Author: chris

ersuasive Essay: Topic and Audience Worksheet
If you did not take UNV 104 or if you would like to review the writing concepts introduced in UNV 104, it is suggested that you view a media piece entitled, “The Writing Process,” which is available to support the development of your writing skills. For this Topic, focus on the “Planning and Getting Started?” section of the media piece.

Part 1: Select a Topic
Choose a topic for your Persuasive Essay from the list below. If you would like to write about a topic that is not on the list, contact your instructor via email to request approval.

· Gun control
· Legalization of marijuana
· Abortion
· Euthanasia
· Banning books (censorship)
· Mandatory military service
· Separation of church and state
· Charter schools
· Same-sex marriage
· Flag burning (Does someone have the right to burn the flag of the country? Who gives them that right?)
· Death penalty
· War
· Prostitution

1) What is the topic you have chosen for your persuasive essay?

2) Begin thinking about the different issues associated with the topic you have selected, narrow your focus, and take a pro or con position for the subject of your essay. Present a simple statement of your position here.

Section II: Identify your Audience
Answer the following questions regarding the audience for your essay.
1) Who do you intend to read your essay?

2) Are there clues in this particular assignment about who your audience is?

3) Do you have more than one audience? If so, how many do you have? List them.

4) What is the appropriate way to address this audience (professional, familial, friendly)? Why?

5) What about your topic is important to your audience? What about your topic is not important to your audience
( 2nd paper) Assignment What Is Critical Thinking? Essay Question

View Rubric
Due Date: Mar 01, 2015 23:59:59 Max Points: 60

Details:

Find three sources that discuss critical thinking. One source should be from the assigned and/or optional readings, and the other two should be found through your own research. Read the three sources, and consider how they define critical thinking.

In 300-500 words, explain your own personal definition of critical thinking. Keep
the following guidelines in mind:

Select a direct quote from one of your resources to include in your explanation.
A reference page that documents the three sources you found (and any other resources you used) is required. Remember, all outside sources must be cited both in-text and on your reference page.
The articles you found in your research may influence your definition, but your own ideas should be evident. In other words, your process should be: a) Read some definitions and descriptions of critical thinking; b) Comprehend or digest the information; and c) Write your own definition of critical thinking.

(Note: Do not simply reword the definitions you read. Consider a new way to explain what you understand critical thinking to be.)

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a grading rubric that can be viewed at the assignment’s drop box. Instructors will be usi

Briefly explain Briefly explain what nominal effective exchange rate (NEER) and real effective exchange rate (REER) are. what nominal effective exchange rate (NEER) and real effective exchange rate (REER) are. For the specific country assigned, collect quarterly data for the period 1990Q1 to 2013 Q4 or as close to 2013 Q4 as possible. Compute and graph the NEER and REER for the country for this period (NEER and REER against time in quarters). Discuss the trends of the currency, whether it has been depreciating or appreciating in real terms.

How God Died:
An Analysis of Beyond Good and Evil and Manfred
The nineteenth century was the age of skepticism and disbelief. People not only questioned religious institutions but they also challenged political ideologies and the cultural mores of the time. The “Gothic era” emerged as a result of this “Enlightenment” movement and consisted of various literary topics, ranging from the natural to the supernatural, from nationalism to the “every-day man.” For the purposes of this discussion, we will examine two literary works: Beyond Good and Evil, written by Friedrich Nietzsche, and Manfred by Lord George Byron. The philosophies posed in Nietzsche’s atheistic writings will be a framework to analyze and reveal Manfred as an anti-hero, because both writings abandon Christian ideologies.
In Beyond Good and Evil, Nietzsche tackles an array of topics, which mainly deal with perspective versus absolutism, evolution versus God, self-discipline versus reason, and nobility versus humility/piety. He addresses the role of religion and the “masters and slave mentality,” which is essentially a reevaluation of humanistic beliefs that suggest there is “objective morality.” In essence, while religious institutions may try to garner the moral high ground by suggesting God gives humanity its deeper sense of morality, Nietzsche believes the “masters” of society actually dictate what is “good” and what is “evil.” The following passage best surmises his viewpoint: “Every elevation of the type ‘man,’ has hitherto been the work of an aristocratic society and so it will always be—a society believing in a long scale of gradations of rank and differences of worth among human beings…” (257).
Essentially, since the ruling classes will always shape those values, and thereby make “objective morality” impossible to achieve, mankind must accept these cultural evolutions and decide upon their own humanistic beliefs outside of religious/political institutions. Being a devout atheist, Nietzsche gives humanity a reason to abandon religious tenets, seeing as those morals are just manipulated by the “masters” of society anyways.
Now that we have a general understanding of Nietzsche’s philosophical ideals, let’s use them as a framework to analyze Lord George Byron’s work, Manfred. The protagonist Manfred is an anti-hero because he challenges the traditions and cultural mores of Christianity by defying both God and satanic forces, just like Nietzsche does in Beyond Good and Evil. Manfred abandons all forms of religious precepts in the same spirit of Nietzsche—only he does so to obtain selfish desires, not to gain moral reasoning. While Nietzsche forsakes religious notions as a whole, Manfred still acknowledges the existence of those spiritual forces, but denies them the power to rule over him.
Manfred only interacts with the supernatural because he is depressed and suicidal and seeks to obtain forgiveness, forgetfulness and death. Cursed with immortality, Manfred defies all spiritual entities because he has learned through the centuries how to conjure and manipulate the dark forces. For example, he is not only irreverent to the seven spirits of nature he summons (1. 1.), but he is also disrespectful to the Spirits and Destinies when he requests to see his deceased lover, Astarte. When Manfred first enters the dark abode, the following scene unfolds:
THIRD SPIRIT. Bow down and worship, slave! What, know’st thou not
Thine and our Sovereign?— Tremble, and obey!
ALL THE SPIRITS. Prostrate thyself, and thy condemnèd clay,
Child of the Earth! or dread the worst.
MANFRED. I know it; And yet ye see I kneel not

Is the American dream attainable for millenials living in California?
Paper details

6 quotes, and organized structure

Topic 1: Marketing Strategies to Attract Japanese Tourists to Germany Topic 2: Destination Image of Germany and its effects on the Japanese outbound travel. I am doing my internship at the German National Tourist Office (GNTO) in Tokyo. The website of GNTO: http://www.germany.travel/en/index.html The outcome of the Final Thesis must benefit the GNTO in Tokyo, they must be able to use it in order to attract more Japanese to Germany.

