Category: Writing

The Organizational Structures of Student Affairs
The work of Kathleen Manning, Jillian Kinzie, and John Schuh (2006) builds a strong case that the student affairs organizational structure within an institution should be “closely shaped and aligned with the mission of the institution” (Kuk, 2016).
For this assignment, create an organizational structure, using Visio or another software, for the student affairs department. The offices in the student affairs department should be based on the scope you determined in Topic 4 and be designed to carry out the mission and vision statements you wrote in Topic 1.  a rationale explaining the reasoning and theoretical basis behind the organizational structure you created.
For each office, provide, including how it aligns with and promotes the mission and vision statements and reaches departmental goals.
Support your writing with 3-5 scholarly resources

Monsters and the Moral Imagination By Stephen T. Asma October 25, 2009 Monsters are on the rise. People can’t seem to get enough of vampires lately, and zombies have a new lease on life. This year and next we have the release of the usual horror films like Saw VI and Halloween II; the campy mayhem of Zombieland; more-pensive forays like 9 (produced by Tim Burton and Timur Bekmambetov), The Wolfman, and The Twilight Saga: New Moon; and, more playfully, Where the Wild Things Are (a Dave Eggers rewrite of the Maurice Sendak classic). The reasons for this increased monster culture are hard to pin down. Maybe it’s social anxiety in the post-9/11 decade, or the conflict in Iraq-some think there’s an uptick in such fare during wartime. Perhaps it’s the economic downturn. The monster proliferation can be explained, in part, by exploring the meaning of monsters. Popular culture is re-enchanted with meaningful monsters, and even the eggheads are stroking their chins-last month saw the seventh global conference on Monsters and the Monstrous at the University of Oxford. The uses of monsters vary widely. In our liberal culture, we dramatize the rage of the monstrous creature-and Frankenstein’s is a good example then scold ourselves and our “intolerant society” for alienating the outcast in the first place. The liberal lesson of monsters is one of tolerance: We must overcome our innate scapegoating, our xenophobic tendencies. Of course, this is by no means the only interpretation of monster stories. The medieval mind saw giants and mythical creatures as God’s punishments for the sin of pride. For the Greeks and Romans, monsters were prodigies-warnings of impending calamity. After Freud, monster stories were considered cathartic journeys into our unconscious- everybody contains a Mr. Hyde, and these stories give us a chance to “walk on the wild side.” But in the denouement of most stories, the monster is killed and the psyche restored to civilized order. We can have our fun with the “torture porn” of Leatherface and Freddy Krueger or the erotic vampires, but this “vacation” to where the wild things are ultimately helps us return to our lives of quiet repression. Any careful reading of Bram Stoker’s Dracula, for example, will reveal not only a highly sexualized description of blood drinking, but an erotic characterization of the count himself. Even John Polidori’s original vampire tale The Kampyre describes the monster as a sexually attractive force. According to the critic Christopher Craft, Gothic monster tales-Frankenstein, The Strange Case of Dr. Jekyll and Mr. Hyde, Dracula, Anne Rice’s Vampire Chronicles-

CSDS 105 Pattern Analysis
(What is the phonological processes)
Door  /d?r/  [do?]
Cup   /k?p/ [p?p]
Apple  /æp?l/ [æpo]
Fish  /f??/ [p?t]
Watch      /w??/   [w?t]
Chair   /??r/   [t??]
Thumb      /??m/      [m?m]
Teacher /ti??/ [tit?]
Giraffe /??ræf/ [d?wæp]
Brushing /br????/ [b?w?t?n]
Cheese /?iz/. [tid]
Pajamas /p??æm?z/.  [b?dæm?d]
Juice. /?us/.  [dut]

Can someone summarize this in one sentence please. In my acceptable own words.
“…there are two ways to become wealthy: to create wealth or to take wealth away from others.  The former adds to society.  The latter typically subtracts from it, for in the process of taking it away, wealth gets destroyed.  A monopolist who overcharges for his product takes away money from those whom he is overcharging and at the same time destroys value.  To get his monopoly price, he has to restrict production.”
From:
The Price of Inequality
by Joseph Stiglitz. Published in 2013

