EN 1020 Mohawk Valley Community College What Type of Literature Is the Book the Professors House Essay Humanities Assignment Help

EN 1020 Mohawk Valley Community College What Type of Literature Is the Book the Professors House Essay Humanities Assignment Help. EN 1020 Mohawk Valley Community College What Type of Literature Is the Book the Professors House Essay Humanities Assignment Help.


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I need help with two reading responses on Book by Willa Cather The Professors House

they both need to have same elements

reading response on chapter three (3) of The Professors House

reading response on chapter seven (7) of The Professors House.

  • What type of literature is it?
  • What is the point of view?
  • Identify the theme(s)
  • Write a thesis statement
  • Create a list of words you don’t recognize
  • Define them through context / dictionary / Web
  • Finish with a two-line interpretation

Chapter 3

St. Peter awoke the next morning with the wish that he could be transported on his mattress from the new house to the old. But it was Sunday, and on that day his wife always breakfasted with him. There was no way out; they would meet at compt.

When he reached the dining-room Lillian was already at the table, behind the percolator. “Good morning, Godfrey. I hope you had a good night.” Her tone just faintly implied that he hadn’t deserved one.

“Excellent. And you?”

“I had a good conscience.” She smiled ruefully at him. “How can you let yourself be ungracious in your own house?”

“Oh, dear! And I went to sleep happy in the belief that I hadn’t said anything amiss the whole evening.”

“Nor anything aright, that I heard. Your disapproving silence can kill the life of any company.” “It didn’t seem to last night. You’re entirely wrong about Marsellus. He doesn’t notice.”

“He’s too polite to take notice, but he feels it. He’s very sensitive, under a well-schooled impersonal manner.”

St. Peter laughed. “Nonsense, Lillian!” If he were, he couldn’t pick up a dinner party and walk off with it, as he almost always does. I don’t mind when it’s our dinner, but I hate seeing him do it in other people’s houses.”

“Be fair, Godfrey. You know that if you’d once begun to talk about your work in Spain, Louie would have followed it up with enthusiasm. Nobody is prouder of you than he.”

“That’s why I kept quiet. Support can be too able–certainly too fluent.”

“There you are; the dog in the manger! You won’t let him discuss your affairs, and you are annoyed when he talks about his own.”

“I admit I can’t bear it when he talks about Outland as his affair. (I mean Tom, of course, not their confounded place!) This calling it after him passes my comprehension. And Rosamond’s standing for it! It’s brazen impudence.”

Mrs. St. Peter frowned pensively. “I knew you wouldn’t like it, but they were so pleased about it, and their motives are so generous–“

“Hang it, Outland doesn’t need their generosity! They’ve got everything he ought to have had, and the least they can do is to be quiet about it, and not convert his very bones into a personal

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asset. It all comes down to this, my dear: one likes the florid style, or one doesn’t. You yourself used not to like it. And will you give me some more coffee, please?”

She refilled his cup and handed it across the table. “Nice hands,” he murmured, looking critically at them as he took it, “always such nice hands.”

“Thank you. I dislike floridity when it is beaten up to cover the lack of something, to take the place of something. I never disliked it when it came from exuberance. Then it isn’t floridness, it’s merely strong colour.”

“Very well; some people don’t care for strong colour. It fatigues them.” He folded his napkin. “Now I must be off to my desk.”

“Not quite yet. You never have time to talk to me. Just when did it begin, Godfrey, in the history of manners–that convention that if a man were pleased with his wife or his house or his success, he shouldn’t say so, frankly?” Mrs. St. Peter spoke thoughtfully, as if she had considered this matter before.

“Oh, it goes back a long way. I rather think it began in the Age of Chivalry–King Arthur’s knights. Whoever it was lived in that time, some feeling grew up that a man should do fine deeds and not speak of them, and that he shouldn’t speak the name of his lady, but sing of her as a Phyllis or a Nicolette. It’s a nice idea, reserve about one’s deepest feelings: keeps them fresh.”

“The Oriental peoples didn’t have an Age of Chivalry. They didn’t need one,” Lillian observed. “And this reserve–it becomes in itself ostentatious, a vainglorious vanity.”

“Oh, my dear, all is vanity! I don’t dispute that. Now I must really go, and I wish I could play the game as well as you do. I have no enthusiasm for being a father-in-law. It’s you who keep the ball rolling. I fully appreciate that.”

“Perhaps,” mused his wife, as he rose, “it’s because you didn’t get the son-in-law you wanted. And yet he was highly coloured, too.”

The Professor made no reply to this. Lillian had been fiercely jealous of Tom Outland. As he left the house, he was reflecting that people who are intensely in love when they marry, and who go on being in love, always meet with something which suddenly or gradually makes a difference. Sometimes it is the children, or the grubbiness of being poor, sometimes a second infatuation. In their own case it had been, curiously enough, his pupil, Tom Outland.

