physical security discussion k 3
- How can the OSI Seven-Layer Network Model be applied to Information Security?
- Helpful resource here
- In proper APA format, write a minimum of 2 paragraphs
revise an essay 11
The essay is finish, professor give some suggest about the essay, just follow the suggest to modification.
people of indian heritage people of turkish heritage and people of vietnamese heritage 2
People of Indian Heritage.
People of Turkish Heritage.
People of Vietnamese Heritage.
Text book(Transcultural Health Care. A Culturally Competent Approach (4th ed.)Purnell, L.D.Publisher: F.A. Davis Company; 4th edition)
chapter 25, 37 and 38 in Davis Plus Online Website and review the attached PowerPoint presentation. Once done present a 900-word essay without counting the first and last page discussing the cultural health care beliefs of the study heritages and how they influence the delivery of evidence-based health care.The format has to be APA format, You must cite at least 3 evidence-based references without counting the class textbook.
internal review board discussion
Assignment 1: Internal Review Board Discussion
This week we learned that before you conduct research for your dissertation you must have your research reviewed by the IRB. By the due date assigned, post in the discussion below the type of review your research will require and why. Provide feedback to at least two of your peers through the end of the module.
All written assignments and responses should follow APA rules for attributing sources.
Module 7 Overview (1 of 2)
- Examine the purpose of a study, research methodology, and data collection methods.
- Apply ethical decision making related to cultural diversity in participant selection and recruiting, data collection, and analysis.
- Given a research question, examine and analyze strengths and limitations of multiple methodologies to select the most appropriate research design.
- Draft a methods section appropriate to research question(s).
Research Methods: Ethical Issues in Research
In Module 7 we will review various ethical issues in conducting research and the researchers’ responsibility to the participants of their studies. This is the final component to prepare you to complete your final paper at the end of this week.
Just as morality is a part of everyday living, ethics is a way of living that permeates all aspects of research. It is essential for researchers to be aware of their responsibility to research participants, co-workers, the profession, and the society as a whole (Heppner, Kivlighan, & Wampold, 1999).
Creswell (2009) reviewed many ethical issues in conducting research including identifying the research problem, the data collection process, data analysis and interpretation, and writing and disseminating the research. Another issue that is sometimes overlooked relates to the duplication of data. It is not considered to be ethical for researchers to publish the same data in different journal articles because it may give the impression that there is more information to be offered for a particular topic than is warranted by the data. Similarly, “piecemeal” publication is also considered to be unethical. Piecemeal, or fragmented, publication refers to publication of several and perhaps somewhat different studies from the same data set. However, it should be noted that this does not include re-analysis of published data to test a new theory or methodology, assuming that the new article will clearly identify the source of data and the rationale for the re-analysis.
Creswell (2009) briefly touched upon the issue of authorship in publications. For doctoral students, it is sometimes challenging and complicated to negotiate publication credits for their theses and dissertations. Because of numerous complaints, the American Psychological Association Ethics Committee (1983) issued a policy statement that provides detailed guidelines regarding publishing dissertations.
- Only second authorship is acceptable for the dissertation supervisor.
- Second authorship may be considered obligatory if the supervisor designates the primary variables, makes major interpretative contributions, or provides the database.
- Second authorship is a courtesy if the supervisor designates the general area of concern or is substantially involved in the development of the design and measurement procedures or substantially contributes to the write-up of the published report.
- Second authorship is not acceptable if the supervisor provides only encouragement, physical facilities, financial support, critiques, or editorial contributions.
- In all instances, agreement should be reviewed before writing for publication is undertaken and at the time of submission. If disagreements arise, they should be resolved by a third party using these guidelines.
Continue on to the next page for a discussion of ethical issues related to participants.
Research Methods: Ethical Issues in Research
Keith-Spiegel and Koocher (1985) state that the goal of the ethical researcher is to develop a fair, clear, and explicit agreement with participants so that their decision to participate in an experiment is made voluntarily, knowingly, and intelligently. Even though they were psychologists, this principle applies to other disciplines including business and education.
