Category: Writing

  • Introduction: A worldview is a complete outlook of the universe coming from a biblical viewpoint….

    Introduction: A worldview is a complete outlook of the universe coming from a biblical viewpoint. Consequently, a Christian’s worldview should be a whole incorporation inclusive of a quantity of different, biblical elements. The worldwide totals the fundamental conclusions concerning life and significance, which a person identifies and survives by not only conscious but also unconsciously. I) Who is God and what are His characteristics?
    a) God is Trinity, God the father, the son and the Holy Spirit and the three are discernible persons in the Trinity with distinct tasks, and they have complete integration in God’s being.
    b) God is sovereign- he is the ruler, holy- he is pure, and according to John 4:24, God is a spirit and people can only know Him spiritually (Pink, 2012).
    II) What is a human being and what happens when you die?
    a) Man has a spiritual feature of his character implying that God created him under His image however, although human has a physical body, they possess a spiritual ability to a restricted extent.
    b) Death refers to the final separation and in reference to Psalms 146:4 states that when one dies, one perishes because no one thinks when dead because he or she is unconscious (Denee, 2011).
    III) What is the nature of the universe?
    a) The nature exists- in existence; there is beginning and the end and creation is a component of existence.
    b) Whatever exists does not in whatever form or shape require to give reasons for its existence by questioning the reasons behind its existence.
    IV) How do you know what you know? How do you know what is true?
    a) One’s worldview comprises of the essential belief system, ideas or values, which determines his beliefs, attitudes and actions, normally this comprises one’s view of issues for instance the character of man, God, the meaning of death, life, wrong or right and nature.
    b) A worldview shapes one’s thoughts and as a Christian, one’s worldview should be biblical and this would help one differentiate what is true from what is false. ORDER WITH US FOR AN A+ QUALITY PAPER…. FOR MORE INFORMATION ON THIS PAPER Click Here……. V) What is right and wrong or how can we know there is a right and wrong?
    a) According to the Christian worldview, all rights, standards and values are justifiable this implies that since God created humans in His own image, they have a value and He has exposed His unconditional standards for not only social but also personal ethics.
    b) Humans can identify a wrong if it is unjustifiable and is arbitrary- in case people and the world itself are yields of impersonal forces, there lacks rights or values for anything.
    VI) Is life pointless or is there purpose?
    a) Life is not pointless that is why God gives life and takes it when time comes- if life was pointless, then God would not have created anything because in all His creation, there is life, and life is God’s gift.
    b) God gave life so that humans could take care of His creation. Life is valuable and precious because it is the hard work of God.
    VII) What core commitments are consistent with my worldview and how do they impact my life?
    a) The Christian worldview teaches Christians beliefs, which creates the fundamentals of their worldwide such as God’s existence, God’s creation among others.
    b) One’s worldview creates the foundation of how a person interprets reality- it is a lens in which a person uses to view the world and helps shape one’s moral opinions and in effect, it influences what one believes about social structures, God, environmental concerns among others. Conclusion:
    As seen in the paper, a Christian worldview shows a complete perception of the universe from a Christian’s viewpoint. Christian should know that their worldview should influence all parts of their life for instance psychology, philosophy, and sociology among others. According to the scriptures, Christianity is a comprehensive worldview. ORDER WITH US FOR AN A+ QUALITY PAPER…. FOR MORE INFORMATION ON THIS PAPER Click Here…….

  • Research Paper Outline, Reference Page Rough Draft, and Specified Cultural Analysis The portfolio…

