Harrison College Indianapolis Diversity & Inclusion in The Workplace Reflection Paper Writing Assignment Help

Harrison College Indianapolis Diversity & Inclusion in The Workplace Reflection Paper Writing Assignment Help. Harrison College Indianapolis Diversity & Inclusion in The Workplace Reflection Paper Writing Assignment Help.


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Getting to Know Your Diverse Workplace!!! Read Chapter5 and reflect on what was important to your future success and professionalism in the chapter and write about it. There are no right or wrong answers, as long as you tell me WHY THIS INFO MATTERS TO YOU. Again, I want to know why it matters to you and YOUR future.

Go deep into reflection and critical thinking. Do not regurgitate the chapter, then tell me in one sentence why it matters…the entire paper should be about why it matters to you and your future…you should use critical thinking skills and deep thought to articulate this.

You can discuss your own experience with diversity and inclusion, what that looks like in your current situation, and will look like, in your life and career path. Respecting differences and finding ways to connect to people who are not like you is an important KEY to success. With everything going on in the world right now, it is VERY important to educate yourself, reflect on your own bias and privilege, and stay self-aware. There is a great section on page 107 that discusses cultural competence

Just a reminder that our formatting is formal for the paper (APA) but the writing is from a first person point of view.

***Check out the RUBRIC located in the Writing Assignment so you are clear on how you will be graded!!!

Just so we are all on the same page your paper should look like this:

Page 1: APA Cover Page with running head (APA 6th edition), page numbering, your title, name and University.

Pages 2-3: Two pages of APA formatted double-spaced writing critically exploring your own experiences, goals and career path. You should discuss how the assigned readings could enhance your personal journey, your future career path and your professionalism. Use APA formatted in-text citations whenever possible. (250-500 words)

Page 4: References in APA format. (Cite textbook)

textbook: Business & Professional Communication, Keys for Workplace Excellence 4th Edition, Sage ISBN: 978- 1-5063-6959-4.

authors: Quintanilla, K. M., & Wahl, S. T. (2018). Business and professional communication: keys forworkplace excellence. Sage Publications.

Harrison College Indianapolis Diversity & Inclusion in The Workplace Reflection Paper Writing Assignment Help[supanova_question]

Southwestern Oklahoma State University Virtual Mock Interview Reflection Paper Writing Assignment Help

After watching the videos, go to https://barclayslifeskills.com/i-want-to-prepare-for-an-interview/sixth-form/virtual-interview (Links to an external site.) and create a free account. Then, practice your interview techniques with a virtual job interview. Choose the interview “First job or apprenticeship.” Then choose one other type of interview. Once you have done several practice interviews, write a one-two page reflection of what you learned from the experience (things to work on, things you did well). Also reflect on the experience of a virtual interview.

You will be graded on your reflection based on these virtual interviews that you do.

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BSCTC Wk 3 Think and answer Questions Discussion Mathematics Assignment Help

Week Three Discussion 1

Week Three Discussion 1

Think and Answer. Please number your responses to match the questions.

  1. Compare numerical fractions and rational expressions. What is common and what is different about them? Support your answer with examples.
  2. How do we make sure that a rational expression does not get undefined?

Click on the heading above to navigate to the appropriate discussion forum.

Click Create Thread to write your response. After you are finished answering the question, click on the Submit button located at the bottom right-hand corner of the page.

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University of Miami Animal Testing for Beauty Products Presentation Business Finance Assignment Help

Topic- ANIMAL TESTING FOR BEAUTY PRODUCTS

6-7 slides and must also do the outline attached here separately

Less Writing more picture

Write in Speaker Notes more what i have to say while presenting

Persuasive Action Presentation: Students prepare a persuasive presentation in problem-solution format, employing all the steps of Monroe’s Motivated Sequence: attention, need, satisfaction, visualization, and action. This presentation will persuade the audience to take a certain action regarding an ethical issue in contemporary United States society. Students will persuade the audience to take action on a need relevant to the role belief systems play in U.S. life while exploring ethical concepts. This presentation will draw attention to the need, describe the need, discuss how the need can be satisfied by some action, describe the future if no action is taken, and ask the student audience to take the action.

I recommend that you use the same ethical issue as your persuasive value presentation. For that presentation, you defended a practice as morally right or wrong. Now, you will persuade the audience to take a concrete action in relation to the issue.

