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El trabajo enviado no corresponde a esta asignación. Lo guardé para su evaluación durante la presentación que realizará en el encuentro tres de hoy La tarea evaluativa es: Ensayo reflexivo sobre habilidades para la comunicación oral Redacte un ensayo reflexivo, dos a tres páginas, sobre el tema “Habilidades para la comunicación oral”. En el escrito explore: La fórmula V-V-V de elementos visuales, vocales y verbales; Habilidades de comunicación no verbal: el contacto visual, la postura y movimientos, los gestos y la expresión facial, la comunicación artefactual, la paralingüística Al reflexionar exprese las potencialidades y/o necesidades de mejoramiento que tiene en estas habilidades que le han permitido demostrar competencias o limitaciones como un buen orador. .

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ENG 2480 Major Assignment # 3 Essay #2 : Character Analysis Essay Paper Specifications: 2 Full Pages , excluding Work s Cited page. Typed. Double Spaced. One-inch Margins. 12pt. Font . Times New Roman. Proper MLA . Submit .doc, . docx , odt ., or .rtf Files Only ***Do not paste the essay into the assignment forum text box . Attach the document instead*** Due Date: Monday, June 1 9 , 201 7 in Blackboard by 11 : 00 pm Using the STEAL method or Foil Characters concept , a nalyze how the author constructs a character. Your analytical argument should focus on how the author creates the character and how the author uses the character to embody the theme of the work. Find one scholarly source to help support your essay’s thesis. Choose only one character from the following list as your main point of analysis : • Oscar Wilde’s The Importance of Being Earnest : o Lady Bracknell o Miss Prism o Cecily • Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde : o Mr. Poole o Mr. Gabriel John Utterson o Dr. Hastie Lanyon Remember, always establish clear criteria during your argumentation. You need a clear thesis to guide the essay and argumentative topic sentences to guide each paragraph. You are essentially discussing how an author creates the personality of a fictional character and how that character helps develop the meaning and significance of a work , so make sure you assert your interpretation. Do not summarize! Consider that your audience has read the work and has been exposed to the key literary te rms, so you do not need to define them. Do not evaluate! Avoid judging how well the author writes or how good or bad the poem is . Analyze the importance of the literary device and remain objective . *** Numerous essays exist about these works. Do not be tempted to plagiarize! Use close reading and your critical thinking skills to approach your selected topic *** Grading Scale Title Is Helpful, Informative, and Reflective 0 to 5 Points Presentation and Strength of the Introduction, Body, and Conclusion. 0 to 10 Points Clearly Stated Thesis. Must Be Analytical and Reflect the Assignment. 0 to 10 Points Focus: Staying on Topic. Always Developing and Sticking to the Thesis and Assignment . 0 to 10 Points Every Paragraph Has an Argumentative Topic Sentence. Every Paragraph Has Support or Examples or Details Explaining the Topic Sentence. 0 to 10 Points Flow: Transitions (not simply transitional words) and Logical Progressions or Movements Between Paragraphs and Sentences Connecting Their Different Ideas. 0 to 10 Points Organization, Order, and Structure. 0 to 10 Points Using and Developing a Logical and In-depth Approach to Claims. Strong Analysis without Over-Summarization. 0 to 10 Points Vivid Descriptions. “Show. Do Not Tell.” Substantial, In-depth Detail and Textual / Visual Evidence . 0 to 10 Points Clear Language that Explains and Expresses Each Idea in an Und.

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Eng 2480 British Literature after 1790NameApplying Wilde .docx

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Eng 2480 British Literature after 1790 Name: Applying Wilde to Wilde (100 points) Instructions: Discuss how Wilde applies the ideas of aestheticism and the arguments from The Critic as Artist to The Importance of Being Earnest . What notions of living to the fullest exist in the play? What notions of living intensely and passionately do the characters reinforce? How is the play (as a creative work) acting as a critical work, as well? What does the work critique? This response should be around 250 to 300 words, not including the quotes. Always cite specifics from the texts . *NEED IT COMPLETED BY 8pm eastern .

