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Directions: The exam will consist of one essay of 700-750 words (you can go up to 900 but no longer, please) A good exam answer will have a clear introduction with an argument and will include specific evidence/examples from lectures, the textbook, the primary documents and the course films (where applicable). A strong grade must include material from both lectures and readings, and you should include parenthetical notes. See the attached rubric and guide.

1.The idea of citizenship was introduced in the Enlightenment, but between the late 18th century and the late 19th century, different groups of people debated what this meant, and who could be a citizen. Choose to discuss three of the following moments/movements to discuss this topic. What were the main definitions of a citizen during the Enlightenment, French Revolution, Haitian Revolution, and a proponent of the new political ideologies that emerged in the 19th century (liberalism, socialism, Chartism nationalism, conservatism, abolitionism, and feminism)? [keep in mind that there would not be one definition in any of these periods]

2.In what ways was the Industrial Revolution in England and later in the rest of Europe revolutionary? Why was this term used? To answer this question, consider the changing nature, location and meaning of work; the role of technology and science; social and gender consequences; environmental legacies., and political movements such as the rise of socialism and Chartism.

3.What is nationalism? When did it appear and how has it shaped European politics and culture in at least three of the following moment: The French Revolution and Revolutionary Wars, the Revolutions of 1848, the formation of Modern Italy and the Making of Modern Germany? You might consider how culture/religion/language/notions of history/economics/food, art, statues, music, celebrations/and war all played a role in making at least two nations that we have studied.

4.Do you think that the French, Haitian, and Industrial revolutions created more equality and liberty, or new forms of exploitation based on class, gender and race?

5.Set up a debate between five of the following individuals: Rousseau; Cesare Beccaria, Olaudah Equino, Abbé Sieyès, a member of the Society of the Friends of Blacks, Olympe de Gouges, Toussaint Lourverture, Klemens von Metternich, Hannah More, John Stuart Mill, Robert Owen, Karl Marx, a “Chartist,” Otto von Bismark, Guiseppe Garibaldi and Louis Blanc.

Each should answer the following question:

What is the key problem you see in society and what do you think the best solution to that problem is?

You can set this up as a creative answer with each speaking in the first person, but if you do so be sure to use exact quotes.



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In Process Posts 1 and 2, you began to narrow down a research topic that you will investigate for the rest of the semester, and you identified some possible primary sources and images for your symposium. At this point in the semester, you have also composed a draft of your Primary Source Analysis and provided peer review feedback on your classmates’ Primary Source Analyses.

Assignment Purpose

The purpose of Process Post 3 is for you to:

Begin brainstorming what your Symposium presentation might look like

Consider how you would need to adapt your Primary Source analysis for a public audience.

Locate more images for use in your Symposium

Assignment Instructions

1. Review the Symposium Presentation samples posted on Carmen and think about them in terms of how you might wish to create your own Symposium Presentation. What ideas does your primary source suggest that might launch your own public Symposium Presentation?

2. Write a short description (200-300 words) of some ideas about where you would like to head with your Symposium Presentation. Your imagined audience for this presentation is a public one, so keep that in mind as you begin to plan. You might use the following questions to guide your thinking about your Symposium Presentation:

What kinds of topics, themes, or ideas might I investigate to prepare for my Symposium Presentation? Beyond simply documenting my ARP research, how might I branch into a related area of interest (for example, a presentation on vegetarian practices suggested by a primary source that is not directly advocating vegetarianism)? What related areas or issues does my primary source suggest that are of interest to me?

What images have I chosen already (in Process Posts 1 & 2) and how helpful are they in suggesting a direction for my presentation?

What visual, textual, performance and/or audio elements might I consider including to add texture to my presentation? How can I ensure that these elements add to rather than distract from the information I want to convey through my presentation? In other words, how can I use these elements rhetorically (remembering the impact of ethos, logos, and pathos appeals)?

3. Post three to five new images that relate to the primary source but are not of the primary source itself. Remember that successful symposium images should:

Extend your thinking about your primary source

Consider a range of connections to the course theme

Engage with one another thematically

These images could be of other connected sources, of larger ideas or concepts that relate to your primary source, or of anything else that your primary source makes you think of. For example, if your primary source is a Pepsi commercial that depicts young women and men drinking Pepsi on a beach, two images that relate would be a photo of young people depicted in an Abercrombie poster or an image of a very different kind of beach that might be used for contrast. Both of these images suggest larger concepts behind the Pepsi commercial: the representation of young people and the emotional responses that beach settings can evoke in an audience.


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Congratulations! Not only is this your final Process Post, but we’re almost all the way through the semester. By this point, you have completed a significant amount of work and writing as you composed and revised your Primary Source Analysis, Annotated Bibliography, Secondary Source Integration Paper, Rough Draft Analytical Research Paper, and Symposium. As you polish your final draft of the Analytical Research Paper, and with so much great work behind you now, this is a prime time to reflect on everything you’ve done and learned this semester.

