Author: admin

 

By the end of this unit, you will have practiced considering how the components of a work of literature affect the literature as a whole. You may read

a short story and pay close attention to the point of view or the types of characters or the setting or an element of the structure or the tone and

style used in the author’s word choice or the symbols, or as you read, you may examine the overall idea or theme as developed through the characters’

actions and setting and symbols!

What you should notice from the prior paragraph is that you’re not reading and enjoying the literature in this and future Units like you did in Unit

One—for a reader-response to discuss the relationships between what we read to our own experiences anymore. Instead, you’re reading (and enjoying–

hopefully) the literature in Units Two-Four to make new connections. As your textbook points out on page 1571:

The aim of the new critical study of literature is to provide readers not only with the means of explaining the content of works (what, specifically,

does a work say?) but also with the insights needed for evaluating the artistic quality of individual works and writers (how well is it said?).

New Critical/Formalist Essays: A Literary Analysis

Before you begin this essay, please read pages 30-52 in your textbook as a refresher on essay drafting. You will also want to read pages 1571-1573 for

more details and example paragraphs about this essay format so you can apply the concepts from this reading in your own essay. The purpose of this

essay is to explicate or analyze a reading that you choose from the options below. You will learn about explication and analyzing during this unit. In

your textbook, each chapter on fiction (Part II) contains sample essays you should review and model. If you have questions, feel free to post them to

the Course Q&A Discussion Board.

Topic Options

You may choose one of the following works of literature to analyze for your Unit Two essay.

Short Stories: Joyce’s “Araby,” Walker’s “Everyday Use,” Poe’s “The Fall of the House of Usher,” Silko’s “The Man to Send Rain Clouds,” Chopin’s, “The

Story of an Hour,” O’Brien’s “The Things They Carried,” Tan’s “Two Kinds,” or Hawthorne’s “Young Goodman Brown”

Not sure where to start? Which work of literature do you most enjoy in this unit? Choose to write about that one. Then, examine the chapter titles in

Part II/Fiction. Which chapter title(s) relate closest to the reasons why you enjoy the work? Read those chapters and write something about that

literary element!

Your thesis statement should be narrowly focused and unique so your analysis relates to concepts learned in Part I and Part II of the textbook.

Requirements

Length: Your analytical essay should be 500-1,000 words. With this large word span, you should not go over or under this limit, so choose your topic

wisely and edit your essay effectively.

Formality: This is not a personal essay, so third person is required. First and second person writing is unacceptable. Do remember that this is a

college-level essay, so it should be written at that level of academic formality.

MLA: Standard MLA format applies to this essay. The heading and page format must comply to MLA format. You must cite your work of literature accurately

within the essay paragraphs and provide a full citation for this work at the end of your essay.

Although you may use some research for your weekly assignments to help you explicate and analyze the literature as you learn about your topic, this

essay should NOT include outside source material. The content should be derived from your own analysis, based on class discussions and your own

observations.

Grading Criteria: Please see the grading rubric in the Student Guide folder.

REMINDER: Keep in mind that you will be developing either this essay or your next essay for your Unit Four research project, so choose your topic

carefully.

 

 

 

we will study ethics and the connection with religions. We will especially focus on the divine command theory in ethics. The ancient Greek philosopher Plato introduces us to this divine command theory through a meeting between Socrates and a young man named Euthyphro.
Philosophers like Socrates, Plato, and Aristotle began a systematic search around the question of how we should live as individuals and as a society that seeks the good. Socrates in particular asked the question: What is justice and what is a just society? In the Euthyphro dialogue, the central question is “What is piety or what is the good?”
Objectives:
Understanding the ethical dimension in the world’s religions,
Divine Command Theory
Can one be moral without religion?

In an essay (no less than 5-7 paragraphs)
Explain the problems presented in Plato’s rebuttal of the Divine Command theory (see Required Resources [dR. Widenbaum] and Ch. 3, pgs. 21-22).

