Bright Academic Experts

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  • Bespoke genome annotation week 2

    We will be annotating a genome that will likely be in the tens of thousands of base pairs long. We will use computational tools to help this project, but we will need to understand how those tools work.

    As practice and to understand what the bioinformatic algorithms are doing, we will start by annotating the sample genome below. You will do this by hand, rather than with computational tools, in order to better understand the algorithms the computer is using.

    In this genome there are 2 operons encoding a total of 4 protein coding genes. Highlight gene features and make a key to illustrate the color code you are using for each gene feature.By the end of this assignment, you should:

    • Highlight each of the protein-coding DNA sequences.
    • Identify the transcription promoter sequences for each operon (this will be the -10 consensus sequence and the -35 consensus sequence).
    • Identify the ribosome binding sites for each gene.

    >geneome_annotation_practice

    AAG CTT CTG CCT AGG CGC CGC CCG GCG CGA GGC TCT CAC CTC TGC CAA GAA GCG CAC CGG CCC AGC AGC TTC GAT AGG ACT CCA GCA CCG TAT AGA CGC CAG

    CCA GCG CGG GCG GCC TCA CGA AGT CAA GGC CAT GGA CCC GCC GTC AGC

    TGG CGC GAC CGC GGA CAG AGC TTC CCA CCA CGC CCT TCC CCG CCT TTG GCC AGC CTT TGC CGT TTC TGG ACT AAG CGC ACC CCA GCT CTC ACT GTA TTG GAC

