Social Science Red White and Black by Gary Nash Paper

Comparative essay (5-6 pages) discussing at least two aspects of diversity, race, power, and resistance in the colonial period with direct reference to the primary readings from the course.Primary Sources: Secondary Source:Red, White, and Black by Gary Nash (YOU WILL NEED TO FIND THIS ONLINE)Quotes no more than 2-3 lines in generalAnswer ONE question:How did gender OR race define the identity of the various early Americans we studied, and how did gender relations differ between Native American, European, and Black people in North America?Contact between Native American groups and Europeans was a central feature of early America. How did various groups of Europeans (Spanish, French, English—Puritans and Virginians, Dutch) view Indigenous nations? What do we know about how Native people viewed different groups of Europeans? What important simliarities or differences can you see?How did Black people experience and resist slavery? Use enslavers and enslaved accounts to describe two-three key elements of the Black experience?Was early America a multicultural community? In what ways? Was the presence of multiple groups embraced or resisted? How did the presence of multiple groups of people affect the development of early America?

Leadership philosophy memorandum | Reading homework help

  The purpose of this assignment is to prepare, through reflection and revision, your personal leadership philosophy 
Your philosophy should be personal and useful. Describe what you believe it means to lead and impact others. If a student read your philosophy statement, they should recognize you as the author and identify action examples from your practice that support your claims and beliefs. Consult the rubric.
An effective philosophy of leader summarizes what you value and prioritize as an leader, and demonstrates how and why you bring those values and priorities into being through your leadership.
This is an opportunity to develop your academic writing skills. Your philosophy should be clear, concise, and error-free. Use simple language to communicate sometimes-complex ideas. 

Leadsw11 | Nursing homework help

 
To Prepare:

Review the Resources and identify one change that you believe is called for in your organization/workplace.

This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.

Reflect on how you might implement this change and how you might communicate this change to organizational leadership.

The work (5-6-minute narrated PowerPoint presentation):
Change Implementation and Management Plan
Create a 5- or 6-slide narrated PowerPoint that presents a comprehensive plan to implement changes you propose. 
Your narrated presentation should be 5–6 minutes in length.
Your Change Implementation and Management Plan should include the following:

An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)
A description of the change being proposed
Justifications for the change, including why addressing it will have a positive impact on your organization/workplace
Details about the type and scope of the proposed change
Identification of the stakeholders impacted by the change
Identification of a change management team (by title/role)
A plan for communicating the change you propose
A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose

College Park BioMolecules Worksheet

Concepts Explored: hypothesis; experimental variables; qualitative/quantitative data; indicator solutions for the presence of biological molecules; chemical functional groups.Experiments: In this set of procedures you will learn about the use of indicator solutions and observe color changes showing the presence of biological molecules in unknown samples. This activity will require about two hours.Please log in to the Table Top Science website, follow the directions for Lab 2 Biomolecules, and submit the completed activity form in this assignment folder by the due date posted in the syllabus. Remember to take the required snapshots (screenshots) of your results.

BSC 100 FIU Cell Cycle and Cancer Discussion

I’m working on a biology discussion question and need the explanation and answer to help me learn. The cell cycle is very tightly regulated – cells do what they’re told, when they’re told. Mutations in proto-oncogenes (the genes that code for molecules involved in cell cycle regulation) and in tumor suppressor genes can lead to loss of regulation of the cell cycle. When the cell cycle becomes disregulated, the result can lead to cancer.Would you want to be tested for mutations in genes that regulate the cell cycle?How would knowing whether or not you have a mutation in a proto-oncogene or a tumor suppressor gene be beneficial or harmful?

Project 3 Reflective Analysis

Project Three OverviewProject 3 asks students to develop a Reflective Analysis of 3-5 pages, based on the reflection prompts provided in P3.6.In Projects One and Two, you explored what research is, how to conduct it, and how to present research in an academic essay. In Project Three, we are considering what writing and research in academic and professional contexts requires; you will do so by exploring the question: “How is researched information presented in a discipline, and what concepts of writing are important for writers to consider?”What you’ll be doing- writing a prompted Reflective Analysis of 3-5 pages minimum, connecting the research and writing knowledge you’ve developed through all the Projects over the semester, reflecting on how that writing knowledge might be used in future- locating additional sources or examples of writing in your major or discipline (minimum of 3) that show how researched information is presented in that discipline — sources from P1 and P2 can be used, if appropriate- analyzing those sources by identifying the writing concepts that might be evident in them, or informed by them- reflecting on your knowledge about writing and your thinking about what is important to consider when approaching any writing situationIn Project Three, students move from conducting and presenting research to critically reflecting on how research is presented in publications of their academic major or discipline (or one they are considering). By using the knowledge and practices developed in the previous projects, students will apply concepts learned in the course in order to analyze how research is presented to specific academic audiences.To do so, students should consider these questions, among others:what are the genres of writing in which research is featured?how is it cited in academic and non-academic contexts?how is it presented, considered, and analyzed in a particular discipline?what purpose does research serve for a particular discipline?Students might explore scholarly works, key publications, professional outreach, and/or subject matter communication to understand how researched information is shared in their discipline. They will analyze what a writer in that discipline/career space might need to understand in order to engage in the writing of that discipline successfully. This will help students understand their discipline further, prepare for their continued learning as a writer in that discipline, and develop knowledge about the real-world applications of the writing they’ve started to learn about in 1102.The knowledge we gather from research, as you did in P2, has a place in the world of information. There are more sources now than ever, and more reason than ever to understand how information relates to other information, how it works differently in various contexts and genres and for different audiences and is used in the world for various purposes. The old saying, “knowledge is power” holds – the more we know and understand the more power we have in a situation, or to understand something, or to achieve our goals. In order to understand what is being communicated, we must consider key concepts about writing and develop our knowledge about how to strategize writing in various situations to ensure our communication is effective.Reflecting on and analyzing what we know about writing generally — and in each writing situation we encounter — is a practice we must develop for success in academic, professional, and personal contexts.

