You will write one 4-5 page paper based on one (1) of the assigned topics below. This
Daper wIll center on vour analvsis of the assigned orimarv source readnas. other course
materials. and onune discussions. DO NOldo external research for this naver. Due Date
(to be submitted electronically via D2L): Friday, October 14, by 5 pm Atlantic.
1._ Descrine the constitution of the Roman Republic, including the various magistracies assemblies, and the methods of voting. What were some of the strengths and weaknesses of the Republican system? How does the Roman Republic compare to governments today? Be sure to use spectic examples from the primary source
Describe the sources for Rome’s foundation, the Regal Period, and the Early-Mid Republic. What are the challenges facing ancient historians seeking to reconstruct Rome’s past? How do the standards of evidence and truth adopted by ancient sources
compare to our own? Be sure to use specific examples from the primary source readings
3. Describe the expansion of Rome during the Middle Republic. To what extent was Rome actively imperialistic. and to what extent to Rome “stumble upon” its overse empire? How was Rome able to triumph over its rivals in Carthage and the Greek East? Be sure to use specific examples from the primary source readings.
reading is down below, also there is a book can be use .
Ralph W. Mathisen, Ancient Roman Civilization: History and Sources (Oxford University
Press, 2018). ISBN: 9780190849603. = ROMAN CIV*
I am providing the power point template. The topic is substance use
I am providing the power point template. The topic is substance use disorder. I am attaching the powerpoint that was completed previously since this assignment follows the previous assignment.
Instructions are below.
Create a Powerpoint presentation utilizing the provided template attached. Each slide should have information that addresses the quantitative and qualitative method side by side. Feel free to insert additional slides to the template as needed. Ensure each slide has the correct heading for this assignment and modify the template accordingly.
Headings include: Introduction, research questions and variables, research problem/background statement, purpose, hypothesis, research design, and references.
Follow the directions and steps below and the rubric as a guide and remember to utilize correct APA guidelines throughout the Powerpoint.
FOLLOW THE STEPS:
Step 1: Open the template to use
Part 1. Draft a qualitative and quantitative research question using PICOT criteria to guide writing these.
TIP: Utilize the same clinical topic/nursing area of interest for both questions.
Topic of interest/nursing area EXAMPLE: Breast Cancer
Note the topic of both questions is related to breast cancer, but the way the questions will be written change how the study will be designed/proposed.
A quantitative question: What is the effectiveness of a support group meetings (Intervention) compared with lack of support group use (Comparison) on reducing the anxiety (Outcome) of elderly women in hospital for a mastectomy(Population). Note how the word reducing makes this measurable and quantitative.
A qualitative topic/question: What is the lived experience of women with breast cancer undergoing chemotherapy? Note how the word lived experience makes this about exploring meaning and qualitative.
Part 2: Identify the variable in the question
Under the quantitative question- Identify and list the Independent and Dependent Variable(s)
Note: Independent=presumed cause of/influence on the dependent variable.
Example above: (Independent is the Intervention used like group therapy ; Dependent is the outcome/anxiety)
Under the qualitative question- Identify the central theme/main variable.
Example above: (Theme is – experiences with chemotherapy for breast cancer)
Step 3: Formulate the background/problem statement for the topic selected. Integrate citations where applicable in this step. (1-2 slides)
Step 4: State the purpose for each question (should be slightly different due to the nature of the question) (1 – 2 slides) Integrate citations where applicable in this step.