    TGT GTA CTC CCA CAC TCA ACG ATA TTA CTT ATC TCT GTG CCA CCC TAA

    CCC AGC CGA CCA AAC CCA AGA TTG GTG ATT CGG CGA TTC TAG GAG CTT GAT

    CGC TAT GCA ATC TCC CTC TCT CAA TTT CCT TGG ACT ACC ATT TTA TCT CTA

    CTG CTA CTA CCC TCA TTC AAG TCG CCA TTC TAG CCC TGG GTC ATT GCC

    AAC AGT GAT TTT TCT GGT TCT TCG GCC TGC TGT TTT TCC TCC CAC TCC CAG

    CGA ATC TGC TGG ACT CCC TAT CCT ATG GGT GGT GTA ATT AAA GTG TTT GAG

    ACA ATG GCC CCT TCC GTG AGT CGT TAG GGT TCA TCT GTT TGA CAC TCC

    TAA TCC CCT GCC ACC CAA GGA CAC TGC AGG AGT CGG AGA TAT TGT TCT TTT

    AAT GTG ATT GCT GAT TTC TGT TTC CCC AGT CTT GTA GCT CCT GAA AGG CTG

    GGG TGT CTG AGC AGA GAT AAC CTC TGC ATC GCG GGA CCT CCT TAT ATC

    TAC TCA CAG GTC CAG GCT ATA GTA TGG ACC TGG CTG GAT AAG ACG TGT TGG

    TAT CAA TAG TTG GGA CTT GCG CCA AGC TCC GGA TAC CCA GAC TGT CAG AGA

    GTA CAA ATT CCT CAT GTC ACC GTA AGA TAC ATT TAC AGC GGA GTT TTC

    TTT TGG GTT AAT CAT CTT TCT TCC CTC TTG CGA CGC TCT TGG TTC CGT CGC

    TAC AGA ATA TAC TAC GGT GAA AAA AGG TAT GAA ACT ACG GCA GCA GCA GGG

    CAG CCC TGG AGC TGT CGC TGG AGT CCG ATC ATG TGA T

    >geneome_annotation_practice

    A AGC TTC TGC CTA GGC GCC GCC CGG CGC GAG GCT CTC ACC TCT GCC AAG AAG

    CGC ACC GGC CCA GCA GCT TCG ATA GGA CTC CAG CAC CGT ATA GAC GCC

    AGC CAG CGC GGG CGG CCT CAC GAA GTC AAG GCC ATG GAC CCG CCG TCA GCT

    GGC GCG ACC GCG GAC AGA GCT TCC CAC CAC GCC CTT CCC CGC CTT TGG CCA

    GCC TTT GCC GTT TCT GGA CTA AGC GCA CCC CAG CTC TC ACT GTA TTG GAC

    TGT GTA CTC CCA CAC TCA ACG ATA TTA CTT ATC TCT GTG CCA CCC TAA

    CCC AGC CGA CCA AAC CCA AGA TTG GTG ATT CGG CGA TTC TAG GAG CTT GAT

    CGC TAT GCA ATC TCC CTC TCT CAA TTT CCT TGG ACT ACC ATT TTA TCT CTA

    CTG CTA CTA CCC TCA TTC AAG TCG CCA TTC TAG CCC TGG GTC ATT GCC

    AAC AGT GAT TTT TCT GGT TCT TCG GCC TGC TGT TTT TCC TCC CAC TCC CAG

    CGA ATC TGC TGG ACT CCC TAT CCT ATG GGT GGT GTA ATT AAA GTG TTT GAG

    ACA ATG GCC CCT TCC GTG AGT CGT TAG GGT TCA TCT GTT TGA CAC TCC

    TAA TCC CCT GCC ACC CAA GGA CAC TGC AGG AGT CGG AGA TAT TGT TCT TTT

    AAT GTG ATT GCT GAT TTC TGT TTC CCC AGT CTT GTA GCT CCT GAA AGG CTG

    GGG TGT CTG AGC AGA GAT AAC CTC TGC ATC GCG GGA CCT CCT TAT ATC

    TAC TCA CAG GTC CAG GCT ATA GTA TGG ACC TGG CTG GAT AAG ACG TGT TGG

    TAT CAA TAG TTG GGA CTT GCG CCA AGC TCC GGA TAC CCA GAC TGT CAG AGA

    GTA CAA ATT CCT CAT GTC ACC GTA AGA TAC ATT TAC AGC GGA GTT TTC

    TTT TGG GTT AAT CAT CTT TCT TCC CTC TTG CGA CGC TCT TGG TTC CGT CGG

    CTA CAG AAT ATA CTA CGG TGA AAA AAG GTA TGA AAC TAC GGC AGC AGC AGG

    CAG CCC TGG AGC TGT CGC TGG AGT CCG ATC ATG TGA T

    >geneome_annotation_practice

    AA GCT TCT GCC TAG GCG CCG CCC GGC GCGA GGC TCT CAC CTC TGC CAA GAA

    GCG CAC CGG CCC AGC AGC TTC GAT AGG ACT CCA GCA CCG TAT AGA CGC CAG

    CCA GCG CGG GCG GCC TCA CGA AGT CAA GGC CAT GGA CCC GCC GTC AGC

    TGG CGC GAC CGC GGA CAG AGC TTC CCA CCA CGC CCT TCC CCG CCT TTG GCC

    AGC CTT TGC CGT TTC TGG ACT AAG CGC ACC CCA GCT CTC ACT GTA TTG GAC

    TGT GTA CTC CCA CAC TCA ACG ATA TTA CTT ATC TCT GTG CCA CCC TAA

    CCC AGC CGA CCA AAC CCA AGA TTG GTG ATT CGG CGA TTC TAG GAG CTT GAT

    CGC TAT GCA ATC TCC CTC TCT CAA TTT CCT TGG ACT ACC ATT TTA TCT CTA

    CTG CTA CTA CCC TCA TTC AAG TCG CCA TTC TAG CCC TGG GTC ATT GCC

    AAC AGT GAT TTT TCT GGT TCT TCG GCC TGC TGT TTT TCC TCC CAC TCC CAG

    CGA ATC TGC TGG ACT CCC TAT CCT ATG GGT GGT GTA ATT AAA GTG TTT GAG

    ACA ATG GCC CCT TCC GTG AGT CGT TAG GGT TCA TCT GTT TGA CAC TCC

    TAA TCC CCT GCC ACC CAA GGA CAC TGC AGG AGT CGG AGA TAT TGT TCT TTT

    AAT GTG ATT GCT GAT TTC TGT TTC CCC AGT CTT GTA GCT CCT GAA AGG CTG

    GGG TGT CTG AGC AGA GAT AAC CTC TGC ATC GCG GGA CCT CCT TAT ATC

    TAC TCA CAG GTC CAG GCT ATA GTA TGG ACC TGG CTG GAT AAG ACG TGT TGG

    TAT CAA TAG TTG GGA CTT GCG CCA AGC TCC GGA TAC CCA GAC TGT CAG AGA

    GTA CAA ATT CCT CAT GTC ACC GTA AGA TAC ATT TAC AGC GGA GTT TTC

    TTT TGG GTT AAT CAT CTT TCT TCC CTC TTG CGA CGC TCT TGG TTC CGT CGC

    TAC AGA ATA TAC TAC GGT GAA AAA AGG TAT GAA ACT ACG GCA GCA GCA GGG

    CAG CCC TGG AGC TGT CGC TGG AGT CCG ATC ATG TGA T

    Here are some tips to help you begin the process:

    Highlight each of the protein-coding DNA sequences.

