Splendid Writings - splendid writings

May 3, 2020December 6, 2020

Take Home Quiz

Need the 5 following questions answered

1. Outline the Federal Reserve Bank design. Include a brief description of the five steps to understanding the nation’s central bank and central bank policy. Why is the Fed designed in such a manner?

2. Outline each of the three major macroeconomic models used throughout the history of the Federal Reserve Bank. Include a discussion of the catalyst that prompted the Fed to change its model.

3. Graph and explain the Phillips Curve. Describe how it has evolved since first introduced.

4. Provide a brief description of both the rules approach to central bank policy and discretion. Include the benefits of each and explain the Taylor Rule. Be sure to include an example of the Taylor Rule.

5. Who is Blaise Pascal and what is the logical conclusion to Pascal’s Wager?

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May 3, 2020December 6, 2020

PAD520 Week 6 Discussion

Week 6 Discussion3

“Living Wages: Evaluating Policy Performance” Please respond to the following:

Reference Case 7.2 “The Economics of Morality: Evaluating Living Wages Policies.” Compare pseudo, formal, and decision-theoretic evaluation. Which evaluation method do you feel would be most effective to determine whether the living wages policies had the intended effect? Provide a rationale for your answer.

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May 3, 2020December 7, 2020

Treadway Tire SWOT Analysis

For Treadway Tire, you are discuss the problem of the end of the year turnover. Complete a SWOT analysis and discuss ways to lower turnover. Relate back to themes used in the course materials. (please see attached file)

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May 3, 2020December 7, 2020

Sample Incident Report: Special Needs Education, Los Alamitos School District

Special Needs Education, Los Alamitos School District
Your name
Address
City, State, zip code
Phone
email@gmail.com
To: Person in charge
From: Your name
Date: Date
Re: Incident at Weaver Elementary School at recess
This is pertaining to a situation that occurred with five students at 10:20 a.m. on Wednesday morning last week. The details of the case include:
• The children of grades 1-6 were released at 10:15 for recess
• Jonny Smith, Sarah Cork and Connor Noson ran to the swings first.
• Mary Lee, Issac Dawson and Lizzy Richard were waiting for their turn on the swings.
• Jonny, Sarah, and Connor did not get off the swings and Mary, Issac and Lizzy were getting antsy about waiting.
• The smaller three were starting to ask and get loud about why they were not able to get on the swings.
• Colin and Camille heard the confrontation and came over to the other children.
• They started pushing and aching on the smaller children.
• Colin pushed Mary to the ground and sat on top of her.
• The other school personnel were distracted and not focused on this situation.
• I immediately left my station to run over to the swings.
• I separated the children and called to the other teachers for backup.
• Recess was over at 10:30, but we explained to the children that it was not okay to push and that everyone needed to share before they went back into class.
Since these children have special needs, their social skills are not fully developed or functioning properly. This puts a strain on social norms and the children interacting with each other. With a wide variety of ages and needs of children, it is important to set rules and has trained personnel on site at all times. After the incident, the teachers and I had a meeting with the students to discuss what happened and get a full report. The other personnel seemed to think that the incident was no big deal and the “kids will be kids.” I do not accept that answer and believe that there are many options to handle this situation and deter it in the future. Luckily, the children were not injured during this incident, but believe it should be an eye opener for special educators and aids.
Attached is a spreadsheet that also details the specifics of the children and their grade levels in the incident at Weaver Elementary School.
Also, a PowerPoint presentation is attached with some recommendations for the safety of the children, future situations and how it can be handled more efficiently, and steps to take to hopefully make it preventable.

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April 28, 2020December 7, 2020

Proposal for Enhancement of Immigration Laws in United States

topic must be over immigration laws in U.S. and how they need to allow immigrants in and how they help the economy.

