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Guide to exam questions on the Unit1 of Edexcel AS (up to 2008)
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Running head: FINANCIAL PROBLEM FINANCIAL PROBLEM 3 Financial Problem Eric Hunt HUM/115 MAURICE NELSON May 24, 2016 Financial Problem 1. Define the financial problem It is imperative to understand the financial problem fully before jumping into a solution. Some financial problems like thinking about what to eat for breakfast, whether to take a train or drive to work and what to wear to work appear to be so simple. Moreover, the solutions to such kind of financial problems appear to have less impact on our life. If a person is facing a financial problem, he or she can apply the kipling method to define the financial problems. According to the kipling method of defining the financial problem, the problem statement of the problem should be clear. The problem state can be clear only if the six components of the kipling method. The six components include: “What is the problem?”, “Why is fixing the problem critical?”, “When did the problem arise?”, “How did the problem happen?” “Where is the problem occurring?”, “Who will the problem affect?”. 2. Develop an alternative solution to the financial problem One of the common barriers to solving a financial problem is the relying on the previous experiences that appear to be similar to our current financial state. Perhaps, we are the creators of our poor financial habits and sometimes our decisions and activities are true reflections of our history and stereotypes. Therefore, it is imperative to learn the techniques of developing multiple alternative solutions to our financial problems. During the stage of developing the multiple solutions, the main objective is to create many solutions without considering their practicality or effectiveness. Some of the useful techniques that can be used to develop the alternative solution from the multiple possible solutions that were created include analogies, means-ends analysis, brainstorming, and divide and conquer. 3. Selection of the optimum solution to the financial problem By selecting the optimum solution to the financial problem, it implies that the solutions that appear to be ineffective will be obviously eliminated. Before elimination, it is appropriate to develop the method for evaluation. Many factors are considered during the evaluation process. Such factors include efficacy, practicality, timelessness, expense, manageability, and risk. 4. After selecting the optimum solution to the financial problem, it is appropriate to implement the solution. Once the best solution to the financial problem has been selected, it is high time to start taking action. For example, if a person decided to live on cash for a given period then it is high time to implement that approach. Apart from implementing the solution, it is prudent to recognize that some obstacles or problems might arise from the solution. Therefore, it will be ...
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WR 39C ARGUMENT & RESEARCH: FOREIGN POLICY THROUGH THE DOMESTIC LENS _______________________________________ The Advocacy Project: A Multi-modal Composition Like the HCP Project, the main assignment here is a multi-modal composition that uses various rhetorical positions and different types of evidence to make arguments. This one, however, is a bit different from the first in that over the course of these next few weeks, as you research and evaluate various sources, and as you draft, craft and organize your thoughts and evidence, you will at some point have to make a decision to become an advocate for solutions to your central problem in at least one of the following three ways: 1) you might advocate for one or more specific solutions to the significant and current political/social/cultural problem that sits at the center of your focus; 2) you might locate the next steps to potentially solving your project’s central problem; or, 3) you might argue for why the current solutions do not work and leave your readers with questions about possible next steps. In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks of diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward. When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in such ways, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing even if it is as rigorous in its presentation of evidence. This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocate—one who uses academic research and methods to deliver persuasive arguments convincingly to a public of one’s peers. Academic writers in many disciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways – call them counter arguments – in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them. In the realm of public advocacy, argume ...
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Rhetorical Analysis RhetoricUsed in advertising, politics, writing, and any other situation where you are attempting to persuade an audience. Rhetoric is the art of argumentation – the use of language (or other means) to persuade an audience.Knowledge of how to use rhetoric in your work will make your essays more effective. Rhetorical Situation Audience/Reader Text/Message Text Reader Author Context Author/Communicator Rhetorical Situation Text/Message = the work being read Reader/Audience = for whom the message is intended Author/Communicator = writer of the piece Context = various factors of the argument (time, place, motivation, etc) that could influence either the reader or the author Text/MessageNearly anything can be a “text” – clothing, attitudes, expressions, etc. all convey a “message” to a reader.The form the message takes can make a difference:Print ads versus television commercialsInfomercials versus regular commercialsSound versus no soundEtc. Reader/AudienceA “reader” is only the intended recipient of the message; a reader is actually interpreting the message, regardless of what form it takes.Clearly identifying an audience makes a difference in what persuasive tactics and information are used in an argument. Author/CommunicatorCredibility is a concern – does the author have the credentials to back up what is being said?Can also be affected by the support used for the argument (resources).Should attempt to show a lack of bias in how the argument is presented (though a clear stance still must be taken). Context Context is composed of the situational elements which affect an argument Includes things like:Constraints (limiting factors for the argument)Exigence (motivational factors for the argument)Kairos (time and place for the argument) All of these elements can overlap! ConstraintsConstraints are limiting factors that affect an audience’s responses, as well as the author’s manner of presentation.Audience demographics can play a role – sex education, for instance, is taught differently depending on the age of the students, as well as the sex of those students.Other constraints can include:The means by which the message is conveyed (TV vs. print)Various rules (social, legal, etc) that the audience and/or author must followTime and/or length restrictions ExigenceExigence refers to the motivation behind the argument (both internal and external)Purpose – Why does the audience need to hear the message? What is the problem or issue that is being addressed and what makes it important right now?The situation surrounding the argument can affect the motivation for the argument as well as impose new constraints (where the argument takes place, etc). KairosKairos is generally used to refer to the time and place for the argumentThe situational factors involved may also be part of the argument’s constraints or exigenceFor example, writing an article for a magazine involves attention to the time and place (kai ...
