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Drawing on Keisha-Khan Perry's article, "If We Didn't Have Water" and the section in Guest starting on p. 142 called "Resisting Racism", describe how the struggles of the African American residents of Corona, Queens and the Afro-Brazilian residents of Gamboa de Baixo, Brazil are similar. Give two to three similarities and describe them with reference to the texts. Need two citation from each article, and require at least 350 words.Be careful, no outside resources needed, only use the resources that I post in attached file.
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Resisting Racism
Along with the history of individual and institutional racism, it is
important to also acknowledge the long tradition of work against racism
that continues today. Anthropologist Steven Gregory’s ethnography Black
Corona (1998) tells the story of the organized political resistance by a
predominantly African American community in Corona, Queens, in New York
City, when confronted by attitudes and policy expressions of racial
discrimination. The African American community in Corona dates back to
the 1820s, and it expanded under an influx of middle- class residents
from Harlem in the first half of the twentieth century. By the 1970s,
however, Corona, like many other urban U.S. communities, began to feel
the devastating impact of globalization, particularly flexible
accumulation, as New York City’s economy deindustrialized. At this
time, the city’s economy moved from an industrial and manufacturing
base to one driven by finance, information, and services (Baker 1995;
Harvey 1990). As New York lost thousands of manufacturing jobs and
billions of dollars in tax revenue and federal funds, residents of
Corona struggled during the transition. In the face of drastic
government cutbacks to basic community services such as housing,
education, and public safety, residents of Corona’s LeFrak City— a
public housing complex containing 6,000 rental apartments— mobilized to
demand sustained public investment in the maintenance and security of
the property from their landlord, the City of New York. Confronting
stereotypes of the apartment complex as a site of crime, welfare
dependency, and family disorganization, African American parents in
LeFrak City founded Concerned Community Adults (CCA), a community- based
civic association, to engage in neighborhood improvement projects and
strengthen relationships with the city’s politicians and agencies. The
CCA’s Youth Forum organized neighborhood young people for social
activities and leadership formation; together with the CCA, it worked to
improve relations with the local police, who regularly harassed youth in
the area. Through community- based action, LeFrak City residents worked
with churches, community groups, and informal associations to establish
their position as political actors, assert control over the
neighborhood’s physical condition, and insist on self- definition
rather than accept the stereotypes held by surrounding communities and
city leaders. In the early 1990s, the Port Authority of New York and
New Jersey— which controls the area’s airports, bridges, and port
facilities— announced plans to build
an elevated light rail train between Manhattan’s central business
district and LaGuardia Airport that would cut directly through the heart
of Corona’s African American community. Residents had had extensive
negative experiences battling the city over earlier plans to expand
LaGuardia, which abuts Corona, that involved the loss of waterfront
properties to the construction of runways, highway access, and exposure
to the pollution of adjacent Flushing Bay. In its new plan, the Port
Authority, representing the City of New York, argued that the city
needed improved public transportation between Manhattan and LaGuardia to
compete in the global economy and in the burgeoning global financial
services industry. The elevated rail line through Corona, the argument
went, would be good for the city’s economy. Corona residents warned
that construction of this major infrastructure project through their
community would not have any local benefit but instead would generate
severe environmental consequences, lower the quality of life in the
neighborhood, and divide and isolate portions of the community. They
demanded that the rail line be built underground on property already
owned by New York City between Corona and the airport that had been
carved out to build the Grand Central Parkway years earlier. Local
residents formed neighborhood committees and alliances with existing
civic organizations, community groups, and churches. They engaged the
city’s public planning process and established alternative political
forums outside the government’s control to press for their case. They
also created multicultural alliances with concerned groups in
neighboring communities. Eventually the Port Authority abandoned the
planned elevated train. Gregory’s ethnographic study of Corona’s
African American community reveals the power of local communities of
color to mobilize and engage in political activism. It also demonstrates
how such groups can contest the stereotypes of urban black communities
and the practices of racial discrimination and exclusion, whether those
involve housing, policing, or the environmental and community impacts of
public infrastructure projects. For a look at efforts to combat racism
in a different context, see “Anthropologists Engage the World,” on
pages 228–229.