St. Peter had met his wife in Paris, when he was but twenty-four, and studying for his doctorate. She too was studying there. French people thought her an English girl because of her gold hair and fair complexion. With her really radiant charm, she had a very interesting mind–but it was quite wrong to call it mind, the connotation was false. What she had was a richly endowed nature that responded strongly to life and art, and very vehement likes and dislikes which were often quite out of all proportion to the trivial object or person that aroused them. Before his marriage, and for years afterward, Lillian’s prejudices, her divinations about people and art (always

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instinctive and unexplained, but nearly always right), were the most interesting things in St. Peter’s life. When he accepted almost the first position offered him, in order to marry at once, and came to take the chair of European history at Hamilton, he was thrown upon his wife for mental companionship. Most of his colleagues were much older than he, but they were not his equals either in scholarship or in experience of the world. The only other man in the faculty who was carrying on important research work was Doctor Crane, the professor of physics. St. Peter saw a good deal of him, though outside his specialty he was uninteresting–a narrow-minded man, and painfully unattractive. Years ago Crane had begun to suffer from a malady which in time proved incurable, and which now sent him up for an operation periodically. St. Peter had had no friend in Hamilton of whom Lillian could possibly be jealous until Tom Outland came along, so well fitted by nature and early environment to help him with his work on the Spanish Adventurers.

When he had almost reached his old house and his study, the Professor remembered that he really must have an understanding with his landlord, or the place would be rented over his head. He turned and went down into another part of the city, by the car shops, where only workmen lived, and found his landlord’s little toy house, set on a hillside, over a basement faced up with red brick and covered with hop vines. Old Appelhoff was sitting on a bench before his door, making a broom. Raising broom corn was one of his economies. Beside him was his dachshund bitch, Minna.

St. Peter explained that he wanted to stay on in the empty house, and would pay the full rent each month. So irregular a project annoyed Appelhoff. “I like fine to oblige you, Professor, but dey is several parties looking at de house already, an’ I don’t like to lose a year’s rent for maybe a few months.”

“Oh, that’s all right, Fred. I’ll take it for the year, to simplify matters. I want to finish my new book before I move.”

Fred still looked uneasy. “I better see de insurance man, eh? It says for purposes of domestic dwelling.”

“He won’t object. Let’s have a look at your garden. What a fine crop of apples and sickle pears you have!”

“I don’t like dem trees what don’t bear not’ing,” said the old man with sly humour, remembering the Professor’s glistening, barren shrubs and the good ground wasted behind his stucco wall.

“How about your linden-trees?”
“Oh, dem flowers is awful good for de headache!” “You don’t look as if you were subject to it, Fred.” “Not me, but my woman always had.”

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“Pretty lonesome without her, Appelhoff?”

“I miss her, Professor, but I ain’t just lonesome.” The old man rubbed his bristly chin. “My Minna here is most like a person, and den I got so many t’ings to t’ink about.”

“Have you? Pleasant things, I hope?”

“Well, all kinds. When I was young, in de old country, I had it hard to git my wife at all, an’ I never had time to t’ink. When I come to dis country I had to work so turrible hard on dat farm to make crops an’ pay debts, dat I was like a horse. Now I have it easy, an’ I take time to t’ink about all dem t’ings.”

St. Peter laughed. “We all come to it, Applehoff. That’s one thing I’m renting your house for, to have room to think. Good morning.”

Crossing the public park, on his way back to the old house, he espied his professional rival and enemy, Professor Horace Langtry, taking a Sunday morning stroll–very well got up in English clothes he had brought back from his customary summer in London, with a bowler hat of unusual block and a horn-handled walking-stick. In twenty years the two men had scarcely had speech with each other beyond a stiff “good morning.” When Langtry first came to the university he looked hardly more than a boy, with curly brown hair and such a fresh complexion that the students called him Lily Langtry. His round pink cheeks and round eyes and round chin made him look rather like a baby grown big. All these years had made little difference, except that his curls were now quite grey, his rosy cheeks even rosier, and his mouth dropped a little at the corners, so that he looked like a baby suddenly grown old and rather cross about it.

Seeing St. Peter, the younger man turned abruptly into a side alley, but the Professor overtook him.

“Good morning, Langtry. These elms are becoming real trees at last. They’ve changed a good deal since we first came here.”

Doctor Langtry moved his rosy chin sidewise over his high double collar. “Good morning, Doctor St. Peter. I really don’t remember much about the trees. They seem to be doing well now.”

St. Peter stepped abreast of him. “There have been many changes, Langtry, and not all of them are good. Don’t you notice a great difference in the student body as a whole, in the new crop that comes along every year now–how different they are from the ones of our early years here?”

The smooth chin turned again, and the other professor of European history blinked. “In just what respect?”

“Oh, in the all-embracing respect of quality! We have hosts of students, but they’re a common sort.”