Directions: Using the reading component: Phonemic Awareness, choose an appropriate assessment tool for this component area. (Pre-Assessment for Phonemic Awareness) and (Motivation Tool- Interest Inventory AND Attitude Survey) You will:

• administer an assessment to a K-6 student. You must do an IRI (Comprehension) for your final AIP.
• choose an affective/motivational assessment tool to implement.
• interpret the results of each assessment and determine the student’s level of achievement and motivation.
• describe an instructional plan specific to the K-6 student you assessed (based on their results), including an explicit plan, connections to their motivation, and an assistive technology component to facilitate student communication and success with the instructional plan.
• explain how your plan addresses concepts of Universal Design- see ppt for support and http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer in 2nd AIP.
• identify a post assessment and plan for post assessment as it relates to your instructional plan.
• select at least one Language Arts Florida Standards (at http://www.fldoe.org/pdf/lafs.pdf ) and one Common Core Standards for English Language Arts (at http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf ) that aligns with the major reading component (comprehension, vocabulary, fluency, phonics, phonemic awareness) you assessed and your instructional plan.
• identify testing and instructional accommodations that would be made for the K-6 child who is an English Language Learner, even if the child you assess is not an ELL. Be sure these are literacy specific and not generic.
• reflect on the overall value of assessment as a professional practice; specifically, describe how this assignment demonstrates that you have accomplished the practice of assessment.

 

Principles and Articles of the United States Constitution

Part I: Principles of the Constitution
The constitution consists of some primary principles. Briefly explain the following principles and their significance in shaping American government.
• Self-Government:

 

• Separation of Powers:

 

• Checks and Balances:

 

Part II: Balance of Power
In the space below, write an analysis of approximately 250 words on how the system of checks and balances in the federal government helps to limit the concentration of power.
• Cite specific examples.
• Defend your rationale.
• Utilize the required readings, academic websites, and the GCU Library as resources for this assignment.

 

 

 

Part III: The Three Branches of the Federal Government
Answer the following questions. Each response should be 150-200 words.
1. What are the duties and responsibilities of each branch of the federal government?
Legislative:

 

Judicial:

 

Executive:

 

2. Describe how these three branches are supposed to interact.

 

3. How effectively do you feel the three branches interact with each other today?

 

 

References:

About Reading Essays
PHIL 320 – Professional Ethics
You will write four reading essays for this class. A reading essay is a three-part analytic essay
that focuses on some aspect of an assigned reading. One goal of the reading essays is for you to
become adept at recognizing arguments or claims that can serve as points of discussion.
Another goal is for you to exercise your skills at close analysis of a text. These essays are short,
however, and thus are not the place for proposing or defending significant philosophical theses
at length.
These essays should be two to three pages long (or around 500-700 words). In general, you may
select any part of the assigned reading since the due date of the last essay as your topic. I will
distribute sample topics for the first two reading essays, which you are free to make use of or
select your own topic; for the last two, you should choose your own topic.
You will need to find a topic for your reading essay. This topic should be small enough to
support no more than 700 words of discussion. It should be clear, from the length constraint,
that these essays should be quite focused. The best way to find a topic to write about is to
identify a single argument (i.e., a conclusion, or a claim that an author makes, and supporting
reasons that are supposed to compel you to accept the conclusion) and address that argument.
Reading essays need not address the entire scope of a target article; you are encouraged to
focus your reading essay more narrowly on a single argument without trying to summarize the
entire paper.
After doing the necessary reading and selecting your topic, you will need to convert your
thoughts about it into a three part essay. Use the following structure for your essays:
1. Reconstruction. A reconstruction is an answer to the question, “What is the author’s
argument?” The reconstruction is a careful, concise, and accurate paraphrase of the
argument in the original text – a ‘recasting’ of the author’s argument in your own words.
To write a successful reconstruction, you should identify the relevant steps of the
argument – both those steps made explicit in the reading and those left implicit. Once
you have identified the relevant steps, describe how these steps fit together into a
whole argument. This section should be complete and concise. Don’t leave out anything
essential to understanding what the author is trying to say, but feel free to leave out
inessential details. A test for whether your reconstruction is a good one might be to see
whether you can succinctly explain the argument to a non-philosopher – someone who
isn’t in the class. (around 1-2 paragraphs)
2. Analysis. The analysis is an answer to the questions, “What is the author’sargumentative strategy? How is the argument supposed to work?”

