Posts

Identify a social media platform for the campaign (e.g., Facebook, Twitter, YouTube, Instagram, etc.) and describe the rationale for the platform

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Alcohol in U.S society

Develop a social media campaign to bring awareness to hazardous alcohol consumption and/or alcohol abuse among a determined target population. (The target population is single parents. The media platforms used are Instagram and Tik Tok)

Define the problem among the target population

Research and gather data and statistics on alcohol use among the target population

Identify evidence-based practices used for the target population (See EBP matrix attachment).

Identify a social media platform for the campaign (e.g., Facebook, Twitter, YouTube, Instagram, etc.) and describe the rationale for the platform

Develop health promotional strategies targeted for the population

Describe how you plan to monitor the success of your campaign.

 

Would you mind highlighting major points (particularly discussing how it broadens your understanding of her life/activism and contributions to the civil rights and women’s rights movements).

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This Paper will examine the life and activism of Gloria Richardson

 

The people and events that influenced Richardson’s Activism.

The Activism of Gloria Richardson to, and during the Cambridge Movement.

Richardsons Influences on the Civil Rights and Women’s Rights Movements.

Would you mind highlighting major points (particularly discussing how it broadens your understanding of her life/activism and contributions to the civil rights and women’s rights movements)

So all storylines should be the subject of her.

Leave the outline way it is written; that is the way professors showed me he wants it.

The Annotated Bibliography should include Chicago Style References and One paragraph on each source and what it entails.

The Annotated Bibliography and 8-page paper are to be written in Chicago Style 12-point font, 1’inch margins. must include footnote and/endnotes

 

Identify 3 possible projects that would be suitable options in response to the project brief for the organisation to consider. Provide a brief outline of each option in terms of time, cost, alignment with the brief and risk.

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Aberdeen City Centre regeneration


You have been hired as a consultant to Aberdeen City Council to review their regeneration strategy and identify suitable projects in line with the aims of the Masterplan. In light of the changes that Covid is likely to bring to Aberdeen you have been asked to identify 3 projects that would fit the objectives of the Masterplan. You must recommend one project that you would propose to implement and develop a high level plan for that project.


Option Appraisal and recommendation

1. Identify 3 possible projects that would be suitable options in response to the project brief for the organisation to consider. Provide a brief outline of each option in terms of time, cost, alignment with the brief and risk. Identify a decision–making framework in order to critically evaluate and assess the merits of each of your options, you should include risk, benefits, costs, time and fit with the overall aims of the project brief, you can identify any other criteria you deem appropriate. Following your option appraisal, you are required to make a recommendation on the most beneficial potential project to adopt. You must ensure you provide a clear rationale for your choice.

Project Plan

Once you have identified your preferred option you are now required to develop a high–level project plan for the project.

2. Scope. You must define the Scope of the project identifying the overall aim of the project, the objectives and the project deliverables. You must include a summary of the main considerations and assumptions you have made in formulating your project scope. You should also include critical success factors and criteria.

3. Planning and Control. You must provide a project schedule, identifying the key phases and life cycle of the project. The report should include a work breakdown structure (WBS) and a ‘project schedule’ (Gantt chart). You should also critically discuss the approach to the life cycle, including how the project has been broken down into phases, any critical activities and any milestones or decision gates.

4. Risk. A risk assessment of the project and the project plan should be undertaken with an analysis and discussion of the key risks. You must also identify measures to minimise each of the risks and whether there remains any residual risk following your risk responses.

5. Stakeholders. There should also be a discussion of the key issues and concerns in terms of stakeholders, identifying which stakeholders have the potential to have the most significant impact on the project. You must also include a stakeholder matrix and identify how you will deal with the stakeholders and critically discuss the need to manage project stakeholders.

6. Change. You should identify any specific controls you will put in place to monitor and control the project including an outline of the change control mechanisms and who will have responsibility for change control decisions within the project and how that would fit with configuration management. You should also critically discuss the potential impact of
not having appropriate change and configuration mechanisms in place.

What does it mean for you to be a competent intercultural communicator? Discuss and provide concrete examples to illustrate the approach(es) you are engaging with in your response.

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Chap 7 Blog Reply to student

The for discussion seven that the student is responding to is as follows-

1) What does it mean for you to be a competent intercultural communicator? Discuss and provide concrete examples to illustrate the approach(es) you are engaging with in your response.

2) How can you use your knowledge about Intercultural Communication to work toward peaceful interactions with members of different ethnic/religious, or any “other” group, in your very own life?)

 

Describe a situation in which you might face a motivational conflict. Make sure to name the conflict,why it is a conflict and what steps might be taken to resolve the conflict

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Motivational conflict

Describe a situation in which you might face a motivational conflict. Make sure to name the conflict,why it is a conflict and what steps might be taken to resolve the conflict

identify a primary year level, learning area/subject and curriculum Content Descriptor from the Australian Curriculum (or State curriculum); create / design a relevant assessment task linked to the selected Content Descriptor (and Elaborations if relevant).