Read the transcript from the speech of Lilyrejane Q. Medalla and answer the questions that follow.
Give Power and Light
A speech featured in Hedcor’s Magazine
By: Lilyrejane Q. Medalla
I am one of the lucky students of Catalunan Pequeno National High School who have been given a chance to participate in the Shadow Program of Hedcor. For me, it truly was the most remarkable experience in my life.
Stepping into Hedcor, I found the headquarters to be huge, with different outstanding professionals. Stepping into the building for the first time, I felt anxious. For someone young and new in such company, it was scary. Later, I felt at ease when I became the ?shadow? of Mr. Jefferson Ultado. A ?shadow? is someone that follows its host around- exactly what I was bound to do. But as a shadow, I was not to be meaningful, I was to be trained. This is how I experienced how great and welcoming people of Hedcor are.
At that time, my willingness to serve people and become an agent of change for the better heightened. During the program, I have experienced the complex yet the fun and fulfilling part of doing fieldwork. I was able to join the turn-over of health equipment to a health center in Davao Del Sur, which filled my heart with joy after seeing the smiles of the people. Each day, I was being exposed to the very freezing air conditioner of the building, but also surrounded by the warmth of the people around me… they were just generous and humane.
This coming school year, I will be in my final year as a Humanities and Social Sciences strand under the Academic track. Undeniably, the exposure that Hedcor had provided helped and guided me in this strand. I am amaze and inspired by the excellent services they give to people, and with this, I realized the beauty of Humanity.
After the exposure, I have reflected that I am the shadow of my own; and like Aboitiz companies that give power and light, I am the only one who can give light to myself and for my future. Therefore, the experience contributed greatly in knowing myself more and in choosing what really my heart desires.
Furthermore, in the field of work or anywhere, good character and personality that affect the holistic being of an individual are indeed very essential in service. Truly, I have a lot of experiences to share about the Shadow Program of Hedcor. Through this account, I wish to express my deepest gratitude to the people behind the implementation and fulfillment that I have and will be having, as well as the positive change that will be imparting to the community.
The shadow program of Hedcor can help in excellent ways those who are young and undecided about what to pursue in life. It also motivates more those who are already decided in what track and strand to take before going to college.
Lilyrejane Q. Medalla delivered this speech during the HEDCOR (Aboitiz) Corporate
Social Responsibility MOA signing with the President and Chief Operation Officer Carlos Ramon Aboitiz
No to short answers.
Component
Questions
Answer
Introduction
How did she hook the audience and capture his or her attention
What is the topic sentence of the speech?
Body
What is the topic all about?
What are the main points?
What are the transition words and phrases help move reader from one idea to the next (Ex: also, in addition, another reason, etc.)
Conclusion
How did the speaker reinforce the main points in reminding the audience about the most important things they have just heard/read?
How did the speaker end the speech?
What did the speaker use to end the speech: a brief story, example, or quotation?

Select a group of people you believe meets John Swales’ six defining characteristics and answer this question:
How does the group you chose exhibit the characteristics of a discourse community?
Present your conclusions in a document showing that you understand the six characteristics of discourse communities and know how to apply them to groups as defining criteria.
Show how the group, such as a club or a community, possesses each of the six defining characteristics from Swales’ definition by illustrating, one by one, how those characteristics function in your group. Please, include your own definitions/explanations of the six characteristics first and then continue to showing how they function in your chosen community.
Consider what you learned about the group that you did not realize before completing this analysis. What do you now understand that you did not prior to the brainstorming and the writing you have now completed? Add this brief concluding reflection to your writing, explaining the value of performing this kind of analysis. Title this portion of the assignment “Mini Reflection” and include it at the end of your written document.

In 3-5 complete sentences, thoroughly explain the conflict in your Module One short story. Identify the conflict as internal or external and classify it as man vs. nature, man vs. man, man vs. self, or man vs. society. Provide at least two specific details from the text to describe the conflict. My story is Hamadi

