Author: Custom Essay

Formulate a focused paper topic in which you will discuss this person’s work in the context (historic, cultural, social, political, etc.) in which he practiced, as well as their significance to the evolution of design practice (in concept, method, use of technology, etc.). Why is this person important to history of design?

PROJECT OBJECTIVES
1) Research a specific topic in history of design;
2) Demonstrate a thorough familiarity with the work of a chosen person from history of design and the historic context in which he practiced;
3)Identify the significance of a designer’s work to the evolution of design practice;
4) Identify the historic, cultural, social or political significance of his work;
5) Construct written arguments and defend these using proper academic conventions.

PROCESS CHECKLIST
– Conduct research and formulate a focused, concise thesis statement;
– Discuss the context in which this designer practiced;
– Analyze the person’s work; formal characteristics, medium of output, content, communication strategies etc.
– Discuss at least three different pieces of work by this person;
– Use a minimum of four credible sources in the paper; only ebooks, books or journals.
– Make sure the paper is written in accordance with APA writing style

ASSESSMENT CRITERIA
1) How well has the student met the objectives of the assignment?
2) Has the student shown evidence of research and knowledge of the selected subject matter?
3) Has the student formulated a specific, clearly stated thesis statement?
4) Has the student presented appropriate research-findings to clearly argue the thesis statement?
5) Are the points raised factually grounded; are conclusions based on the careful consideration of verifiable examples.
6) Does the paper present evidence from a variety of credible sources.
7) Is the paper well written (good sentence structure, proper punctuation, etc.)
8) Has the student properly cited sources using academic writing conventions?

Quite a bit has been written online over the past decade about possible health risks of childhood vaccinations. This message has moved some parents to avoid having their children vaccinated. To introduce this discussion topic I would like you to listen to this recent episode of the Diane Rehm show from National Public Radio on childhood vaccination. Link: http://thedianerehmshow.org/shows/2014-07-03/ongoing-efforts-vaccinate-children-against-polio-measles-and-other-deadly-diseases
It is an hour-long show, so be sure to carve out the time to listen. Then use online resources to investigate the following questions:

What is the argument against childhood vaccinations?
What types of sources do you find claiming that childhood vaccinations are dangerous? Do you consider these to be quality science sources? Why or why not?
What does science have to say about this question? Is there good data to show whether children benefit or suffer from vaccination? What are good sources for this information?
The HPV vaccine is relatively recent and is recommended by the Centers for Disease control Link: http://www.cdc.gov/hpv/vaccine.html. all girls and boys at age 11 or 12 to prevent cervical and penile cancer. There has been some debate at the state level whether HPV vaccine should be recommended for children. Look into this question and be prepared to discuss the risks and benefits of this vaccine.

Ineed a PEST analysis on internet cafes in the UAE that are specially opened for video games , like a gaming club.in the powerpoint attached there are variables available on slide 2. for each category, i need 3 variables that affect internet cafes in the UAE. please only use variables from slide number 2. and also state if it is a threat or opportunity for each variable. A sample is attached for both PEST and Swot analysis. Refer to the slides for the steps of the SWOT Analysis.
All data must be related to the UAE.
the 12 sources asked for are for the total 12 variables for the PEST Analysis.

Quite a bit has been written online over the past decade about possible health risks of childhood vaccinations. This message has moved some parents to avoid having their children vaccinated. To introduce this discussion topic I would like you to listen to this recent episode of the Diane Rehm show from National Public Radio on childhood vaccination. Link: http://thedianerehmshow.org/shows/2014-07-03/ongoing-efforts-vaccinate-children-against-polio-measles-and-other-deadly-diseases
It is an hour-long show, so be sure to carve out the time to listen. Then use online resources to investigate the following questions:

What is the argument against childhood vaccinations?
What types of sources do you find claiming that childhood vaccinations are dangerous? Do you consider these to be quality science sources? Why or why not?
What does science have to say about this question? Is there good data to show whether children benefit or suffer from vaccination? What are good sources for this information?
The HPV vaccine is relatively recent and is recommended by the Centers for Disease control Link: http://www.cdc.gov/hpv/vaccine.html. all girls and boys at age 11 or 12 to prevent cervical and penile cancer. There has been some debate at the state level whether HPV vaccine should be recommended for children. Look into this question and be prepared to discuss the risks and benefits of this vaccine.

