Module 2 Homework - 1867 Words

Module 2 Homework Risk Management and Health Care Regulations Angie Martinez Grand Canyon University Module 2 Homework 1) There are several processes involved in a wrongful discharge. This is a fairly new and quickly expanding area that involves litigation, and this is an area that employers would rather avoid. About 65%-70% of worker’s are thought to be employees at will which means that an employer may fire an employee at any time for any reason, as long as the reason is lawful (Kavaler amp; Spiegel, 2003, p. 57). In order to avoid litigation employers push for arbitration to assist in settling cases. State laws determine if arbitration is allowed (Kavaler amp; Spiegel, 2003, p. 58). The risk management director will explore†¦show more content†¦Reverse discrimination is just that, discrimination against groups that were traditionally favored. 4) Sexual harassment is defined as any unwanted sexual advances, requests for sexual favors, or other verbal or physical conduct of a sensual nature. There are two types of sexual harassment, quid pro quo, and hostile or abusive workplace environment. Quid pro quo states that a boss must not utilize his/her authority over another employee in order to pressure or deal for sexual gifts. An example of this would be an individual offering a person a raise, but only if they perform a certain sexual favor for them. The second type of sexual harassment is hostile or abusive workplace environment. A single worker is often times singled out. It is when a worker receives unwanted sexual advances that are directed at them individually. This is a little more complicated because the interpretations are subjective. What one person might take offense to, another person may not. For example, if a group of male workers are standing around commenting on the body parts of a nurse in a sexual manner. Th is may not offend anyone in the group but may offend a bystander overhearing the conversation. Employers must take all complaints of sexual harassment seriously and must respond immediately. 5) Workers’ Compensation is a social welfare structure where an employer pays the employee’s medical expenses for an on the job injury as the result of an accident,Show MoreRelatedValuing Project Achieve1744 Words   |  7 Pagesvariables and cash flows. Corporate Finance course is strongly suggested as a prerequisite. Consult with faculty if this can be waived. Course Materials Textbooks: 1. Principles of Corporate Finance by R.A. Brearly, S. Myers, and F. Allen, 10th edition* 2. Analysis for Financial Management by R.C. Higgins, 9th edition* *These textbooks will be used for background readings only, and earlier editions are also fine. Cases will be available on study.net Course Format Case analysis will involve building ExcelRead MoreAis Project Essay example1030 Words   |  5 Pagesdon’t log off the system, someone may enter the system behind me and do something that I don’t want to do in my system. 2.(2 points) What is the check mark icon on the Standard Tool bar used for? What is the white box at the top left of the SAP system used for? Answer : You can click it to enter the transaction you type. You can enter any transactions for easy access. 3.(2 points) What is a â€Å"robust† password? Why is password control important? Answer : (1)â€Å"robust† password: Easy to rememberRead MoreDocument Pt1420 Essay1391 Words   |  6 Pagesmaterials to support your work: * Functions * Modules * Library functions * Function header * Function body * Return statements * Passing arguments by values * Passing arguments by references * Garbage-in-garbage-out (GIGO) * Input validation Learning Activities THEORY PORTION EXPLORE Activity 8: Research Assignment 1: Exploring How to Call External Program or Function from a Program Homework, Graded Course Support Tools required for this activity:Read MoreEssay on Cmis 102 Assignment 1806 Words   |  4 PagesCMIS102 Homework Assignment 1 Student Name: Ryan J. Rath Class/Section: 6383 Professor Name: Anthony Baird Assignment due date: 1/27/2013 1. 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Assume that the house has a maximum of four rooms, and that each room is rectangular. A. Problem Analysis – Following the directions in the assignment, clearly write up your problem analysis in this section. This program will compute the area of a house that has four rectangular rooms. Output is the value of the total area (total_area) of the house and is to beRead MoreDesigning A Common Web Based System For The University Essay3447 Words   |  14 PagesSCHEDULE; to approve or to decline the students’ permission to enroll in his class; track number of enrolled students as well as number of pending students for enrollment, to post assignments, to view students submitted solutions for the assignments or homework ; to post the grades and assignments through this web application and also allowing students to view their current quarter class schedule, grades, assignments and assignment scores, and also allows them to register classes. Not only this, but studentsRead MoreEssay MKT 220 Module 4 Homework Assignment1496 Words   |  6 Pagesï » ¿Running head: MODULE 4 HOMEWORK ASSIGNMENT MODULE 4 HOMEWORK ASSIGNMENT King of the South Allied American University Author Note This paper was prepared for MKT 120, MODULE 4 HOMEWORK ASSIGNMENT taught by PROFESSOR K December 1st, PART I: Read Pay What It’s Worth. Would this concept work in an upscale restaurant? Why or why not? I must admit that upon reading the article, â€Å"The Customer Experience: Pay What It’s Worth,† my jaw dropped to the floor. 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Interpretation And Comparison Of Online Digital Objects

ACC100 Delwyn Johns Assessment One: Interpretation and comparison of online digital objects. *PLEASE NOTE: As I was unable to find both of these scenes by themselves online, I have transcribed where they occur in their larger bodies and have attached screenshots that directly relate to my points. OBJECT ONE: ‘Projector Scene’ from the episode Hush, of Buffy the Vampire Slayer, occurring approximately 27 minutes in. I have chosen to scrutinize this particular scene as its complete lack of dialogue allows us to closely examine how non-verbal communication is used to convey meaning. â€Å"Nonverbal communication between people is communication through sending and receiving wordless cues† (Stephen W. Littlejohn 2009). When we consider that ‘Individuals are believed to use clothing to define and communicate their social identities to others† (Fienberg 1992), we can attach a wealth of information to the onscreen characters simply from observing their costumes. Giles’ blazer allows him to be viewed as authoritative and mature; Buffy’s fashionable outfit is synonymous with her popular status, whilst Xander’s sports Guernsey and sneakers underpin his casual, outgoing persona. The director of the show uses the ‘style, branding, colour and fashionability’ of the clothing as a tool for the audience to ‘assess their personality traits’ (Chalky et al, 2012). Non verbal communication within this scene also manifests itself via kinetic transmission; that is, ‘posture, eye contact and theShow MoreRelatedThe Issue Of Unauthorized Downloading And Piracy1259 Words   |  6 PagesCopyright policies have always been an issue throughout history, with the advancement in technology digital piracy being a fairly new phenomenon has made it necessary to reevaluate and update copyright policies to the 21st century. 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It is based upon the idea of making statements about resources (in particular web resources) in the form of subject, predicate, object (a triple) expressions. RDF ontologies are often encoded using Extensible Markup Language (XML) (W3.org, 2014b). Although the design of XML focuses on documents, it is widely used for the representation of arbitrary data structures, for example inRead MoreIllegal Downloads and the Affect on the Film Industry13468 Words   |  54 PagesMEDIA@LSE Electronic MSc Dissertation Series Compiled by Dr. Bart Cammaerts and Dr. Nick Anstead Why pay if it’s free? Streaming, downloading, and digital music consumption in the â€Å"iTunes era† Theodore Giletti, MSc in Media Communications Other dissertations of the series are available online here: http://www.lse.ac.uk/collections/media@lse/mediaWorkingPapers/ Dissertation submitted to the Department of Media and Communications, London School of Economics and Political Science, August