    • The sequence above is in fasta format, which means it is showing the sequence of only 1 of the 2 complementary strands that make up the genome. Remember the complementary strand exists but is not shown.
    • Most genes are protein coding genes. Protein-coding genes can only be found within an open reading frame.Copy this sequence three times below and for each put a space between codons.Do this separately for each reading frame.
      • The first reading frame will look like this NNN NNN NNN NNN
      • The second reading frame will look like this N NNN NNN NNN NNN
      • The third reading frame will look like this NN NNN NNN NNN NNN
    • Once you have the three reading frames copied and spaces added, copy all three of the reading frames a second time below the first set of three reading frames.Label each of the six reading frames (3 forward and 3 reverse) with a header:
      • +1 reading frame (forward)
      • +2 reading frame (forward)
      • +3 reading frame (forward)
      • -1 reading frame (reverse)
      • -2 reading frame (reverse)
      • -3 reading frame (reverse)
    • Protein-coding genes end with a stop codon. What sequences are the stop codons? What would the sequences be on the complementary strand?Highlight in red the stop codons in each reading frame.Remember to look for the reverse complement of the stop codon sequence in the reverse reading frames.
    • Protein coding genes start with a start codon. For this exercise we will only use ATG as the start codon even though GTG and TTG are also possible start codons in phage genes. What would the sequence be on the complementary strand?Highlight in green the start codons in each reading frame, remembering to look for the reverse complementary sequence of ATG on the reverse reading frames.
    • In each of the six individual reading frames, find and mark with bold each of the possible protein-coding DNA sequences that you found.All of the protein coding genes will have an open reading frame at least 120 bp long.
      • For a reverse gene, where will your start codon be relative to your stop codon?
    • Next mark all of the possible protein-coding DNA sequences that you found in each of the six individual reading frames back onto the FASTA file sequence (original sequence with no spaces)
    • If there any genes that overlap, pick one to keep and one to exclude.Tip:Longer genes in longer open reading frames are more likely to be real that shorter ones.Also, it is preferred to have clusters of genes all encoded in the same direction than having neighboring genes alternate between the forward and reverse directions.
    • In prokaryotes, genes are arranged in operons. Genes on the same operon are transcribed onto the same mRNA molecule.Only 1 set of promoter consensus sequences (-35 and -10) is needed per operon. Each gene in an operon is translated.Often, each gene in an operon has its own ribosome-binding site to recruit a ribosome.
    • What are the -10 and -35 consensus sequences (in this case for E. coli)?The chapter ” has a useful overview of promoter sequences in prokaryotes, showing conserved sequences upstream of the start site.
    • What is the Shine-Dalgarno consensus sequence (in this case, of E. coli)?The Shine-Dalgarno consensus sequence in E. coli can be found on .
      • Highlight these in blue on your annotated FASTA sequence
      • What is the reverse complement of the Shine-Dalgarno sequence?
    • Remember that ribosome binding sites and promoter sequences often differ slightly from the consensus sequence.For the sake of this example exercise, you can expect at least 4 out of 6 of the nucleotides to match with the consensus sequence.

    Identify the transcription promoter sequences for each operon

    • Highlight these in yellow on your annotated FASTA sequence
    • What is the reverse complement of the -10 and -35 consensus sequences?
    • Remember that the -10 and -35 refer to average distance from the TSS, not from the start codon.You wont be able to figure out the exact position of the TSS just from the sequence.

    Requirements:

  • Management Question

    Module 1 Assignment Instructions for 5Y Financials and Exhibit 5- Common Size Income Percentages

    Note: You have done this assignment for me before but it was for the wrong company, not fault to your end. You must do the Pandora Internet Company. Objective: Collect Balance Sheet and Income Statement data for your 5-Year Financials and calculate common size income percentages to compare the financial performance of your firm for the respective period of analysis.

    There should be 5 years of analysis, unless there is no data in SEC-Form 10s for all those years.

