Best Writer

Purpose
During the American Revolution, several minority groups in the
population became involved in the conflict. Some supported the British,
and some remained neutral. However, some supported the American cause,
believing in their friends and allies, or believing in the ideals of the
revolutionary movement. These supporters certainly believed they would
be rewarded for their loyalty and service.
During the unit, you read about the role of women, Native Americans,
and African-Americans in the Revolution. You also read some additional
resources and watched some videos, and all had corresponding
worksheets. If you need to review the chapter readings, additional
readings or the videos, please revisit the unit material.
Task
Initial Post:
After watching the videos and reading the materials provided in the
unit, pick a minority group you want to represent. For your initial
posting, take the role of one of these participants in the Revolution.
Describe what you are doing to support the American cause and what type
of response or reward you hope to receive. Use the material in the
readings and video to help you stick to the expectations that were
common at the time.
Responses to classmates:
For your responses, find postings to which you want to respond.
Perhaps it will be another student who took on the same role as you, but
it can be any student. In your responses, express your reaction to what
you did receive as a result of your service and support in the
Revolution. Again, use the material in the readings and videos to guide
your responses. Show your understanding of actual facts; don’t simply
stick to emotions, although your response would no doubt have some
emotion. Include data from sources we studied or from other reputable
sources you might locate online to support comments you make in your
posts.
Remember, if you want to both learn more and do well, grade-wise, on
the assignment, you will want to respond to many posts made by your
classmates. The requirement to merely earn a passing grade on this
discussion assignment is that you respond to a minimum of two posts made
by classmates in addition to publishing your own initial post. In
online discussions, though, as in life, one should always shoot for
vastly exceeding the minimum required.
Note about your quotations:
Remember that you need to cite your source when you quote from a
reading. Reminder: Quotations should not be more than 10-15% of your
posts. They are not to take the place of your own ideas or thoughts;
they help support your ideas and thoughts. For these readings, use these
in-text citations and these full citations at the end of your postings.
Please see the Citation Help.pdf for guidelines for citing sources.

1. Interpret and explain the teachings of the Pastoral Epistles from a consistent viewpoint. *
2. Write a summary of the argument of each of the epistles wherein he shows that he is capable of tracing Paul’s thought section by section or chapter by chapter. *

3. Describe and explain the doctrines of church government, salvation, eschatology, theology proper, the gospel, and the Christian life as found in these epistles. *
4. Explain the critical issues relating to the background and authorship of these epistles. *

Question: slide 4:
a. looking at the shifts taking place or changes, how do you feel about the changes?
B. Does it matter if the changes takes place ?
C. Should a group or politicians or second generation be held to the standards of what is emerging in this time period?
Looking at the brought about question in the uploaded photo: what is important? A. What could or would be able to do this?
When you think about the American politics does it matter?

Explain how do you apply this quote to the reading on Jackson on Henry regarding his belief , concepts and of honor?

In this assignment, we will use Gibb’s categories and the assertive message format to create messages that are likely to build supportive rather than defensive communication climates. Use the guidelines in the text to present critical messages in a constructive manner.
In the attachment, there are a variety of situations explained. Write one statement likely to arouse defensiveness and one statement likely to promote a support climate. Label the Gibb category of language that each statement represents (evaluation, description, control, problem-orientation, strategy, spontaneity, neutrality, empathy, superiority, equality, certainty, or provisionalism).

Fashion and Art have always been interrelated, but their interactions have rarely been acknowledged. Do some research of your own about the connection of fashion and art across time. For this essay select one artwork and one fashion design and show how the two influenced each other. In this context, you can also discuss stage sets and costume designs for theaters, movies, graphic novels or mangas, etc., if you like.

This essay should:

– Include information about historical, geographical, and cultural contexts of the works selected; provide information about the artists or designers; their lives, geographic origins and inspirations can be discussed.

– Identify technique (e.g. type of fabric, such as lace, velvet, tooled leather, etc.), title, date, dimensions (only if known).

– Engage visual information provided by the works themselves: describe what you see and interpret this visual information.

– Point out the historical context and inherent aesthetic qualities of the work. Ask yourself questions such as this: What defined the period style that you are dealing with? What are its specific features or historical references? How and when was this fashion design used? For what purpose was it created? Full sentences only.

– Write in clear and grammatically correct English.

Discuss the differences between classical and operant conditioning.

Explain how your has perspective changed since the beginning of the term? Identify and discuss at least three ideas, beliefs, or opinions you had before that were challenged by what you learned. What will you do now that you have this new perspective?

In your peer responses, please reflect on how your peer’s choices, examples, etc. are similar or different from your choices.

View this video: https://www.youtube.com/watch?v=uqW2zkcuzzA
Choose one of the three questions below and answer it. Then, choose a student’s post about the other two questions to respond.
1 – After reading the article about Emotional Intelligence provided to you and after reading our chapter this week, comment on whether you agree that you can be overly Emotional Intelligent (creating issues in leadership). Keep in mind that the article is an opinion of one author and you do not have to necessarily agree with him.
OR
2 – Discuss Kotter and how his theory regarding leadership/management may or may not differ from Bennis. Use personal examples. Which did you agree with more?
OR
3- Goleman developed a set of six leadership styles to be used by leaders in different situations. Of the six styles, discuss one example of when you have used at least one of the styles in an organizational setting. Explain why you chose that style for that situation.

Write an essay consists of an introduction include a thesis sentence and a conclusion. Do not use 2nd person pronouns (you, your); do not use contractions (can’t, don’t); do not write in 1st person pronouns saying such expressions as, “I think, I feel, I believe.” You must type in 12-inch font, Times New Roman, Double space, and save using Microsoft office software, indent paragraphs. Cite your sources using MLA style.

1. What grievances found expression as peasants challenged landlords and husbands in Long
Bow Village (Source 21.1)?

2. What do Sources 21.3a and 21.3b suggest about the long-term goals of the Chinese
Communist Party leadership?

3. What does the image in Source 21.4 suggest about how the party sought to realize gender
equality? What is the significance of the work the young woman is doing? What is the “new
attitude” to which the caption refers?

4. What relationship between Mao and his young followers does the poster in Source 21.5
suggest? Why might some scholars have seen a quasi-religious dimension to that
relationship?

5. According to Source 21.6, what actions did the Red Guards take toward their teachers?
What were the actions intended to accomplish?