    Research Paper Outline, Reference Page Rough Draft, and Specified Cultural Analysis
    The portfolio project is a 5-7 page research paper (approximately 1,500-1,750 words) designed to require you to expand your knowledge and capabilities through combining knowledge and application of content with your own interpretation and judgment. For the final portfolio project, you will write a research paper about Chinua Achebe’s Things Fall Apart, supplementing your own interpretation with information from 3-5 other sources. The final research paper is due in Module 8.
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    This week, in Module 5, the outline of the paper and your working rough draft of your reference page are due. Refer to the lecture material and the information below for more information on constructing these documents.
    Outline:
    •Submit a topic outline or a sentence outline.
    •Demonstrate a clear thesis and organization for the paper.
    •Include specific details to support the sub-points of the thesis.
    Reference Page:
    •Use APA formatting for each citation.
    •Remember to alphabetize the entries, A-Z.
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    •Double-space within and between entries.
    •Format using hanging indents, see screenshot for details
    ◦First line of each entry must be flush with left-hand margin.
    ◦Indent 2nd and subsequent lines of each entry one tab or five spaces.
    Finally, you will take the particular research question that you are developing as the thesis of your portfolio project and contextualize it in such a way as to convey an international or multicultural understanding of the novel. For example, if you are developing a cultural analysis of the novel, you would need to answer, as a part of your research thesis, how one culture develops in direct competition against the emergence of another foreign culture. Or, if you are developing a feminist analysis, you would need to answer, as a part of your research question, how one culture’s treatment of women changes when confronted by another’s culture differing attitude toward women. Or, if you were doing a direct compare/contrast analysis, you would need to directly compare specific aspects of one culture against another culture.
    In other words, any critical perspective from which you frame your thesis and overall paper needs to convey a shaper international or multicultural understanding of the novel and should be reflected in your outline and reference list.
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    PART II (Due May 23rd)
    Final Portfolio Project (350 Points)
    The portfolio project is designed to require you to expand your knowledge and capabilities through combining knowledge and application of content with your own interpretation and judgment. For the final portfolio project, you will write a research paper about Chinua Achebe’s Things Fall Apart, supplementing your own interpretation with information from three to five other sources. Again, remember that your interpretation of this novel should reflect an international perspective. Information about planning your research paper and conducting your research can be found in the lecture material for Module 5. The portfolio project is due in Week 8.
    Research paper requirements:
    •1,500-1,750 words (5-7 pages).
    •Minimum of three sources (excluding the novel) – must be credible, authored sources; anonymous Websites or sites like Wikipedia are not acceptable as one of your three main sources.
    •Double-spaced, Times New Roman, 12-pt font.
    •Title Page: for an explanation of how to formulate a title page in APA, see this link:
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    http://owl.english.purdue.edu/owl/resource/560/01/(scroll down to “Title Page”).
    •Insert page numbers in the top right hand corner.
    •Include a Reference Page.
    •Use correct APA formatting in the paper and on the reference page.
    •Submit final portfolio project no later than 11:59 p.m., MT, on Sunday of Module 8, the final day of the course.
    Your final paper will be graded not only based on content but also based upon the quality of your writing, syntax, and grammar. Please be sure to pay special attention to the quality of your written work. It is highly recommended that you closely proofread your assignment prior to submission. In addition, you are again expected to provide support for your arguments based upon both the required and recommended readings for the course, as well as to incorporate any relevant points culled from the discussion boards. Review the Portfolio Rubric, located in Course Information.
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  • Paper instructions: Pick the film “Gone Baby Gone” or “Sleepers”. Judge (moral or immoral) the main.

    Paper instructions:
    Pick the film “Gone Baby Gone” or “Sleepers”. Judge (moral or immoral) the main action (ONE single main action) of the film . Support your position by using Kant’s moral philosophy. The essay should be 500 words minimum and done in MLA format. Paper is due on June 14th
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    Not applying Deontology results in an automatic F.
    Immanuel Kant developed a moral theory that is still very influential today. Anyone who accepts Kant’s moral theory rejects the view that a person’s actions are good or bad based solely on the consequences of those actions. Instead, Kantians emphasize that a person is praised or blamed for their actions based on the intentions with which they act. In other words, the person’s motives are the major factor in determining whether that action is moral.
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    According to Kantians, actions done in accordance with the categorical imperative are moral actions (and the person who performs such actions is a moral person). This imperative makes moral judgments similar to scientific ones because the proper behavior is supposed to be objectively recognizable through the use of reason. Kant’s theory also emphasizes the importance of duty.
    Nature of the concept
    1. The first premise is that a person acts morally if his or her conduct would, without condition, be the “right” conduct for any person in similar circumstances (the “First Maxim”).
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    2. The second premise is that conduct is “right” if it treats others as ends in themselves and not as means to an end (the “Second Maxim”).
    3. The conclusion is that a person acts morally when he or she acts as if his or her conduct was establishing a universal law governing others in similar circumstances (the “Third Maxim”).
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  • choose the story option, you may provide a prequel or sequel to a story (what did the governess do..

    choose the story option, you may provide a prequel or sequel to a story (what did the governess do for the rest of her life? or what was Roderick Usher like when the narrator knew him earlier?); you can shift point of view (Irving’s story from Mrs. van Winkle’s perspective); you may shift genre (“Rose for Emily” as an episode of CSI or
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    “Big Blonde” as chick lit). This needs to be a real story, with plot, characters, setting, dialogue that would interest readers. Whichever option you choose, the length should be 1500-2000 words. DO NOT plagiarize; that will result in automatic failure for the project and perhaps for the course. If you want to use outside sources, select only brief quotations and give full citations
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  • Nonconformity in Bartleby The Scrivener For this question you will be using our readings by…