Tribunal Judgement for Professional Misconduct- MyAssignmenthelp

Question: Discuss about theTribunal Judgementfor Professional Misconduct. Answer: Introduction Simonsen v Health Care Complaints Commission is a case that was brought before the Civil and Administrative Tribunal of South Wales. The case involved Andrew Simonsen (as the applicant) and the Health Care Complaints Commission (as the respondent). It was heard on June 8, 2016 and decided upon on July 6, 2016. The case was brought before Prof. Anderson, D., Gibson, V., Walsh, A., and ADCJ Marks. In this case, the applicant was accused of professional misconduct. As a nurse, the applicant was expected to comply with the professional codes and standards of practice for advanced practice nurses and nurse practitioners. However, on July 3, 2011, the applicant, while on an evening shift, flouted the codes of conduct governing the operation of nurses. Individual, Collegial, and Organizational Accountability in the Case Individual Accountability The actions of the applicant constituted lack of accountability. There was individual unaccountability by the applicant. There were in a violation of the codes of ethics governing the conduct of nurses in the country. First and foremost, the applicant acted irresponsibly by allowing his friend to enter into the healthcare facility in which there were patients. The applicant erred by allowing a stranger who is a heroin addict to get entrance into the facility. The second act of unaccountability was noticed when the applicant deliberately failed to verify and administer the suitable medication to the patient. Thirdly, there was lack of accountability because the applicant self-administered a morphine drug then discarded the drug so as to conceal evidence for the mistake made. This was a very risky practice because it would affect the patients at the facility (Farazmand, 2014). Moreover, the applicant showed lack of accountability when he demonstrated an improper behavior towards his co lleague. Lastly, there was lack of accountability when the applicant cheated the management of Sir Moses Montefiore Jewish Home, Hunters Hill in order to get employment despite his registration status. These show that the practitioner violated the standards of practice provided by the Nursing and Midwifery Board of Australia. The actions of the applicant were in a violation of the professional codes and standards of practice for advanced practice nurses and nurse practitioners. As a practitioner, the applicant has a responsibility to comply with all the standards which require him to engage in safe practice at all times (Birks, Davis, Smithson Cant, 2016). The applicant should always be ready to deliver high quality services which cannot cause any harm to the patient. Nursing practice should be based on the principles of honesty, integrity, and accountability. Therefore, even if it means keeping his job, the respondent was not supposed to cheat the employer. All the healthcare practitioners should be responsible in their acts (Harding 2013). There should be no such violations because it can be disastrous. All the patients need to be treated with respect, provided with safe care that can help in facilitating their recovery process. It should therefore be upon the applicant to consider changing his conduct s and conform to all the professional standards without any form of violation. Collegial Accountability There was a collegial accountability because the incidence which occurred at the hospital did not only involve the applicant, but other professionals as well. The practitioners violated the codes of conduct as stipulated by the Nursing and Midwifery Board of Australia (Birks, Davis, Smithson Cant, 2016). During handover, the practitioner did not provide the applicant with an updated document. Meaning, there was no formal handover because the information was passed orally to the patient. This is a great mistake because it the bedside handover was supposed to be formalized done in compliance with the professional standard and codes of practice. The other instance of collegial accountability came up when the Assistant on Nursing-Ms. Joanne Worrell and Mr. Mustafa noticed the applicants weird behaviors, but did nothing about it. This was an act of unaccountability because the professionals were supposed to act in response to the unusual behavior because it would expose the patients to r isks (Burston Tuckett, 2013). It shows that the nurses were not acting within the scope of practice for the RNs in Australia. It is therefore clear that the practitioners did not comply with the professional codes and standards of practice for advanced practice nurses and nurse practitioners. As professionals, the practitioners were supposed to adopt a collaborative approach in whatever they do. Team work is important because it can help in creating a safe environment for all the patients (O'Brien, et al., 2014). According to the spirit of team work, all the team members should always be ready to support one another. If this is done, all the activities such as clinical bedside handover can be carried out so smoothly without any unnecessary challenges. On the other hand, if the professionals were accountable in their actions, they would not have ignored the applicants unusual conducts (Kangasniemi, Pakkanen Korhonen 2015). Instead, they would have reported the matter to the management for an immediate redress. This is the kind of accountability that is expected of such professionals. Organizational Accountability The case involved organizational accountability as well. The law requires that organizations engagement in the employment of healthcare practitioners should be actively involved in the monitoring of the employees to determine if they are fit to serve the public (Scanlon, Cashin, Bryce, Kelly Buckely, 2016). For example, before hiring a practitioner, the employer should confirm the registration status to ensure that it meets threshold. It is necessary to do so because it can enable the employer to check if there are any conditions imposed on the status of the practitioners. At the same time, the employer should check if the practitioner has been engaged in the breach of professional codes of conduct or engaged in any activity or behavior which can lead to unsafe practice (Johnson, 2015). All these were not done by the two organizations which had employed the applicant. Meaning, the organizations were not acting in accordance with the required standards. The situation can be rectified by adopting the culture of accountability. All the healthcare organizations should be ready to comply with all the regulations governing the healthcare sector. The safety of the patients should be treated as a priority area that should never be ignored. Therefore, what the management of Chesalon Aged Care would have done is to closely monitor and assess the competencies of the applicant. If any unusual conducts are noticed, immediate action should be taken because any such repeated actions can create an unsafe environment which can endanger the lives of the patients. However, on its part, Sir Moses Montefiore Jewish Home was supposed to be actively involved in the carrying out a background check on all the health practitioners employed to serve its clients. If this was properly done, the organization would have noticed the discrepancies in the registration status of the applicant. In fact, background check does not only entail the registration status, b ut the seeking of clarification from the previous employer (Farazmand, 2014). If all these measures are taken, no organization will be in any such crisis any more. The organizations should be accountable because the safety of all the patients is in their hands. Any slight mistake might be disastrous. Conclusion Healthcare is a sensitive sector which needs to be served by highly-trained and competent professionals. All the practitioners should be ready to be accountable in their duties and comply with all regulations governing the profession. When given an opportunity to serve the patients, the applicant did not discharge his duties with utmost professionalism. It is for this reason that the actions of the applicant are deemed to be in a violation of the professional codes and standards of practice for advanced practice nurses and nurse practitioners. It led to an individual, collegial, and organization cases of accountability which can be ultimately resolved if appropriate measures are taken. References Birks, M., Davis, J., Smithson, J., Cant, R. (2016). Registered nurse scope of practice in Australia: an integrative review of the literature. Contemporary Nurse, 52(5), 522-543. Farazmand, A. (2014). Public Administration in a Globalized World. London and New York:Routledge. Burston, A. S., Tuckett, A. G., (2013). Moral distress in nursing Contributing factors, outcomes and interventions. Nursing Ethics, 20(3), 312-324. Edwards, M., (2016). Physician-Assisted Death and Conscientious Objection: Implications for Critical Care Nurses. Canadian Journal of Critical Care Nursing, 27(2). Harding, T., (2013). Cultural safety: A vital element for nursing ethics. Nursing Praxis in New Zealand, 29(1), 4-12. Johnson, M., (2015). Morality for humans: Ethical understanding from the perspective of cognitive science. University of Chicago Press: Chicago. Kangasniemi, M., Pakkanen, P. Korhonen, A., (2015). Professional ethics in nursing: an integrative review. Journal of advanced nursing, 71(8), pp.1744-1757. Larner, E. Carter, R., (2016). The issue of consent in medical practice. British journal of haematology, 172(2), pp.300-304. O'Brien, A., et al., (2014). Evaluating the preceptor role for pre-registration nursing and midwifery student clinical education. Nurse education today, 34(1), 19-24. Scanlon A, Cashin A, Bryce J, Kelly J, Buckely T. (2016) The complexities of defining nurse practitioner scope of practice in the Australian context. Collegian. 23, 129-142. https://www.collegianjournal.com/article/S1322-7696%2814%2900091-2/pdf https://www.austlii.edu.au/au/cases/nsw/NSWNMT/2013/26.html https://www.austlii.edu.au/au/cases/nsw/NSWNMT/2013/21.html https://www.austlii.edu.au/au/cases/nsw/NSWNMT/2013/26.html https://www.austlii.edu.au/au/cases/nsw/NSWNMT/2013/21.html ref Fact Sheet: Scope of practice of nurse practitioners. (2015) https://www.nursingmidwiferyboard.gov.au/News/2011-11-29-Position-Statement.aspx Fact Sheet: Advanced nursing practice and speciality areas within nursing. (2016) https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/FAQ/fact-sheet-advanced-nursing-practice-and-specialty-areas.aspx Scanlon A, Cashin A, Bryce J, Kelly J, Buckely T. (2016) The complexities of defining nurse practitioner scope of practice in the Australian context. Collegian. 23, 129-142. https://www.collegianjournal.com/article/S1322-7696%2814%2900091-2/pdf Lowe G, Plummer V, OBrien AP, Boyd, L. (2012). Time to clarify the value of advanced practice nursing roles in health care. Journal of Advanced Nursing 68 (3), 677-685. doi: doi: 10.1111/j.1365-2648.2011.05790.x https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2648.2011.05790.x/abstract MacLellan L, Higgins I, Levett-Jones T. (2015) Medical acceptance of the nurse practitioner role in Australia: A decade on. Journal of the American Association of Nurse Practitioners. 27, 152-159. https://onlinelibrary.wiley.com/doi/10.1002/2327-6924.12141/epdf Middleton S, Gardner A, Della P, Lam L, Allnutt N, Gardner G. (2016) How has the profile of Australian nurse practitioners changed over time? Collegian. 23, 69-77. https://www.collegianjournal.com/article/S1322-7696%2814%2900110-3/pdf