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Ecology formatECOLOGY AND THE ENVIRONMENT (BIOL 354) Review paper & group project assignment Background In BIOL 354, ...
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Ecology formatECOLOGY AND THE ENVIRONMENT (BIOL 354) Review paper & group project assignment Background In BIOL 354, two of your assignments for your discussion section include participating in a group presentation on 1 of 6 pre-selected ecological issues and, individually, writing a review paper that discusses how your group issue is relevant in an ecosystem of your choice. This project will involve working with several of your classmates to research an ecological issue, and to then construct a written report and an oral presentation on the issue. Each person in the class is responsible for producing and turning in an original written research paper. The presentation, however, is given jointly with the members of your group. The Assignment Ecologists today recognize that humans are altering the world’s habitats and affecting biodiversity in many ways. Human activity has been linked to rapid declines in the earth’s biodiversity; there is evidence that we are currently in another mass extinction event. Consequently, many ecologists apply their research results, and tailor their research programs, to the conservation of species, communities, populations, or ecosystems. This research is critical in at least three ways: (1) we need to understand how “natural” communities function if we are to understand how our actions disrupt them; (2) we need to understand how heavily altered communities have been affected; and (3) we need to develop priorities and strategies for conserving and restoring communities and ecosystems that have been damaged through our actions. One of the most important steps that we can take to help reverse the loss of biodiversity is to raise awareness of the problem and the solutions that can help reverse the damage. Therefore, in this class you will be responsible for writing a report and giving an oral presentation on the ways in which humans threaten the world’s biodiversity, and potential solutions to these problems. For this assignment, you will collaborate with your group members to select a threat to biodiversity that interests you.Each individual will pick a different ecosystem to write his/her paper about. The paper will discuss how that threat is currently affecting the organisms, trophic interactions, nutrient cycles, and subsequent biodiversity in the selected ecosystem. The focus of the paper is not how humans cause or influence on the threat to biodiversity. Some example ecosystems (there are many more you could choose) that are threatened by one or more of these factors are: • coral reefs • temperate forests * arctic tundra • rivers, streams, and lakes • estuaries like San Francisco Bay or Chesapeake Bay • tropical rain forests and jungles • marshes, and wetlands like the Everglades • islands throughout the world, particularly in the tropics • pelagic and benthic areas of the oceans For example, you could choose to research the effects of CO2 increases on the arctic tundra or how introduced species affect island habitats. For this assignment you will do the following: 1.You will be placed in a group of about 4-5 people in your discussion section that will be assigned to a major anthropogenic threat. The pre-selected threats include: Habitat Loss, Overharvesting, Climate Change, Invasive Species, Introduced Disease, and Pollution. 2.Within the subject of that threat, you (individually) will select a topic for your review paper. Your TA must approve your choice, and can help you select a topic that is not too broad or too narrow (for example, choosing to review how pollution threatens the entire world would be too broad; choosing how nitrogen runoff affects different types of water sources would be better). 3.Research your topic. Your references will be research articles published in scientific journals and books. Many applicable journals and books are available in the SDSU library, and many articles from journals can even be downloaded from a campus computer for free. 4.After researching your topic, you will write an 8-10 page review paper. Remember that each person in the group must turn in their own review paper, written in their own words.It is important that overlap between people within a group is minimal, though some of the general information may be similar.This is usually accomplished by people within a group selecting different ecosystems, and writing about how the ecological threat affects their ecosystem in particular (e.g., how climate change affects the arctic tundra is quite different compared to how it affects the coral reef).You will want to stay in communication with your fellow group members to make sure there is not too much overlap in the topics selected for your review papers. Due Dates for Review Paper and Presentation: Five references: 2/9 Paper Outline: 3/2 Paper Optional Draft: 3/16 Presentation Outline: 3/16 Final Paper: 4/6 Group presentation: 4/20 (regardless of presentation date) All assignments should be typed and saved as a .doc or .docx and uploaded to the appropriate link in Blackboard by 11:59 PM on the due date. As well as a hard copy brought to class the day it is due, if a hard copy of the assignment is not turned into class then it is considered late and points will be deducted. The one exception is the group presentation, which should be in Powerpoint or similar format and emailed to your TA by the beginning of your class period. Other helpful information