Historically, participants’ welfare and dignity were not of the foremost concern. There were several notorious examples of abuse, including the experiments conducted during WWII in Nazi prison camps where prisoners died from lethal doses of chemicals and various levels of physical abuse. Another example was a program conducted by a hospital in Brooklyn in the 1960s where 22 chronically ill patients were injected with cancer cells as part of a study to examine the body’s capacity to reject foreign cells. The patients were not informed of their participation (Heppner, Kivlighan, & Wampold, 1999; Stricker, 1982).
Now, all research projects with human participants are subject to federal regulations governing research, and most institutions have an Institutional Review Board (IRB) committee of peers to review all research proposals. The Argosy University IRB handbook, located in Discussion Area, is required reading for this module. Be sure to consult The Argosy University IRB handbook for the Informed Consent template, which you must modify for your study and include in your final paper.
Lastly, here are some questions for you to reflect on:
How do you see your dissertation research? Is it a project that you are passionate about, and you cannot wait to start the process, or is it merely a means to an end to obtain your degree? How does your attitude affect your decision to select topics, design your study, and interpret the results?
| Assignment 1 Grading Criteria |
Maximum Points |
| Discussed which type of IRB review is appropriate for your selected research. |
6 |
| Responded/Provided feedback to at least two classmates posts. |
4 |
| Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation. Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience. Followed APA rules for attributing sources. |
4 |
| Total: |
14 |
educating engaging and empowering a non engaged stakeholder composing the intermediate draft of your multimodal argument 3
Since you have been engaged in investigating a particular issue, you have become familiar with multiple perspectives that inform your knowledge. You are, indeed, a stakeholder who is invested in the outcome of the issue you have been researching, and in this assignment, your objective is to convince an audience who is uninvolved, unconcerned, uninterested, or not invested to find value in your argument and to agree to your call to action. Such a task requires you to invite your audience into the conversation about your topic by anticipating the kinds of questions they might have and providing them with the kind of information that they would need to decide to take the action you recommend. You’ll want to make good use of your written and visual evidence as you give your audience reasons they will value as you educate, engage, and empower this non-engaged audience through the writing of your multimodal argument.
More specifically, prior to this assignment, you have selected a non-engaged stakeholder, drawn on the credible sources of the research you have conducted in the past two projects, recognized the rhetorical choices stakeholders made in designing images that best represented their goals, and created substantial content by answering guiding questions. You are now ready, in Part 2, to construct the intermediate draft of your multimodal argument.
Part 2 asks you to create a multimodal argument that aims (1) to educate an audience of non-engaged stakeholders about the topic you have been exploring, (2) to engage this audience by convincing them that they should care about this issue, and (3) to empower the audience to agree to your call to action.
You’ll construct this multimodal argument by combining two or more channels or systems of communication that include (1) writing text as argument (2) incorporating static images, and (3) connecting a dynamic visual or auditory component via a hyperlink.
Together, in one unified multimodal argument, all three communication modes will (1) educate an audience of non-engaged stakeholders about the topic you have been exploring, (2) engage this audience by convincing them that they should care about this issue, and (3) empower the audience to advance your cause by taking action in some defined way.
More specifically, your multimodal argument requires
- a textual construction that includes linguistic and spatial constructions in the writing of a 1,000 – 1,200-word essay that incorporates compelling and persuasive evidence that supports your thesis;
- a visual component, which strategically integrates a total of two static images (photograph, diagram, infographic, graph, map, and/or drawing) that support your argument in important ways. Vary the type of static visuals to avoid including two of the same type;
- one dynamic media component via a hyperlink of an appropriate word or phrase that intentionally merges a single video or podcast of two minutes or less into your multimodal argument in meaningful ways.