Assignment Purpose

The purposes of this final Process Post are for you to:

Reflect on your work, learning, and writing processes

Consider how you might use these reflections and skills in future academic, professional, and personal writing

Assignment Instructions

1. Reflect on the work you’ve done this semester to prepare for both your ARP and your Symposium Presentation and write a short reflection (200-300 words) on what you found most rewarding, challenging, fun, thought-provoking, etc. about your projects this semester. You might use the following questions to guide your thinking:

What aspect of your ARP or Symposium Presentation are you most proud of? Why?

Is there some aspect of how you worked on your projects this semester that you would change if you had it to do over again? Would you collect more sources? Ask your peers to read your ARP draft? Practice your Symposium Presentation more before presenting it to the class?

If you had your ARP and/or Symposium Presentation to do over again, would you do anything differently? Would you choose a different topic or sources? Why or why not?

2. Respond to the following questions (150-200 words total):

What did you learn about rhetoric and rhetorical analysis? Have you noticed that in your everyday life you now think about how commercials, websites, videos, etc. are communicating rhetorically?

In what ways do you feel you can make use of this rhetorical knowledge in your everyday life, not just professionally but personally?

Tips and Resources

You may find it helpful (and interesting!) to revisit your First Day Writing as a way of measuring how much your understanding of the course, your experiences, and your writing has grown this semester.


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As we have discussed,class has three major focuses: Academic Writing, Public Writing, and our Course Theme. In addition to the work you will be doing on major writing assignments, you will also complete a total of six process posts that will encourage you to think about connections between academic and public writing and our course theme.

Assignment Purpose

The purposes of Process Post 1 are for you to:

Develop familiarity with multimodal, public presentations

Begin to identify the tools and strategies presenters use to create engaging and meaningful presentations

Begin the process of thinking about and finding topics and primary sources, related to the course theme, that interest you

Assignment Instructions

Your task is to browse the PechaKucha (Links to an external site.), TED (Links to an external site.), and Ignite (Links to an external site.) websites and watch at least three presentations (ideally one from each site) that spark your interest.

As you watch these presentations, consider what tools the presenter is using to get his or her point across. You might ask yourself, for example: What kind of graphics did the creator use to engage me visually? What other ways did this presentation engage me – did it incorporate audio? Video? Still images? Live speaker? Other means? What tools did they use to convey information and what tools did they use to engage or entertain the audience? What did the creator of the talk do to move the presentation along so that it could fit into such a brief amount of time?

2. In a document, copy and paste the URLs of the presentations you watched.

You do not have to post notes on the presentations, but be prepared to describe these presentations if asked.

3. Start thinking about topics and primary sources related to the course theme that you find interesting. A primary source could be a short text, a video clip, a poster, an image, or some other item that relates to our course theme and that can be analyzed using the steps described in our textbook. When thinking about your primary source, it will be important for you to keep the following four standards in mind. Successful primary sources will:

Demonstrate a high level of cultural capital

Connect to contemporary social and cultural issues

Allow for complex yet manageable analysis

Connect to your topical interests

4. On the same document as your URLs, write a short description (300-400 words) of the types of primary sources you might want to work with this semester. You might use the following questions to guide your thinking about primary source selection:

What is most interesting to me about our course theme? How might this course theme relate to other topics I’m interested in?

Why is this course theme important? Where have I seen examples of this theme?

What kinds of sources am I most interested in working with (text, image, video, audio, etc.)? Where might I go to find these types of sources?

What kind of images may relate to the course theme and to my ideas about primary sources?

5. Along with the written portion, post two to three images. They could be images of specific primary sources that you’re considering using, or the types of sources you’re interested in.

Be ready to describe and discuss your process of finding images about the topic(s) you’re considering working with in this course.

How have these images and the search for them affected your ideas about your potential project?

Be sure to cite these images using what you learned in chapter 2 of The Writer’s Companion and the handout entitled “How to Find and Identify Images for Your Symposium Presentation.”


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Take a stand on the issue of whether CEOs compensation is too high. (You may also use material from the Wells Fargo case in Chapter 1 to help explore this question.) As a group, discuss whether CEO compensation is justified or not.  Be sure to base your reasoning on the ethical frameworks covered in class: utilitarianism, rights and duties (principles) or virtues.

Do we support CEO pay?

