English

Your purpose in this essay is to explore the use of rhetorical figures in the Iliad. Poets like Homer used rhetorical figures to effect meaning by stirring emotions, appealing to sensibilities, eliciting specific sounds and rhythms, etc. Your thesis, or “argument,” should make some statement about what effect a specific rhetorical figure creates in regards to a specific passage. This essay should be 500 words in length, so one of the challenges will be to limit your topic to specific, concrete elements. A good essay will present a manageable topic with adequate focus, supported by precise detail and quotations. We will take some time to address specific rhetorical figures in class as they arise. I encourage you to look for them in the course of your reading. Familiarize yourself with the list at the following website: http://rhetoric.byu.edu/. The website provides nearly every rhetorical figure with at least one example; some offer several examples. Consider the following Rhetorical Figure, anaphora: “Repetition of the same word or group of words at the beginning of successive clauses, sentences, or lines.” The website provides the following example from Shakespeare’s Richard II: This royal throne of kings, this sceptred isle, This earth of majesty, this seat of Mars, This other Eden, demi-paradise, This fortress built by Nature for herself Against infection and the hand of war, This happy breed of men, this little world, This precious stone set in the silver sea, Which serves it in the office of a wall, Or as [a] moat defensive to a house, Against the envy of less happier lands; This blessed plot, this earth, this realm, this England, This nurse, this teeming womb of royal kings [. . .] This land of such dear souls, this dear dear land, Dear for her reputation through the world, Is now leas’d out — I die pronouncing it — Like to a tenement or pelting farm. —John of Gaunt in Shakespeare’s Richard II (2.1.40-51; 57-60) Gaunt’s speech appeals to the emotion of Shakespeare’s audience (or Pathos, a persuasive appeal in rhetoric). As an example, here, you would want to consider how the rhetorical figure (anaphora) makes his appeal effective. Such a thought process naturally leads to a thesis or focus for an essay.

Watch the video, How to Live to Be 100.” After the video write a reflection paper addressing each of the 4 common themes they found in those who live to be 100. Address how you are currently doing in each of the areas(address the sub areas too). Do you feel you are in a good place or is there room for improvement? Next, describe a few ways you plan to improve your life in each of the areas. Do you feel you currently have enough time, energy and power to make those improvements at this time in your life? What barriers do you see and how can you work around them? This will be a bit longer, for full credit the essay must be at least 500 words – INCLUDE WORD COUNT IN DOCUMENT!  HERE IS THE VIDEO https://www.ted.com/talks/dan_buettner_how_to_live_to_be_100

Your task in this assignment is to analyze a work of fiction. There are two typical approaches:   Theme analysis: examine and explore a theme that you see at work in the story. Make sure you can express the theme in a thesis statement! Ex. “The Lottery” explores the danger of unexamined belief. The tradition in “The Lottery” dehumanizes the people of the town. In “A & P” we see how Sammy struggles against being trapped by the conformity and conventionality of his small town. In “The Story of an Hour” Mrs. Mallard discovers that she values freedom more than love.   Character Analysis: examine how a character is developed in the story. Explore what motivates or drives the character, or what conflicts they have to struggle with. Again, make sure you develop a strong thesis: Ex. In “A & P” Sammy’s inherent idealism causes him to fight the conformity of his small town. In “The Story of an Hour,” Mrs. Mallard experiences an awakening and discovers that self-determination is “the strongest impulse of her being.”   Important points to keep in mind:   Stay close to the story, but do not spend time retelling the plot!   Back-up generalities about theme, character, or whatever point you are making with specific examples.   Build up evidence to support a specific, clear thesis.   Explore or develop a chain of reasoning so that your reader will understand the logic of your argument.   Ask yourself, what am I trying to prove?—what is my evidence?   An analysis essay should include:   An introduction which may include any of the following:   A general sense of your subject. Possibly, a brief introduction of the points you will develop in your essay. An interesting “hook” that pulls the reader in, making him want to read more. A statement of your thesis, your controlling idea, or at least an indication of the direction you intend to follow.   The body of the paper: well-developed, well-unified paragraphs that explore the main points you want to develop.   A conclusion which may include:   A general summation. A final evaluation. Final observations that bring a satisfying sense of conclusion to your paper

