Author: best-essay

Unless the causes of Americas obesity epidemic are fully understood, the preventions and solutions to the problem will continue to fail. How can this epidemic be prevented from perpetuating and who is in a position to stop it?

o Set the reader up to be educated!
WHAT?
o DEFINE THE MAJOR AND UNFAMILIAR TERMS YOU WILL DISCUSS IN THE ESSAY
o EX: DEFINE OBESITY, MORBID OBESITY, OVERWEIGHT, BMI
o BRIEFLY REVIEW THE PROBLEM AGAINAS YOU DID IN THE INTRO, BUT THIS SECTION SHOULD REVIEW TERMS/CONDITIONS/IDEAS THE READER NEEDS TO KNOW.
WHERE? WHEN?
o HISTORICAL CONTEXT SECTION OF THE ESSAY/ SOME TOPICS MAY HAVE A MORE RECENT/CONTEMPORARY HISTORYNOT EVERY ISSUE IS GOING TO GO BACK 100S OF YEARS.
o REVIEW THE BASIC (AND MOST RELEVANT) HISTORY OF THE TOPIC/ISSUE
o CONSIDER THE CONTEXT: LOCAL, NATIONAL, GLOBAL.
o CONSIDER MAJOR HISTORICAL EVENTS CONNECTED TO THE ISSUE
o CONSIDER RECENT INNOVATIONS, ETC.
o HISTORICAL BACKGROUND IS OFTEN COMMON KNOWLEDGE SO YOU WILL MORE THAN LIKELY SUMMARIZE AND PARAPHRASE A GREAT DEAL HERE, BUT YOU MAY NOT HAVE TO CITE SOURCES.
o WHAT GAVE RISE TO THE CURRENT DISCOURSE ON THE TOPIC? ANY MAJOR LEGAL CASES? MAJOR INVENTIONS? PHENOMENA? TRENDS?
WHO?
o WHO CAUSED THE PROBLEM?
o WHO IS AFFECTED BY THE PROBLEM?
o WHO HAS THE POWER TO FIX THE PROBLEM?
o WHO BENEFITS FROM THE PROBLEM? OFTEN PROBLEMS REMAIN BECAUSE SOMEONE IS PREVENTING SOLUTIONS.
o WHO PERPETUATES THE PROBLEM?
o WHO CAN BE: PEOPLE, INDIVIDUALS, GROUPS, COMMUNITIES, COUNTRIES, GOVERNMENTS, CORPORATIONS, INSTITUTIONS.
o THIS MIGHT BE CONSIDERED COMMON KNOWLEDGE SO YOU MAY NOT HAVE TO CITE INFORMATION YOU FIND REPEATED OFTEN IN YOUR RESEARCH
WHY? HOW?
o WHY DOES THE PROBLEM CONTINUE?
o HOW CAN THE PROBLEM BE ADDRESSED?
o WHY HASNT IT BEEN SOLVED ALREADY?
o HOW CAN INTERESTED PARTIES BEGIN TO THINK ABOUT THE ISSUE AND GET INVOLVED?…..
MOTIVATION/CONCLUSION
o BRIEFLY SUMMARIZE THE MAJOR POINTS OF THE RESEARCH PAPERREMIND THE READER OF THE EDUCATION YOUVE PROVIDED
o SO WHAT? WHY SHOULD THE READER CARE?
o WHAT CAN THE READER DO NOW?RESEARCH PAPER BASICS: 10 PP EXCLUSIVE OF BIBLIOGRAPHY
MINIMUM OF 7 SOURCES
o NO MORE THAN OF YOUR SOURCES CAN BE INTERNET SOURCES
EXCEPTION: .COM SITES THAT ARE MAGAZINE SITES OR GOOGLE BOOKS OR ON-LINE JOURNAL ARCHIVES DO NOT COUNT AS INTERNET SOURCES
TRY WHENEVER POSSIBLE TO STICK TO .NET, .GOV, .ORG, OR .EDU
EXCEPTION: NEWS SOURCES (ABCNEWS.COM, CNN.COM, NYT.COM, ETC.)
o SOURCES: BOOKS, MAGAZINES, JOURNALS, NEWSPAPERS, WEBSITES, INTERVIEWS, VIDEOS, DOCUMENTARIES.
o SOURCES SHOULD NOT BE OLDER THAN 10 YEARS UNLESS APPROVED.

