Best Writer

Please write one paragraph of each, include introduction and
conclusion.
Use Grammarly to check for plagiarism and grammar before you
upload.

1.Detail each step you will take as you develop a new performance
evaluation system.

2. Identify specifics such as source, type of rating system,
and criteria plans for each job category.

3. Discuss budget for each performance evaluation.

4. Address how you will obtain management buy-in for the new
process.

Your assignment is to write a 4-5 page immersion essay into a place or destination you know well. The place could be as big or small as you like (a beach, for instance, or a hotel or sports arena). The essay could be framed as a journey (with you arriving and departing). It should be written in first person to a broad audience and include a strong sense of place, vivid description and imagery, dialogue, and discovery.
Here are some questions to consider: What makes this place and its people unique? What do you like most about it? What does it have to offer? What doesn’t it have, or what do you wish it had? Why might someone who has never experienced this place want to go there? If you listen and observe closely enough, what might this place teach you about yourself and others?

A Note on Sources
Including sources can help the credibility (ethos) and also offer a broader context that can reach beyond the personal. That said, one approach might be to write a draft without the use of sources and then go back to see what parts (of that time and place you’re writing about) could be enhanced by a reference to an interesting fact, statistic, happening, insight, etc. The possibilities for incorporating relevant and insightful support are vast. Please use sources from credible websites, articles, books, etc. Also, feel free to use primary sources: interviews, photographs, surveys, etc.
Also, please note that you do not need to use all of the sources (that are not included in in-text citations) that you list on the Works Cited page as in-text citations. I’ll assume the other sources informed your essay in a more general way.

Prompt: Write a letter to a stakeholder to describe and defend your proposed policy.
Evaluation of Policy
A. Discuss the current economic and legal landscape related to your public health issue. To what extent do existing policies (or the lack thereof)
have positive or negative impacts to the American healthcare system?
B. Explain your proposed policy using evidence and examples to illustrate.
1. What are the specific operational strategies that you believe are necessary for addressing your chosen issue and why?

2. What role do the major healthcare organizations play in your proposed policy? To what extent can their position in the marketplace be
harnessed?

C. Defend your proposed policy for addressing the public health issue with specific research and evidence.

1. How will your proposed public policy improve the American healthcare system in terms of healthcare quality, costs, and accessibility?

2. In what ways is your proposed policy informed by the larger socioeconomic factors that can influence public health?

Explain how we define and measure health in the US? What are the factors explaining health system performance?

how can the quality of “aequo animo”, which the Malone reading portrays as intended for monks, be of value for spiritualities of non-monks? What are the factors that originally led (and still lead) some Christians to a life in the desert (literally or figuratively)? What are the advantages and dangers of such a choice? How can their experiences be useful for Christians living “in the city” amid the relationships, opportunities, and liabilities of village and city life?

Assignment #4: Implementation of a Lesson and Reflection, 15 points

Choose one of the lesson plans from your Unit Plan (Assignment #3) and implement (i.e., teach) it with a small group of students or the whole class (a decision to be made with the cooperating teacher) at the site of your field experience (Assignment #1).

Give your cooperating teacher a copy of the lesson plan and the grading rubric (see Appendix G) before you start your implementation. They will be evaluating your lesson plan and your
implementation.

Include a copy of the lesson plan and the completed, signed (in ink) grading rubric with this paper.

Implementation Summary

Summarize what occurred during the implementation of the lesson (instruction, independent or group activities, assessment results, etc.). Did some or all of the students meet the lesson objective(s)? Did you have to make any changes to the original lesson plan?

NOTE: If you are unable to implement the lesson plan with students in person, consult your instructor for an alternative approach to this assignment.