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1 Unit II Lesson 2: Finding Reliable Sources Introduction When gathering research for your paper, you want to be sure that you are collecting only the most academically valid and most relevant research about your topic. Sometimes, what is acceptable in a public sphere is not acceptable in an academic sphere, so you want to be certain that when you put your time and energy into reading, annotating, and using a source, it is the best choice for the type of genre that you are writing in—the academic argumentative research paper. In EH 1010 and in previous lessons, we have discussed the ways in which different spheres of knowledge have different expectations about what makes for a reliable source. However, now that we are firmly rooted in the academic sphere, we need to think about audience and have audience awareness as a result. Choosing Argument Over Opinion Sources that you collect should make arguments based upon supporting evidence. Opinions have their place, but not in argumentative writing, such as the kind you will do in academic writing situations. Opinion: An opinion is a belief or judgment that rests on grounds insufficient to produce complete certainty. People can have opinions about situations—social, political, economic, etc.—without having all the facts or without weighing all the facts because an opinion can be based upon someone’s personal view, attitude, or appraisal. EXAMPLE 1:Peanut butter is the best food. Obviously, in this example, we can see that there are faults in the statement. After all, food preferences are highly subjective. Even if you were able to find a food expert who was willing to state that peanut butter is the best food, it would still not be sufficient evidence upon which to base an argument. EXAMPLE 2: NASA’s Space Shuttle program was a waste of taxpayer dollars. In this second example, you can see that there is potential for an argument here. It is not always clear what is an opinion and what is an argument. The main thing to remember is that an opinion does not have backing, but an argument does. So if we were to take the statement above and add support to it, then it could become an argument because it would then have a correlation between the evidence being presented and the statement itself. EXAMPLE 3 (revision):NASA’s Space Shuttle program was an unreasonable use of taxpayer dollars, with the final 22 flights averaging a cost of around $1.0 billion each (Pinchefsky, 2012). As you can see here, the above example is an argument because it supplies evidence to support its claims. Argument: An argument can be a statement, reason, or fact for or against a point. Typically, an argument is intended to convince or persuade an audience to adopt the writer’s argument. In both of the examples below, the writer makes an assumption about what the evidence means and asserts a claim as a result. EXAMPLE 1:Peanut butter is an excellent source of protein, with eight grams per two tablespoons. ...
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Bowie State University Department of English and Modern Languages English 101 Fall 2016 ESSAY #4—PERSUASION/ARGUMENT Essay 4 is a persuasive essay. Your goal is to present a convincing argument on one of the prescribed topics by using outside sources to support your argument. You MUSTuse the movie, Crash, as your major source. Genre/Medium: Persuasive/Argumentative Essay—Typed Purpose: Unlike an editorial, the persuasive essay is not merely your personal opinion about a topic, but an argument that provides scholarly evidence of research (i.e. various sources, interviews, quotes, and sufficient statistical data) to support your position. Because of the length and complexity of this project, it is essential that you choose a topic that you really care about, one that you truly want to learn more about, and one that you will be interested in writing about. Format: Your seven-to-nine paragraph essay must contain a concrete closed thesis statement at the end of the first paragraph. In addition to your introduction, three supporting paragraphs and conclusion, your essay will also contain a paragraph of opposition and a paragraph of refutation. You will use MLA documentation to write your paper and we will consult with each other about your topic before the final draft is written. Audience: This essay will target a scholarly audience. Therefore, your language and style should meet the intellectual needs of individuals who read on a collegiate level. As you think about your audience, write to pique the interest of your audience by considering what your readers already know and what they need to know. Stance: For this essay, it is imperative that you take a stance and present ideas that convey your stance throughout your essay. Never contradict your thesis. Requirements: Although your final requirement for this project is a completed essay, you will carry out the steps for writing a research paper by participating in four separate graded activities that lead up to your final essay. Before you submit your final essay you will complete the following: 1. The Research Proposal /Thesis Statement Defense (Unit Quiz #4) 2. An Annotated Bibliography (Unit Quiz #5) 3. A Peer Review 4. Final Essay Getting Started Before choosing your topic you should consider what you want to write about. Once you have chosen your topic, you should decide where you stand on the issue. Next, you want to develop your position with evidence—research—that will validate your point. You will need to use at least 3 sources of support for your essay. Finally, you will present your argument in a way that convinces the reader that your perspective is a valid one. Remember, this essay, like the others you have written, should have a specific, detailed, three-point thesis statement. Dos and Don'ts · Don’t deviate from the topic. · Don’t debate the obvious; go beyond the surface. · Don’t rely strictly on your feeling ...
