Category: Essay

Each application must submit an Academic Statement of Purpose (ASOP). The Academic Statement of Purpose is one of your primary opportunities to help the admissions committee understand my academic objectives and determine if I am a good match for the program I am applying to. My goal for this paper is to impress upon the admissions Committee that I have a solid background and experience in my area of interest and that I have the potential to be successful in graduate Study.
The ASOP is also a place, if necessary, where I can and should address any blemishes, gaps, or weaknesses in your academic record. It is best to turn negative in to positive by focusing on how to overcome obstacles, remain persistent in the pursuit of my goals, and showed resilience. Share what I learned from the particular experience, and how it led me to become a better person.

THE ASOP is one of the most important pieces of my graduate school application because it:

1. Gives the reviewers an understanding of my academic background and interests

2. Allows me to illustrate in my own words what sets me apart from other applicants

3. Helps them determine if I am a good match for there program to which I am applying

4. Shows my communication style and ability

5. Before I finished high school I earned my Eagle Scout Award. The Highest Award in Boy Scout

6. Before High School I Earned My Congressional Bronze Medal, Silver Medal, and Gold Medal Award in 4-H from The Highest Presidential Award given.

7. I am a Honor Veteran who Served in the United States Navy.

8. I am a United States Black Farmer and I have hands on comprehensive vertical from land to consumer’s.

9. My Statement of Purpose should explain my Academic interest and relation to professional goals

10. I graduated from Mississippi University for Women in Columbus, Mississippi. One of Mississippi best University.

11. If you need any more information please contact me at eve.priester@yahoo.com

12. I need help finding a great writer

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Answer the following questions:
(For each response, provide at least one example of evidence from the text)
1. Serena commits a crime in Chapter 31. What is it and what does it show about her desires/values? (204-205).
2. Explain why Offred is unhappy to see a picture of her daughter. Why is her reaction different from what many of us may have expected? (228). (Ch. 35).
3. In Chapter 41, Offred apologizes to her readers for her narrative. What is she apologizing for and why do you think this moment is important?
4. Define a particicution. What is the purpose of it? If handmaids are stripped of most rights, then why give them this kind of freedom? (278-280).

*Do not have to utilize the 2 full pages if not necessary*

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Choose any jazz video, or jazz TV program more than 1 hour long and do an analysis of the music.

—— General Points To Consider:

1. How different songs are related or contrast each other.

2. How two different songs project different characters or styles.

3. How different instruments are used, and what effect you think the composer or song is trying to achieve.

4. How musical features (listed below) and lyrics (when present) define the character, emotions, and style of a song.

5. We will study Blues, Ragtime, Early New Orleans Dixieland (1900-1920), Chicago Style Dixieland (1920s), Boogie-Woogie (1920s and 1930s), Swing (1932-1942), Bop (1940-1950), Cool (1949-1955), Hard Bop, Funky/Straight-ahead Jazz (circa 1954-), Third Stream, Jazz/Rock, Fusion, and Jazz in Technology. Which style does a particular song or band belong to? What characteristics place it in that category? (You may want to consult the text). Many bands today combine various styles. Does this apply to any of the songs or bands?

—— Specific musical features you should consider:

1. Form – What is the form of the piece? Binary (AB), Ternary (ABA), Theme and Variations (often used in Jazz), 32 bar song form (AABA)? Is there a recurring melody (or motive) and chorus section? Is the song sectional with alternating solos and full band?

2. Timbre (Instrumentation) – What types of instruments/voices are used? Are they acoustic or amplified? Is it a solo instrument/voice or a group of instruments/voices? What is the register (high-medium-low), and vocal timbre (smooth, rough, tranquil, agitated, angry,– consult your thesaurus) of the singer or singers. How does the timbre relate to style, and effect on the listener?

3. Meter/Tempo – Is there a steady beat or pulse? What is the meter? 2/4, 3/4, 4/4. What is the tempo? Slow-Fast? Does the meter or tempo remain the same throughout the song, or does it change?

