Tag: Paper Writing

OMOLE’S ESSAY
In “What Does It Mean to Have a Healthy Body?”: New research has reopened the debate on fat and fitness,” Mojola Omole challenges our understanding of obesity. Can someone have a bigger body and still be healthy? Omole argues that between 5 and 20 percent of people categorized as “obese” are healthy and do not have all the health risks associated with it. She uses the term “metabolically healthy obesity” (MHO) to describe this state, and offers a number of examples, including herself, to show that we need to rethink how we categorize people’s size and health. Omole’s essay effectively argues the problems with how obesity is measured and society’s assumptions about it; however, she does not say enough about the mental health issues presented by fat shaming.
Omole begins her essay by describing Sarah Taylor, a model and fitness trainer who is “obese.” She writes, “Standing at 5 feet 10 inches tall and weighing 255 pounds, [Taylor] is also the type of athlete who forces us to confront our stereotypes of what ‘fit and healthy’ looks like” (Omole, 2017, p. 1). This was an effective introduction strategy because it shows the reader a clear example of how the body size categories don’t always work before she explains the problems with how obesity is measured.
Perhaps the strongest part of her essay is when Mojola discusses how doctors determine body size. Doctors use the Body Mass Index (BMI), which is a simple calculation based on a person’s height and weight. “Despite its popularity, BMI has long been criticized for its limitations. As a simple estimate of body mass, it does not take body composition into account. Some people are more muscular than others and, as such, their BMI may not accurately reflect their actual fitness level” (2015, p. 3). She argues that BMI is too simplistic to tell us anything about a person’s health and suggests using other tests and measurements to get a better sense of a person’s health. This section was very clear and persuasive.
Omole also writes herself into the narrative. She writes, “As someone who weighs 240 pounds, my BMI is 40, technically putting me in the “morbid obesity” category” (2017, p. 4). By making this a personal issue, she gains sympathy from the reader. We can feel her defiance of stereotypes when she says, “When I am facing the mirror and throwing a combination of kicks and punches, I’m not morbidly obese; I am an athlete who has obesity” (2017, p.4). Although some people might see this as showing her bias and weakening her argument, I think the “I am an athlete” statement is powerful and could inspire people to reject the simplistic BMI formula. It could also inspire people who don’t exercise because of social pressures to become more active.
Diet is an important issue connected to obesity, especially sugar consumption. According to the Canadian Heart and Stroke Foundation, Canadian adults eat or drink an average of 110 grams per day (Heart and Stroke, 2017), and it is added to all sorts of foods that you might not expect, including bread, so we need to cut down on our sugar consumption as a society to become healthier, to have better lifestyles, and to lower health care costs. We don’t need any more sugar; we’re sweet enough!
In conclusion, Omole’s essay is effective because she shows how people can be healthy while being “obese.” Which shows that obesity is not a useful term to describe health. We need to rethink the way we measure and categorize health because BMI is too simplistic and has encouraged fat shaming in society. We should also rethink our assumptions of fitness. Too much emphasis is on the way we look and not enough on how we feel. The priorities of a fitness program should be on increasing strength, energy and mobility, while reducing pain (such as lower back pain) caused by modern life. Omole has shown that size doesn’t determine who is healthy. We can all be athletes.
References
Heart and Stroke Foundation. (2017).
Sugar, Heart Disease and Stroke.
https://www.heartandstroke.ca/-/media/pdf-files/canada/2017-position-statements/sugar-ps-eng.ashx
Omole, M. (2017, December 27). What Does It Mean to Have a Healthy Body?”: New research
has reopened the debate on fat and fitness
. The Walrus
. https://thewalrus.ca/what-does-it-mean-to-have-a-healthy-body/
Read through this draft of the Analysis Essay. Name five ways this essay can be improved.
For simplicity, when referring to a specific paragraph in your answer, call it paragraph one or two, three, etc.
Some things to think about:
?      Is there a clear thesis?
?       the body paragraphs support the thesis?
?       the body paragraphs have clear topic sentences, logical development, and concluding or transitional sentences?
?      Is there clear signalling to the reader to help with flow?
?      Are quotations formatted correctly?
?      Is there a strong conclusion?
?      Are there any sentence structure or punctuation issues?
?      Are there any formatting errors

Where the Red Fern Grows, Comprehension Questions Chapter 7.
According to Grandpa, what peculiarity does a racoon have that would make his plan work?
What evidence is there that Old Dan will be a good coon hound?
Why was Billy told not to trap any more racoons?
Describe how Billy trained his pups to follow the scent of a raccoon?

