Best Writer

Discuss how you would improve your informative presentation using DAIMS examples.
You cannot complete this assignment until you have completed the speech.
The discussion should be close to 5 minutes in length.

Prompt: The sections included in this milestone follow the Literature Review section in your paper (your introduction from Milestone Three). The Methods section should describe the participants to be studied and the methods to be used for the proposed research project.
For your procedure, you will use the survey tool called Qualtrics. Visit the Qualtrics Survey Module Overview page, https://www.qualtrics.com/support/survey-platform/survey-module/survey-module-overview/ which will help you write your procedures section. Do not set up a Qualtrics account.
The Data Analysis section should discuss the basic plan for analyzing the data, and the Anticipated Results section should discuss the expected findings. Make sure your paper is formatted like a research article. You will want to start with your main heading: Method. Then you have second-level headings: Participants, Materials, Procedure, and Data Analysis. Then you have the next main heading: Anticipated Results.
Your submission should include all of the following elements:
• Descriiption of the participants you plan to use in your study (you will need at least seven PSY 510 and/or PSY 520 students to respond to your survey)
• Descriiption of the materials that will be used in the study and why they are most appropriate for your proposal
• Descriiption of the procedures that will be used to collect data and how they will address your research question
• Discussion of any ethical concerns you can foresee with the study and steps that could be taken to remedy them
• Explanation of the procedures you plan to use to prepare your raw data for analysis
• Explanation of the analytic procedures for analyzing data and how they will help obtain valid and reliable research results
• Descriiption of which descriiptive statistics will be most informative in answering your research question and why
• Write a discussion of how your proposed data analysis methods are ethical, as outlined by the APA’s principles and standards.
• Prediction of your expected findings or anticipated results
Guidelines for Submission: Your paper must be submitted as a Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. This paper should be 4 pages (not including cover page and references), must follow APA format, and it should cite several peer-reviewed sources.

please look at all files by writing the essay instead of google informations

questions in section 2 will be relatively limited in scope and will deal with material only covered since the midterm. Do not be surprised if the question prompts in this section include either extracts from a document(s) or an image. Review the approach to interpreting visual and documentary historical evidence in the guidelines posted on Blackboard.

Here are some thoughts about writing essay answers:
 Preparation strategy. Organize your preparation around the key concepts provided on the study sheet. If you prepare yourself to answer an essay question in each of the four areas suggested on that list (and paying attention to the listed sub-parts), you will be prepared to respond adequately to some or all of the questions proposed in each section of the exam.
 Read. Take a deep breath while reading your chosen essay question carefully. Questions may well be multi-part: be sure to respond to each part. Questions may include instructions (“select three of the following regions…”): be sure to follow them.
 Make some notes. Simply to begin pouring out everything you know that has some general relation to your chosen question is not a good strategy for achieving a top answer. Resist the strong temptation to do that. Instead, still breathing deeply, (1) take a couple minutes to brainstorm: jot down the concepts and facts that you want to mention in responding to the question. Next, (2) look over your quick list: in what order do you want to present those elements in responding to the question? Number your list in that order and refer back to it as you write. And, decide: what overall answer to the essay question does your list suggest?
 Structure. Start your essay by giving your overall answer or response to the question. You can do this if you started out with adequate brainstorming (see “Make some notes”, above). If you find you cannot state an overall answer/response to the question, brainstorm a little while longer. Then, use the body of your essay to illustrate/elaborate this overall answer. If refinements to your overall answer occur to you as you write, you can state those refinements in your concluding paragraph.
 Your insights. A top essay answer clearly reflects your insights into the subject matter. These insights may or may not be “original” to you (it is fine to adopt someone else’s good idea), but whatever the source of your insights, your statement of them should reflect your thought-out position on the subject you are addressing. As you prepare in the areas outlined in the study guide, focus on developing these positions. You now have a knowledge-base in world history. Use that knowledge base in developing your positions about world history in our period: why did things develop as they did? What factors were important? What seemingly important factors turn out to be not-so- significant – and vice versa?