1. Topic- Chrys Ingraham explains two concepts:
thinking straight
and the
heterosexual imaginary
. Write a take indicating your understanding of these two concepts. How are they related? How are they different? Provide at least three examples of ways, when you were a ‘tween’ and/or adolescent, you began to ‘think straight’ or realized that you didn’t.  Note: this question is asking you to think about how social practices influenced your developing sense of your own sexuality. How difficult is it, do you think, to imagine a culture in which an institutionalized heterosexuality does not inform so many of the choices that we make and take for granted?
The heterosexual imaginary is the only natural and usual way to be, and everyone is heterosexual unless they prove otherwise. Thinking straight is the belief that heterosexuality is the only correct way to think and that anyone who isn’t heterosexual is confused, misguided, or abnormal. The two concepts are related because they both uphold the idea that heterosexuality is the only natural and usual way to be. The two concepts are different because thinking straight supports the idea that heterosexuality is the only correct way to think, while the heterosexual imaginary only upholds the idea that heterosexuality is the only natural and normal way to be. The heterosexual imaginary is based on the belief that heterosexuality is the only natural and normal way to be, in contrast to thinking straight. The difference between the two ideas is that thinking straight is based on the belief that heterosexuality is the only correct way to think. The heterosexual imaginary is dangerous because it reinforces the idea that heterosexuality is the only natural and normal way to be. This can lead to people feeling like they have to prove their heterosexuality, which can be harmful and stressful. Thinking straight is dangerous because it reinforces the idea that heterosexuality is the only correct way to think. This can lead to people feeling like they have to suppress their true thoughts and feelings, which can be harmful and stressful. Both of these concepts are harmful because they reinforce the idea that there is only one correct way to be, and that anyone who isn’t heterosexual is abnormal. This can lead to discrimination, exclusion, and violence against people who aren’t heterosexual.
Examples of ways you might begin to think straight could include:
– internalizing the belief that only heterosexuality is normal and natural
– thinking that anyone who isn’t heterosexual is confused, misguided, or abnormal
– believing that heterosexuality is the only correct way to think
2. Topic- Choose an example from the comic,
Persepolis
, that you think illustrates issues of intersectionality. Using the theoretical perspectives from the first half of the module and the module commentaries, analyze your example and explain how it demonstrates the intersections of identity.
“The key” and dividing boys and girls during the war. Marjane Satrapi (2003) states “girls had to make winter hoods for the soldiers, but boys had to prepare to become soldiers”. Issues of intersectionality in this example are three-fold; class, gender, and religion.
Class- The lower social class boys are given these ‘keys’ and told to wear them to war. Satrapi’s cousin, Shahab, is in the military service and comes to visit amid these children are being taken to war. Shahab described seeing these children, coming from poor areas, arriving at the base ready to fight. It is assumed that Satrapi’s cousin Peyman is of a higher social class. This is because when she calls Peyman to ask if he received one of these keys, she is met with just a question of what she means, and an invite to his party. This intersection relating to class within a gender is a vital dichotomy to understand. It is often only thought of that adults are affected by class, however, children are just as under effect and it then influences everyone. A child being taken from a home to fight and die is not something that every class has had to deal with and understand.
Gender- the armies only target the boys. Girls are meant to stay at the school and make hoods for these boys in their war. Gender is one of the most thought of intersections when understanding intersectionality. A person’s gender is a primary way of understanding identity, however, it is also how many are discriminated against. Women are perceived as weaker and less than men, and
Persepolis
displayed this by describing that girls were not even thought of as an option to fight in the war.
Religion- The boys are told that with the key, “if they went to war and were lucky enough to die, this key would get them to heaven”. The boys are told that there is paradise after death. This is how they can get through to the poor boys because they do not view the life they have now as something with as pleasant a future as a paradise with “plenty of food, women, and houses made of gold and diamonds” (Satrapi, 100). A person’s religion is a major proponent of their identity as it is a way for the person to always relate to something, as well as find people with similar identities. In the case of
Persepolis,
this identity is created by telling young boys that there is a paradise and they must wear some keys. The keys then become the identity of these boys as it is essentially a placeholder for their god. It becomes the thing they identify with and constantly remember and think of.
Reply: The heterosexual imagination may affect our development in a variety of ways. For instance, we could learn at school that only heterosexual unions are legitimate or might see only heterosexual couples in the media. This could make us think that there is something wrong with us or that we won’t be accepted by society if we are not straight. The way we see ourselves and our bodies may also be influenced by the heterosexual imagination. For instance, if we do not feel sexual attraction toward the other sex, we can think that we are not normal. Similarly, if our bodies do not fit conventional notions of femininity or masculinity, we might think that we are not good enough.
Reply: The idea that heterosexuality is the sole inherent and acceptable sexual orientation is known as thinking straight or the heterosexual imagination. Social institutions that foster the notion that everyone is or should be heterosexual, such as the media, education, and religion, contribute to the perpetuation of this view. The heterosexual imagination perpetuates the notion that heterosexuality is the only acceptable sexual orientation, which is damaging to both heterosexuals and LGBTQIA+ people. This may result in discrimination and violence against LGBTQIA+ people as well as feelings of shame, isolation, and invisibility for those who identify as LGBTQIA+.
Above are the references attached, the topic of the posts and the posts themselves. i just need them to be assessed, below are guides to be assessed( posts and the two replies)
Section 1: Substantiveness of Discussion Posts (“Takes”) Using the criteria below, please re?ect on your learning achievements in this area. How well do you think your posts meet these criteria? Please explain and provide evidence. What do you think your posts do well? What would you do differently in your posts now, if anything? Exceptional discussion posts (“takes”): . Thoroughly address issues raised by the prompt. Stays on topic. Represent the student’s own original thinking on this topic Persuasively demonstrate student’s comprehension of the topic. Make connections between modules, takes, and/or other coursework. Generate discussion. Are well supported by discussion of speci?c examples, either from the course or from the student’s own experience. Section 2: Substa ntiveness of Reply Posts Using the criteria below, please re?ect on your learning achievements in this area. How well do you think your posts meet these criteria? Please explain and provide evidence. What do you think your posts do well? What would you do differently in your posts now, if anything? Exceptional reply posts: . Are written in a professional, collegial tone. . Demonstrate thoughtful or insightful consideration of the original poster’s ideas. . Make connections to other posts, course materials, or examples. . Ask open-ended questions with the goal of generating discussion. Section 3: Learning Impact of Participation in Discussions Think back to the learning goals you set for yourself in your introductory post. What goals did you set for yourself? How did participating in the discussions enable you to meet your learning goals for this course? What are your most important contributions to our learning community? Why? Alternatively, did you ?nd yourself setting new learning goals throughout the course? If so, what goals did you set, and how did this activity help you meet those new goals? What are your most important contributions to our learning community?