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Create assessment

1. Create / Design your own assessment task;

2. Create / Design a corresponding rubric; and

3. Use unit content as contained in academic research and journal articles to support assertions, provide a rationale for pedagogical choices and evidence critical reflection on the end-to-end teaching and learning assessment process described below.

Word count: 2,000 words (+/- 10%). This includes all text in the body of the assessment (headings, intext citations, captions and direct quotes). It excludes the Reference List, cover page, contents page and appendices.

Note: For this assessment, your marker will stop reading when the maximum word count is reached and only award marks on the material read.

Teaching and Learning Assessment Process:

identify a primary year level, learning area/subject and curriculum Content Descriptor from the Australian Curriculum (or State curriculum); create / design a relevant assessment task linked to the selected Content Descriptor (and Elaborations if relevant); create / design a rubric aligned with the task and learning outcomes; conduct the assessment with a primary school-aged child (consent must be obtained, unless on Professional Experience with Mentor Teacher / school approval); mark and moderate the assessment task using the rubric; provide constructive feedback to the participant; write a formal report comment suitable for parents/carers; reflect on the effectiveness of the teaching and assessment process in terms of feedback, teaching, learning (for the child/ren and you as the teacher); reflect on the moderation process that occurred; recommend the next steps you would take for teaching the participant (or class) in that learning area/subject (what are the child/ren’s next steps?); and integrate academic research and journal articles, correctly referenced using APA 7th edition, to justify choices, evidence a critical approach and analysis of the teaching and learning assessment process.

Discuss how you have felt limited by the expectations of your age and/or how you have felt seeing others being limited by their age. Be sure to reflect directly on how your experiences compare to what was discussed in our BB Collaborate meeting, the PP, the textbook reading or the discussion.

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Easy

• Choose one of the topics below and respond to the question as written.
• Include clear and direct references to relevant course content (specific lecture concepts, readings, videos) to support and expand on your reflections.
• All response papers should have an introduction paragraph, discussion (1–3 paragraphs), and a conclusion paragraph. . • The length of the paper should be about two pages of written text, double spaced, Times Roman 12 — plus title page and references page, if necessary). The references page should list all sources referred to directly in your paper. Sources used in these papers must be limited to class materials (lectures, assigned readings, videos) only.
• An example of how to format this document is posted on the assignment page.
• Evaluations for this paper will be based on how well you address the topic question, the extent to which your discussion shows direct connections to related course concepts and materials, the clarity and professionalism of your writing, and the presentation/format.
Topics (choose one):

1. Should religion be a part of government and public life or should public institutions be totally free of religion? Support your arguments with explanations and incorporate content in our BB Collaborate meeting, the PP, the textbook reading or the discussion

2. Choose one disability and write an essay discussing the emotional challenges a person with this disability may experience. Come up with what you believe are the three most relevant emotional challenges and explain how the disability causes or contributes to them. Your discussion should make direct connections to content discussed in in our BB Collaborate meeting, the PP, the textbook reading or the discussion

3. Discuss how you have felt limited by the expectations of your age and/or how you have felt seeing others being limited by their age. Be sure to reflect directly on how your experiences compare to what was discussed in our BB Collaborate meeting, the PP, the textbook reading or the discussion.

In what kinds of journalistic writing are you more likely to find the personal opinion of the journalist or writer? In what kinds are you least likely to do so? Why?

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Dr. Tim Gilmore
Media Literacy Assignment

 