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“Perhaps. I can’t say I’ve noticed it.” The air between the two colleagues was not thawing out any. A church-bell rang. Langtry started hopefully. “You must excuse me, Doctor St. Peter, I am on my way to service.”

The Professor gave it up with a shrug. “All right, all right, Langtry, as you will. Quelle folie!” Langtry half turned back, hesitated on the ball of his suddenly speeding foot, and said with

faultless politeness: “I beg your pardon?”

St. Peter waved his hand with a gesture of negation, and detained the church-goer no longer. He sauntered along slackly through the hot September sunshine, wondering why Langtry didn’t see the absurdity of their long grudge. They had always been directly opposed in matters of university policy, until it had almost become a part of their professional duties to outwit and cramp each other.

When young Langtry first came there, his specialty was supposed to be American history. His uncle was president of the board of regents, and very influential in State politics; the institution had to look to him, indeed, to get its financial appropriations passed by the Legislature. Langtry was a Tory in his point of view, and was considered very English in his tone and manner. His lectures were dull, and the students didn’t like him. Every inducement was offered to make his courses popular. Liberal credits were given for collateral reading. A student could read almost anything that had ever been written in the United States and get credit for it in American history. He could charge up the time spent in perusing “The Scarlet Letter” to Colonial history, and “Tom Sawyer” to the Missouri Compromise, it was said. St. Peter openly criticized these lax methods, both to the faculty and to the regents. Naturally, “Madame Langtry” paid him out. During the Professor’s second Sabbatical year in Spain, Horace and his uncle together very nearly got his department away from him. They worked so quietly that it was only at the eleventh hour that St. Peter’s old students throughout the State got wind of what was going on, dropped their various businesses and professions for a few days, and came up to the capital in dozens and saved his place for him. The opposition had been so formidable that when it came time for his third year away, the Professor had not dared ask for it, but had taken an extension of his summer vacation instead. The fact that he was carrying on another line of work than his lectures, and was publishing books that weren’t strictly text-books, had been used against him by Langtry’s uncle.

As Langtry felt that the unpopularity of his course was due to his subject, a new chair was created for him. There couldn’t be two heads in European history, so the board of regents made for him a chair of Renaissance history, or, as St. Peter said, a Renaissance chair of history. Of late years, for reasons that had not much to do with his lectures, Langtry had prospered better. To the new generations of country and village boys now pouring into the university in such large numbers, Langtry had become, in a curious way, an instructor in manners,–what is called an “influence.” To the football-playing farmer boy who had a good allowance but didn’t know how to dress or what to say, Langtry looked like a short cut. He had several times taken parties of undergraduates to London for the summer, and they had come back wonderfully brushed up. He introduced a very popular fraternity into the university, and its members looked after his interests, as did its affiliated sorority. His standing on the faculty was now quite as good as St. Peter’s own, and the Professor wondered what Langtry still had to be sore about. What was the

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use of keeping up the feud? They had both come there young men, fighting for their places and their lives; now they were not very young any more; they would neither of them, probably, ever hold a better position. Couldn’t Langtry see it was a draw, that they had both been beaten?

Chapter 7

Early in November there was a picturesque snow-storm, and that day Kathleen telephoned her father at the university, asking him to stop on his way home in the afternoon and help her to decide upon some new furs. As he approached McGregor’s spick-and-span bungalow at four o’clock, he saw Louie’s Pierce-Arrow standing in front, with Ned, the chauffeur and gardener, in the driver’s seat. Just then Rosamond came out of the bungalow alone, and down the path to the sidewalk, without seeing her father. He noticed a singularly haughty expression on her face; her brows drawn together over her nose. The curl of her lips was handsome, but terrifying. He observed also something he had not seen before–a coat of soft, purple-grey fur, that quite disguised the wide, slightly stooping shoulders he regretted in his truly beautiful daughter. He called to her, very much interested. “Wait a minute, Rosie. I’ve not seen that before. It’s extraordinarily becoming.” He stroked his daughter’s sleeve with evident pleasure. “You know, these things with a kind of lurking purple and lavender in them are splendid for you. They make your colour prettier than ever. It’s only lately you’ve begun to wear them. Louie’s taste, I suppose?”

“Of course. He selects all my things for me,” said Rosamond proudly.

“Well, he does a good job. He knows what’s right for you.” St. Peter continued to look her up and down with satisfaction. “And Kathleen is getting new furs. You were advising her?”

“She didn’t mention it to me,” Rosamond replied in a guarded voice.

“No? And what do you call this, what beast?” he asked ingenuously, again stroking the fur with his bare hand.

“It’s taupe.”
“Oh, moleskin!” He drew back a little. “Couldn’t be better for your complexion. And is it warm?” “Very warm–and so light.”