This course is designed to expose you to pertinent information and an array of academic success resources that will prove to be beneficial over the duration of your graduate program. For this assignment, consider the topics covered in the Week 2 modules and address the following:   1.      Describe the topics that sparked the greatest interest for you. 2.      What topics will need to be revisited for additional clarity? 3.      What additional topics would have helped to contribute to your Week 2 orientation to both online and graduate learning?   Paper Details: ·         1-2 pages, not including title or reference pages ·         Minimum of 1 peer-reviewed reference source ·         APA Writing Style must be used for all formatting ·         Please see the “Written Assignment Rubric” for specific grading details.   These were the topics discussed in week 2:   Biblical Foundation APA Writing Style & Academic Honesty Online Student Resources

Before embarking on writing your first leadership journal, read the To Be an Effective Leader Keep a Leadership Journal. Additionally, review the Week 1 – Weekly Lecture. Inam (2017) wrote: The biggest benefit of keeping a leadership journal is to expand your self-awareness. Self-awareness of your strengths, your energizers, what challenges you, what can derail you is a key driver of emotional intelligence. Emotional intelligence (the ability to know and manage yourself and others) is a key driver of success in leadership. Use this format to write a one-page (no title page) journal entry of 500 to 1000 words regarding your leadership style for the week. Discuss your strengths. Discuss your energizers. Discuss your challenges. Discuss your work-related emotional intelligence. You will be writing two more similar journal entries in Weeks 3 and 4. Your journal entry is due by the end of Day 7 (Monday).

For the Argumentative Research Essay you will take your writing a step further and argue a position on a topic. While in the informative you may have asserted a perspective on topic in this you will take a position. The best arguments for this class tend to end with an action or policy. For those that “do not like politics” this is probably not as easy to pick a topic. For those that understand that what is often considered politics. Is not the real politics. The facebook and twitter drama playing out on various issues of our day are not the same as real rhetoric. The real rhetoric is when you drill down past the headlines and get into the meat of the reality. For instance, Defund the Police. There may have been a smaller section saying to get rid of police all together, but is that actually logical? The majority of those saying to defund police were saying to stop funding police at the expense of other services that the police should not be doing, such as mental health care. I am not suggesting on or the other or neither are right. My personal position isn’t relevant. But the point is to not accept the headline and use logic and reason to argue a position carefully. You will need ethos in the introduction, logos in the body, and pathos in the conclusion.  There are a series of activities in this folder to help you learn how to process that thinking, create those arguments, and support them. Academic argument isn’t the same as twitter war. So it is important that you complete the foundation activities and use the learning to write your essay.  The essay should have at minimum 5 sources. You will need at least 2 good, strong sources from the opposition so that you can write rebuttals (which are required). The essay should be at least 2000 words (note the at least). You will continue to use MLA format for the essay and citations. Please make sure all citations are complete. That weighs a lot

Enclosure 3: Analytical Essay 1. Purpose: To assess the learner’s ability to evaluate leadership case studies using academic writing to communicate the application of lessons learned to future operations. 2. Additional References: a. ADP 6-0, Mission Command: Command and Control of Army Forces, pages 2-1 to 2-5. b. Perdue Online Writing Lab (OWL) website, https://owl.perdue.edu/owl/section2/20 c. Operation Anaconda in Afghanistan – A Case Study of Adaptation in Battle. 3. Guidance and Requirements: a. Develop an analytical essay using the six principles of mission command to appraise and compare the Operation Anaconda Case Study, March 2002. Use your time to develop a deep understanding of your topic to fully explain your analysis. b. Construct the essay IAW the American Psychological Association (APA) Writing Style. Your essay should include four major sections: a Title page, an Abstract which is an in depth introduction of your topic, Main Body consisting of three full pages and no more than five pages, and a Reference page with at least one additional source for the bibliography. c. Your essay should be typed, double-spaced on standard-sized paper (8.5″ x 11″) with 1″ margins on all sides; use 12 pt. Times New Roman font. d. Include a page header (also known as the “running head”) at the top of every page. To create a page header/running head, insert page numbers flush right; then type “TITLE OF YOUR PAPER” in the header flush left using all capital letters. The running head is a shortened version of your paper’s title and cannot exceed 50 characters including spacing and punctuation. 4. Objective. The student may choose to focus the essay on one or more of the following objectives: a. Objective 1: Assess the implications of Operation Anaconda for command structures for future joint expeditionary operations and tactical battles. ATSG-AGS-TD SUBJECT: Adjutant General School (AGS) Noncommissioned Officer Written Communication Development Program