Van Gogh and Kandinsky Essay Example For Students

Van Gogh and Kandinsky Essay Starry Night was painted by Vincent Van Gogh in 1889 in the village of Saint-Remy, in the south of France. It is an oil on canvas post-impressionist painting which depicts the view from Van Sagos window at night, although it was painted from memory during the day. Van Sagos artworks contrast greatly with those of Wassail Sandusky. Composition VII was painted by Wassail Sandusky in 1913, during his time in Munich, Germany. The style is abstract and very expressive. Vincent Van Gogh was part of the post-impressionist movement, which painted in the late sass. He studied art in Belgium, and in 1886 he traveled to Paris with his rather. We will write a custom essay on Van Gogh and Kandinsky specifically for you for only $16.38 $13.9/page Order now There he met Pissarro, Monet, and Gauguin, and he was influenced by their use of short brush strokes to convey movement. A technique which is clearly evident in his artworks. Van Gogh moved south to Arles in 1888, were he tried to capture the warmth and sunlight of the southern French countryside. His artworks became brighter in color and the style became more dynamic. Van Gogh aimed to express his emotions in his artworks though the multiple brush strokes and use of bold color. Art in the late sass was moving on from the impressionist style towards the expressionist style. This movement is known as the post-impressionist movement. Post-impressionist artworks still focus on capturing light, although they are more emotionally expressive than impressionist artworks. Van Gogh admired the works of Jules Breton, in particular Bretons work SST. Johns Eve, which depicts peasant girls dancing on a summer evening. A village with a church and the crescent moon over it can be seen in the background, and it is believed this influenced Van Sagos artwork Starry Night. Starry Night is a perfect example of a post-impressionist artwork. It was painted in June 1889, using oil paint on canvas. The artwork depicts the village of Saint-Remy, as seen from Van Sagos window in the Saint-Remy Hospital where he was staying. An enormous sky dominates the picture and falls upon the quiet town. The large halos on the stars dwarf the small quiet town beneath, perhaps suggesting that humans are tiny in comparison with nature and the stars. The style is both expressive, impressionistic and semi-realistic. However, unlike impressionist artworks, this painting does not focus purely on capturing light, but also in portraying Van Sagos emotions. His desperate thoughts, feeling of disconnection from the world and need o escape are visible in the night scene, as well as the energetic brush strokes and the vibrant colors of the stars against the dark blues of the night. At the time which Vincent Van Gogh painted this painting he was in the Saint-Remy Hospital because of his serious depression (he cut his own ear of. The visible brush strokes create prominent lines, thus giving the painting movement, this is particularly visible in the sky and keeps the viewers eyes constantly following the organic curves and lines. It is believed that the swirling clouds represent his tortured mind and confusion. The vertical lines of the church tower and the cypress tree divide the canvas into thirds, illustrating Van Sagos use of classical composition. The composition also contributes further to the feeling of movement. A large black structure towers upwards on the far left of the painting, leading the viewers eye into the curves of the sky and on into the center of the painting where the twisting clouds are surrounded brilliant bright stars. The viewers eye finally rests on the small dark town which, in contrast to the sky, practically blends into the blue mountains. The town and mountains are painted in dark colors so that the viewers attention is drawn to the sky (the focus of the painting). The large yellow stars dwarf small flecks of yellow in the town and contrast with the sky. This contrast reflects Van Sagos turbulent emotions. White is used to brighten the stars and the sky. The scale of the artwork is 29 x 36 h inches (73. 7 x 92. 1 CM). This medium scale does not overwhelm the viewer, but makes them come closer to the artwork as to see the details. .u691d2f3e0b6d3e49318abaa576fe5fde , .u691d2f3e0b6d3e49318abaa576fe5fde .postImageUrl , .u691d2f3e0b6d3e49318abaa576fe5fde .centered-text-area { min-height: 80px; position: relative; } .u691d2f3e0b6d3e49318abaa576fe5fde , .u691d2f3e0b6d3e49318abaa576fe5fde:hover , .u691d2f3e0b6d3e49318abaa576fe5fde:visited , .u691d2f3e0b6d3e49318abaa576fe5fde:active { border:0!important; } .u691d2f3e0b6d3e49318abaa576fe5fde .clearfix:after { content: ""; display: table; clear: both; } .u691d2f3e0b6d3e49318abaa576fe5fde { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u691d2f3e0b6d3e49318abaa576fe5fde:active , .u691d2f3e0b6d3e49318abaa576fe5fde:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u691d2f3e0b6d3e49318abaa576fe5fde .centered-text-area { width: 100%; position: relative ; } .u691d2f3e0b6d3e49318abaa576fe5fde .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u691d2f3e0b6d3e49318abaa576fe5fde .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u691d2f3e0b6d3e49318abaa576fe5fde .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u691d2f3e0b6d3e49318abaa576fe5fde:hover .ctaButton { background-color: #34495E!important; } .u691d2f3e0b6d3e49318abaa576fe5fde .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u691d2f3e0b6d3e49318abaa576fe5fde .u691d2f3e0b6d3e49318abaa576fe5fde-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u691d2f3e0b6d3e49318abaa576fe5fde:after { content: ""; display: block; clear: both; } READ: Impressionism and Post Impressionism EssayGiving the viewer a personal experience of the landscape. The large dark tree in the foreground of the ar left of the painting gives the artwork a sense of perspective, which again makes the experience of the painting more real. After viewing this painting, the audience is left with a glimpse into the tortured soul of Vincent Van Gogh, and they have experienced the landscape of Saint-Remy. Wassail Sandusky was a Russian artist who painted in an abstract style. He aimed to use art as a medium to communicate directly with ones emotions. He wanted it to go straight to ones heart, and strongly believed that figurative forms prevented this. As a young boy he played piano and cello, and this lead him to create a some what musical style of art. He aimed to create artworks which had the same effect on the viewer as the listener of a piece of music has, which is why his artworks had musical titles such as composition and improvisations. Sandusky moved to Germany in 1911, at this time the tension was growing between the different countries, leading up to World War 1 (starting in 1914). Germany was on the brink of war, Just waiting for something to set it into action. The rivalry between Britain and Germanys military forces was extreme, and this political rivalry was taken into the art world. Paris was the centre of the art world and Particularly in Germany he atmosphere would have been extremely chaotic and tense. This is clearly reflected in the busy composition of Sandinesss artworks during this time. In 1913 Wassail Sandusky painted Composition VI, using oil on canvas. Sandusky wanted to portray truths and emotions, which is why this artwork does not depict figurative forms. The traditional oil on canvas medium contrasts with the unusual subject, thus surprising the viewer and increasing the impact of the painting. It is a painting of monumental scale, being 200 x 300 CM. This overwhelms the viewer, communicating the intense atmosphere of Germany at the time, and Sandinesss lining of confusion and chaos. This feeling of confusion and chaos if further demonstrated by his use of line. The lines in this painting are explosive, there is a mixture of organic and geometric. This creates an image which almost seems to posses its own energy. The painting appears alive and moving, thus drawing the viewer in and engaging with their emotions. In the centre of the painting is a small circle, which could possibly represent the eye of a hurricane. It is surrounded by an outburst of color and lines which at first makes the viewers eye dart around the painting, unsure where to look and overwhelmed at the intensity. Eventually the audience focuses on the dark blue shape in the centre of the canvas, here the lines are closer together and the shapes are strongly outlined. Everything appears to be exploding out from the centre of the artwork. Sandusky believed that certain colors could communicate different emotion. The range of colors in this artwork portrays a jumble of emotions. The colors used are bright bold colors which contribute to the overall effect of chaos. The colors are more intense in the centre of the painting, and towards the edge they become more pastel-like. This aids in drawing the attention of the audience to the centre of the painting. By focusing the viewers eye in this way, Sandusky sucks them in to his world of chaos and confusion. The overall mood of the painting is confused and busy. Everything is bright and exploding which reflects the time in which Sandusky painted. The audience experiences the atmosphere of Germany in 1913, particularly how the world could erupt into war at any moment. This color choice in this artwork allows Sandusky to directly communicate with the viewers emotions, and leaves them feeling overwhelmed and bewildered. Vincent Van Sagos Starry Night is an post-impressionist artwork. .ua7343ab89a0e9b7f31f604d055f2002b , .ua7343ab89a0e9b7f31f604d055f2002b .postImageUrl , .ua7343ab89a0e9b7f31f604d055f2002b .centered-text-area { min-height: 80px; position: relative; } .ua7343ab89a0e9b7f31f604d055f2002b , .ua7343ab89a0e9b7f31f604d055f2002b:hover , .ua7343ab89a0e9b7f31f604d055f2002b:visited , .ua7343ab89a0e9b7f31f604d055f2002b:active { border:0!important; } .ua7343ab89a0e9b7f31f604d055f2002b .clearfix:after { content: ""; display: table; clear: both; } .ua7343ab89a0e9b7f31f604d055f2002b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua7343ab89a0e9b7f31f604d055f2002b:active , .ua7343ab89a0e9b7f31f604d055f2002b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua7343ab89a0e9b7f31f604d055f2002b .centered-text-area { width: 100%; position: relative ; } .ua7343ab89a0e9b7f31f604d055f2002b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua7343ab89a0e9b7f31f604d055f2002b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua7343ab89a0e9b7f31f604d055f2002b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua7343ab89a0e9b7f31f604d055f2002b:hover .ctaButton { background-color: #34495E!important; } .ua7343ab89a0e9b7f31f604d055f2002b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua7343ab89a0e9b7f31f604d055f2002b .ua7343ab89a0e9b7f31f604d055f2002b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua7343ab89a0e9b7f31f604d055f2002b:after { content: ""; display: block; clear: both; } READ: Comparison: Claude Monet and Van Gogh EssayIt aims to communicate Van Sagos experience of the landscape and also his strong emotional feelings. It is classically composed and uses organic forms and flowing lines, giving the artwork movement. It quite different to Wassail Sandinesss Composition VI, which focuss mostly on the viewers emotional experience and communicating the hectic pre World War 1 confusion in Germany, through the use of abstract style and the energetic colors. Unlike Starry Night it does not have an obvious subject. Sandusky has focused completely on conveying emotions and has disregarded any figurative forms.