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HIS-FP1100 HIS-FP1100Evaluating Historical Sources Worksheet Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences. Sample formatted citation: DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40 Citation for Source 1: What type of source is this (primary or secondary)? When was it written? Why was it written? What is the main idea or takeaway? Was the writer present at the time of the events he or she was writing about? Does the writer seem neutral? Why/why not? What are some of the key facts presented? Explain why this source is credible. Citation for Source 2: 1. What type of source is this (primary or secondary)? When was it written? Why was it written? What is the main idea or takeaway? Was the writer present at the time of the events he or she was writing about? Does the writer seem neutral? Why/why not? What are some of the key facts presented? Explain why this source is credible. Citation for Source 3: 1. What type of source is this (primary or secondary)? When was it written? Why was it written? What is the main idea or takeaway? Was the writer present at the time of the events he or she was writing about? Does the writer seem neutral? Why/why not? What are some of the key facts presented? Explain why this source is credible. Citation for Source #4: 1. What type of source is this (primary or secondary)? When was it written? Why was it written? What is the main idea or takeaway? Was the writer present at the time of the events he or she was writing about? Does the writer seem neutral? Why/why not? What are some of the key facts presented? Explain why this source is credible. 1 2 HIS-FP1100 HIS-FP1100Evaluating Historical Sources Worksheet Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences. Sample formatted citation: DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40 Citation for Source 1: What type of source is this (primary or secondary)? When was it written? Why was it written? What is the main idea or takeaway? Was the writer ...
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AP Language Mrs. Mathew Unit 3: Synthesis Project You will be creating an AP Exam Synthesis Question. The Synthesis Question gives you several sources and asks you to combine (synthesize) them with your own thoughts to create a cohesive essay. This is the same goal as a research paper. Your question (prompt) and sources should be formatted, labeled, and presented as on the AP Lang Exam. This will be modeled after the ones in the sample packets you were given. Source Requirements: · 8 sources · No sources older than 10 years · At least two sources published within the last two years (2020, 2021, 2022) · Provide 1-2 sources that are images (political cartoons, graphs, charts, etc.) · Sources should demonstrate a range of positions and approaches to the topic. Your goal is to figure out what 2-3 of the main “sides” are in the debate around the issue and represent those sides fairly. Research Resources: · Use this link to access academic databases through CPS and Lane. Example topics: · Security vs Privacy: Personal Rights · Standardized Education Movement · Parenting Styles of the 21st Century · Why Movements Matter: Voices of the People · Technology’s Impact on American Families Project Requirements: Include, neatly formatted in one document · Prompt page with directions, introduction, and assignment · 6 sources · MLA citation of each source · 3 potential thesis statements for this essay a. One that is open b. One that is closed c. One that is a counter argument thesis. · Choose one thesis statement, and create an outline of a response to ensure that others can synthesize these sources. The most effective Synthesis Prompts give the test-takers a wide variety of sources to consider. These sources are of various types, lengths, and opinions. This diversity allows each test-taker to choose their own individual approach to the assignment while providing them with the tools to adequately synthesize into their paper. You are going to choose EIGHT sources specific to your assigned topic. This will ensure that your group will be providing sources that show the complexity of the issue. Therefore, when choosing your sources, keep several guidelines in mind: 1. Choose sources that cover a variety of viewpoints on your assigned topic, making sure to keep the sides evenly represented. 2. Choose sources from a wide variety of locations and formats. Use the list below as guidance; it is certainly not all-inclusive. Requirements are in CAPITAL letters. Beyond those required types, you may choose the rest of your sources at your discretion. **ACADEMIC JOURNAL National Newspaper (online or print editions) Data Online Article (NO WIKIPEDIA) **EDITORIAL Poll Results ** NEWS WEBSITE Popular Culture Magazine **IMAGE (graphs, charts, cartoons, photos) Primary Book Source Essay by an expert Private Web Page or Blog post Field-Specific Magazine article Published letter from individual Government Publicat.