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April 28, 2020December 7, 2020

Assignment 2.1 Informative Speech Outline

Assignment 2.1
Due Date
Points
Reference Chapters
• Chapter 9: Organizing the Body of the Speech.
This chapter will help you create a well-organized speech that connects with your audience.
• Chapter 10: Giving Your First Speech.
This chapter will help you prepare a strong introduction and conclusion for your speech.
Strayer Writing Standards
• You are required to use at least two quality resources for this assignment. Follow the Strayer Writing Standards (SWS) for citing each source. The format is different than other Strayer University courses. Please take a moment to review the SWS documentation.
• Per SWS and APA guidelines, your outline must incorporate in text and reference page citations.
Technical Difficulties
• For technical difficulties reach out to me via:
o email brazil@strayer
o Blackboard Chat Line (when available)
See next page for instructions
COM201: ASSIGNMENT 2
Informative Speech
You’ve learned a lot about effective speaking and you’re already working on improving your delivery skills. It’s time to take the next step toward becoming a powerful speaker! Your second assignment is to prepare and deliver a well-researched, informative speech. Everything you’ve read and practiced so far in this course relates directly to successful informative speaking.
30
Week 5
Self-Review
115
Week 5
Speech (2-3 min.)
Points
Due Date
Assignment 2.2
80
Week 4
Outline
See next pages for grading
Assignment 2.1 Informative Speech Outline
Due Week 4: 80 points
1) Select either Topic A or Topic B for your informative speech.
o Topic A: How Technology Has Impacted Society
o Topic B: History of Your Hometown
2) Create an outline or speaking notes in Microsoft Word.
o Download the Microsoft Word template in the “Assignment 2.1” section located in Week 4 of your course.
o Develop a specific purpose, central idea, and several main points so you’ll stay within the 3-minute time limit.
o You must use at least two quality resources.
3) Submit the completed Microsoft Word template in Blackboard (this is separate from your speech/self-review).
4) For this assignment, you will not compose an essay or speech. You are only required to submit an outline.
Assignment 2.2
Informative Speech and Self-Review
Due Week 5: 145 points
1) Part 1: Record or upload your speech.
o Refer to your outline or speaking notes to deliver your speech. Do not read your notes word for word.
o Follow the technical instructions for recording your video in the “Assignment 2.2” section located in Week 5 of your course.
o Remember to watch your recording. Do you want to submit it, or do you want to record another version?
2) Part 2: Complete the self-review questions.
o After you have recorded your speech, address the self-review questions in the “Assignment 2.2” section located in Week 5 of your course. This reflection helps you step back and take a second look at your work, with an eye on improvement and highlighting your achievements!
3) Submit your speech and self-review in Blackboard.
*Grading for this assignment will be based on the following criteria and evaluation standards:
POINTS: 80
ASSIGNMENT 2.1: INFORMATIVE SPEECH OUTLINE
Criteria
Exemplary 100% -A
Proficient 85% -B
Fair 75% -C
Meets Minimum Expectations 65% -D
Unacceptable 0% -F
1. Completed outline submitted to Blackboard.
Weight: 40%
Submitted a complete, well-developed outline.
Submitted a complete outline but some areas needed more information or development.
Submitted an outline but it was partially developed and / or was missing some information.
Submitted an outline but it was insufficiently developed and / or missing large amounts of information.
Did not submit an informative outline to Blackboard or the outline is off topic.
2. Outline provides
Submitted outline
Submitted
Submitted outline provided partial sense of flow for speech and correctly incorporates at least 1 credible sources.
Submitted outline
Did not submit
solid flow for speech
provided excellent
outline provided
may provide a
an informative
and incorporates at
sense of flow
strong sense of
sense of flow for
outline, the outline is off topic, or
least 2 credible
without any
flow with only
speech, but it
outline structure
sources.