    Nonconformity in Bartleby The Scrivener
    For this assignment you will be using our readings by Emerson and/or Thoreau to make an argument about Bartleby’s relationship to nonconformity. You have a lot of latitude here, so long as you draw on textual evidence from Bartleby and at least one of the following: “The American Scholar,” “Self-Reliance,” “Resistance to Civil Government.”
    Your argument should emerge out of your close attention to these authors’ language, and your essay must demonstrate a careful analysis of a few of the many authorial choices that Melville makes (e.g., perspective, figurative language, sequencing, tone, characterization, theme, motif, symbol, setting, atmosphere, mood, and plot elements, such as complication, conflict, rising action, climax, resolution) as well as the consequences of these choices.
    Your essay should begin with a brief introduction that grabs your readers’ attention and leads logically toward your Main Claim, which should appear as the final sentence of the introduction. Your introduction might, for instance, set out which part(s) of which text(s) you’ll be using, define key terms, and generally prepare your readers for your argument.
    Your essay should have two or three body paragraphs, each beginning with a Sub-Claim (or what you might have called a Topic Sentence) which both directly supports the Main Claim and reveals the focus of the paragraph. Everything else in the paragraph—textual evidence and explanation of how that evidence supports the Sub-Claim—must work together to clearly support, demonstrate, establish, or clarify the Sub-Claim.
    Your essay will end with a brief conclusion that leaves the reader with a parting thought that stems from the essay’s analysis. The conclusion should not merely summarize what you’ve already written, nor should it supply an additional paragraph in direct support of your argument (thus rendering it indistinguishable in function from your body paragraphs). Rather, it might do any number of the following: connect your analysis to another time period, like the present day; raise a research question for potential future inquiry; raise a literary or historical question inspired by your analysis; raise a literary or historical issue that complicates (but does not disprove) your argument; offer a call to action; or another “so what” that emerges out of your essay.
    You should imagine your peers as your audience for this essay. They are familiar with the texts (so no need to summarize the texts), but they are not experts (so you shouldn’t feel burdened to say something that would somehow be “new” for scholars in the field). You are free to draw on journal posts or class discussion (with acknowledgement of specific students when possible).
    No internet sources.

  • Theoretical Framework • Overview and Guiding Propositions(s) Described in Theory • Application of…

    Theoretical Framework
    • Overview and Guiding Propositions(s) Described in Theory
    • Application of Theory to Your Study’s/Project’s Focus: SEE ATTACHED INFORMATION. IT HAS EVERYTHING INCLUDING.
    Methodology
    • Sample/Setting: Number and criteria for inclusion and description of place in which data will be collected.
    • Sampling Strategy
    • Research design: Type (e.g., Quasi-Experimental), description and rationale for selection.
    • In
    struments: Description, validity and reliability estimates, which have been performed (on a pre-established measure). Include plans for testing validity and reliability of generating your own instrument(s).
    • Description of the Intervention
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  • HIS121 Primary Source Outline Question Name_________________________________ Construct an outline.

    HIS121 Primary Source Outline Assignment
    Name_________________________________
    Construct an outline for an essay that would answer the following hypothetical essay question:
    Hypothetical Essay Question
    :
    What were the different approaches and ideas of the abolitionist movement in the 1830s? Explain with key examples.
    Introduction:
    Address the question/ lay out your argument (answer to the question)/ introduce the evidence you will be using to support your argument.
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    Body:
    List the pieces of evidence you will be using to support your argument and briefly note major themes or ideas this evidence helps you address.
    Conclusion:
    Reassert your argument and remind the reader how you supported and proved it.
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  • Absolutophobia 9. Now Read the essay entitled Absolutophobia. Does your impression of your own…

