Nation of Islam begins in the 20th c
Nation of Islam begins in the 20th c. in response to the struggles of (mostly) African Americans,"Approximately 1500 words / 6 double-spaced pages
Your paper should have (at least) these parts
● Introduction (outline and briefly describe your paper)
● Describe the context that the movement (art/philosophy/religion/literature) is
responding to or coming from
● Describe the movement itself
● Describe the lasting impact of the movement
You will need to access the library’s resources. https://library.baruch.cuny.edu/ Please use at
least two resources from the library. The Berkshire Encyclopedia of World History is what we
use for class. That’s a good resource that you can use. When you cite a resource, put the
reference in parentheses with last name and page number. Eg.: (McNeil, 335). Include a
bibliography at the end of your paper
topic : Nation of Islam begins in the 20th c. in response to the struggles of (mostly) African
Americans
○ Gibson, Dawn-Marie. A History of the Nation of Islam : Race, Islam, and the Quest for Freedom, ABC-CLIO, LLC, 2012
Touchstone 3
Directions
Think about a persuasive speech that you would like to present on a topic of your choice. The speech can be for any context and any length, but it must be persuasive.
See the list of example speech occasions and purposes for inspiration, if needed.
Plan your speech, considering what your introduction, main points, and conclusion will include.
Organize your speech, following the structure of Monroe’s Motivated Sequence. Your speech should include an introduction, body, and conclusion. The introduction should contain your key message. The body should cover your main topics and support to back up your main points. Make sure that all support is relevant and from credible sources. Your conclusion should summarize your main points and provide a call to action.
Create notes or bullet points that you can refer to while presenting your speech.
Practice presenting your speech. Aim for a speech that is 3 to 5 minutes in length.
Before filming, review the rubric to ensure that you understand how you will be evaluated.
Film yourself presenting the speech. Be sure that you can be easily seen and heard, and direct your speech to the camera.
Review your video to ensure that you can be seen and heard. Refilm as needed.
Review the checklist and requirements to ensure that your Touchstone is complete.
Upload your video using the blue button at the top of this page.
Touchstone Support Videos
Organizing your Persuasive Speech
Persuading your Audience
Choosing the Right Language
Overcoming Public Speaking Anxiety
Speech Occasions
Personal
Product recommendation
Academic
Presenting academic work (argumentative paper, research, or report)
Academic speech and debate
Community
Speech at a community gathering (PTA meeting, boy/girl scout convention, town hall, homeowner’s association, athletic league, school board meeting, etc.)
Community action speech (asking for something, promoting a policy, etc.)
Political speech (on behalf of a candidate, yourself as candidate, etc.)
Business
Presenting to colleagues or peers (pitching ideas, etc.)
Presenting to superiors (project proposal)
Convention presentation (pitching new products, rally speech, teachable moments, etc.)
Submission checklist
_ I have selected a speech purpose that is persuasive.
_ My speech follows the structure of Monroe’s Motivated Sequence.
_ My speech has an introduction, body, and conclusion.
_ The introduction includes my key message (thesis).
_ The body includes my main points and support.
_ I have selected sources that are credible and support that is relevant.
_ I have used language that is appropriate to my audience.
_ The conclusion summarizes my main points and includes a call to action.
_ I have filmed a video of myself presenting my speech.
_ The video of my speech is 3 to 5 minutes in length.
_ I have reviewed the video and I can be easily heard and seen.
_ I have adhered to all of the requirements.
_ I have read through the rubric and I understand how my Touchstone will be evaluated.
Requirements
All video content must be appropriate for an academic context
Speech must be original and written for this assignment; plagiarism of any kind is strictly prohibited
Video is 3 to 5 minutes in length
Your video submission should include your name and the date
Bad poem analysis
Write me two paragraphs 5-10 sentences explaining why this poem is a bad poem
discussion
For the discussions please respond to the following questions based on the material covered in each chapter (please do every chapter in separate files) - (Minimum 50 words for each chapter).
1. The most important thing I learned in this chapter was ....
2. Use an external source for each chapter
Write about time management
College students suffer from time management problems. write a detailed description of ten creative possible solutions/options for improvement/assistance. this is in a paragraph by itself
write about the source you chose:-
Write a fifteen-sentence summary explaining why this source is helpful, relevant, informative. This should be written in paragraph form (not bullet points or a list) and use full sentences.
Subjective response
a) write your subjective response to the article--your reaction to the article and your feelings. Keep it to about three sentences.
b) then write an objective summary of the article. Again, let's try to keep it to about three sentences. Typically you introduce the writer and the article along with the main point of the article. Then you go over the major reasons the writer gives to support her main point.