Your Multimedia Argument
You should think of your multimodal argument as more than the static words on a printed page. Rather, embrace your multimodal argument as a balance of thoughtful static and dynamic images and words, as a balance of text and visualization. Your purposeful incorporation of media compels you to make rhetorical choices as to the type of media to use, the ways in which the media will educate, engage, and/or empower your audience, and the location of where the media will work best in the multimodal argument to enhance, unify, supplement, and/or complement your text. As you recall, in Project 2, you analyzed how a stakeholder’s visual arguments reflected the stakeholder’s goals. In your Project 3 multimodal argument, you now actively assume the stakeholder role as you use effective visual and/or auditory arguments along with written arguments to communicate your message to your non-engaged stakeholder. Keep in mind that visuals help us to develop ideas in immediate ways, to transcend ideas that blur language barriers, and to understand experiences that language may not be able to convey. Your static and dynamic multimedia will help to guide your audience, convey your message and goals, provide clear emphasis, set a particular tone, build credibility, and help persuade your audience to consider the value of your argument. Points to remember when using visual images (note: you’re making rhetorical choices for everything you do in your multimodal argument, and guiding your audience is one of those conscious choices):
- Placement of the static images and your one hyperlink are critical to the effectiveness of the multimodal argument. Images should be large enough (but not overpower the text) to be seen clearly, be of good quality/resolution, and be positioned near the text that the images or hyperlink reference. Be aware the relationship between the text and the image should be clear. In other words, you should reference the image in the text in a way that advances why the image matters to the argument being conveyed. Wrap the text squarely or tightly around the image. Label all visuals with a relevant title and caption that explains the argument of the visual.
- Give credit to the original source when using images, including bibliographic information in your Works Cited page. Refer to the required formatting guidelines for citing visuals.
- Introduce your dynamic visual with a hyperlink, which will allow your audience to connect to the video or podcast. Hyperlink an appropriate word or phrase in a sentence of your text that links directly to the dynamic visual. As you referenced your static images in the text, you will also connect the dynamic image or podcast (introduced by your hyperlink) to the larger multimodal argument being conveyed. Reference this source in your Works Cited Page.
At least five credible sources are required for this Intermediate Draft of your Multimodal Argument. You can draw on the relevant research conducted in the last two projects; however, you must include at least 3 new sources that you have not previously used. In addition to these 5 sources, you will document the 3 sources associated with your 2 static visuals and your hyperlink connection.
The following processes will help you to further develop your Part 2 Intermediate Multimodal Argument:- Begin with a creative and transparent title that reflects the critical nature of your research topic and your objective to persuade your audience to agree with your call to action.
- Contextualize your chosen topic in your introduction. Identify the problem related to your topic, let your audience know why your topic is important and why they should care, and include a call to action thesis that concludes what you determine is a reasonable solution to the problem you have conveyed.
- Provide a progression of ideas/evidence/appeals in a logical and cohesive pattern in the body of your essay, introducing each paragraph with a topic sentence that positions an important point. Follow each topic sentence with supporting evidence from your research to support your claim. Be sure to anticipate your audience’s objections with a meaningful refutation and logically lead your audience to the call to action. Integrate appropriate evidence from your 5 sources, anchoring your ideas with support by the source’s arguments.
- Integrate a total of two static images, photographs, diagrams, infographics, graphs, maps, and/or drawings, that support your argument in important ways. Vary the type of static visuals to avoid including two of the same types.
- Include a hyperlink that intentionally connects an appropriate word or phrase to one dynamic media component, which may be a single video or podcast of two minutes or less into your multimodal argument in meaningful ways.
- Be sure to use clear transitions as you move from point to point.
- Provide source citations according to the required guidelines.
- Write a conclusion that highlights your major points and provides realistic forward-thinking ideas for future research/action.
- Include a Works Cited page
- Proofread your Part 2 intermediate Multimodal Argument.
- While you want to convince your non-engaged audience that your argument has merit and your call to action is worth pursuing, you don’t want to offend your audience by ignoring or not anticipating their questions and/or possible objections. Rather, invite your audience into the conversation about your topic by anticipating the kinds of questions they might have and providing them with the kind of information that they would need to decide to take the action you recommend.
- Make sure that the static and dynamic visuals you select add value to your written argument, are consistent with the text’s purpose, create a positive reaction from your audience, and effectively unify, supplement, and/or complement your text
- Envision the components of your multimodal argument as parts to a whole. All components are necessary to effectively persuade your audience.
series of discussion questions
Welty
Read “Petrified Man,” and answer the following.
1. Discuss why a circa-1940 beauty parlor is or is not an appropriate setting.
2. When Mrs. Fletcher says, “‘Remember you cooked me fourteen minutes,'” what sort of tone does she suggest?
3. Mrs. Fletcher brags, “‘Mr. Fletcher can’t do a thing with me.'” Explain.
4. Why is it ironic that a rapist tries hiding out as a petrified man?
5. Discuss the significance of Mr. Petrie’s name.
6. Billy Boy turns to the “wild-haired ladies” and demands, “‘If you’re so smart, why ain’t you rich?'” Explain.
Williams
Read A Streetcar Named Desire, and answer the following.