The first draft of your Exploratory Essay (500 words minimum).

I. What is Definition?

Definitions limit or explain the meaning of a term or concept. Although the term definition leads most people to think of a dictionary, definitions are not always precise or universally accepted (Connelly 181).

II. Different types of definitions exist:
. Standard definitions
. Regulatory definitions
. Evolving definitions
. Qualifying definitions
. Cultural definitions
. Personal definitions
. Invented definitions
(Read pages 181-3 for explanations of each definition type.)

III. Methods of Definition (pgs.183-4) – Definitions can be established using a number of techniques:

. Defining through synonyms – use a word with similar meaning to define a term; this is the simplest method of providing meaning for a word.
. Defining by description – uses details about a word or subject to define a term; this method gives readers a sense of what a term might look, feel, taste, smell, or sound like.
. Defining by example – uses specific illustrations to establish meaning. Examples can establish meaning through identification. Complex or abstract concepts are easier to comprehend if defined by example.
. Defining by comparison – uses analogies readers can understand to provide meaning to something less familiar.
. Extended definition – this method is necessary when defining highly complex words (love; racism; justice) or concepts. A full description of abstract, disputed, or complex terms requires several paragraphs (even whole essays).

Your Definition Essay

For your definition essay assignment, you will need to apply most, if not all, of the methods listed above to develop and support the term you choose to explain and illustrate (since you are writing an essay to define a selected term, you are already defining through extended definition). Your goal as the author of a definition piece is to establish the meaning of a term, using the methods of definition, for the purpose of sharing a common understanding of that term with your reader. For this assignment, you want to choose a term that means a lot to you; since you will need to produce a strong 500 word essay to successfully complete this assignment, you want to select a term/topic that is rich in personal meaning and significance.

An Organization Tip:
For help in organizing the body of your definition piece, use at least three of the methods of definition listed above. For example, you may choose to define by description in your first supporting body paragraph, define by example in your second supporting body paragraph, and define by comparison in your third body paragraph. Whatever order you choose, do use these methods to help develop and organize your essay.

*Refer to the “Definition Checklist” at the end of chapter six (pg. 235) before you submit your definition essay for review.

Revising Your Writing

​The final step of the writing process is revision. Revision is a necessary step in writing because it involves incorporating your instructor’s suggestions for improvement and proofreading. Before student authors submit a final draft of a writing assignment, they should make certain that their work contains the qualities that make a student essay successful. All successful student essays fulfill the specific purpose of the assignment; they are unified and coherent; they contain proper support; and they display good use of grammar and language. To make certain your essay possess the necessary qualities to achieve a good grade, use the following questions when revising your work:

​Purpose: 1) Does the essay respond to the writing assignment? 2) Does it
answer the question being asked from the writing assignment? Does the essay
communicate a definite viewpoint?

Unity: 1) Does the essay contain a clear opening statement of the point of
the essay? 2) Is all the material in the essay in support of the opening point (thesis)?

Support: 1) Does the essay contain specific evidence to support the opening
point? 2) Does the essay contain enough evidence?

​Coherence: 1) Does the essay have a clear method of organization? 2) Are
transitions and other connecting words (repeated words; pronouns; synonyms)
used to tie the material together?

Grammar: 1) Does the essay contain grammatical errors? 2) What kind of grammatical errors does the essay contain (refer to “Revision Codes” for more on specific mechanic and grammatical errors)? 3) Can the essay’s objective still be effectively communicated with the presence of these grammatical errors?

Language: 1) Does the author use informal language in the essay? 2) Does the author use abstract and vague language? 3) Does the author make awkward word choices that stunt the effectiveness of his/her communication?

Note: Refer to this document before you submit your final essays. I may also ask you to reference this document when reviewing my comments on your final essay grades.

​This document contains descriptions of the most common student writing errors I noted in your first student essays. Use this document along with “Revising Your Writing” (in Course Documents) to help you proofread your essays before you submit them for review and grading.