 Specifics. As with your responses to the identification questions, and for the same general reasons, it is important that you state your position in response to essay questions in terms of specific evidence from our materials. There are two, opposite, ways to screw this up: (1) statement of “general insights” not tied to specific evidence may be intriguing, but are insubstantial – and probably unclear. If you cannot state your insight in terms of specific evidence, you had better revisit your insight. Be mindful of this as you prepare – make sure you have specific evidence illustrative of each of your positions or insights. (2) Statements of specifics not tied to general insights – these are tedious, and probably disorganized. Do NOT assume that the Reader understands why you are citing a specific piece of evidence! Spell out what you believe the evidence you are presenting signifies. Be explicit: there is little danger that you will be “too clear.”

The key is not to look at it as an intimidating mountain of material that you must master all at once. Using the chapter outlines and key questions in the textbook, consider what major “connective tissues” link the different chapters together. Organize your reading, your review of the notes, and your thinking around those themes. Remember: the most productive thinking and learning in a course like this does not happen when you mentally prepare specific answers to specific questions. Instead, it happens when you become familiar enough with key issues, events, trends, concepts, and individuals (and how they relate to the major and minor themes of the class) that you can use that material to answer any specific question about those major themes.
With that exhortatory paragraph in mind, let’s look at some of what I see as connective themes (there will be some overlap between major themes):
Contact and exchanges between peoples and cultures
Trade and economic relations
Exchange of ideas, germs, foods
Conflict and warfare, exchange of military methods and technologies Exchanges or migrations of populations (voluntary and involuntary)
Political institutions, their challenges and developments
Organizing states over large distances
Relationships between “one” or “few” and “many” – rulers and ruled
The nature of the body politic (subjects of the Emperor? Members of the nation? Citizens of the Republic?)

Economic links and changes
Shaping of the global system of economic exchange
Imperialism, Globalization
Industrial revolution, manufacturing, mechanization, their impact on society Global “haves” and “have-nots” at various periods in history, their relations
Culture, religion, arts and society
Contact and exchanges between societies in thought and religion
“Western” science and technology and their challenges and acceptances in other societies
Enlightenment globally, Socialism globally, Christianity, Islam, and Buddhism globally Challenges to the dominant rational Enlightenment paradigm from East and West
Now obviously, this is a big subject and the class has covered a lot of material. Getting a handle on it is a daunting task, if you let the sheer scope of the project get to you. I suggest you divide the course up into elements that are easier to approach one at a time. The best approach I have found over the years has been to work consciously from broad to narrow.
What do I mean by this? Let me give just an example that you could apply with variations. The course has attempted to treat the world and its history as an interrelated system. How could one study how we have seen the world as a system? Let’s start with broad and move to narrow. We have looked at empires or interconnections between parts of the globe and the human societies that inhabited them from the Mongols to the present century. So, we could break the broad idea of the “global system” into narrower parts: The Mongol empire as a “steppe empire” was a starting point; then there were the other, similar and sometimes competing, examples of steppe empires we have mentioned; then the emergence of an ocean- borne trading system; the development of a more comprehensive international system of trade and contact across the oceans in the seventeenth and eighteenth centuries; then the consolidation of a European-dominated imperial global system linked to the industrial revolution; then the century of global conflict that eventually destroyed that imperial system and replaced it with what we know today. You could review your material looking for each of these examples of the “global system” and how they are similar responses to similar challenges, or unique reactions to specific circumstances, seeking points of comparison and contrast.
Something similar could be done with other possible themes such as technology and its impact; exchanges between cultures (goods, foods, germs, ideas), economic changes linked to the way people produce, including mechanization and industrialization and their consequences; the emergence of different political systems and ideologies and their conflicts. In each case you are moving from the more general to the more specific and seeking points of comparison and contrast within the broad themes.

Choose one (1) of the following questions and write a thoughtful, well-argued essay in response. Enter your response into the response box below. Be sure to address the question(s) asked in the prompt! USE THE FILES I ATTACHED AS REFERENCES, DO NOT FIND INFORMATIONS ON GOOGLE

1. Choosing at least three specific examples of human migrations since the Europeans arrived in the Western Hemisphere, discuss the various reasons why such movements of peoples happened, what impact technological change had on them, where people went and how they adapted. What similarities can you see with the issue of migration today?