Here is a list of journals that will be helpful to you (note that there are many more journals that may help you that are not on this list): Ecology Ecological Applications Ecological Monographs Conservation Biology Biological Conservation Conservation Ecology (an online journal) Oecologia Journal of Experimental Marine Biology and Ecology Oikos Ecology Letters In each of these journals you can find examples of review papers.Note that good review papers are organized, thorough, and offer suggestions for future research or solutions to problems at the end. Paper Grading Criteria and Guidelines Content: 50%.This is the most important part of your paper. As the author of a review paper, you job is to synthesize the current literature on a topic of interest. Make sure that you build a strong argument and that you convey important information to the reader. Be certain to focus on the environmental issue and its relevance to ecology. Your paper should not be about how humans are impacted by your topic! Support your topic sentences with main points/conclusions drawn from articles found during your literature search. Avoid filling your paper with “fluff”, unimportant information that takes up space but is not relevant to your main points. You should not summarize one article for more than one paragraph and you should not go into too much detail describing the methods used in the papers unless absolutely necessary.You should have a minimum of 10 sources cited in your paper. Style and Organization: 20%.Part of writing an effective paper is learning how to write clearly and concisely.Avoid using flowery language, as it can be awkward and often times misused.Colloquial language is inappropriate for a scientific review article.Avoid repetition of the same word/phrases.You want to write your paper in a similar style and tone as the research papers you are referencing. Do not use quotes in your paper. You should paraphrase and give proper credit by citing the author(s); direct quotes are not commonly used in science writing. Also, copying sentences (word for word, in part or whole) from a scientific article and citing the source is still considered plagiarism and will result in point deductions at the very least. You need to write the ideas in your own words! Each paragraph should convey a singular message that should not be detailed anywhere else in the paper.Jumping back and forth between points confuses the reader and obscures the valuable information contained in your paper, so make sure that your writing in a logical progression.The use of section headings and subheadings can be extremely helpful in structuring a paper, and will make it easier for people to read.Use transitions between paragraphs so that you writing does not appear choppy. Within paragraphs, sentences should be properly constructed (e.g. subject-verb agreement).Watch out for run-on sentences and fragments.The sentences that are easiest to read are the simplest -- don’t try to use overly complex wording.Each sentence within your paragraph should support the thesis and flow in a logical order. Grammar: 15%.Make sure you know when and where to use commas, apostrophes, semicolons, colons, quotation marks, etc.If you are not sure, look it up. Students in this class frequently have points deducted in this section because of subject-verb agreement errors, misspellings, and incorrect word usage.Be sure to perform a sentence-by-sentence edit before submitting your final draft (and before submitting the optional draft).Having someone else read your paper for grammar errors can be extremely useful. Literature Cited: 10%.As a college student and budding scientist, it is critical that you learn how to properly cite the sources from which you obtain information.A complete citation includes the reference to the source in the text of your paper (in text reference) and the full reference given in the “Literature Cited” section at the end of the paper. In general, having more sources is better because it shows you’ve done extensive research, but avoid including little bits of unimportant information from a variety of sources just to drive up your numbers. You must have at least 10 citations for your final paper with at least 8 citations from the primary literature.Additional sources from secondary and tertiary literature (e.g. books, government documents) may be used, but these do not count toward the eight minimum primary sources.Do not cite web-based resources using links.This will result in point deductions. If you find something relevant on the web or your textbook, you must follow its source to the original work and cite the original reference. Cite references correctly in the Literature Cited section and in text (See below). In this class, we will use the format for the journal Ecology. This may be different than other formats you have learned, so follow it carefully.Refer to the Literature Searching and Citations document on blackboard for proper citation format. Format: 5%. Page length: 8-10 pages, double-spaced. This length does not include figures and tables (optional) and the Literature Cited section. Must be at least ¾ of the 8th page to be considered 8 pages. Page format: 1-inch margins and 12-point Times or Times New Roman font Organism names: scientific names (genus and species) go in italics and common names are lowercase; family names do not go in italics, but start with a capital letter. Section order: (1) Paper title with your name, your group topic, and section number; (2) the Introduction; (3) the Body of the paper (organized with section headings); (3) Conclusions and Directions for Future