African-Americans; free blacks and slave

African-Americans; free blacks and slave.

African-Americans; free blacks and slave

Minorities have experienced an unpredictable history in the United States, with some eventually becoming part of the mainstream while others continuing to exist in the margins of society. Using your knowledge from previous chapters in the textbook that discussed minority groups, compare the various experiences and acceptance of those groups by 1840. Consider the following minority groups as you respond, and include an analysis of at least two groups.

  • Irish, German, Scottish
  • African-Americans; free blacks and slaves
  • American Indians

Requirements:

  • Create a presentation: You may use Prezi, PowerPoint, video, or other presentation format. Your slide presentation must be six to eight slides in length, not including the required References slide. Other formats such as video must be 3-4 minutes in length including the required References section/frame.
  • Follow Good Design Principles:
    • Each slide/frame must include text or audio narration and at least one image. (You must have at least six to eight images total. Remember that images need to be cited! Be careful about copyright rules when finding images on the internet. Images must be in the public domain. Wikimedia Commons, Creative Commons, or a Google search on “public domain [name of subject matter]” can be useful.)
    • Follow good design principles. Visit the CSU-Global Visual Presentation Tips at http://csuglobal.libguides.com/CommonWritingAssign/vispresent.
  • Generate Solid, Logical Content:
    • The presentation should lead the viewer through the information in sequential order with transitions of some type making a cohesive presentation.
    • Include a three-page transcript to accompany the presentation. Information must be thoroughly covered in the submitted document, without requiring supplemental documents. That is, all information must be conveyed clearly and completely in the slide presentation, without a formal presentation or speech accompanying the slides.
    • include an introduction and thesis statement, a body, a conclusion, and a references slide.
    • Do not rely on personal or published opinions that denote value. All information presented must be backed with scholarly, peer-reviewed references.
  • Use Credible Sources: You should incorporate a minimum of two credible, academic sources, not including the course textbook. Please use at least one primary source from those primary sources identified in the syllabus. These sources must be referenced on the required References slide/frame.
  • Format your presentation according to CSU-Global Guide to Writing and APA Requirements.

African-Americans; free blacks and slave

Influence of Tragedy in Contemporary Drama

Influence of Tragedy in Contemporary Drama.

Greek and Shakespearean drama

Influence of Tragedy in Contemporary Drama [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]Prepare Icon

Prepare: Prior to beginning your initial post, read Chapters 10 and 11 in your course textbook, paying special attention to information on drama’s Greek history, the Shakespearean dramatic tradition, and the components of tragedy in both Greek and Shakespearean drama.

Reflect Icon

Reflect: In addition to staged productions, some of drama’s contemporary forms include television and film. Think of a film or television episode you know well and that you could analyze using the terms you learned in the textbook. Remember that the film or episode may not necessarily come from our current genre of “drama,” as the literary term drama refers to all contemporary forms of scripted theatrical production. Do NOT choose a work that would be called a ‘comedy,’ as you will be exploring comedy in your Comedy and Conflict discussion this week. It might help you to think of a plot that has a protagonist similar to those you have read about in your textbook

Write IconWrite: 

Part 1—Answer the following questions and directives about the film or episode you chose:

Part 2—Consider how applying your knowledge of literary tradition and elements caused you to look at this contemporary dramatic work in a new way. Respond to the following questions:

  • After completing Part 1 of this discussion, did you notice anything new about the dramatic work you selected? If so, what did you notice?
  • Did your experience completing Part 1 deepen your appreciation of the work’s complexity? If so, how? If not, why not?
  • Though drama has changed over time, many of its fundamental elements remain the same. What might this illustrate about the human condition?Your writing for Parts One and Two should be a combined total of at least 200 words

Influence of Tragedy in Contemporary Drama

Ancient World: Identify how the cultures of the ancient Western World (for our purposes, Mesopotamia, Greece, and Rome) shaped Western forms of government, society, and religion and explain what impact these contributions had in the development of a “Western Civilization.”

Ancient World: Identify how the cultures of the ancient Western World (for our purposes, Mesopotamia, Greece, and Rome) shaped Western forms of government, society, and religion and explain what impact these contributions had in the development of a “Western Civilization.”.