“I see, I see!” He took Rosamond’s arm and escorted her to her car. “Give Louie my compliments on his choice.” The motor glided away–he wished he could escape as quickly and noiselessly, for he was a coward. But he had a feeling that Kathleen was watching him from behind the sash curtains. He went up to the door and made a long and thorough use of the foot-scraper before he tapped on the glass. Kathleen let him in. She was very pale; even her lips, which were always pink, like the inside of a white shell, were without colour. Neither of them mentioned the just- departed guest.

“Have you been out in the park, Kitty? This is a pretty little storm. Perhaps you’ll walk over to the old house with me presently.” He talked soothingly while he took off his coat and rubbers. “And now for the furs!”

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Kathleen went slowly into her bedroom. She was gone a great while–perhaps ten actual minutes. When she came back, the rims of her eyes were red. She carried four large pasteboard boxes, tied together with twine. St. Peter sprang up, took the parcel, and began untying the string. He opened the first and pulled out a brown stole. “What is it, mink?”

“No, it’s Hudson Bay sable.”

“Very pretty.” He put the collar round her neck and drew back to look at it. But after a sharp struggle Kathleen broke down. She threw off the fur and buried her face in a fresh handkerchief.

“I’m so sorry, Daddy, but it’s no use to-day. I don’t want any furs, really. She spoils everything for me.”

“Oh, my dear, my dear, you hurt me terribly!” St. Peter put his hands tenderly on her soft hazel- coloured hair. “Face it squarely, Kitty; you must not, you cannot, be envious. It’s self- destruction.”

“I can’t help it, Father. I am envious. I don’t think I would be if she let me alone, but she comes here with her magnificence and takes the life out of all our poor little things. Everybody knows she’s rich, why does she have to keep rubbing it in?”

“But, Kitty dear, you wouldn’t have her go home and change her coat before coming to see you?”

“Oh, it’s not that, Father, it’s everything! You know we were never jealous of each other at home. I was always proud of her good looks and good taste. It’s not her clothes, it’s a feeling she has inside her. When she comes toward me, I feel hate coming toward me, like a snake’s hate!”

St. Peter wiped his moist forehead. He was suffering with her, as if she had been in physical anguish. “We can’t, dear, we can’t, in this world, let ourselves think of things–of comparisons– like that. We are all too susceptible to ugly suggestions. If Rosamond has a grievance, it’s because you’ve been untactful about Louie.”

“Even if I have, why should she be so revengeful? Does she think nobody else calls him a Jew? Does she think it’s a secret? I don’t mind being called a Gentile.”

“It’s all in the way it’s done, you know, Kitty. And you’ve shown that you were a little bored with all their new things, now haven’t you?”

“I’ve shown that I don’t like the way she overdresses, I suppose. I would never have believed that Rosie could do anything in such bad taste. While she is here among her old friends, she ought to dress like the rest of us.”

“But doesn’t she? It seems to me her things look about like yours.”

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“Oh, Father, you’re so simple! And Mother is very careful not to enlighten you. We go to the Guild to sew for the Mission fund, and Rosie comes in in a handmade French frock that cost more than all our dresses put together.”

“But if hers are no prettier, what does it matter how much they cost?” He was watching Kathleen fearfully. Her pale skin had taken on a greenish tinge–there was no doubt about it. He had never happened to see that change occur in a face before, and he had never realized to what an ugly, painful transformation the common phrase “green with envy” referred.

“Oh, foolish, they are prettier, though you may not see it. It’s not just the clothes”–she looked at him intently, and her eyes, in their reddened rims, expanded and cleared. “It’s everything. When we were at home, Rosamond was a kind of ideal to me. What she thought about anything decided it for me. But she’s entirely changed. She’s become Louie. Indeed, she’s worse than Louie. He and all this money have ruined her. Oh, Daddy, why didn’t you and Professor Crane get to work and stop all this before it began? You were to blame. You knew that Tom had left something that was worth a lot, both of you. Why didn’t you do something? You let it lie there in Crane’s laboratory for this–this Marsellus to come along and exploit, until he almost thinks it’s his own idea.”

“Things might have turned out the same, anyway,” her father protested. “Whatever the process earned was Rosamond’s. I wasn’t in the mood to struggle with manufacturers, I know nothing of such things. And Crane needs every ounce of his strength for his own experiments. He doesn’t care anything but the extent of space.”

“He’d better have taken a few days off and saved his friend’s reputation. Tom trusted him with everything. It’s too foolish; that poor man being cut to pieces by surgeons all the time, and picking up the little that’s left of himself and bothering about the limitations of space–much good they’ll do him!”

St. Peter rose, took both of his daughter’s hands and stood laughing at her. “Come now! You have more brains than that, Kitty. It happens you do understand that whatever poor Crane can find out about space is more good to him than all the money the Marselluses will ever have. But are you implying that if Crane and I had developed Tom’s discovery, we might have kept Rosie and her money in the family, for ourselves?”

Kathleen threw up her head. “Oh, I don’t want her money!”

“Exactly; nor do I. And we mustn’t behave as if we did want it. If you permit yourself to be envious of Rosie, you’ll be very foolish, and very unhappy.”

