Author: best-essay

2) You are required to use no less than seven (7) sources. The sources/references used must come from scholarly articles, newspapers, periodicals, etc. No internet websites can be used as sources for your research paper. However, you can use the internet for researching articles in databases, govt. resources, journals, newspapers, etc.
3) You are required to answer all of the questions found in the template below using APA format. Citing sources/references throughout the literature is required as well.
4) You must type the questions and answers using a word document, single space, 12 as your font size, and times new roman as your font face.
5) Submit your analysis through the link found at the bottom of this page.
6) Failure to follow these instructions will result in an assessed penalty to your grade. List of Problems to Solve
1) Political Corruption in Texas (be specific)
2) Electing Judges in Texas
3) Redistricting in Texas
4) Governor of Texas No term limits
5) Council-Manager Government
6) Robin Hood Plan for Financing Schools in Texas
7) Felony Conviction and Voting
8) Strong-Mayor Government
9) Single-Member Districts Election System
10) At-Large Election System Template for Problem Solving
1) State your problem as clearly and precisely as you can. Explain your analysis/answer in seven (7) or more sentences.
2) What is your purpose, goal, and need for solving this problem? (Recognize problems as obstacles to reaching your goals, achieving your purpose, or satisfying your need.) Explain your analysis/answer in seven (7) or more sentences.
3) Study the problem to determine the kind of problem you are dealing with. What kind of problem are you trying to solve? What do you have to do to solve it? Explain your analysis/answer in seven (7) or more sentences.
4) What from your problem do you have control over and what do you have no control over? Explain your analysis/answer in seven (7) or more sentences.
5) What information do you need to solve the problem? Explain. How can you actively seek the information you need to solve the problem? Explain your analysis/answer in seven (7) or more sentences.
6) What theory or theories can you formulate concerning this problem? Carefully analyze and interpret your theories and draw reasonable inferences. Explain your analysis/answer in seven (7) or more sentences.
7) Determine your options for action. What can you do in the short term? In the long term? Recognize your limitations in terms of money, time, and power. Explain your analysis/answer in seven (7) or more sentences.
8) Evaluate your options, determining their advantages and disadvantages. Explain your analysis/answer in seven (7) or more sentences.
9) Adopt a strategy. Follow through on it. This may involve direct action or a carefully thought-through wait-and-see approach. Explain your analysis/answer in seven (7) or more sentences.
10) Evaluate and assess the implications of your action/strategy. Explain your analysis/answer in seven (7) or more sentences.

research looking for time of transplant evaluation at KAMC comparing it with international evaluation time and aiming to decrease to decrease evaluation process and transplnt waiting time independence variable is time to transplant (time from start of evaluation to transplant surgery date) the dependence variable is number of clinic visit , number of procedure and number of investigation with time spend in each variable. it will observation study and author will collect data in data collecting sheet.

Please pay special attention to the Doc 4 directions and requirements for the argument style report and make sure that APA format is used for citing research.