2.
Match each italicized prefix, root, or suffix in the sentences with its meaning or description.
The cat crept slow
ly
toward the mouse.
The
bene
fits of exercise are many.
When we moved, I
trans
ferred to a new school.
Superman is
omni
potent until he gets around kryptonite.
My little brother’s handwriting looked like
scrib
bling.
Her main job was to organ
ize
all of the customer files for the company.
Sam likes his
geo
graphy class because he wants to travel.
good
adverb suffix
across
to write
verb suffix
all; every
earth
3.
Choose the best answer.
An e-mail ____.
a good way to send criticism and should not contain confidential information
is a good way to send criticism
a good way to send criticism and can be hacked or cause a virus
can be hacked or cause a virus
is most effective when short and concise
should not contain confidential information
is a good way to send criticism, should not contain confidential information, and is most effective when short and concise
should not contain confidential information, can be hacked or cause a virus, and is most effective when short and concise
all of these
4.
Choose the best answer.
Which are usually included in procedural texts?
symbols or pictures
a list of materials
goals and evaluation
all of these
5.
Choose the best answer.
Most of workplace communication ____.
uses e-mail and is sent electronically
uses e-mail
is complicated and slow
is sent electronically
all of these
6.
Match the descriptions with the words.
an author’s motives in the meaning of a text
a catchy and memorable song
broadcasters engaging in unfair reporting
unreliable or untrue information
understanding a person’s thoughts, feelings, and situation
stating opinions about objective facts to sway public opinion
a decision made or an idea agreed upon by a group
the unsolicited e-mailing to a huge amount of e-mail accounts
an official and formal written business communication
the place to put the topic of an e-mail
subtext
consensus
jingle
hearsay
spamming
subject line
media bias
spin
empathize
memo

Amy and her classmates Mark, Sally, and Bethany are spending an evening in the library, working on a team project for their management class. Another group member Susan commutes to campus and has a young child at home. Since the group is meeting late at night, Susan joins the group meeting via Skype. Amy prepared an agenda and attempts to keep the group focused. Bethany is drifting in and out of paying attention, checking her texts with her boyfriend. About ten minutes into the meeting, since she is joining the group via Skype, Susan begins to have trouble hearing what other group members are saying.
The audio is cutting in and out, and Susan’s Skype video image is distorted and delayed. Whenever Susan tries to say something, only half of what she says comes through clearly on Amy’s laptop. Mark becomes very frustrated because he has to repeat himself over and over. Annoyed, Sally opens her Facebook page and begins instant messaging with a few friends about other topics. Amy struggles to keep the group on task.
Frustrated with Skype troubles, Amy thanks Susan for joining them and says she will fill her in the next day in class. Amy hangs up the Skype call and continues the meeting. She asks specific questions of Bethany and Sally to gauge their opinions and pull them into the conversation. Bethany puts her phone away and Sally closes her Facebook page. The group works together for the next hour. After they finish, Amy, Bethany, Mark, and Sally head toward home and stop for a late-night snack at a local diner. They laugh and joke with each other before heading back to their apartments. When Amy returns home she quickly checks her email, scans her Facebook news feed and sees that her group member Bethany texts to ask if anything is due for class tomorrow. Amy briefly replies, puts her iPhone on her nightstand, and tries to fall asleep. Just as she is about to drift into dreamland, she receives another text message. It’s Susan apologizing for the Skype problems and asking what time the group is meeting tomorrow. Amy replies and exchanges a few more texts. Exhausted, Amy tweets, “Long day… gnite all” she silences her iPhone and falls asleep.
Questions
How would you characterize the culture of this group?
What are some of Amy’s strengths and weaknesses as the group leader?
What are some of the benefits and consequences of using social media in small group communication?
Aside from the obvious problems with Skype, what other challenges might social media pose as a group tries to accomplish a task?
If presented these problems, what would you have suggested to help the group move forward and achieve success in the end?