Step 5: State the hypothesis, if applicable. (1 slide)
Step 6: Select the Research Design for each question. (A design that you decide to use for example, quasi-experimental, experimental, and descriptive or phenomenological or grounded theory). See textbook for more designs. (1 Slide)
1. Remember to use citations when applicable throughout presentation, specifically in steps 2 and 6.
2. Use a white background with black or navy blue color font
3. Do not place images or pictures on each slide. (Content is being evaluated, not design of PowerPoint).
4. Slide 1: Introduction slide with cover page information according to APA guidelines
5. Last Slide: References listed using APA guidelines
6. Use at least three peer- reviewed resources (points deducted for less)
7. Use the powerpoint rubric to guide your work.
ENG 241 – Snoke Essay 1: Archetypes in British Literature Purpose: The
Appendix: Short Essay Topics You will write one 4-5 page paper based on one (1) of the assigned topics History Assignment Help ENG 241 – Snoke
Essay 1: Archetypes in British Literature
The purpose of this essay assignment is to demonstrate an understanding of Anglo-Saxon poetry or Chaucer’s The Canterbury Tales. Also, the essay will showcase close reading skills, critical thinking, synthesis, research methodology, and effective source integration.
Create an essay ranging from five full pages of text to seven full pages of text (excluding the works cited page).
Apply MLA formatting to the essay: 12 pt. Times New Roman font, double-spaced, 1” margins, last name and page number in the upper right hand corner, and a heading including your name, instructor’s name, class, date, and title.
Apply basic composition skills: topic sentences, thesis statement, logical and effective organization, effective integration of sources, transitions, and incorporating appropriate content.
Understand and apply standard written English. Use appropriate vocabulary and avoid mechanical and grammatical errors.
Incorporate at least three scholarly sources into the essay using MLA guidelines for in-text documentation and for the works cited page. (You should have at least four sources in your text—three critical sources and the primary text under analysis). You must include textual evidence and your research throughout the entire essay. You may use handouts provided in the essay, but you must incorporate three other scholarly sources. Not including the required number of sources will result in a penalty of ten points per missing source.
Read the supplemental definition of “Archetype” provided in Week 4’s course materials. Once you develop a general understanding of literary archetypes, choose one of the following texts:
The Canterbury Tales
Sir Gawain and the Green Knight
Once you choose the text to analyze, discern how the text relates to literary archetypes. Listed below are some ways or reasons why literature incorporates archetypes:
To employ an archetype to carry a particular meaning or connotation in the poem
To undermine or subvert established archetypes
To aid character development
Once you have decided on the text to analyze and discerned its relationship with archetypes, compile substantial research for your ideas. Your research is not limited to criticism regarding the text you are analyzing; you can also research some of the following:
The archetype(s) and how it is present in the text’s literary period
The role of an archetype in general
Historical events or climates surrounding the composition of the text (think of publication time and location) and how those can influence or create an archetype
Once you establish the text’s relationship with archetypes, compose an essay to explain the relationship but also argue as to how and why that relationship exists or is necessary. For example, why would the poet need to employ a particular archetype, and why does the use of that archetype matter? How does the use of archetypes affect the text? There are various approaches to this assignment. You may even feel that neither text employs or establishes archetypes. If so, why does the text or poet stay away from using archetypes? Overall, you need to be able to answer the following three questions: How? Why? So what?
Tips: When integrating sources, explain the relevance of the information you integrate to your argument. How do particular quotations strengthen your points? Also, if you cite information that is not about the text under analysis, be sure to apply it to the text. For example, if you cite general criticism about archetypes, you must show how that information relates to the text under analysis. Be sure to exclude first person and second person pronouns. Also, you should have research/textual evidence to reinforce your claims in each body paragraph. In order to avoid explication and to focus on analysis, do not use events from the poem or quotations as topic sentences. Your topic sentences should refer back to your literary argument/thesis statement.
Note: The following sources will not be accepted:
Primary and secondary educational resources
Blogs, op-eds, summaries, etc.
Any other reference/encyclopedia type sources that are similar to any of the sources listed above.
Instead of relying on basic Internet searches through Google, Yahoo, etc., use the databases accessible through the school’s library. For the best literature based research, access Bloom’s Literary Reference Center or JSTOR. Your scholarly sources should have credible authors, and they should be published in anthologies, journals, or other sources that are reviewed and edited by fellow scholars.
Very Good (B)
Fair / Poor (D/F)
Thesis is compelling, exceptionally clear, multi-layered, and well-composed.