The Professor walked away across the snowy park with a tired step. He was heavy-hearted. For Kathleen he had a special kind of affection. Perhaps it was because he had had to take care of her for one whole summer when she was little. Just as Mrs. St. Peter was ready to start for Colorado with the children, the younger one developed whooping-cough and had to be left at home with her father. He had opportunity to observe all her ways. She was only six, but he found her a square-dealing, dependable little creature. They worked out a satisfactory plan of life together.

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She was to play in the garden all morning, and was not on any account to disturb him in his study. After lunch he would take her to the lake or the woods, or he would read to her at home. She took pride in keeping her part of the contract. One day when he came out of his study at noon, he found her sitting on the third floor stairs, just outside his door, with the arnica bottle in one hand and the fingers of the other puffed up like wee pink sausages. A bee had stung her in the garden, and she had waited half the morning for sympathy. She was very independent, and would tug at her leggings or overshoes a great while before she asked for help.

When they were little girls, Kathleen adored her older sister and liked to wait on her, was always more excited about Rosie’s new dresses and winter coat than about her own. This attachment had lasted even after they were grown. St. Peter had never seen any change in it until Rosamond announced her engagement to Louie Marsellus. Then, all at once, Kathleen seemed to be done with her sister. Her father believed she couldn’t forgive Rosie’s forgetting Tom so quickly.

It was dark when the Professor got back to the old house and sat down at his writing-table. He would have an hour on his notes, he told himself, in spite of families and fortunes. And he had it. But when he looked up from his writing as the Angelus was ringing, two faces at once rose in the shadows outside the yellow circle of his lamp: the handsome face of his older daughter, surrounded by violet-dappled fur, with a cruel upper lip and scornful half-closed eyes, as she had approached her car that afternoon before she saw him; and Kathleen, her square little chin set so fiercely, her white cheeks actually becoming green under her swollen eyes. He couldn’t believe it. He rose quickly and went to his one window, opened it wider, and stood looking at the dark clump of pine-trees that told where the Physics building stood. A sharp pain clutched his heart. Was it for this the light in Outland’s laboratory used to burn so far into the night!

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EN 1020 Mohawk Valley Community College What Type of Literature Is the Book the Professors House Essay Humanities Assignment Help[supanova_question]

ENG 2000 MSU Denver A Good Man is Hard to Find Story Essay Humanities Assignment Help

ENGLISH 2000 – Introduction to Textual Studies

Essay – (25 points) – Due by July 30

  • Please write an essay that makes substantial use of a critical approach (See pages 1359-1376), and through that lens analyze a particular work(s) of literature that is on our syllabus, remembering to base your paper on a thesis/claim that unites your paper. (See pages 1420-1424) for an example of a student’s research paper.
  • Read pages 1377-1393 and 1397-1407 very carefully, paying particular attention to the chart on pages 1385-1387!
  • Since you are writing a Literary Analysis, please read pages 1408-1424, on writing a Literary Analysis using sources. Remember to use at least three scholarly sources that either support or refute your thesis. Follow MLA format using pages 1415-1420 or using the Auraria Library’s resources or Purdue Owl online.
  • Use Parenthetical References (see pages 1419-1420) whenever you quote texts/rely on textual material (paraphrase, summarize), or whenever you cite a reference. Punctuation matters!
  • Please include a Works Cited page also in MLA format.
  • This paper should be approximately 5 pages, excluding the Works Cited page.

Here are some possible subjects, but feel free to explore any combination that deeply interests you.

  • The role of women in male texts: Ruth in “Killings”; Desdemona or Emilia or Bianca in Othello; the grandmother in “A Good Man is Hard to Find”; the woman in Stevens’ “Sunday Morning”.
  • Race as depicted in diverse texts, e.g. O’Connor’s stories; Othello; the poetry of the Harlem Renaissance; Ellison’s “Battle Royal”.
  • The interplay of text and graphic/comic in Bechdel’s Fun Home.
  • The different versions of our future as depicted in “Harrison Bergeron” and the film Arrival.
  • The role of Nature in any of our texts. See particularly “Sunday Morning”, “The Dead”, Fun Home.
  • “Othering” in any of our texts. See particularly Othello, Fun Home, Arrival.

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AIU Online Information Technology Department Wireless Standards Discussion Computer Science Assignment Help

As a member of the Information Technology department at the XYZ company, you have been invited to attend a leadership meeting to help the organization’s executives select the best wireless standard to use for the corporate headquarters. The corporate headquarters consists of three buildings located on a single campus and houses 700 salaried employees. You have been asked to participate in the discussion on wireless standards.

Research the 802.11 Wireless Standards. Select and discuss 3 implementations of the Standard (802.11x). Which implementation of the 802.11 Wireless Standards is the best, and why?

