question 20 options: A) Water droplets evaporate.

    B) Ice crystals grow at the expense of water droplets.

    C) Water droplets merge and grow in size.

    D) It is the same as the Bergeron process.

    Air descending a mountain range is usually:

    Question 21 options: A) identical in temperature and moisture to that ascending a peak

    B) warmer and drier

    C) warmer and moister

    D) colder and moister

    Question 22 (1 point)

    Air converges toward the centre of a cyclone then:

    Question 22 options: A) sinks vertically in the cell

    B) remains stationary in the center of the cyclone

    C) is deflected away from the cyclone

    D) rises vertically in the cell

    Question 23 (1 point)

    Land-sea breezes:

    Question 23 options: A) blow offshore during the day, onshore during the night

    B) blow onshore during the day, offshore during the night

    C) do not vary during the day because land and water tend to warm equally

    D) are also known as Chinook winds since they both cause warming

    Question 24 (1 point)

    The combined effect of the Coriolis force and the pressure gradient force in the middle and upper troposphere produces:

    Question 24 options: A) trade winds

    B) surface winds

    C) westerlies

    D) geostropic winds

    Question 25 (1 point)

    The direction of the polar jet stream in the northern hemisphere is mostly from the:

    Question 25 options: A) east

    B) south

    C) north

    D) west

    Question 26 (1 point)

    The Intertropical Convergence Zone (ITCZ) is characterized by:

    Question 26 options: A) cold, dry sinking air

    B) warm, dry rising air

    C) cold, dry rising air

    D) warm, wet rising air

    Question 27 (1 point)

    If I’m standing at 45 degrees north, 90 degrees west I would be influenced by the:

    Question 27 options: A) the N.E. trade winds

    B) the westerlies

    C) none of the above

    D) the polar easterlies

    Question 28 (1 point)

    Air masses that develop over Canada are examples of ____ air masses.

    Question 28 options: A) mT

    B) mP

    C) cT

    D) cP

    Question 29 (1 point)

    After a warm front passes, the temperature _______ and the pressure ______ (relative to the conditions that existed prior to the passage of the front).

    Question 29 options: A) decreases; increases

    B) decreases; decreases

    C) increases; decreases

    D) increases; increases

    Question 30 (1 point)

    Summer thunderstorms in the southern U.S. are usually produced by towering _______ clouds that form by ________.

    Question 30 options: A) cumulonimbus; convergence

    B) nimbostratus; frontal uplift

    C) cumulonimbus; convection

    D) nimbostratus; convection

    1000 word paper on Jazz

    /0 Comments/in /by

    Question Description

    Global Music and Jazz

    This assignment is a research and writing assignment that asks you to find a Jazz artist who is combining an International music style with Jazz music to create/explore a new Jazz sound. IT IS IMPORTANT YOUR READ AND UNDERSTAND THIS ASSIGNMENT – YOU ARE SEARCHING FOR A JAZZ ARTIST THAT IS CREATING JAZZ MUSIC WITH AN INTERNATIONAL MUSIC INFLUENCE. The artist can be American OR from another country, but must be creating JAZZ music, not using international music influences to create other styles of music (which is interesting, BUT not in the scope of this class.) So, for instance, an artist creating dance club music using Indian musical influences (from India) is NOT someone you can use for this paper.

    As you have discovered in your text readings and other assignments in this course, Jazz music developed in America from the combining of different musical influences, which came about as a result of the numerous International cultures that played a part in the development of the country. As the music grew, Jazz continued to incorporate musical elements from other styles of music, including world music influences. Examples include Dizzy Gillespie, who collaborated with Cuban congero Chano Pozo to explore new sounds in Jazz. In the 1960’s the Brazilian music style of Bossa Nova influenced artists like Stan Getz, and became a popular new sound in Jazz. The combining of International music styles and Jazz in this way is continuing today, creating interesting new Jazz sounds. Many international musical influences can be heard in modern Jazz music.