    DUE BY THE END OF THE DAY ON THE SATURDAY THAT ENDS THIS WEEK. Common Size Income Percentages IS WORTH 11 % OR 110 POINTS.

    What is the 5Y financials?

    Every firm in the list of possible cases for the capstone has a five-year period of analysis. Financial data comes from the Form 10 documents each firm submits to the U.S. Securities Exchange Commision. Form 10 includes Balance Sheets and Income Statements we collect for the Five-year Financials.

    For most firms, there are five years of financial information. However, it may be there are only 4 or 3 years available. Just collect all what you can get in Excel.

    The 5-Y financials Excel workbook includes six sheets: Balance Sheet, Income Statement with Common Size Percentages, and Financial Ratios you must complete in BUS485A. This Excel also includes three Pro-Forma Income sheets for three strategies that will be done in BUS485B.

    Excel workbooks with the 5-Y financials for some firms are already available for you to customize in Course Resources/5Y Financials.

    What is the Common Size Percentages?

    Common size percentages are metrics to compare firm performance over the five years of analysis. All items in the income statement are presented as percentages of Sales or Revenue. For instance, when total costs are expressed as a percentage of sales, and it goes up from 43% to 49%, we could conclude costs have increased over time and we should research why costs went up. Is this because of internal or external factors?

    What do you have to do?

    After having chosen your firm of study, verify if there are already 5-Year financials for that firm in Course Resources. If it is, verify the data is correct with the Balance Sheet and Income Statement data in SEC-Form10 for the years of your analysis.

    If there is no 5-Year financials Excel in Course Resources, you must create one using Form 10 for your period of analysis (USE STARBUCKS CORPORATION). Collect Balance Sheet and Income Statement annual data. Depending on your Excel skills, you should request help from your instructor to create formulas and the sheets for common size percentages, financial ratios, and Pro-Forma.

    Use the template for Exhibit 5 Common Size Percentages

    Use the TemplateSA-EXH 5-CommonSize.xlsx to guide your work. This template shows the income statement for five years, and the common size percentages calculated to the right. Review how formulas are created for the 1993 common size percentage column, G8 to G27. These formulas were copied to the other years to the right. Because, when you use formulas in Excel, you just type one time, and then you copy it to generate the entire table! You must do the same in your 5Y-financials, sheet Income Statement.

    Download SA-WritingTemplate-BUS485A.docx

    If you have not downloaded yet SA-WritingTemplate-BUS485A.docx from Course Resources/The Strategic Audit, do it from the attachments here. This writing template must be used to write all sections of the Strategic Audit in this capstone. Drafts of your writing are shared as part of Discussion One in each module, and you will get feedback from other students and the instructor there.

    The 5-Y Financials and Common Size Percentages support the writing of Section I.

    Assignment Submission Procedures

    Click on the Module One Assignment Common Size link to submit your assignment. You can do it from Module One/Assignment or Course Work/Assignments. Attach your 5-Y Financials as an Excel file. It should have the Balance Sheet and Income Statement with the Common Size Percentages to the right. After attaching your document, you may add comments to your instructor in the Add Comments field if you wish. Then click the Submit button.

    What to do after you receive my feedback

    After you receive my feedback and comments, be sure to update/improve your 5-Y Financials. Your updated/improved work will be evaluated in the final version of your Strategic Audit to be submitted at the end of the term. If you do not update your intermediate products, you will lose points on them in the final Strategic Audit product.

    Requirements: See Instruction

  • 200-300 word paragraph

    It is important that all employees can recognize common examples of good catches in healthcare that prevent patient harm before it reaches the patient. The following are five situations in which harm can likely occur when no action is taken.