Assignment Guidelines

  • Research the 802.11 Wireless Standards, select 3 implementations (802.11e, 802.11i, 802.11n, 802.11ac, and so on), and describe each of them in 1–2 paragraphs.
  • Considering all of the 802.11 implementations, answer the following questions:
    • Which implementation of the 802.11 Wireless Standards is the best?
    • Why? Support your answer.

Grading Rubric

Assignment Criteria Proficient Descriptor Points
Quality of Main Post

24 Points
Total

Student’s main post meets or exceeds the following requirements:
• Responds completely to all of parts of discussion question (6 points)
• Communicates content information accurately and/or logically (6 points)
• Delivers a thoughtful response, demonstrating insights and reflections (6 points)
• Connects to both key content concepts and personal experiences (6 points)
/24 pts.
Response to Peers

24 Points
Total

• Responds to a minimum of 2 peers (12 points per response)
o Substantive response (6 points)
o Furthers the conversation with peers. Examples could include (6 points):

  • Provides additional resources
  • Connects to key concepts
  • Shares personal or professional experiences
  • Contributes new information or perspective
  • Presents a competing viewpoint
/24 pts.
Support from Learning Resources

6 Points
Total

At least one post refers to course learning resources. /6 pts.
Professional Writing

6 points Total

Response is well-organized, clear, and free of grammatical and mechanical errors.

Posts demonstrate courtesy and respect for others.

/6 pts.
Total 60 points possible /60 pts.

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University of North Texas Increased Rates of Juvenile Crime Assessment Paper Writing Assignment Help

Required 12- 16 page count. Must be written in APA style.

  • COMMUNITY ASSESSMENT “EXAMPLE PAPER ATTACHED BELOW”

Below are some suggestions to assist with the development and preparation:

Suggestions: Add sub-heading’s – Sub-heading’s allow a dedicated section for each discussion. This particular format will help you with flow, organization and style. Use your assignment rubric to explain what is required in each sub-heading. Provide an overall written section of information within each sub-heading.

Sub-heading’s

  • Introduction/Abstract
  • Target Population
  • Community Characteristics
  • Community Structure
  • Advocacy
  • Conclusion
  • References

Be certain to include map location. It is also, helpful to include statistical data graphs if relevant such as race, ethnicity, crime statistical brief charts. Your graphs and or bars will depend on what is relevant to include. Graphs and bars are not mandatory however, they can assist with your research and point of view. Be certain to review some of your community assessment video’s. Video’s will help with additional source of information to include if needed.

  1. Within each sub-heading above, provide the relevant research information to include in your assignment paper.
  2. The purpose is to gather information and data to provide your community assessment.
  3. Follow- the outline with the suggested topics. The outline and assignment rubric provides specific detail information regarding what is needed within the paper.
  4. Much of the information needed within the community assessment paper, you have already completed the task, either by module assignment reading or discussion board assignment.

Helpful APA Guideline Tips:

Be certain to check your title, header and reference page style for correct format.

Remember you must give credit to the writer thus, within body citations must be included within your assignment paper. P

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MKT 4468 Troy University Haiku Concepts of Global Marketing Analysis Paper Business Finance Assignment Help

“Haiku” is a traditional form of Japanese poetry. This assignment will use the strict definition of a haiku which means it should have three lines with a total of 17 syllables written in a 5-7-5 format as below:

The first line consists of five syllables
The second line seven syllables
The final line five syllables

Example:

Whitecaps on the bay:
A broken signboard banging
In the April wind.

— Richard Wright

Reflect on the global marketing concepts you have studied this term. Select two of these concepts and write a haiku for each. Your haiku should communicate something about the relevance of each concept to a business manager.

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Grossmont Cuyamaca Argentina and Struggle for International Human Rights Article Discussion Humanities Assignment Help

History 115-5584
Summer Session 2020
Professor Oscar Cañedo
Guidelines for JSTOR Review Assignment

For this assignment, you are to read a journal article about a topic related to a regional topic within the context of the class, and you are asked to use articles from the JSTOR database. Unfortunately, Grossmont College does not have JSTOR available from its library, but some of you may have used JSTOR from institutions like Mesa, Palomar and Southwestern Colleges, in addition to San Diego State or Cal State San Marcos. Therefore I will provide you with an ample selection of articles that I have downloaded from Palomar College’s JSTOR database. All you need to do is pick any of the articles for your review. Just click the “Files” section from the Canvas class menu, and open the folder that says “115_JSTOR articles.” In the folder are several subfolders with topics arranged by nation, in alphabetical order. The articles are in PDF format and labeled by the topic of the article, so just browse the collection of articles before you make your final selection. You do not need to notify me of your article choice, just pick any one of the articles in any of those subfolders, and you’re ready to roll!

