ENG122: Annotated Research Notebook

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I’m working on a English question and need guidance to help me study.

This week, you must:
Brainstorm in Discussions Develop Keywords and a Research Question (Use Section 2.1 in the textbook to guide you) Complete Section One in the Research Notebook Begin Section Two in the Research Notebook Begin Section Three in the Research Notebook
Homework Week-by-Week:

You Are Here

Week 1

Week 2

Week 3

Week 4
Complete Section One Begin Section Two Begin Section Three
Complete Section Two Continue Section Three Begin Section Four
Continue Section Three Continue Section Four Begin Section Five
Complete Section Three Complete Section Four Complete Cover Page Submit Completed Research Notebook​Primary Source Analysis Essay: nursing case study help
I’m working on a History exercise and need support.

Primary Source Analysis #2

Harriet Robinson, “Early Factory Labor in New England”

In 1883, Harriet Robinson described her work in the textile mills between 1832 and 1845. A portion of her memoir was assigned for this week’s readings and excerpts from this document can be found below (following all of the questions). Write an analysis of her memoir based on these excerpts that responds to the following questions:

Part I:
What are two ways that the market revolution affected women’s lives in the United States? In what ways did women’s lives improve during this time period? In what ways might their lives have become worse? What can we learn from the memoir about workers’ rights – what experiences did Robinson have that promoted the organization of workers for better wages and working conditions? The primary sources assigned for this week and discussed in class also included “An Account at Lowell.” Why might Robinson’s memoir be considered a more trustworthy source than “An Account of Lowell? What does Robinson’s memoir tell about the time period that “An Account of Lowell” does not? Are there any limitations to using the memoir as a primary source for understanding the market revolution?
Part II: Discussion Question – please add this below your essay (not as part of it). You can put it on the same page as your essay, but in a separate section.
Please pose one discussion question about this reading. What do you think is important to talk about with regard to this source? What is a question that you could ask to deepen your understanding by relating it to other readings, class themes, or issues in American history?
Responses will be graded according to the following criteria:
Does the response address all the questions posed? Does the response demonstrate that the student has done a close and careful analysis? Does the response offer a thoughtful engagement with the source? Does the response demonstrate a concerted effort to think about the significance of the source and its relationship to course topics? Does the response make sense? Are the ideas within it clearly communicated? Is the response written in essay form, with a thesis, a set of paragraphs that each address a distinct argument in support of the thesis, and a conclusion
Excerpts from document:

…I shall confine myself to a description of factory life in Lowell, Massachusetts, from 1832 to 1845 …

In 1832, …Help was in great demand and stories were told all over the country of the new factory place, and the high wages that were offered [and] gave new life to lonely and dependent women in distant towns and farmhouses…Troops of young girls came from different parts of New England and from Canada…The early mill girls were of different ages. Some were not over ten years of age; a few were in middle life, but the majority were between the ages of sixteen and twenty-five.

The working hours … extended from five o’clock in the morning until seven in the evening, with one half hour each, for breakfast and dinner…Those of the mill girls who had homes generally worked from eight to ten months in the year; the rest of time was spent with parents or friends. A few taught school during the summer months. Their life in the factory was made pleasant to them. In those days there was no need of advocating the proper relationship between employer and employed. Help was too valuable to be ill-treated.

…To make a gentleman of a brother or a son, to give him a college education, was the dominant thought…I have known more than one to give every cent of her wages… to her brother, that he might get the education necessary to enter some profession. I have known a mother to work years in this way for her boy…There are many men now living who were helped to an education by the wages of the early mill girls…

… As late as 1840, there were only seven vocations outside the home into which the women of New England had entered. At this time, women had no property rights. A widow could be left without her share of her husband’s (or the family) property…A father could make his will without a reference to his daughter’s share of the inheritance…A woman was not supposed to be capable of spending her own, or of using other people’s money.

…One of the first strikes that ever took place in this country was in Lowell in 1836. When it was announced that the wages were to be cut…The mills were shut down and the girls went… and listened to incendiary speeches from some early labor reformers. One of the girls stood on a pump…declaring that it was their duty to resist all attempts at cutting down the wages. This was the first time a woman had spoken in public in Lowell, and the event caused surprise and consternation among her audience…

…the strike did no good. The corporations would not come to terms. The girls were soon tired of holding out, and they went back to their work at the reduced rate of wages.Case Study – Squeeze Those Glutes
Help me study for my Psychology class. I’m stuck and don’t understand.

Case Study – Squeeze Those Glutes – Print off the attached case study and respond as per instructions below The purpose of this exercise is for you to apply what you have reviewed so far to an actual case study. In reviewing the attached case study you are to adopt the role of a Sport Psychologist / Consultant and provide advice to me the assistant coach.

To guide the discussion the following question guide is offered. Students may use this guide to provide advice to me. The questions are as follows:

Describe the main issues in this case

What factors contribute to Diana’s poor performance in Gymnastics?

As the Sport Psychology Consultant, generate some courses of action that might benefit Diana

How feasible is each course of action?

What are the ramifications for me and Diana for each course of action?

Are Diana’s goals too demanding? How would you help her refocus her goals?

What affect, if any does Diana’s practice log have on her performance and attitude about gymnastics?