1) Compare and contrast Stella and Blanche.
2) At a good language translator, look up “Blanche Du bois.” What do the meanings of this name and also “Belle Reeve” suggest?
3) Why does Stella’s pregnancy affect Blanche the way it does?
4) What does Mitch represent to Blanche?
5) Who is Allan, and how is he associated with the gunshots Blanche hears in her mind?
6) How would you describe Stanley to someone who has never met him before?
7) Blanche says, in Scene 10, “Deliberate cruelty is not forgivable.” What does this statement mean, and why does it come when it does?
8) Blanche’s closing words are, “Whoever you are — I have always depended on the kindness of strangers.” Why is this statement appropriate here?
9) Gore Vidal has said that Williams did not view Blanche as a tragic figure, but rather Williams purportedly envisioned Blanche seducing at least one intern and gaining her freedom. Is this vision consistent with the play you have read?
10) Elia Kazan’s1951 filmed version is considered by many one of the finest films ever made. If possible, check out the director’s cut of this film and view it as you decide how you personally feel about Streetcar.
Malamud Discussion Questions
Read “The Magic Barrel,” and answer the following.
1. The custom of arranged marriages is strange to most Americans but still widely practiced throughout much of the world. Does your own familiarity or unfamiliarity with arranged marriages affect the way you read the story?
2. What first impression does Salzman make upon Finkel? upon you? Do you see Salzman as more a crook or more a mystic?
3. What do Finkel’s varying attitudes toward Salzman tell us about the young man?
4. Do you think the Lily Hirschhorn episode advances the plot? If so, how?
5. Finkel has the following realizing about himself: “perhaps it went the other way, that he did not love God so well as he might, because he had not loved man.” Discuss.
6. How might we interpret Mrs. Salzman’s comment that her husband’s office is “‘In the air'” or “‘In his socks?'”
7. Do you agree with Finkel’s suspicion that perhaps Salzman has planned the encounter with Stella all along? Why or why not?
8. What does it mean that at the very end of the story, Salzman is saying “prayers for the dead,” possibly prayers more generally known as mourner’s kaddish?
O’connor Discussion Questions
Read “The Life You Save May Be Your Own” and “Good Country People,” and answer the following.
1. Frequently O’Connor uses names in ways that suggest character. Consider the names Tom T. Shiflett and Lucynell Crater, and see if any ideas come to mind.
2. Statements like “Name Lucynell Crater and daughter Lucynell Crater” help place O’Connor among practitioners of Southern Gothic. What other traces of Southern Gothic do you discern?
3. Shiflett says, “I wouldn’t marry the Duchesser Windsor (sic) … unless I could take her to a hotel and giver (sic) something good to eat.” Discuss.
4. How is Lucynell (the daughter) disabled differently from Shiflett?
5. Would you say Lucynell (the mother) is complicit in or ignorant of her daughter’s eventual fate? Why?
6. At the end of the story, Shiflett is driving to Mobile, Alabama, just ahead of a storm. Why is this image fitting?
7. In “Good Country People,” compare and contrast Mrs. Freeman and Mrs. Hopewell.
8. What does it tell us that Joy Hopewell has changed her name to Hulga and earned a Ph.D. in philosophy?
9. When the youth tells Mrs. Hopewell, “‘I know you believe in Chrustian (sic) service,'” what do you expect is coming? Are your expectations confirmed or confounded?
10. What do we make of Hulga’s decision to smear Vapex on her collar?
11. Why does it seem so important for Manley to have Hulga say she loves him?
12. Manley Pointer (!) leaves Hulga with the comment, “‘I been belieiving in nothing every since I was born!” How is this comment appropriate? Also, does it apply to Mr. Shiflett in the previous story?
Ginsberg Discussion Questions
Read “Howl,” “A Supermarket in California,” and “On Burroughs’ Work,” and answer the following.
