Best Writer

Prepare a document addressing each of the following prompts.
– Everything was discussed in class and I will explain everything.
1) Trash Can Activity: We had to go out of class with our partner for 2 hours and go around campus to find trash and to make something valuable out of it. Me and my partner went to the Law School Garbage and found 200 books that they are throwing, so we took them and brought boxes to make a library out of it. So now please answer the question that is required for prompt #1. I attached a picture of our final library that was made,
– Report on the Value Creation (Trash Can) project. According to the person who would consume/use your product, what is the value they would experience? Would it ameliorate a negative emotion the person has (that is, would it solve a problem)? Alternatively, would it satisfy a need?
Prompt 2:
What was your business idea from the Walk Around Campus activity? How did you arrive at that business idea?
What is your value proposition? How would you actually provide that value? (Even if it’s not financially feasible, your response should be technically feasible). Reflect on how this business could help not only your customer but also society.

Prompt 3: Me and my group did a future trend about solar panels and satellite in space. Please look at the powerpoint of what we presented and to know this activity,
3. Report on your Mind Dump/Future Trends and Opportunities (Sustainable Energy) activity. What is your ultimate solution and how did you arrive at it? How does it leverage future trends or scenarios? (Here, you mostly just briefly re-cap your presentation, you may include the slides).
Why might an entrepreneur building a business today need to take into account the future needs and wants of customers and markets?
With regard to Mind Dumping–what does judgment do to the creative process? What do “wild ideas” do for creative problem-solving?

The curriculum is the basis for learning any task. In this journal activity, you will explore
the benefits of curriculum design. You will also have the opportunity to share
your ideas for the UbD unit concept for your final project, and to reflect on
how you will draw from what you have learned about curriculum design to improve
the lesson. Review the module overview for an introduction to curriculum
design.

For this journal activity, be sure to address the following:
Evaluate the benefits of curriculum design.
Describe your ideas for the UbD unit concept for your final
project.
Explain how your unit concept idea(s) will draw from curriculum
design to improve your lesson.

You will need to create an assignment (may be an individual or group assignment), that has the student
create a geometric shape using length, area and volume (shape must be at a minimum of 3 units by 3 units
by 3 units)
A
1. The students must measure the length, width and height of the object. Be creative they may use a
ruler, tape measure, or simple the number of blocks (think gridded paper). The geometric shape must
be made so the student my count and verify the measurement.
2. The student must calculate the area (units squared) of the Geometric shape, you may use one face or
the total surface area. The student must have a method to count the units to verify their calculation.
3. The student must calculate the volume (units cubed) of the Geometric shape. The student must have a
method to count the units to verify their calculation.
Rules:
1. You may give the students “mats”, or have the students create them from an example. You may provide
the students with gridded paper. Or ruled paper.
2. You may provide the stunt with premade objects if you wish (you must define them clearly).
3. You may not use mats for cube or cube shaped objects.
4. You must provide a drawing or picture of the geometric shape with the required markings ( with your
test submission).
5. You may not use or have the students create a Rubik’s cube (see example below).

i need some pictures and shapes or drowing to explain

Example:
Give the students a set of mats for a 1 in cube.
The student will cut out and glue the cubes together, the stack the cubes 3 wide by 3 high and 3 columns
deep.
The student will then cut out 9 “1 inch” squares of 6 different colors provided by teacher.
The students will glue the same color squares on the 9 front faces, repeat with a different color on the
right, left, back , top and bottom. Note we have created a rubik’s cube.
A
Have the student measure (with a standard ruler) the length, width, and height of the geometric shape.
Correct answer is 3 inches for each and because the cube are 1 inch cubed, the students can count and
verify the measure is 3 inches.
Have the students calculate the surface area, then count the 1-inch squares they pasted on the shape to
verify 54 square inches.
Have the students calculate the volume, The students may then count the cubes that make up the cube to
verify the 27 inches cubed calculation.
743007
15 hours ago
i need some pictures and shapes or drowing to explain

Example:
Give the students a set of mats for a 1 in cube.
The student will cut out and glue the cubes together, the stack the cubes 3 wide by 3 high and 3 columns
deep.
The student will then cut out 9 “1 inch” squares of 6 different colors provided by teacher.
The students will glue the same color squares on the 9 front faces, repeat with a different color on the
right, left, back , top and bottom. Note we have created a rubik’s cube.
A
Have the student measure (with a standard ruler) the length, width, and height of the geometric shape.
Correct answer is 3 inches for each and because the cube are 1 inch cubed, the students can count and
verify the measure is 3 inches.
Have the students calculate the surface area, then count the 1-inch squares they pasted on the shape to
verify 54 square inches.
Have the students calculate the volume, The students may then count the cubes that make up the cube to
verify the 27 inches cubed calculation.