Research; (4) Literature Cited section; and (5) an Appendix of figures and tables (optional) Need Help With Your Paper? Margaret Henderson, our Science Reference Librarian, can help with literature searching Email: margaret.henderson@sdsu.edu SDSU Library Tutoring Services offers Drop-in Tutoring for Writing (Rhetoric & Writing Department). Website: http://library.sdsu.edu/infotutor/tutoring-center Phone: RWS Department at 619-594-6515 GRADING RUBRIC FOR FINAL PAPER Here is the rubric by which final papers will be graded.Note that this provides a general guideline for grading which may be adjusted by your TA. Name points possible points Content-Intro Clear introduction with overview of the topic 8 Statement of purpose/goals Content-Body Content matches introduction 14 Provides background information on topic Detailed ecology of problem described and supported with research (at least 8 citations) Addresses effects to biodiversity Possible solutions addressed and supported Content-Conclusion Summarizes main points (briefly) 8 Discusses broader implications and importance of the topic Provides at least 2 specific recommendations for future research (supported by citations) References Correctly formatted in text and in Literature Cited 6 Proper use of citations At least 10 sources from primary literature Style and Organization Sentence construction and flow 12 Wording choice (neither too informal nor too flowery) Overall organization of topic (separation of ideas into sections and paragraphs) Grammar Spelling, Grammar, and Punctuation 9 Format Format (pages, spacing, font, etc) 3 Total: 60 Important tip for doing well on this assignment: Ecological papers do not get published unless they contain detailed and useful information about the ecology of the system being studied.You should be able to find this in any published paper, including review papers.If you want to receive a good grade on your research review paper, your paper must also contain detailed and useful information on your study system (the study system consists of your threat and how it affects the ecosystem you have researched).Additionally, it must be demonstrated that you have a firm understanding of this information, as you should be very knowledgeable about your topic by the time you have completed this paper.You will demonstrate your understanding by explaining the relevant research for your topic in your own words.
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Analyzing an Issue or Event in Wellness (Obesity in the United States) Through the Lenses of History and the HumanitiesTOPIC!!! Obesity in the United States-Prompt: First, review the overviews and resources in Modules One through Three, as well as the IDS Four General Education Lenses document in the Reading and
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How is this issue/event portrayed creatively in society? What is the message or commentary of this representation?
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Incorporate instructor feedback into your final project.
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I. Lens Analysis: In this section of your assignment, you will analyze your issue/event through two of the four general education lenses.
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Ecology formatECOLOGY AND THE ENVIRONMENT (BIOL 354) Review paper & group project assignment Background In BIOL 354, ...
tropical forest
Ecology formatECOLOGY AND THE ENVIRONMENT (BIOL 354) Review paper & group project assignment Background In BIOL 354, two of your assignments for your discussion section include participating in a group presentation on 1 of 6 pre-selected ecological issues and, individually, writing a review paper that discusses how your group issue is relevant in an ecosystem of your choice. This project will involve working with several of your classmates to research an ecological issue, and to then construct a written report and an oral presentation on the issue. Each person in the class is responsible for producing and turning in an original written research paper. The presentation, however, is given jointly with the members of your group. The Assignment Ecologists today recognize that humans are altering the world’s habitats and affecting biodiversity in many ways. Human activity has been linked to rapid declines in the earth’s biodiversity; there is evidence that we are currently in another mass extinction event. Consequently, many ecologists apply their research results, and tailor their research programs, to the conservation of species, communities, populations, or ecosystems. This research is critical in at least three ways: (1) we need to understand how “natural” communities function if we are to understand how our actions disrupt them; (2) we need to understand how heavily altered communities have been affected; and (3) we need to develop priorities and strategies for conserving and restoring communities and ecosystems that have been damaged through our actions. One of the most important steps that we can take to help reverse the loss of biodiversity is to raise awareness of the problem and the solutions that can help reverse the damage. Therefore, in this class you will be responsible for writing a report and giving an oral presentation on the ways in which humans threaten the world’s biodiversity, and potential solutions to these problems. For this assignment, you will collaborate with your group members to select a threat to biodiversity that interests you.Each individual will pick a different ecosystem to write his/her paper about. The paper will discuss how that