Military architecture and religious architecture during colony times. Locations, style, and function. Artisans and architects.
Paper details

POWER POINT PRESENTATION OF THE FOLLOWING OUT LINE ON EACH SUBJECT USING DETAILS OF LATIN AMERICA • Military architecture and religious architecture during colony times. Locations, style, and function. Artisans and architects.

Architecture:
• Chavin – stone platforms that were not solid but composed of many rooms, granite exterior, U shaped temple, pillar with great image, carved in bas relief
• Moche- ceramics
• Nazca- known for their lines
• Tiwanaku- stone carvings
• Huari- stone sculptures
• Chimu – large stepped pyramids, very tall walls, long corridors, small entrances, and winding passageways, mud walls
• Inca- stone structures

AND PLACEMENT

Spring 1 2015

Professor: Barry Hoy, Ph.D.
Course Number: HRA 335 (Three Credits)
Prerequisites: MGT 331
Class Hours: Sat 8:00 am to 1:00 pm.
Office Hours: Wednesdays and Thursdays, all day
E-mail: barry.hoy@saintleo.edu
Phone: 757-410-5229 or 757-469-4811
Location: Chesapeake Education Center
I. REQUIRED TEXT

Phillips, J. M. & Gully, S.M. (2012). Strategic Staffing (2nd Ed). Saddle River, NJ: Prentice Hall. ISBN 0136109748 / 9780136109747

II. COURSE DESCRIPTION

Focuses on people as strategic resources whose availability and capabilities influence organizational effectiveness. Strategies for attracting, assessing, acquiring and withdrawing personnel are studied. Implications of planning and implementing staffing policies are discussed.

III. LEARNING OUTCOMES

1) Explain the legal and regulatory factors that impact recruitment and selection decisions.
2) Discuss the selection and placement aspects of the Equal Employment Opportunity Act and identify the anti-discrimination requirements for implementing EEO and affirmative action plans.
3) Discuss the recruitment process and describe how to select internal and external sources to match the organization’s recruitment strategy.
4) Demonstrate an understanding of the selection process and explain how to design the appropriate selection strategies including the use of application forms, interviews, pre-employment testing, drug screening, and medical examinations.
5) Integrate career planning and development in order to accommodate both organizational and individual needs when designing career paths for employees.
6) Explain and integrate the core values of Integrity, Respect and a Sense of Community as related to staffing, recruitment and selection issues.

IV. METHOD OF ASSESSMENT

A. 2 examinations (30%)
B. 4 Applied Assignments (20%)
C. 8 Discussion Board Postings (24%)
D. 1 Term Paper (26%)

A. Exams/Quizzes:
o Examinations may be a combination of true/false, multiple-choice, short answer and essay questions.
B. Applied Assignments:
o Applied Assignments should include opportunities to practice applied techniques related to the topics covered in that Module’s course readings. These should occur regularly throughout the course. Recommend written reports of 2-4 pages each, with additional reference page (if applicable).
C. Discussion Board Postings or in-class discussion:
o Students must participate actively in the weekly discussion by contributing a response to each Discussion Question and 2 reactions to peer’s response on EACH question.
o Students should provide support for arguments, observations and conclusions including properly formatted text citations and references.
D. Term Paper/Project (may be an applied project):
o Students should research, prepare, and submit a paper or report on a course-related topic. This project should further develop and expose students to one or more specific course topics including (but not limited to):
 Legal issues related to recruitment, selection & placement
 Specific techniques, topics or issues relevant to recruitment
 Specific techniques, topics or issues relevant to selection
 Specific techniques, topics or issues relevant to placement
o Students may choose topic or instructor may assign topic; this may be completed as a single assignment or broken up into several shorter assignments.
o Recommend final draft or component of the paper or project to be due during Module 7. See course materials or website for suggested term paper topics and details.

ASSESSMENT OF THE LEARNING OUTCOMES

why women still can’t have it all
Paper details

• Introductory paragraph,
• Literature review paragraph (a review of 2-3 current articles on the topic)
• Two body paragraphs (perhaps Nestorian or Strawman) presenting evidence from the text
• Two body paragraphs presenting research you have conducted
• A return to the text where you present one final analysis of the text (now that you have
broadened our minds with your research)
• A conclusion where you take stock of what you have argued and speculate about where
you might take these ideas next.

Analyze a policy issue and take a position on the issue (pro or con) based on the evidence. The evidence can come from your textbook and from outside sources like newspaper and magazine articles and professional journals. The search engines Google Scholar, JSTOR and MEDLINE are good sources for professional articles in gerontology and sociology. Be sure to site your sources. Your paper should include an introductory paragraph stating the main issue and briefly describe the two sides of the issue.

Additionally, you can use these 2 general sources to compare Canada and India, you can also use the outline for the pillars, the statistics in the report, and please include 2-3 more of your own sources.

Parts I choose are:
1- Cooperation in labor-employer relations.

Competitiveness Rankings

2- Flexibility of wage determination.

Competitiveness Rankings

these are the two parts you can expand on.