Julio is a 22 yr. old, Mexican male student who comes to the college counseling center for issues of anxiety. From the first moment you speak to him, you notice he has pale skin that flushes when you greet him and light-colored eyes that are different from your expectation of a Chicano male. When you shake his hand, his grip is soft and gentle compared to what you would also expect. As such, you immediately take note of your potential biases and assumptions of masculinity among Chicanos and offer him to sit down.
When you begin your initial intake assessment you learn he has recently immigrated to the US within the past three months. You ask him to describe his hometown where he is from and you learn he comes from a rural mountain town and has enjoyed the close bonds of relatives and friends in the area his whole life until now. He stops there. He appears shy to you and needs prompting to speak further, but when asked questions he actively replies. He has a lot of insight and shares with you he feels like he has “anxiety.” He asks you if he pronounced it correctly, which he did, and you become aware of how good his English is. You then ask if that is a concern of his, to speak English in front of others, and he responds it is so.
You return to the topic of friends and family. He seems to be homesick. You reflect that to him, and he agrees that it is indeed how he feels. You then ask him what brought him to the US. Julio states that in his hometown there were not good options for college nearby. He had an aunt, uncle and cousins who moved to FL and offered him a place to stay. They encouraged him to come for college. He said he was interested in pursuing psychology and he felt that a degree from the US would hold more value than from Mexico. You validate his pursuit of psychology by acknowledging that he has good insight and it will be useful in his study and practice.
You also acknowledge your gender, race, class, national and ethnic differences than him, and ask Julio how he feels about working with someone so different from him. Julio responds that he doesn’t mind and offers no further input on the topic, so you respond by asking what Julio thinks it is most important for you to know about him, his homeland, and his culture. With that Julio begins to describe his family, religious values and spiritual practices, and as well as cultural customs that seem to all clash in the US from Julio’s perspective. This exploration further details Julio’s presenting problems and symptoms of anxiety.
Julio describes he has trouble falling asleep, restlessness throughout the night, and fatigue the next day. Julio also says he is not ordinarily shy at home but is in the US. He finds himself thinking a lot about what others think of his accent, his dress and mannerisms, how they perceive his “skin flushing,” and excess sweating. He is also self-conscious about the fact that most Chicanos and people of Hispanic descent in the US look very different from him and that there is little sense of community among the people he has met. He goes out of his way to avoid talking to strangers, classmates, and professors, but he said he was willing to forgo that for counseling services. His “anxiety” and discomfort are so distressing for him that he is considering returning home after his first semester.
Other than his cousins and aunt and uncle, Julio has not made any friends and stays to himself. He doesn’t feel comfortable going out with his cousins and their friends, and other than coming to campus for classes, he stays at home with his aunt and uncle and goes out once a week for a Spanish Holy Mass on Saturdays with his aunt.
Instructions: Review the case study provided on Julio. Then respond to the following prompts/questions in a cohesive written case report.
Describe the client’s presenting problem(s) through a theoretical framework of gender. Identify any gendered patterns of development described in your text you feel are relevant to this case.
Identify the intersectional aspects of identity that need to be explored to better understand your client and evaluate how these intersections may play a role in the presenting problem(s).
With the information provided, give a brief assessment of the client’s strengths?
What assessments do you think are appropriate for Julio?
With the information provided, identify a working hypothesis for a diagnosis and the gendered implications for recovery.
Identify three goals for treatment you think are most significant for this client’s presenting problem(s) and present an objective for each item to achieve these goals.
What referral resources would you suggest—professional, community-based, school, or otherwise—in response to the case?
Identify two countertransference issues that could arise working with this client and how you would work to resolve them.
View Rubric

The History of Emergency Management
Emergency management has evolved as major disasters influenced policy changes. Emergency Managers must understand how emergency management came to exist in its present form, including the factors that have had both positive and negative results on the field.
Audience Analysis
For this paper, your audience will be the Director of Public Safety for the town of Pillow located in Central Pennsylvania. The Director of Public Safety has been a police officer for 25 years and has never worked with emergency management. They do not understand what emergency management is and in response to their lack of knowledge, they have asked you to put together a “Cliff Notes” document to help them better understand the field.
Task
Write a three page paper for the Director of Public Safety that briefly explains the following items:
The history of emergency management;
The importance of the Stafford Act;
The all-hazards concept, and;
Why FEMA was created and their purpose during a Presidential Disaster Declaration.
Purpose
The purpose of this assignment is to test your ability to discuss the history of emergency management, the importance of the Stafford Act, the all-hazards concept and FEMA as a disaster management partner.
Measuring Success
Paper will be written using APA formatting.
The paper will be three pages and will include a title page and works cited page, which are not included in the page count.
The paper will adequately cover the history of emergency management, the importance of the Stafford Act, the all-hazards concept, and the role of FEMA as a disaster management partner.
You will adequately support your position through the use of knowledge and academic sources.

Discuss the difference between compassionate love and fatuous love.