    1. Fall/Slip: Housekeeping mops up a coffee spill and forgets to place a wet floor caution sign. During an environment of care (EOC) safety rounding, an employee finds a wet floor sign and puts it in the hallway. This good catch prevented patients from slipping on a wet floor because of appropriate signage not in place during mopping.
    2. Wrong Labeling: Smeared ink and faded print can make labels hard to read. Additionally, it can cause a recollect on laboratory specimens. An employee catching these mistakes and replacing improper labels before sending the specimen to the lab is considered a good catch and prevents a patient from experiencing an uncomfortable redraw.
    3. Patient Privacy: A set of EKG strips with a patient’s private information is lying on a worktable. This is a threat to the HIPAA Security Rule that requires PHI to be always secured. If private information is left unattended, it could be viewed by another staff member, patient, or visitor who is unauthorized. An employee catching the exposed information and moving it before harm occurs is an example of a good catch.
    4. Mobility Risk: Patients need to transfer and ambulate to maintain their strength while on bed rest. However, a pair of non-slip socksis left behind in a high-risk patient’s room as he or she takes a walk around the unit. A staff member notices the socks and notifies a supervisor to prevent patient injury.
    5. Mealtime Assistance: A patient is on a pured, level-3 fluids diet order. This diet consists of foods that require less chewing. A nurse performing a routine check-in noticed he received a dinner roll on his lunch tray and removed it. This is a good catch that could have prevented complications with post-operative care.

    Write a substantive 200- to 300-word response that includes the following prompt. Use an article that is 2020 and older. Make sure to use APA format as well.

    • Explore the literature and share an article that relates to a great catch program and the effect it had on future patient safety.
    • Share your thoughts on what prevents staff from speaking up on potential unsafe practices.

    Requirements: 200-300 words

  • Marriott Vacations Worldwide Balance Sheets, Income Statemen…

    our Company #1 – Balance Sheets, Income Statements, Statements of Cash Flows, and Supplemental Data

    This is the first of several spreadsheets and assignments you will complete related to the Your Company Project.

    1. Download and save this template spreadsheet, . This is a financial statement analysis spreadsheet template file accompanying the Financial Reporting, Financial Statement Analysis and Valuation textbook.
    2. Name and save your spreadsheet file as ACG 5153 YC1 LastName FirstName.
    3. Open the spreadsheet tab titled Data. This spreadsheet is set up so that you enter Your Companys data in the green shaded cells with a blue font. You must manually type the data in those cells FOR ALL SIX YEARS.
        1. Input Your Company’s name, your name as analyst, and the six years column headings on the spreadsheet.
        2. Ensure that you have SIX years of Annual Reports downloaded for your company as data for input into the FASP 9e spreadsheet. (You will use the six years of data downloaded from SEC EDGAR 10-K reports for Your Company for supplemental data as needed.)
        3. Manually type in the Balance Sheet, Income Statement, Statement of Cash Flows, and Supplementary Data amounts/numbers into the appropriate cells in the Data tab of the FSAP 9e spreadsheet file FOR ALL SIX YEARS. See the textbook authors instructions on entering data included in in the FSAP 9e spreadsheet.
        4. As you input your data, be sure to notice that the most recent year is the year furthest to the right. The years in the FSAP 9e spreadsheet are in the opposite order of the data downloaded in the Annual Reports from Your Company’s website and from SEC Edgar.
        5. Ensure that your data entry is correct and that all the cells in lines 154 thru 156 (FINANCIAL DATA CHECKS) on the “Data” tab, and lines 14 thru 17 (DATA CHECKS) on the Analysis tab of the FSAP 9e spreadsheet file show “0” as the calculated amounts.
        6. Use amounts in the Data Check cells on both tabs in the spreadsheet to help you identify input errors.
    2. Review the Rubric for Assignment Your Company #1 to ensure that your completed assignment meets the grading criteria.
    3. Save the data you entered in your spreadsheet file named as ACG 5153 YC1 LastName FirstName.

    Requirements: as required

  • Damon salvatore trailer

    Step 1: The Hook

    Enter your hook here:

    “Imortal does not mean you cannot be broken power has a price to pay.”

    Step 2: The Synopsis

    Enter your synopsis here:

    The Originals takes place in New Orleans’ treacherous and historic streets, and follows the Mikaelson family the world’s first vampires through the battle of their power, loyalty, and survival. Klaus Mikaelson is the main character of this story. He is a ruthless hybrid who is afraid he will be betrayed and is consumed by his need to control.

    Through out the series, the Mikaelson family is forced to deal with the aftermath of their immortality as years of violence, betrayal and unresolved trauma begin to surface. While they are viewed as monsters, their story also shows a family bound together by their love, guilt and their determination to protect each other, regardless of the cost. This series also explores if individuals shaped by darkness can still decide to act out of loyalty, sacrifice and redemption.

    Step 3: The Need to Watch

    Enter your need to watch here:

    This story challenges the traditional view of good vs evil, by showing how fear, trauma and love shape human behavior including in supernatural beings. The Originals provides a strong example of what it means to have family bonds, to be accountable for our actions, and to try to break a cycle of negative behaviors. It also serves as a reminder that surviving is not just about gaining power, but making the right decisions for those we care about.

