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Select one health policy issue to research and the relevant major policies and/or laws related to the topic.

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Power point for opioid addiction Major policies and laws

Research and the relevant major policies and/or laws related to the topic.

You will select one health policy issue to research and the relevant major policies and/or laws related to the topic. These will be used for both the annotated bibliography assignment as well as the paper. The annotated bibliography should evaluate 5 scholarly articles that will be used in the paper (you are welcome to use more than five sources in your paper). The paper should be 4-6 pages.

Suggested topics include obesity (childhood, etc.), opioid addiction, mental health, veterans’ health, abortion, smoking, marijuana use (medical or personal), Native American health, genetic nondiscrimination, health information protection, health information technology, human subjects in medical research, pharmaceutical pricing, quality measurement and reporting, etc. These are only suggestions. Students are welcome to explore a topic of their own and have it approved by the instructor.

Address the role of an item’s materiality. Select an item currently in pervasive use by Americans (or by a particular culture that you know well) and argue how the item comments on cultural values.

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English Question

Page count: 4-5 pages. (If 4 pages, then a FULL 4 pages). This page count does not include a works cited page. Any bibliography pages will be in addition to the 4-5 pages of writing.

Format:
Double spaced
Times New Roman 12-point font
1-inch margins
A title that is centered at the top of your first page and is in Times New Roman 12pt font
Page numbers in the top right corner
In the top left corner put

o Your name
o Professor Duemmler
o English 110
o The date you turn it in
Indent the first line of every paragraph
Have four sections (NOT including your introduction nor your conclusion) with each section having a unique  header

Small object, big subject
This four-page essay asks students to address the role of an item’s materiality. Select an item currently in pervasive use  by Americans (or by a particular culture that you know well) and argue how the item comments on cultural values.

Note: You can ask me if you are uncertain about your item being a good choice. 

The assignment requires students to argue how the item selected serves as a commentary on cultural values. For  example, if a student who elects to ruminate and write about the many varieties of sugar substitutes might address why  there is a market for not one but multiple products.

To do so effectively, students will need to research the item or product. Such research is not meant to be  exhaustive. Students will also want to include some discussion about the warrants or cultural assumptions the object  makes. This is not a sentimental rendering of a beloved possession. After free-writing or mind-mapping about your  small object, make a decision about the way the small object resonates for you and what larger significance that object  could have for others.

Audience and Purpose:

Your audience: someone who owns the object you are discussing, but has never critically thought about its use in  American (or other) culture, metaphorical meaning, etc.

Your purpose: To both inform and persuade.
To inform the reader on the history of the object, its use in American society, its metaphorical meaning, and  anything else you find pertinent.
To persuade your reader to see this object from your point of view and to accept your argument for its deeper  meaning.

Research:
This essay requires students to do some research on the history of their object, on the use of their object, and anything  else pertinent to the essay; thus, I am requiring that students cite one source they used while researching and writing  the essay. To cite means to include an in-text citation when one quotes, paraphrases, or summaries from a source. It  also means including a works cited page where the full citation for the source will appear. Note: This is simply for  you to practice working with citations before our big research paper. I will be grading you based on completion, so do  not fret, and use this as a way to practice working with research.  Example citations:

  • In-text citation:
  • (Author’s last name page number).
  • (Duemmler 39).

In the article, the author states that “the world is a dark place” (Duemmler 39).
Full citation for works cited page:
For books: Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.
Book example: Duemmler, Kristina. The Book on Writing. Charlotte, Warren Publishing, 2020.
For Websites: Last Name, First name. “Title of Page.” Title of webstie, URL. Accessed date.
Website example: Lundman, Susan. “How to Make Vegetarian Chili.” eHow, www.ehow.com/how_10727_make-vegetarian-chili.html. Accessed 6 July 2015.
For articles from scholarly journals: Author(s). “Title of Article.” Title of Journal, Volume, Issue, Year, pages. Article Example: Duvall, John N. “The (Super)Marketplace of Images: Television as Unmediated Mediation in  DeLillo’s White Noise.” Arizona Quarterly, vol. 50, no. 3, 1994, pp. 127-53.