Ancient World

1.     Ancient World: Identify how the cultures of the ancient Western World (for our purposes, Mesopotamia, Greece, and Rome) shaped Western forms of government, society, and religion and explain what impact these contributions had in the development of a “Western Civilization.”

2.     Medieval West: Discuss how three institutions shaped life in medieval Europe: the manor, the church, and the village. Use evidence and examples from your textbook, primary sources, and Judith Bennett’s A Medieval Life.

Your essays should have an introduction that helps your reader (me) identify your response to the essay prompts. Think of the introduction as a roadmap—it will tell me exactly what you plan to talk about in your exam. Make sure you have a main thesis statement—one sentence that describes what your essay will argue—for each essay you write (three for this exam).

Each part of your answer should follow in supporting paragraphs. Each of these must have an easily identifiable topic sentence that describes how the paragraph supports your main point. Each paragraph should also provide evidence. Evidence must be drawn from the primary sources listed above. For this exam you must provide primary source evidence in the form of paraphrasing AND direct quotations from some of the primary sources listed on the syllabus. Supporting, or secondary, evidence must come from your textbook and lectures, (and from library resources if you need them) and Bennett’s A Medieval Life. That is how you’ll fill in the chronology and background information.

Every time you use a piece of evidence, either in the form of paraphrasing, summary, or direct quotation, you need to provide me with a citation—a reference that indicates where you got the information, who wrote that information, etc. A guide to proper citations for history papers is available on Moodle. You must use this guide as your write your exam. If you do not cite your sources properly, you will receive no credit for that portion of the exam.

Finally, your essay should have a conclusion. The point of a conclusion is to summarize your main argument. It reminds the reader of what your main point was and how you demonstrated the correctness or viability of your argument. Just as the introduction tells a reader where you’ll be going in the exam, the conclusion should tell the reader where they’ve just been. It can feel repetitive, but it is important for you as a writer to reflect on what you’ve just accomplished, and it is important for the reader to have a nice wrap-up of your argument.

Your essay will also be evaluated on accuracy and organization and style. This means that I’m looking for proofreading. Are all of your statements true? Do you display understanding and command of the information in the texts? Do all of your paragraphs have topic sentences? Do they all provide evidence to your reader? Are all your words spelled correctly? Is the essay written in a formal manner? Did you avoid informalities? Is the essay grammatically correct? Is the punctuation right? Part of convincing your reader to take you seriously means taking time with spelling, grammar, and style.

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Ancient World: Identify how the cultures of the ancient Western World (for our purposes, Mesopotamia, Greece, and Rome) shaped Western forms of government, society, and religion and explain what impact these contributions had in the development of a “Western Civilization.”

Book Review On American: A Narrative History Tenth Edition

Book Review On American: A Narrative History Tenth Edition.

Narrative History

Book Review on “America: A Narrative History “tenth edition

Book review

Identify:

Author’s content and purpose

Structure

Audience

Evaluate:

Accuracy

Up-to-datedness of the information

The sources used to justify the author’s stance

Respond:

What issues does it raise?

What issues are omitted?

The effect of the book

Your recommendation

Writing a book review

Before reading

Write some questions based on the list below:

Why has the book been written?

When was it written?

What is the scope of the book?

Who is the intended audience?

How accurate is the author’s content?

How (well) is evidence used?

Are there any omissions?

Find out about the author:

Qualifications

Background

Affiliations

Other works (if any)

Structuring the book review

The review should be 2 – 3 pages. (12 point font, double-spaced)

At the start, put the complete bibliographic information:

Title in full, author, place of publication, publisher, date of publication edition, number of pages.

Your introduction will usually include:

your overall impression of the book

a statement about the author

a statement on the purpose of the book

a statement of the significance of the work

a comment about the relationship between this work and others by the same author, the same subject and the same genre

The body of your review develops the points you want to make:

greater detail on the author’s thesis and a summary of the main points

evaluation of strengths, weaknesses, contribution or bias, and evidence provided by author

the evidence that is the basis of your critique – Quotes should be followed by the page the quote came from. Example “George Washington was from Virginia.” (49) Due to the length of these reviews use direct quotes sparingly.