Consequence based (utilitarianism) – RickyUtilitarianism refers to the philosophical doctrine that maximizes the benefit of the majority. For a company, capital, inventories, employees, and even CEO are factors of production to produce profits for stockholders and investors. As the article, “Are CEOs Paid Too Much” mentioned that “the highest levels of compensation are achieved through stock options,” a high stock price also indicates a higher utility for stockholders and investors. At this point, the goals of CEOs are aligned with the goals of stockholders and thus the CEOs have the incentive to maximize the stock price, which “encourage CEOs to take short-term ways to boost stock prices”, such as by laying off employees and increasing working hours. With a utilitarianism approach, CEOs’ actions are justifiable once the increases in utilities of stock price outweigh the loss of utilities of employees laid off. If the expense of pay-over-time is less than the extra productivity of driving employees working crazy hours, utilitarianism says it’s moral. Once an employee is tired of working extra hours, it becomes the one who gets laid off. The problem with utilitarianism is that it ignores the needs of employees as human beings who also need to be heard and considered but solely treats them as the factors of production which drives the firms to achieve greater profits. By paying CEOs a high compensation largely depends on the stock option, it encourages the CEOs to solely focus on the outcome of achieving higher profits at the expense of a portion’s employees’ well-being and putting employees’ well-being as part of their calculation of Cost-Profit-Analysis. Principle Based (deontological)Looking at CEO pay from the perspective of a principle based ethical framework we can come to a similar conclusion. The main difference between deontological ethics and utilitarianism is that it looks towards means and not simply the end result. Furthermore, applying principles and rights to this framework puts the assumption that all humans are awarded basic rights that all must abide by. If we apply this to the situation of high CEO pay we see many things. First off, these extremely high salaries as mentioned in the Opening Decision point of the textbook amounting to nearly 900 times the pay of a $16.50 hourly wage employee must come from somewhere. The means to allow a CEO to receive such a pay must imply that these resources that could have gone towards the company or other employees went to the CEO. Consequently this also violates the idea of basic human rights to be able to survive. That is to say, by denying workers a basic living wage so that the CEO can have their huge bonus is violating the idea that every human has the fundamental right to be treated with respect. Simply put, CEOs are using these workers as means to their own end, perhaps following a more egoistic approach by following one’s own self interest. Furthermore, an argument could be made that the CEO is using these employees as tools in order to boost their own bonus. While salary makes up a portion of CEO, the majority of it comes in the form of stock options. The intention of this is to align the values of the CEO with the company so as to motivate them to push for company wide success. However this has resulted in many CEOs looking towards short term profits often at the expense of their workers. These actions are in direct conflict with the ideas of the 18th century philosopher that famously said that as humans we have the “fundamental duty we all have to treat each person as an end in themselves and never only as means to our own ends’ ‘. Thusly, we argue from a principle based ethical point of view that the exorbitant CEO pay is unethical


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Our fairy tale characters have had rough lives and after the happily ever after that sometimes never comes, it is time they reach out and looked for insight from someone else. It is your first day on the job as a temporary help hotline with only having read Freud and Jung, you take calls, ask them to describe their situation, and then provide your best advice to them (providing any insight you may have from Freud or Jung). 

Maybe Cinderella has some unresolved family issues? Or Snow White feels like life has passed her by? Or a little old lady in the woods wonders why vandals keep eating the roofing? Imagine a fairy tale character phoned your hotline. How would the character describe their situation, and then what insight could you provide them from their story, and what words of wisdom would you give them?

1) Write a paragraph summing up the problem (from the perspective of the fairy tale character).

2) Write a paragraph providing some of your best advice on how they could gain insight from their story, and how they might better handle their situation/relationship.

What to do: Review the instructions for this week’s assignment.

Objectives

Review the topics of week by applying a Freudian or Jungain lens to the interpration of a tale.

Start to think in terms of how we interpret problems in our everyday life and how we go about finding solutions.

Directions

Consider the questions in the prompt and how you will address them. Be specific. 

Write a one-page text (double-spaced), or record your response video and Upload to Youtube

Upload your text or provide your Youtube link

After the due date passes, you will be automatically assigned 3 peer reviews

Review the assigned peer reviews and provide positive feedback by following Friday.

What to Include

A written or video response answering the prompts.

A Freudian or Jungian interpretation.

Provide a summary of the relationship problem and advice on how to handle it.


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The Primary Source Analysis Draft

So far, you’ve read about the major assignments in this course, begun to engage with our course theme, and identified a few potential primary sources that you might analyze. Now, your task is to choose 1 primary source—a short text, video, image, or other artifact—that relates to our course theme and that you would like to work with for the rest of the semester. Once you have chosen your primary source, you will use the analytical moves described in our textbook to analyze the details and potential meanings of your primary source. The 2-3 pages of analysis that you compose about your primary source will become the foundation of future assignments: the Annotated Bibliography, the Secondary Source Integration Paper, the Analytical Research Paper, and the Symposium.

Assignment Purpose

The Primary Source Analysis is designed to help you meet three objectives:

Select a primary source that will be the foundation of the rest of your Analytical Research Project

Practice and apply the analytical moves described in our textbook

Practice developing open-ended research questions

Assessment Criteria

Your Primary Source Analysis paper is worth 50 points and should meet the following Content and Design criteria:

Content Criteria

Your Primary Source Analysis paper should include the following content:

An Introductory paragraph that includes basic descriptive information about your chosen primary source:

What is it?

Where did it come from?

Who made it?