Focus on an action that students in the class could take in regard to your chosen topic. Do not choose an action like “abolish the death penalty” since no student in the class has the power to do that on their own. Instead, your chosen action could be something like “vote for candidates that support X,” “attend a protest in opposition to X,” “donate money to groups that do X,” “stop buying X and buy Y instead,” or something like that.

Draw support for your argument by applying the ethical framework of Pope Francis, Marti Kheel, Exodus 20, Qu’ran 6 &17, Benjamin Franklin, or Susan Wolf (choose one) and discussing evidence from 2 reputable outside sources. In this way, your presentation will illustrate the role belief systems play in U.S. life. You can use some of the same research sources as your persuasive value presentation, but be sure to adapt all citations to the action focus of this presentation and include at least 1 new source for this assignment.

Persuasive Action Presentation Instructions

You will submit three presentation components: (1) a formal outline, (2) a speaking outline.

Compose a properly formatted and grammatically correct Persuasive Action Formal Outline, citing 1 reading from the Book and 2 additional academic sources to support main ideas. Choose outside sources that are recent (past 20 years, or more recent if possible) and by recognized experts on the topic. Cite your sources in writing on your outlines and slideshow and orally in your recorded videos using APA format and following the detailed instructions in the Skills post on Citing Sources in a Presentation. The formal outline will include all five elements of Monroe’s Motivated Sequence with appropriate evidence for each element. In addition, the student should demonstrate mastery of extemporaneous speaking skills in all aspects of delivery. Note that the formal outline template for this assignment is customized to Monroe’s Motivated Sequence and different than the earlier template used in the course.


Be mindful of time and do not go over or under the required length for your slideshow.


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West Los Angeles College Oral Care Products Research Article Analysis Paper Humanities Assignment Help

write a 1-2 page paper (double-spaced, 12-point font, 1” margins). Your essay should address the following: using the following peer review article

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC69911…

1. Summarize the information contained in the abstract.

2. Write down the major purpose of the study.

3. Summarize the introduction. Pay specific attention to the topics presented, the reference citations provided, and how reference citations were used.

4. Evaluate why the authors chose to include the information found in the introduction.

5. List the hypotheses of the study.

6. Evaluate whether the hypotheses follow logically from the arguments presented in the introduction.

7. Briefly summarize the information contained in each of the subsections included under the method section.

8. Evaluate whether there is sufficient information in each section to allow the study to be replicated. If you think there is not, list what is missing.

9. List the variables that were measured.

10. Evaluate the adequacy of the measures for testing the hypothesis.

11. Specify any control measures taken to rule out alternative explanations (for example, factors held constant, special subject samples, etc.).

12. List the major findings of the study as reported in the results.

13. Show how statistics were used to determine the significance of the findings (what statistics were reported and how they were used?).

14. Summarize and evaluate the information in the discussion. Did the author’s conclusions follow logically from the results reported? Why, or why not? Did the author stray too far from the data when speculating the meaning of the results? Were any alternative explanations offered for the results? If so, what were they? What future research can be suggested?

15. Indicate whether the study adequately evaluated the hypotheses stated in the introduction. Why, or why not?

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SBBCSM US History the Fourteen Point Speech by President Woodrow Wilson Discussion Humanities Assignment Help

REFER TO CHAPTER 23: https://d3bxy9euw4e147.cloudfront.net/oscms-prodcm…

Introduction

Primary sources are eyewitness accounts of historical events. As such, they are precious to historians since they provide a fly-on-the-wall glimpse of history in the making by those who witnessed that history.

Though I don’t expect you to be an expert on analyzing primary sources immediately, by the end of our course, you will be.

This assignment grows out of the article I assigned last week — “Windows on the Past: Primary Sources and Why They’re Important.” That reading contains two videos showing you how historians source their documents and the types of questions they ask about them. You cannot do well on this assignment unless you’ve read the earlier article and viewed the videos. They will help you in the work that lies ahead in the course.

What also will help you is reading the assigned reading for this week BEFORE you tackle this assignment. That reading that will give you the context or backstory to this document. That backstory will provide important clues to your understanding of this document. When I come to grade your work, I will look to see if you used the assigned reading in your primary source analysis.