4. Range and Register – Does the melody use a limited range (an octave or less), or a wide range (two or more octaves)? Which register (high – medium – low) is being used?

5. Melody – Are the melodies conjunct (move by scale step) or disjunct (consisting primarily of leaps and angular)? Do the melodies consist of short phrases or long phrases?

6. Tonality – Is the piece consonant or dissonant? Which mode is being used, major or minor? What instruments or voices are providing the harmony? Piano, guitar, back-up vocalists?

7. Texture -Is the music monophonic, homophonic, polyphonic or other? (melody & drone). Are there soloists? Who takes the solo? (drums, guitar, trumpet?) Does each person take his/her own solo or do they solo simultaneously? (collective improvisation).

8. Dynamics – Is the music loud (forte) or soft (piano)? Does it gradually become louder (crescendo) or softer (decrescendo)? Does it suddenly become louder or softer?

9. Lyrics – If present, what is the subject matter of the lyrics and how do they relate to the music and/or listener?

10. Style – how all of the above elements create a specific style of music, be it a style of jazz, pop, rock, or a fusion of different styles.

—– How do all of these elements combined, contribute to the effect on the listener? Which of these elements specifically contribute to the style or character of each song?

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The objective of Assignment 3 is to take and apply the ideas summarized above to a local, relevant, and very timely issue: the presence of Ethnic Studies content and approaches in general education (breadth) courses at UCR. This topic is timely because UCR is considering a revision of its general education curriculum, which has been largely unchanged for 40 years. This process has included discussion about what types of courses should be required, and why. As of writing, the Ethnic Studies requirement remains unchanged (the requirement will still be to take one Ethnic Studies course) but there have been discussions within the General Education Review Committee (see https://senate.ucr.edu/committee/?do=info&id=109Links to an external site.) about the extent to which racialization; social justice; liberatory pedagogies; and diversity, equity, and inclusion should be integrated into general education courses. Related to this are debates about the appropriate role of university education, such as the extent to which the curriculum should prioritize traditional academic areas or take a more critical approach, such as emphasizing how power structures affect what gets taught and how. For instance, the norm in most language courses is to teach or correct toward a particular standardized variety even if it is not what most students families speak. A common example of this is that most college-level Spanish classes in the United States teach Castellano (a dialect of Spanish associated with Spain) even though most U.S. college students who have Spanish as a heritage language come from families that use a different variety of Spanish. A traditional approach might emphasize Castellano, especially in academic contexts; a critical approach might question why a European variety is considered prestigious and focus instead on using dialects of Spanish from the Americas.

Drawing from Ethnic Studies concepts such as racialization, intersectionality, the idea that education should promote social justice, and a critique of how certain knowledges and experiences are highlighted or left out of education, you are asked to write 23 double-spaced pages in which you choose ONE specific general education (breadth) class you have taken or are currently taking, evaluate this course in terms of how it does or doesnt incorporate an Ethnic Studies approach, and make specific recommendations, with reasons, as to why its curriculum should remain as is or change.

You are expected to draw from and incorporate specific examples from course lectures, readings, and section discussions in Weeks 5, 6, and 7. These topics include raciolinguistics, language policy, language demographics and ideologies (who uses what languages, and how these patterns are viewed), the hidden curriculum, differential funding of schools, education for assimilation (explicit policies to promote assimilation of non-dominant populations, as with American Indian and Deaf boarding schools), immigration status, how race and racism are or are not addressed in education, and resistance and activism in educational contexts. Again, this assignment represents an opportunity to consider these issues with respect to one specific class you have taken or are taking for a breadth requirement at UCR. (These are courses with designations such as Humanities, English, Physical Sciences, or Foreign Language, where you choose from a list. You may use courses you took elsewhere and transferred to UCR, but if possible, please choose an actual UCR course.)