2. How can you explain the surprisingly uneven patterns of global industrialization that developed in the nineteenth century? Be sure to discuss historical factors that might have influenced these patterns, including colonial policy. Why might some areas actually have “de-industrialized”? Compare three (3) of the following areas: Europe, Latin America, China, Japan, or India/Egypt.

3. How would you compare the colonial experience of Asian and African peoples during the long nineteenth century to the earlier colonial experiences in the Americas? How are they alike or different?

4. While slavery wasn’t new in 1500, the Atlantic slave trade established one of the most enduring and disturbing legacies of the early modern era. What drove this trade? Who benefited? What social costs did it entail? What has been its long-term impact on modern society?

these questions have a larger scope and in order to respond to them properly you will need to integrate materials from more than one section of the course, including material covered before the midterm. This section, then, will be cumulative. The comments below, and the general themes suggested, apply to answering the essay questions in both sections.

Here are some thoughts about writing essay answers:
 Preparation strategy. Organize your preparation around the key concepts provided on the study sheet. If you prepare yourself to answer an essay question in each of the four areas suggested on that list (and paying attention to the listed sub-parts), you will be prepared to respond adequately to some or all of the questions proposed in each section of the exam.
 Read. Take a deep breath while reading your chosen essay question carefully. Questions may well be multi-part: be sure to respond to each part. Questions may include instructions (“select three of the following regions…”): be sure to follow them.
 Make some notes. Simply to begin pouring out everything you know that has some general relation to your chosen question is not a good strategy for achieving a top answer. Resist the strong temptation to do that. Instead, still breathing deeply, (1) take a couple minutes to brainstorm: jot down the concepts and facts that you want to mention in responding to the question. Next, (2) look over your quick list: in what order do you want to present those elements in responding to the question? Number your list in that order and refer back to it as you write. And, decide: what overall answer to the essay question does your list suggest?
 Structure. Start your essay by giving your overall answer or response to the question. You can do this if you started out with adequate brainstorming (see “Make some notes”, above). If you find you cannot state an overall answer/response to the question, brainstorm a little while longer. Then, use the body of your essay to illustrate/elaborate this overall answer. If refinements to your overall answer occur to you as you write, you can state those refinements in your concluding paragraph.
 Your insights. A top essay answer clearly reflects your insights into the subject matter. These insights may or may not be “original” to you (it is fine to adopt someone else’s good idea), but whatever the source of your insights, your statement of them should reflect your thought-out position on the subject you are addressing. As you prepare in the areas outlined in the study guide, focus on developing these positions. You now have a knowledge-base in world history. Use that knowledge base in developing your positions about world history in our period: why did things develop as they did? What factors were important? What seemingly important factors turn out to be not-so- significant – and vice versa?

 Specifics. As with your responses to the identification questions, and for the same general reasons, it is important that you state your position in response to essay questions in terms of specific evidence from our materials. There are two, opposite, ways to screw this up: (1) statement of “general insights” not tied to specific evidence may be intriguing, but are insubstantial – and probably unclear. If you cannot state your insight in terms of specific evidence, you had better revisit your insight. Be mindful of this as you prepare – make sure you have specific evidence illustrative of each of your positions or insights. (2) Statements of specifics not tied to general insights – these are tedious, and probably disorganized. Do NOT assume that the Reader understands why you are citing a specific piece of evidence! Spell out what you believe the evidence you are presenting signifies. Be explicit: there is little danger that you will be “too clear.”