The Primary Source Question Set

The following question set will be used in almost all of our primary source analyses. It contains the questions that all historians ask of their primary sources as they seek to do what I ask you to do in examining primary sources in our course: to understand the past. Here are those questions:

  1. Source the document. That is, who (or what) wrote or produced this source? How do you know? When was the source made? It’s important to know, as precisely as possible, what was going on at the time. List three important events from our history textbook that occurred at about the same time that this document was created.
  2. In at least 250 words, summarize the key points of the source. Put your answer entirely in your own words. Quote nothing. Offer no editorials, context, or opinion: focus only on the document and convey its key points.
  3. Using only this document and our assigned reading, who was the probable audience for this source? That is, to whom was this document aimed at? Using the document and its context, justify your answer.
  4. What Larger Themes of those listed in the “Principal Themes in Our Class” does this source link to and shed light on? List and discuss at least two. If more linkages exist, discuss them.
  5. What is most memorable about this source for you – you personally?

The Assignment

Please read the following primary source in order to better understand the past. As you read, answer the questions in the Primary Source Question Set as they pertain to this historical document. Then submit your answers by the deadline in your Initial Post. Next, respond to the Initial Post of another in your Response Post. The deadlines for each type of post are given at the top of this assignment.

The Primary Source: Fourteen Points Speech

Woodrow Wilson, January 8, 1918

[start of source]

“Gentlemen of the Congress, —

Once more, as repeatedly before, the spokesmen of the Central Empires have indicated their desire to discuss the objects of the war and the possible basis of a general peace. Parleys have been in progress at Brest-Litovsk between representatives of the Central Powers to which the attention of all the belligerents has been invited for the purpose of ascertaining whether it may be possible to extend these parleys into a general conference with regard to terms of peace and settlement.

The Russian representatives presented not only a perfectly definite statement of the principles upon which they would be willing to conclude peace, but also an equally definite program of the concrete application of those principles. The representatives of the Central Powers, on their part, presented an outline of settlement which, if much less definite, seemed susceptible of liberal interpretation until their specific program of practical terms was added. That program proposed no concessions at all either to the sovereignty of Russia or to the preferences of the populations with whose fortunes it dealt, but meant, in a word, that the Central Empires were to keep every foot of territory their armed forces had occupied, — every province, every city, every point of vantage, — as a permanent addition to their territories and their power. It is a reasonable conjecture that the general principles of settlement which they at first suggested originated with the more liberal statesmen of Germany and Austria, the men who have begun to feel the force of their own peoples’ thought and purpose, while the concrete terms of actual settlement came from the military leaders who have no thought but to keep what they have got. The negotiations have been broken off. The Russian representatives were sincere and in earnest. They cannot entertain such proposals of conquest and domination.

The whole incident is full of significance. It is also full of perplexity. With whom are the Russian representatives dealing? For whom are the representatives of the Central Empires speaking? Are they speaking for the majorities of their respective parliaments or for the minority parties, that military and imperialistic minority which has so far dominated their whole policy and controlled the affairs of Turkey and of the Balkan states which have felt obliged to become their associates in this war? The Russian representatives have insisted, very justly, very wisely, and in the true spirit of modern democracy, that the conferences they have been holding with the Teutonic and Turkish statesmen should be held within open, not closed doors, and all the world has been audience, as was desired.

To whom have we been listening, then? To those who speak the spirit and intention of the Resolutions of the German Reichstag on the 9th of July last, the spirit and intention of the liberal leaders and parties of Germany, or to those who resist and defy that spirit and intention and insist upon conquest and subjugation? Or are we listening, in fact, to both, unreconciled and in open and hopeless contradiction? These are very serious and pregnant questions. Upon the answer to them depends the peace of the world. But, whatever the results of the parleys at Brest-Litovsk, whatever the confusions of counsel and of purpose in the utterances of the spokesmen of the Central Empires, they have again attempted to acquaint the world with their objects in the war and have again challenged their adversaries to say what their objects are and what sort of settlement they would deem just and satisfactory. There is no good reason why that challenge should not be responded to, and responded to with the utmost candor. We did not wait for it. Not once, but again and again, we have laid our whole thought and purpose before the world, not in general terms only, but each time with sufficient definition to make it clear what sort of definitive terms of settlement must necessarily spring out of them.

Within the last week Mr. Lloyd George has spoken with admirable candor and in admirable spirit for the people and Government of Great Britain. There is no confusion of counsel among the adversaries of the Central Powers, no uncertainty of principle, no vagueness of detail. The only secrecy of counsel, the only lack of fearless frankness, the only failure to make definite statement of the objects of the war, lies with Germany and her Allies. The issues of life and death hang upon these definitions. No statesman who has the least conception of his responsibility ought for a moment to permit himself to continue this tragical and appalling outpouring of blood and treasure unless he is sure beyond a peradventure that the objects of the vital sacrifice are part and parcel of the very life of Society and that the people for whom he speaks think them right and imperative as he does.