Once you have
constructed your argument, you need to comment on how the argument works. The
author of this argument crafted it in order to change how you think about the topic. The
reasoning they use is intended to compel you to accept their conclusion. So, does it
compel you to do so? How is it supposed to convey you from its premises (i.e.,
supporting reasons) to its conclusion? What does the author expect you to find
persuasive about it? Are the premises independently plausible? Does the logical
structure of the argument lend it force? Write about how the argument is intended to
work as an argument. Analyze its logic and language. (around 1-2 paragraphs)
3. Comment. Once you have analyzed how the argument is supposed to work, have
something positive or negative to say about it. In this section, you can either criticize
what the author says, or develop their point further, perhaps by recognizing a significant
implication of the argument or by supplying an alternative argument for the same
conclusion. Also, you must defend (i.e., provide reasons for) what you say here. You
should make a claim or two and back them up. As with the essay more generally, it is
important here to narrowly focus what you say. (around 2-3 paragraphs)
Tips for Writing Reading Essays
1. No summaries; minimal quotes. An argument reconstruction is not a summary. Here’s
how the two are different: a reconstruction is a paraphrase or a recasting of the
argument’s premises and conclusions in your own words, representing the argument
accurately without copying it. A summary is a truncated version of the argument;
perhaps nothing more than a simple statement of the argument’s conclusion. You should
identify the argument’s conclusion and its associated reasons. Quotes should be used
sparingly, if used at all.
2. Don’t write introductions. I know that many of your English composition and college
writing courses have stressed the need for an engaging, lengthy introduction. The
reading essay, however, is not a standard college essay; it is a specialized tool meant to
promote certain skills. In reading essays, it’s important to come straight to the point and
get on with the business of reconstructing and analyzing arguments. So there is no need
to write long (i.e., paragraph-length) introductions to the subject.
3. Clearly label the premises and conclusions. It helps to outline and number the steps of
the argument as well, especially when you are preparing to write your reading essay. You
probably aren’t in a position to write an effective reconstruction if you cannot do this.
4. Apply the paragraph rule. Try to choose an argument that is contained within one
paragraph of your target text. If the text contains many arguments, don’t feel compelled
to write about them all. Pick an argument that you think is central and focus on thatargument; make it explicit that you are doing this, so

that I know you are aware that you
are skipping things.
5. Note the page number. In your reconstruction, give the page number where the
argument you are analyzing can be found. A simple “(p. 321)“ will suffice.
6. Defend your claims. Your comment should not be a simple expression of approval or
disapproval. Instead, it should include an argument or two from you.
7. Keep the use/mention distinction in mind. If you mention a word, quote it. Here’s an
example:
“Word” has four letters, which makes it a very small word.
As you can see, the first occurrence of “word” is a mention, where the second
occurrence of “word” is a use.
8. Use section headings to keep things clear. You can divide the paper up into distinct
sections. Don’t get fancy: “Reconstruction,” “Analysis,” and “Comment” will do.
9. Want feedback? In general, I’m happy to look at preliminary drafts. If you would like me
to do so, attach your draft to an email and ship it to me (via regular USD email, please,
not via D2L’s email system). Please understand, however: I offer this service to you as a
favor, not as a guaranteed part of the course assignment structure. Additionally,
commenting on rough drafts is time-intensive. Because I teach several classes per
semester, my ability to give early feedback depends upon what the rest of my workload
looks like. If I have many tasks that I must do for your class or other classes, I may
prioritize those tasks over commenting on your rough draft. Hence, the more advance
time you give me, the more likely it is that I will look at it and offer feedback. If you send
your draft in too close to the deadline, I may decline to give it feedback. For example, a
paper sent in five days ahead of the deadline is far more likely to receive feedback than a
paper sent in one day before the deadline.

UA-A PHILOSOPHY OF RELEVANCE IN GOSPEL COMMUNICATION

UNIT EIGHT INTRODUCTION
This last unit focuses on the concept of relevance in preaching. Christians have the most important message in the world. Because of this, we need to know how best to approach our audience for the greatest chance at reception. This approach is what we will study this last week.

UNIT EIGHT RESOURCES
 Textbook: The Art and Craft of Biblical Preaching
 Bible
 8.1a PowerPoint: Unit 8 Points on Relevance

UNIT EIGHT ASSIGNMENTS
8.1 TEXT/MEDIA: TEXTBOOK; POWERPOINT
INTRODUCTION AND ALIGNMENT
These reading assignments will prepare you to participate in the discussion regarding the concept of relevance in preaching.