noticeable errors for
minor errors for
does not
provided no
speech and
speech and
correctly
sense of flow for
Weight: 40%
correctly
correctly
incorporate at
speech.
incorporates at least
incorporates at
least 2 credible
2 credible sources.
least 2 credible sources.
sources.
3. Outline checked
Outline was clean,
Outline had no
Outline had major spelling / grammar issues in 25% and minor issues throughout the submission.
Outline had major
Did not
for spelling /
clear, and easy to
major spelling /
spelling / grammar
submit an
grammar issues.
read throughout the
grammar issues
issues in 50% of
informative
entire submission.
but minor issues
the submission.
outline, the outline is off topic, or
Weight 20%
throughout the
outline had
submission.
major issues
that impacted
readability.
POINTS: 115
ASSIGNMENT 2.2: INFORMATIVE SPEECH
Criteria
Exemplary 100% -A
Proficient 85% -B
Fair 75% -C
Meets Minimum Expectations 65% -D
Unacceptable 0% -F
1. Introduction
Weight: 10%
Gains attention
and interest, previews main points
Gains attention and interest, generally previews main points
Some problems with gaining attention and interest and/or
with previewing main points
Insufficiently gains attention and interest or insufficiently previews main points
Does not gain attention and interest, and/or
does not preview main points
2. Research
Weight: 15%
Cites at least two
credible sources that support main points
Cites at least two
credible sources that generally support main points
Cites at least two credible sources, but lacks support for
at least one main point
Cites only one
credible source, insufficiently supports at least one main point
Does not cite any
credible sources, and/or insufficiently supports main points
3. Conclusion
Weight 10%
Reinforces central
idea, uses strong closing
Reinforces central
idea, uses generally strong closing
Some problems with reinforcing central idea and/or with using strong closing
Insufficiently
reinforces central idea or uses weak closing
Does not reinforce
central idea, and/or does not use strong closing
4. Speech
Organization
Weight: 15%
Well organized, logical structure
Well organized, generally logical structure
Some problems with organization and/or with logical structure
Insufficiently organized or insufficiently structured
Limited or no organization, and/or limited or no logical structure
5. Time
Requirement
Weight: 10%
2-3 minutes +/-15
seconds
2-3 minutes +/-30
seconds
2-3 minutes +/-45 seconds
2-3 minutes +/-60
seconds
2-3 minutes +/-75
seconds
6. Delivery
Strong eye
Good eye contact,
Average eye contact, some expressive voice,
minimally distracting gestures
Insufficient eye
Very little / no eye
contact,
generally
contact, limited
contact, no
Weight: 15%
expressive voice,
expressive voice
expressive voice
expressive voice,
and natural
and natural
and/or unnatural
unnatural gestures
gestures
gestures
gestures
7. Speech Clarity,
and Visual Quality
Weight 10%
Clear and
consistent throughout
Generally clear and
consistent
Some problems with clarity and consistency
Problems with clarity
and consistency throughout
Limited or no audio,
video, and/or other technology
8. Overall
Connects well
Generally connects
Connects somewhat with audience, partially achieves purpose
Limited connection
Doesn’t connect
Effectiveness
with audience and
with audience and
with audience,
with audience or
achieves purpose
achieves purpose
doesn’t fully achieve
achieve purpose
Weight 15%
purpose
POINTS: 30
ASSIGNMENT 2.2: INFORMATIVE SPEECH SELF-REVIEW
Criteria
Exemplary 100% -A
Proficient 85% -B
Fair 75% -C
Meets Minimum Expectations 65% -D
Unacceptable 0% -F
1. Submit a
completed self-review.
Weight: 20%
Submitted a
completed self-review.
Submitted a generally completed self-review.
Submitted a partially completed self-review.
Submitted a minimally completed self-review.
Did not submit a self-review.
2. Self-review was
Submitted self-Submitted
self-Submitted
self-review provided acceptable comments on student progress/work.
Submitted self-Did
not submit
well-developed.
review provided
review provided
review provided
completed self-excellent
good comments
minimal comments
review, or
Weight: 80%
comments on
on student
on student
submitted self-student
progress/work.
progress/work.
review provided
progress/work.
no comments on
student
progress/work.