Choose a time and location for where/when you are going to conduct your observations of an ethnographic scene (mall, public transportation, coffee shop, etc.).

The goal of this exercise is to observe a ‘cultural scene’ as an anthropologist would (i.e. based on everything you have learned in the course to-date). The student will analyze their observations in terms of themes from the subfield of cultural anthropology such as how it helps frame our societies (family, lifestyle, lineage, language and communication) and, in some ways, its evolution.
:
Culture as we have discussed in our readings is an incredible advantage that has allowed humans to enter almost every niche in nature. The development and maintenance of culture is what sets humans apart from other species. Culture varies by time and location. For this assignment, students will be observing a particular setting for 25 minutes, writing up your observations, and then analyzing them.
Directions for 4-6 page Assignment:

2. Go to the specified location and proceed with your observations. Find a place to sit quietly and to simply watch what is going on. Do not talk to or interview people during this time.
3. Take notes (handwritten recommended). Include details about the scene itself (time of day, lighting, furniture, plants, sounds, temperature, smell, vibe/energy, etc), details about the people around you (their characteristics, their behavior).
4. When your 25 minutes are finished, leave the scene. In a quiet place, fill out your notes. At this time, you should start to think about concepts that you’ve learned in class that fit with your observations. This step is critical.
5. Write a 4-6 page reaction paper about your observations Your paper should:
Define and discuss culture using and citing our course materials
Include a thick description of the location with clear detail of your observations
Analyze your observations, identifying four anthropological concepts that fit your observations. Define the concepts using cited sources and analyze how the concepts fit your observations.
Include your field notes at the end
What is an anthropological concept? Anthropological concepts are anthropological terms and ideas. Examples of some that we’ve studied include: ethnocentrism, ethnicity, reciprocity, kinship, language and communication. You should not use this exact list of four concepts and expect them to fit your observation scene. You may, of course, use others – depending on what concepts are relevant to your observation. We also have two examples to share with you from APUS anthropologists- one from Jennifer Cramer’s fieldwork in The Gambia and one from James Turner’s fieldwork in Mexico.
One common misstep is to apply the four subfields of anthropology or to apply the four parts of the definition of culture.
Conclude with a discussion of and reflection on your experience of the situation. For example you might write how you felt when you started to detect a pattern in characteristics and/or behavior.

Describe the physics of climate change in terms of light and heat with relevant references.

You must use relevant references. Wikipedia is not an acceptable resource.You must include at least five (5) sources.Formatting
Double spaced, in standard fonts and contains at least five references. Please follow the APA format,Plagiarism
The turnitin.com percentage results should NOT be more than 25%. Turnitin is a digital scanner that can match the content of course dropbox submissions to online digital copies of phrases, paragraphs, and even entire submissions. You will need to make sure that as you write that you properly translate concepts and topics into your own thoughts. Even if you agree 100% with the resources you find, you must NOT copy and paste another’s writing.

What are the conflicts in the story? Are they internal or external? When a character makes a choice, what does the choice say about the character?

Stories to choose from:
Strong TemptationsStrategic MovementsThe Innocents Beguiled by Mark Twain
It Used to be Green Once by Patricia Grace
The Hockey Sweater by Roch Carrier-Part A
In this part of Project 3, you will write an essay in which you analyze a theme in one of the stories you read for this course. Remember that the theme is the main idea about life that the author is trying to communicate to the reader through the actions of the characters. Theme is not the same as topic. The topic is what the story is about, whereas the theme is the message the author is giving to the reader.
When an author creates a theme in a story, it is a statement about society or a moral judgement conveyed throught the story. Consider the following questions when trying to identify a theme:Consider the character development in the story. How do the characters change from the beginning to the end of the story?