Upon completion of this assignment you should be able to:
 Explain the view of The Art and Craft of Biblical Preaching regarding the concept of relevance in preaching.

RESOURCES
 Textbook: The Art and Craft of Biblical Preaching
 8.1a PowerPoint: Unit 8 Points on Relevance

INSTRUCTIONS
1. Read Chapters 29-57 of The Art and Craft of Biblical Preaching.
2. View the Unit 8 Points on Relevance PowerPoint.

INTRODUCTION AND ALIGNMENT
This last paper is to lead you into writing a philosophy of relevance in Gospel communication. In other words, it is your own manifesto regarding what you will do in an effort to relate the Gospel in a relevant way to your audience.

Upon completion of this assignment you should be able to:
 Write a philosophy of relevance in gospel communication.

RESOURCES
 Textbook: The Art and Craft of Biblical Preaching
 8.1a PowerPoint: Unit 8 Points of Relevance

BACKGROUND INFORMATION
Every communicator, over time, develops a style that becomes somewhat predictable to his/her audience- pet words or phrases, particular topics the speaker is passionate about, and a go-to style of illustration meant to relate to the audience
INSTRUCTIONS
1. In a 4 page Word document, reflect on and answer the following:
a. Say you are the pastor of a local congregation- to what lengths will you go to get into the world of your regular audience?
b. Or perhaps you are the leader of a small group of people in their 20s. What will you do to get into their world so that you can relate?
c. How will you stay abreast of current trends in culture in an effort to be relevant?
d. To what extent will you use the internet to have some footprint of relevance?
e. How might hobbies, sports or leisurely pastimes play into relevance?
f. What lines will you draw regarding relevance, which you will not cross, and what are they? Be specific. g. Anything else you feel germane to the issue of a philosophy of relevance in Gospel communication?

 

Subject: Business
Comment:
Objective: To analyze self against theory The assignment is to write an analytical paper. You will
take an entrepreneurial self test then select three of the theories/characteristic/traits you have 5
studied and find to be persuasive explaining how you think you either fit or do not fit within these
contexts. Google “entrepreneurial self assessment”; select one from the many assessments and
complete it. Employing the entrepreneurial selftest, define how you fit or do not fit within these
theoretical frameworks. First, Do you agree with this assessment? Why or Why not. Second, Which
three theories/characteristics/traits do you think best describe your fit to entrepreneurship? and
Why. The paper should be 4-6 pages double spaced. Isuggest at least one page per characteristic.
APA format is required. Use APA for all citations and references.

 

 