You may structure the essay as you wish, but here is a template to follow if it helps:

first paragraph: a clear statement and description of what class you are analyzing (name the class), when you took it, what breadth requirement(s) it counts for, and what discipline(s) (History, Psychology, Composition, Business, Chemistry, etc.) it draws from
second paragraph: a summary of the courses topics, teaching approach (lecture, discussion, self-study), modality (face-to-face/remote, synchronous/asynchronous), learning objectives, content (with readings, what backgrounds do the authors represent?), assignments, assessment (grading), etc.
the bulk of the essay: take the most important examples from the summary provided in the second paragraph and provide a detailed analysis of them using Ethnic Studies concepts. If you choose to analyze language in the class, for example, you might consider how students are instructed to use language (is grammar emphasized?) and how good writing, good speaking, and so on are framed. Be sure to incorporate ideas and examples from Weeks 5, 6, and 7.
final paragraph: a conclusion, with any general recommendations you want to make.
Assignment Rationale: The main purpose of this assignment, as with the previous assignment, is to create a formal opportunity, and to award you credit, for honing your skills in applying Ethnic Studies concepts to real situations in this case, to UCR curriculum.

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using the short story cat person and the novel the nickel boys

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Homeostasis is an important requirement for the normal functioning of the body and, ultimately, the organism. Review the content from the unit regarding homeostasis and discuss the following:

In your own words, describe homeostasis.
Discuss the importance of homeostasis.
Give an example of a physiological process in the body regulated or controlled by a homeostatic mechanism. Describe this physiological process.
Please be sure to validate your opinions and ideas with citations and references in APA format.

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For this assignment, you will answer the following questions. Ensure your answers are written clearly and use precise and
accurate historical examples to defend all of your opinions and arguments. Adhere to APA Style when creating citations and
references for this assignment. APA formatting, however, is not necessary. Your responses should fully answer each
question, and your assignment should be at least two page in length.

1. How do the Minoans and Mycenaeans compare to the Egyptians and Mesopotamians of the Bronze Age? Why do you
think there are similarities and/or differences?

2. How influential do you think the Sea Peoples were in the 12th century collapse? What were some other factors that
influenced it? What do you think the right combination of factors was that caused all of the civilizations to collapse at
the same time?

3. What were some of the new styles of government, religion, social structure and culture of the early Iron Age
societies? How do these compare to the Bronze Age societies? Why do you think these changes came about?

4. The Iron Age also coincided with the emergence of monotheistic religions (Judaism, Zoroastrianism). How do youthink these new religions influenced the development of new social structures, governments and cultures? What is
the role and importance of religion in society?

5. What influenced the development of the Iron Age empires? Did the Persians continue the empires of the Neo-Assyrians and Medes or develop something entirely new? Why? What did these Iron Age empires value and what can
we learn from them?

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select one element of that content that they can relate to in their daily practice as a paramedic and write a critical
analysis/reflection paper discussing that element.
Examples of this might include:
reflecting on the extent to which paramedics currently
assess their patients,
the role of technology in patient assessment,
patients health care and social needs; or
the extent to which a given assessment procedure is, can
or should be used in the out of hospital setting.
All aspects of your clinical analysis/reflection must be supported
by current published literature.

At least 5 primary references to be used.

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For this assignment, I’ve attached my previous paper as a guide and would need to add these additional parts to explain each stakeholder’s salience as well as answering the questions listed below.

Stakeholder analysis: In general, make sure that your description of each stakeholder speaks directly to their interest with respect to the proposed strategy and to their relative salience. Make it clear to the reader in each case whether the stakeholder is in favor of your strategy, against it, or somewhere in betweenand explain your reasoning. Similarly, be explicit about how each stakeholder could use the power ( voting power, economic power, political power, legal power, and informational power.) they have in this situation, and what your overall assessment is of their salience relative to the other stakeholder groups in your analysis.
– Stakeholder analysis: How expensive would it have been for Amazon to have implemented this strategy earlier, and who would have paid these costs? Customers? Investors? Employees?
– Stakeholder map: Is it true that so many stakeholders share the exact same opinion of the strategy? Seems unlikely.
-Conclusion: How well is Amazon responding to the crisis described? What additional recommendation might you now make for its management team?

article link: https://www.wsj.com/articles/new-york-state-sues-amazon-over-worker-treatment-during-covid-19-pandemic-11613535922?st=8oncttiz8n59ki3&reflink=desktopwebshare_permalink

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Write a 1200-1500 word paper in APA format.