Problem Areas
. Thesis and Support
2. Does your essay contain a thesis?
a. The main idea or main point developed in an essay is the essay’s thesis. The thesis statement appears in the introductory paragraph, usually at the end, and it is then developed in the supporting paragraphs (the body) that follow.
b. The thesis is the essay’s major topic sentence. The thesis answers the question, “Why am I writing this essay?” A well-structured thesis will state the essay topic and provide the writer’s attitude or opinion about the topic. A thesis may also contain a brief stating of the writer’s intended support for the thesis; (I recommend that you add your three- points for supporting your thesis to your thesis statement, as this greatly assists students with overall essay structure).
3. Does your essay contain support for your thesis?
a. Each of your body paragraphs should contain a major supporting point supported by minor supporting points. The major supporting point of each paragraph is stated in the paragraph’s topic sentence. The remaining body of the paragraph is composed of minor supporting points. The type of minor support (i.e. examples; description; definitions; narratives) you use for each of your student essays will vary from essay to essay to suit your writing assignments.
. Language
1. Word choice (wc)/Awkward Phrasing (awk):
a. Use words that you know. Students should use resources like the thesaurus to expand their vocabularies and avoid repetition of the same words in their essays; however, students should also use a dictionary to make sure they are using the new words in proper context. A thesaurus provides synonyms, words of similar meaning; because the meanings of synonymous words are not always exactly the same, but similar, students should be careful when substituting one word for another.
Also, non-native speakers of English may be inclined to use unfamiliar words for the sake of “sounding academic.” A writer must be comfortable with his/her own voice to produce effective student essays; a writer cannot be comfortable using words of unknown meaning. Student writers should write in a way that comes naturally to them.
In contrast to “sounding academic” is “sounding conversational.” Do not talk to your reader as if he/she is your best friend. This kind of writing is too loose, careless, and unkempt, and most importantly, it is prone to sentence construction errors.
b. Use specific words. Effective writers use specific words rather than general words. Don’t tell your reader, “The view was amazing and breathtaking.” Tell your reader, “The view was an endless bright blue that paralyzed my senses.” Use specific ideas and images instead of general and abstract statements.
c. Use concise words. Wordiness—using more words than necessary to express an idea—is often a sign of laziness or careless writing. In many cases, excessive wordiness reveals the student author’s desire to achieve a required word count.
. Sentence Construction
1. Does your essay contain sentences of varied structures?
a. Vary your sentences. If every sentence in a student essay is structured in the same pattern, writing becomes monotonous. Mix complex and compound sentences with basic sentences in a paragraph. Use punctuation marks like the semi-colon and pair conjunctions with commas to fuse two independent clauses. Use a basic subject + verb clause for a breath of fresh air among many long and complex sentences. The way you chose to structure a sentence has a direct affect on the way your ideas are communicated and thus interpreted.
2. The following are some common grammatical errors and rules to follow to avoid them:
a. A sentence must contain a subject (the who or the what of the sentence) and a predicate (the action the who or the what performs). If a sentence is missing either, the result is a fragment.
b. Place a comma before a conjunction introducing an independent clause.
c. Do not join independent clauses with a comma. If you wish to join two complete sentences with a comma, you must also add a conjunction. You may also wish to add a semi-colon to fuse two sentences of related ideas.

Make a new post and respond to the questions below . Write at least 200 words for Question 1 and at least 100 words for Question 2 (1 post, 300 total words minimum). Label each answer with the question number. Then reply to one classmate’s response to Question 1, in which two of Frida’s works are compared (100 words minimum).

Note: Make sure to connect your responses to the materials found in this lesson as well as the overall topic of women in the arts and humanities, including the role that gender, race, class, and sexuality play in creative work and its reception.

Frida Kahlo became famous for her series of self-portraits depicting personal events/tragedies and deep emotional physical states. Compare and contrast two of her self-portraits and please include images of both works of art you will be comparing in this answer. As you make your comparisons please consider the following questions:
What is similar or dissimilar between both works of art?
What style of painting did Kahlo use? Refer to surrealism under Art in Context.
How does Kahlo address issues of gender, reproduction, and sexuality, and femininity in her artwork? Refer to the information under Artists.
Did the film Frida succeed in presenting Frida Kahlo as a successful Hispanic woman artist? What more could the film do to achieve this? Please use specific examples from the film to support your position, noting particular scenes, moments, or conversations to help make your points.

classmate response attached, please responds at least 100 words.