Lab 8: Chemical Processes
Introduction
Have you ever needed to place a cold pack on
a sprained muscle?
It’s the final seconds of the community league champion‐
ship basketball game, and your team is behind by one
point. One of your team’s players takes a shot and scores.
The game is over, and your team won! But something is
wrong: the player is sitting on the floor, and appears to be
in a lot of pain. The coach quickly brings a cold pack to the
player, squeezes it, and places it on the swelling ankle. The
bag immediately becomes cold—but how?
Though we often use them interchangeably, heat and tempera‐
ture have different definitions—though they are closely related
in the study of thermodynamics. Heat is the transfer of energy
from one object to another due to a difference in tempera‐
ture. Temperature, on the other hand, describes how much energy the atoms and molecules in a substance have. This en‐
ergy, often called internal energy, describes how quickly the atoms or molecules in a substance move or vibrate around.
When an object gains heat its molecules vibrate with more energy, which we can sense or measure as an increase in tem‐
perature. When you touch a hot object, it feels hot because a heat moves from the hot object (higher energy) to your skin
(lower energy). Similarly, an object feels cold when heat is lost by your hand and gained by the cold object. Heat always
transfers in the direction of high temperature to low temperature—high energy to low energy.
Both physical processes and chemical reactions can release or absorb energy in the form of heat. When a reaction or physical
change gives off energy it is called an exothermic process. To remember exothermic, think of ‘exiting’ as in leaving or going out. An
endothermic process does just the opposite—it takes in energy from its surroundings. The generalized chemical equations for exo‐
thermic and endothermic reactions are:
The direction energy moves determines whether the process is considered endothermic or exothermic, and tells you how the tem‐
perature of a system changes. In an endothermic reaction or physical change, energy is absorbed and the overall temperature of
the system decreases. Some examples of endothermic processes include the melting of water in a soft drink or the evaporation of a
liquid. Similarly, an endothermic reaction takes in energy for chemical changes to occur. One example is what occurs in an instant
cold pack like the ones used to decrease the swelling caused from a sports injury. These types of cold packs utilize the chemical
exothermic:
endothermic:
reactants → products + energy
reactants + energy → products
Figure 1: The combustion of fuel, such as wood or coal, is a com‐
mon example of an exothermic reaction. Under the right condi‐
tions (usually the application of enough heat), a chemical reac‐
tion occurs between wood and the oxygen in air. Fire is the re‐
Concepts to explore:
 Understand the difference between endothermic and exothermic
processes
 Understand the concept of enthalpy90
Pre‐lab Questions
1. Define enthalpy:
2. What is the relationship between the enthalpy of a reaction and its classification as endothermic or exother‐
mic?
3. With instant hot compresses, calcium chloride dissolves in water and the temperature of the mixture in‐
creases. Is this an endothermic or exothermic process?
Lab 8: Chemical Processes
process of ammonium nitrate (NH4NO3 ) dissolving in water. The ammonium nitrate needs to absorb heat from the surrounding
water to dissolve, so the overall temperature of the mixture decreases as the reaction occurs.
In contrast, energy is released in an exothermic process. An example of an exothermic reaction is what occurs in common hand
warmers. The increase in temperature is the result of the chemical reaction of rusting iron:
4 Fe(s) + 3 O2(g)  2 Fe2O3(s) + energy
Iron usually rusts fairly slowly so that any heat transfer is not easily noticed. In the case of hand warmers, common table
salt is added to iron filings as a catalyst to speed up the rate of the reaction. Hand warmers also have a permeable plastic
bag that regulates the flow of air into the bag, which allows just the right amount of oxygen in so that the desired tempera‐
ture is maintained for a long period of time. Other ingredients that are found in hand warmers include a cellulose filler,
carbon to disperse the heat, and vermiculite to insulate and retain the heat.
Enthalpy is a quantity of energy contained in a chemical process. In the cases we will be dealing with, the energy released or ab‐
sorbed in a reaction is in the form of heat. Enthalpy by itself does not have an absolute quantity, but changes in enthalpy can be
observed and recorded. For example, if you stick your finger into a glass of cold tap water, it probably feels pretty cold. However,
after being outside on a freezing winter day for a long period of time, the same glass of water might actually feel warm to touch. It
would be difficult to measure the absolute quantity of energy in the water in either case, but it is relatively easy to notice the move‐
ment of energy from one object to another. In exothermic reactions, heat energy is released and the change in enthalpy is negative,
while in endothermic reactions, energy is absorbed and the change in enthalpy is positive.
Note: the energy term on the right side shows that the reaction is exothermic, but is not required.91
Lab 8: Chemical Processes
Experiment: Cold Packs vs. Hand Warmers
In this lab you will observe the temperature changes for cold packs and hand warmers. Since temperature is defined as the
average kinetic energy of the molecules, changes in temperature indicate changes in energy. You will use simply a Styro‐