Body Paragraphs that:

Provide clear, focused analysis of your primary source

Directly engage patterns of detail or meaning in your primary source

Define and explain what you observe in your primary source

A Concluding paragraph that:

Briefly summarizes the major analytical claims you’ve made about your primary source

Includes 1-3 open-ended, analytical research questions (i.e., questions that cannot be answered with a simple “yes” or “no”) that you can use for later assignments to think more deeply about your topic and that will help you to find useful sources for the Annotated Bibliography assignment

Design Criteria

Your Primary Source Analysis paper should meet the following design criteria:

Your PSA should be 2-3 pages long

Your PSA should be double-spaced

Your PSA should be typed in 12-point font

Your document should have a 1” margin around the page

Important Dates

Primary Source Analysis Draft Due on Carmen: Wednesday, June 9 by 11:59 p.m.             

Peer Reviews Due on Carmen: Saturday, June 12 by 11:59 p.m.

Reflection on Peer Review (worth 25 points) Due on Carmen: Monday, June 14 by 11:59 p.m.

Revised Draft of the Primary Source Analysis (50 points) Due on Carmen: Thursday, June 17, by 11:59 p.m.

Peer Review Information

After the due date passes, you will be assigned reviews of three of your classmates’ submissions. (You’ll see them listed on your Dashboard, in the course activity stream, and on this assignment page.) Complete all three reviews, remembering to use the Describe ? Assess ? Suggest framework outlined in the Peer Review Guide, Pt. 1, to compose your responses.

The peer review system in Carmen is generally reliable, but it does have a few quirks; review Peer Review Tips for Students before beginning your reviews. If you still have trouble finding/completing your assigned reviews, consult this Canvas Guide, How do I submit a peer review to an assignment? (Links to an external site.) Be aware: reviews are automatically assigned at the due date/time, so if you submitted late, you may need to ask your instructor to assign you reviews in the peer review system.


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  1. After reading completing the readings for this week and browsing through the slide galleries and links:
    Post a reading response of a minimum 250 words exploring one of the prompts posted below. Please feel free to incorporate your own opinion and observations in your discussion!
    When necessary, use an example from the reading, include page number/quote/image

    Pick one of these topics for your response:

    1. In the example mentioned in the article, schools impose Christianity, English or French, and European/Canadian culture on First Nations Children by compulsory means in order to erase their own culture. What impact does this have on these First Nations Children? Can they really integrate into this new culture?
    2. What should marginalized groups (such as the First Nations people mentioned in this article) do to better maintain and carry forward their own culture and protect their culture from infringement?
    3. A major theme in the reading is art as activism. Do all artists have a responsibility to promote equity in their art? Why or why not?
    4. How can art operate in a way that honors heart knowledge and engages the mind, body and spirit? How might this be understood as a radical and revolutionary act within a society rooted in settler colonialism?

      Artist:

    5. What role do you think the clothing luna is wearing in “Artifact Piece” and “Take a Picture with a Real Indian” play in how those pieces are received by their audiences? Why would he have picked that specific clothing?
    6. In “In My Dreams: A Surreal, Post-Indian, Subterranean Blues Experience” , Luna talks about memory and nostalgia as it relates to culture. How can you relate to this idea? How would you present this idea?
    7. Many of James Luna’s performance pieces are situated in museums or utilize existing museum exhibitions. Why does he position his work here?
  2. After you have done so, you must also POST TWO 100 word minimum response to a classmate’s observations by hitting “reply” to their post. Your response post should elaborate on their comments, you may have a questions, be curious about their viewpoint, agree or disagree. Be respectful and courteous, but don’t be afraid to ask questions! Try to reply to a response that seems lonely. Then join other thread if you are interested.

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The  purpose of this discussion postings is for students to read the  assigned textbook chapters (Creswell Ch. #2, APA Ch. #2), synthesize the  information, and then critically think and share the information with  other students using their own words.

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Initial Posting (Saturday): The assignment requires students to read the week’s assigned reading requirements (Creswell Ch. #2, APA Ch. #2),  then post a summary of four (4) interesting facts that they learned  from the reading of “each” assigned chapter using their own words by the  Saturday due date. Direct quotes are not acceptable.

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The  initial postings must be substantively provided with a minimum of four  paragraphs for each textbook chapter – one paragraph for each  interesting fact from each assigned reading – if two (2) chapters, then a  total of eight (8) paragraphs/facts (four (4) for each chapter). Each  paragraph must contain a minimum of three (3) robust sentences. CAUTION:  It is not appropriate to make postings like “I found the information on  XXXX to be interesting” as this is not a substantive posting. The  postings must be provided informing the reader that you understand the  interesting facts you are posting – as if you are teaching the reader  about the interesting fact. Remember that these postings must be in your  own words.

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Response Postings to a Minimum of Four (4) Other Students (Sunday):  Then by the Sunday due date, read and provide a substantive response  posting to a minimum of four (4) other students. These response postings  to other students must be substantive with a minimum of two (2)  paragraphs (minimum of three (3) sentences per paragraph). Remember that  these response postings must be in your own words. Please see the  Course Syllabus for specific due dates.