Once you have reviewed the conflicts, the character development, and the outcome of the story, you are ready to discuss theme. Does there seem to be a message about society that is related through the story? (In a fable, it might be called the moral of the story.) This will be the theme. Write a sentence that clearly communicates your ideas about the story and the message that the author is trying to communicate to the readers. This is the theme of the story, and it will be the basis of your essay.
Dont worry that you might have chosen the wrong theme for the story. A story can have many themes. Your job is to explain why you think the story is communicating that theme to the readers and to support it with details and examples from the text of the story.Follow the format you have learned in your essay. Your introduction will include general comments about the theme of the story. These statements will lead you to your thesis statement. (Be sure that you identify the author and title of the story and the theme that you will be discussing.) Some questions to address in your introduction might include:
Why did you select this theme?
How do the conflicts in the story support your theme?
Analyze how the character(s) change(s) over the course of the story to prove your theme.
What statement about life is the story making?
What does the author want the reader to learn from the story?You will develop a thesis statement that is directly related to the questions above to be proven throughout the body paragraphs in the essay. A thesis statement is a sentence or two that tells the reader what the rest of the essay is about. A good thesis statement does not simply announce a topic; it says something about the topic, and it provides the framework for your paper. Never start a paper with, In this paper I will discuss . . . Here is an example:
The theme of The Story of an Hour by Kate Chopin is that social expectations can shape ones identity and sense of self.Each body paragraph will start with a topic sentence that includes one statement to support your theme. Follow the topic sentence with evidence from the story to support your topic sentence. Use at least one direct quotation form the story in each body paragraph to support your ideas. These quotations must be correctly documented according to the MLA guidelines.The following is an example of a topic sentence with a quotation from The Story of an Hour by Kate Chopin.
Louise Mallards actions show that she has been conditioned to display socially acceptable behavior upon hearing the news about the death of her husband. She did not hear the story as many women would have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sisters arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her (Chopin 27).
[After every quote, write the authors last name and the page number that the quote is found on in parenthesis, followed by a period.] Next, explain how your examples support your topic. Conclude each paragraph with a closing sentence that will naturally lead to the next topic. You will have at least three-to-five body paragraphs. Your final paragraph will be your conclusion. Restate your thesis statement in a fresh manner and provide closure by adding your final thoughts about the theme of the story.
The paper will be at least 600 words in length (two typed, double-spaced pages) and will be worth 50 points. The essay will be scored according to the criteria in the following rubrics.
-Part B
This course is Multicultural Literature. Throughout the course, you have read stories written by authors from various countries and cultural backgrounds. The objectives of the course required that you were to understand ways in which social roles and customs influence the behavior of people and comprehend the importance of heritage, customs, and traditions in peoples lives.
Select one story from the course that you think best represents your understanding of these objectives. It does not have to be from the final unit. You can choose any story from the course.
Explain how the story reflects the ideas of the influence of social roles and customs on the behavior of the people in the story. Include the importance of heritage, customs, and traditions in the characters lives. Discuss how the main character is changed by the traditions and customs, or how the character rebels against or conforms to those customs. Also include how the authors background and purpose influence the perspective of the story. Develop a clear thesis statement that communicates your views on the topic. Use evidence from the text in the form of quotes from the story to support your opinions and cite them correctly.
Write an essay that is 600 words (two-double spaced pages) in length. Be sure to include a well-developed introduction with a clear thesis statement, at least three-to-five body paragraphs, and a conclusion. Use quotes from the story to support your thesis, explain the quotes, and cite them correctly.