foam cup as a calorimeter to capture the energy. The customary lid will not be placed on the cup since ample oxygen from
the air is needed for the hand warmer ingredients to react within a reasonable amount of time.
Procedure
Part 1: Cold Pack
1. Measure 10 mL of distilled water into a 10 mL graduated cylinder.
2. Place about 1/4 (or approximately 10.0 g) of the ammonium nitrate crystals found in the solid inner contents
of a cold pack into a Styrofoam cup. The Styrofoam cup is used as a simple calorimeter.
3. Place a thermometer and a stirring rod into the calorimeter (Styrofoam cup). CAUTION: Hold or secure the
calorimeter AND the thermometer to prevent breakage.
4. Pour the 10 mL of water into the calorimeter containing the ammonium nitrate, (NH4NO3) taken from the cold
pack.
5. Immediately record the temperature and the time.
6. Quickly begin stirring the contents in the calorimeter.
7. Continue stirring and record the temperature at thirty second intervals in Table 1. You will need to stir the
reaction the entire time you are recording data.
8. Collect data for at least five minutes and until after the temperature reaches its minimum and then begins to
rise. This should take approximately 5 to 7 minutes.
9. Record the overall minimum temperature in the appropriate place on the data table.
Part 2: Hand Warmer
1. Wash and dry the thermometer. HINT: Remember to rinse it with distilled water before drying.
Materials
Safety Equipment: Safety goggles, gloves Scale
Entire contents of a hand warmer Stir rod
1/4 contents of a cold pack Spatula
Calorimeters (2 Styrofoam cups) Stopwatch
Thermometer (digital) Distilled water*
10mL Graduated cylinder *You must provide92
Lab 8: Chemical Processes
2. Carefully place and hold the thermometer in another Styrofoam cup.
3. Cut open the inner package of a hand warmer and quickly transfer all of its contents into the calorimeter. Immedi‐
ately record the initial temperature of the contents and being timing the reaction. HINT: Data collection should
start quickly after the package is opened because the reaction will be activated as soon as it is exposed to air.
4. Quickly insert the stirring rod into the cup and begin stirring the contents in the calorimeter.
5. Continue stirring and record the temperature at thirty second intervals in Table 2. You will need to stir the reac‐
tion the entire time you are recording data.
6. Let the reaction continue for at least five minutes and until the temperature has reached its maximum and then
fallen a few degrees. This should take approximately 5 to 7 minutes.
7. Record the overall maximum temperature in the appropriate place in the data table.
Data
Time (sec) Temp. (0C) Time (sec) Temp. in (0C)
Initial 240
30 270
60 * 300
90 330
120 360
150 390
180 420
210 450
Minimum Temperature (0C) : __________
Table 1: Cold pack data93
Lab 8: Chemical Processes
Time (sec) Temp. (0C) Time (sec) Temp. in (0C)
Initial 240
30 270
60 * 300
90 330
120 360
150 390
180 420
210 450
Maximum Temperature (0C) : __________
Table 2: Hand warmer data94
Graph
Graph the data from Tables 1 and 2 as two sepa‐
rate lines on the same chart. Be sure to title your
graph and label each axis. Include the units in the
axis labels. An example is shown here.
Cold Packs vs. Hand Warmers
-10
0
10
20
30
40
50
60
70
0 30 60 90 120 150 180 210 240 270 300 330
Time in seconds
Temperature inoC
Cold Packs Hand Warmers
Use the following space to graph your data:
Lab 8: Chemical Processes95
Calculations
Calculate the overall temperature change for the cold and hot pack substance. HINT: This is the difference in the maximum
temperature and minimum temperature of each.
a. Cold pack ΔT:
b. Hand warmer ΔT:
Post‐lab Questions
1. Which pack works by an exothermic process? Use experimental data to support your answer.
2. Which pack works by an endothermic process? Use experimental data to support your answer.
Lab 8: Chemical Processes96
3. Which pack had the greatest change in enthalpy? How do you know?
Lab 8: Chemical Processes

 

Rapidly changing customer demand has resulted with shorter product life cycles, pressure for develoing new products, reduce the lead-times

and delievery times.

Please discuss:

– the pros and cons of the change in lead-time management.

– What are you recommendation for a firm to adapt itself to this change ?

– What is logistics pipeline management ?

 

Business Studies

The task is to plan a realistic market launch, from introduction through stabilization of operations. “Launch” applies to the target market where you want to sell your product. Select a product (not a service), real or imagined, that will be launched in a country other than the U.S. the product may be produced in the U.S., the target market, or elsewhere. The paper must consist of a business plan and an excel spreadsheet of anticipated cash flows (expenses and income) with the resulting bottom line (profit or loss) for each year. Also, you must present your analysis and conclusions on the following:
-The rationale for choosing the product
-The rationale for choosing your target market
-The rationale for choosing the country where the product will be made, including a brief background of the industry in the market, as well as competitors
-The strategy that will be employed to launch the product; items should include entry decisions and intended mode of entry
-The organizational structure selected to support the launch
-Sales, marketing, logistics, cultural, and political aspects
-Financial management considerations for the launch, including foreign currencies, tariffs, and overall foreign market exchange considerations.