POST 1

The literature review involves looking at what other researchers have done across related topics. Through a literature review, the researcher determines the topic’s worthiness and ascertains the areas to cover based on the gaps from the existing literature. A literature review is guided by the selected topic, enabling a researcher to determine the approach to take (Creswell & Creswell, 2017). If a topic is majorly researched through a qualitative approach, the researcher will review the qualitative literature to note the opinions and results from other researchers.

A literature review is used to describe various aspects of the selected topic where the researcher must prove his or her vast understanding of the topic area. A researcher includes information from various sources that they anticipate utilizing during the study. These sources align the researcher with the topic selected by expounding and giving a conclusive review of a topic area. The literature review involves utilizing relevant and recent articles that relate to the topic to avoid relating to old and useless information.

There are various sources for reviewing literature which makes the process quick and easy. The researcher utilizes the keywords that relate to the topic to narrow down the search process. Also, the researcher can apply the topic field to have a better outcome that is closely related to the topic (Creswell & Creswell, 2017). Through the review engines such as google scholar, the researcher is exposed to a wide array of literature, and from there, the link to the main document or article can be realized.

The research or study on a given topic aims to add knowledge to the existing body of knowledge. Therefore, the researcher needs to simplify the literature in a manner that accommodates most readers through understanding. Through the literature review, the researcher defines the difficult to comprehend terms to ease the understanding capacity. The literature review must have different variables defined in the quantitative research to ensure that the reader follows up easily without getting stuck in the various variables.

Reference

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

POST 2

Chapter 2 focuses on determining if the research topic is worth discussing. Before a researcher decides to undertake a study on a certain topic, it is good to consider the topic, and the researcher needs to describe the topic in short phrases. Several things are searchers should consider when they are planning their research. The first insight is to draft a brief working title of the study they are planning to conduct. Drafting the research topic becomes the major road of the research topic. The second insight is to pose the topic as a brief question. When developing the research question, it is good to focus on the main point of the research topic (Creswell & Creswell, 2017). It is also important to consider how the research question would be expanded later to be more descriptive.

The researcher of the topic may continue with the research if he has participants willing to serve in the study. The first step for each research is to spend adequate time studying and examining the research topic. When considering a research topic, it is good to consider a topic that covers a wide range since its appeal to a wide range of audiences, committee members, conference planners, and journal editors. It is also important to consider the time it will take to complete the project (Creswell & Creswell, 2017). The researcher should ensure that they select a topic that will not consume too much time. It is also good to consider the cost that is incurred when researching the topic selected. It is good to select a topic that is cost-efficient.

References

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

POST 3

APA Manual: Chapter # 2: Paper Elements and Format

We have covered two important chapters in this week discussion which mainly focuses on review of literature and paper elements and format in the APA format. In the chapter 2 review of literature, summarised various valuable ways that helps the researcher to gain better insights into their respective topics and limit the scope to the needed area of the inquiry. This chapter mainly covered the preliminary considerations needed to launch into a project. Review of literature provides the overview of the selected topic and identify the areas to prevent the redundant work and give credit to the researchers (Creswell & Creswell, 2017).

Once researcher selected the topic, the search begins from the related literature review and try to accomplish several purposes which helps to make the research successful. The primary purpose of the literature review covered in this chapter is as follows: (Creswell & Creswell, 2017)

  1. It shares the results of other studies that closely related to our research topic
  2. It offers the framework for establishing a study
  3. Review of literature is the foundation for writing the scholarly literature
  4. Easily shape the larger problems in the study
  5. Literature review helps to introduce the study
  6. Qualitative and quantitative research methods are more prevalent in the literature review

APA manual chapter 2 summarizing the paper elements and formatting settings for writing. Starting from the margin setting to the reference page settings all the key guidelines covered in this chapter. Also covered specific guidelines which helps to format the paper in the following ways so that readers can understand all the key elements: (American Psychology Association, 2020)

  1. Margins
  2. Text Formatting
  3. Page Header
  4. Page Title
  5. Introduction of the paper
  6. References

References

Creswell, J., W. & Creswell, J., D. (2017). Research Design: Qualitative, Quantitative, and Mixed Approaches. Fifth Edition.

American Psychology Association (2020). Publication Manual of the American Psychology Association: Seventh Edition.

POST 4

After choosing the Qualitative, Quantitative and mixed methods approach, the next step is to launch a proposal and select a topic. The topic needs to be the subject of a proposed study. Also always a researcher has to analyze if the topic can and should be researched. The researcher has to give a working title to the project, which is the first thing to do on the list. Besides drafting a title in the early stages while developing a project, the researcher has to review the literature about the topic and address the purpose of using the literature in a study, followed by gathering the principles that help in designing the literature into the studies of advanced research approaches.

To go ahead with the project, the first step is to spend good time in the library for researching on a topic. Do consider the opinions and reactions from the colleagues, faculty committee members, field authorities and academic advisors before proceeding with the topic. Once the researcher finds a good topic to study, the literature review can start which, when completed successfully, serves several purposes.