CC Child Development Reflection

You will choose an article relevant to children and families. Briefly, in 1 paragraph, summarize the article and then write a 1-2 -page reflection describing how this event might affect children and their families. Utilize the material we have discussed in class when analyzing the effect on children and families.These articles should be from a reliable source, such as newspapers, journals, scientific magazines, and must be current within 60 days.( we learned about how enviroment, culture, family, and neighborhood affect child development)

CBSC 415 GMHS Network Design Questions

Using the Internet for research, I want you to design a network with the following attributes:Internet connection OC-48 (How would you order and set it up?)A router that can support an OC48 connectionA Firewall (Packet filtering and SPI)48 port switch MM fiber to 45 workstations1 Active Directory server1 LDAP serverOne printerNow with this information, I expect you to create a secure network that utilizes all of the systems on the network.

RWS 305 SDSU Fake News Paper

General: Research a civic issue that is of concern to a specific community of non-experts in order to identify multiple perspectives from which this issue is viewed. Use this information to create a persuasive text that uses ethical persuasive strategies to advance social change or action. This project should be presented in a genre that would be commonly used to communicate with members of this community.Specific: The content of our civic issue research will concern the expansion of propaganda, disinformation and “fake news” in the 21st Century. We will investigate the history, mechanics, consequences and trajectory of disinformation disseminated as news. And we will analyze three central arguments that address the question of “Whose job is it to mitigate propaganda, disinformation and fake news?”For example: Is it the government’s job to legislate protections against the impacts of fake news? Should social networking platforms themselves be required to police and mitigate fake news disseminated (or “published”) on their platforms? Or is it the readers and viewers, employing their critical digital literacy, who are responsible for mitigating the effects of fake news?We will compare and contrast the strengths and weaknesses of these arguments in analysis and join the conversation by forming our own arguments as to who is responsible for mitigating the consequences of fake news.***This assignment may earn up to 200 points. Final drafts must meet a minimum of seven-full pages in order to earn any points. Late work is subject to the policy outlined in the syllabus.Course Learning Outcomes 1. Analyze and evaluate complex print, digital, and multimodal texts that engage significant academic, professional, or civic issues. 2. Apply rhetorical principles appropriate to different purposes and goals, within specific disciplinary, professional and civic communities. 3. Research and contribute to specific areas of inquiry by evaluating, synthesizing, and integrating strategies and sources appropriate to genre.Required Components This assignment is broken down into four major components: a well-researched, context-driven introduction, three body paragraphs that each evaluate an outside argument, an analysis paragraph that applies rhetorical principles, and a conclusion that allows you to contribute to the on-going debate.A rough visual outline will look like this:The following are guidelines for each component:Introduction:1). Lead and Context—your example—Open with a dramatic and consequential example of fake news and give the context into which this disinformation was delivered. 2). Definition –What is fake news? (According to . . . ) 3). Motives–Who makes it? Why? What are the motives? 4). Methods–How is it created and disseminated? How does it spread? What’s different now? 5). Consequences– What are some consequences (both in relation to your example and to society) 6). Your inquiry (based on the prompt), and how you will proceed—meta-discourseBody Paragraphs:1). Introduction: introduce author(s), introduce the article (or documentary), and state the claim2). Explain or give context to the claim3). Give quote to illustrate claim4). Explain or give context to quote5). State the evidence and strategies that support the claim6). Describe how the evidence and strategy work to support, or not, the claimAnalysis Paragraph: 1). Restate the purpose of your investigation and how you went about conducting it. 2). In a sentence or two each, restate the important parts of each authors’ claim. Add appropriate context. Consider linking these claims with rhetorical questions related to your investigation. 3). Compare and contrast your authors’ use of evidence and strategy. 4). Offer a critique where needed. Offer any new, outside information or insight you have learned. 5). Use this information to make a reasoned determination of whose responsibility it is to mitigate fake news (whether this is a practical solution, or not, can be reserved for your conclusion paragraph).Conclusion: In your Analysis paragraph, you determined who (the answer could be mixed) is responsible for mitigating fake news. Considering our social and political climate, forecast what challenges lay ahead, the outcomes of your (or your authors’) solutions, and ultimately what will happen going forward.