ES Cells essays

Ideas for My Paper/ ES Cells essays Embryonic stem (ES) cells are considered the ultimate stem cell because of their dual ability to proliferate and to differentiate into all the cells and tissues of the body. But they are ethically contentious because five-day-old embryos have to be destroyed to derive them. Adult stem cells show promise as an ethically preferable alternative, but scientists have not been able to show that they are as versatile as ES cells. The two papers featured in this web focus highlight the promise of both avenues of research, one describing a kind of adult stem cell that may turn out to be just as versatile as ES cells, and the other showing that ES cells can generate neurons to effectively treat symptoms of Parkinson's disease in a rat model. Now, Catherine Verfaillie and her colleagues at the University of Minnesota, Minneapolis, have isolated an adult stem cell from cultured human, rat and mouse bone marrow mesenchymal stem cells, called MAPCs - for mesenchymal adult progenitor cells. Like ES cells, these cells multiply indefinitely in culture. Injected into mouse embryos, the mouse cells differentiate into most, if not all, of the cell types in the body. In a separate paper, Ron McKay and colleagues at the National Institute of Neurological Disorders and Stroke, Bethesda, Maryland, show that mouse ES cells be used in cell replacement therapy in an animal model of Parkinson's disease. From cultured ES cells, the group generated a large supply of neurons that produce dopamine. The neurons functioned normally and gave clear behavioural responses when grafted into the brains of rats that model Parkinson's disease. Together the papers show two different approaches for isolating powerful, pluripotent stem cells with clear therapeutic potential. However many fundamental questions remain about how ES cells and MAPCs function in a biological context, and how they can best be harnessed for medical benefit. It will be exciting to watch the ans ...

