Food Deserts

Select TWO of the following topics below (accessed at this link: .cgu.edu/geo/">http://gis.cgu.edu/geo/ (Links to an external site.)

watch the videos, and post your responses to the discussion questions (in the related pdf):

• Food Deserts

• GIS to Monitor Areas of Conflict

• Political Aspects

• Portland, An Interactive City? Please only make ONE posting, which should include both sets of responses.
 

Trident Case Three_ENG_102

Trident University Module3Case Assignment ENG 102: English Composition II

ENG 102: English Composition II

Trident University Module 2 Case Assignment_

week 4 Course Project—Annotated Bibliography

Course Project—Annotated Bibliography The annotated bibliography will present an introduction and five reference citations with annotations. The purpose of the annotated bibliography is to determine the appropriateness of the sources to the argument you are developing for the Course Project. The format of the proposal is an introductory paragraph followed by an alphabetized list of sources with two paragraphs of annotation after each source. Use APA documentation to document any sources referenced in your proposal.

When you are finished, save the document as and submit it to the Dropbox by the end of the week. The Annotated Bibliography is worth 100 points. See Doc Sharing for the following support documents.

An assignment template A sample assignment The assignment grading rubric Before you turn in your assignment, proofread and edit carefully for spelling, punctuation, and grammar. Not every error will be flagged automatically in word-processing programs, and some that are flagged as errors are actually correct.

The Annotated Bibliography is worth 100 points and is due at the end of the week in the Dropbox. This is the topic I have chosen for if you have any question please ask

Visit a museum or gallery exhibition or attend a theater, dance, or musical performance. The activity (museum or performance) should have content that fits our course well. Have fun doing this. 
Write a two to three (2-3) page report (500-750 words) that describes your experience.
Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
Provide specific information and a description of at least two (2) pieces.
Provide a summary of the event and describe your overall reaction after attending the event.
Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. 
Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area. 

Visiting a Museum 

It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums. 
Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?  
Attending a Performance

Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement. 
Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid's dance recital, your international friend's wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc. 

Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity. 
Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off. 
Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin. 
Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.  
Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options. If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.  

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:

Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
Use technology and information resources to research issues in the study of world cultures.
Write clearly and concisely about world cultures using proper writing mechanics

Choose one (1) of the three (3) reading selections from the list of topic choices below. The focus is on brief but important primary source material written by major authors. Read the selections  as identified with each topic below. Write a three to four (3-4) paragraph essay (250 words minimum) which analyzes the “surprise ending” of the reading selection. MUST BE IN YOUR OWN WORDS

Topic Choices

Reading selection from Descartes’ Discourse on the Method (Part IV). Descartes begins with a  proof of one basic conclusion and ends with a proof of something much grander. Remember to focus on the surprise and point of realization, not the details of the philosophical argument. Read Part IV of the Discourse on the Method located at http://www.earlymoderntexts.com/assets/pdfs/descartes1637.pdf (then scroll down to Part 4, pp. 14-18). This is only four or five (4 or 5) pages of the larger work.
 
Reading selection of Swift’s A Modest Proposal. It is essential to recognize the genre of this work, as discussed in our class text, which you should consult and cite. Swift promotes a radical solution, but subtle options are mentioned. You are looking for surprise and a point of realization. Read and focus on A Modest Proposal located at http://www.victorianweb.org/previctorian/swift/modest.html. 

Two (2) reading selections from Voltaire’s Candide. Consider how these readings start and end in terms of the action and the beliefs. You are looking for surprise and a point of realization. These selections can be found on pp. 840-841 in the textbook. In addition, consult the class text at pp. 824-825.
For the reading selection you choose:

Clearly state in your own words the “surprise ending” in the reading you selected. Clearly identify the point in the reading when you realized that there were elements in the reading that surprised you. Not all of the surprises come at the end.
Evaluate how successful the author was in convincing you to accept the validity of the “surprise ending” that was different from what you expected. 
Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Use the source(s) identified above for the topic you choose, focusing on the main primary source of that author. You may use additional sources also if they are of good academic quality for college papers (Wikipedia and similar websites do not qualify). Use proper APA style in-text citing and also a matching APA style References list at the end.  
The specific course learning outcomes associated with this assignment are:

Explain how key social, cultural, and artistic contributions contribute to historical changes.
Explain the importance of situating a society’s cultural and artistic expressions within a historical context. 
Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions. 
Identify major historical developments in world cultures from the Renaissance to the contemporary period. 
Use technology and information resources to research issues in the study of world cultures.
Write clearly and concisely about world cultures using proper writing mechanics.

In this unit, we have taken a closer look at writing a

In this unit, we have taken a closer look at writing as a craft. We have revisited the writing process and methods for invention, we have examined informal logical fallacies, and we have discussed paragraph cohesion.

For this writing, think about your past experiences with writing (which may include the experiences you have had in this course). What advice about writing did you find most helpful? Why? Please explain the context that led to this advice. You may also tell more than one story about your writing experiences.

The objective of your discussion is to consider the advice of other writers and how we can always improve our writing by listening to others. Further, you are sharing that advice with your reader by reflecting upon the experience. Remember, as always, that this writing should be a positive and constructive experience for everyone. The idea is that you reflect upon the process so that you understand it, understand yourself as a new student writer, and understand the challenges and successes you experience. Submit a Tutorial for this Question

ENC510 Assignment 6.2 Computational Correlation Problems Using SPSS

Due: Day 7 Value: 10 points Instructions Step 1 Complete computational problem #2 (including creating the datasets) from Chapter 11 of your Munro textbook using SPSS. Guidelines for interpreting correlation can be found in What to Include When Writing Up Pearson's r Correlation Results (PDF). In the following screencast, I complete a computational problem in SPSS. Computational Problems Using SPSS Screencast Note: In the screencast, I say that I'm completing Computational Problem #2, but I meant to say that I'm completing Computational Problem #1! Transcript of Computational Problems Using SPSS Screencast (PDF) Step 2 For the problem, submit: Your interpretation of the results (by cutting and pasting into the Assignment text box). The SPSS output (.spv) file including the scatterplot (as an attachment). To submit your assignment: Click the Assignment 6.2 link below.

plan a reading lesson plan

plan a speaking activity

ENGLISH 101 – What does writing mean to you personally

What does writing mean to you personally?

How do you think you will use writing in your career?