    Step 3: Choose Images

    Pick some images for your movie trailer that will enhance your fan fiction readers understanding of your narrative:

    Nighttime views of the city of New Orleans

    Intense/Emotional Klaus Mikaelson

    The Mikaelson siblings together

    Images that show supernatural elements (vampiric eye, ritual, candle)

    Family conflict/Protection

    Optional Step 4: Choose Background Music and Sound Effects

    Heavy, dark cinematic music

    Strings or Choir that have a slow, dramatic tone

    Thunder, Heartbeat or Echo sounds

    More subtle, emotional music while depicting family moments

    –Paste the link to the Movie trailer here

    Requirements: read instructions

  • BUSN696 CAPSTONE

    WEEK 5 ASSIGNMENT – BUILDING YOUR ePORTFOLIO

    Aligned Course Objectives:
    CO-1/LO-1.7, LO-1.8

    ePortfolio Artifacts

    An artifact is a digital item that demonstrates your learning, experience, achievements, and goals. Artifacts are the foundational elements of an ePortfolio and serve as tangible evidence of your academic and professional development.

    Artifacts can take various forms, including:

    • A resume
    • Documents (e.g., research papers, reports)
    • Presentations (e.g., case study analyses, pitch decks)
    • Videos or recorded projects
    • Other digital materials that showcase your expertise

    For this assignment, you will select an artifact that demonstrates your analytical skills, leadership abilities, problem-solving approach, and business acumen. Examples include:

    • A project report or research paper from a core MBA course
    • A presentation from a case study analysis
    • A strategic plan from an internship or team project
    • A business plan
    • A risk assessment or crisis management plan
    • A project management plan
    • A team leadership initiative

    A guidance document with artifact selection tips and additional resources is attached below.

    Assignment Instructions

    1. Select Your Artifact

    Using the guidance provided, choose an artifact from your MBA coursework that:

    • Showcases your knowledge and skills
    • Reflects your analytical abilities and strategic thinking
    • Can be effectively presented in your ePortfolio

    2. Write a Paper (1000-1200 Words, APA 7)

    In a formal academic paper, analyze your selected artifact using the following structure:

    Introduction

    • Define ePortfolio and artifacts, explaining their purpose and value (include at least two cited credible source).

    Artifact Description

    Describe your selected artifact including:

    • Identify your selected artifact.
    • Explain why you chose it for your ePortfolio.
    • Describe the original course in your program and assignment it was part of.
    • Explain the learning objective and problem addressed in the project.
    • Specify the artifact format (e.g., research paper, PowerPoint, business plan).

    Insights & Professional Application

    • Discuss the skills and knowledge you gained from working on this artifact.
    • Relate your learning to at least one of the following principles:
      • Effective business leadership
      • Strategic decision-making
      • Managing diverse stakeholders
    • Minimum 2 cited credible sources

    Extrapolation & Hypothetical Application

    • Apply your learning to a hypothetical business scenario that includes one of the above three principles
    • Explain how insights gained from your artifact could be used in a real-world business context.
    • (For guidance, refer to: How to Extrapolate and Apply [web article, W5 eReserve]).
    • At least 1 cited credible source.

    Value of the Artifact in Your ePortfolio

    • Explain how your artifact adds value to your ePortfolio audience (e.g., employers, doctoral programs).
    • Discuss how you will use it to highlight your strengths and achievements.
    • Would you make any revisions to improve the artifact? Why or why not?

    Conclusion

    • Summarize key takeaways from your selected artifact.
    • Reflect on how it enhances your professional ePortfolio.

    3. Research & Citations

    • Minimum use of sources is described above, totaling a minimum of 5 credible sources.
    • Follow APA 7th edition formatting for in-text citations and references.

    4. Submit Your Paper Here to the Assignment

    • Submit your paper to this Assignment tool by the stated due date and time

    5. Review, Revise, and Submit Your Artifact

    • Evaluate whether your artifact needs revisions before adding it to your ePortfolio.
    • Consider the following:
      • Does it need proofreading or formatting improvements?
      • Can you enhance clarity or organization?
      • Is there instructor feedback you should incorporate?
      • Is it professionally presented and easy to read?
    • Make any necessary revisions to improve your artifact before submission.