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AP LanguageMrs. MathewUnit 3 Synthesis ProjectYou will .docx
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Module 7 Discussion Board Algebra 1. What does it mean when something grows or decays exponentially? How is that different then rising or falling linearly? 2. Give an example of a real life application of exponential growth or decay. Include the link to a website to show this. Please answer as two different posts. You need three posts for full credit. When you reply to others in the class, your replies should contain original thought and/or a follow up question. Classical Argument Persuasion and ArgumentPersuasion is the process of drawing conclusions and getting others to accept them and act upon them.Argumentation is the process of drawing conclusions after looking at both sides of an issue and getting others to accept one side based upon logic and careful exploration of facts. Rhetoric and AudienceRhetoric is the “art of speaking or writing effectively”It is a set of skills used in college and in the business world Effective communication is an important skill in the work forceEffective communication gets our point across without embarrassment for ourselves or others. Effective communication understands what the audience does and does not know about the topic. Aristotle’s Appeals: Ethos, Logos, and PathosAristotle was a student of Plato. Later, he was a teacher for Alexander the Great. He identified three appeals that can be used to persuade others. Ethos=ethics. Logos=logic. Pathos=emotion Ethos=Ethics, CredibilityAs a writer, you will establish your credibility through careful research. Articles from experts in the field of study will help you build your ethos in the paper. An advertisement using ethos would be a McDonald’s commercial stating the number of years in business (hence they know how to make a decent hamburger). A car dealership might also state how long they have been at the same location. Or, the dealership might make sure you know“ 2013 Time Dealer of the year award nominee for being among the nation’s most successful auto dealers who also demonstrate a long-standing commitment to community service” (Fuson Automotive). Logos=LogicWhen using logos in an argument, we provide facts, statistics, evidence, and reason. An automobile commercial stating the vehicle gets x mpg is proving a logos appeal. When gas prices climb, auto makers want to highlight how many miles per gallon the car can travel. Therefore, a car advertised as getting 40 mpg would appeal to a consumer who travels a distance of 40 miles to and from work. If the reader finds the evidence given “logical” it will appeal to the reader. Pathos=EmotionA pathos appeal will tap into human emotions. Some commercials are deliberately funny and are geared to draw us to the restaurant or product being advertised. From about mid-January until February 14, TV ads focus on how we should tell our “significant” other “I love you.” Commercials such as the “Sandals Resort” plays to adults who want a romantic get-away. We are frequently told ...
Module 7 Discussion Board Algebra1. What does it mean when s.docx
Module 7 Discussion Board Algebra1. What does it mean when s.docx
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Running head: FINANCIAL PROBLEM FINANCIAL PROBLEM 3 Financial Problem Eric Hunt HUM/115 MAURICE NELSON May 24, 2016 Financial Problem 1. Define the financial problem It is imperative to understand the financial problem fully before jumping into a solution. Some financial problems like thinking about what to eat for breakfast, whether to take a train or drive to work and what to wear to work appear to be so simple. Moreover, the solutions to such kind of financial problems appear to have less impact on our life. If a person is facing a financial problem, he or she can apply the kipling method to define the financial problems. According to the kipling method of defining the financial problem, the problem statement of the problem should be clear. The problem state can be clear only if the six components of the kipling method. The six components include: “What is the problem?”, “Why is fixing the problem critical?”, “When did the problem arise?”, “How did the problem happen?” “Where is the problem occurring?”, “Who will the problem affect?”. 2. Develop an alternative solution to the financial problem One of the common barriers to solving a financial problem is the relying on the previous experiences that appear to be similar to our current financial state. Perhaps, we are the creators of our poor financial habits and sometimes our decisions and activities are true reflections of our history and stereotypes. Therefore, it is imperative to learn the techniques of developing multiple alternative solutions to our financial problems. During the stage of developing the multiple solutions, the main objective is to create many solutions without considering their practicality or effectiveness. Some of the useful techniques that can be used to develop the alternative solution from the multiple possible solutions that were created include analogies, means-ends analysis, brainstorming, and divide and conquer. 3. Selection of the optimum solution to the financial problem By selecting the optimum solution to the financial problem, it implies that the solutions that appear to be ineffective will be obviously eliminated. Before elimination, it is appropriate to develop the method for evaluation. Many factors are considered during the evaluation process. Such factors include efficacy, practicality, timelessness, expense, manageability, and risk. 4. After selecting the optimum solution to the financial problem, it is appropriate to implement the solution. Once the best solution to the financial problem has been selected, it is high time to start taking action. For example, if a person decided to live on cash for a given period then it is high time to implement that approach. Apart from implementing the solution, it is prudent to recognize that some obstacles or problems might arise from the solution. Therefore, it will be ...