1. You must have a clear and specific thesis, stated early in your paper, preferably in the first or second paragraph. This thesis should be argumentative and should not be observational. The difference between these two types of thesis may be represented by the following examples:
Observational Thesis: “William Wells Brown’s Clotelle, Paul Laurence Dunbar’s ‘We Wear the Mask’ and W.E.B. Du Bois’ The Souls of Black Folk all provide examples of the double.” This is observational because it is obvious, and because it merely makes a statement about (i.e., it only describes) what all the texts have in common. “The double” is the object of the thesis sentence and not the subject.
Argumentative Thesis: “‘The double’ as found in William Wells Brown’s Clotelle, Paul Laurence Dunbar’s ‘We Wear the Mask’ and W.E.B. Du Bois’ The Souls of Black Folk represents the cultural predicament faced by African Americans during Reconstruction.” This is argumentative because it takes an observation (that all these texts share the figure of the double) and uses it to make an argument (i.e., a point which goes beyond the descriptive) about how that observation relates back to all the texts. “The double” is the subject of the thesis sentence (i.e., it has a verb which follows it) and not the object. An argumentative thesis takes an observational thesis to the next level. A good way to change an observation to an argument is to look at an observation and ask, “and so?” or “so what’s my point?” The best argumentative theses are the most specific: they use very specific similarities between texts as their observations, and make arguments on the basis of them.
Do not leave your thesis until the final paragraph. If you write your paper in one take, at one sitting, often you will only realize what your paper’s overall point is at the very end of your paper. I strongly recommend that you do not turn in a paper which looks like this. This means that you may have to revise your paper at least once before turning it in. If you do arrive at a thesis only at the end of your paper, a good way to fix this is to take the conclusions from your final paragraphs and apply them to your opening paragraphs, and then make sure each of your paper’s paragraphs make reference to these conclusions in turn.
2. You should refer to your thesis in each paragraph, preferably at both the beginning and end of each paragraph. Each paragraph should have what some teachers call a “topic sentence” – some sentence, usually at the beginning of a paragraph, which states that paragraph’s main point, or the point which makes that paragraph’s discussion different from every other paragraph’s discussion. But each paragraph should also have a “thesis-connecting sentence” – a sentence which connects that paragraph back to your whole paper’s main overall point, and ties each paragraph into your whole paper’s overall thesis. Each paragraph should have its own mini-discussion, of course, but each paragraph should also have some relationship to your overall argument, and you should make that relationship clear.
3. Each paragraph should include at least one quotation from your text(s). Every paragraph needs a point, and every point needs proof. The best kind of proof – the best kind of evidence that what you’re claiming is the case is, at least in your paper, actually the case – is a direct quotation from the text. Thus, every paragraph should have a quotation. Your quotations must be properly cited, complete with page numbers. They must also be incorporated and not unincorporated:
Unincorporated quotation: Frances E.W. Harper illustrates how slaves were able to transmit information under their masters’ very noses. “In conveying the tidings of war, if they wished to announce a victory of the Union army, they said the butter was fresh, or that the fish and eggs were in good condition.” (Iola Leroy, 9) These two sentences are totally separate (i.e., unincorporated) and the quotation exists as an isolated sentence with no source, dropped in like a sound bite.
Incorporated quotation: Frances E.W. Harper illustrates how slaves were able to transmit information under their masters’ very noses. “In conveying the tidings of war,” Harper writes, “if they wished to announce a victory of the Union army, they said the butter was fresh, or that the fish and eggs were in good condition.” (Iola Leroy, 9) The quotation is broken up by a clear indicator of its source, and it is made into a full sentence (i.e., incorporated) of its own.
Any paper which does not include regular quotations (preferably one per paragraph) will not receive a very good grade. Any paper which includes no quotations whatsoever will not receive a passing grade.
4. Your paragraphs should be of reasonable length. There is of course no universal rule governing the length of the “perfect” paragraph, nor should there be: there is an art to writing, whether it be poetry or English papers. But some general customs do apply: anything consisting of three sentences or less is too short, and anything which fills over half a full page in size is too long. Paragraphs, like papers, make their arguments in steps, and if in each paragraph you have a topic sentence, a quotation, and a thesis-connecting sentence, then you already have three sentences – and you haven’t even discussed anything yet. (If you come from a business-writing background – used to writing in bullet points or other very short, digestible “thought bites” – this may be a particularly important guideline to remember.) Conversely, if you have a paragraph which goes on for over a full page or more, then you clearly don’t have only one main point which that paragraph is trying to convey, and you’re trying to do too much. (If you tend to write your papers in one take, very quickly, or at the last minute – used to throwing all of your thoughts down in a rush with little attention to your overall paragraph structure – this may be a particularly important guideline to remember.) Paragraphs are the main argumentative unit of an English paper; a paragraph is to a paper what a sentence is to a paragraph, and, just as with sentences, there are “fragment” paragraphs as well as “run-on” paragraphs. You should avoid both.
5. Ground your paper in the text(s). Most of your paragraphs should be directly concerned with authors, plots, characters, themes, symbols, conflicts, and other literary things, and not in the abstractions which surround them: “society,” “history,” “culture,” and so on. This means avoiding what I call “Since the Dawn of Time Stories” – papers which attempt to account for all of human history in their argumentative sweep. Do not attempt, for example, to write about “all” of slavery, “all” of American history, or even “slaves” in general; instead, you should write about specific authors and their texts. Sentences, paragraphs, and papers should begin with and regularly return to authors, characters, etc., as their subjects. Instead of saying, for example, “African Americans have always resisted racial oppression,” you should say, for example, “The authors Brown, Dunbar, and Harper all show a variety of ways in which African Americans resisted racial oppression.” This may seem like a subtle difference, but it’s a crucial one. You should, of course, remember that neither you nor your authors are writing in a vacuum, but a good English paper is all about the literature.
6. Try to achieve a reasonable degree of balance between the different texts you discuss. While it’s often difficult to devote exactly equal time and space to each of your required texts, you do want to shoot for a paper which is not terribly unbalanced – three pages of a five-page paper devoted to one text and half a page for each remaining text, for example, is not a good balance. A good paper distributes its discussions of all its texts as evenly as possible across all its pages.
7. Don’t be afraid to have an opinion, but phrase your opinions in terms of analyses of the text(s). While I don’t forbid using the first-person singular pronoun “I” in papers, I do think it’s largely unnecessary: I will know it’s you making your points, and often “I” statements lessen the impact of a good solid analysis. Don’t feel the need to qualify your opinions by saying “I think that,” “I feel that,” “it seems as if,” or other similar phrases. A good rule of thumb is to go through each paper and look for moments where you tend to apologize for having your own opinion, and delete the phrases that precede your actual point. Act as if you’re right, and your argument will usually be better off. (the essay should be writing about Gorilla, My love)