essay in MLA format discussing one of the questions below that address various concepts in Zora Neale Hurstons Their Eyes Were Watching God. This essay is a literary analysis, which means you will be analyzing themes rather than reporting on summary. Be sure to use 5 scholarly outside sources and the essay, citations, and Works Cited page all conform to MLA standards. Choose one of the following topics. 2. Explain the significance of the books title. How does it relate to Janies quest and the rest of the book? To whom does Their refer in the title? Janie and Teacake? African Americans? Migrant, low class individuals, etc? 3. In 1937, Richard Wright reviewed Their Eyes Were Watching God and wrote: The sensory sweep of her novel carries no theme, no message, no thought. In the main, her novel is not addressed to the Negro, but to a white audience whose chauvinistic tastes she knows how to satisfy. In particular, Wright objected to the novels discussion of race and use of black dialect. Why might Wright have objected to Their Eyes Were Watching God? Do you agree or disagree with Wrights interpretation of the novel? 4. Compare and contrast Janies three marriages. What initially pulls her to each of the three men? How do they differ from one another? What does she learn from each experience? 5. In her marriage to Jody, Janie is dominated by his power. At several points, however, it is obvious that he feels threatened by her. Why does Jody need to be in control of everyone around him? How does Janie threaten Jody and his sense of control? 6. Their Eyes Were Watching God is concerned with issues of speech and how speech is both a mechanism of control and a vehicle of liberation. Yet Janie remains silent during key moments in her life. Discuss the role of silence in the book and how that role changes throughout the novel. 7. Throughout Janie’s life, she searches for true, unconditional love. In her search, she experiences different kinds of love. Describe the types of love she experiences. Which type of love has the most impact on her life? In the end, has Janie experienced true love, and, if so, has it changed her? 8. The pear trees, bees, and the horizon occur in several instances in Their Eyes Were Watching God. Discuss the significance of these symbols and metaphors in the novel. 9. What is the role of the porch sitters in Their Eyes Were Watching God? How do they contribute to the novel? How does the porch work as a personified symbol? Trace its use throughout the novel. 10. How does the mule’s treatment in Eatonville reflect the condition of the black female? Does Joe’s gesture of buying him have symbolic value? 11. How is race generally linked to class in this novel? Do white people occupy a higher class than black people? Which characters provide exceptions to the general rule? 12. Why is Janie happy living with the lowest of the low social classes the migrant workers in the Everglades? What do they have that the higher social classes lack? 13. Provide a feminist reading of the novel. In what ways is Their Eyes Were Watching God a feminist manifesto for Janie? For Hurston? 14. Their Eyes Were Watching God is written by a prominent African American writer of the Harlem Renaissance, but few would classify this novel as reflective of that booming time of literary and artistic expression among African Americans. Why does this novel not meet the criteria for the Harlem Renaissance? What were the requirements, especially for women during this time? How does Hurston exceed those expectations and requirements? OR 15. you may create a topic of your own, but it must be approved by me and it must discuss some portion of the novel.

This semester many of us have had a love/hate relationship with the textbook Understanding Rhetoric: A Graphic Guide to Writing. Now is your chance to evaluate the text on the very rules of rhetoric that Losh and Alexander and Heinrich (Thank You for Arguing) outlined for you. In your final exam you should do all of the following:Identify, define, and evaluate two rhetorical tools that you think UR excels at or fails at. In your evaluation, be sure to explain why you think the tool meets the needs (or fails to) an audience of first year college students. (2 points)
Did you dislike it? Give examples why. (1 point)
Give your one biggest suggestion of what Losh and Alexander (the writers) or Cannon and Cannon (the illustrators) could do to better meet the needs of an audience of first year college students. It may be related to the tools you identify or may be different. (1 point)
Use in-text parenthetical citations. A works cited is not required for this assignment. (1 point)

Page length- 6pages minimum of text; this page count does not include the cover page, abstract or reference page. Free of grammar and spelling errors, free of punctuation errors Uses APA format. Citations are complete both in the text of the paper and in the references. References and resources MUST include the authors name, year of publication, title of the article (or chapter), journal (or book), and publisher. Any URLs lead the reader directly to the information cited. Scientifically credible sources are used. Minimum of 3 sources must be used; only one .com website or citation can be used.
Briefly describe the disease or health condition. This should not exceed one and one half pages. This discussion should be at least four and one half pages in length. (this part is worth the most for the essay)

Double Spaced, 12 point font, times new roman. 1. Write a compare and contrast visual analysis of the two pieces. recognize differences in artistic styles and in treatment of a theme. Be sure to compare the following: size, medium (marble, bronze, tempera on panel, oil on canvas, etc.), style characteristics, date or period, as well as any other relevant characteristics. When was it commissioned, by whom, for what purpose and location?