This week, we read about and watched videos about women of color and artistic expression. When women of color represent themselves in this way, it can be very different than the stereotypes portrayed by other people about who we are. For this week’s prompt, you’ll need to do a bit of research, and please post a photo or video example of the work you are discussing.
PROMPT
Research a woman artist or performer who creates or represents alternative images for girls and women of color. How does this woman and her work challenge and contest dominant depictions of women’s bodies and their sexuality? How does her work upend mainstream assumptions and stereotypes based on race, ethnicity, class, gender and/or sexuality? How has their work been received by the mainstream media and/ or the public?
Be sure to quote something from Maythee Rojas and refer to at least one of the videos in your response.
Alma Lopez: Modern Art Blitz: //youtu.be/2yrL0KFQlkk
Tracy Chapman: Talkin Bout a Revolution https://youtu.be/Xv8FBjo1Y8I
Guerrilla Girls Talk the History of Art v. the History of Power”https://youtu.be/FxBQB2fUl_g

Section: Power of the Pen: Muckraking Journalism and Progressive Strategy
-Nellie Bly, Ten Days in a Madhouse (Chapters 1-5, 1887)
-Ida B. Wells-Barnett, Lynch Law in Georgia (excerpt, 1899)
-Ida Tarbell, The History of Standard Oil (excerpt, 1904)

Source:

Group members:

Who is the author and what are they arguing in this piece? Summarize their main point.

Try to gather and categorize all of the different types of evidence the author uses to support their argument. What kind of evidence do they rely on most?

What is the author’s writing style like? What kind of rhetorical devices do they use to draw the reader in and persuade them? How does the author intend to make the reader feel and why?

Share a quote or passage that best showcases the author’s signature style. Why do you think this particular quote or passage is so successful at achieving the aims of the piece?

Participate in a discussion regarding human migration and climate change, noting their impact on microorganisms and disease. Historically, the movement of people and goods up to and through the present day has served to introduce both disease vectors and parasites into non-endemic areas around the world. In addition, climate and environmental changes are predicted to globally impact the major microbial geochemical cycles and further affect geographical distribution of parasites, disease-causing microorganisms, and their human hosts.

The following articles provide background on the topics:
Steverding D. The spreading of parasites by human migratory activities. Virulence. 2020;11(1):1177-1191. doi:10.1080/21505594.2020.1809963
Hutchins DA, Jansson JK, Remais JV, Rich VI, Singh BK, Trivedi P. Climate change microbiology – problems and perspectives. Nat Rev Microbiol. 2019 Jun;17(6):391-396. doi: 10.1038/s41579-019-0178-5.
Once you have read the papers, you are to perform the following:
a) For this discussion assignment, you are to describe one (1) example of a nematode or flatworm parasite spread by human migration, noting the most interesting thing you learned regarding the spread of your parasite, and discuss future implications, directions, or actions for the study of this parasite.
b) You are then to describe one example of how climate change might impact microorganisms, note the most interesting thing you learned from the article, and discuss future implications, directions, or actions for study in the area discussed in the paper.
c) To end (and to elicit a lively discussion), without researching the topic, give your personal opinion on whether climate change or human migration has a greater impact on the spread of infectious diseases and what type of mitigating action(s) might be taken to lessen that impact.
For your assignment to be considered for full credit, it should be 200-300 words in length, formatted in AMA format, reference at least two sources, and you should respond to at least two (2) of your classmates’ posts with insightful feedback that encourages additional thought and/or discussion.
DISCUSSION PROMPT
Use the template below to build your discussion post (200-300 words in length, formatted in AMA format, and reference at least two sources)-
Title of Article 1-
>
Parasite Picked- ______________________________ (give the full Latin nomenclature name, description, interesting thing you learned, future implications, actions, studies)-
>
>
References-
>
>
Title of Article 2-
>
Microbe, Ecosystem, or Geochemical Cycle Picked- ______________________________ (description of microbial impact, interesting thing you learned, future implications, actions, studies)-
>
>
References-
*What is your personal opinion on whether climate change or human migration has a greater impact on the spread of infectious diseases and what mitigating action(s) might be taken?>
>

TEST QUESTION: In your opinion, how does Joy Harjo’s journey through middle school and high school in the Crazy Brave section entitled “North” compare/contrast with Xiomara’s (fictional) journey through school in The Poet X? In your opinion, what is the single most important difference or similarity — and how does it shape Joy Harjo’s understanding of herself and the world as an artist?

Remember: the test is open notes, open dictionary, open internet–so look up key words on dictionary.com if needed.
Remember: it’s crucial to weave in a variety of quotes and examples from the assigned reading for this week to support and defend your answer. And a few from The Poet X. Don’t just quote from one page or paragraph alone.
Remember: take a few minutes to brainstorm, outline, flowchart, and/or gather key quotes before you begin writing–so that you can answer the whole question quickly and completely in paragraph one.

ESSAY TEST RULES (Reminders)
FORMAT: Tests must be written in essay format – in complete sentences and paragraphs. However, no title, intro, or “conclusion” is needed. Just answer the question immediately. Typically answers vary between 3-6 paragraphs in length. No MLA citations or page number citations are required or expected.
GRADING SCALE: Tests are graded on how well you explain and support your answer with brief quotes, examples, and logical explanations.
PROOFREADING COUNTS! Tests require careful proofreading: spelling, grammar, and punctuation all “count” and errors will be penalized.
Crazy Brave – North part(here’s book link)
https://bookshelf.vitalsource.com/reader/books/9780393083897/epubcfi/6/16[%3Bvnd.vst.idref%3DCrazyBrave-7]!/4/2[CrazyBrave-7.html]/4/2/2%4050:10