    Absolutophobia
    9. Now Read the essay entitled Absolutophobia. Does your impression of your own actions/inactions change? Why/why not?
    10. What is the author of Absolutophobia saying about our society? Do you believe they have a valid argument/point? Does our society suffer from Absolutophobia?
    11. Do you believe John Leo’s line that says, “students often think they are so locked into their
    own group perspectives of ethnicity,
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    race, and gender that moral judgment is impossible, even in the face of great evils.”
    UP FRONT
    Absolutophobia John Leo
    In 20 years of college teaching, Professor Robert Simon has never met a student who denied that the Holocaust happened. What he sees quite often, though, is worse: students who acknowledge
    the fact of the Holocaust but cannot bring themselves to say that killing millions of people is wrong. Simon reports that 10 to 20 percent of his students think this way. Usually they deplore
    what the Nazis did, but their disapproval is expressed as a matter of taste or personal preference, not moral judgment. “Of course I dislike the Nazis,” one student told Simon, “but who is to say
    they are morally wrong?”
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    Overdosing on nonjudgmentalism is a growing problem in schools. Two disturbing articles in the Chronicle of Higher Education say that some students are unwilling to oppose large moral
    horrors—includ- ing human sacrifice, ethnic cleansing, and slavery—because they think that no one has the right to criticize the moral views of another group or culture. One of the articles is by
    Simon, who teaches philoso- phy at Hamilton College in Clinton, New York. The other is by Kay Haugaard, a freelance writer who teaches creative writing at Pasa- dena City College in California.
    Haugaard writes that her current students have a lot of trouble expressing any moral reservations or objections about human sacrifice. The subject came up when she taught her class Shirley
    Jackson’s “The Lottery,” a short story about a
    Up Front 5
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    small American farm town where one person is killed each year to make the crops grow. In the tale, a woman is ritually stoned to death by her husband, her 12-year-old daughter, and her 4-year-
    old son. Haugaard has been teaching since 1970. Until recently, she says, “Jackson’s message about blind conformity always spoke to my stu- dents’ sense of right and wrong.” No longer,
    apparently. A class discussion of human sacrifice yielded no moral comments, even under Haugaard’s persistent questioning. One male said the ritual killing in “The Lottery” “
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    almost seems a
    need.” Asked if she believed in human sacrifice, a woman said, “I really don’t know. If it was a religion of long standing….” Haugaard writes, “I was stunned. This was the woman who wrote so
    passionately of saving the whales, of concern for the rain forests, of her rescue and tender care of a stray dog.” Both writers believe multiculturalism has played a role in spread- ing the vapors
    of nonjudgmentalism. Haugaard quotes a woman in her class, a “50-something redheaded nurse,” who says, “I teach a course for our hospital personnel in multicultural understanding, and if it is
    part of a person’s culture, we are taught not to judge….” According to Simon, we should “welcome diversity rather than fear it,” but he says his students often think they are so locked into their
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    own group perspectives of ethnicity, race, and gender that moral judgment is impossible, even in the face of great evils. In the new multicultural canon, human sacrifice is hard to con- demn
    because the Aztecs practiced it. In fact, however, this nonjudgmental stance is not held consistently. Japanese whaling and the genital cutting of girls in Africa are criticized all the time by
    white multiculturalists. Christina Hoff Sommers, author and professor of philosophy at Clark University in Massachusetts, says that students who cannot bring themselves to condemn the
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    Holocaust will often say flatly that treating humans as superior to dogs and rodents is immoral. Moral shrugging may be on the rise, but old-fashioned and rigorous moral criticism is alive and
    well on certain selected issues: smoking, environmentalism, women’s rights, animal rights. Sommers points beyond multiculturalism to a general problem of so many students coming to college
    “dogmatically committed to a moral relativism that offers them no grounds to think” about cheating, stealing, and other moral issues. Simon calls this “absolutophobia”—
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    The Responsive Community • Winter 1997/986
    the unwillingness to say that some behavior is just plain wrong. Many trends feed this fashionable phobia. Postmodern theory on campuses denies the existence of any objective truth; all we can
    have are clashing perspectives, not true moral knowledge. The pop-therapeutic culture has pushed nonjudgmentalism very hard. Intellectual laziness and the simple fear of unpleasantness are
    also factors. By saying that one opinion or moral stance is as good as another, we can draw attention to our own tolerance, avoid antagonizing others, and get on with our careers.
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    The “values
    clarification” programs in the schools surely should come in for some lumps, too. Based on the principle that teachers should not indoctrinate other people’s children, they leave the cre- ation of
    values up to each student. Values emerge as personal prefer- ences, equally unsuited for criticism or argument as personal deci- sions on pop music or clothes. But the wheel is turning now, and
    “values clarification” is giving way to “character education,” and the paralyzing fear of indoctrinat- ing children is gradually fading. The search is on for a teachable consensus rooted in simple
    decency and respect. As a spur to shaping it, we might discuss a culture so morally confused that students are showing up at colleges reluctant to say anything negative about mass slaughter.
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  • what are the verb phrases in this sentence? 1. After Diane complained to her councilman, a city crew

    what are the verb phrases in this sentence?
    1. After Diane complained to her councilman, a city
    crew repaired the park benches.
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  • Provide real-world examples for the following types of intelligences as theorized by Gardner:…

    Provide real-world examples for the following types of intelligences as theorized by Gardner: verbal/linguistic, body-kinesthetic (movement), and logical/mathematical. Explain why each example represents one of the types of intelligence. Present some of the arguments critics have offered against Gardner’s research.
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