threat is currently affecting the organisms, trophic interactions, nutrient cycles, and subsequent biodiversity in the selected ecosystem. The focus of the paper is not how humans cause or influence on the threat to biodiversity. Some example ecosystems (there are many more you could choose) that are threatened by one or more of these factors are: • coral reefs • temperate forests * arctic tundra • rivers, streams, and lakes • estuaries like San Francisco Bay or Chesapeake Bay • tropical rain forests and jungles • marshes, and wetlands like the Everglades • islands throughout the world, particularly in the tropics • pelagic and benthic areas of the oceans For example, you could choose to research the effects of CO2 increases on the arctic tundra or how introduced species affect island habitats. For this assignment you will do the following: 1.You will be placed in a group of about 4-5 people in your discussion section that will be assigned to a major anthropogenic threat. The pre-selected threats include: Habitat Loss, Overharvesting, Climate Change, Invasive Species, Introduced Disease, and Pollution. 2.Within the subject of that threat, you (individually) will select a topic for your review paper. Your TA must approve your choice, and can help you select a topic that is not too broad or too narrow (for example, choosing to review how pollution threatens the entire world would be too broad; choosing how nitrogen runoff affects different types of water sources would be better). 3.Research your topic. Your references will be research articles published in scientific journals and books. Many applicable journals and books are available in the SDSU library, and many articles from journals can even be downloaded from a campus computer for free. 4.After researching your topic, you will write an 8-10 page review paper. Remember that each person in the group must turn in their own review paper, written in their own words.It is important that overlap between people within a group is minimal, though some of the general information may be similar.This is usually accomplished by people within a group selecting different ecosystems, and writing about how the ecological threat affects their ecosystem in particular (e.g., how climate change affects the arctic tundra is quite different compared to how it affects the coral reef).You will want to stay in communication with your fellow group members to make sure there is not too much overlap in the topics selected for your review papers. Due Dates for Review Paper and Presentation: Five references: 2/9 Paper Outline: 3/2 Paper Optional Draft: 3/16 Presentation Outline: 3/16 Final Paper: 4/6 Group presentation: 4/20 (regardless of presentation date) All assignments should be typed and saved as a .doc or .docx and uploaded to the appropriate link in Blackboard by 11:59 PM on the due date. As well as a hard copy brought to class the day it is due, if a hard copy of the assignment is not turned into class then it is considered late and points will be deducted. The one exception is the group presentation, which should be in Powerpoint or similar format and emailed to your TA by the beginning of your class period. Other helpful information Here is a list of journals that will be helpful to you (note that there are many more journals that may help you that are not on this list): Ecology Ecological Applications Ecological Monographs Conservation Biology Biological Conservation Conservation Ecology (an online journal) Oecologia Journal of Experimental Marine Biology and Ecology Oikos Ecology Letters In each of these journals you can find examples of review papers.Note that good review papers are organized, thorough, and offer suggestions for future research or solutions to problems at the end. Paper Grading Criteria and Guidelines Content: 50%.This is the most important part of your paper. As the author of a review paper, you job is to synthesize the current literature on a topic of interest. Make sure that you build a strong argument and that you convey important information to the reader. Be certain to focus on the environmental issue and its relevance to ecology. Your paper should not be about how humans are impacted by your topic! Support your topic sentences with main points/conclusions drawn from articles found during your literature search. Avoid filling your paper with “fluff”, unimportant information that takes up space but is not relevant to your main points. You should not summarize one article for more than one paragraph and you should not go into too much detail describing the methods used in the papers unless absolutely necessary.You should have a minimum of 10 sources cited in your paper. Style and Organization: 20%.Part of writing an effective paper is learning how to write clearly and concisely.Avoid using flowery language, as it can be awkward and often times misused.Colloquial language is inappropriate for a scientific review article.Avoid repetition of the same word/phrases.You want to write your paper in a similar style and tone as the research papers you are referencing. Do not use quotes in your paper. You should paraphrase and give proper credit by citing the author(s); direct quotes are not commonly used in science writing. Also, copying sentences (word for word, in part or whole) from a scientific article and citing the source is still considered plagiarism and will result in point deductions at the very least. You need to write the ideas in your own words! Each paragraph should convey a singular message that should not be detailed anywhere else in the paper.Jumping back and forth between points