There is, moreover, a voice calling for these definitions of principle and of purpose which is, it seems to me, more thrilling and more compelling than any of the many moving voices with which the troubled air of the world is filled. It is the voice of the Russian people. They are prostrate and all but helpless, it would seem, before the grim power of Germany, which has hitherto known no relenting and no pity. Their power, apparently, is shattered. And yet their soul is not subservient. They will not yield either in principle or in action. Their conception of what is right, of what is humane and honorable for them to accept, has been stated with a frankness, a largeness of view, a generosity of spirit, and a universal human sympathy which must challenge the admiration of every friend of mankind; and they have refused to compound their ideals or desert others that they themselves may be safe.

They call to us to say what it is that we desire, — in what, if in anything, our purpose and our spirit differ from theirs; and I believe that the people of the United States would wish me to respond, with utter simplicity and frankness. Whether their present leaders believe it or not, it is our heartfelt desire and hope that some way may be opened whereby we may be privileged to assist the people of Russia to attain their utmost hope of liberty and ordered peace.

It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely open and that they shall involve and permit henceforth no secret understandings of any kind. The day of conquest and aggrandizement is gone by; so is also the day of secret covenants entered into in the interest of particular governments and likely at some unlooked-for moment to upset the peace of the world. It is this happy fact, now clear to the view of every public man whose thoughts do not still linger in an age that is dead and gone, which makes it possible for every nation whose purposes are consistent with justice and the peace of the world to avow now or at any other time the objects it has in view.

We entered this war because violations of right had occurred which touched us to the quick and made the life of our own people impossible unless they were corrected and the world secured once for all against their recurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be made fit and safe to live in; and particularly that it be made safe for every peace-loving nation which, like our own, wishes to live its own life, determine its own institutions, be assured of justice and fair dealing by the other peoples of the world as against force and selfish aggression. All the peoples of the world are in effect partners in this interest, and for our own part we see very clearly that unless justice be done to others it will not be done to us.

The program of the world’s peace, therefore, is our program; and that program, the only possible program, as we see it, is this:

  1. Open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind but diplomacy shall proceed always frankly and in the public view.
  2. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants.
  3. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance.
  4. Adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety.
  5. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict observance of the principle that in determining all such questions of sovereignty the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined.
  6. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come will be the acid test of their good will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and unselfish sympathy.
  7. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. No other single act will serve as this will serve to restore confidence among the nations in the laws which they have themselves set and determined for the government of their relations with one another. Without this healing act the whole structure and validity of international law is forever impaired.
  8. All French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly fifty years, should be righted, in order that peace may once more be made secure in the interests of all.
  9. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality.
  10. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity of autonomous development.
  11. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia accorded free and secure access to the sea; and the relations of the several Balkan states to one another determined by friendly counsel along historically established lines of allegiance and nationality; and international guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered into.
  12. The Turkish portions of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested opportunity of autonomous development, and the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees.
  13. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations, which should be assured a free and secure access to the sea, and whose political and economic independence and territorial integrity should be guaranteed by international covenant.
  14. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike.

In regard to these essential rectifications of wrong and assertions of right we feel ourselves to be intimate partners of all the governments and peoples associated together against the Imperialists. We cannot be separated in interest or divided in purpose. We stand together until the end.

For such arrangements and covenants we are willing to fight and to continue to fight until they are achieved; but only because we wish the right to prevail and desire a just and stable peace such as can be secured only by removing the chief provocations to war, which this program does remove. We have no jealousy of German greatness, and there is nothing in this program that impairs it. We grudge her no achievement or distinction of learning or of pacific enterprise, such as have made her record very bright and very enviable. We do not wish to injure her or to block in any way her legitimate influence or power. We do not wish to fight her either with arms or with hostile arrangements of trade if she is willing to associate herself with us and the other peace-loving nations of the world in covenants of justice and law and fair dealing. We wish her only to accept a place of equality among the peoples of the world, — the new world in which we now live, — instead of a place of mastery.