What other information would you need if you were to work with Diana?

What if any, other assistance would you seek in regard to other sport related professionals in order to help Diana?

Would you include Coach Francis in your conversation with Diana? Why or why not

You are to present your advice to me in any form you choose (e.g.,PowerPoint presentation, word document etc) that will be uploaded under the assignment section (below)Typed, double spaced, approximately 4-5 pages, in (preferably) a Word Document
I need support with this Law question so I can learn better.

These should be typed, double spaced, approximately 4-5 pages, in (preferably) a Word Document. Please make sure your name is on the paper, as well as the Session numbers you are covering, and please insert page numbers.

The paper should open with a review of the two session’s materials – chapters and articles. You must summarize the material – do not cover each article in its own paragraph or even sentence, as it will exceed the page limit. You must synthesize and summarize the information and convey to me that you have an understanding about what you read. This review should not exceed two pages. That means you must be succinct.

The rest of the paper will then offer a reflection on the material. This can be presented in a number of different ways. Do the authors convey theories that you agree with or contest? Are they making assumptions about policing that raises questions about their assertions? As many of you are police officers, does something in the material stand out for you, either as entirely accurate and on the mark or something so far off base as to be ludicrous? When the authors convey research, do you agree with their findings or would you challenge them? How? Is there some other means of conducting their research? Is there something they missed? What type of connections did you find in the readings? What kind of contradictions? I will stop there. These are the type of “reflections on the material” the latter part (and more important part) of your paper should address.

Chapters 3 and 4 out of : Roberg, Roy, Novak, Kenneth, Cordner, Gary, & Smith, Brad. Police & Society. 6th Edition. Oxford University Press. References to this book will be by “Chapters.”Reflection paper. Professionals only.: nursing assignment help
I’m stuck on a Psychology question and need an explanation.

Please make sure you read every step and do it perfectly. The professor is picky. I will attach all readings required for this assignment.

1. For each reading (all 4), please pick a claim from the article and apply a critical thinking principle/tool. Reminder: for this class, we mean something specific by critical thinking (ruling out rival hypotheses, falsifiability, replicability, extraordinary claims, Occam’s razor, correlation vs. causation). Ask me if you have questions! You should use a different one for each reading, but one repeat is fine. You do not have to conclude that the readings are wrong – if there is evidence of replicability or falsifiability, you can say so, just provide evidence to back up your claim and explain why. If you use direct quotes, you must also state the quote in your own words immediately to demonstrate your understanding.

2. For any of the readings (pick one), connect what you have learned to your own experiences and potential biases. This is the “look into the mirror” part of the class. I’m asking you to consider ways in which you might have shown or could show these biases. If you’re uncomfortable listing real things you have done in the past (understandable!), you can use the “could”/hypothetical tense but still describe something that actually happened. In other words, imagine a way—based in the readings—that your future self could act that you would guard against, if your goal was to not exhibit bias or discriminatory behavior. For example, if the reading shows a way that people are biased, how might you act in that way, and how might you (try) to guard against it?

3. Connect what you have learned from this section to social justice and fairness. How would you define social justice, given what you now know about how different disciplines approach justice and injustice? Make sure to use citations and evidence from the readings to build your response.

Reading 1

https://s3.us-east-1.amazonaws.com/blackboard.learn.xythos.prod/584b12a1a0ed8/971042?response-content-disposition=inlinefilenameUTF-8120Unbiased2028Empirical29.pdf&response-content-type=applicationpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200202T005113Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIL7WQYDOOHAZJGWQ20200202us-east-1s3aws4_request&X-Amz-Signature=9d73e367e3c5d3d41b6d5bae84edb311bbccadd64efb21587404829cad6efd17

Reading 2

https://s3.us-east-1.amazonaws.com/blackboard.learn.xythos.prod/584b12a1a0ed8/1030238?response-content-disposition=inlinefilenameUTF-8220colorblind20vs.20multicultural.pdf&response-content-type=applicationpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200202T005144Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21599&X-Amz-Credential=AKIAIL7WQYDOOHAZJGWQ20200202us-east-1s3aws4_request&X-Amz-Signature=ba36ec62369655bdca20ed5a3ec272349e761554199d4b08d900671a511e85ea

Reading 3

https://s3.us-east-1.amazonaws.com/blackboard.learn.xythos.prod/584b12a1a0ed8/971043?response-content-disposition=inlinefilenameUTF-8320Discrimination20and20Antidiscrimination20Law.pdf&response-content-type=applicationpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200202T005208Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIL7WQYDOOHAZJGWQ20200202us-east-1s3aws4_request&X-Amz-Signature=6966b5205f571e32f6a9f852ff733197018fd66e37eb66e95ea524db4c9db5a0
Reading 4https://s3.us-east-1.amazonaws.com/blackboard.learn.xythos.prod/584b12a1a0ed8/971044?response-content-disposition=inlinefilenameUTF-8420Justice20and20Injustice.pdf&response-content-type=applicationpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20200202T005252Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIL7WQYDOOHAZJGWQ20200202us-east-1s3aws4_request&X-Amz-Signature=1a03220fbf7b91980358d2316f171b14b8a0d017070ba2423b4b0afa819b04e1

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