All firearms are built with a purpose, whether that be hunting, plinking, military service, home or personal defense, etc., and this purpose has a big influence on not just the design of the firearm, but also the finish. Finishes are often as purpose-specific as the rest of the design of a firearm.
Think about one of your own firearms and the purpose behind its overall use and design. Now think back over all the different finishing options you have learned about in this course and respond to the following questions.
Is the finish that was used on your firearm a good option for its purpose? Why or why not? If it was, what might have been an even better-suited option, or one which you would have preferred? If it was not, what would have been a better choice, and why? Now investigate the process for repairing damage to both finish types. Do they need to be completely refinished or can they be effectively touched-up? Considering the purpose of the firearm, how easy and likely is it to damage the finish during regular intended use? Do you still think the alternative finish would be a better choice? Why or why not?

After reviewing this week’s readings and resources, find a children’s story video reading, view it and think about what items you would use to create a Jackdaws for the story of “Oonga Boonga” by Fried Wishinsky. In your discussion response, tell us what items you chose and why you chose them. Also, share with us your responses to thinking stems about the book. While viewing the video, what were you thinking, noticing, wondering, seeing, and feeling? Then post a link to a video thpstart with the link to the video, the title, and the author of the story. https://youtu.be/ZJ2qvH9pWeY
After reviewing this week’s readings and resources, find a children’s story video reading, view it and think about what items you would use to create a Jackdaws for the story of “Oonga Boonga” by Fried Wishinsky. In your discussion response, tell us what items you chose and why you chose them. Also, share with us your responses to thinking stems about the book. While viewing the video, what were you thinking, noticing, wondering, seeing, and feeling? Then post a link to a video that shows a story being read. Your classmates will comment with Jackdaws ahm