The text I choose is the story called “the necklace”

Instruction:
Creative Project

Step One: Choose the Creative Path OR the Research Path
Step Two: Follow the Directions. Remember that you will be doing both a project and a supplement no matter which path you choose.
Step Three: Submit the Assignments Correctly.

A. A. The CREATIVE PATH

The project:

This option is meant to hone your creative skills as well as your interpretive powers. You may choose from the following ideas or propose another option. Whatever you choose, your project must deal with one of the texts from our syllabus. You may choose any assigned text from Units 1 through to our current unit.
Your project should reflect your understanding/interpretation of the text and should work to help us better understand it. There is no page requirement. Obviously, a haiku wouldn’t be long, but it is challenging.

Ideas:

• A recreation—This is a response to a text that requires you to essentially make it new by writing something like a prequel, a sequel, telling it from another point of view, change the time period (think Jane Austen’s Emma and Clueless), and so on. There are a lot of possibilities. What it must be is true to the original by being consistent with it.

•  An adaptation—You may change the form of your text. For example, you may change fiction into a poem, a song, play, or film treatment.

• Film concept—You may translate your choice into a film treatment. You could write a description of what your film would be like (who you would cast, what mood you want, who might direct it, what themes you would pull out, what music you would use, what the set design might be like, etc.). You could focus on a scene or two or the work as a whole. You could even present this on powerpoint if you prefer to add visual elements. If you like visual art you could create the movie poster.

• An imitation or parody— First analyze the original by breaking it down into its main characteristics. Decide what you want to save. You can imitate style or play with concept.

• A visual arts response—You could create an art project that reflects themes, or illustrates a text. People have done paintings, sculpture, collage, garments, sketches, etc. In this case, it would need to be digital or be able to be presented that way. Powerpoints may work, digital photos, etc. This option is dependent a bit upon your technological expertise. I am not responsible for getting this to me in a usable form: you are.