Organization:
Divide your essay into four sections and title them according to the way you are seeing or visualizing the small object.  For example, an essay about a can of Red Bull might contain four sections about (i) its history, (ii) its effect on the  body, (iii) the American consumer as its target audience, and (iv) concluding remarks on the nature of its use. A writer  might title these sections as follows:
I. Energy in a Can
II. Raging Bull
III. Red, Silver and Blue
IV. Plain Bull

When you are trying to decide what type of sections to write, be sure to construct one on the object’s history (historical uses, when it was created, why it was created, etc.). You also will want to describe the impact of the  object (think chemical, biological, electrical, social, political, economic, spiritual, metaphysical, etc.) before you assess  its metaphoric impact. Metaphoric meaning can mean many things. For this essay, focus on how this object speaks  broadly about human nature, American culture, or the world. You could also turn the object into a symbol (metaphor)  for some deeper meaning. It is legitimate to include your own personal experience of and/or encounters with the small  object. You get to choose the subject of your fourth section. It can be on anything you want. 

Extra Credit Opportunity: A student who includes five sections (not including the introduction nor conclusion) in  his/her essay, will receive 20 points of extra credit. The section must be longer than ten sentences.  If you have any doubts about how to proceed, return to your readings. You can also meet with me to discuss your  plans. It is also appropriate to use your classmates to bounce ideas off of. You can also review the prezi on “Planning a  small object/BIG SUBECT essay.”

Note: See the last page for the grading rubric. To be successful, it is imperative that you check your essay with the  rubric before submitting it. Make sure each part of the rubric has been addressed in your essay to the best of your  ability.

What are the benefits and risks of QC? From a business perspective, namely cost, schedule, and performance, do you think Quantum Computing technology has a bright future?

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Writing about quantum computing

This is a thought leadership writing assignment on quantum computing.

You have been selected for a presentation on quantum computing at an important national software and security conference.

This assignment is to create a thought leadership presentation for the conference. You are to create a PowerPoint presentation. In a clear format of your choice, discuss the following:

  • An explanation of Quantum Computing
    • How does it work?
    • What resources are needed for a successful implementation?
  • What are the benefits and risks of QC?
  • From a business perspective, namely cost, schedule, and performance, do you think Quantum Computing technology has a bright future?
  • Citations are included as required.
  • include references at the last slide

How do selective serotonin reuptake inhibitors (SSRI) work to change the effective serotonin?

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Psychology Question

How do selective serotonin reuptake inhibitors (SSRI) work to change the effective serotonin?

(To earn full points, you should describe the mechanism that SSRIs change, and why that impacts neuronal communication)

What is the difference between ethics and social responsibility? What are some of the social responsibility issues that MNC’s (Multinational corporation) must consider?

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Difference between Ethics and Social

Essay about:

What is the difference between ethics and social responsibility? What are some of the social responsibility issues that MNC’s (Multinational corporation) must consider?

Find two ways of decomposing h(x) = (x-3)^2. State the order to follow when graphing a function requiring multiple transformations. Give an example.

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Discussion (Functions Transformation)

Instructions:

  1. Post your answer to one of the following questions:
    1. Find two ways of decomposing h(x) = (x-3)^2.
    2. State the order to follow when graphing a function requiring multiple transformations. Give an example.
  2. Your post needs to be at least 100 words.
  3. Comment on at least two (2) other classmates’ posts (“that was good”, “I agree with you”, or “you are correct” will not be considered substantial)
    • Your comments to your classmates’ posts need to be at least 50 words for each one

Which of the following is a good way to prevent cybercrime called social engineering that is used to obtain necessary information about our computer system and network for use by criminals?

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Law E-commerce 402

QUESTION 1

What can we do to minimize the potential for cybercrime of phishing emails in our company?

O 1. We can train our employees on the likely characteristics of phishing emails so they can recognize them

O 2. We can depend entirely on our spam filters to eliminate all phishing emails and need to do no more. immediately delete them and report them to our computer system and network personnel.

O 3. We can prevent all attachments in all emails from being opened by employees under any circumstances.

O 4. We can just deal with any problems that arise once our employees are tricked into opening attachments with malicious content or giving away access to their personal accounts.