Assess whether Congress is effective in exercising legislative oversight over the federal bureaucracy? Support your answer by: a. Explaining two specific methods Congress uses to exercise effective oversight of the federal bureaucracy.

b. Describing ways that the bureaucracy (and the president) attempts to thwart Congresss oversight 2. The ratification of the Fourteenth Amendment to the Constitution may have been the single most important act in all of United States politics. a. Identify which provision of the Fourteenth Amendment was applied in one of the following Supreme Court cases. For the case you select, explain the significance of the decision in United States politics: Brown v. Board of Education of Topeka, Kansas (1954) Baker v. Carr (1962) Regents of the University of California v. Bakke (1978) b. Identify which provision of the Fourteenth Amendment was applied in one of the following Supreme Court cases. For the case you select, explain the significance of the decision in U.S. politics. Mapp v. Ohio (1961) Gideon v. Wainwright (1963) Miranda v. Arizona (1966)
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Point out some similarities and differences between Marx and the institutionalists (Thorstein Veblen, Wesley Clair Mitchell ,John Commons) You should write mostly about content and also mention methodological similarities and differences.

As of the year 2018, there has only been one economic thinker like Karl Marx. Although not very many currently-practicing economists (and practically none in North America) subscribe to a Marxian perspective, every economic thinker that we have dealt with since the mid-19th century was love him or hate him – profoundly aware of his works and ideas. None of them were Marxists per se. At a fairly general level, contrast the main ideas of Marx with those of the first generation of marginalists, Marshall and Walras, Marshall, and the institutionalists. In most cases, the contrasts are quite sharp. On the other hand, while the institutionalists were, in their day, frequently labelled as Marxists, that is not really a fair rap.

Relationship of content to human capital practice; point out direct relationships to the textbook by chapter and concept and identify how this information impacts the overall concept and/or practice. (2-3 sigle spaced pages)

https://www.transferbigfiles.com/7423c54e-9eae-49f2-b8df-ec67a8082749/-bHIhTmP4j6tI-AXkVZ-qw2 1. Review of content and overall lessons presented in the text (2-3 single spaced pages) 3. Identify how the information learned in the book will impact our own practice of human capital and further, why this information is important for you to know (2-3 single spaced pages) Conclusion with your recommendation on the applicability and use of this information for all human capital practitioners, identify how and hwy this information is useful (1 single spaced page) Work rules by Laszlo Bock

Select ONE educational or health promotion theory or model to guide the development of your tool. Refer to theories and models. (This theory or model does not need to be mentioned or quoted in the educational tool.) How do you adapt to cultural awareness?

Project Overview: Building on what you have learned so far, create a patient education tool. The tool should be relevant to your profession and developed for patient education in a setting of your choice. Tool Guidelines: The following steps need to be followed to guide the development of a Patient Education Tool: Identify at least THREE learning objectives for a client when utilizing your tool. What outcomes do you desire? What do you want your patient to learn from this educational tool? A minimum of THREE current references should be utilized. Scholarly references should be published within the last five years to be utilized in the teaching tool. All references should be cited per APA formatting guidelines. Tool Instructions: 1. Choose ONE topic from the following list of our nation’s 10 Leading Health Indicators developed for the Healthy People 2020 initiative. (Retrieved on October 19, 2018 from https://www.healthypeople.gov/2020/Leading-Health-Indicators) Physical activity Overweight and obesity Tobacco use Substance abuse Responsible sexual behavior Mental health Injury and violence Environmental quality Immunization Access to health care 2. CREATE: Develop a Patient Education Tool for a healthcare setting of your choice. (Examples of patient settings: medical-surgical floor, pediatric floor, intensive care unit, public health clinic, clients home, nursing home, elementary school, primary care physician clinic, diabetes education clinic, radiology department, dental office etc.) 3. Research the topic, choose what aspect of the topic you want to educate your patient/clients on (depending on your setting choice), and then follow a model of process found in your reading or research to develop a Patient Education Tool. The Tool should be creative, and it should adequately inform &/or educate your client(s) on the selected topic.
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