3 Key Tips for How to Write an Argumentative Essay

3 Key Tips for How to Write an Argumentative Essay SAT / ACT Prep Online Guides and Tips If there’s one writing skill you need to have in your toolkit for standardized tests, AP exams, and college-level writing, it’s the ability to make a persuasive argument. Effectively arguing for a position on a topic or issue isn’t just for the debate team- it’s for anyone who wants to ace the essay portion of an exam or make As in college courses. To give you everything you need to know about how to write an argumentative essay, we’re going to answer the following questions for you: What is an argumentative essay? How should an argumentative essay be structured? How do I write a strong argument? What’s an example of a strong argumentative essay? What are the top takeaways for writing argumentative papers? By the end of this article, you’ll be prepped and ready to write a great argumentative essay yourself! Now, let’s break this down. What Is an Argumentative Essay? An argumentative essay is a type of writing that presents the writer’s position or stance on a specific topic and uses evidence to support that position. The goal of an argumentative essay is to convince your reader that your position is logical, ethical, and, ultimately, right. In argumentative essays, writers accomplish this by writing: A clear, persuasive thesis statement in the introduction paragraph Body paragraphs that use evidence and explanations to support the thesis statement A paragraph addressing opposing positions on the topic- when appropriate A conclusion that gives the audience something meaningful to think about. Introduction, body paragraphs, and a conclusion: these are the main sections of an argumentative essay. Those probably sound familiar. Where does arguing come into all of this, though? It’s not like you’re having a shouting match with your little brother across the dinner table. You’re just writing words down on a page! ...or are you? Even though writing papers can feel like a lonely process, one of the most important things you can do to be successful in argumentative writing is to think about your argument as participating in a larger conversation. For one thing, you’re going to be responding to the ideas of others as you write your argument. And when you’re done writing, someone- a teacher, a professor, or exam scorer- is going to be reading and evaluating your argument. If you want to make a strong argument on any topic, you have to get informed about what’s already been said on that topic. That includes researching the different views and positions, figuring out what evidence has been produced, and learning the history of the topic. That means- you guessed it!- argumentative essays almost always require you to incorporate outside sources into your writing. Argumentative essays are unique(just like this umbrella)...which means you need to use specific techniques to write them! What Makes Argumentative Essays Unique? Argumentative essays are different from other types of essays for one main reason: in an argumentative essay, you decide what the argument will be. Some types of essays, like summaries or syntheses, don’t want you to show your stance on the topic- they want you to remain unbiased and neutral. In argumentative essays, you’re presenting your point of view as the writer and, sometimes, choosing the topic you’ll be arguing about. You just want to make sure that that point of view comes across as informed, well-reasoned, and persuasive. Another thing about argumentative essays: they’re often longer than other types of essays. Why, you ask? Because it takes time to develop an effective argument. If your argument is going to be persuasive to readers, you have to address multiple points that support your argument, acknowledge counterpoints, and provide enough evidence and explanations to convince your reader that your points are valid. Our 3 Best Tips for Picking a Great Argumentative Topic The first step to writing an argumentative essay deciding what to write about! Choosing a topic for your argumentative essay might seem daunting, though. It can feel like you could make an argument about anything under the sun. For example, you could write an argumentative essay about how cats are way cooler than dogs, right? It’s not quite that simple. Here are some strategies for choosing a topic that serves as a solid foundation for a strong argument. Choose a Topic That Can Be Supported With Evidence First, you want to make sure the topic you choose allows you to make a claim that can be supported by evidence that’s considered credible and appropriate for the subject matter...and, unfortunately, your personal opinions or that Buzzfeed quiz you took last week don’t quite make the cut. Some topics- like whether cats or dogs are cooler- can generate heated arguments, but at the end of the day, any argument you make on that topic is just going to be a matter of opinion. You have to pick a topic that allows you to take a position that can be supported by actual, researched evidence. (Quick note: you could write an argumentative paper over the general idea that dogs are better than cats- or visa versa!- if you’re a) more specific and b) choose an idea that has some scientific research behind it. For example, a strong argumentative topic could be proving that dogs make better assistance animals than cats do.) You also don’t want to make an argument about a topic that’s already a proven fact, like that drinking water is good for you. While some people might dislike the taste of water, there is an overwhelming body of evidence that proves- beyond the shadow of a doubt- that drinking water is a key part of good health. To avoid choosing a topic that’s either unprovable or already proven, try brainstorming some issues that have recently been discussed in the news, that you’ve seen people debating on social media, or that affect your local community. If you explore those outlets for potential topics, you’ll likely stumble upon something that piques your audience’s interest as well. Choose a Topic That You Find Interesting Topics that have local, national, or global relevance often also resonate with us on a personal level. Consider choosing a topic that holds a connection between something you know or care about and something that is relevant to the rest of society. These don’t have to be super serious issues, but they should be topics that are timely and significant. For example, if you are a huge football fan, a great argumentative topic for you might be arguing whether football leagues need to do more to prevent concussions. Is this as â€Å"important† an issue as climate change? No, but it’s still a timely topic that affects many people. And not only is this a great argumentative topic: you also get to write about one of your passions! Ultimately, if you’re working with a topic you enjoy, you’ll have more to say- and probably write a better essay. Choose a Topic That Doesn’t Get You Too Heated Another word of caution on choosing a topic for an argumentative paper: while it can be effective to choose a topic that matters to you personally, you also want to make sure you’re choosing a topic that you can keep your cool over. You’ve got to be able to stay unemotional, interpret the evidence persuasively, and, when appropriate, discuss opposing points of view without getting too salty. In some situations, choosing a topic for your argumentative paper won’t be an issue at all: the test or exam will choose it for you. In that case, you’ve got to do the best you can with what you’re given. In the next sections, we’re going to break down how to write any argumentative essay- regardless of whether you get to choose your own topic or have one assigned to you! Our expert tips and tricks will make sure that you’re knocking your paper out of the park. Think of your thesis as the trunk of a tree. Its job is to support your arguments- which are like the branches. The Thesis: The Argumentative Essay’s Backbone You’ve chosen a topic or, more likely, read the exam question telling you to defend, challenge, or qualify a claim on an assigned topic. What do you do now? You establish your position on the topic by writing a killer thesis statement! The thesis statement, sometimes just called â€Å"the thesis,† is the backbone of your argument, the north star that keeps you oriented as you develop your main points, the- well, you get the idea. In more concrete terms, a thesis statement conveys your point of view on your topic, usually in one sentence toward the end of your introduction paragraph. It’s very important that you state your point of view in your thesis statement in an argumentative way- in other words, it should state a point of view that is debatable. And since your thesis statement is going to present your argument on the topic, it’s the thing that you’ll spend the rest of your argumentative paper defending. That’s where persuasion comes in. Your thesis statement tells your reader what your argument is, then the rest of your essay shows and explains why your argument is logical. Why does an argumentative essay need a thesis, though? Well, the thesis statement- the sentence with your main claim- is actually the entire point of an argumentative essay. If you don’t clearly state an arguable claim at the beginning of your paper, then it’s not an argumentative essay. No thesis statement = no argumentative essay. Got it? Other types of essays that you’re familiar with might simply use a thesis statement to forecast what the rest of the essay is going to discuss or to communicate what the topic is. That’s not the case here. If your thesis statement doesn’t make a claim or establish your position, you’ll need to go back to the drawing board. Example Thesis Statements Here are a couple of examples of thesis statements that aren’t argumentative and thesis statements that are argumentative The sky is blue. The thesis statement above conveys a fact, not a claim, so it’s not argumentative. To keep the sky blue, governments must pass clean air legislation and regulate emissions. The second example states a position on a topic. What’s the topic in that second sentence? The best way to keep the sky blue. And what position is being conveyed? That the best way to keep the sky blue is by passing clean air legislation and regulating emissions. Some people would probably respond to that thesis statement with gusto: â€Å"No! Governments should not pass clean air legislation and regulate emissions! That infringes on my right to pollute the earth!† And there you have it: a thesis statement that presents a clear, debatable position on a topic. Here’s one more set of thesis statement examples, just to throw in a little variety: Spirituality and otherworldliness characterize A$AP Rocky’s portrayals of urban life and the American Dream in his rap songs and music videos. The statement above is another example that isn’t argumentative, but you could write a really interesting analytical essay with that thesis statement. Long live A$AP! Now here’s another one that is argumentative: To give students an understanding of the role of the American Dream in contemporary life, teachers should incorporate pop culture, like the music of A$AP Rocky, into their lessons and curriculum. The argument in this one? Teachers should incorporate more relevant pop culture texts into their curriculum. This thesis statement also gives a specific reason for making the argument above: To give students an understanding of the role of the American Dream in contemporary life. If you can let your reader know why you’re making your argument in your thesis statement, it will help them understand your argument better. An actual image of you killing your argumentative essay prompts after reading this article! Breaking Down the Sections of An Argumentative Essay Now that you know how to pick a topic for an argumentative essay and how to make a strong claim on your topic in a thesis statement, you’re ready to think about writing the other sections of an argumentative essay. These are the parts that will flesh out your argument and support the claim you made in your thesis statement. Like other types of essays, argumentative essays typically have three main sections: the introduction, the body, and the conclusion. Within those sections, there are some key elements that a reader- and especially an exam scorer or professor- is always going to expect you to include. Let’s look at a quick outline of those three sections with their essential pieces here: Introduction paragraph with a thesis statement (which we just talked about) New paragraph that starts with a topic sentence presenting Argumentative Point #1 Support Point #1 with evidence Explain/interpret the evidence with your own, original commentary (AKA, the fun part!) New paragraph that starts with a topic sentence presenting Argumentative Point #2 Support Point #2 with evidence Explain/interpret the evidence with your own, original commentary New paragraph that starts with a topic sentence presenting Argumentative Point #3 Support Point #3 with evidence Explain/interpret the evidence with your own, original commentary New paragraph addressing opposing viewpoints (more on this later!) Concluding paragraph Now, there are some key concepts in those sections that you’ve got to understand if you’re going to master how to write an argumentative essay. To make the most of the body section, you have to know how to support your claim (your thesis statement), what evidence and explanations are and when you should use them, and how and when to address opposing viewpoints. To finish strong, you’ve got to have a strategy for writing a stellar conclusion. This probably feels like a big deal! The body and conclusion make up most of the essay, right? Let’s get down to it, then. How to Write a Strong Argument Once you have your topic and thesis, you’re ready for the hard part: actually writing your argument. If you make strategic choices- like the ones we’re about to talk about- writing a strong argumentative essay won’t feel so difficult. There are three main areas where you want to focus your energy as you develop a strategy for how to write an argumentative essay: supporting your claim- your thesis statement- in your essay, addressing other viewpoints on your topic, and writing a solid conclusion. If you put thought and effort into these three things, you’re much more likely to write an argumentative essay that’s engaging, persuasive, and memorable...aka A+ material. Focus Area 1: Supporting Your Claim With Evidence and Explanations So you’ve chosen your topic, decided what your position will be, and written a thesis statement. But like we see in comment threads across the Internet, if you make a claim and don’t back it up with evidence, what do people say? â€Å"Where’s your proof?† â€Å"Show me the facts!† â€Å"Do you have any evidence to support that claim?† Of course you’ve done your research like we talked about. Supporting your claim in your thesis statement is where that research comes in handy. You can’t just use your research to state the facts, though. Remember your reader? They’re going to expect you to do some of the dirty work of interpreting the evidence for them. That’s why it’s important to know the difference between evidence and explanations, and how and when to use both in your argumentative essay. What Evidence Is and When You Should Use It Evidence can be material from any authoritative and credible outside source that supports your position on your topic. In some cases, evidence can come in the form of photos, video footage, or audio recordings. In other cases, you might be pulling reasons, facts, or statistics from news media articles, public policy, or scholarly books or journals. There are some clues you can look for that indicate whether or not a source is credible, such as whether: The website where you found the source ends in .edu, .gov, or .org The source was published by a university press The source was published in a peer-reviewed journal The authors did extensive research to support the claims they make in the source This is just a short list of some of the clues that a source is likely a credible one, but just because a source was published by a prestigious press or the authors all have PhDs doesn’t necessarily mean it is the best piece of evidence for you to use to support your argument. In addition to evaluating the source’s credibility, you’ve got to consider what types of evidence might come across as most persuasive in the context of the argument you’re making and who your readers are. In other words, stepping back and getting a bird’s eye view of the entire context of your argumentative paper is key to choosing evidence that will strengthen your argument. On some exams, like the AP exams, you may be given pretty strict parameters for what evidence to use and how to use it. You might be given six short readings that all address the same topic, have 15 minutes to read them, then be required to pull material from a minimum of three of the short readings to support your claim in an argumentative essay. When the sources are handed to you like that, be sure to take notes that will help you pick out evidence as you read. Highlight, underline, put checkmarks in the margins of your exam . . . do whatever you need to do to begin identifying the material that you find most helpful or relevant. Those highlights and check marks might just turn into your quotes, paraphrases, or summaries of evidence in your completed exam essay. What Explanations Are and When You Should Use Them Now you know that taking a strategic mindset toward evidence and explanations is critical to grasping how to write an argumentative essay. Unfortunately, evidence doesn’t speak for itself. While it may be obvious to you, the researcher and writer, how the pieces of evidence you’ve included are relevant to your audience, it might not be as obvious to your reader. That’s where explanations- or analysis, or interpretations- come in. You never want to just stick some quotes from an article into your paragraph and call it a day. You do want to interpret the evidence you’ve included to show your reader how that evidence supports your claim. Now, that doesn’t mean you’re going to be saying, â€Å"This piece of evidence supports my argument because...†. Instead, you want to comment on the evidence in a way that helps your reader see how it supports the position you stated in your thesis. We’ll talk more about how to do this when we show you an example of a strong body paragraph from an argumentative essay here in a bit. Understanding how to incorporate evidence and explanations to your advantage is really important. Here’s why: when you’re writing an argumentative essay, particularly on standardized tests or the AP exam, the exam scorers can’t penalize you for the position you take. Instead, their evaluation is going to focus on the way you incorporated evidence and explained it in your essay. Focus Area 2: How- and When- to Address Other Viewpoints Why would we be making arguments at all if there weren’t multiple views out there on a given topic? As you do research and consider the background surrounding your topic, you’ll probably come across arguments that stand in direct opposition to your position. Oftentimes, teachers will ask you to â€Å"address the opposition† in your argumentative essay. What does that mean, though, to â€Å"address the opposition?† Opposing viewpoints function kind of like an elephant in the room. Your audience knows they’re there. In fact, your audience might even buy into an opposing viewpoint and be waiting for you to show them why your viewpoint is better. If you don’t, it means that you’ll have a hard time convincing your audience to buy your argument. Addressing the opposition is a balancing act: you don’t want to undermine your own argument, but you don’t want to dismiss the validity of opposing viewpoints out-of-hand or ignore them altogether, which can also undermine your argument. This isn’t the only acceptable approach, but it’s common practice to wait to address the opposition until close to the end of an argumentative essay. But why? Well, waiting to present an opposing viewpoint until after you’ve thoroughly supported your own argument is strategic. You aren’t going to go into great detail discussing the opposing viewpoint: you’re going to explain what that viewpoint is fairly, but you’re also going to point out what’s wrong with it. It can also be effective to read the opposition through the lens of your own argument and the evidence you’ve used to support it. If the evidence you’ve already included supports your argument, it probably doesn’t support the opposing viewpoint. Without being too obvious, it might be worth pointing this out when you address the opposition. Great conclusions get your readers to check the "I Agree" box on your entire essay. Focus Area #3: Writing the Conclusion It’s common to conclude an argumentative essay by reiterating the thesis statement in some way, either by reminding the reader what the overarching argument was in the first place or by reviewing the main points and evidence that you covered. You don’t just want to restate your thesis statement and review your main points and call it a day, though. So much has happened since you stated your thesis in the introduction! And why waste a whole paragraph- the very last thing your audience is going to read- on just repeating yourself? Here’s an approach to the conclusion that can give your audience a fresh perspective on your argument: reinterpret your thesis statement for them in light of all the evidence and explanations you’ve provided. Think about how your readers might read your thesis statement in a new light now that they’ve heard your whole argument out. That’s what you want to leave your audience with as you conclude your argumentative paper: a brief explanation of why all that arguing mattered in the first place. If you can give your audience something to continue pondering after they’ve read your argument, that’s even better. One thing you want to avoid in your conclusion, though: presenting new supporting points or new evidence. That can just be confusing for your reader. Stick to telling your reader why the argument you’ve already made matters, and your argument will stick with your reader. A Strong Argumentative Essay: Examples For some aspiring argumentative essay writers, showing is better than telling. To show rather than tell you what makes a strong argumentative essay, we’ve provided three examples of possible body paragraphs for an argumentative essay below. Think of these example paragraphs as taking on the form of the â€Å"Argumentative Point #1 → Evidence - Explanation - Repeat† process we talked through earlier. It’s always nice to be able to compare examples, so we’ve included three paragraphs from an argumentative paper ranging from poor (or needs a lot of improvement, if you’re feeling generous), to better, to best. All of the exampleparagraphs are for an essay with this thesis statement: Thesis Statement: In order to most effectively protect user data and combat the spread of disinformation, the U.S. government should implement more stringent regulations of Facebook and other social media outlets. As you read the examples, think about what makes them different, and what makes the â€Å"best† paragraph more effective than the â€Å"better† and â€Å"poor† paragraphs. Here we go: A Poor Argument Example Body Paragraph: Data mining has affected a lot of people in recent years. Facebook has 2.23 billion users from around the world, and though it would take a huge amount of time and effort to make sure a company as big as Facebook was complying with privacy regulations in countries across the globe, adopting a common framework for privacy regulation in more countries would be the first step. In fact, Mark Zuckerberg himself supports adopting a global framework for privacy and data protection, which would protect more users than before. What’s Wrong With This Example? First, let’s look at the thesis statement. Ask yourself: does this make a claim that some people might agree with, but others might disagree with? The answer is yes. Some people probably think that Facebook should be regulated, while others might believe that’s too much government intervention. Also, there are definitely good, reliable sources out there that will help this writer prove their argument. So this paper is off to a strong start! Unfortunately, this writer doesn’t do a great job proving their thesis in their body paragraph. First, the topic sentence- aka the first sentence of the paragraph- doesn’t make a point that directly supports the position stated in the thesis. We’re trying to argue that government regulation will help protect user data and combat the spread of misinformation, remember? The topic sentence should make a point that gets right at that, instead of throwing out a random fact about data mining. Second, because the topic sentence isn’t focused on making a clear point, the rest of the paragraph doesn’t have much relevant information, and it fails to provide credible evidence that supports the claim made in the thesis statement. For example, it would be a great idea to include exactly what Mark Zuckerberg said! So while there’s definitely some relevant information in this paragraph, it needs to be presented with more evidence. A Better Argument Example Body Paragraph: Over the past several years, one of the biggest consequences of the lack of regulation of social media platforms has been the mining of Facebook user data, which has been exposed by the news media and the U.S. government. Investigations by the Federal Trade Commission (F.T.C.) have shown that Facebook allowed its data-sharing partners to mine user data without disclosing this information to Facebook users. Specifically, Facebook allowed Cambridge Analytica, a political data firm, to gather the personal information of tens of millions of people- information the firm then used to aid a particular 2016 presidential campaign. In the future, increased government regulation of Facebook’s data sharing partnerships could prevent such things from happening. What’s Wrong With This Example? This paragraph is a bit better than the first one, but it still needs some work. The topic sentence is a bit too long, and it doesn’t make a point that clearly supports the position laid out in the thesis statement. The reader already knows that mining user data is a big issue, so the topic sentence would be a great place to make a point about why more stringent government regulations would most effectively protect user data. There’s also a problem with how the evidence is incorporated in this example. While there is some relevant, persuasive evidence included in this paragraph, there’s no explanation of why or how it is relevant. Remember, you can’t assume that your evidence speaks for itself: you have to interpret its relevance for your reader. That means including at least a sentence that tells your reader why the evidence you’ve chosen proves your argument. A Best- But Not Perfect!- Argument Example Body Paragraph: Though Facebook claims to be implementing company policies that will protect user data and stop the spread of misinformation, its attempts have been unsuccessful compared to those made by the federal government. When PricewaterhouseCoopers conducted a Federal Trade Commission-mandated assessment of Facebook’s partnerships with Microsoft and the makers of the Blackberry handset in 2013, the team found limited evidence that Facebook had monitored or even checked that its partners had complied with Facebook’s existing data use policies. In fact, Facebook’s own auditors confirmed the PricewaterhouseCoopers findings, despite the fact that Facebook claimed that the company was making greater attempts to safeguard users’ personal information. In contrast, bills written by Congress have been more successful in changing Facebook’s practices than Facebook’s own company policies have. According to The Washington Post, The Honest Ads Act of 2017 â€Å"created public demand for transparency and changed how social media companies disclose online political advertising.† These policy efforts, though thus far unsuccessful in passing legislation, have nevertheless pushed social media companies to change some of their practices by sparking public outrage and negative media attention. Why This Example Is The Best This paragraph isn’t perfect, but it is the most effective at doing some of the things that you want to do when you write an argumentative essay. First, the topic sentences get to the point . . . and it’s a point that supports and explains the claim made in the thesis statement! It gives a clear reason why our claim in favor of more stringent government regulations is a good claim: because Facebook has failed to self-regulate its practices. This paragraph also provides strong evidence and specific examples that support the point made in the topic sentence. The evidence presented shows specific instances in which Facebook has failed to self-regulate, and other examples where the federal government has successfully influenced regulation of Facebook’s practices for the better. Perhaps most importantly, though, this writer explains why the evidence is important. The bold sentence in the example is where the writer links the evidence back to their opinion. In this case, they explain that the pressure from Federal Trade Commission and Congress- and the threat of regulation- have helped change Facebook for the better. Why point out that this isn’t a perfect paragraph, though? Because you won’t be writing perfect paragraphs when you’re taking timed exams either. But get this: you don’t have to write perfect paragraphs to make a good score on AP exams or even on an essay you write for class. Like in this example paragraph, you just have to effectively develop your position by appropriately and convincingly relying on evidence from good sources. Top 3 Takeaways For Writing Argumentative Essays This is all great information, right? If (when) you have to write an argumentative essay, you’ll be ready. But when in doubt, remember these three things about how to write an argumentative essay, and you’ll emerge victorious: Takeaway #1: Read Closely and Carefully This tip applies to every aspect of writing an argumentative essay. From making sure you’re addressing your prompt, to really digging into your sources, to proofreading your final paper...you’ll need to actively and pay attention! This is especially true if you’re writing on the clock, like during an AP exam. Takeaway #2: Make Your Argument the Focus of the Essay Define your position clearly in your thesis statement and stick to that position! The thesis is the backbone of your paper, and every paragraph should help prove your thesis in one way or another. But sometimes you get to the end of your essay and realize that you’ve gotten off topic, or that your thesis doesn’t quite fit. Don’t worry- if that happens, you can always rewrite your thesis to fit your paper! Takeaway #3: Use Sources to Develop Your Argument- and Explain Them Nothing is as powerful as good, strong evidence. First, make sure you’re finding credible sources that support your argument. Then you can paraphrase, briefly summarize, or quote from your sources as you incorporate them into your paragraphs. But remember the most important part: you have to explain why you’ve chosen that evidence and why it proves your thesis. What's Next? Once you’re comfortable with how to write an argumentative essay, it’s time to learn some more advanced tips and tricks for putting together a killer argument. Keep in mind that argumentative essays are just one type of essay you might encounter. That’s why we’ve put together more specific guides on how to tackle IB essays, SAT essays, and ACT essays. But what about admissions essays? We’ve got you covered. Not only do we have comprehensive guides to the Coalition App and Common App essays, we also have tons of individual college application guides, too. You can search through all of our college-specific posts by clicking here. Have friends who also need help with test prep? Share this article! Tweet Ashley Robinson About the Author Ashley Sufflà © Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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American Literature- Book- The Virginian by Owen Wister Essay