1) Read the following “Readers’ Guide,” which I have pasted below, from The New York Times and answer the question below in paragraph form.
Readers’ Guide
In its daily news pages, The Times presents both straightforward news coverage and other journalistic forms that provide additional perspective on events. These special forms — news analysis articles, columns and others — adhere to standards different from those of the editorial and Op-Ed pages. The news and editorial departments do not coordinate coverage and maintain a strict separation in staff and management.
All articles, columns, editorials and contributions in the newspaper are subject to the same requirements of factual accuracy.
Here are descriptions of the various forms:
IN THE DAILY NEWS SECTIONS
Man or Woman in the News: A portrait of a central figure in a news situation. It is not primarily analytical, but highlights aspects of the subject’s background and career that shed light on that figure’s role in the current event.
Reporter’s Notebook: A writer’s collection of several anecdotes or brief reports, often supplementing coverage of a major news event like a summit meeting or an important trial. The items provide glimpses behind the scenes that flesh out the reader’s sense of a major story.
Memo: A reflective article, often with an informal or conversational tone, offering a look behind the scenes at issues or political developments. The article (with a title like Political Memo, White House Memo or Memo From London) may draw connections among several events, or tell the reader who or what shaped them.
Journal: A sharply drawn feature article focusing on a place or event (and labeled with the place name, whether foreign, national or regional). A Journal article is closely observed and stylishly written, often light or humorous in tone. It is intended to give the reader a vivid sense of a place and time.
News Analysis: A close examination of the ramifications of an important news situation. It includes thorough reporting, but also draws heavily on the expertise of the writer. The article helps the reader understand underlying causes or possible consequences of a news event, but does not reflect the writer’s personal opinion.
Appraisal: A broad evaluation, generally by a critic or a specialized writer, of the career and work of a major figure who has died. The article often accompanies the obituary.
Review: A specialized critic’s appraisal of works of creativity — movies, books, restaurants, fashion collections. Unlike other feature writers, critics are expected to render opinions in their areas of expertise.
News-Page Column: A writer’s regularly scheduled essay, offering original insight and perspective on the news. The column often has a distinctive point of view and makes a case for it with reporting. (Columns in the newspaper are displayed with the writer’s name and the column’s title inset into the text.)
The news sections also present a number of regular feature articles that carry labels indicating the topics — for example, the Saturday Profile in the foreign pages and Market Place in Business Day.
IN THE OPINION PAGES
Editorial: A sharply written, generally brief article about any issue of public interest. Editorials are written by the editorial board of The Times, which includes the editorial page editor, the deputy and assistant editors, and a group of writers with expertise in a variety of fields. While the writers’ opinions are of great importance, the editorials also reflect the longtime core beliefs of the page. Unlike the editors of the news sections, the editorial page editor not only reports to the publisher, but consults with him on the page’s positions. Editorials are based on reporting, often original and in-depth, but they are not intended to give a balanced look at both sides of a debate. Rather, they offer clear opinion and distinct positions.
Editorial Observer: A signed article by a member of the editorial board. These articles have a more distinct personal voice than an editorial. They often reflect personal experiences or observations, and may be written in the first person. These articles are not intended to be policy pronouncements, but do not contradict the board’s positions.
Op-Ed Column: An essay by a columnist on the staff of The Times, reflecting the opinions of the writer on any topic. Columnists are expected to do original reporting. Some travel extensively. Op-Ed columns are edited only for style and usage, not for content. Columnists do not submit their topics for approval, and are free to agree or disagree with editorial positions.
Op-Ed Contribution: An article by a person not on the staff of The Times, reflecting opinions about a topic on which the author is an expert or has provocative and well-reasoned ideas. These articles, most of which are solicited by the editors, are not intended to reflect the positions of the editorial board. Indeed, the Op-Ed page is seen as a forum to air diverse and challenging viewpoints.

Answer the following question with at least one substantial paragraph.
In what kinds of journalistic writing are you more likely to find the personal opinion of the journalist or writer? In what kinds are you least likely to do so? Why?
2) What is bias? Please consider each following topic and discuss, in a few sentences each, whether and how a writer should, or should not, be biased toward or against it.
a) Nazism
b) Slavery
c) Jim Crow
d) Women’s rights
e) A particular tax policy
f) Academic freedom
g) Municipal policies on animal control and no-kill shelters

3) What is “fake news”?
Here are two pieces of writing about “fake news” from The Washington Post. What’s the difference in writer’s intention between these two stories?
https://www.washingtonpost.com/local/fake-news-writers-need-to-meet-the-real-reporters-who-die-trying-to-do-their-jobs/2016/11/21/2d116308-afdc-11e6-8616-52b15787add0_story.html?tid=a_inl&utm_term=.f76f3cc91a31
https://www.washingtonpost.com/local/pizzagate-from-rumor-to-hashtag-to-gunfire-in-dc/2016/12/06/4c7def50-bbd4-11e6-94ac-3d324840106c_story.html?hpid=hp_hp-top-table-main_comet-reconstruct-852pm%3Ahomepage%2Fstory&utm_term=.7b46ced7583e

4) Consider tabloid publications, like The National Enquirer. Please read the following article and then answer, with at least one substantial paragraph the following questions.
The National Enquirer http://www.nytimes.com/1991/01/04/news/how-the-supermarket-tabloids-stay-out-of-court.html
Are individuals safe from libel in the United States? If not, why not? How does a publication like The National Enquirer differ from publications like The New York Times in terms of libel?

5) Read the following article and answer, with at least one substantial paragraph, the following question.

If there are lots of people who believe Barack Obama wasn’t born in the United States or that the Sandy Hook school shooting was a hoax, how do you know what sources to trust? And the answer is not just “You don’t.”

6) Find an article or news story from each of the following sources and apply the so-called CRAAP Test (see link below) to the article or story you find. You don’t have to include every point from the test, but you should indicate, with at least several strong sentences, how the test’s criteria relate to the sources you find.
https://researchguides.ben.edu/source-evaluation
Apply to an article or story from:
The Boston Globe
Gawker
PBS NewsHour
Mental Floss
National Geographic
Journal of the American Medical Association
National Public Radio
National Review
Folio Weekly
Info Wars
The Nation
The Onion

Does it meet the guidelines for a good hypothesis? If not, what is missing or incorrect? How could they improve their hypothesis to make it more clear or specific?

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Response to student post

The questions below do NOT have to all but answered just a short summary of attached classmate discussion

1, Does it meet the guidelines for a good hypothesis? If not, what is missing or incorrect? How could they improve their hypothesis to make it more clear or specific?
2, Does your classmate’s post convince you that their hypothesis should be supported? Why or why not?
3, Can you think of an argument that supports a different hypothesis (i.e., a different relationship between the variables)?
4, Alternatively, if you find no holes or flaws in a student’s hypothesis or logic of the rationale, then provide positive comments acknowledging their good work and point out what in particular made their hypothesis very strong