Flagrant Foul: The NCAA’s Definition of Student Athletes as Amateurs Every year, thousands of student athletes across America sign the National Collegiate Athletic Association’s Form 08-3a, the “Student­ Athlete” form, waiving their right to receive l payment for the use of their name and image (McCann). The form defines student athletes as amateurs, who cannot receive payment for playing their sports. While their schools and coaches may make millions of dollars in salaries and endorsement deals and are the highest-paid public employees in many states, student athletes can never earn a single penny from their college athletic careers. Make no mistake: college athletics are big business. The most visible college sports-big-time men’s football and basketball-generate staggering sums of money. For example, the twelve universities in the Southeastern Conference receive $205 million each year from CBS and ESPN for the right to broadcast its football games (Smith and Ourand). Even more money comes in from video games, clothing, and similar licenses. In 2010, the New York Times reported, “the NCAA’s licensing deals are estimated at more than $4 billion” per year (Thamel). While the staggering executive pay at big corporations has brought public outrage, coaches’ salaries are even more outlandish. Kentucky basketball coach, John Calipari, is paid over $4 million a year for a basketball program that makes about $35-40 million a year, more than 10″/o of the entire revenue. Tom Van Riper observes that no corporate CEO commands this large a share of the profits. He notes that if Steve Ballmer, the CEO at Microsoft. had Calipari’s deal. Ballmer would make over $6 billion a year. How can colleges allow advertisers, arena operators, concession owners, athletic gear manufacturers, retailers, game companies, and media moguls, along with coaches and university officials, to make millions and pay the stars of the show nothing? The answer is that colleges define athletes as amateurs. Not only are student athletes not paid for playing their sport, they cannot receive gifts and are not allowed to endorse products, which may be a violation of their right to free speech. The NCAA, an organization of colleges and schools, forces student athletes to sign away their rights because, it says, it is protecting the students. If student athletes could accept money from anyone, the NCAA argues, they might be exploited, cheated, or even bribed. Taking money out of the equation is supposed to let students focus on academics and preserve the amateur status of college sports. The definition of amateur arose in the nineteenth century in Britain, when team sports became popular. Middle-class and upper-class students in college had ample time to play their sports while working-class athletes had only a half-day off (no sports were played on Sundays in that era). Teams began to pay top working-class sportsmen for the time they had to take off from work. Middle-class and upper-class sportsmen didn’t want to play against the working-class teams, so they made the distinction between amateurs and professionals. The definition of amateur crossed the Atlantic to the United States, where college sports became popular in the 1880s. But it was not long until the hypocrisy of amateurism undermined the ideal. Top football programs like Yale had slush funds to pay athletes, and others used ringers-players who weren’t students-and even players from other schools (Zimbalist 7). The Olympic Games maintained the amateur-professional distinction until 1988, but it was long evident that Communist bloc nations were paying athletes to train full-time and Western nations were paying athletes through endorsement contracts. The only Olympic sport that now requires amateur status is boxing. The college sports empire in the United States run by the NCAA is the last bastion of amateurism for sports that draw audiences large enough to be televised. Colleges might be able to defend the policy of amateurism if they extended this definition to all students. A fair policy is one that treats all students the same. A fair policy doesn’t result in some students getting paid for professional work, while other students do not. Consider the students in the Butler School of Music at the University of Texas at Austin, for example. Many student musicians perform at the professional level. Does the school prevent them from earning money for their musical performances? No. In fact, the school runs a referral service that connects its students with people and businesses who want to hire professional musicians. The university even advises its students on how to negotiate a contract and get paid for their performance (“Welcome”).. Likewise, why are student actors and actresses allowed to earn money from their work and images, while student athletes are not? Think about actress Emma Watson, who enrolled at Brown University in Rhode Island. Can you imagine the university officials at Brown telling Watson that she would have to make the next two Horry Potter films for free, instead of for the $5 million she has been offered? Can you imagine Brown University telling Watson that all the revenue from Harry Potter merchandise bearing her likeness would have to be paid directly to the university for the rest of her life? They would if Watson were an athlete instead of an actress. In fact, compared to musicians and actors, student athletes have an even greater need to earn money while they are still in college. Athletes’ professional careers are likely to be much shorter than musicians’ or actors. College may be the only time some athletes have the opportunity to capitalize on their success. (Indeed, rather than focusing student athletes on their academic careers, the NCAA policy sometimes forces students to leave college early, so they can earn a living before their peak playing years are over.) Student athletes often leave school with permanent injuries and no medical insurance or job prospects, whereas student musicians and actors rarely suffer career-ending injuries on the job. Student athletes are prevented from profiting from their name and image. The NCAA says this rule preserves their standing as amateurs and protects them from the celebrity and media frenzy surrounding professional sports stars. Search for a “Tim Tebow Jersey” online, and you can buy officially branded Florida Gators shirts, ranging in price from $34.99 to $349.99 (autographed by Tebow). The NCAA, the University of Florida, Nike, and the other parties involved in the production and sale of these products get around the problem of using an amateur’s name by using his team number instead. Tebow’s name doesn’t appear anywhere on the jerseys -just his number, 15. Yet all these jerseys are identified as “Official Tim Tebow Gators merchandise,” and they are certainly bought by fans of Tebow rather than by people who just happen to like the number 15. Nobody is saying how much money these jerseys have made for Nike, or for the NCAA. What we do know for sure is the amount Tim Tebow has made off the jerseys: nothing. Defenders of the current system arque that student athletes on scholarships are paid with free tuition, free room and board, free books, and tutoring help. The total package can be the equivalent of $120,000 over four years. For those student athletes who are motivated to take advantage of the opportunity, the lifetime benefits can be enormous. Unfortunately, too few student athletes do take advantage of the opportunity. Seldom does a major college football and men’s basketball program have graduation rates at or close to overall student body. A study by the University of North Carolina’s College Sports Research Institute released in 2010 accuses the NCAA of playing fast and loose with graduation rates by counting part-time students in statistics for the general student body, making graduation rates for athletes look better in a comparison. Student athletes must be full-time students, thus they should be compared to other full-time students. The North Carolina Institute reports that 54.8% of major college (Football Bowl Subdivision) football players at 117 schools graduated within six years, compared to 73.7% of other full-time students. The gap between basketball players was even greater, with 44.6% of athletes graduating compared to 75.7% of the general student body (Zaiger). For the handful of talented athletes who can play in the National Football League or the National Basketball Association, college sports provide training for their future lucrative, although short-lived, profession. But as the NCAA itself points out in its ads, the great majority of student athletes “go pro in something other than sports.” For the 55% of college basketball players who fail to graduate, the supposed $120,000 package is an air ball. The NCAA would be wise to return to the older definition of amateur, which comes from Latin through old French, meaning “lover of.” It doesn’t necessarily have to have anything to do with money. Whether it’s a jazz performer or a dancer or an athlete, an amateur ought to be considered someone in love with an activity-someone who cares deeply about the activity, studies the activity in depth, and practices in order to be highly proficient. NBA players, Olympians, college athletes, high school players, and even bird watchers, star gazers, and open-source programmers: they’re all amateurs. If they are lucky enough to be paid, so be it. Question 1. What is Conley’s central claim? What reasons support it? 2. Rephrase Conley’s argument in the form of a definitional formula as described in our topic map (X is or is not a Y because….). Are any of the sections missing from Conley’s argument? Topic map: __ is (or is not) a ___ because …… 3. What audiences might be interested in Conley’s argument? Why is definition a persuasive way of convincing these audiences? 4. What other definitional claims does Conley make as part of the argument about amateur athletics?(Do you see other terms defined?) 5. Debates over student athletes are likely familiar to you. What other debates around campus or concerning online education could be framed as definition arguments?
Question 1. What is Conley’s central claim? What reasons support it? 2. Rephrase Conley’s argument in the form of a definitional formula as described in our topic map (X is or is not a Y because….). Are any of the sections missing from Conley’s argument? 3. What audiences might be interested in Conley’s argument? Why is definition a persuasive way of convincing these audiences? 4. What other definitional claims does Conley make as part of the argument about amateur athletics?(Do you see other terms defined?) 5. Debates over student athletes are likely familiar to you. What other debates around campus or concerning online education could be framed as definition arguments?