    Requirements: 2 pages

  • English Question

    When you observe a piece of art, your response is influenced by who you are as a human being: your life experience, your temperament, your preferences, your worldview, your feelings, values, and beliefs even your mood that particular day. All of these factors can all influence how you respond to an artwork.

    Because of this, a work of art can have very different, but equally valid, meanings for different people.

    This essay will give you an opportunity to observe, consider, and interpret what an artwork means for you.

    You do not need to know anything about art. You are considering it as a thoughtful observer, and sharing your views with your reader.

    NOTE: I do not care nor do I want to hear what a chatbot has to say about it. I am not interested in an art history analysis. I want to understand how you, as a human being, interpret it from your own point of view. ETA: Because of this, you absolutely can and will use the first person “I” instead of the more distanced third person typical of some academic writing.

    The artwork well use for this essay is the untitled work, often called Your Body Is a Battleground (1989) by American artist Barbara Kruger.

    Barbara Kruger – Your Body Is a Battleground

    Your audience

    Your reader will be someone interested in art that is open to interpretation. (They may or may not be familiar with this particular piece.) They are curious to hear what this artwork means for you and why; i.e. what has led you to your personal understanding of it.

    Process: how to prepare:

    1. Guided brainstorm:

    This brainstorm will exercise your critical thinking by making inferences based on observation.

    Consider whether you will approach this brainstorm using deductive reasoning (having a broad first impression then looking at details that support it) OR inductive reasoning (examining the details first to form a more holistic impression.

    Look at the above image (on a laptop or other computer, not your phone) and write down the following by hand (handwritten brainstorming is strongly preferred):

    What stands out to you? What basic elements comprise the design? What seems significant about them? When you look closer, or for a longer time, what new details do you notice? What connections can you make, either among the elements or with your ideas and inferences? What do these elements remind you of? How do you relate to them personally?

    Gather your thoughts in your brainstorm (free write, list, journaling clustering, etc., whatever works for your purpose) and set them aside. Come back later with a fresh mind and review. Collectively, what do your notes point to as a core idea? In other words, what is a central point you want to make about how you interpret and relate to this piece? That idea will lead to your draft thesis.

    NOTE: You have several options in terms of the lens through which you interpret this image. Your inferences can be personal (i.e. about your own direct life experience), or your take on this might be political, or social, or psychological, etc. It’s up to you which interpretation you find most compelling, but ultimately focus on one in particular for your essay.

    You will post your brainstorm as your Essay 1 Prep 1: Brainstorm assignment.

    2. Draft thesis:

    Your thesis draft will be a sentence that expresses the main point you want the reader to understand about what this artwork means for you. See the module lesson on thesis statements here: Intro to Thesis Statements

    3. Outline:

    Based on your thesis, think about the key points you want to make to expand on your main idea. Look again at your initial brainstorm from when you were closely observing the artwork. (You can do a follow-up brainstorm too.)

    In your outline, each supporting claim / topic sentence (one per body paragraph) will express a thought you have about the specific visual or word-based elements you noticed and how they led to your interpretation of this piece and how you relate to it.

    In one paragraph youll also compare what you believe may have been the artists original intent versus how youre interpreting it. (See next section.)

    NOTE: You will post your draft thesis & outline as your Essay 1 Prep 2: Thesis & Outline assignment.

    4. Consider the original context:

    After youve come to your own conclusions / interpretations of the artwork and drafted your main thesis and outline, read more about the artist and context for this piece here: The Broad Museum: Barbara Kruger: Untitled (Your body is a battleground)

    Consider what the artist may have intended by making this artwork. (Its fine if its different from your take!) In one paragraph of your essay, youll compare your interpretation vs. what the artist may have intended.

    However, WAIT to look up the original context until after youve formed your own interpretation. You need your own unfiltered impressions first for your essay to be authentically you.

    No other research is necessary for this essay.

    5. Draft essay:

    Using your outline as a map, draft an introduction, body paragraphs, and a brief conclusion. See the lessons in this module for guidelines on these basic essay elements.

    As you draft, here are three questions to ask yourself (and clarify):

    What does my reader need to know or understand at this point?

    What am I trying to say?

    Why does it matter? (i.e. what are the implications?)

    6. Review, revise & format:

    Review your draft and revise as needed to ensure: your intro sets up your topic for your reader; your thesis and supporting claims are clear and consistent; and each body paragraph develops its focused point in a thoughtful way with supporting details and elaboration. (Again, see the module lesson content for tips.)

    Format your paper in MLA format, do a final proofread, then submit. Your Works Cited will consist of the artist and artwork information; see our textbook A Writer’s Reference, section MLA 4-b, #51 (which includes an example of how to format and what to include).

    Resources

    For more guidance on your essay, in our textbook A Writer’s Reference review:

    C1: Planning

    C2: Drafting (especially the section on argumentation thesis statements)

    C3: Writing paragraphs

    C4: Reviewing, revising, editing

    For full specifications (page length, etc.) and to submit the assignment, click here: Essay 1: Interpretive argument

    AI Policy

    This essay is based on your own perceptions, experiences, and opinions. Only you can write this. AI cannot do it for you, at least not convincingly, and your grade will reflect any attempt at taking a shortcut. Do your own work independent of AI from the brainstorm through producing and revising the paper. Your essay should be based entirely on your own insights and the voice should be exclusively your own.

    Requirements:

  • Psychology Question

    Wellness Planning is the hallmark of the professional practice and identity of counseling. As counselors, it is best to always identify your own level of wellness and need for self-care, before being able to practice these skills with others.

    For this assignment, it will call for both formal and informal writing. You may use the FNU Template to guide the format for your paper.

    Part A: Examine the wellness versus medical model. These are two different models that are often confused between the predecessors (i.e., counselor, psychologist, psychiatrist), thus leaving many counselors in training, unaware of their identity. 2-pages, using APA 7th edition style and formatting. Please refer to the APA 7th edition to confirm your writing style and formatting. APA 7th edition for writing and formatting

    Part B: Self-reflect on your level of self-care. This should be 2-pages using (APA 7th edition style writing and format is not required; however, you are free to do so). In this part of your paper, discuss your own level of wellness and include the following:

    -Areas of strengths Based on the resource above on the Self-care wheel, what are your areas of strength, and why are they considered strengths? What you are doing well, and how does it help you daily?

    -Areas of improvement what areas would you like to improve on related to the self-care wheel, and what goals do you plan to work on to help you improve?

    -Set one or two SMART goals – specific, measurable, attainable, relevant, and time-bound.

    (Feel free to review the resources above for more context on this item).

    If you are not able to make a goal, what barriers are in your way, and what resources can be helpful to meet that goal?

    The final paper should be a minimum of 7 pages (the body of the paper should be 5 pages), including the cover and reference page (no abstract or separate conclusion page).

    Requirements: 7 pages

  • Research & Summaries Question

    Students will research a particular milestone in public health and provide evidence of the populations health status prior to intervention/implementation and discuss the positive health aspects that have been observed using appropriate references and statistical resources.

    For this task there are MANY possibilities to choose from. Public health milestones (interventions) examples include vaccination or eradication of viral diseases such as smallpox, seatbelt legislation, smoking cessation policies, etc. Select a milestone of interest to you and your career pursuits.

    In your paper, analyze the problem and what was going on before the intervention (or person, place, thing) was required and how it has shaped or impacted public health and/or a particular community. If you have questions about the appropriateness of the topic you have selected, you may always email the instructor for permission, but you are given great latitude with your decisions.

    Public health-related websites such as the , , , and websites published by other agencies related to your area of interest are good sources of information.

    Students are required to compose a 2-page (minimum, excluding references) paper in compliance with the American Psychological Associations (APA) citation guidelines. Students must include three references other than their text book for this support ideas. References should be listed on a separate page and appropriately formatted.

    Please be mindful of checking for spelling and grammar errors.


    Requirements: 2 pages

  • Written Report

    ETC 103 ENGINEERING GRAPHICS

    Your canvas assignment is listed below.

    Research and write a 650 words paper about the History and evolution of Drones. Upload and submit in Canvas.

    This is to show where to base your content

    This course gives students a hands-on introduction to drone technology. The course is

    designed to acquaint students with various usage and types of drones used in todays industry as related to Engineering Technology. The course includes, but is not limited

    to drone design, control circuit layout, fabrication and programming through the construction and or modification of drones and expose students to drone pilot certification examination requirements. Students will also learn techniques for flying drones legally for data acquisition, and reporting of data collected by the drones.

    Requirements: 650   |   .doc file