Reflection on Lesson Implementation

Reflect on the implementation and prepare a narrative about the following:

How did the students respond to the lesson? (Were they interested and engaged? How did they respond to your instruction, activities, and to the materials?)
How did you accommodate the needs of children with diverse needs through differentiation?
Did the students need to use critical thinking during any of the activities?
Did any of the activities require the students to collaborate with each other?
Were the students able to complete the tasks and/or the assessment as planned or did you have to make changes?
How did you incorporate literacy?
Did you need to address any preconceived, incorrect idea(s) that the students had?
Were you able to keep all students engaged throughout the lesson? If not, what strategies did you try and which were effective?
Did every student have an opportunity to demonstrate what they learned?
Did you integrate technology effectively?
How did you address any behavior and/or attention issues?
Based on the outcomes of the lesson that you taught, identify three aspects that you would change or modify. Explain the reasons and need for each change.
What did you learn from creating a unit plan and implementing one of its lessons?

Due: Week 7

Total Value: 15 points

Objectives: #16

See Appendix F for the assignment grading rubric.

Ask your cooperating teacher to complete and sign (in ink, not electronically) the grading rubric

Cooperating Teacher’s Grading Rubric for Lesson Implementation

NSU Student’s Name (Your Name):

Name of School:

Dear Cooperating Teacher: Please highlight or circle the description for each element that most closely matches what you observed during the candidate’s implementation of their lesson. Thank you.

Element

Not Met

Met

Exceeded

The lesson plan was complete and the activities, instructional materials, and lesson objective(s) were appropriate for the students.

The lesson plan was incomplete and/or the activities and/or lesson objective(s) and/or instructional materials were not appropriate for the students.

The lesson plan was complete. The lesson objective(s) and activities were appropriate for the students.

The lesson plan included detailed information that any teacher could implement. The activities, instructional materials, and lesson objective(s) were appropriate for the students.

The candidate activated their prior knowledge/ experiences and engaged the students’ attention throughout the lesson.

The candidate was unable to implement the lesson because they were unable to maintain the students’ attention and/or did not activate their prior knowledge/

experiences.

The candidate activated their prior knowledge/ experiences and maintained the students’ attention during almost all of the lesson.

The candidate activated their prior knowledge/ experiences and maintained the students’ attention throughout the entire lesson.

The students were actively engaged throughout the lesson.

Most of the lesson was the candidate talking to the students.

The students were actively engaged during most of the lesson.

The students were actively (and physically, as appropriate) engaged in the lesson.

The candidate employed appropriate and effective classroom and behavior management strategies.

The candidate struggled with classroom and/or behavior management.

The candidate employed appropriate and effective classroom and behavior management strategies during most of the lesson..

The candidate employed appropriate and effective classroom and behavior management strategies throughout the lesson.

The candidate differentiated instruction to meet the varied needs and build on the strengths of each student.

There was no evidence of differentiation or the differentiation did not fit the needs of the student(s)..

There was one example of appropriate differentiation observed during the lesson.

There was more than one example of appropriate differentiation observed during the lesson.

The assessment was administered appropriately.

Comments:

Cooperating Teacher’s Name:

Cooperating Teacher’s Signature _________________________________ Date:___________

(in ink, not electronic)

PROMPT:
To begin, we will explore the concept of “genre” and how it has been understood by
literary historians. Here are some questions you may choose to respond to in your first
writing assignment. While I would like you to think about, discuss, and respond to what
you read in these introductory discussions of genre, you might engage by considering
your relationship to genre. What interests you and why? Or, to put it another way, do
you think your taste in types of literature (or other kinds of genres) says anything about
you? Why do you think genres are organized the way they are? Do genres say anything
about the people who like them or the times in which they are made?

TIPS
This is a very preliminary response that can be quite personal and informal. You don’t
have to answer all the questions (please do not try to!). They are given simply to give
you some choices about how to approach the assignment. If you have a lot to say in
answering one of these questions—well, that’s more than enough. Do not focus on
writing well or making it seem like an “essay.” It is not. The point of this exercise is to
relax and explore or discuss what you’re reading//thinking/learning without the anxiety
associated with formal writings. The goal is to produce a variety of arguments or
modalities that are meaningful to you. They need not make sense or be consistent. Skip
the introduction and the thesis statement. Rants are great, so feel free write whatever
comes into your head! Excessive summaries will cost you points (see rubric).
Make sure you summarize a little or quote directly from whatever texts you engage with
– even a little – so you can work on MLA citation and work cited.