The conclusion (last paragraph) includes:

your final assessment

restatement of overall impression

(re)statement of your recommendation

The book review will be graded based on the following rubric: Total possible points 25

Grade Background Summary Evidence Review Mechanical

5 Gives relevant information about author and intended audience, positions text in scholarly debate Clearly describes thesis, argument and conclusions of text. Shows good understanding of relevant main points and avoids extraneous detail. Perceptively describes and evaluates the kinds of evidence used to support the claims in the text, suggesting other potentially useful sources that would tend to confirm or refute argument. Thoughtful evaluation of strengths and weaknesses of text, pointing to other texts that seem to support or weaken argument. Few errors in spelling, punctuation, capitalization, sentence structure and grammar.

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Book Review On American: A Narrative History Tenth Edition

Within the context of our stories concerning Christopher Columbus, Native Americans, the Pilgrims, or slavery, discuss how historians (Zinn and Loewen) have dealt with the above issues specifically

Within the context of our stories concerning Christopher Columbus, Native Americans, the Pilgrims, or slavery, discuss how historians (Zinn and Loewen) have dealt with the above issues specifically.

Christopher Columbus

What is history? Why should we study history? Within the context of our stories concerning Christopher Columbus, Native Americans, the Pilgrims, or slavery, discuss how historians (Zinn and Loewen) have dealt with the above issues specifically. How have history textbooks begun to complicate our histories even further? With regard to the above topics, how have your readings and studies in this class differed from the ways in which these topics have been portrayed (all the way back to elementary school) to you in previous classes? In the quote above, W.E.B. DuBois suggests that in our studies of history, when we skim over the bad parts, our histories begin to lose their value as “incentive and example.” What does he mean by this? What are the far-reaching consequences of the ways in which so many of us have been taught history?

“HISTORY IS FICTION, EXCEPT FOR THE PARTS THAT I LIKE, WHICH ARE, OF COURSE, TRUE.” ~ JIM CORDER

U N I T E D S T A T E S H I S T O R Y

A M Y B E L L

DIRECTIONS

1) Your response to the question must be typed—twelve point font, double-spaced, one-inch margins. In writing your answer, please do not exceed five pages.

2) In your response, use only your assigned text(s), the instructor’s handouts, or class notes taken from discussions. Do not use additional library or internet sources.

3) Your generalizations must be supported by direct citations from the text, class notes, or instructor’s handouts.

4) Citations should be made in MLA format. For class notes or presentations, you might use: (60’s handout) or (class notes).

Note: You must cite parenthetically throughout your narrative. Please follow this format. There should be many citations throughout your response taken from the sources noted above because assumptions and interpretations must be bolstered by citations. The strength of your response is dependent largely upon your citation of the assigned sources.

5) Do not include a bibliography.

6) You may consult with your classmates in formulating an answer to this question. However, you must write your own, unique, independent answer to this question.

7) Date Due: See eCampus Instructions

“COMPREHENSION DOES NOT MEAN DENYING THE OUTRAGEOUS, DEDUCING THE UNPRECED ENT ED FROM PRECED ENCE, OR EXPLAINING PHENOMENA BY SUCH ANALOGIES AND GENERALITIES THAT THE IMPACT OF REALITY AND THE SHOCK OF EXPERIENCE ARE NO LONGER FELT. IT MEANS, RATHER, EX AMINING AND BEARING CONSCIOUSLY THE BURD EN WHICH OUR CENT URY HAS PLACED ON US – NEITHER DENYING IT S EXISTENCE NOR SUBMITTING MEEKLY TO ITS WEIGHT.” ~ HANNAH ARENDT

2

  • “One is astonished in the study of history at the recurrence of the idea that evil must be forgotten, distorted, skimmed over. we must not remember that Daniel webster got drunk but only remember that he was a splendid constitutional lawyer. we must…
  • “History is fiction, except for the parts that I like, Which are, of course, true.” ~ Jim Corder
  • Directions
  • “Comprehension does not mean denying the outrageous, deducing the unprecedented from precedence, or explaining phenomena by such analogies and generalities that the impact of reality and the shock of experience are no longer felt. It means, rather, e…For a custom paper on the above questions or related topic. Place an order with us.

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Within the context of our stories concerning Christopher Columbus, Native Americans, the Pilgrims, or slavery, discuss how historians (Zinn and Loewen) have dealt with the above issues specifically

What impact did this film have on society (i.e., politically or culturally, positive or negative)?

What impact did this film have on society (i.e., politically or culturally, positive or negative)?.

