Author: Custom Essay

Be sure to follow ALL paper and assignment guidelines. 2-3 pages, double-spaced Must contain a clear thesis in direct response to the prompt Must analyze and cite specific evidence (either from text, film, or show) No “I” or personal opinion/examples No “You” Start each body paragraph with a topic sentence and use 2-3 examples as support per body paragraph (properly cited) Introduce and punctuate all titles correctly!!! Your paper will contain three sections.First, you will summarize the legend and tell what it is. Then, using your research, give examples of the legend occurring, whether it be an old story, accounts of those who have experienced it, or news reports. You should also include where and how this legend began if you can find that information. Finally, your final paragraph should offer YOUR opinion. After all of your research, determine whether or not you find the legend credible, and why or why not. In “The Thematic Paradigm,” Robert Ray defines several different types of film heroes, including the reluctant hero, the outlaw hero, and the official hero. Using specific, cited evidence from Ray’s article, choose examples of each type of hero and analyze how they fulfill his definitions Here is the lick for the article http://xroads.virginia.edu/~drbr/robray.txt

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?

Read the Case Study: The Rocky Road to Patient Satisfaction at Leonard-Griggs on Page 291 in the Olden Text

Submit a one to two page paper answering the following questions
1- What kinds of HCOs are evident in this case?
2- What kinds of Healthcare management jobs are evident in this case?
3- Explain how jobs and work are being redesigned in this case. What new assignments are being made and to which job? What additional support or resources are necessary to support this change in assignment?

this is my book on the chegg webside:

http://156793594x.reader.chegg.com/reader/book.php?id=f95078450c2a99810502cfb1f9fc285f

just in case i will provide you my email password

First watch the movie called Tsotsi, directed by Gavin Hood 2005.
1.How do you feel about what you see?
2. What do you agree or disagree with?
3.Can you identify with the situation?
4.What would be the best way to evaluate the story?
5.What you think of it (Tip: You have to have a theory about what the work means to provide focus for your research and analysis. You don’t have to say everything possible about the work: be guided by what interests you most, which might change as you do research. Be prepared to wander and explore a bit).
6. What the thing is
7. What its parts are (words, punctuation, literary techniques or devices)
8. What those parts are used for and how they’re put together (structure, patterns, and themes)
9. Who made it, and the influence of that person’s beliefs and ideology on his/her work (Tip: Don’t guess, assume, or psychoanalyze.)
10. Where and when it was made, and the interplay of that context and the thing itself
11. Who its original audience might have been and what they thought of it
12. What you think of it (Did your research confirm or disprove your theory? Now what do you think the work means? Who cares?)

watch this movie Tsotsi (2005), directed by Gavin Hood.
Analysis the technique of the flashback in the movie. How his childhood was, and how is it affect his personality as an adult…etc.
PLEASE Use and follow the guideline attachment to write the rhetorical analysis essay.
Use the 3 sources to support your ideas.

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.

What is the impact of women entrepreneurs in local economic development?

It has to be in Canadian contest. Methodology use has to be regional data possibly from Statistics Canada. A regional case study can be used if is going to help the research.
Outline and up to 10 references required.
Major research paper format for the outline can be as below.

Abstract
Introduction
Literature review
Methods
Results
Discussion/Conclusion
References

110 Summary and Response #2/Citation Exercise

For this assignment, you will produce your second Summary and Response. This time, you will add one component: a paraphrase in the response section. This assignment will satisfy both Summary and Response #2 (worth up to 10 points) and the English 120 Citation Exercise (worth up to 5 points). Completion of this assignment is required in order to earn credit for English 120.
For this summary and response, focus on one of this week’s assigned readings: Naylor (220), Gould (223), Theroux (229), or Hughes (235).
The citation exercise demonstrates your ability to incorporate and cite sources following MLA guidelines (and enables me to screen for problems before you complete the research essay). To earn credit for both Summary and Response #2 and the Citation Exercise, be sure to satisfy the requirements of the summary and response assignment.
Include the following in your summary and response:
• a summary of the text (as you will do in each summary and response)
• at least one quotation in your response, in MLA format (a requirement of each summary and response)
• at least one paraphrase in your response, in MLA format (this will be new to some of you)
• a works cited entry, in MLA format, for the reading you choose (a requirement of each summary and response)

Include in-text parenthetical citations (this means page numbers in parentheses) for all three:
• summary: first and last page numbers in parentheses at the end of the summary, followed by a period
• quotation: page number in parentheses, followed by a period, after the quote
• paraphrase: page number in parentheses followed by a period, after the paraphrase
Recall that completing the Citation Exercise is REQUIRED to pass English 120!

MLA formatting examples are posted at the top of the home page. Please review my comments on your previous journal, to avoid making the same errors. Directions for reading my comments on your previous journals are posted at the top of the course home page.
_______________
Directions for the Summary and Response:
Summary:

 1. Be concise (exclude details, examples, specifics).
 2. Be accurate in conveying the writer’s main points.
 3. Remain objective (exclude opinion, interpretation, analysis).
 4. In first sentence of the summary, include the writer’s full name, the title of the text, and the writer’s thesis statement (in your own words).
 5. Use your own words (exclude quotations).
 6. List the page numbers of the text (first-last) in parentheses at the end of the summary, followed by a period. 

Response:

 1. Demonstrate your critical thinking about the text. Focus on your thinking—your reaction, your opinion, your response, your interpretation. 
 2. Include quotations from the text in MLA format. See examples in the document on MLA format posted at the top of the homepage in Moodle. 

Overall:
 1. Meet the required length of 450 words to earn a passing grade (aim for 450-500 words).
 2. Focus on one of the texts assigned for this time period.
 3. Submit polished work—proofread and edited.
 4. Include a works cited entry in MLA format for the reading you use. See the sample entry in the document on MLA format posted above. 

Note:
• Incomplete submissions cannot earn a passing grade.
• No late submissions accepted—no exceptions.
_________
You will complete several Summary and Responses of 450 revised, edited words in which you will record your critical thinking about the texts. No late submissions accepted—NO exceptions.

The Summary and Responses for this class consist of two parts: summary and response. The summary is the academic exercise. It tells you and your reader how well you understand the original text. The response, on the other hand, allows you some freedom. Ultimately, I need to see you connect with the text in a specific way. Focus on a section of the original, an idea, etc. Respond in any way you like, as long as your main focus is on the text. 

The summary should be roughly between ¼ and ½ of the total length of the assignment. The two parts of this assignment (summary and response) need to be separate. It should be obvious to your reader where one stops and the next begins. You may label the two parts, if you like. You must meet the required number of words (450) to earn a passing grade (each journal is worth up to 10 points). I recommend keeping the length between 450-500 words. Going much beyond this length turns this assignment into a very different task. I want you to focus on being concise, and that can involve the often-difficult task of excluding and omitting unnecessary material. For those who struggle to meet the minimum length, rest assured, it will get easier. One comment I often hear from my 110 students (starting about halfway through the semester) is that they are surprised how easily they can generate a decent amount of writing fairly efficiently. It’s amazing what a little practice can do. 

Have some fun. Keep in mind: you are writing for an audience. The more interested you are in what you write, the more interesting your writing will be.