•  Other options? Let your creativity go. Just be sure that it interacts with the text and helps us to appreciate it.

Supplement:
You must include a supplement that discusses how you put together your project. Take us “behind the scenes.” Why did you choose the piece? What inspired you to create your project? How did you go about it? What were your goals? What did you hope to accomplish, illustrate, demonstrate? If you think it may be unclear, be sure to demonstrate how the piece is connected to the original.
This is your chance to clarify and showcase your work. This supplement should be a separate short essay of about 1 to 2 pages. Please understand that the supplement must have substance. It is an important component of your grade.

Presentation:
You turn in the assignment and supplement to me as an attachment to Assignments.

A. B. The Research Path

The project:
This option requires you to write a traditional 3-4 page (plus Work(s) Cited) short paper. You must include a Works Cited even if you do not cite outside sources because you will need to properly cite the primary text. This option is meant to be an opportunity to hone your skills as a scholar, academic writer, and literary critic.
Choose one of the texts from the syllabus, preferably one that we have already read. You will need to develop a thesis (a claim about the meaning or significance of the text or a claim about the relationship between the text and a historical, cultural, or philosophical element. Remember that the main focus needs to be the text in question. What do you want to say about the text?
The topic is open. The only restrictions are:
•  Your primary text must be selected from our syllabus. It must be on the reading list (Units 1-to the present unit).
•  You may do some biographical, cultural, or contextual research but you must clearly tie this information to the story in question. You need to incorporate it into your interpretation and/or work through what makes that information important to our understanding of the story.
• You may not write a paper that is essentially an “encyclopedia-style” report of information. This needs to be an interpretation paper.
•  Do not write a plot summary. I want analysis. Do not write an evaluation. I am not looking for a review of the text. There are sections in your anthology devoted to writing about literature. Consult them.

You must support your claims with evidence from the primary text. If necessary, you may also bring in secondary sources found through research. All texts must be properly quoted and cited using current MLA style.

About sources:
If you bring in outside sources, you need to be sure that they are solid: reputable and accurate. In light of this, Wikipedia is not an acceptable source. Nor are various “free essay” sites. If you cannot tell where the material came from or what credentials are behind it, find a different source.

Supplement:
This is relatively short document that should explain your interests and process. Take us ‘behind the scenes” of your research paper. What drew you to the work? Why did you choose it? What led you to your thesis? Did you find anything particularly interesting during research? What would you like to clarify for us? This is basically your chance to clarify any points and to showcase your critical analysis.
Because your paper should be pretty clear, I don’t expect this to be as detailed as a supplement for the creative project. It should still demonstrate thought and care. Aim for a half page to a full page.
Remember that the supplement is still an important part of your assignment.

Presentation:
You turn in the assignment and supplement to me as an attachment to Assignments.

The final research paper I will mainly focused on the Japanese artist Yoko Ono’s works. Especially, the periods of early 1960s till 1970s when she actives in New York City and Europe. First of all, I will briefly introduce Yoko Ono’s background and early life in Japan, how she became an artist and starts her career( simply intro 3 arts work, and detail describe 1 art work(very important)). Second, I would describe her relationship with John Lennon, the singer and songwriter of the most famous band The Beatles in the world. How this relationship affects Yoko Ono’s works and the works that they create together(also simply list 5 art works, detail write one art work such as Bed in Peace(very important)). In the End, I may write about the connection between MoMa and Yoko Ono since she had engagement with MoMa dates to her arrival onto the New York art scene in the late 1950s and early 1960s.(list 3 art works, then detail write one display in the Yoko Ono: One Woman Show 1960-1971 at The MoMa (very important))

sources:
1:Biesenbach, Klaus, and Yōko Ono. Yoko Ono: One Woman Show, 1960 – 1971. New York: Museum of Modern Art, 2015. Print.

2:Yes Yoko Ono, Alexandra Munroe;Yōko Ono; Jon Hendricks; Bruce Altshuler
New York : Japan Society ; Harry N. Abrams;2000

3:All we are saying : the last major interview with John Lennon and Yoko Ono
John Lennon 1940-1980.;Yōko Ono; David Sheff; G Golson
New York : St. Martin’s Griffin;2000