In her essay “I Am Adam Lanza’s Mother,” author Liza Long discusses her own situation with her mentally ill child. In the United States, parents with mentally ill children, such as Liza Long, are often left to deal with their mentally ill children by themselves since there are no long term mental health facilities that will take such children in. Frequently, law enforcement will not help either and will simply tell the parent to “call us once he has done something” as Long describes when she called the police when her son threatened to kill essay in which you give your response to the things that Long describes. Why do you think that Long title’s her essay “I Am Adam Lanza’s Mother” when she is not the mother of Adam Lanza? What do you think should be done with mentally ill children in this country? If you need more background information, google “Adam Lanza” and “Sandy Hook Elementary School Shootings”. Before you respond to this discussion, be sure to read the essay

paraphrase the sentences below.
?      Democritus, a philosopher in ancient Greece, began the search for a description of matter. He questioned whether matter could be divided into smaller and smaller pieces forever until eventually the smallest possible piece would be obtained. He believed that the smallest possible piece of matter was indivisible. He named the smallest piece of matter “atomos,” meaning “not to be cut.” To Democritus, atoms were small, hard particles that were all made of the same material, but were formed into different shapes and sizes.
?      In ancient Greece, the popular philosopher Aristotle declared that all matter was made of only four elements: fire, air, water and earth. He also believed that matter had just four properties: hot, cold, dry and wet.
?      In the early 1800s, the English Chemist John Dalton performed a number of experiments that eventually led to the acceptance of the idea of atoms. He formulated the first atomic theory since the “death of chemistry” that occurred during the prior 2000 years. Dalton theorized that all matter is made of atoms. Atoms are too small to see, “uncuttable,” and indestructible. All atoms of a given element are exactly alike and atoms of different elements are different.
?      In 1897, the English scientist named J.J. Thomson provided the first hint that an atom is made of even smaller particles. He discovered the presence of a negative particle in the atom – the electron. He proposed a model of the atom that is sometimes called the “Plum Pudding” model. His theory was that atoms are made from a positively charged substance with negatively charged electrons scattered about, like raisins in a pudding or chocolate chips in a cookie.
?      In 1908, the English physicist Ernest Rutherford performed an experiment using positively charged particles fired at gold foil. Through his experiment, he proved that atoms are not a “pudding” filled with a positively charged material. He theorized that atoms have a small, dense, positively charged center, which he called the “nucleus”. He said that nucleus is tiny compared to the atom as a whole, because the atom is mostly open space! He concluded that the negatively charged particles are scattered outside the nucleus at a distance.
?      In 1913, the Danish scientist Niels Bohr proposed an improvement. He built on the concept that the mass of an atom is contained mostly in the nucleus. He also theorized that electrons move in definite orbits around the nucleus, much like planets circle the sun. These orbits, or energy levels, are located at certain distances from the nucleus.
?      According to today’s atomic theory, electrons do not orbit the nucleus in neat planet-like orbits but move at high speeds in an electron cloud around the nucleus. In the electron cloud, electrons whirl around the nucleus billions of times in one second. They are not moving around in random patterns; an electron’s location depends upon how much energy the electron has.

Prior to attempting this week’s discussion read the information in week 6’s lesson. Then post what you learned that you did not know before reading the lesson for this week pertaining to APA formatting and grammar rules.
Next, discuss a grammar error or an APA citation error that you wish to draw to your classmates’ attention that really stuck out to you. One example may a discussion about the use of quotes in proper APA format.
Lastly, discuss why it may be a good idea to have someone proofread your paper before submitting it for grading.