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ENG 3326: Proposal Writing Instructor: Dr. Natalia Matveeva Schedule: Spring 2017 Directions: All assignment descriptions are located in the Assignment Descriptions folder in Course Content . All PowerPoint presentations and additional reading materials (handouts, articles, etc.) are placed in the PPPs and Supplemental Reading Materials folder in Course Content. Terminology: Study = read carefully Read = read carefully and take notes Scan = read most sections Post = submit a response in Discussions Submit = submit an assignment through Submit Assignments Email = email me using Blackboard Mail Task = complete an individual task PPP = PowerPoint presentation Week Date Activities and tasks due by 11pm 1 Tue Jan 17 Course Introduction Watch: Introductory video: https://www.youtube.com/watch?v=eneAREPC910&feature=youtu.be Read: · 3326_StartHere in Course Content · 3326_Syllabus in Course Content · 3326_Schedule in Course Content Post: Self Introduction Post: Questions about the syllabus or the schedule if you have any E mail : A message saying that you have read and have understood the policies Thur Jan 19 Unit 1: Scholarship Application Read: · Ch1.Introduction to Proposals and Grants · “Grant Writer” by Elka Torpey: http://www.bls.gov/careeroutlook/2014/youre-a-what/grant-writer.htm · “Be a Grant Writer and Start a Grant Writing Business” by Jenny Fulbright: http://www.powerhomebiz.com/business-ideas/grant-writer-and-start-a-grant-writing-business.htm Listen to : PPP: Introduction to Proposal Writing; Elements of a Successful Scholarship Application ( PPPs and Supplemental Reading Materials ) Study: Assignment Description: Unit 1. Scholarship Application Task: Search for scholarship opportunities on campus and online. Post: Questions about Unit 1 if you have any 2 Tue Jan 24 Unit 1: Scholarship Application Read: Ch2. Identifying Problems and Opportunities Listen to : PPP: Memos, Emails, and Letters. Common Problems in Student Writing ( PPPs and Supplemental Reading Materials ) Review: Sample letters in Sample Documents Submit: 1st draft of Unit 1 in Assignments Note: See the assignment description for details. Start working on your Learning Module 1 . Thur Jan 26 Unit 1: Scholarship Application Read: Ch3. Strategic Planning for Proposals and Grants Study: · “Common Problems in Student Writing” · “Commonly Misused Words” (in PPPs and Supplemental Reading Materials ) Submit: 2nd draft of Unit 1 in Assignments Note: See the assignment description for details. Post: 2nd draft of Unit 1 in Discussions for peer review Note: See the assignment description for details. Submit: Quiz responses to Learning Module 1 in Assessments Start working on your Learning Module 2 . 3 Tue Jan 31 Unit 1: Scholarship Application Study : PPP: Conquering the Comma by OWL (in PPPs and Supplemental Reading Materials ) Post: Your peer review of one of the posted drafts in Discussions Note: Se.

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Eng 201.N03: Rhetoric and Composition II Paper #3: “Creating a Frame” Specs: Pages: Five Margins: One-inch all sides Font: Times New Roman CPI: 12 point Heading: Your name; course number and section; date [Set the heading at single space] Spacing: After the Heading, the rest of the paper should be double-spaced Title: You should have one! Center it. Paragraph: Indicate by tabbing over [set the Tab at five spaces] Sources: Marked as cited in the paper Listed as “Works Cited” at the end of the paper Page #s: Number each page. You do not need to use the “Header/Footer” function Content: “Creating a Frame” Just as the title and the opening sentences grab the reader’s attention, the “frame” sets the reader down into the world of the essay by establishing its tone, point of view, rhetorical environment. Some examples: 1) a personal anecdote that establishes the writer’s emotional engagement with the essay topic; 2) a current event that demonstrates the controversial nature of the topic; 3) a description of the physical environment affecting or being affected by the topic. Once you’ve set the topic within a compelling frame, you’re able to zero-in or open-up the scope of the paper knowing that the reader understands where you’re coming from. Similarly, the paper can then conclude by reverting back to the frame for comments, questions, reflections. For Paper #3, you are to choose ONE topic (may/may not be the one you’re planning for the research paper) and then create TWO distinctly different frames of approximately similar length. You (and later your peer reviewers) should then comment on which of the two frames best suits the topic and best captures your own voice. Your task, in short, is to use your imagination and try out different approaches and voices. .

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ENG 123: Assignment Two, Milestone One Guidelines and Rubric Draft Overview: Persuasion is a constant in each and every one of our lives. No matter where we look, what we read, what we see, or who we interact with, we are inevitably going to encounter some form of persuasion. Advertisements want us to buy things. Newspapers and television want to convince us of what we should feel about events. We are put into positions where we must defend our thoughts and beliefs to others, and the process we apply is typically some form of persuasion. Persuasive writing is one of the most powerful forms of writing—it has the ability to influence one's thoughts, and also the ability to change one's mind about a particular issue. The persuasive essay is an ideal opportunity to support an opinion on an issue utilizing researched facts and information. This also gives the chance to recognize that there is an opposing viewpoint to a position and to refute their argument, noting they are the intended audience of the piece. Prompt: For this milestone, you will submit a draft of your persuasive essay. At this point in the course, if you have completed the previous milestone guided activities, the textboxes should be combined and transformed into a draft. This milestone will help you address the critical elements from Sections II - IV below, which will ultimately inform your final submission of the persuasive essay. You have until the deadline to work on this draft. Whatever is completed by the deadline will be submitted to your instructor for grading and feedback. Specifically the following critical elements must be addressed: I. Introduction: This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the points that you planned out, while also stating your argument. A. Overview the issue you have selected, briefly describing main points and your argument. B. Compose an engaging thesis that states the argument that you will prove and support throughout your essay. This statement will give direction to your essay and should be well thought out. II. Body: The body is your opportunity to describe and support your argument in depth. Make sure your thoughts and evidence are clear and organized in a way that is easy for readers to follow and understand. A. Be sure that you write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the thesis argument as the essay progresses. B. Your body paragraphs should support your argument by combining thoughts and ideas with evidence from sources. There is no such thing as a right or wrong argument; the key is how it is supported and the quality of the evidence used. C. Address and refute any opposing viewpoints to your argument. This i.