The key is not to look at it as an intimidating mountain of material that you must master all at once. Using the chapter outlines and key questions in the textbook, consider what major “connective tissues” link the different chapters together. Organize your reading, your review of the notes, and your thinking around those themes. Remember: the most productive thinking and learning in a course like this does not happen when you mentally prepare specific answers to specific questions. Instead, it happens when you become familiar enough with key issues, events, trends, concepts, and individuals (and how they relate to the major and minor themes of the class) that you can use that material to answer any specific question about those major themes.
With that exhortatory paragraph in mind, let’s look at some of what I see as connective themes (there will be some overlap between major themes):
Contact and exchanges between peoples and cultures
Trade and economic relations
Exchange of ideas, germs, foods
Conflict and warfare, exchange of military methods and technologies Exchanges or migrations of populations (voluntary and involuntary)
Political institutions, their challenges and developments
Organizing states over large distances
Relationships between “one” or “few” and “many” – rulers and ruled
The nature of the body politic (subjects of the Emperor? Members of the nation? Citizens of the Republic?)

Economic links and changes
Shaping of the global system of economic exchange
Imperialism, Globalization
Industrial revolution, manufacturing, mechanization, their impact on society Global “haves” and “have-nots” at various periods in history, their relations
Culture, religion, arts and society
Contact and exchanges between societies in thought and religion
“Western” science and technology and their challenges and acceptances in other societies
Enlightenment globally, Socialism globally, Christianity, Islam, and Buddhism globally Challenges to the dominant rational Enlightenment paradigm from East and West
Now obviously, this is a big subject and the class has covered a lot of material. Getting a handle on it is a daunting task, if you let the sheer scope of the project get to you. I suggest you divide the course up into elements that are easier to approach one at a time. The best approach I have found over the years has been to work consciously from broad to narrow.
What do I mean by this? Let me give just an example that you could apply with variations. The course has attempted to treat the world and its history as an interrelated system. How could one study how we have seen the world as a system? Let’s start with broad and move to narrow. We have looked at empires or interconnections between parts of the globe and the human societies that inhabited them from the Mongols to the present century. So, we could break the broad idea of the “global system” into narrower parts: The Mongol empire as a “steppe empire” was a starting point; then there were the other, similar and sometimes competing, examples of steppe empires we have mentioned; then the emergence of an ocean- borne trading system; the development of a more comprehensive international system of trade and contact across the oceans in the seventeenth and eighteenth centuries; then the consolidation of a European-dominated imperial global system linked to the industrial revolution; then the century of global conflict that eventually destroyed that imperial system and replaced it with what we know today. You could review your material looking for each of these examples of the “global system” and how they are similar responses to similar challenges, or unique reactions to specific circumstances, seeking points of comparison and contrast.
Something similar could be done with other possible themes such as technology and its impact; exchanges between cultures (goods, foods, germs, ideas), economic changes linked to the way people produce, including mechanization and industrialization and their consequences; the emergence of different political systems and ideologies and their conflicts. In each case you are moving from the more general to the more specific and seeking points of comparison and contrast within the broad themes.

To answer this question, write a short comparison/contrast essay that analyzes these two sources in terms of the quality of their content, their credibility, and their style. Give specific examples from the sources as explained below.

Content:

What type of information does each source present to make its point? Does it use logos (facts and figures), ethos (appeals to credibility, such as quotes from experts), or pathos (emotional appeals)? Does it use a mixture of the three? Is the article’s use of these techniques successful?

Is each article organized effectively?

Credibility:

How does each source demonstrate trustworthiness, expertise, understanding of the subject matter, or some other kind of valid authority?

Does each article cite reliable sources for its claims?

Do the authors have some quality or experience that makes them trustworthy or reliable?

Style:

How does each article present its information to its audience? Is it clearly written? Is it easy to follow? Is the article enjoyable to read?

What kind of vocabulary or sentence structure is used? Is the source written in a way that is accessible to readers, or is it difficult to understand without special knowledge or training?

Your thesis statement for this essay should directly answer the exam prompt question above. For simplicity’s sake, here is a template you can use for your thesis (but you aren’t required to):

Of the two sources I have chosen, [insert name of source] is a more effective article because of its content, its credibility, and its style.

Important points to remember:

Compare and/or contrast only TWO of your sources.

Organize your essay effectively. Include a standard introduction, a body section, and a conclusion.

Your introduction should briefly introduce both sources before you present your thesis statement.

Format your essay according to MLA guidelines.

You must complete an MLA-style Works Cited page for the two articles that you compare.