This paper should:

Be approximately 5-6 pages long, double-spaced
Include a title and reference page not included in the page count
Exclude sources older than 5 years
Should include sources from the required readings and/or scholarly sources found from Herzings library. Your textbook may be used as one source.
Include an introductory paragraph and a conclusion
The paper should include:

Introduction to the topic.
Identify the benefits of working in a diverse healthcare organization. Include the benefits to patient care.
Identify the barriers to developing a diverse organization.
Apply your dominant leadership style and address the identified barriers to assist your organization in becoming more diverse. This leadership style may be the one you discussed in Week 1 or maybe one found in Chapter 8 of the textbook.
Lastly, identify how a diverse organization assists in creating a competitive advantage within the healthcare environment.
Conclusion – should not bring any new ideas to the paper.
Resource(s)
Hitt, M.A., Colella, A., & Miller, C. (2018). Organizational behavior. (5th ed.). Wiley. ISBN: 978-1119441304.

Chapters 2 & 8
Rubric
NU530 Unit 2 Assignment Leadership in Diverse Organizations
NU530 Unit 2 Assignment Leadership in Diverse Organizations
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeTopic
NU530-CO1
10 pts
Level 5
Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic.
9 pts
Level 4
Identifies a creative, focused, and manageable topic that addresses important and notable aspects of the topic.
8 pts
Level 3
Identifies a focused and manageable/doable topic that appropriately addresses relevant aspects of the topic.
7 pts
Level 2
Identifies a topic that while manageable/doable, is too narrowly focused and leaves out relevant aspects of the topic.
6 pts
Level 1
Identifies a topic that is far too general and wide-ranging as to be manageable and doable.
0 pts
Level 0
Does not clearly identify a topic that is relative to the assignment.
10 pts
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views
NU530-CO1; PRICE-C
20 pts
Level 5
Synthesizes in-depth information from relevant sources representing various points of view/approaches.
18 pts
Level 4
Examines in-depth information from relevant sources representing various points of view/approaches.
16 pts
Level 3
Explains in-depth information from relevant sources representing various points of view/approaches.
14 pts
Level 2
Relates information from relevant sources representing limited points of view/approaches.
12 pts
Level 1
Relates information from irrelevant sources representing limited points of view/ approaches.
0 pts
Level 0
Information is irrelevant to the topic. No clear point of view/approaches.
20 pts
This criterion is linked to a Learning OutcomeDesign Process
NU530-CO1; PRICE-P
20 pts
Level 5
All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant sub-disciplines.
18 pts
Level 4
Most critical elements of the methodology or theoretical framework are appropriately developed. Appropriate methodology or theoretical frameworks may be analyzed from across disciplines or from relevant sub-disciplines.
16 pts
Level 3
Some critical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for.
14 pts
Level 2
Critical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused.
12 pts
Level 1
Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework.
0 pts
Level 0
The design of the paper is not based upon a clear methodology or framework.
20 pts
This criterion is linked to a Learning OutcomeAnalysis
NU530-CO1; PRICE-I
25 pts
Level 5
Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.
23 pts
Level 4
Organizes and analyzes evidence to reveal insightful patterns, differences, or similarities related to focus.
20 pts
Level 3
Organizes evidence to reveal important patterns, differences, or similarities related to focus.
18 pts
Level 2
Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.
15 pts
Level 1
Describes evidence, but it is not organized and/or is unrelated to focus.
0 pts
Level 0
Lists evidence, but it is not organized and/or is unrelated to focus.
25 pts
This criterion is linked to a Learning OutcomeConclusion
NU530-CO1; PRICE-I
10 pts
Level 5
States a conclusion that is a logical extrapolation from the inquiry findings.
9 pts
Level 4
States a conclusion that is a logical interpretation of the inquiry findings.
8 pts
Level 3
States a conclusion focused solely on the inqui

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