The due date for this review is Tuesday, July 28 at 11:59 PM. No late papers will be accepted, all reviews must be submitted by July 28. The report is to be 5-6 pages in length. Please be sure to use both a title page and works cited page. (title and works cited pages do not count toward the overall page count of your review) You are also encouraged to follow the MLA or Chicago formats to develop this report. Please double-space your review. This review will count as 20% toward your final grade. And in your works cited page, please list the name of the article that you will be summarizing and analyzing. This an example of the type of the format you should follow:

“Argentina in 1983: Reflections on the Language of the Military and George Orwell,” by Alberto Ciria. Canadian Journal of Latin American and Caribbean Studies, Vol. 11, No. 21 (1986), pp. 57-69.

In terms of the content of the report, I am looking for two main points of discussion. First, you should devote the first half of the report to a summary of the main points that the author is trying to convey to the reader. To help you to address this issue, consider some of these questions: What type of article is this? Is the author presenting an original feature, or is he/she conducting a book review? If this is a book review, what book (or books) is being reviewed? What is the author’s purpose for writing this article? What is the author’s academic or professional background?

As for the second point of discussion, this is where you provide your opinion or perceptions of the article. In other words, what did you think about it? What were the strengths or weaknesses of the article? How did the article relate to the class? You are definitely encouraged to write in first person singular (I feel that…, I think..) as you provide your opinions. As a general rule of thumb, your JSTOR review should be about 60% summary and 40% commentary. Thus a 5-page review with about 3 & 1⁄2 pages summary and 1 & 1⁄2 pages commentary is an ideal proportion.

Grossmont Cuyamaca Argentina and Struggle for International Human Rights Article Discussion Humanities Assignment Help[supanova_question]

St Cloud State University Week 1 Legal Ethical and Social Environment Discussion Business Finance Assignment Help

Question 1: Reflect on the assigned ppt for the week. Identify what you thought was the most important concept(s), method(s), term(s), and/or any other thing that you felt was worthy of your understanding.

Also, provide a graduate-level response to each of the following questions:

  1. Franklin Felon shot and killed two people during a robbery. Why was this act a violation of both criminal and civil law?
  2. Cash Right Now, LLC provides very high interest loans to people with poor credit scores that have a high probability of defaulting on the loan. Many people do in fact default on these loans; however, Cash Right Now, LLC does make a substantial profit overall, even considering these defaults. The people that borrow from Cash Right Now, LLC are unlikely to obtain credit elsewhere. Discuss if Cash Right Now, LLC’s business practices are ethical considering it charges much higher interest rates than traditional banks.
  3. Explain the concept of “stare decisis” and why it is important to the American legaljudicial system.
  4. Explain the pros and cons of utilizing litigation to resolve a dispute as opposed toalternatives to dispute resolution.

It should be at least 450+ words and in APA format (including Times New Roman with font size 12 and double spaced). Post the actual body of your paper in the discussion thread then attach a Word version of the paper for APA review

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SOC 100 UCLA Tocqueville Reflections of Democracy in America Essay Writing Assignment Help

Please write a coherent, unified paper of 5 pages on one of
the topics below. The prompts are meant to suggest the kinds of
things you should write about, but you may go beyond them. Your
paper should present a clear thesis and argument, and not just be
a list of answers to the questions.
For each topic, the task is to make sense of it in the
context of TOCQUEVILLE’S understanding of America and of equality
and liberty, democracy and democratic freedom.
After each topic below, you will see references to other
chapters in Tocqueville where you can also find material on your
topic, in addition to the material already in the assigned
readings. You might consult these chapters, too, in case there
is something more you can use for your paper.
You must document your paper with evidence from the text and
from no other source. This means nothing from lectures or any
secondary sources. The references for your citations from the
text can be short, something of the form (Tocqueville, vol. 2,
Part II, chap. 2, 200), or (DA vol. 2, Part II, chap. 2, 200),
etc. The pages of the papers must be numbered, double-spaced
with 12-point font, and have margins of one inch.

1. Tocqueville, we know, thinks that religion is of great
importance for the “human heart.” What has religion contributed
to societies historically? Does Tocqueville think that religion
can now contribute something in democratic societies, and are
there lessons to be learned from the example of America?
In addition to the already assigned chapters, you might
also consult Volume II, Part I: chs 1-2, 5-7, and Part II: chs.
9, 12, 15.

2.Most of Tocqueville’s reflections concern the life of
citizens in democracies, but he also takes up the situation of
certain non-citizen groups, like Indians and blacks, and citizen
groups without the vote, like women. How does Tocqueville see
the situation of women in democracies as opposed to
aristocracies, and are relations between men and women in any way
different in the two social conditions? What does he say, in
particular, about the role of women in America, and does the
American example provide any lessons for France?
In addition to the already assigned chapters, you might
also consult Volume II, Part III: chs 8, 11, 14, 15, 19.