Film

The analysis portion of your paper should be 1500 to 1800 words in length. You should analyze the film through the lens of one of the broad theories you have learned about in class (auteur theory, genre theory, formalist theory). Your analysis must address four main areas (contextual information, story/plot, aesthetic choices, and social/personal impact) and how these areas work together to develop the theme of the movie. As you construct your analysis, assume that your reader is not familiar with this film. Use your analysis to explain to your reader why they should watch this film.

In addition to the film you are analyzing, you must use three scholarly sources to support your arguments. Cite your sources (including the feature-length film) within the text of your paper and on the reference page. Cite your sources according to APA style.

Your analysis must address the following components (noted in bold below):

  • Contextual Information – In this area, you will provide some of the basic identifying information of the film. This includes:
    • Title
    • Director, cinematographer, major actors/actresses. Be sure to describe their roles in the overall design process.
    • Year of release
    • Type of film (blockbuster, indie, documentary, etc.)
    • Genre
  • Story/Plot – In this area, you should offer a brief summary of the film, and then show how it was deployed in the narrative structure of the film. Explain the difference between the film’s story and its plot. This area can be addressed as a separate paragraph, or can be threaded throughout your analysis of the film.
  • Aesthetic Choices – In this area, you will assess the efficacy of specific techniques and design elements employed in the film as they apply to the overarching narrative and theme of the film. These elements include:
    • Mise en scène (e.g., lighting, sound, composition of frame, costuming, etc.)
    • Editing (e.g., cuts and transitions, shots used, angles, etc.)
    • Technology (i.e., analyze the impact of any notable technological effects: film stock, targeted release venue, special effects, etc.)
  • Social/Personal Impact – In this area, you will critically address the following questions:
    • What impact did this film have on society (i.e., politically or culturally, positive or negative)? The impact can be as major as inspiring political or social changes or as minor as inspiring the production of toys or lunchboxes.
    • How did society affect this film (i.e., what currents in society led to the creation of the film)?
    • If you are unable to find any information about the social impact of the film, explain the personal impact it has had on you.

Note: Not every bullet point under the four listed components will necessarily apply to your movie. However, you will still need to discuss each of the four main components thoroughly, which means that you may need to explain a concept even if it can’t be directly applied to your movie.

Your paper should be organized around a thesis statement that clarifies what you will attempt to accomplish in your paper, and how you will proceed. Additionally, you must conclude with a restatement of the thesis and a conclusion paragraph. Review the Final Film Critique sample, which provides an example of a well-developed analysis as well as insight on composition.

Stage 2: Reflection

After completing your movie analysis, you will reflect on the analysis process and how you have learned to more thoroughly analyze film as well as how rigorous study of film enhances your development as a student and thinker. In this 300- to 600-word reflection, review your initial post from the “Post Your Introduction” discussion in Week One, and consider how your ability to analyze movies has changed or grown. Append your reflection to the analysis portion of your paper and submit as one document. Your reflection should be personal and exploratory in nature.

Address the following questions in your reflection:

  • What can be gained through analyzing film?
  • How has this changed the way you view movies?
  • How are you able to use film theory and criticism to find and interpret meaning in movies?
  • In what ways has this course changed your understanding of how movies are related to society?
  • What skills have you developed during this course, and how might those skills be applied to your major, profession, and/or life?

The Final Film Critique

  • Must be one document that is 1800 to 2400 words in length, comprised of a 1500- to 1800-word film analysis and a 300- to 600-word reflection.
  • Must include a separate title and reference page, and be formatted according to APA style as outlined in Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must begin with an introductory paragraph that has a succinct thesis statement.
  • Must address the topic of the paper with critical thought.
  • Must end with a conclusion that reaffirms your thesis.
  • Must use at least three scholarly sources (reviews, articles, or book chapters) other than the textbook to support your points. Refer to the ENG225 Research Guide for guidance.
  • Must document all sources in APA style, as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.For a custom paper on the above questions or related topic. Place an order with us.

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What impact did this film have on society (i.e., politically or culturally, positive or negative)?

How do the roles of reason and belief change from ancient times through middle ages?

How do the roles of reason and belief change from ancient times through middle ages?.