Citation: MLA in-text citation and work cited list required.!!!

(If you are having problem to view the articles, please let me know and I will send to you)

Review the article Living Wills and Advance Directives for Medical Decisions.

View the following Sample Advanced Directive Form.
Make sure to review the “Defections to know.”

Original Post
Answer the following questions:
Why is a living will helpful?
Who does the living will benefit?
What is the difference between a living will and traditional will?
Do you think there are any disadvantages/downsides to a living will? If so, what are they? If not, why not?

This is an introduction to the purpose of criminal law. When making laws, the government must balance between maintaining public order and preserving basic individual freedoms. Each state enacts its own laws, some are moral crimes (ie. murder) and some are based on societal values (ie. legalization of marijuana). States are given the power to enact laws based upon police power. Police power is limited by constitutional limitations and the state’s ability to demonstrate a compelling state need to enact criminal laws.
After reading the chapter in the textbook and reviewing the power points found in the “content” section, please engage in a discussion with your classmates thoroughly answering the following questions. Please review the discussion requirements in the syllabus to ensure you are satisfactorily completing the discussions.
1. Why do we have criminal laws? What would happen if we did not have laws?
2. Why might a legislative body in one state make an act criminal while in another state that act is not a crime? Give an example of such a law (where behavior is legal in one state but illegal in another) and the arguments why you agree or disagree with the statute that makes that conduct criminal.
3. A state enacted a law that a felon cannot possess a weapon. The felon argued that this is a “status” crime and unconstitutional. Is the felon correct? Explain why or why not?
4. On page 16 there is a chart that discusses “victimless” crimes. Do you think these are categorized correctly as “victimless” crimes? Explain your answer. (The examples of these crimes on the chart include crimes such as possession or use of a small amount of drugs; public drunkenness; prostitution; gambling; and obsenity offenses involving consenting adults). Question #4 on page 31 asks if Driving While Intoxicated is a “victimless” crime because it can be committed without injuring anyone – what are your thoughts about whether this is a “victimless” crime?