The literature review in a project need not be a completely developed and comprehensive one, instead it has to be brief and has to summarize the major studies on the research problem. The literature review, in this model, is shorter i.e., around 20 to 30 pages long, which explains the researcher’s understanding about the literature on the chosen topic and the latest writings (Creswell, 2018). The literature review can take various forms in general, however, irrespective of the form, the literature can be reviewed depending on the selected advanced research approach.

In qualitative study, the literature should be available and it is to be used to analyze the issue in the introduction of the study. As the qualitative study is exploratory, the researcher has a scope to listen to participants and understand what is required accordingly. On the other hand, quantitative research, has a considerable amount of literature in the introduction of the study, and is used to put forth some ideas about a problem. However, in mixed methods study, depending on the approach, the student uses either the qualitative approach or the quantitative approach of literature.

Reference:

Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches. SAGE Publications, Inc.


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For each prompt (a prompt can be a term, phrase, or concept) given below, please write:

a) The author who wrote about the term/phrase/concept. (You only have to cite ONE author for each concept, but you can definitely cite multiple authors. Citing multiple authors may help you to give a fuller definition of the prompt than only citing one. But you do not have to cite all of the authors who wrote about a particular term.) (0.5 point)

b) The meaning of the term/phrase/concept, as it pertains to the topics covered in this course. (You should plan on writing at least a few sentences to give an adequate definition.) (1 point)

c) A television OR social media example that illustrates the term/phrase/concept. (You only need to write about one example: television show OR episode, OR character, OR plotline from a TV show, OR a block of shows, OR an entire network; a social media platform OR influencer OR a hashtag OR an event or campaign on a platform.). You may give more than one example if you wish but only one is required. Anything that is a serial program (that is, consisting of multiple episodes) on broadcast TV, cable TV, or streaming platforms that you view in your domestic space, like Netflix, Amazon Prime Video, Hulu, HBO Go, CBS All Access, etc., counts as “television.” Feature-length (90-120-minute) programs made exclusively for a streaming platform (e.g., Netflix Originals like “To All the Boys I’ve Loved Before” or “Always Be My Maybe”) also count as “television” as they were made specifically for domestic viewing. Content (including music videos) made for YouTube or another social media site counts as social media, which you can also use for your examples. (0.5 point)

d) How the television or social media example relates to, and illustrates, the term/phrase/concept. Make sure to refer to at least one idea or argument made by the author (whom you named in part a). (You should plan on writing 1 to 2 paragraphs—6 to 12 sentences at least—to explain how your example relates to the term/phrase/concept.) (2 points)

You must format your answer according to parts a, b, c, and d, like this:

1. (term/phrase/concept)

a. (author’s name)

b. (definition of term/phrase/concept)

c. (name of an example)

d. (how the example relates to the term/phrase/concept)

Points will be deducted for poor spelling, grammar, and/or punctuation (up to 1 point). Points will also be deducted for improper formatting – proper formatting = listing out the different parts of each answer as a., b., c., d. (up to 1 point).

Each four-part response to a prompt is worth up to 4 points total.

Assignment 3 Prompts:

  1. the SLUMPY class
  2. the trans tipping point
  3. the Bechdel exam(test) OR the DuVernay(test) (choose one)

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I’m trying to learn for my Writing class and I’m stuck. Can you help?

Your first three Process Posts focused on locating and analyzing images that relate to your primary source. Now that you have submitted your Annotated Bibliography, you are ready to extend your analytical skills and to expand your collection of images by considering images that relate to your secondary sources.

Assignment Purpose

The purposes of Process Post 4 are for you to:

Reflect on your chosen research topic and how it has evolved this semester

Consider how your secondary sources can enrich your analysis

Consider how your Symposium presentation could engage a public audience

Assignment Instructions

1. Post and properly cite five images that relate to your work with secondary sources.

These images could reflect the topic you are writing about in general or the ways that your secondary materials are getting you to think differently about your primary sources. For example, let’s return to a primary source that is a Pepsi commercial depicting young women and men drinking Pepsi and playing volleyball on a beach. You might have found a secondary source that is a scholarly article about how the use of young, attractive actors in American television produces impossible, problematic standards of beauty. Images that might be suggested by this secondary source would be a man lifting weights in a commercial advertising protein supplements or a panorama of a crowded makeup counter.

2. Write a short description (200-300 words) of how your work with secondary sources is progressing and adding to or changing your ideas about the primary source. Again, keep in mind that your audience includes those outside of the class who may not be familiar with the terminology of the ARP or The Writer’s Companion. You might want to consider the following questions, although you don’t need to respond to all of them:

What have I learned from my research so far? What is interesting, relevant, or surprising in the secondary source reading I’ve done?

Which secondary sources seem particularly important to my analysis? How are these authors’ ideas similar to or different from my initial ideas?

How are my ideas about the primary source changing or evolving?

How do the images I’ve chosen relate to my work with primary or secondary sources? Why did I pick these particular images?