Thesis is compelling and clear but not enough so to be considered exceptional.
Thesis is present and does the job.
It may be misplaced, too broad, or too narrow to adequately cover the topic and/or convey a significant purpose.
Thesis is missing, misplaced, inappropriate, underdeveloped, and/or unclear.
Review RFW chapter 53 and class notes.
Organization and Structure
Topic sentences reflect the thesis explicitly. They are exceptionally composed, assertive, and appropriately transitional.
Body paragraphs are fully-developed, structured logically, and ordered effectively, as appropriate for the assignment.
Paragraph (and/or section) ending syntheses are exceptionally composed. They connect clearly to topic sentences and reveal significance.
Topic sentences reflect the thesis explicitly. They are assertive, clear, and appropriately transitional.
Body paragraphs are well-developed, structured logically, and ordered effectively, but not enough so to be considered exceptional.
Paragraph (and/or section) ending syntheses are clear and appropriately connected to topic sentences.
Topic sentences are mostly clear but ordinary. Perhaps transitions, clarity, distinction, or some key component was left out or confused.
Body paragraphs include minor areas where development, structuring, or organization is in need of attention.
Paragraph (and/or section) ending syntheses are mostly clear but ordinary. Some key component specific to the assignment may have been left out or confused.
Topic sentences are often unclear, missing, underdeveloped, or inappropriate for the assignment.
Body paragraphs are often underdeveloped, unclear, illogically ordered, or inappropriately structured for the assignment.
Paragraph (and/or section) ending syntheses are often unclear, underdeveloped, missing, or inappropriate for the assignment.
Supporting Information is significant, unified, well-qualified, clear in presentation, specific in detail, and entirely appropriate. The analysis avoids plot summary, and there is plenty of textual evidence and insightful analysis.
Supporting sentences are coherent, varied, vivid, and eloquent. They use sophisticated vocabulary, and their transitions are well-placed, forging clear relationships between ideas.
Introduction and conclusion are well-developed, clearly composed, and compelling.
Supporting information is unified, qualified, specific, clear, and appropriate for the assignment but not enough so to be considered exceptional. The analysis avoids plot summary, and there is enough textual evidence and analysis.
Supporting sentences are coherent and varied, making use of clear and appropriate vocabulary. Their transitions are well-placed.
Introduction and conclusion are clearly written and may be compelling but not enough so to be considered exceptional.
Supporting information is mostly clear and unified; some details may be generalized, colloquial, lacking evidence, and/or incomplete.
Supporting sentences are often ordinary. There may be areas of redundancy, wordiness, choppy structuring, or limited transitioning.
Introduction and conclusion serve the purpose, but they are not necessarily compelling. They might benefit from further development
Supporting information is often unclear, disjointed, incomplete, confusing, or generalized.
Supporting sentences tend to ramble or lack collegiate-level conventions with regard to organization, development, structure, or transitioning.
Introduction and conclusion lack collegiate-level conventions with regard content and/or development.
Works Cited page is perfect.
Source integration is sophisticated, error free. Sources are introduced, attributed, & synthesized effectively. In-text citation is without fault.
Works Cited page is nearly perfect.
Integration/citation of source content is virtually error free, including appropriate attribution and synthesis.
MLA documentation and/or integration of source content may not meet all standards; but, the student demonstrates a strong familiarity and the essay requires minimal edits.
Many errors in documentation.
Attribution and/or syntheses of source content are often missing. Please refer to RFW chapters 56/57 for MLA guidelines.
Grammar, mechanics, and Spelling
Writer makes no errors in grammar, mechanics, or spelling.
Writer makes 1-2 major errors in grammar, mechanics, or spelling.
Writer makes 3-4 major errors in grammar, mechanics, or spelling, some of which distract the reader from the content.
Writer makes 4+ major errors in grammar, mechanics, or spelling, many of which distract the reader from the content.