American Literature- Book- The Virginian by Owen Wister - Essay Example The author has explained the differences between the settled east and the west through its characters. In the west, people do not give much respect to the lives of others and they are killed even at the smallest of matters. However, the morals of the main character can be understood when at one point he refrained from killing a person. Following is an excerpt from the third chapter; These lines suggest that the main character is different from other men in the west and he tries to follow his own code of conduct in life. He does not draw his gun at every smallest matter like most men in the west. The author explains that it is the cowards who shoot before it is even necessary. It is the brave men who rationalize their actions first. The passage also suggests that it is only cowards who may be dangerous when they draw weapons, however brave men do not use their weapons irrationally and unless it is absolutely necessary. Thus, the author explains the moral values of the Virginian. The author explains the differences between the west and the east through the differences between the characters of the Virginian and Molly Wood. Molly Wood is a schoolteacher who does not exactly understand the Virginian’s ways but still they find themselves liking each other. In chapter eleven, the relationship between the Virginian and Molly strengthens when after a party, Virginian takes Molly for a horse ride and they get into an argument. Afterwards, Molly gives Virginian some books to improve his education and the Virginian gives Molly riding lessons. The Virginian finds himself in love with Molly and tries to confess it to her but Molly does not feel the same way. They had to separate due to their jobs. This may be the factor that triggered a change in the Virginian’s life. Towards the end of the book, the author shows that the Virginian is a changed man. When