Middle ages

How do the roles of reason and belief change from ancient times through middle ages? During the ancient time or the beginning of human life which according to historian happen around 5000 years ago. It was time that there were pyramids, temples and monuments were built in Egypt honoring their leaders or Gods. The time were inscription in the form of cuneiform text was the earliest form of writing developed by using pictographs. People during the ancient times only had one religion. They worshiped their leader Pharaoh or many Gods. People during this time where ranks as superiors or inferiors. Egyptians were known for using the Papyrus for recording keeping. Egyptians believed in after life and created the calendar. Egyptians had people listed from important to less important. During the ancient times, there was a list of people based on importance in Egypt. The highest superior was the Pharaoh which is known as the ruler of Egypt. He was the most powerful. He was responsible for making laws and keeping things in order within Egypt. After the Pharaoh, you have the priest who job was to serve the God and perform offering and rituals. The scribes were next in line of importance. The scribe job was to learn how to write. In Egypt, there wasn’t many people who knew how to write. You had to be one of the privilege people to learn how to write. Soldiers were following by the Scribes. The soldiers were to protect the empire. Craftsmen were trained and skill workers that were respected within Egypt.  Craftsmen were pottery makers, leatherworkers, sculptor, painters, weavers, jewelry maker, shoe maker, and tailor in Egypt. Slaves in Egypt held up the whole Egypt society. During ancient times, you didn’t have much war going on as you did in Middle Age or Medieval Times. Bloodletting was Egypt oldest medicine practice. During those time, Egyptian men wore wrap around skirts. Women wore decorated clothing and wore jewelry and head dresses, Men and women both worn makeup. Women in Egypt were the most respected out of the Mesopotamians, Spartan, and Persians. There was an increase in trade and commerce during the early times.

Middle Age is referred to as the medieval period as some would say. Middle Ages was the beginning of the fall of Western Roman Empire in west (476 A.D) and merged into the Renaissance and Age of Discovery.  Medieval or Middle Ages last from 5th to 15th century. During Middle Ages, there were many invasion and movement of people during this time. You had numerous of religion among the people then you did in ancient times.  Christianity dominated Europe during Middle Ages even though there were other religion such as Muslim and Jews which live throughout the cities in Europe. Women during this time was married without knowing their spouse.  Their job as women were to have children and run the household. Churches were built like huge cathedral with stained glass window sculpture architect and painted murals. During this period, there were kings fighting for power and control. The social classes in the middle ages or medieval times were made of Kings, Queens Prince, Princess which are the royalty that had control over the land, political, and economic decision. After the royalty, there was nobility which power was based on blood relation. Duke were ruler of province which came next after the nobility. Baron was responsible first to the king and second to the people, Knights protect the lord and army. Peasant were the lowest social rank, Freeman were farmer who were poor who control small portions. Middle Ages was a period when there was so much fighting among the people. A time I wouldn’t want to experience.

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How do the roles of reason and belief change from ancient times through middle ages?

What role did religion play in the civilizations of Mesopotamia and Egypt: How did the religion of the ancient Hebrews differ from the religions of Mesopotamia and Egypt?

What role did religion play in the civilizations of Mesopotamia and Egypt: How did the religion of the ancient Hebrews differ from the religions of Mesopotamia and Egypt?.

Mesopotamia and Egypt

  1. This is a short-answer essay format where you will write on two prompts from a list of five. You will have three hours in which to complete. This assignment is due TODAY.
  2.           Instructions        Select and answer TWO of the FIVE essay questions. Define terms where appropriate. Use general statements to answer the question.  Support your statements with accurate and specific facts.
    • Each Exam essay should include an introduction, body, and conclusion.
    • Do not use quotations or semi-quotations from the text book. If you simply copy or mostly copy words from your book, rather than using your own words to explain concepts, you are not demonstrating that you understand and are able to answer the questions.  “Copied” answers will receive an F.
    • 1.What do historians mean by “The Age of Pericles”? What were the political and cultural achievements of this age?
    • 2.What role did religion play in the civilizations of Mesopotamia and Egypt? How did the religion of the ancient Hebrews differ from the religions of Mesopotamia and Egypt?
    • 3.What were the chief characteristics of Benedictine monasticism and what role did it play in the conversion of the Germans to Christianity and in the intellectual life of Europe after the fall of Rome?
    • 4.Discuss the political organization of the empire established by Charlemagne. Also include the disintegration of this empire after his death.
    • 5.What were the main problems that Rome faced during the last century of the Republic? Include how Augustus attempted to resolve each of those problems.
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What role did religion play in the civilizations of Mesopotamia and Egypt: How did the religion of the ancient Hebrews differ from the religions of Mesopotamia and Egypt?