Neither do we presume to suggest to her any alteration or modification of her institutions. But it is necessary, we must frankly say, and necessary as a preliminary to any intelligent dealings with her on our part, that we should know whom her spokesmen speak for when they speak to us, whether for the Reichstag majority or for the military party and the men whose creed is imperial domination.

We have spoken now, surely, in terms too concrete to admit of any further doubt or question. An evident principle runs through the whole program I have outlined. It is the principle of justice to all peoples and nationalities, and their right to live on equal terms of liberty and safety with one another, whether they be strong or weak.

Unless this principle be made its foundation no part of the structure of international justice can stand. The people of the United States could act upon no other principle; and to the vindication of this principle they are ready to devote their lives, their honor, and everything they possess. The moral climax of this the culminating and final war for human liberty has come, and they are ready to put their own strength, their own highest purpose, their own integrity and devotion to the test.”

[end of source]

from: Woodrow Wilson: The Essential Political Writings, ed. Ronald J. Pestritto (Lexington Books: Lanham, MD, 2005)

headlines of the san louis obispo herald examiner announcing that germany asks for peace on Wilson's 14 points

SBBCSM US History the Fourteen Point Speech by President Woodrow Wilson Discussion Humanities Assignment Help[supanova_question]

University of the Cumberlands Scope Planning and Project Management Discussion Business Finance Assignment Help

Discuss the following points regarding Six Sigma concept:

  • Discuss personal experience in regard to quality improvement programs and how they are project like in application such as DMAIC.
    • If you have no experience, you should gain some from friends or work colleagues or—as a last resort—news articles.
    • If news reports are used, references and in-text citations must be provided.
  • What has led to the more comprehensive strategic view about total quality management?
  • What impact did the quality improvement program have on the company or organization? Please provide specific examples demonstrating the impact.
  • Why do some quality initiatives fail?

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San Diego State University Personal Narrative Essay Humanities Assignment Help

Personal Narrative Prompt

C. Boeck

RWS 305W Project 2: Personal Narrative Project

Length: Your Narrative should be approximately 4 pages.

Due dates: Refer to the class schedule for Peer Mark draft and Revision dates.

Format: Follow MLA format for the Narrative—only include a Works Cited page if required. Include a creative title that fits your topic.

Audiences: Your instructor and classmates.

Purpose: To narrate and reflect on a personal experience.

Write a 4 page Personal Narrative about an important and meaningful experience—recall a person, place, or event from your past and reflect on its/their significance to you. See pg. 214-218 in the textbook for prewriting and drafting ideas.

Here are some questions that will help you write your Personal Narrative:

  • Does your Personal Narrative describe an event that had strong personal meaning for you?
  • Does your Personal Narrative have vivid descriptive passages and sharp details? Review your use of adjectives, adverbs, and their effectiveness in creating word pictures. You are re-creating the event for your readers.
  • Are the events in your Personal Narrative in a logical sequence, i.e. reverse chronological order or chronological order?
  • Is there an introduction (introduce the topic of your Personal Narrative), a body (describe the event itself), and a conclusion (explain the significance of the event)?
  • Is the language of your Personal Narrative clear and appropriate to your purpose and audience? Consider word choice, tone, sentence structures, and the addition of dialogue.

Key RWS 305W outcomes met with this assignment:

  • Analyze and Evaluate complex print, digital, and multimodal texts that engage significant academic, professional, or civic issues.
  • Apply rhetorical principles appropriate to different purposes and goals, within specific disciplinary, professional and civic communities.
  • Research and contribute to specific areas of inquiry by evaluating, synthesizing, and integrating strategies and sources appropriate to genre.
  • Adapt and employ conventions to communicate with diverse audiences who are members of or affected by a specific area or discipline.
  • Compose a variety of texts, working individually and collaboratively, through processes of drafting, critiquing, reflecting, and editing.

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The Music Industry and Investing In Music Discussion Business Finance Assignment Help

PART ONE:

After reading the PDF (https://www.riaa.com/reports/investing-in-music/), reflect on current trends in the music industry. What did you learn? What was interesting? What was concerning? Please connect what you read to concepts from this week’s lesson. Additionally, incorporate examples that help support your points. These examples may come from industry and your own experiences engaging with entertainment products. Yet, all work must be supported with adequate research. In-text references and short reference list must be used in discussions.

You are encouraged to demonstrate your use of research by incorporating creative elements into your discussion posts, as well. Please consider using quotes from outside sources or from the provided resources. Please consider sharing images, screenshots, videos, audio excerpts, screencasts and similar resources to help demonstrate your points.