Irish Educational System Essay Example | Topics and Well Written Essays - 1750 words

Irish Educational System - Essay Example This is a situation that could escalate unless dealt with. They also say though that the situation is so variable from place to place that it is difficult to generalize either as to the current situation or ways to deal with any problems. The Irish educational system is many ways very similar to that found in other western European countries. It provides primary, secondary, further and higher or tertiary education with children spending 6 hours a day or more in school 5 days a week, a high proportion of a child's waking hours, though they spend even more time out of school than in it. Nevertheless it has a massive influence upon the way children think and behave, especially if the values a child finds at school are reflected in their family and in the wider society. Education is compulsory for those between the ages of 6 and 15, though many 5 year olds attend school and further and higher education is on the increase, with some 50 per cent of students going on from school to further studies varying from adult literacy courses and those for the unemployed to formal university courses. Education in primary schools follows the 1999 Primary School Curriculum as described on the Irish Education web site. This curriculum document is unusual in educational circles in that it does not provide a religious curriculum, but leaves this to the churches that control the various schools. Its aim is to make the most of each individual's character:- as it is expressed in each child's personality, intelligence and potential for development. It is designed to nurture the child in all dimensions of his or her life -- spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical... This idea of making the best of each child is contained within the Constitution of Ireland as laid down in 1937. In article 41 section 1 it states clearly that the people of Ireland feel that the family is 'the primary and natural educator of the child' and that it is both the right and the duty of parents to see that their child recieves an education religious, moral, intellectual, physical and social. There is provision for education at home, but rather oddly no minimum standards for this are laid down, though there is provision for the state to see that a child recieves education when , for whatever reason, the parents are unable to do this. If one looks at the curriculum in an Irish Primary School it is clear that social education is given its place alongside such traditional subjects as mathematics, languages and science. In fact it appears twice in the list provided on the Education Ireland web site. There are a number of different types of primary school - state-funded primary schools, special schools and private primary schools. State funded schools include religious schools, non-denominational schools, multi-denominational schools and Gaelscoileanna i.e schools which operate in the Irish language, but which are outside the usual Gaeltacht, i.e. the area where Gaelic is the first language. Social education is linked to environmental studies and science as well as to personal and health education. It is of course in the earliest years of a child's school life that correct behavior and values must be reinforced if a positive school career is

Egg Cell Essay Example for Free

Egg Cell Essay The egg cell is the female gamete used for sexual reproduction. The egg cell is responsible for providing half of the genetic material required for reproduction. When the egg cell joins with the sperm cell. The egg cell is large and bulky structure which allows the sperm cell to get in easily. WHAT ORGANELLES DOES AN EGG CELL HAVE AND THEIR FUNCTION? Mitochondria: Produces energy for the cell by a process called cell respiration. Cytoplasm: All organelles inside the cell are suspended in the cytoplasm. The cytoplasm is mostly water which allows the organelle to move around. It fills the interior of the cell. Vacuole: Are storage bubbles they store food, nutrients and waste. They also maintain internal fluid pressure within the cell. Lysosomes: Contain digestive enzymes and break down nutrients, they digest excess or worn-out organelles, food particles, and engulfed viruses or bacteria. Rough ER: Are very important in the synthesis and packaging of proteins. Smooth ER: Acts as a storage organelle and is important in the creation of steroids and the storage of steroids and ion Ribosome: where proteins are made. Golgi Bodies: The main function is to package and process proteins and sends it to other parts. They also make and secret mucus. Chromosomes: Chromosomes are made up of DNA and contains genes. Nucleous: is where ribosomes are made. They disappear from the egg cell during reproduction. Haploid Nucleus: This nucleus contains only half of the normal somatic number of chromosomes. Zona Pellucida: Also known as viteline membrane it protects the ooccytes, eggs and embryos. Supports the cell and controls entry into and out of cell. The cell membrane allows the sperm cell in. Follicular Cells: Provides nutrients to the developing ovum for growth and maturation. WHAT MAKES THE EGG CELL SPECIAL? The egg cell has no centrioles. The egg cell has a lot of mitochondria because It has a haploid nucleuses because when the egg cell joins.. It has a zona pellucid which act as a cell membrane for the egg cell. It also has follicular cells. PICRTURES USED TO BUILD THE CELL MODEL: PICRTURES USED TO BUILD THE CELL MODEL. WHAT MAKES IT SPECIAL? ABOUT THE EGG CELL: The egg cell is present in both animals and plants. In plants it is called the gametophyte and in animals it is called the ovum. This project is about the animal egg cell (or ovum). This cell is a gamete cell which means it is responsible for reproduction. It is also a haploid cell which means it has a single set of unpaired chromosomes. The egg cell is the largest size cell in a human body and it is visible to the naked eye. The egg cell has a large amount of cytoplasm. The egg cell life span is short. WHAT DOES IT LOOK LIKE? The egg cell has a very round shape and is the largest cell of living organism. The egg cell is bulky and solid.