confuses the reader and obscures the valuable information contained in your paper, so make sure that your writing in a logical progression.The use of section headings and subheadings can be extremely helpful in structuring a paper, and will make it easier for people to read.Use transitions between paragraphs so that you writing does not appear choppy. Within paragraphs, sentences should be properly constructed (e.g. subject-verb agreement).Watch out for run-on sentences and fragments.The sentences that are easiest to read are the simplest -- don’t try to use overly complex wording.Each sentence within your paragraph should support the thesis and flow in a logical order. Grammar: 15%.Make sure you know when and where to use commas, apostrophes, semicolons, colons, quotation marks, etc.If you are not sure, look it up. Students in this class frequently have points deducted in this section because of subject-verb agreement errors, misspellings, and incorrect word usage.Be sure to perform a sentence-by-sentence edit before submitting your final draft (and before submitting the optional draft).Having someone else read your paper for grammar errors can be extremely useful. Literature Cited: 10%.As a college student and budding scientist, it is critical that you learn how to properly cite the sources from which you obtain information.A complete citation includes the reference to the source in the text of your paper (in text reference) and the full reference given in the “Literature Cited” section at the end of the paper. In general, having more sources is better because it shows you’ve done extensive research, but avoid including little bits of unimportant information from a variety of sources just to drive up your numbers. You must have at least 10 citations for your final paper with at least 8 citations from the primary literature.Additional sources from secondary and tertiary literature (e.g. books, government documents) may be used, but these do not count toward the eight minimum primary sources.Do not cite web-based resources using links.This will result in point deductions. If you find something relevant on the web or your textbook, you must follow its source to the original work and cite the original reference. Cite references correctly in the Literature Cited section and in text (See below). In this class, we will use the format for the journal Ecology. This may be different than other formats you have learned, so follow it carefully.Refer to the Literature Searching and Citations document on blackboard for proper citation format. Format: 5%. Page length: 8-10 pages, double-spaced. This length does not include figures and tables (optional) and the Literature Cited section. Must be at least ¾ of the 8th page to be considered 8 pages. Page format: 1-inch margins and 12-point Times or Times New Roman font Organism names: scientific names (genus and species) go in italics and common names are lowercase; family names do not go in italics, but start with a capital letter. Section order: (1) Paper title with your name, your group topic, and section number; (2) the Introduction; (3) the Body of the paper (organized with section headings); (3) Conclusions and Directions for Future Research; (4) Literature Cited section; and (5) an Appendix of figures and tables (optional) Need Help With Your Paper? Margaret Henderson, our Science Reference Librarian, can help with literature searching Email: margaret.henderson@sdsu.edu SDSU Library Tutoring Services offers Drop-in Tutoring for Writing (Rhetoric & Writing Department). Website: http://library.sdsu.edu/infotutor/tutoring-center Phone: RWS Department at 619-594-6515 GRADING RUBRIC FOR FINAL PAPER Here is the rubric by which final papers will be graded.Note that this provides a general guideline for grading which may be adjusted by your TA. Name points possible points Content-Intro Clear introduction with overview of the topic 8 Statement of purpose/goals Content-Body Content matches introduction 14 Provides background information on topic Detailed ecology of problem described and supported with research (at least 8 citations) Addresses effects to biodiversity Possible solutions addressed and supported Content-Conclusion Summarizes main points (briefly) 8 Discusses broader implications and importance of the topic Provides at least 2 specific recommendations for future research (supported by citations) References Correctly formatted in text and in Literature Cited 6 Proper use of citations At least 10 sources from primary literature Style and Organization Sentence construction and flow 12 Wording choice (neither too informal nor too flowery) Overall organization of topic (separation of ideas into sections and paragraphs) Grammar Spelling, Grammar, and Punctuation 9 Format Format (pages, spacing, font, etc) 3 Total: 60 Important tip for doing well on this assignment: Ecological papers do not get published unless they contain detailed and useful information about the ecology of the system being studied.You should be able to find this in any published paper, including review papers.If you want to receive a good grade on your research review paper, your paper must also contain detailed and useful information on your study system (the study system consists of your threat and how it affects the ecosystem you have researched).Additionally, it must be demonstrated that you have a firm understanding of this information, as you should be very knowledgeable about your topic by the time you have completed this paper.You will demonstrate your understanding by explaining the relevant research for your topic in your own words.