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WR 39C ARGUMENT & RESEARCH: FOREIGN POLICY THROUGH THE DOMESTIC LENS _______________________________________ The Advocacy Project: A Multi-modal Composition Like the HCP Project, the main assignment here is a multi-modal composition that uses various rhetorical positions and different types of evidence to make arguments. This one, however, is a bit different from the first in that over the course of these next few weeks, as you research and evaluate various sources, and as you draft, craft and organize your thoughts and evidence, you will at some point have to make a decision to become an advocate for solutions to your central problem in at least one of the following three ways: 1) you might advocate for one or more specific solutions to the significant and current political/social/cultural problem that sits at the center of your focus; 2) you might locate the next steps to potentially solving your project’s central problem; or, 3) you might argue for why the current solutions do not work and leave your readers with questions about possible next steps. In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks of diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward. When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in such ways, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing even if it is as rigorous in its presentation of evidence. This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocate—one who uses academic research and methods to deliver persuasive arguments convincingly to a public of one’s peers. Academic writers in many disciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways – call them counter arguments – in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them. In the realm of public advocacy, argume ...
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Rhetorical Analysis RhetoricUsed in advertising, politics, writing, and any other situation where you are attempting to persuade an audience. Rhetoric is the art of argumentation – the use of language (or other means) to persuade an audience.Knowledge of how to use rhetoric in your work will make your essays more effective. Rhetorical Situation Audience/Reader Text/Message Text Reader Author Context Author/Communicator Rhetorical Situation Text/Message = the work being read Reader/Audience = for whom the message is intended Author/Communicator = writer of the piece Context = various factors of the argument (time, place, motivation, etc) that could influence either the reader or the author Text/MessageNearly anything can be a “text” – clothing, attitudes, expressions, etc. all convey a “message” to a reader.The form the message takes can make a difference:Print ads versus television commercialsInfomercials versus regular commercialsSound versus no soundEtc. Reader/AudienceA “reader” is only the intended recipient of the message; a reader is actually interpreting the message, regardless of what form it takes.Clearly identifying an audience makes a difference in what persuasive tactics and information are used in an argument. Author/CommunicatorCredibility is a concern – does the author have the credentials to back up what is being said?Can also be affected by the support used for the argument (resources).Should attempt to show a lack of bias in how the argument is presented (though a clear stance still must be taken). Context Context is composed of the situational elements which affect an argument Includes things like:Constraints (limiting factors for the argument)Exigence (motivational factors for the argument)Kairos (time and place for the argument) All of these elements can overlap! ConstraintsConstraints are limiting factors that affect an audience’s responses, as well as the author’s manner of presentation.Audience demographics can play a role – sex education, for instance, is taught differently depending on the age of the students, as well as the sex of those students.Other constraints can include:The means by which the message is conveyed (TV vs. print)Various rules (social, legal, etc) that the audience and/or author must followTime and/or length restrictions ExigenceExigence refers to the motivation behind the argument (both internal and external)Purpose – Why does the audience need to hear the message? What is the problem or issue that is being addressed and what makes it important right now?The situation surrounding the argument can affect the motivation for the argument as well as impose new constraints (where the argument takes place, etc). KairosKairos is generally used to refer to the time and place for the argumentThe situational factors involved may also be part of the argument’s constraints or exigenceFor example, writing an article for a magazine involves attention to the time and place (kai ...