philosophical critiques. Your project is to exercise the principle of charity and read the author in the best possible light. That’s going to mean overlooking aesthetic objections and engaging with the argument itself. (The exception to this occurs when you think a particular author’s aesthetic failings render the philosophical argument invalid or unsound. But, I’d caution you that this is a hard case to make, most of the time.)
5. The Principle of Charity
You should work to be as charitable to your interlocutor as possible. Try to understand and represent their argument in the best light that you can. Anyone can knock down a straw argument. Your task is to critically engage the toughest version of their position that you can.
Never raise an ad hominem objection against your interlocutor. Calling them names, becoming angry with their view, suggesting that they made a stupid mistake . . . all of these things weaken your objection. If they are wrong, demonstrate that they are wrong!
6. Be Creative and Tenacious
A huge part of being a good philosopher is creativity. Equally important is tenacity. If you think your interlocutor is mistaken about something but can’t find a way to say why, keep at it! Keep trying different ways to express your objection, refining the example or the principle you are using to show why, until you’ve got it just right. This part of philosophy – the fine-tuning stage – can be really frustrating, but it’s often what separates good arguments from bad arguments.
7. Polish your Paper
You do not need grand opening sentences like, “Since the beginning of time . . .” Just get right to it. For your long papers you might start with a thesis statement like, “In this paper I will argue that X is wrong about Y.” For your short papers, since you’re writing about multiple texts, you can simply start critiquing author X and then go on to
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critique author Y; you don’t have to give me a thesis for the whole paper (although if you are synthesizing a view you’re welcome to do so).
You are welcome to write in the first person.
Contractions are fine.
Use direct, clear language and don’t try to impress me with your vocabulary. Impress me with how well you support your conclusion. For analytic philosophers, clarity and precision are very important.
Proofread your paper. You can start to do this by reading through it several times to make sure that the sentences sound right. Try reading it out loud so you can hearShort Paper Assignment
The 10 short papers should be roughly three pages in length. Your job in each will be to critically and philosophically engage all of the week’s readings. There are 14 eligible weeks in the semester, so you should pick and choose which papers or weeks you want to take off. You may write more than 10 short papers and I will count the 10 best grades towards your final grade. They are due in Classroom each Saturday by 5 p.m.
You should keep track of your grades over the course of the semester. You should also hold on to your short papers to be able to double-check grades with me at the end of the semester should there be a discrepancy between your records and mine.
Here’s how I’ll grade your papers:
2 points for critically engaging all of the week’s assigned texts (Have you said something interesting about all of the readings?) This includes quoting the texts and citing them properly.
1 point for arguing effectively (Have you made your case or do big holes remain?)
1 point for writing with a cohesive voice (Is your paper internally consistent? Do you say one thing on the first page and contradict it on the second?)
1 point for polish (How well do you present your position? How clearly is it written? Is it grammatically correct? Are your sentences or paragraphs awkward?)
You will lose a point for:
– misspelling an author’s name
1. Critical Philosophical Engagement
In each of the 10 short papers that you write this semester your task is to critically engage all of the authors or positions we are covering that week. This can be done in lots of different ways. What your papers should demonstrate is that you have read and thought about the readings and that you have something interesting to say about them. So, good critical philosophical engagement is about lending your voice – your perspective and insight –
to the conversation in a way that helps to move it forward.
The vitally important thing that you must do in order to get a good grade is to give reasons for your view. It is not enough simply to believe that an author is mistaken about something, or that another doesn’t go far enough on something else. You have to give your reader reason for thinking the same thing. You do that by supporting your conclusion with:
– examples
– thought experiments
– analogies
– principles that you think underlie your conclusion and that you think your reader ought to accept 2. Positive v. Negative Critique
The most straightforward type of critique you might raise against an interlocutor is a negative objection in which you disagree with their view (or part of their view).
– If you choose to develop this type of critique, you should ask yourself whether you are you raising a good objection to the author’s view. To do so, you must say something that could actually challenge the author’s position. Think about whether you’re saying something that the author could easily refute. If so, you aren’t raising a good objection.
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You might also want to further develop the author’s view. You might think, for instance, that the author does not go far enough in applying their view. Or, you might think that the author simply never considers a particular and important scenario and choose to further develop their view to address it. You can think of this approach as a friendly critique in which you show yourself to be an ally of the author and work to further develop their view.
– If you choose to develop this type of critique, you should ask yourself whether what you are saying actually contributes something new to the conversation. Are you saying something that the author hasn’t already said and that isn’t obvious?
For both types of critiques, quantity does not equal quality. It is almost always better to pick one or two objections or positive contributions and develop them fully, rather than giving a number of underdeveloped objections or contributions.
3. Validity and Soundness
An argument is valid if its conclusion follows logically from its premises. Validity is about argumentative structure. An argument is sound if it is both valid and true. Soundness is about both structure and content.
4. The Difference Between the Aesthetic and the Philosophical
There is an important difference between an aesthetic critique of a text and a philosophical critique of an argument. You might find a particular text difficult to read or understand. You might not like the examples that an author uses. You might think the author could have made their argument more persuasive. Those are fine as aesthetic critiques, but tend to be lacking as phi how it sounds. I will take off points for an obvious lack of editing on your part.
Ask yourself: Are you leaving out any important parts of the author’s position? Does your argument have any holes in it? Are you successfully making your case?
Have you clearly defined your terms? If you are using terms in a way that might render your argument ambiguous, explain what you mean by them.
Do not plagiarize. That means you should cite the text that you’re using by putting quoted sentences in quotation marks, or by footnoting major ideas that you’re explaining. If you’re quoting the assigned texts, it is sufficient for you to simply give the author’s last name and the page number from which you’re quoting – you do not need a works cited page.
You should not need to do any outside research for these papers. If you do use outside sources, give a complete bibliographical reference for them.