Winston Salem State University Project Execution in Hospital Setting Discussion
Who should be included as members of the project team, key stakeholders, and project sponsors for a clinical project in a ...
Winston Salem State University Project Execution in Hospital Setting Discussion
Who should be included as members of the project team, key stakeholders, and project sponsors for a clinical project in a physician’s office? In a hospital? Support your choices with scholarly sources. 500 words, must support their assertions with at least 2 scholarly citations in APA format, All sources cited must should be published within the last five years with the exception of the Bible. Acceptable sources include scholarly, peer-reviewed references and the Bible. BOOK: Daniel B. McLaughlin, John R. Olson, Healthcare Operations Management, Third Edition, 2017, AUPHA Publishing. ISBN-13: 978-1567938517
IDS 402 Southern New Hampshire Obesity in the United States Critical Analysis
Analyzing an Issue or Event in Wellness (Obesity in the United States) Through the Lenses of History and the HumanitiesTOP ...
IDS 402 Southern New Hampshire Obesity in the United States Critical Analysis
Analyzing an Issue or Event in Wellness (Obesity in the United States) Through the Lenses of History and the HumanitiesTOPIC!!! Obesity in the United States-Prompt: First, review the overviews and resources in Modules One through Three, as well as the IDS Four General Education Lenses document in the Reading and
Resources section of Module One. Next, analyze your issue/event through the lens of history, and address the following:
How does this issue/event interact with the history lens and impact social issues?
In what ways does the history lens help articulate a deeper understanding of the social issue(s) that inform your issue/event? Next, analyze your issue/event through the lens of the humanities by exploring the following questions:
How is this issue/event portrayed creatively in society? What is the message or commentary of this representation?
How does this representation interact with you in your personal and professional lives? Note: You are completing two separate analyses: one from history and one from the humanities. You must submit two papers in a single Word document. Be sure to use evidence from research to support your analysis. Refer to course resources, the IDS 402 Research LibGuide (linked in the Start Here section
of your course), and any other pertinent resources to support your responses. Relevant current news sources may be used with instructor approval.
Incorporate instructor feedback into your final project.
Specifically, the following critical elements must be addressed:
I. Lens Analysis: In this section of your assignment, you will analyze your issue/event through two of the four general education lenses.
A. Analyze your issue/event through the lens of history for determining its impact on various institutions. Utilize evidence from research to
support your analysis.
B. Analyze your issue/event through the lens of the humanities for determining its impact on various institutions. Utilize evidence from research
to support your analysis.Please read full directions attached! Two separate analyes- History and Humanities. APA! Two papers within one word doc.
14 pages
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The debate over marijuana rages on. The facts are clear. Marijuana is currently renowned to be effective within the treatm ...
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The debate over marijuana rages on. The facts are clear. Marijuana is currently renowned to be effective within the treatment of many diseases and ...
10 pages
Marketing Plan For A Device For Tracking Teen Drivers
Marketing Plan for a Device for Tracking Teen Drivers Marketing Plan for a Device for Tracking Teen Drivers The higher inv ...
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Marketing Plan for a Device for Tracking Teen Drivers Marketing Plan for a Device for Tracking Teen Drivers The higher involvement of teen drivers in ...
project 1 task 2
please read the document carefully and writhe the topic replacing yellow highlighted lines, i have attached the project1 t ...
project 1 task 2
please read the document carefully and writhe the topic replacing yellow highlighted lines, i have attached the project1 task 1 doc also with the documents
Earn money selling
your Study Documents