This assignment is a culmination of the previous assignments you have completed during this course. In this assignment, you will synthesize your previous research as well as conduct research on the final element in the Code, Element 9. Element 9 states that a test user, “evaluate(s) the available evidence on the performance of test takers of diverse subgroups . . . determine(s) to the extent feasible which performance differences may have been caused by factors unrelated to the skills being assessed.” Together, the previous course assignments and this current one involving Element 9 will provide you with the data, research, and literature reviews across all nine elements of the Code to assist your decision-making process about the appropriate selection of a test.For this final assignment:Locate reviews or research related to how Element 9 applies to your selected test. If the research or reviews do not address this element in any way, then you will need to cite the references your reviewed and note that they were lacking in in addressing this element, drawing appropriate conclusions for when a test is lacking such evidence.

Evaluate your selected test based on these data and draw a conclusion about whether or not it is a test that you would select, recommend, or even defend, if necessary in practice. Note: You should not merely copy and paste your earlier assignments for the final paper. Instead you will be synthesizing the research you completed for each element into a summary of that element that you will offer in support of your final evaluation. (For example, note that the technical quality element (that is, Element 5) will be only a synthesis and evaluation and not a repeat of the annotated bibliography you completed in Unit 5.)
Identify the strengths or weaknesses for each element, and determine if the information about that element supports (or opposes) the use of your selected test in the field and population to be served.
Incorporate recommendations about ways to improve the selected test.
Review all of your evaluations for each element and recommended improvements to the test, and write an overall evaluation and determination about the use of your selected test. Would you recommend this test to a school district or business that you are employed as a consultant? Would you be able to defend the use of this test in a court proceeding?
Organize your paper using the following headings:Title page (required) (one page).
Abstract (required) (one page).
The Code of Fair Testing Practices in Education (a minimum of four pages). (For each element, identify strengths and weaknesses, evaluate the selected test for the element, and make recommendations, if any for improvement, citing appropriate standards of practice.)
Element 1. Purpose: Define the purpose for testing, the content, and skills tested (see Unit 2 assignment).

In answering this question, you will need to summarize the ideas of Weber (bureaucracy, legitimacy, political actors, etc) and Marx (base/superstructure, false consciousness, ruling ideas, capitalism, etc), and how bureaucratic and economic policies weigh into the current New York City school system. You should also touch on at least one other concept/idea that we have touched but have not discussed to a large degree (affirmative action, gentrification, housing policies, racial discrimination, etc).

The New York City Public School System
The New York City public school system is the largest in the country. In the wake of changing educational systems around the country after Brown v Board of Education, and the urban crises
in the 1960s, the New York City public school system went through numerous changes. From the early 1970s to the early 2000s, the school system was decentralized into educational community districts holding some power over the schools in addition to the Board of Education, the Mayor, the State Legislator, and the Governor. As was the case to desegregate schools in the South, NYC worked out a busing plan whereby black children were picked up and moved to more affluent and better white schools to balance out segregated racial demographics. However, tensions filled when wealthy white immigrants lobbied against these plans, and activists in black neighborhoods in Brooklyn advocated against government control of the schools in their own communities, and were offended by the injustice of failing schools in black and Hispanic neighborhoods.

In 1969, the New York State Legislature split the city into 32 school districts and took away the Mayors control over schools. The local boards, however, had no real power over the selection of teachers and it fragmented the system. Still, some school districts in Manhattan and Queens thrived while others in Brooklyn and the Bronx suffered. District 2 on the East Side of Manhattan, for instance, worked the decentralization plan to success as strong principals were put in place and schools attracted a number of talented teachers. These schools were highperforming. But many middle-class whites, and many blacks, skipped public schools for religious and private schools, or moved to the suburbs as wealthy people fled when New York City became known as the crime capital in the 1980s.

Many of the popular new school options that have emerged in the last two decades have aimed to offer families choices within and outside their neighborhoods, in the form of charter schools and school vouchers. Despite zone schools where students are, for the most part, guaranteed acceptance, over 40 percent of elementary school students are not attending school in the same neighborhood where they live. Interestingly, a recent report by the New School found that about a third of all students who opt out of their local school are black, and that black students opt out of their home school at a higher rate than any other racial /ethnic group. But there are costs for people of color: travel time, money, etc. Moreover, the study found that families who lived in wealthy neighborhoods, and families who lived in the poorest areas, stayed in their zone schools, while those in the middle class and gentrifying neighborhoods moved to outside schools. Poor students and immigrants still learning English were far less likely to attend schools outside of their districts.