PART TWO:

Watch the following video about the “Day in my life at a music label + how to get an internship in music” BY SIMPLYMACI to see what it’s like to work in one of the entry-level positions in the music industry. Share a reflection on watching one of the videos linked here and post a screenshot of a job/internship you found in the music industry. Share a screenshot as well as a link to the position.

About 300 words

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ENGL 1A City College of San Francisco Emotional Illiteracy and Intelligence Discussion Writing Assignment Help

3 Assignments ( $30 + $10 tip)

Part 1 – Discussion – Emotional Intelligence

Identify a real life example of Emotional Intelligence on display (as in, the opposite of the news stories we examined in the last module). You might draw on social media, build upon the news stories we identified in the Padlet, and/or references from the film. Connect these to our text, and what you have been reading. Make sure you are using text to back up what you are saying (Note: MLA format is required if you choose to respond in writing rather than using the video feature).

1. Please include a link to your example.

2. Explain your example and how it illustrates clearly EI, connecting this to our text/reading and/or the module content/filmstalks

3. Include images, if appropriate Respond to a minimum of two classmates in a thoughtful way.

Part 2.) Research – How can we communicate more effectively ?

ASSIGNMENT PART ONE: Complete a minimum of TWO online library workshop located here. In your submittal, include screen shots or a description of the workshops you completed.

ASSIGNMENT PART TWO: Complete an ANNOTATED BIBLIOGRAPHY of a minimum of TEN SOURCES. Submit in proper MLA FORMAT . Format and instructions for the annotated bibliography can be found at the OWL at Purdue. Use MLA format, and number your entries 1-10 in alphabetical order.

It may be that you use the five sources from the last module, so you will need five in addition. Or, it may be that you whittle some from that list, if they are not serving your research/essay. Don’t expect to use every source you find! Note: The point of this assignment is to conduct effective research in preparation for your writing project. In other words, compile sources you may use in your assignment — not just related sources, but the sources you think are BEST. I am anticipating that you will look at, read, and think about many more than TEN SOURCES. The minimum of TEN SOURCES listed here should be the ten that make the cut. Good research takes significant time, often more than writing.

Remember EASYBIB as a guide for formatting, but don’t forget your annotations!

________________________________

ESSAY GUIDELINES:

PROMPT: HOW CAN WE COMMUNICATE MORE EFFECTIVELY?

LENGTH: 5-8 pages, double spaced, MLA format. Minimum of ten sources/Works Consulted page

Part 3.) Formal Essay Submittal

The essay is a definition essay asking you to define what EI (Emotional Intelligence) What skills and characteristics make up EI

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https://anyessayhelp.com/as a guide for formatting, but don’t forget your annotations!

________________________________

ESSAY GUIDELINES:

PROMPT: HOW CAN WE COMMUNICATE MORE EFFECTIVELY?

LENGTH: 5-8 pages, double spaced, MLA format. Minimum of ten sources/Works Consulted page

Part 3.) Formal Essay Submittal

The essay is a definition essay asking you to define what EI (Emotional Intelligence) What skills and characteristics make up EI

[supanova_question]

https://anyessayhelp.com/as a guide for formatting, but don’t forget your annotations!

________________________________

ESSAY GUIDELINES:

PROMPT: HOW CAN WE COMMUNICATE MORE EFFECTIVELY?

LENGTH: 5-8 pages, double spaced, MLA format. Minimum of ten sources/Works Consulted page

Part 3.) Formal Essay Submittal

The essay is a definition essay asking you to define what EI (Emotional Intelligence) What skills and characteristics make up EI

[supanova_question]

https://anyessayhelp.com/as a guide for formatting, but don’t forget your annotations!

________________________________

ESSAY GUIDELINES:

PROMPT: HOW CAN WE COMMUNICATE MORE EFFECTIVELY?

LENGTH: 5-8 pages, double spaced, MLA format. Minimum of ten sources/Works Consulted page

Part 3.) Formal Essay Submittal

The essay is a definition essay asking you to define what EI (Emotional Intelligence) What skills and characteristics make up EI

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Harrison College Indianapolis Diversity & Inclusion in The Workplace Reflection Paper Writing Assignment Help

Harrison College Indianapolis Diversity & Inclusion in The Workplace Reflection Paper Writing Assignment Help

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