Emotion and Intellect in the Works from Terezin Essays -- Holocaust Li

Emotion and Intellect in the Works from Terezin In the quote opening Art Speigelman’s Maus: A Survivor s Tale. I: My Father Bleeds History, Adolf Hitler expresses his urge to rob the Jewish people of their humanity: The Jews are undoubtedly a race, but they are not human (9D). Hitler’s quote begs for a response What makes one human? Many scholars and scient ist would argue that it is t he ability to think and reason t hat defines the human species. I would argue that it is a combination of the ability to reason with the ability to feel. In Elie Wiesel s Night, it is his passionate anger at his spirituality alongside his intellectual struggle with that spirituality that screams out his humanity: What are You, my God, I thought angrily, compared to this afflicted crowd proclaiming to You their faith [. . .] (63). In the range of Holocaust literature, there is a range of emotion mixed with intellect, and this combination creates a picture of human beauty. One can witness this range in Wiesel s anger and disillusionment (62, 63) and in Speigelman s father s love and frugality (157). It is the ability to think about and feel something towards one s situation that makes one human. In the painting Sailboat (56-57) and the poem Birdsong (80-81) fro m the collection I Never Saw Another Butt erfly: Children s Drawings and Poems from Terezin Concentration Camp, 1942-1944, one can see how a range o f emotions combined with reason creat e an undeniable portrait of humanity. In Sailboat an anonymous child artist expresses both emotion and intellect through color choice and subject matter (56-57). The artist portrays night as a black abyss followed by a teal-gray sky dotted w... ...r Saw Another Butt erfly: Children s Drawings and Po ems from Terezin Concentration Camp, 1942-1944. Ed. Hana Volavkova. 2nd ed. New York: Schocken Books, 1978. 56-57. Spiegelman, Art. Maus: A Survivor s Tale, I. My Father Bleeds History. New York: Pantheon Books, 1986. Stargar, Nicholas. Children s Art of the Holocaust. Past & Present. Nov. 1998. Electronic. Expanded Academic Index ASAP. 10 February 2001. Weil, Jiri. Epilogue. I Never Saw Anot her Butterfly: Children s Drawings and Poems from Terezin Concentration Camp, 1942-1944. Ed. Hana Volavkova. 2nd ed. New York: Schocken Books, 1978. 101-104. Wiesel, Elie. Night. New York: Bantam Books, 1982. Weissova, Helga. Lights Out. I Never Saw Another Butt erfly: Children s Drawings and Poems from Terezin Concentration Camp, 1942-1944. Ed. Hana Volavkova. 2nd ed. New York: Schocken Books, 1978. 22, 24.

The Death of My Grandpa

The sadest day in my life. When I was a child I lived with a important person for me. He was my grandfather, he was my best friend, with him I share the happinest moments of my life. Everything was hapiness and I lived in a beautiful world. But a horrible moment arrived and everything finished. When I recived the most confusing and sadest news in my life. One morning, my cousin arrived at my home and with her hesitant voice, she told me some news that I didn`t understand.In that moment my mom arrived and she told me that my grandfather had passed away, she said that with some sweet words, because she knew how important he was for me. I could only try understand all the things that people told me, so I went to my grandmother`s house and when I came in, the only thing I saw was the lonely bed of my grandfather; in that moment I felt a inmense sadness in my heart, that moment was when I could understand everything, that I never again my grandfather would be with me.After I had understoo d everything or tried to understand what had happended, my family and some friends of us met us at the church for offering emotive masss to give the last good bye to my best friend. It has been the most emotive mass that I had ever lived in my life and that I will never forget. When the mass finished, all people went together to the cementary, some men had already prepared everything. When we arrived, the men who carried to my grandfather, let us see him for last time, when I got close to my grandfather I couldn`t believe that the person that was always happy and laughing, nowwas quiet.In that moment , I felt a inmense confusion and loneliness. My parent, my grandfather and my best friend would never be with me again. That day was the sadest in my life. I know that now I have a new angel, but I lost a friend, since that moment until now, I only have memories of that friend whom I spent happy moments in my life. That day was the sadest in my life although I knew that in that moment i would have a great angel for the rest of my life

Lesson Plan – Pop Art

LESSON PLAN for 8F: Pop Art – Roy Lichtenstein P4&5| CLASS: 8F| DATE: 07/06/12| LEARNING OBJECTIVE/S: * To create a piece of pop art in the style of Roy Lichtenstein. * To be able to understand what pop art is and recall information about Roy Lichtenstein. * To be able to make positive comments on your own and others work to boost confidence and self-esteem. EXTENSION TASK: Begin to create your own piece of Pop Art representing something you enjoy or a person you idolise.Success Criteria: * Students will be able to show a basic attempt at producing a piece of work with some similarity to the original (Level 4) * Students will be able to show a satisfactory attempt at the task with good similarity to the original and appropriate choice of colour and technique (Level 5) * Students will show a strong attempt at the task with strong similarity and technique. A personal touch may be applied to the end product to improve it’s appearance. Level 6)| RESOURCES REQUIRED * PowerPo int on Roy Lichtenstein and his Pop Art (True or false quiz for starter) * White boards, pens, board rubbers * Working SmartBoard and remote * 3 sets of colour images of Roy Lichtenstein’s work for reference * Pre-outlined images on cartridge paper plus photocopies for other students. * Plain cartridge paper * Pencils, felt tips, rubbers, scissors (+2 left handed pairs for AB and JC) * Coloured paper| LESSON OUTLINE:| Structure| Groupings| Activities|Starter(10 – 15 mins)Introduction(5 mins)Main(first part)2nd partBreak(2 period lesson)1st part(5 mins)MainPlenary (20 mins at end of lesson)| Whole ClassWhole ClassIndividual workWhole ClassWhole classIndividual workingWhole class| True or false fact quiz on Roy Lichtenstein and Pop Art. Ask students to write their answer on their whiteboard and hold up in the air when prompted to compare with each other. Ask students to recall a fact for a merit. When starter completed ask LSA to collect equipment to avoid distraction du ring explanation of main task.Put pictures of Roy Lichtenstein’s work up on the board and ask students to tell me what is different about these pieces (composed of dots and lines). What do they like about them? What don’t they like? Discuss as a group. Show students example piece (created by me) to show what their end product may look like. Explain equipment used and techniques, varying ways to approach and variants in colour. Refer back to work on Andy Warhol and how the use of colour is reflective in the overall product. Offer outlines to students but discuss how to approach completing task from scratch also.Remind students to refer to colour copies for inspiration Answer any questions, begin task. Circulate the room, ask LSA to do this also so that any questions can be answered. Focus on SB and AB to ensure they are feeling confident and are aware of what they need to do. Monitor approaches and understanding by allowing students to discuss ideas. Line all students u p and allow time for quick toilet break Ask students if they have any questions regarding the task and remind them to ask if they need anything.Continue to circulate, spending extra time with SB and AB to ensure focus. Check on BE, CA and SS to make sure they are remaining focussed on the task. If any students are near completion, explain extension task. Bring focus back to front of the class by asking students to come up in twos and place their art work on the board in an exhibition for reviewing. Once all pieces up, ask the class to walk around and decide one thing they like about someone else’s work on the board. Once seated, ask each student to share their compliment with the rest of the class.Ask students if they can recall a fact from our earlier PowerPoint and finish by asking for a thumbs up/middle/down approach to the task they completed today. | ASSESSMENT/DIFFERENTIATION:Where does diff. occur? What learning, and whom, will be assessed? Differentiation will take pl ace in a number of ways throughout the lesson: * Teacher and TA interaction with pupils – helping those who are finding the work difficult, asking extension questions to more able pupils. * Teacher to take in to account some short term memory issues within the group and allow time to recall facts with hints where needed. Pre-drawn outlines for all students to access if they feel unable to complete a piece from scratch which several members will. Assessment will take place informally with the teacher noting how well the students can complete the task, and more formally through peer and self assessment. | Strategies to ensure effective learning takes place: * Ensure all students are aware of and understand the task in hand by asking the class on a whole and then walking around the room (LSA also) once the task is set to answer any questions one on one. Make sure students have correct equipment available for the task. * Refer back to the facts learned at the beginning of the les son by offering merits as reward for recollection of facts. * Allow time at the end of the lesson to see how students felt overall about the task. * Tackle any behavioural issues if they occur without disruption to the rest of the class. * Discuss the new technique with students and how they are finding it. |