1. William Carlos Williams (included in Volume D) introduced “Howl” with the words “Hold back the edges of your gowns, Ladies, we are going through hell.” What do you think Williams meant?
2. Lawrence Ferlinghetti was arrested on obscenity charges because of the graphic language and depictions in “Howl.” How do you respond to these elements of the poem?
3. Do you take the speaker’s need to howl as an expression of Ginberg’s Beat stance or as something else? If so, what?
4. What artistic role do illicit drugs seem to play in “Howl?”
5. What artistic role does sex seem to play in “Howl?”
6. Why do you think Moloch is or is not an appropriate symbol in the second part of the poem?
7. What does Rockland, New Jersey, come to symbolize by the end of “Howl?”
8. In “A Supermarket in California,” why does the speaker carry a book by Walt Whitman?
9. What does the phrase “shopping for images” (ln. 2) mean to you?
10. Who seems to be asking, “Who killed the pork chops?” (ln. 5). Why?
11. What is the connection between Ginsberg and William Burroughs?
12. What does “On Burroughs’ Work” seem to make of Burroughs?
Dove Discussion Questions
Read “Banneker,” “Parsley,” “Straw Hat,” and “Rosa,” and answer the following.
1. How does Benjamin Banneker inspire Dove in “Banneker?”
2. Does the image of Banneker thinking “under a pear tree” (ll. 1 – 4) remind you of any other story about science? What connection may the speaker be making?
3. In “Parsley,” what role does the parrot play?
4. Why does Trujillo choose the Spanish for “parsley” as the Shibboleth that means the difference between life and death?
5. Do you develop empathy with Trujillo, and if so, does this fact bother you? Why or why not?
6. In “Straw Hat,” what does work mean to the man?
7. Why does the man in “Straw Hat” tip his hat to the woman every time she leaves?
8. In one word or a brief phrase, which attribute of Rosa Parks does “Rosa” best portray?
Mamet Discussion Questions
Read “Glengarry Glen Ross,” and answer the following. You may also choose to view the 1992 filmed version, which maintains the atmosphere of the play and includes performances by Academy Award winners Jack Lemmon, Al Pacino, and Kevin Spacey.
1. Mamet bases the play on his own experience working in a real estate office. From your readings, observations, and personal experiences, how accurate do you consider the portrayal? Why?
2. All the characters in the play are male. Do you think this fact has an impact on the amount of vulgar language?
3. What do you make of the character Moss? What do you see him do besides plot and complain?
4. Does Williamson arouse more of your respect or more of your spite? Why?
5. How would you characterize the relationship between Roma and Levene?
6. Have you ever known a Roma? What are his distinguishing characteristics?
7. Is it ironic, appropriate, or both that after stealing the leads, Levene becomes a motivated salesman?
8. How important are characters like Jerry Graff (and others), who are discussed but never seen?
Cisneros questions
1. Paragraph 1 tells us that when Don Serafin gave permission for Juan Pedro to marry Cleofilas, the father could already “divine” the day his daughter would long to come home. Why, then, did he permit the marriage?
2. What do the telenovelas represent for the young Cleofilas?
3. At first, Cleofilas thinks La Gritona (The Shouter or Hollerer) is a strange name for a creek. How does her opinion change over the story? What is Cisneros’s implied interpretation?
4. Why doesn’t Cleofilas strike back the first time Juan Pedro hits her? Why does the hitting become habitual?
5. Do Cleofilas’s true feelings for Juan Pedro more closely equate to love or hate? Why?
6. Is Juan Pedro’s throwing of a book by Corin Tellado (Ustedes pueden leer espanol, no?) a pivotal moment in the story? Why or why not?
7. Why do you think Graciela decides to help Cleofilas?
8. What does Felice’s hollering every time she crosses La Gritona represent?
9. What future do you think lies ahead for Cleofilas and her children? Is Felice’s name a harbinger? Explain.
critical thinking assignment 16
Critical Thinking Assignment
Check attachemnt
revisions for fitness strategies in greater los angeles paper
I am looking to get the tutor I worked with previously with the username Klosevin to do revisions for my paper that he wrote. Please do not bid if you are not KLOSEVIN
summary 1 page 4
summary 1 page
simple words
human recourse management
here is the file
please read it carefully
thank you
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