In the 2000s, the State Legislature scraped this idea in favor of full mayor control of the schools bureaucracy and local school boards. The city adopted the school-budget system in 2007 as a way to send more money to schools with the neediest students. It replaced a system where funding was tied to teacher salaries, which had advantaged high-performing schools that ended up receiving more money because they attracted more experienced teachers with higher salaries. But there are interesting findings on the money front. As the average national rate stood at $11,762 in 2106, the New York City rate was over double the nationwide spending average for elementary and secondary schools. According to the U.S. Census Bureau, New York City public schools ranked number one in spending per student among urban areas in the U.S., as they spent $24,109 per student in 2016. This high spending rate did not lead to educational success for all students. According to the U.S. Department of Education, over 72 percent of eighth graders
lacked sufficient proficiency in reading, and over 72 percent lacked sufficient proficiency in math, in New York City public schools.

Lastly, the New York City school system is one of the most segregated in the country. Elite public schools such as Stuyvesant and Brooklyn Tech, which require standardized test scores, have few blacks and Hispanics in their populations, and over 60% of their student body are Asians. Stuyvesant, for instance, was demographically 74% Asian, 19% white, 1% black and 3% Hispanic. But many schools throughout the city do not resemble the demographic makeup of the neighborhoods or the city at large

Eleven
by: Sandra Cisneros

What they don’t understand about birthdays and what they never tell you is that when you’re eleven, you’re also ten, and nine, and eight, and seven, and six, and five, and four, and three, and two, and one. And when you wake up on your eleventh birthday you expect to feel eleven, but you don’t. You open your eyes and everything’s just like yesterday, only it’s today. And you don’t feel eleven at all. You feel like you’re still ten. And you are–underneath the year that makes you eleven.
Like some days you might say something stupid, and that’s the part of you that’s still ten. Or maybe some days you might need to sit on your mama’s lap because you’re scared, and that’s the part of you that’s five. And maybe one day when you’re all grown up maybe you will need to cry like if you’re three, and that’s okay. That’s what I tell Mama when she’s sad and needs to cry. Maybe she’s feeling three.
Because the way you grow old is kind of like an onion or like the rings inside a tree trunk or like my little wooden dolls that fit one inside the other, each year inside the next one. That’s how being eleven years old is.
You don’t feel eleven. Not right away. It takes a few days, weeks even, sometimes even months before you say Eleven when they ask you. And you don’t feel smart eleven, not until you’re almost twelve. that’s the way it is. Only today I wish I didn’t have only eleven years rattling inside me like pennies in a tin Band-Aid box. Today I wish I was one hundred and two instead of eleven because if I was one hundred and two I’d have known what to say when Mrs. Price put the red sweater on my desk. I would’ve known how to tell her it wasn’t mine instead of just sitting there with that look on my face and nothing coming out of my mouth.
“Whose is this?” Mrs. Price says, and she holds the red sweater up in the air for all the class to see. “Whose? It’s been sitting in the coatroom for a month.”
“Not mine,” says everybody. “Not mine.”
“It has to belong to somebody,” Mrs. Price keeps saying, but nobody can remember. It’s an ugly sweater with red plastic buttons and a collar and sleeves all stretched out like you could use it for a jump rope. It’s maybe a thousand years old and even if it belonged to me I wouldn’t say so.
Maybe because I’m skinny, maybe because she doesn’t like me, that stupid Sylvia Saldivar says, “I think it belongs to Rachel.” An ugly sweater like that, all raggedy and old, but Mrs. Price believes her. Mrs. Price takes the sweater and puts it right on my desk, but when I open my mouth nothing comes out.