Be sure to include which is which.
Article:-
It’s Time to Raise the Legal Drinking Age to 25
Kylie Lang--April 8, 2016 12:00am
Increase the legal drinking age to 21? Why stop there? When neuroscience tells us that young people don’t reach maturity until 25 — and when higher age limits are proven to decrease booze-related fatalities — go ahead and hike it from 18 to 25.
There is fat chance of this happening — I can already hear the cries about a nanny state — but anyone serious about tackling Australia’s destructive relationship with grog knows that what is being done currently is simply not enough.
Nicholas Talley, president of the Royal Australasian College of Physicians, has told a Senate inquiry into alcohol-fuelled violence that immediate and drastic measures are needed.
A higher minimum age to buy alcohol is just one of the RACP’s recommendations.
The idea has merit. It’s worked elsewhere.
In 1984, the US government under Ronald Reagan lifted the drinking age from 18 to 21. States which fought it had their funding for highways withheld. By 1988, all had complied.
Raising the age limit by three years was reported to have resulted in a 16 percent fall in the number of crashes involving young people.
A review of no less than 57 studies by University of Minnesota researchers came to the same conclusion: raising the drinking age saves lives.
One contends that “21-year-olds are too young to make decisions” and “not mentally responsible to drink”.
Neuroscience would agree.
We now know the brain, once thought to be fully formed after puberty, is still evolving into the mid to late 20s and, says neuroscientist Jay Giedd, people manage risk and make decisions better in their 30s.
Additionally, the impact of alcohol on a developing brain is far more acute than on a mature one, as is the risk of addiction.
The earlier people start drinking, the more likely it is that they will be hazardous boozers later in life.
Most Aussie kids begin experimenting with alcohol by 14, according to the Australian Institute of Family Studies.
In other research, 40 percent of 16 to 17-year-olds admit they drink to get drunk. With 18-24-year-olds, this ignoble pursuit jumps to 63 percent.
One in 10 kids aged 12-17 binge drink and most get their grog from friends or family — almost half say their parents buy it for them.
While it is not illegal for parents to supply children with alcohol in a private residence, it’s time we got smarter with how we treat alcohol.
Of course, those who prefer to ignore the facts would keep the legal age at 18.
If people are old enough to go to war, vote or drive a car, they reason they should be able to have a beer.
The legal drinking age is only one piece of a complex puzzle, complex because at its heart is a deeply flawed yet culturally entrenched bond with booze.
Alcohol is not the only drug harming young people, but it is the most socially accepted.
Yet problem drinking doesn’t only affect the drinker, it impacts families and communities and the socio-economic cost is exorbitant and unsustainable.
Young people deserve the best shot at life, and if lifting the legal drinking age will help, then let’s give it due consideration instead of dismissing it as an attempt by the fun police to stymie personal freedom.
Kylie Lang is an associate editor at The Courier-Mail
Covid-19 Vaccines
This is a research paper pretaining to the the currebt Covid-19 Vaccinations, there effectiveness, availabilities and concerns
What Are Your Motivations?
Your goals and motivations are driven by your underlying values—the reasons you desire to achieve certain things. Values inform our thoughts, words, and actions, and they help us to grow, develop, envision and create the future we want to experience.
Now that you have viewed videos and a reading that covered goals, motivation, and values, you’ll reflect on your own goals, motivations, and values and capture your reflections to complete the Week 1 assignment. This assignment is about understanding your motivations for coming to the university and what drives you to accomplish milestones.
For the assignment you will download the ""What Are Your Motivations?"" assignment template, then use it to complete the three parts of the assignment.
Part 1: The first step in better understanding your values is by writing three to five goals for yourself. These could be personal or professional goals, and they could be short-term or long-term goals.
Part 2: Once you’ve established your goals, think about what is motivating you to achieve those specific goals. Is it to get to a certain level in your career? Is it to achieve something you’ve always wanted to for personal reasons? Is it to set a good example for your family or friends? The second piece of this assignment is to establish two or three motivations for each goal you’ve identified.
Your motivation for doing anything generally stems from your values. Motivating forces could be values instilled in you from a young age, or values you hold because of what you’ve learned or been exposed to. Your core values are those that drive your behaviors, actions, and words. They are the reasons we dedicate our time and energy to most things in our lives. They are our guiding principles.
Part 3: Now that you’ve established goals and acknowledged your motivations, look at what’s motivating you, and write the underlying reason for each goal: These are your values. There could be one or several values for each goal that you have, and the values might be the same or similar for different goals.
There are no wrong answers for this exercise. The purpose is to establish your values and to recognize what drives you to accomplish milestones.