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Letter 4 // Letters to Artists: Attendance of Artist Talk

Attendance of Artist Talk Guidelines

NOTE: FOR LETTERS 3 + 4 you are required to make a connection to one of the readings in class. If you have difficulty in doing this, just contact me!

You are required to attend 4 artist talks + lectures throughout the semester and write a 200 word letter to them. The eligible talks are listed in the syllabus. The future in class artists talks, 2 (TBA), are also eligible. These letters may be submitted here, and are due the following week, or, within a week of the talk you attended.

TIPS:

  • Speak “nearby,” literally!
  • List any questions, concerns, things that their presentation brought up for you, anything that it connected to in class, your reflections, etc.
  • You are welcome to be critical, in fact, you are encouraged to think critically about their work. Being critical has nothing to do with whether you like their work or not, it is about situating the presentation within an identified context or framework and in service to furthering a dialogue, rather than judging the individual. This framework will likely be the overlap or blindspot between something the artist identifies and something you identify or see inside or outside of the work.
  • You can focus on a specific work that they shared, the overall presentation, or the conversation as many of the presentations are panel discussions.
  • Spend time with their work before and after the presentation! It is ok to bring up works not presented, if you are making a connection to the presentation.
  • If none of the listed artist talks work with your schedule, please send me a note. I will be adding some additional options.

Letters to Artists / Attendance of Artist Talk is worth a total of 200 points. Each is worth 50 points.

Rubric

Letters to Artists

Letters to Artists

Criteria Ratings Pts

This criterion is linked to a Learning Outcome200 word minimum

25 pts

Full Marks

0 pts

No Marks

25 pts

This criterion is linked to a Learning OutcomeEngagement with topic/presentation

25 pts

Full Marks

12.5 pts

Partial Marks

0 pts

No Marks

25 pts

Total Points: 50

Previous


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Letter 1 // Letters to Artists: Attendance of Artist Talk

Attendance of Artist Talk Guidelines

NOTE: FOR LETTERS 3 + 4 you are required to make a connection to one of the readings in class. If you have difficulty in doing this, just contact me!

You are required to attend 4 artist talks + lectures throughout the semester and write a 200 word letter to them. The eligible talks are listed in the syllabus. The future in class artists talks, 2 (TBA), are also eligible. These letters may be submitted here, and are due the following week, or, within a week of the talk you attended.

TIPS:

  • Speak “nearby,” literally!
  • List any questions, concerns, things that their presentation brought up for you, anything that it connected to in class, your reflections, etc.
  • You are welcome to be critical, in fact, you are encouraged to think critically about their work. Being critical has nothing to do with whether you like their work or not, it is about situating the presentation within an identified context or framework and in service to furthering a dialogue, rather than judging the individual. This framework will likely be the overlap or blindspot between something the artist identifies and something you identify or see inside or outside of the work.
  • You can focus on a specific work that they shared, the overall presentation, or the conversation as many of the presentations are panel discussions.
  • Spend time with their work before and after the presentation! It is ok to bring up works not presented, if you are making a connection to the presentation.
  • If none of the listed artist talks work with your schedule, please send me a note. I will be adding some additional options.

Letters to Artists / Attendance of Artist Talk is worth a total of 200 points. Each is worth 50 points.

Rubric

Letters to Artists

Letters to Artists

Criteria Ratings Pts

This criterion is linked to a Learning Outcome200 word minimum

25 pts

Full Marks

0 pts

No Marks

25 pts

This criterion is linked to a Learning OutcomeEngagement with topic/presentation

25 pts

Full Marks

12.5 pts

Partial Marks

0 pts

No Marks

25 pts

Total Points: 50


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Self Grading + Reflection

Deadline: May 14

Submit here!

In your Self Grading + Reflection,

This is the last component of your Final Project, and where you will reflect and self grade. THIS SECTION MUST BE COMPLETED IN ORDER TO COMPLETE THE FINAL PROJECT. Answer each of the questions below, and clearly label and space #1 , #2 , and so on.

Self Grading Criteria + Reflection:

  1. Go back to the Grading Criteria / Rubric that you submitted on April 9th. Copy and paste that here, YOU CANNOT CHANGE YOUR RUBRIC FROM WHAT YOU SUBMITTED. Grade yourself with the total points possible for each criteria visible. Remember, you are grading yourself based on the criteria you submitted with 100 total max points possible.
    • ie,
      Final video consisting of 7 minutes 20 / 25

  2. What was your goal or objective with this project and how did you approach this project? Did your initial idea change, grow, take shape, or shift?

  3. What was the process of articulating your own goals and assessing them within the project like? Were there specific points that you struggled with or gained? How does this affect your reflection on the work?

  4. If you attended the zoom critique session, what were some points that stood out to you? How did these responses challenge, question, or shift your perspective to the work? If you did not attend the zoom critique session, are there specific points you would like feedback on?

  5. Write a 150 word response about how your project addresses the Final Project Assignment Guidelines which is quoted in italics below. Please write in your own voice, and be specific.
    “Your project must be in conversation with one of the artists and readings that we have gone through or will go through in the course. This is not a literal conversation, but can be. Meaning that you should be able to discuss your final project in relation to something that we have explored in (this) class in a relevant and considered manner.”