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Each response is to be in APA format (minus a cover-page and abstract), be 750 words maximum in length no less, have in-text citations from peer reviews and cite what page and paragraph where source is found with a corresponding reference page, and include biblical in-text support to support your Christian world view. PLEASE MAKE SURE YOU INCLUDE A TITLE PAGE, ABSTRACT, AND REFERENCES!No Late Work! DUE: by February 25, 2021 Thursday by 11:59 a.m READ: CH. 17, 21-22 (Sherman & Jacobs). 4 QUESTIONS GRADING RUBRIC Make sure to include peer-reviewed articles in text citations, along with biblical context. NO MORE THAN 750 WORDS! KEEP IN MIND: The title page, abstract is no less than 150 words, keywords, and references. The 750 words does not include the title page, abstract, keywords or references, these are not part of the 750 words. The 750 words are the body not title page, abstract, keywords or references. 4 QUESTIONS: 1. What is the role of federalism in framing youth issues? 2. What are the Juvenile Detention Alternatives Initiative's five objectives for reform in the juvenile justice system? 3. What is important to consider when using a data-driven approach to decision making? 4. How can fragmentation and tunneling be overcome? 1 MSN5550 Health Promotion: Prevention of Disease Case Study Rubric Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total Ideas, Arguments, & Analysis 0-30 points 35-39 points 40-44 points 45-50 points /50 Ideas expressed lack an understanding of the case study. Comments are irrelevant, off-topic, and/or confusing to follow. Viewpoint, if given, is not supported with evidence or examples. Ideas expressed in case study show a minimal understanding of the topic. Comments are general in nature and/or occasionally may not be relevant. Rehashes or summarizes ideas with limited analysis, original thought, and/or supported viewpoints. Ideas expressed in case study are mostly substantive and relevant to topic; some original thought. Demonstrates logical thinking, reasoning, and/or analysis for most part. Viewpoint is supported with evidence and/or examples. Ideas expressed in case study include original thought, substantial depth, and are relevant to topic. Responses show strong logical thinking, reasoning, and analysis with evidence and examples. Construction of new meaning and insights are evident. Connection to Course Materials 0-13 points 14-15 points 16-17 points 18-20 points /20 No connections are made to readings or other course materials (lectures, media, resources, etc.), and/or if made, are not clearly stated and are largely personal opinions. Minimal direct connections are made to readings and/or other course materials (lectures, media, resources, etc.). Connections are largely inferred and somewhat unclear at times. Some direct connections are made to readings and/or other course materials (lectures, ...
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1 Unit II Lesson 2: Finding Reliable Sources Introduction When gathering research for your paper, you want to be sure that you are collecting only the most academically valid and most relevant research about your topic. Sometimes, what is acceptable in a public sphere is not acceptable in an academic sphere, so you want to be certain that when you put your time and energy into reading, annotating, and using a source, it is the best choice for the type of genre that you are writing in—the academic argumentative research paper. In EH 1010 and in previous lessons, we have discussed the ways in which different spheres of knowledge have different expectations about what makes for a reliable source. However, now that we are firmly rooted in the academic sphere, we need to think about audience and have audience awareness as a result. Choosing Argument Over Opinion Sources that you collect should make arguments based upon supporting evidence. Opinions have their place, but not in argumentative writing, such as the kind you will do in academic writing situations. Opinion: An opinion is a belief or judgment that rests on grounds insufficient to produce complete certainty. People can have opinions about situations—social, political, economic, etc.—without having all the facts or without weighing all the facts because an opinion can be based upon someone’s personal view, attitude, or appraisal. EXAMPLE 1:Peanut butter is the best food. Obviously, in this example, we can see that there are faults in the statement. After all, food preferences are highly subjective. Even if you were able to find a food expert who was willing to state that peanut butter is the best food, it would still not be sufficient evidence upon which to base an argument. EXAMPLE 2: NASA’s Space Shuttle program was a waste of taxpayer dollars. In this second example, you can see that there is potential for an argument here. It is not always clear what is an opinion and what is an argument. The main thing to remember is that an opinion does not have backing, but an argument does. So if we were to take the statement above and add support to it, then it could become an argument because it would then have a correlation between the evidence being presented and the statement itself. EXAMPLE 3 (revision):NASA’s Space Shuttle program was an unreasonable use of taxpayer dollars, with the final 22 flights averaging a cost of around $1.0 billion each (Pinchefsky, 2012). As you can see here, the above example is an argument because it supplies evidence to support its claims. Argument: An argument can be a statement, reason, or fact for or against a point. Typically, an argument is intended to convince or persuade an audience to adopt the writer’s argument. In both of the examples below, the writer makes an assumption about what the evidence means and asserts a claim as a result. EXAMPLE 1:Peanut butter is an excellent source of protein, with eight grams per two tablespoons. ...