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April 28, 2020December 7, 2020

Aircraft Maintenance

See pages 358 – 374 for Aircraft Inspections and Maintenance. Choose a inspection or maintenance topic to post with this discuss. Discuss the details as it relates to today’s aircraft maintenance programs. Why is the program vital to aircraft maintenance. Please explain.

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April 28, 2020December 7, 2020

Aircraft Stresses

Stresses that act on an aircraft can result in server to catastrophic damage. Choose an aircraft stress, define the stress and provide an example of the stress and what one would do to place the stress on the air frame. Identify the stress as either a Primary or Secondary. In your text, see Figure 15-6 for the list of stresses.

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April 28, 2020December 6, 2020

How does Walid Raad intertwine fact vs fiction in his art to explore a narrative in a way to access the historical reality of Lebanon.

Walid Raad – The Atlas Group (1989-2004)

Walid Raad, a contemporary media artist from Lebanon, created a fictional foundation called The Atlas Group that accommodated and contextualized his works, especially revolving around the Lebanese Civil wars (1975 – 1990), and overall explores ways representing war and history within the Middle East, casting doubt upon the authenticity of photographic and video documentation.

Criticizes traditional documentation methods of history and the autonomy of artistic work, and how it can be manipulated.
- Example: https://kadist.org/work/notebook-volume-38-already-been-in-a-lake-of-fire/

Produces artworks addressing societal, infrastructural devastation by war, later adding fictional aspects to them.

The Atlas Group is always presented by Raad – through public lectures and displays (film screenings, exhibitions displaying photography, audio, videos and document archives).

Gives a performative and complex dimension through the methodologies presented through the works of Atlas Group.
How Walid incorporates his personal, historical, cultural and political considerations with different audiences (ex. stating of different times in different places in accordance with the geographical location)
Is the Atlas Group a way to approach how he curates and establishes his works? How he represents himself in the production of his work.
Thinking in terms of cultural context, how does he present his work towards audiences unfamiliar to certain histories within the Middle East?
- Understanding of language, cultural norms,
Although the presentation portrays fictional constructs, they evidently relate to the reality in contemporary Lebanon.
How does he curate to look at this reality within the works objectively?
Can this collection of “facts” still give us access to that reality? To the experiences people go through within a context?
Subjective relationship with this reality – dimensions of experience
Although its fiction – it deeply relates with the events Walid has experienced, and is mediated in a way by what these realities are displaying.
How can he allow the viewers to see these intervened experiences within the fictional stories.
Exploring the narrative and discourse within the context of The Atlas Group project

https://frieze.com/article/walid-raad

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April 28, 2020December 7, 2020

How It Feels to Be Colored Me”

PLEASE MAKE SURE YOU FOLLOW THE REQUIREMENTS FOR THIS IS MY FINAL THANK YOU………………………The essay must be written in expository, 5 Paragraph Format (i.e., Introduction, 3 Supporting Paragraphs, Conclusion, etc.).

You must also include at least 5 Sources in this essay:

The Primary Source — The Text being analyzed
Four Scholarly Sources
And at least 5pgs (1,500 words)

Research Essay.

See the following Essay Prompts to help aid your ability to come up with a research topic with which to address:

1. “…For Tragedy is an imitation, not of men [women], but of an action and of life, and life consists in action, and its end is a mode of action, not a quality.”–From Aristotle’s Definition of “Tragedy”Sophocles Oedipus the King is one of the first examples of Greek Tragedy . Sight is an evolving theme throughout the text. Using specific characters from the text, etc., explain the literal and figurative meaning of sight used in Oedipus Rex? What makes the issue of sight so tragic ? Use specific evidence from the text to help validate your claims therein.

2. With regard to Williams’, “Streetcar Named Desire”, in a cogent, research piece, Stanley Kowalski on several occasions makes reference to “The Napoleonic Code” in the text. Why does he make reference to this nefarious law in Louisiana? Explain the use of the Napoleonic Code in the text. Have you experienced the Napoleonic Code elsewhere in the course?

3. Hamlet slays Polonius who is behind the Arras. The next set of events, arguably, lead to the tragic ending to the text. In a cogent essay response, explain in detail through specific examples used in the text, how Polonius’ death leads to at least three deaths (specific characters in Hamlet) by the end of the text.
( USE THIS ONE FOR THE PAPER)
4. In Hurston’s, “How It Feels to Be Colored Me”, explore and explain what Hurston’s tone is throughout the text. Does her tone change at different points, why? Be specific to the text.