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Engaging Others with Leadership: Assignment Guidelines with Scoring Rubric Purpose: The purpose of this assignment is to demonstrate knowledge of methods to successfully engage others for a specific task. Using Second Life™ to present a team-based scenario, evaluation of the interactions will identify positive areas as well as areas which need to improve. Course Outcomes: Through this assignment, the student will demonstrate the ability to: CO #1: Analyze leadership qualities that facilitate collaboration and cooperation at the individual, team, community, and organizational levels within diverse healthcare settings to foster human health. (MPH PO #1, MSN PO # 1, 7) CO #3: Develop personal and strategic communication modalities that foster negotiation, advocacy and positive work environments within diverse healthcare settings. (MPH PO #9, MSN PO #3) CO #6: Analyze techniques that foster goal-directed decision-making that foster priority setting, innovation and dynamic interactions within diverse healthcare settings. (MPH PO #6, MSN PO #6, 8) 1. IIn this 5-8 page paper (not including the title or references pages in the page count), the introduction contains a few statements regarding leadership and engaging others. One potential concern that may occur while engaging others is noted. One potential positive outcome that may occur while engaging others is noted. The sections of the paper are identified. 2. Section One provides an explanation of the importance of leadership in engaging others including the role of leadership as well as challenges facing leadership while engaging others. In addition to potential role of teams or engaging others in the healthcare environment is presented. Scholarly references to support the information are required. 3. Section Two focuses on an evaluation of the team ability to accomplish tasks. The team, as presented in the scenario, should be evaluated for each of the following elements: · Ability to handle differences, · Maintaining team order, · Communication (both verbal and nonverbal), and · Team Cohesiveness. 4. Secti on Three is where you assume the role of supervisor in order to develop the team. The evaluation should include the following elements: · Overall summary of the discussion and team interactions as presented in the scenario · Discussion of one positive action demonstrated by a team member · Discussion of three non-productive actions demonstrated during the scenario · Discussion of one potential cause for the team dysfunction · Discussion of two actions that can foster teams with multiple generations to work as a productive group · Discussion of two actions that can foster teams with multiple disciplines to work as a group Scholarly support for actions is required . 5. Summary of this paper identifies the key points from the information provides as well as insights gained (what was learned) regarding engaging others with leadership. Criteria for Content: .

Eng 2480 British Literature after 1790NamePostcolonial Lite.docx

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Eng 2480 British Literature after 1790 Name: Postcolonial Literary Voices (100 points) Instructions: Each response should be around 200 to 250 words, not including the quotes. As always, cite specifics from the texts . 1.) How are Derek Walcott in "A Far Cry from Africa" and Chinua Achebe in "Civil Peace" giving a voice to the subaltern of Africa? 2.) In “Civil Peace,” how does Achebe use Jonathan Iwegbu as a representation of the colonized mimicking and assimilating to the British culture? .

End-of-Life Care and Social Work PracticeThe death of an elderly i.docx

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End-of-Life Care and Social Work Practice The death of an elderly individual may occur in a variety of settings and circumstances. For example, an individual may die painlessly at home surrounded by the support of many loved ones, or an individual may suffer severe pain for months before dying in a health facility with little social support. In addition, it is possible that many health and helping professionals may interact with the dying person and his or her family. For this Assignment, you consider a social worker's role in end-of-life care. In addition to reading this week's resources, conduct your own research and obtain at least one additional journal article that addresses how a social worker might support clients as they plan end-of-life care. Submit by Day July 8, 2017 a 2- to 4-page paper that analyzes the role of the social worker in helping to plan end-of-life care. Include possible consideration of palliative care, euthanasia, hospice care, the living will and advanced directives, and other factors. Research and cite at least one journal article to support your analysis. Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references. Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.) . Boston, MA: Cengage Learning. o Chapter 1, "Introduction to human behavior and the social environment: The strengths perspective" (pp. 13) o Chapter 14, "Biological Aspects of Later Adulthood" (pp. 654-684) Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. o "Working With the Aging: The Case of Francine" (pp. 39–41) Bosma, H., Johnston, M., Cadell, S., Wainwright, W., Abernethy, N., Feron, A., & ... Nelson, F. (2010). Creating social work competencies for practice in hospice palliative care. Palliative Medicine , 24 (1), 79–87. Retrieved from the Walden Library databases Cagle, J. G., & Kovacs, P. J. (2009). Education: A complex and empowering social work intervention at the end of life. Health & Social Work , 34 (1), 17–27. Retrieved from the Walden Library databases. Dosser, I., & Kennedy, C. (2012). Family carers' experiences of support at the end of life: Carers' and health professionals' views. International Journal of Palliative Nursing , 18 (10), 491–497. Retrieved from the Walden Library databases. Reese, D. J. (2011). Interdisciplinary perceptions of the social work role in hospice: Building upon the classic Kulys and Davis study. Journal of Social Work in End-of-Life & Palliative Care , 7 (4), 383-406. Retrieved from the Walden Library databases. .

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