Write an informal presentation (500-700 words) to educate nurses about how the practice of nursing is expected to grow and change. Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics.Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics.

Write an informal presentation (500-700 words) to educate nurses about how the practice of nursing is expected to grow and change. Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics.Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics..

Accountable care organizations

As the country focuses on the restructuring of the U.S. health care delivery system, nurses will continue to play an important role. It is expected that more and more nursing jobs will become available out in the community, and fewer will be available in acute care hospitals.

  1. Write an informal presentation (500-700 words) to educate nurses about how the practice of nursing is expected to grow and change. Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics.
  2. Share your presentation with nurse colleagues on your unit or department and ask them to offer their impressions of the anticipated changes to health care delivery and the new role of nurses in hospital settings, communities, clinics, and medical homes.
  3. In 800-1,000 words summarize the feedback shared by three nurse colleagues and discuss whether their impressions are consistent with what you have researched about health reform.
  4. A minimum of three scholarly references are required for this assignment.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

RUBRIC:

Clearly States How the Practice of Nursing and Patient Delivery Will Evolve, While Addressing Relevant Concepts That Include Continuity or Continuum of Care, Accountable Care Organizations, Medical Homes, and Nurse-Managed Health Clinics

Main concept is easily identified, and subconcepts branch appropriately from the main idea. Addresses all of the issues related to the evolving practice of nursing and patient care delivery.

Evidence of Feedback and Forecasting of Nursing Role From Colleagues

Evidence of feedback and forecasting of the nursing role from colleagues is described in detail, with relevant personal insight, reflection, or analysis.

Use of Vocabulary Regarding Evolving Practice of Nursing and Patient Care Delivery

All of the recommended terms have been included in the correct context.

Originality

Content shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

The writer is clearly in command of standard, written academic English.

Paper Format (use of appropriate style for the major and assignment)

All format elements are correct.

Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

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Write an informal presentation (500-700 words) to educate nurses about how the practice of nursing is expected to grow and change. Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics.Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics.

Define the term revolution in your own words, and defend that definition using the catalysts that gave reason for the revolts and the processes, major innovations, and the overall impact on Western society as seen between 1775 and 1850 in these three countries.

Define the term revolution in your own words, and defend that definition using the catalysts that gave reason for the revolts and the processes, major innovations, and the overall impact on Western society as seen between 1775 and 1850 in these three countries..

British Industrial Revolution

Form a comparison between the British Industrial Revolution as well as the American and French political revolutions. Using this mental comparison, you will provide your own definition of revolution in the 18th and early 19th Centuries, following the instructions in Step 3. To support your definition, you will use an example of a catalyst from each of the three revolutions.

Step 1: Choose an appropriate source. At least one source must be related to or come from the CSU Online Library or an Academic One-file.  You MAY use additional resources, but those sources cannot include Wikipedia, biography.com, history.com, or other encyclopedias. I REPEAT you CAN use other ONLINE RESOURCES just not the ones listed in the previous sentence, and don’t forget to have one Academic Resource.

Step 2: Complete your research. Choose at least one interesting experience from each of the three revolutions that illustrates the main points that you want to make about the greater impact of revolution on Western society.

Step 3: Draw conclusions, and prepare your thesis.

Once you have done your research and have gathered enough information about your chosen example events, you should sit back to think about what they meant in a cultural view to see if you notice any trends and to have a better sense of what you want to convey about the time. Your thesis statement should offer your reader overall insight into the experiences you have chosen. Use the following guidelines to help decide on your thesis:

Define the term revolution in your own words, and defend that definition using the catalysts that gave reason for the revolts and the processes, major innovations, and the overall impact on Western society as seen between 1775 and 1850 in these three countries.

A complete answer must include a minimum of one example from each of the three events that you can use to illustrate a significant change to that society.

The final product should illustrate a revolution’s impact on the complete society, which could include government, economics, religion, and social roles.

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Define the term revolution in your own words, and defend that definition using the catalysts that gave reason for the revolts and the processes, major innovations, and the overall impact on Western society as seen between 1775 and 1850 in these three countries.