    Assignment:

    Research and find an artist or group that is combining an international music with jazz to create a new Jazz sound. Limit your research to music from the 21st Century (since the year 2000.) Pick a culture or country whose music you would be interested in learning about and see if you can find an artist or group who is combining that music with Jazz music to create a new Jazz sound. BE SURE YOU FIND AN ARTIST OR GROUP THAT IS COMBINING AN INTERNATIONAL MUSIC AND JAZZ, TO CREATE A NEW JAZZ SOUND. There are a number of examples of non-jazz artists using international music in their folk music, rock music, hip hop etc.., so be sure your choice of artist/group is a JAZZ artist. The artist can be an American that is using International music as an influence or it can be an artist who is from another country that is an accomplished Jazz artist who is exploring combining music from his/her culture with Jazz. Be SURE the artist is a Jazz artist and the music you write about is a combination of Jazz and an International music style.

    Example: an online search for “Traditional Japanese music and Jazz” produced a large number of entries, and some were useful in suggesting some artists that are combining the 2 styles of music to create a new Jazz based music.

    When conducting online searches, use quotation marks around the important key words in the search…”Japanese Folk Music” and “Jazz” for instance.

    The USF Library has created a Course Guide for this class with useful information on how to conduct online searches and what materials are available in the USF Library that could be useful to this assignment.

    http://guides.lib.usf.edu/SurveyJazz (Links to an external site.)

    Once you find an artist you are interested in, listen to the musical examples and read about the artist and their concepts for combining Jazz and the International music they specialize in.

    Requirements:

    1. Write a 1000-1500 word paper ( this is the body of the paper, not including the discography and references, etc..) which describes the artist/group and their music. The paper should be well written, following general rules and formatting for a Research Paper (see suggested format below). Citations should be in MLA or APA format. You can get help and information about writing a Research Paper from the USF Writing Center.
    2. Use your research to write a description of the artist/groups concepts and ideas for combining the international music with Jazz. It is important that find descriptions of the concepts and ideas from the artist and/or reputable experts reviewing the project. You need to do significant research to be able to write about the ways the artist or group is combining the international music elements with Jazz elements to create the new music.
    3. Include your own description of what you hear in the music. Describe the ways the music moves you.
    4. Include a description of the artist/groups, what they are known for and other relevant projects/recordings they have produced. Include a selected discography. (A discography is an list of important recordings by the artist or group. (You can find examples of discographies online.) You need to include the artist/group name, title of the recording, record label (company), year it was released, and important personnel on the recording.
    5. Include information about the recordings you write about:
      1. Date released
      2. Record label
      3. Musicians on the recording
      4. How readers can find this music (purchase, listen, etc)

    You will be graded on:

    1. The inclusion of all of the issues listed above in your paper.
    2. Evidence of research into the artist and music. References to your other research should be included.
    3. Your description of the music.
      1. How the combination of the particular Global music and Jazz presented by the artist/group works – what elements of each style of music are heard?
      2. How the music impacts you as a listener – what moves you:
        1. pick some specific moments in the performance that you can identify, describe and comment on the way the music moves you.
      3. How well written and readable the paper is.
        1. This is an IMPORTANT part of the Draft-Final paper process, to create a Final Paper that is well written and interesting to the reader.

    Note: Reference materials (discography and citation lists) are not part of the word count

    Basic format:

    Opening Paragraph (Thesis)

    – describes the content of the paper and the points to be made.

    Inside Paragraphs

    – discuss each topic presented in the Opening Paragraph (Thesis)

    Conclusion

    Discography

    – a selective listing of the Artist/Group’s important recordings that relate to the paper. Look up “discography” so you know what it is!

    Research References

    – citations need to be in MLA or APA format

    Use of copied materials:

    This assignment uses the Turnitin tool, which assesses the materials in the paper and issues a Similarity Report of any materials that are copied from existing sources. You need to be sure that any copied materials are properly cited, in quotations, etc.. You have 3 submissions for the Draft and Final paper to assure that you have viewed the Similarity Report and rewritten your paper to make sure there are no copied materials that are not properly cited in your final submissions. The university takes plagiarism very seriously (see syllabus), so be SURE your paper does not include copied materials that are not cited or quoted in your writing.

    Note: Including LARGE amounts of quoted materials in the body of your paper (to build up word count) will not be viewed favorably in the grading of the paper. This writing assignment is designed for you to write about music, using your own words and descriptions. You need to include cited information about the artist/group and recordings, but the body of the paper that includes your descriptions of the music and concepts should be your own words, organized for this paper, not copied descriptions from research sources. That being said, important quotes from the artist/group or reviews that help make your points are encouraged. How and where you place these quotes in your paper can be very effective in the creation of an interesting and well written paper.

    © Copyright 2024 Ready Assignments