 

QUESTION 2

Which of the following is a good way to prevent cybercrime called social engineering that is used to obtain necessary information about our computer system and network for use by criminals?

O 1. There is no practical way to prevent social engineering as we want employees to be free to speak to anyone on the phone or via email who inquires about our computer system and network.

O 2. We can make all employees of our company ignorant of the particulars of our computer system and network so they cannot disclose this information to anyone.

O 3. We can train employees to never, under any circumstances, disclose sensitive information about our computer system or network to anyone.

O 4. We can train employees not always verify who is inquiring about potentially sensitive information about our computer systema and network in our company before disclosing such information.

Two multiple questions, which of these questions is the answer?

Reference the book

  • Davidson, A. (2009). The law of electronic commerce(1st ed.). Port Melbourne, Vic.: Cambridge University Press. ISBN-13: 978-0521678650
  • Alghamdi, A. (2011). The law of e-commerce: e-contracts, e-business. AuthorHouseUK. ISBN-13: 978-1467886031

Explain, in your own words, two reasons why religion is difficult to define. Select one method for studying religion that you believe to be most thought-provoking and summarize the approach in your own words.

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Reflecting on Major Approaches to Studying Religions

Explain, in your own words, two reasons why religion is difficult to define. Review the lessons in Unit 1 as you consider your response. Then, select one method for studying religion that you believe to be most thought-provoking and explain what you believe to be its strengths and weaknesses.

Your short essay should include four parts:

  • Explain, in your own words, two reasons why religion is difficult to define.
  • Select one method for studying religion that you believe to be most thought-provoking and summarize the approach in your own words.
  • Explain a strength of this approach to studying religion.
  • Explain a weakness of this approach to studying religion.

The methods for studying religion discussed in Unit 1 include:

  • Phenomenology
  • Theology
  • Historical Approaches
  • Comparative Religion
  • Philosophy of Religion
  • Sociology of Religion

As you develop your reflection, be sure to engage with the course material from Unit 1. You will use information from the Sophia tutorials to support your response. When citing material from a tutorial, please include the name of the tutorial and use the following format (using Sophia’s Primal Religions tutorial as an example):

Refer to the completion checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

❒ Have you explained two reasons why religion is difficult to define, in your own words?
❒ Have you selected a method for studying religion from Unit 1 and summarized the approach?
❒ Have you explained a strength and a weakness of this approach to studying religion?
❒ Is your short essay between 400-600 words, double-spaced, and formatted in 12-point font?
❒ Have you cited examples with in-text citations?
❒ Have you proofread your short essay for mistakes in spelling, grammar, punctuation, and capitalization?

How will you support students to meet your goals? Explicitly describe what you will do. List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).

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Lesson Plan Assignment Instructions

Overview

Lesson planning is a key aspect of effective instruction. Lesson planning ranges from long-term planning (such as yearly or unit planning) to short-term planning (such as weekly or daily planning). You will create three original lesson plans throughout this course. Each lesson plan will cover a skill mentioned in Putting Reading First. Use the chart below to know which skills will be addressed in each lesson plan:

Module: Week Lesson Plan Subject
Module 2: Week 2 Phonemic Awareness or Phonics (choose one)
Module 4: Week 4 Fluency or Vocabulary (choose one)
Module 6: Week 6 Reading Comprehension

 

Instructions

When you are ready to write your Lesson Plan, use the provided Lesson Plan Template. The following details the information needed in each section of the template. Lesson Plan Examples have also been provided for your reference.

Preliminary Information

Candidate Name: Your name

Grade Level: Grade level for the lesson

Candidate’s Endorsement: Your endorsement area

Central Focus: A description of the important understandings and core concepts you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment. An overarching, big idea for student learning in the subject area (e.g., equivalent fractions, persuasive writing)

Subject: Subject area for the lesson

Learning Segment Theme: A learning segment is a set of 3–5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end. You need to list the specific skill you are teaching that falls under the central focus. This should be specific for this plan (e.g., Central Focus: retelling/ Learning Segment: summarizing a story).

Where in the learning segment does this lesson occur? Choose where this lesson falls in the learning segment (beginning, middle, or end).