Throughout life, how you learn life lessons will bring about monumental encounters
Throughout life, how you learn life lessons will bring about monumental encounters or many disappointments and failures. When you fathom, life is full of wisdom that not hard to gain if you take on the responsibility, you can reap a lifetime of knowledge.
There is an old proverb that says, “Youth is wasted on the young?” I believe that saying to be accurate, and I wish I’d hadn’t wasted my youth on things that were petty and not worth my time or worry. It only gave me heartaches, regrets, and pain I should have put behind me to move forward and live. We all have to follow our path, perceive there aren’t new lessons, and there no distinctive method to learn in life.
However, as I aged and develop wisdom and maturity, I realize my mistake affects many more people than just me. It took me many years to understand that I can flop and yet not be a failure. The most resilient people aren’t the ones that don’t fail, but the ones that do and learn from it. If only I had developed the knowledge earlier, I could have accomplished more, but I wasted away time and fritter away my abilities in childish carelessness.
If I had the confidence, maturity, and knowledge I develop over the years, I would have never allowed petty things to get the best of me. I would have focused on the significant things in life. Though, when I think about it, I believe “life lessons” are called that for a reason. And we must know those reasons to absorb there are different ways to learn. You can gather from your experience or watching others that have erudite.
Some life lessons come with a powerful heartache that will awake even the most apathetic people that didn’t take the time to listen or follow the teaching of a parent who tried to give them skills that could be used throughout their lifetime.
ENV9 Assignment 2 – Hydraulic fracturing technology and the shale gas revolution
ENV9 Assignment 2 – Hydraulic fracturing technology and the shale gas revolution
Prepare an 800 to 1,000-word essay integrating the following articles from the green sheet and the film Gasland. Throughout your essay, answer the questions below; do not just list answers to the questions. Your paper will be double spaced, 12 pt. times font, 800 to 1,000 words not including references. The word count must be noted at the top of the first page. No cover page is necessary.
In addition to the readings below, please find four additional peer-reviewed research reviewed articles. https://libguides.sjsu.edu/environmental_studies
Readings on the canvas site
Chris Mooney. 2011. The Truth About Fracking. Scientific American. November: 80–5.
Joel Levin. 2015. California Needs a Strategy for Sustainable Natural Gas. Huffington Post.
Ori Gutin. 2015. EPA Releases Fracking Risk Assessment. June 15, 2015
Sally Entrekin et al. 2011. Rapid expansion of natural gas development poses a threat to surface water. Frontiers in Ecology and the Environment 9(9): 503–511.
EPA’s Study of Hydraulic Fracturing for Oil and Gas and Its Potential Impact on Drinking Water Resources. http://www2.epa.gov/hfstudy
Your Essay Should Answer these Questions
Q. What are the impacts of hydraulic fracturing according to the film Gasland? What can we say about the types of communities that are impacts by shale gas extraction?
Q. What can we conclude about the scientific evidence about public health risks from fracking according to the U.S. Environmental Protection Agency?
Q. What are the benefits of natural gas development from shale resources? What is the evidence for these claims?
Q. What are the keys to making natural gas more sustainable? How the controversies of natural gas extraction from shale be resolved?
Scoring rubric (100 points) To guide you in your writing, below are the scoring categories:
20 points – Required components & fulfillment of assignment’s demands (responding to all elements of the assignment, word count listed on page 1)
20 points – Argument (strength and articulation of argument, persuasiveness)
20 points – Evidence (inclusion of appropriate, pertinent, necessary information at a sufficient level of detail; presentation of credible and tangible evidence)
10 points – Visual presentation (Please do not include a cover page, but do make sure pages are numbered, text is clean and quality, proper size font, avoid too much blank space, first page should have name, date, title; do not list your name at the top of every page)
10 points – Clarity & succinctness of prose (word choice, syntax, voice, paragraph construction, logic)
10 points – Correct use of written language (punctuation, grammar, and spelling; proofreading)
10 points – References (consistent format, proofread, no erroneous information, contains all necessary information)