Name – 20.1 Date – 31- 27 Infinitives and Infinitive Phrases (Infinitives, Prepositional Phrase or Infinitive?) . Practice 2 caminat Exercise 1 Identifying Infinitives. Underline the infinitive in each sentence. Then, label each as a subject, direct object, predicate nominative, object of a prepo to walk EXAMPLE: Her goal is to sing. predicate nominative a preposition, appositive, adjective, or adverb. 1. To fantasize was his only way out of a dreary life. 2. We were reluctant to leave. adver subject 3. Worried by my decision, I decided to reconsider. 4. Seth had only one alternative-to flee. direct object 5. The teacher assigned us too many pages to read appositive 6. Our best tactic is to watch. 7. To build was the architect’s fondest dream. subject 8. To escape, the cat clawed at the top of the box. Subject 9. Hated by the people, the king was about to abdicate. 10. They produced one of the first airplanes to fly. 11. To teach was Alicia’s goal in life. Subject 12. Nobody wanted to participate. 13. Hoping for first prize, Donald began to paint. 14. Laura had one great ambition, to dance. 15. Before graduating, Emma has three more classes to take. Exercise 2 Distinguishing Between Prepositional Phrases and Infinitives. Underline the infinitive or the prepositional phrase beginning with to in each sentence. Then label each as a prepositional phrase or infinitive. verb noun EXAMPLE: When I am in New York, I like to shop. infinitive Inf 1. At the outdoor market, my grandmother likes to bargain. 2. Would you try to explain? inf 3. Give an explanation to Glenn. prep 4. To believe took considerable faith. 5. Lindsey wrote letters to friends. 6. After working so hard, he wanted to rest. 7. Our trip to China was filled with surprises. 8. Baxter’s gift to me was too extravagant. 9. When do you plan to graduate? 10. On Vicky’s way to town, she had a flat tire. 11. Although he may fail, James wants to try. 12. Jessie went to the mountains this weekend. . 13. To understand, you must read the book. 14. While Margie was writing to her sister, the computer crashed. 15. It is not easy to learn this difficult song

In Chapter 13 of
Perspectives on Argument
, you reviewed information concerning argument and literature. When you apply argument theory to the reading of literature, you will be “inside the text” so to speak. For one of your last assignments, you will be analyzing a portion of biblical scripture and within the context of the verses, you will need to practice this method of being inside the text.
Read through the short poem, “To the Virgins, to Make Much of Time” on page 375, Section 13.1 at least twice, trying to identify issues, perspectives, claims, and explicit or implicit arguments.  Read it twice without interpretive help and then look at this analysis:  https://poemanalysis.com/robert-herrick/to-the-virgins-to-make-much-of-time/
What does being inside the text mean? What does getting inside the text accomplish in terms of interpretation? Apply being “inside the text” to the short poem, “To the Virgins, to Make Much of Time” and analyze this poem from an inside the text perspective. Discuss this poem among your peers. Your discussion should exemplify critical thinking skills and promote robust engagement among your peers.