Lesson Structure of Grouping: Choose which type of grouping you will use for this lesson (whole class, small group, other)

Student Assets

Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A.

Personal: Refers to specific background information students bring to the learning environment. Students may bring interests, knowledge, everyday experiences, family backgrounds, and so on, which a teacher can draw upon to support learning. Provide specifics about the students in your classroom.

Cultural: Refers to the cultural backgrounds and practices that students bring to the learning environment, such as traditions, languages and dialects, worldviews, literature, art, and so on, that a teacher can draw upon to support learning. Provide specifics about the students in your classroom.

Community: Refers to common backgrounds and experiences that students bring from the community where they live, such as resources, local landmarks, community events and practices, and so on, that a teacher can draw upon to support learning. Provide specifics about the students in your classroom.

Developmental: Refers to the cognitive, physical, social, and emotional needs students display that can impact the classroom environment. Provide specifics about the students in your classroom.

Content Standards

State Standard(s): Choose and write the specific state standard that your lesson is based on, including the number, letter, and description. Links to the Virginia Standards of Learning and Common Core Standards have been provided with this assignment. Only Virginia Standards of Learning or Common Core Standards may be used for this assignment.

An example of a correctly written state standard is: VA English SOL 2.7 The student will read and demonstrate comprehension of fictional texts (f) identify the problem and solution.

National Standard(s): Choose and write the specific national standard that your lesson is based on, including the number, letter, and description. Links to the National Standards approved for you to use have been provided with this assignment.

An example of a correctly written national standard is: D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

InTASC Standard(s): Choose and write the specific InTASC standard that your lesson is based on, including the number, letter, and description. A link to the InTASC Model Core Teaching Standards has been provided with this assignment. Write a sentence to show how the InTASC standard(s) applies to your specific lesson.

An example of a correctly written InTASC standard is: Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

 

Learning Objective(s)

Objective: Write an objective based on your chosen state standard. The objective should be succinct and contain a clear Condition, Performance, and Criterion. Here is an objective example with each part numbered ([1] Condition, [2] Performance, [3] Criterion): [1] After reading three fictional short stories, [2] the student will correctly identify each story’s main conflict and resolution from a list of choices [3] with 4/6 identified correctly.

Instruction

Launch/Hook/Anticipatory Set: Describe how you will open the lesson. This should capture students’ attention and narrow their focus for the instruction ahead. Ideas for this include telling an interesting story, asking a thought-provoking question, sharing a fun fact, singing a song, or anything else that will meaningfully connect to the instruction.

Instruction/Modeling: This will be one of the most detailed parts of the lesson. Explain very clearly how you will teach the skill/content of the chosen state standard and the objective. To do this, provide a step-by-step description of what you will do (as the teacher) and what students will do. You are encouraged to use numbers or bullet points.

Guided Practice: Describe how students will practice the skill/content taught during Direct Instruction/Modeling. This includes teacher monitoring, support, and feedback. Guided practice is intended to help students form their learning in a meaningful way, enhancing their understanding and/or accuracy of the skill/content. Guided Practice can also be known as “Supervised Practice”.

Independent Practice: Describe how students will continue practicing the skill/content taught during Direct Instruction/Modeling. This includes less teacher support than Guided practice. Instead, this practice gives students a chance to develop fluency and/or accuracy with the skill/content. This may include an opportunity for the application of the skill/content. Independent Practice can also be known as “Extended Practice”.

Closure: Describe how you will close the lesson. This should tie the lesson together in a meaningful way.

Evidence and Assessment of Student Learning

Diagnostic/Pre-assessment(s): Diagnostic or pre-assessments may be done at the beginning of a lesson or completed prior to the lesson being taught (pre-test, checklist, diagnostic testing). Describe how you will assess prior learning before the lesson.

Formative Assessments/Feedback to Learners: Formative assessments often take place during the lesson and should provide feedback to learners. Often formative assessments take place during your Guided and Independent Practice. Describe how you will assess student learning during the lesson.