    • if you already incorporated this into a project statement, you may reiterate that or explore this question through a more informal voice.
  6. Give your project a title (if it doesn’t already have one)!

  7. List 3 projects that you can explore during the summer, these may be different iterations of this project, or something entirely different.

  8. OPTIONAL: This question is an open space, you may use this section to address or reflect on anything in the final project or class that was not accounted for in the prior questions!

Grade Breakdown for entire Final Project

  • 1st Draft Proposal: 25 points
  • Final Proposal: 25 points
  • Submission of Grading Criteria: 25 points
  • Complete Self Grading + Reflection: 25 points <– this is what is due here
  • Your grading criteria accounts for: 100 points <– this is what we your grading criteria (question 1) accounts for

TOTAL FINAL PROJECT: 200 points

NOTES:

-You must complete all of these questions in order to complete the final project!

-If you submitted images or a video for your final project, your submissions need to be made downloadable to me.

-Feel free to email me, or set up one last office hour with me if it will help you reflect.


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Overview:

This is your chance to experience in a modified, yet comprehensive manner, what various production decisions are made in the production of a play. For this assignment, you will choose one of the full-­‐length plays we have read (The Bacchae; Intimate Apparel; The Laramie Project; Elliot, A Soldier’s Fugue; or A Midsummer Night’s Dream) to serve as your foundational text. Then, you will develop a production concept, and give that concept form with the selection of various design images and a cast of well-known performers to create a sense of how your finished production might come together.

The Steps:

Choose your script from one of the full-length plays that we have read this term.

Spend some time considering all aspects of your production and begin to develop your personal concept for your planned production.

To help you get to a concept, think about the following questions:

What is the main action of the play? What is its theme?

Why perform this play now? What about it seems relevant to today?

According to the script, where are we? When are we?

What is the overall mood of the play? (creepy, festive, romantic, etc.)

Write out a statement of concept detailing what the play is about and how you plan to produce it. 300-350 words.

Select research images for both scenic and costume design, with a minimum of 5 images for each area of design, with each image labeled to explain your selection. As you consider images think not only about required stage action (something to sit upon), but also the quality of the objects/images chosen (look and feel) that support your choice.

Cast at least 4 roles within your show with well-known performers and explain your casting choices. (Feel free to cast the entire show if you wish) Provide an image of each selected artist, labeled with their name and the role they are being assigned. Explain in a sentence or two why this performer is right for the role.

Compile the required information into a single document (.docx, PDF, or PPT) file to upload to the Carmen site.

Materials to be submitted include:

Production concept: Written statement of 300-350 words in which you explain how you plan to approach this production. (Director)

Design images: Minimum of 5 images for scenic design and 5 images for costume design for a minimum total of 10 images, each labeled with an explanation of the choice in support of your production. (Designer)

Casting: A written cast list with role and actor identified, a labeled image of each actor/actress that you have chosen to cast, and a brief written explanation of why the chosen performer is right for the role. (Actor)

Grading Breakdown:

Written concept statement (300-350 words) – 10 pts.

Creative design work (choices: design images, casting) – 15pts.


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Overview

If the Grimms had only had the power of the internet, their collecting work may have been completed in a chatroom, Reddit-board, or perhaps even here. This week, there will be two parts to your assignment – the first is to collect a tale from someone you know (could be a friend, colleague, grandmother, etc.) and as they tell their story (a tale from work, fairy tale, ghost story, etc.), As you listen just jot down the basic notes or outline of the story. Then reconstruct the tale into what you consider to be the Grimm fairy tale form (add or subtract elements as you please), you can tell your story in video or written format (no more than a page).

What to do: Review the instructions for this week’s assignment.

Objectives

Listen to a story. Jot Notes. Construct/Tell Story. (No more than one page)

After the deadline, Carmen will assign you three posts for you to comment on with positive feedback.

Before you post: Think about what elements could make the story a Grimm-style tale? Is there magic involved, how is it explained? Be sure to include those elements in your story.

Directions

Consider the questions under what to include

Compose a text or record a video Upload to Youtube

Upload your text, or provide the link to your Youtube introduction

After the due date passes, you will be automatically assigned 3 peer reviews

Review the introductions you are assigned and provide positive feedback (These are due the Friday after the assignment deadline)

You can find the peer reviews as links under the initial assignment (It looks like you will need to be on a computer to access these, if you find a way to access them on an Ipad, please let me know).

What to Include

A written text or recorded video telling of a tale no longer than one page – with source provided (where did the tale originate?).

Consider the elements that make up the Grimm style and include those.

Consider the process of collecting authentic ‘folk’ tales and what thoughts go into their editing into a collection.

Academic Integrity

Getting help on the assignment [is] permitted.

Copying or reusing previous work [is] permitted.

Open-book research for the assignment [is] permitted and encouraged.


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