3.Tocqueville goes out of his way to defend the importance
of private property of whatever kind. Why is property so
important to his analysis of society? Are there any particular
threats to the security of property in democracies, and does the
American example provide any lessons about it? Conversely, does
the concern of Americans with property pose any problems for
democracy?
In addition to the assigned chapters, you might also
consult Volume I, Part II, ch 10 (pp 400-7); and Volume II, Part
II: chs 1-12, 16, 18-19, and Part III: chs. 5, 16, 19.

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IHCC Psychoanalytic and Humanistic Theory of Bob Marley Personality Discussion Humanities Assignment Help

Report on one individual’s personality according to two of the major personality theories. The report requirements are as follows:

1. Choose the individual and clearly identify him/her at the beginning on your report. Include your rationale for choosing him/her as well as a brief bio of the individual. Please note that you must choose a well-known or famous individual (alive or dead). For example, a famous actor or a notable politician for whom substantial information is available online or in a book is appropriate.

2. Choose any two of the major personality from the following theorists that is listed below and explain their theories. Analyze, evaluate, and discuss the individual’s personality according to each theory. Provide specific examples from the individual’s life to support how each theory might explain his/her personality development. Include specific concepts to support your examples. Remember to clearly define each of the theories from any listed theorists which you are evaluating the individual before you proceed with your evaluation. Write about each major theory separately.

3. Make sure it is 350 words or more. Clearly identify at the beginning; a rationale for selection and a brief bio of the individual was very clear. Reveal a solid understanding; synthesized and analyzed related concepts; and provided meaningful examples to support the evaluation. Reveal a solid understanding; synthesize and analyze related concepts and theories; and provided meaningful examples to support the evaluation.

Properly cite (APA) all resources that you use within your report and include a reference section (APA) at the end. You are required to use a minimum of one website, book, or other recognized resource referring to your individual.

Please use one of the following word processing formats: .doc., .rtf., or .docx (contact your instructor if you have questions about this requirement). Please use standard APA formatting, including a paper that is 12 pt font, 1″ margins, and double-spaced. Cite any sources APA style. See course syllabus for an associated grading rubric.

You should be sure to include an APA (7th edition) formatted title page and reference page.

List of theorists:

-Sigmund Freud

-Carl Jung

-Alfred Adler

-Harry Stack Sullivan

-Karen Horney

-Erich Fromm

-Anna Freud

-Erik Erikson

-Dan McAdams

-Melanie Klein

-Margaret Mahler

-Heinz Kohut

-John Dollard and Neal Miller

-Henry Murray

-Raymond Cattell

-Hans Eysenck

-Abraham Maslow

-Carl Rogers

-Rollo May

-George Kelly

-Albert Ellis

-Aaron Beck

-Arnold Lazarus

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Planning Commission Meeting In the Community of Victorville California Paper Humanities Assignment Help

For this child development assignment you will attend/watch a city council, planning commission, or school board meeting in the community of Victorville California, and report on the following: Note: must be in your community of Victorville California !

  • Research the agenda items being discussed prior to attending or watching. Choose to go to a meeting or viewing in television/internet/youtube, in which some issues are of concern to you, the child, the family, and the community. Include evidence of research (the process you took to conduct and gather the information)
  • For this assignment you will need the book Berns, R. M. (2016). Child, Family, School, Community: Socialization, and Support. United States: Thomson/Wadsworth publishing. I don’t have the book please include intext citations, apa style and references.

Assignment below

Please include the following in the assignment:

I.Background Information and process and procedure

  • Give background information
  • Explain the process you took to research the meeting
  • Describe the atmosphere of the room and the environment
  • Explain why you choose the particular meeting/issue/concern
  • List the council/commission/board members and their occupations;
  • Describe how the issue you chose was handled (background information, debate, decision, etc.).
  • Did you agree or disagree with the vote? Explain why.
  • Describe how the topic discussed related to the Ecological Model of Human Development (Microsystem, Mesosystem, Exosystem, Macrosystem).
  • Discuss your general impression of how the meeting was conducted.
  • Explain how you would handle the situation?
  • Attach/Scan an agenda to your report. (the back of your paper)

Note: Be sure to integrate and support your discussion with specific and appropriate materials from the textbook. Berns, R. M. (2016). Child, Family, School, Community: Socialization, and Support. United States: Thomson/Wadsworth publishing. I don’t have the book please include intext citations,apa style and references.

II.Analysis:

From your meeting information, please:

  • Describe the socialization of the child focusing on the interrelationship of family, school, and community.
  • Identify the educational, political, and socioeconomic impacts on children and families.
  • Describe strategies that empower families and encourage family involvement in children’s development.

Concluding Thoughts

Write a brief paragraph in which you discuss

  • Discuss at least 4 significant concepts learned from the assignment.
  • Provide an explanation as to how information learned will be used for future growth.

If you follow the following format then, you will do just fine.

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EN 1020 Mohawk Valley Community College What Type of Literature Is the Book the Professors House Essay Humanities Assignment Help

EN 1020 Mohawk Valley Community College What Type of Literature Is the Book the Professors House Essay Humanities Assignment Help

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