Summative Assessment: Summative assessment is the evaluation of the Objective. Describe how you will assess student learning after the instruction has occurred. This could be in the form of a quiz, test, set of questions, recitation, project, or something else; be certain that this relates directly to the Objective. Note that there may be formative assessments embedded within the instruction areas as students are forming their learning, but the Summative Assessment is the final assessment and link back to the Objective.

Academic Language Demands

Important Note: Detailed information about these areas is found in the edTPA Handbook. Please consult this for important information about each area.

Language Demands: Describe how students use academic language to participate in the learning tasks of the lesson to demonstrate their understanding.

Language Supports: Describe the support(s) that will be in place to help students understand the language demands.

Essential Vocabulary: List vocabulary terms that are essential for students to understand during the lesson.

Luo Soe-Specific Lesson Requirements

Character Education: Describe how you will connect to a character quality or life skill in the lesson (e.g., Group work will involve student cooperation and kindness.).

Materials: List all materials that would be necessary to teach the lesson. For example, tangible items, links to planned technology, handouts, manipulatives, or any other item that would be used to carry out the plan as it is written.

Technology Connection: Describe the specific instance(s) where technology is meaningfully integrated into the lesson. Note that technology should be integrated at least once within an instructional area of the plan (in the Opening, Direct Instruction/Modeling, Guided Practice, Independent Practice, and/or Closure).

Supports: Differentiation/ Extension

Planned Supports: How will you support students to meet your goals? Explicitly describe what you will do. List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).

Exceptionalities (special needs-IEPs/504 plans, gifted and talented, accommodations, etc.): Describe how the lesson will include specific planning, modifications, and/or accommodations for students with special needs. Areas to consider would be students with learning disabilities, physical impairments, and gifted and talented.

ELL (English Language Learners): Describe how the lesson will include specific planning, modifications, and/or accommodations for English Language Learners

Learning Styles/Student Engagement: Describe how the plan supports student learning. Include how the plan addresses different learning styles (modalities). Also, describe how the plan includes elements that are engaging/motivating as well as elements that support student-teacher interaction.

Extension: Describe how the learning can be extended for students who have already mastered the skill/content. How can these students be challenged while still focusing on the skill/content of the lesson?

References

Resources: Cite all resources that were used in the creation of the plan. For example, if you used the course textbook to get ideas for activities to include in the guided practice, you would cite it here. For each citation, describe how the source was used in the plan creation.

Research to Support Instructional Design: Cite all research that supports the instructional design, including URLs. At least one research-based source should be included.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

 

Describe your audience. How does the issue affect different community stakeholders? Who would be underrepresented stakeholders? Who can implement your proposed solution?

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Complete the template

His thesis statement advocates a solution to a problem in your community, and you will consider the various stakeholders, common ground you share with your audience, possible rival hypotheses, and ways you can use the logical appeals of logos, ethos, and pathos to convince your audience that your proposal should be implemented.

Developing an Argument for Change Unit 4 Assignment
Part I: Thesis  
What is your thesis statement (claim + reason)?  
What is the underlying assumption (major premise) for your thesis?  
What common ground do you anticipate that you will share with your audience?  
Part II: Rhetorical Situation  
What is your purpose? How would you describe the problem and what are examples that illustrate the problem?  
Describe your audience. How does the issue affect different community stakeholders? Who would be underrepresented stakeholders? Who can implement your proposed solution?  
How would you describe your setting? What are key elements of the setting that affect the problem?  
Part III: The Appeals  Review the “the three appeals” (Attached)  Respond in full paragraphs for each of the appeals and include specific examples to illustrate how you will use those appeals. Reference at least one source that you can use to support your claims, and also be sure to identify a particular logical fallacy and how you will avoid it in the logos section.
How will you use the ethos appeal? How will you ensure your audience trusts you? Who might be stakeholders that may have reservations or negative results from the proposed solution?    What is at least one rival hypothesis you will need to address and how can you overcome that challenge to your argument?  
How will you use the pathos appeal? What are ways you can connect with your audience? What might be specific examples that you could use to illustrate the problem?  
How will you use the logos appeal?   What evidence supports that this is the best solution? What research will you need to conduct? What is one source you have found that will help you support your claims?  
What is a specific logical fallacy (like a hasty generalization) that you will need to avoid and how do you plan to avoid that fallacy?