Requirements
For Touchstone 1, you will be writing two separate, distinct paragraphs. You will write one paragraph in the informative mode and one paragraph in the descriiptive mode.

Each paragraph should be 200 to 300 words (approximately 1/2 page) in length
Double-space the paragraphs and use 1-inch margins
Use a readable 12-point font
All writing must be appropriate for an academic context
All writing must be original and written for this assignment
Plagiarism of any kind is strictly prohibited
Submission must include your name, the name of the course, the date, and the title of your composition
Submission must include both your descriiptive and informative paragraphs and your answers to the reflection questions following each
Submit a single file only, including all assignment components
Acceptable file formats include .doc, and .docx.

Descriiption
Getting Started
For Touchstone 1, you will be writing two separate, distinct paragraphs. You will write one paragraph in the informative mode and one paragraph in the descriiptive mode.

The informative paragraph must be written in a non-biased tone and explain, teach, or inform. The descriiptive paragraph must use sensory details to describe a person, place or object.

In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the touchstone.

Choosing a Topic
For the informative paragraph, be creative and choose a topic that you already know something about. (You do not need to conduct any research for this paragraph.) Be sure to write in an objective and non-biased manner with your intended audience and purpose in mind. You may write about any topic you wish that you know something about, however; below are some sample topics that may help you get started.

The background, history, or rules of a particular game or sport
The materials, tools, background or approach for a hobby you enjoy
The action/process for an activity such as driving, planting a garden, grilling a steak, etc.
The history of a place that you know a lot about (a city, state, natural attraction, etc.)
A scientific process or concept that you are very familiar with
For the descriiptive paragraph, use sensory language and vivid details to describe a person, a place or a thing. Sensory details describe how something looks, sounds, feels, smells or tastes. You should use precise language to “show” rather than “tell” about what you are describing. Be sure to write with your intended audience and purpose in mind. What you write about is entirely up to you as long as you use vivid details and sensory language to bring the descriiption to life. However, below are some sample topics that may help you get started.

Describe a room in your house
Describe your favorite spot to spend time
Describe a person who is special to you
Describe a meal that you enjoy eating or cooking
Describe a unique family tradition
Paragraph Guidelines
Refer to the checklist below throughout the writing process. Do not submit your Touchstone until your paragraphs meet all guidelines.

Paragraph Structure
Does each paragraph include a topic sentence that depicts the controlling idea of the paragraph?
Does each paragraph include supporting sentences that effectively support your topic sentence?
Are all sentences or details in the paragraph relevant to the topic sentence?
Does each paragraph include a concluding sentence that gives closure to the paragraph?
Paragraph Cohesion
Is the sequence of all sentences within each paragraph logical (topic sentence first, logical sequence of supporting sentences, concluding sentence last)?
Are transitions used effectively to connect ideas within the paragraph?
Is the paragraph easy to read?
Sentence Structure
Are all sentences complete and correct?
Are there any run-on sentences? Have you used conjunctions and correct punctuation between independent clauses?
Are there any sentence fragments? Does each sentence have a subject and verb and express a complete thought?
Descriiptive Paragraph
Does the writing “show” the reader details rather than “telling” about them?
Does the paragraph describe a person, place or object?
Have you touched on at least three of the senses in your use of sensory language?
Informative Paragraph
Does the paragraph clearly inform the reader about a topic?
Is the paragraph based on information or facts rather than opinion?
Is the tone of the paragraph neutral and objective?
Conventions
Have you checked your paragraph for grammatical errors?
Have you used Spell-Check or another method to check spelling?
Have you used punctuation correctly?
Before you Submit
Have you underlined your topic sentence, one supporting sentence and your concluding sentence in each paragraph?
Have you clearly labeled each paragraph as either “Descriiptive” or “Informative”?
Have you clearly identified the intended audience and purpose above each paragraph?
Have you included your name, date and course at the top left of the page?
Is each paragraph between 200-300 words?
Reflection
Have you answered all of the reflection questions thoughtfully and thoroughly?
Are your answers to the reflection questions included on a separate page below your paragraphs?
Have you met or exceeded the required length for each reflection response?
Reflection Questions
What do you think your strengths and weaknesses are in terms of sentence construction and paragraph development? (1-2 sentences)
Explain how writing for a particular purpose and audience shaped each of your paragraphs. (3-5 sentences)
Discuss your feelings about writing in different modes. Is there a particular mode you enjoy writing in more than another? (3-5 sentences)
Explain how different writing modes that you have learned about might be applied to scenarios in your real life. (3-5 sentences)
Scoring
Your composition and reflection will be scored according to the Touchstone 1 Rubric, which considers your reflection, your descriiptive and informative paragraph elements, structure and organization as well as your use of conventions.

N‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌orthouse (2016) explains that transformational leadership “is concerned with emotions, values, ethics, standards, and long-term goals.” It is a leadership skill that has the unique ability to motivate people to “accomplish more than what is expected of them.” How might transformational leadership be applicable in your leadership role? For this Assignment, you examine transformational leadership within your own workplace environment. As a member of the nursing leadership team, you can help create a healthy workplace culture that promotes excellence in nursing. Photo Credit: Getty Images Reference Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Los Angeles, CA: SAGE. To prepare: Think about the characteristics of transformational leadership. Review the Sherman and Pross (2010) resource related to workplace culture. Select a scenario from your current or past workplace in which a leader demonstrated transformational leadership. Assignment (4–5 pages, not including the title page or reference page): Describe the scenario you selected. Describe the transformational behaviors or actions the leader exhibited. Be specific and provide examples. Explain how these behaviors or actions produce the best care and environment for excellence in nursing practice and a healthy workplace environment that leads to quality patient outcomes. For each behavior or action, provide an example of how excellence in nursing practice is taking place. Explain how the leader’s behaviors and actions contribute to a healthy workplace culture. Explain the relationship among transformational leadership, commu‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌nication, and collaboration with other teams and how this promotes excellence in nursing practice. Use the Resources and other literature to support your explanations. Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at All papers submitted must use this formatting. These are the references for the assignment. Please include them. No topics on race, color or religion to be applied. DEADLINE SUNDAY MAY 8, 2022 0800am EST Required Readings (click to expand/reduce) American Organization for Nursing Leadership. (2015). AONL nurse executive competencies. Retrieved from Bell, N., Powell, C., & Sykes, P. (2015). Transformational leadership: Progressive managers that treat the workforce as a valued resource and use coaching skills to involve workers in planning and organization can transform the workplace. The Safety & Health Practitioner, 33(4), 30–32. Perlo J., Balik B., Swensen S., Kabcenell A., Landsman J., Feeley D. (2017). IHI framework for improving joy in work. IHI White Paper. Cambridge, MA: Institute for Healthcare Improvement. Retrieved from Sherman, R., & Pross, E. (2010). Growing future nurse leaders to build and sustain healthy work environments at the unit level. Online Journal of Issues in Nur‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌sing, 15(1), 4.

economic argument with one market equilibrium graph included supporting the argument. why buy A or B…..at least three economic concepts applied like supply and demand, anything microeconomics related. cite if necessary.

Your class project for the semester is to create a custom Excel application. As discussed in class, your application can be anything from a financial tracking system (investments, credit cards, etc.) to an inventorying program for your personal or professional belongings. If you are currently involved in the daily operations of a business, you are very welcome to do your project on some aspect, which would be of value to you in that capacity. Whatever your application, I want you to incorporate the following elements into your Excel application:

A range that contains the data that you will use
A custom table or chart based on that data
Separate worksheets for your data and any charts/tables that you use to analyze that data

Just do the assignment on fake spending chart for a made up business, do not use real information as that would be plagiarism
I sent an example of the work needed

Write a Q‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ualitative mini-project report Conduct a thematic analysis of an audio clip from an interview held in the Oral History of British Science archive of the British Library. Then, write an empirical report of three themes you have identified in your a‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌nalysis of the interview in answer to the following research question: What themes does Dr Mah Hussain-Gambles draw on to talk about the transitional moments in her life? Word limit: 2000 words (excluding title, abstract, references and appendices‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌)