The research is clear. Family involvement is linked to student academic success. The National Association for the Education of Young Children states: Family members are welcome in the setting, and there are multiple opportunities for family participation. Families participate in program decisions about their children’s care and education.

Practitioners involve families as a source of information about the child and engage them in the planning. Take a moment to look at your insight as an early childhood educator. For your initial post, please identify three specific ideas for engaging families and getting the parents involved in the early childhood setting. Discuss why the actions in your ideas would positively impact the childrens development.

Prove that your ideas are developmentally appropriate for impacting the childrens development by providing supporting references

What did First Lady Michelle Obama choose to be the focus of her work, and why? How did she
propose to address these public health issues? In an essay, analyze the complexity of the problem she
took on and her responses to it. Were there any other approaches she did not consider that might have
helped her reach her goal? Use evidence from the excerpt in your answer.

Choose a theme or issue presented in Born a Crime.
Use the research information provided via our library and the owls.
Create an arguable thesis for this essay.
Convince me that your ideas are worth thinking about, even if I may not agree with you.
Support your ideas via details and quotations from text(s) you have chosen to work with, from scholarly (acceptable) sources, and some type of support from at least one other type of media (TV show, movie, or even news from an acceptable source).
Provide analysis / explanation after each quotation you use / detail you use.
Have at least 2 sources in addition to Born a Crime.
Your 3 + full page (double-spaced) essay should be in MLA formatting (the Works Cited page does not count toward the 3+ pages).
Review, revise, edit, and proof-read your essay.
Identify and eliminate uses of “it” and “there is, there are, there was, there were” from your writing.

One critic of Jared Diamonds work wrote:
“Like a Victorian moralist, Diamond lauds what he considers advances and warns of decline. His notions of virtuous leaders and societal courage are reminiscent of those of Gibbon and Toynbee, two historians who bracketed the Victorian era” (Joseph Tainter 2005).

Diamond often refers to history as a race that has been won by Europe. For example, the first chapter is called To the starting line. Is Diamond just another unilineal evolutionist, like Augustine of Hippo, E.B. Tylor and L.H. Morgan, or does he avoid their mistakes? Does Diamond make a contribution with Guns, Germs, and Steel or is it an over-generalized just-so story? Justify your answer by discussing culture change and theories of unilineal evolution

Please read the beginning of the document first.
I need 4 pages in total, so 1600 words.
I want the topic race, gender and class to be included and each answer should relate to one of these topics.
I will upload the documents for each questions.
You need to choose 1 topic for each question, so thats your choice. I dont mind any of them.

Your detailed reflection, at least 700 words long, is a space for you to demonstrate critical thinking about your research process and the rhetorical choices you made while completing this project.  It will also reflect on the ways in which your work all semester has informed this final project.

Your reflection should address three main topics:

The specific rhetorical situations of your text. In other words, the audience, purpose, and genre:
First, identify the audience, purpose, and genre of your text(s). Then, describe the specific relationship(s) between the audience, purpose, and genre of your text(s). In other words, why is the genre(s) in which you worked an appropriate choice given your particular purpose and audience? How might another genre have been less effective for achieving your purpose and reaching your audience?
The process of translating your research from Modules 2 and 3 into other genre(s):
What information from your research did you decide to leave out? In what specific ways did you consider your audience and purpose when making this decision?
How did you establish your own credibility in the non-academic genre(s), and in what ways is this similar to/different from establishing credibility in your academic writing?
How did you appeal to your audiences emotions (pathos) and/or use logical appeals (logos)?
What were some differences in the ways you used and cited your sources as compared to earlier assignments in this course? How were these decisions impacted by the differing genres in which you worked? How might these decisions impact your audience and their interactions with the texts?
What design choices did you make as you designed your project? How did the genres in which you were working affect your choices? For example, how did you establish your voice? What visual rhetoric did you use? What choices did you make about structure and organization?
How do you think the decisions you made with regard to design, genre, visual rhetoric, structure, and/or organization impact your audience and their interactions with your text(s)?
The rhetorical nature and potential of research (for this section, consider both your final project and the class as a whole):
After having worked with your research in multiple genres and for various audiences and purposes, what do you now understand about the ways in which research is a rhetorical process shaped by audience, purpose, and genre?
What do you now understand about research as it exists beyond the classroom in non-academic contexts?
What do you now understand about the potential for research to spark meaningful change?
How has the work you completed this semester affected your ideas about/understanding of research?
How has the work you completed this semester affected your ideas about/understanding of writing and rhetoric?

The lead-in is interesting, relevant, and states importance of issue.
The thesis clearly states the writers position on the issue.
The essay gives at least two, major, well-developed points of argument. (Essay is more than 650 words because of strong development.)
The essay does not include any logical fallacies; the argument makes sense.
The essay addresses at least two counter-arguments; the strongest point(s) of opposition is/are clearly stated.
There is convincing refutation or accommodation of each counter-argument; the writer makes it clear that his or her side is better than the oppositions.
The writer has considered the emotions and values of the audience, establishes credibility, and has taken care not to alienate or offend the audience.
The essay is well-organized and easy to follow.
The essay is virtually free of grammar and usage errors.
The essay uses properly documented material in MLA format from TWO credible secondary sources provided in the unit. 
The essay includes a properly formatted Works Cited page and the in-text citations clearly match the Works Cited entries.

The B essay demonstrates clear overall proficiency, and it presents strong arguments that properly refute the stated counter-arguments, but it demonstrates SLIGHT weaknesses in two of the numbered elements that make it fall short of overall excellence.
The C essay is average.  It demonstrates understanding of the elements of argument and does address counterargument, but it may have clear weaknesses in three of the numbered elements.

TheD essay is below average. It demonstrates significant weaknesses related to the elements of argument and /or may be lacking some of the required elements. A two essay may have distracting weaknesses in four of the numbered elements. An essay that may otherwise be in the upper tier but that does not demonstrate a basic grasp of properly incorporating and documenting sources may earn a D.

The F essay is well below average.  It demonstrates significant, distracting or confusing weaknesses in more than four of the numbered elements. An essay that includes a significant amount of undocumented secondary source material or that is significantly underdeveloped or incomplete may also earn an F. An essay without a Works Cited page can not earn higher than an F.

Grading criteria:

Timely completion — you must submit your essay before 5:35 pm on Thursday, 12/3. You need to write this essay during our Zoom meeting on 12/3, starting from 3:30 pm.
Academic essay — your essay shows a clear academic essay structure: introduction, body, and conclusion.
MLA format — your essay shows accurate and complete formatting based on MLA, including a works cited page.
Quality of Response — your essay addresses all three items listed on the task description under “Assignment.”
THiNK — chapter 9: your essay aligns well with the concepts and terms from this chapter.
Clarity and Depth of Reflection: your essay shows college-level clarity and depth of reflection, and it captures the multiple authors’ viewpoints accurately (3 correspondents from the book). Your essay also shows apt transitions between paragraphs, ideas, and connections.
Evidence for supporting your argument — your essay shows at least three different integrations of quotes from the book, done accurately using MLA style.

Heart Of Darkness (PDF Attached)

Write a paper (seven to ten pages) on a literary topic related to the assigned novel in some way. Begin reading your novel on the first day of class and complete reading by midterm. Do not wait until the final days of class to write your research paper. Be sure to check due dates on the syllabus.

Think about questions like this:

Does the novel contain a great deal of symbolism? Perhaps you could write a paper that deals with the author’s use of symbolism in the novel.
How does realism play into the meaning of the novel?
How does a change in setting affect the development of the plot?

You may choose to address standard fiction elements such as theme, characterization, symbolism, allegory, irony, realism, or settings. History papers and biographical papers are not acceptable for this assignment. Begin planning your literary research paper now. This is an ongoing project that you will work on while you do other lessons in this course.

Research papers will have a body of seven to ten (7-10) pages. The paper must also have an outline, and Works Cited page. (These pages are NOT considered as part of the body page count.) You will find a sample research paper, including a sample Works Cited page at the Purdue OWL website. Their website also offers information about outlining; be sure to click through the three subsections regarding outlining. The order of pages in the paper is the outline, body of the paper,  then the works cited page. These are all to be saved and sent to me as one document.
The final Works Cited page will contain seven to eight (7-8) sources. The sources will be derived from appropriate books, periodicals, etc., to denote a variety of sources used; you are expected to begin your research with the CTC library’s online databases. Each of the sources used in the Works Cited must be used at least once in the research paper.
Cliffs Notes, Pink Monkey, Magill’s Surveys, Barron Notes, Schmoop, Sparknotes, Masterplots, Monarch Notes, eNotes, Gradesaver, Encyclopedias, Dictionaries, Prezis, essays from paper mills, Wikipedia, and all other similar sources are NOT appropriate.
You are to follow the MLA 8th edition format and documentation as described at the Purdue OWL site.
Use direct quotations sparingly (no more than 25% of the paper).
Be sure topic is sufficiently limited.
All words should be spelled correctly and errors in sentence structure eliminated.
The level of diction should be formal (no slang, contractions, jargon, or technical terms without definition).
The paper should be well written and scholarly.
All borrowed information must be noted whether quoted or paraphrased.