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Discussion Instructions: · Due 1/14 · Please make sure ALL questions are answered · Minimum of 2 scholarly sources cited for EACH discussion unless stated in the initial post instructions. Please include a link to EACH scholarly source(s) in your references. · APA format for in-text citations and list of references Discussion 2: Context, Meaning, and Value Initial Post Instructions Select one of the following options to research for this discussion: · Option 1: Google <California Washington mural>. You will find numerous reports concerning a California school district that voted to paint over a mural in the high school. The Life of Washington was painted by Depression-era artist Victor Arnautoff. · Option 2: Google <Indiana University Thomas Hart Benton mural>. You will find numerous articles on the controversy surround a panel from Benton's A Social History of Indiana (1933) murals. · Option 3: Conduct research on a mural or statue or monument in your town that is the subject of controversy. Before you read the news articles, try to look at the artworks through an image search in Google. Then, read the news articles to see the different viewpoints about the murals. For the initial post, address at least four (4) of the following questions for the option you selected: · What do you think should be done with the artwork (e.g., painted over, covered, destroyed, left as is in plain view, etc.)? Why? · Should the context in which the artwork was created (the Great Depression of the 1930s in the case of the Benton and Arnautoff murals) have an impact on the decision of what to do with the artwork? · Should the context in which people now view the artwork have an impact on the decision of what to do with it? · What message do you think the artwork conveys? · Do you think there is ambiguity in the message? · Do you think the message is vague? · Does the artistic value of the artwork require that it be saved regardless of message? · Does the historic value of the artwork require that it be saved regardless of message? · Do you think the message of the artwork is sufficiently important that the message alone requires that it be saved? · Do you think the artists were biased or prejudiced? If yes, explain specifics about the artwork that support your opinion. Do you think viewers might be bringing bias or prejudice to their opinions? Are you? Discussion 3: Evaluating Sources Introduction "Everyone is entitled to their own opinions – but not their own facts." (Daniel Patrick Moynihan, cited in Vanity Fair, 2010, para. 2) We form opinions – and make our judgments – based on facts we observe and values we hold. Our judgments are also influenced by the opinions of others. In the section "An Expert on Hate in America" in Chapter 6, one of the authors, Dr. Peter Facione, renders an opinion on a non-profit civil rights organization: Southern Poverty Law Center (SPLC). Dr. Facione is a leading advocate and one of the most influential voices in the field of cr ...
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Bowie State University Department of English and Modern Languages English 101 Fall 2016 ESSAY #4—PERSUASION/ARGUMENT Essay 4 is a persuasive essay. Your goal is to present a convincing argument on one of the prescribed topics by using outside sources to support your argument. You MUSTuse the movie, Crash, as your major source. Genre/Medium: Persuasive/Argumentative Essay—Typed Purpose: Unlike an editorial, the persuasive essay is not merely your personal opinion about a topic, but an argument that provides scholarly evidence of research (i.e. various sources, interviews, quotes, and sufficient statistical data) to support your position. Because of the length and complexity of this project, it is essential that you choose a topic that you really care about, one that you truly want to learn more about, and one that you will be interested in writing about. Format: Your seven-to-nine paragraph essay must contain a concrete closed thesis statement at the end of the first paragraph. In addition to your introduction, three supporting paragraphs and conclusion, your essay will also contain a paragraph of opposition and a paragraph of refutation. You will use MLA documentation to write your paper and we will consult with each other about your topic before the final draft is written. Audience: This essay will target a scholarly audience. Therefore, your language and style should meet the intellectual needs of individuals who read on a collegiate level. As you think about your audience, write to pique the interest of your audience by considering what your readers already know and what they need to know. Stance: For this essay, it is imperative that you take a stance and present ideas that convey your stance throughout your essay. Never contradict your thesis. Requirements: Although your final requirement for this project is a completed essay, you will carry out the steps for writing a research paper by participating in four separate graded activities that lead up to your final essay. Before you submit your final essay you will complete the following: 1. The Research Proposal /Thesis Statement Defense (Unit Quiz #4) 2. An Annotated Bibliography (Unit Quiz #5) 3. A Peer Review 4. Final Essay Getting Started Before choosing your topic you should consider what you want to write about. Once you have chosen your topic, you should decide where you stand on the issue. Next, you want to develop your position with evidence—research—that will validate your point. You will need to use at least 3 sources of support for your essay. Finally, you will present your argument in a way that convinces the reader that your perspective is a valid one. Remember, this essay, like the others you have written, should have a specific, detailed, three-point thesis statement. Dos and Don'ts · Don’t deviate from the topic. · Don’t debate the obvious; go beyond the surface. · Don’t rely strictly on your feeling ...