Once you have captured your goals, motivations, and values in the assignment template, upload your completed assignment to the Assignments Folder. Submit your assignment by the end of Week 1 to stay on track.
Contact me if you have questions or concerns about the assignment or the submission process.
Discussion board #2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Answer both responses following the guidance above.
At the beginning of film Hidden Figures the breeze of the wind can be heard and later turns into a very soft melody of a piano can be heard playing in the background. This helps sent the mood in the beginning and helps catch the audience not only by what they are seeing in the screen but also what they hear, it allows them to be present and feel the mood and tone. In this film there is a car trouble scene where outside sounds such as cows and birds can be heard were never seen. The sound of wind or a soft piano playing seems to be common in drama genres, it really helps set the mood in certain scenes. In this film most of the sounds were expected sounds and similar to what we would hear in 1st person, the sounds weren't exaggerated or different from what the audience would expect. If certain sounds were removed I believe it would take away the effect and the mood that it is presenting to the viewer. For example, the soft piano at the beginning of the film. If the piano was taken off the mood or tone of the scene may have take a different route, look more sketchy or not catch the viewers attention.
(1056) Hidden Figures - I've Never Seen a Mind Like The One your Daughter Has - sub esp - YouTube (Links to an external site.)
(1056) Scene from Hidden Figures 1 - YouTube (Links to an external site.)
Reference:
(1056) Hidden Figures - I've Never Seen a Mind Like The One your Daughter Has - sub esp - YouTube (Links to an external site.)
(1056) Scene from Hidden Figures 1 - YouTube (Links to an external site.)
Hello Class,
The three basic categories of sound are dialogue, sound effects, and music. Dialogue is the verbalization of characters talking to one another in films, sound effects are added sounds to illustrate the action of the film, and music is added to enhance the dialogue in films. The film I chose is Moonlight and the sound of this film impacts the theme and the mood of a scene. For instance, the sound informs the mood of the film by allowing the audience to endure the pain of the words and lyrics by using chopped and screwed music, which is a technique that slows down the music. With this sound effect, and music you can feel Charin pain and emotions and his attempt in trying to hide who he really is throughout the years. In different stages in his life, the world wanted him to be more masculine and more strong trying to mold him into something that he wasn't, and through score (background music) you can hear it in the lyrics of the music as it slows down, connecting the audience to his pain and everything that is hidden within him. Even through the orchestral music, and dialogue scenes, you can sense the haunting, emotional, and poignant from the music, connecting it to the character and scenes, like the scene where Juan was teaching little Chiron how to swim, grasping that moment and feeling the connection between them.
(11) Moonlight | Swimming Clip | Netflix - YouTube (Links to an external site.)
(11) Moonlight | Music of Moonlight | Official Featurette HD | A24 - YouTube (Links to an external site.)
Reference :
A24. (2016, November 8 ). Moonlight | Music of Moonlight| Official Featurette HD | A24.Youtube.[Video].(11) Moonlight | The Score | Official Featurette HD | A24 - YouTube (Links to an external site.)
Netflix Film Club. (2020, June 18). Moonlight| Swimming Clip| Netflix.Youtube.[Video].(11) Moonlight | Swimming Clip | Netflix - YouTube (Links to an external site
Argument essay 1300 words
Word Count 1300 words
Need turnit in report of the essay
Topic
“ teachers-student relationship at an elementary level and it’s affect on students academic success”
ARGUMENT ESSAY (10%)
The argument essay should be over the ""Write for a Cause"" topic that you posed in the preliminary research assignment.
For the final exam essay, you will write an argument essay on your topic using factual information gathered from your research. Your intent is to persuade, so you will use the subjective tone.
For the final exam, you should: Take a stance on your topic and argue for your cause. This essay should be persuasive, and it should offer factual evidence and warrants to support the claims made in your essay. You may include personal anecdotes to support your ideas as well. If you choose to use anecdotes to support your claims, they should be contextualized and supported by research. Research should go either before or after each anecdote.
articles (should also include one paragraph body each from following two sources)
Doabler, Christian T., et al. “Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention.” Learning Disability Quarterly, vol. 44, no. 1, Feb. 2021, pp. 50–62. EBSCOhost, doi:10.1177/0731948719884921.
García Bacete, Francisco J., and Jesús F. Rosel Remírez. “Spanish Validation of the Questionnaire on Teacher Interaction in the Upper Grades of Primary Education (QTI-P) and How This Interaction Influences Academic Performance.” Anales de Psicología, vol. 37, no. 1, Jan. 2021, pp. 101–113. EBSCOhost, doi:10.6018/analesps.415111.