Activity Prompt In 300 words, answer the following questions:  What are your primary strengths as a writer? Do you have a flair for examples? Are you good at supporting an argument? Do you leave yourself plenty of time to plan a piece of writing? Do you have other strengths? How do you know that these are your strengths?  In your experience writing in and out of the classroom, how have you developed these strengths? Try to be as specific in your response as possible. Remember that in this course you will learn writing skills, such as how to develop evidence, but also writing habits, such as how to give and ask for feedback.

The final post is a reflection of your learning and growth this semester.  Make sure to discuss how you feel better prepared to be a technology coach as well as how you’ve grown as an educator and leader in your field.  (2-3 paragraphs) Course Description:  This course is designed to provide candidates with technological pedagogical content knowledge (TPACK) and skills to design and develop multimedia and web-based projects to facilitate P-12 student learning. Topics include the design, development, and evaluation of multimedia and web-based learning environments; research related to multimedia and emerging technologies; classroom applications; design and development techniques; hardware and software requirements; digitizing and manipulating images, voice, and video materials; universal design; and copyright and ethics. Candidates will apply instructional design processes and principles to design and develop multimedia and web-based projects in the candidate’s certification field.   In recent years, researchers have formed a strong consensus on the importance of engaged learning in schools and classrooms. This consensus, together with a recognition of the changing needs of digital age learners, has stimulated the need for more interactive multimedia instructional content. Today’s children are “growing up digital.” Their view of the world is very different from that of adults, thanks to unprecedented access to information, people, and ideas across highly interactive media. They learn differently and as a result, feel disconnected from schools that were designed for another time. This digital generation takes in and responds to rapidly transmitted sights and sounds whether on television, computers, or video games. Educators must learn to capitalize on these types of multimedia and emerging technologies and utilize them to engage students in meaningful and relevant learning experiences.  PSC Standards:  (can also be reviewed to help write the reflection)     2.1 Content Standards & Student Technology Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a) 2.2 Research-Based Learner-Centered Strategies Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b) 2.3 Authentic Learning Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences (PSC 2.3/ISTE 2c) 2.4 Higher Order Thinking Skills Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher-order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d) 2.5 Differentiation Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e) 2.6 Instructional Design Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE2f) 2.7 Assessment Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g) 3.1 Classroom Management & Collaborative Learning Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources (PSC 3.1/ISTE 3a)     3.2 Managing Digital Tools and Resources Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b)     3.3 Online & Blended Learning Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student earning and expand opportunities and choices of professional learning for teachers and administrators. (PSC 3.3/ISTE 3d)   3.4 Adaptive and Assistive Technology Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d)    3.5 Basic Troubleshooting Candidates troubleshoot basic software and hardware problems common in digital learning environments (PSC 3.5/ISTE 3e)   3.6 Selecting and Evaluating Digital Tools & Resources Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure. (PSC 3.6/ISTE 3f)    3.7 Communication & Collaboration Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g)     4.1 Digital Equity Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. (PSC 4.1/ISTE 5a)     4.2 Safe, Healthy, Legal & Ethical Use Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies. (PSC 4.2/ISTE 5b)   Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice. (PSC 6.1/ISTE 6a, 6b)    6.2 Reflection Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c)   6.3 Field Experiences Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards (PSC 6.3)       ISTE Standards for Technology Coaches Addressed: 2a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards 2b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students 2c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience 2d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, meta-cognition, and self-regulation) 2e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals 2f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences 2g. Coach teacher in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards 3a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments 3b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments 3c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators 3d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning 3e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments 3f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure 3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community 5a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers 5b. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies 6a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the NETS•S and NETS•T 6b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice 6c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences

Argumentative and research paper  with one counter argument essay  yes I believe child behavior has gotten worse than years ago