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HIS-FP1100 HIS-FP1100Evaluating Historical Sources Worksheet Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences. Sample formatted citation: DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40 Citation for Source 1: What type of source is this (primary or secondary)? When was it written? Why was it written? What is the main idea or takeaway? Was the writer present at the time of the events he or she was writing about? Does the writer seem neutral? Why/why not? What are some of the key facts presented? Explain why this source is credible. Citation for Source 2: 1. What type of source is this (primary or secondary)? When was it written? Why was it written? What is the main idea or takeaway? Was the writer present at the time of the events he or she was writing about? Does the writer seem neutral? Why/why not? What are some of the key facts presented? Explain why this source is credible. Citation for Source 3: 1. What type of source is this (primary or secondary)? When was it written? Why was it written? What is the main idea or takeaway? Was the writer present at the time of the events he or she was writing about? Does the writer seem neutral? Why/why not? What are some of the key facts presented? Explain why this source is credible. Citation for Source #4: 1. What type of source is this (primary or secondary)? When was it written? Why was it written? What is the main idea or takeaway? Was the writer present at the time of the events he or she was writing about? Does the writer seem neutral? Why/why not? What are some of the key facts presented? Explain why this source is credible. 1 2 HIS-FP1100 HIS-FP1100Evaluating Historical Sources Worksheet Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences. Sample formatted citation: DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. Retrieved from http://historymatters.gmu.edu/d/40 Citation for Source 1: What type of source is this (primary or secondary)? When was it written? Why was it written? What is the main idea or takeaway? Was the writer ...
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AP Language Mrs. Mathew Unit 3: Synthesis Project You will be creating an AP Exam Synthesis Question. The Synthesis Question gives you several sources and asks you to combine (synthesize) them with your own thoughts to create a cohesive essay. This is the same goal as a research paper. Your question (prompt) and sources should be formatted, labeled, and presented as on the AP Lang Exam. This will be modeled after the ones in the sample packets you were given. Source Requirements: · 8 sources · No sources older than 10 years · At least two sources published within the last two years (2020, 2021, 2022) · Provide 1-2 sources that are images (political cartoons, graphs, charts, etc.) · Sources should demonstrate a range of positions and approaches to the topic. Your goal is to figure out what 2-3 of the main “sides” are in the debate around the issue and represent those sides fairly. Research Resources: · Use this link to access academic databases through CPS and Lane. Example topics: · Security vs Privacy: Personal Rights · Standardized Education Movement · Parenting Styles of the 21st Century · Why Movements Matter: Voices of the People · Technology’s Impact on American Families Project Requirements: Include, neatly formatted in one document · Prompt page with directions, introduction, and assignment · 6 sources · MLA citation of each source · 3 potential thesis statements for this essay a. One that is open b. One that is closed c. One that is a counter argument thesis. · Choose one thesis statement, and create an outline of a response to ensure that others can synthesize these sources. The most effective Synthesis Prompts give the test-takers a wide variety of sources to consider. These sources are of various types, lengths, and opinions. This diversity allows each test-taker to choose their own individual approach to the assignment while providing them with the tools to adequately synthesize into their paper. You are going to choose EIGHT sources specific to your assigned topic. This will ensure that your group will be providing sources that show the complexity of the issue. Therefore, when choosing your sources, keep several guidelines in mind: 1. Choose sources that cover a variety of viewpoints on your assigned topic, making sure to keep the sides evenly represented. 2. Choose sources from a wide variety of locations and formats. Use the list below as guidance; it is certainly not all-inclusive. Requirements are in CAPITAL letters. Beyond those required types, you may choose the rest of your sources at your discretion. **ACADEMIC JOURNAL National Newspaper (online or print editions) Data Online Article (NO WIKIPEDIA) **EDITORIAL Poll Results ** NEWS WEBSITE Popular Culture Magazine **IMAGE (graphs, charts, cartoons, photos) Primary Book Source Essay by an expert Private Web Page or Blog post Field-Specific Magazine article Published letter from individual Government Publicat.
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Module 7 Discussion Board Algebra1. What does it mean when s.docx
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Nick Woo from AlignAI presented at the May 2024 Columbus Data and Analytics Wednesday meetup. The topic was a practical, business-oriented approach to identifying use cases for AI.
Getting Real with AI - Columbus DAW - May 2024 - Nick Woo from AlignAI
Getting Real with AI - Columbus DAW - May 2024 - Nick Woo from AlignAI
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Getting Real with AI - Columbus DAW - May 2024 - Nick Woo from AlignAI
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