Tag: Paper Writing

art work  “Mr and Mrs Andrews” by Thomas Gainsborough
1. Why did you choose the artwork – what is generally interesting to you about it? What was your initial, subjective interpretation of the artwork?  Did it change as you found out more about the context of the artwork? What emotions, concepts, or ideas did it provoke in you?  Do not simply describe the work or state whether or not you “like” the work; but rather, elaborate with specific details from the work that illustrate your response.

HANDOUT:
Developmental Tasks and Challenges of Adolescence In this lesson, we will be focusing on the tasks and challenges that you experienced during your adolescence stage. Adolescence is the period of development that begins at puberty and ends at emerging adulthood. During puberty stage, there are changes that occur in the body of a child. It is a natural process that everyone goes through. Remember when you started to notice the rapid changes in your body? Mostly resulted to your being self—conscious and being overly emotional. Sometimes, you would want to be accepted and be “in”, but at times, you would want to be just left alone. These adjustments are part of developmental changes during adolescence stage —— the time when a child transitions in terms of physiology and cognition to ful?l a new role as an emerging adult. We will walk along with you to discover yourself as you take the journey to the stage of becoming a responsible individual. Knowledge and understanding to oneself is the key to overcome the challenges in this period of your life. With guidance, assurance, and a better understanding of the process, you will have an easier time transitioning yourself in this extraordinary developmental stage.
What is It Developmental Challenges of Adolescence Adolescence is the transition period between childhood and early adulthood- the most rapid stage of human development. According to World Health Organization (WHO), it is a period of life with specific health and development needs and rights. It is also a time to develop knowledge and skills, learn to manage emotions and relationship, and acquire attributes and abilities that will be important for enjoying the adolescent years and assuming adult roles. Cambridge Dictionary defines developmental as relating to the process of growing or changing into a more advance, larger and stronger form, while challenges is defined as something that needs great mental or physical effort in order to be done successfully and therefore tests a person’s ability. The challenges the adolescents are facing occur during the development of his / her biological, cognitive, and physiological, spiritual and moral aspects. 6
— Earl Adolescence Middle Adolescence Late Adolescence Biological 0 Challenges Psychological 0 Challenges Developmental changes and the onset of puberty as indicated by growth spurt Concrete thinking, but early moral concepts Development of sexual identity Possible of sexual preferences; peer interest 0 Development of body shape Physical changes from puberty continue The concrete thinking, but early moral concepts; progression of sexual identity development The awakening of heterosexuality 0 Transition as the young person consolidates his identity and comes to grips with his future. Complex abstract thinking; identi?cation of difference between law and morality Feeling himself / herself a completer and more separate person a Development of personal identity Social Challenges Behavioral 0 Challenges Source: httpsj (linkspringernom[chapterg 10.1007197871734978146470 2 Start of strong peer identi?cation His group activities are primarily with members of his own sex. His behavior may temporarily show a disorganized, erratic quality along with a decreased willingness to accommodate the expectations of his parents and others Wide mood swings and periodic bouts of feeling ill-treated and unloved may dominate his emotional life. The ?rst tentative interest and approach towards the opposite sex usually takes place. The awakening of heterosexuality that often disrupts previous peer groupings and intimate friendships This is the stage when adolescent rebellion starts Period of irritability, wide mood swings, and rapidly changing feelings. Form and maintain truly intimate relationships with others whose beliefs, ideals, and motives he can see and respect as clearly as he does his own. Development of vocational capability and financial inde . endence’ He is more able to be selective and discriminating in his relationships
Developmental Tasks of Adolescence In the eight stages of Psychosocial Developmental Theory of Erik Erikson, Identity vs. Role Confusion (this stage is the age between 12 to 18 years old) explains that adolescents would try to explore and ?gure out their own identity and try to ?t in with social interactions at the same time. According to Erikson, an adolescent’s main task is developing a sense of self. Adolescents struggle with questions “Who am I?” and “What do I want to do with my life?” Most of the adolescents try to explore various roles and ideas and look for a place where they can fit, set goals, and attempt to discover themselves. As an adolescent who is entering the stage of adulthood, you are responsible for your own being. Accepting yourself and ensuring your body’s physical health help you build stronger personality and sense of identity. Likewise, building a strong relationship with your family and showing affection and respect to others can improve interactions with them. Establishing social responsibility, moreover, develops personal and moral values to guide you on how to react to social issues. Entering adulthood is undeniably a big challenge. At this stage of your life, your family, your school, and your community contribute to prepare you in this life-changing task. You should, in turn, need to be emotionally prepared since you would need to choose people whom you think would help you ful?ll these tasks in order for you to reach you goals in life Some years ago, Professor Robert J. Havighurst of the University of Chicago proposed that stages in human development can best be thought of in terms of the developmental tasks that are part of the normal transition. In his developmental tasks theory, he stressed out that when people successfully accomplish the developmental tasks at a stage, they feel pride and satisfaction. He defines developmental task as a task that arises at or about a certain period in life, unsuccessful achievement of which leads to inability to perform tasks associated with the next period or stage in life. Havighurst identi?ed eleven Developmental Tasks of Normal Adolescence associated with the adolescent transition. However, he believes that adolescence do not progress through these multiple developmental tasks separately because adolescence tasks may vary with early, middle, and late periods of the transition. Developmental Tasks of Adolescence Late Adolescence to Early Adolescence Middle Adolescence Early Adult Life ‘9 Developing self— Emergence of new > Preparing adult life concept thinking skills Crystallize their > Self—evaluation of – Accepting one’s vocational goals their physical physique Establish sense of acceptability Increase self-direction personal identity 3’» Achieving personal Achieving Psychologically independence psychological independent from their independence parents
> Developing Achieving mature ” Shift to adulthood is acceptable attitudes relations with both nearly complete toward society sexes Preparing for marriage > Learning to get along Achieving a and family life with peers masculine or Preparing for an feminine social role economic career Achieving emotional independence of adults Establish psychological independence from one’s parents Acquiring values and an ethical system to guide behavior Desiring and achieving socially responsible behavior Preparing for adult roles and making preliminary decisions and vocational goals https: / / ccoso .org / sites/ default / ?les / import / Developmental-Tasks-of—Normal-Adolescence . htrn
ACTIVITIES:
In Module 4, you learned that life is full of challenges. Nonetheless, What matters is how you manage and overcome the challenges that you encounter in your life. This may be dif?cult, but learning to accept these dif?culties may lead you in the right directions. Your thoughts, feelings, and behavior toward a situation are re?ection of yourself as a person. Moreover, dealing with circumstances makes you become a better individual. Read and express your thoughts, feelings, and ideas on the following situations. Write your answers in your notebook. Situation No. 1 John is an active member of school organizations. He has a lot of talents to share and ideas to contribute to their club. Aside from that, he is known for his looks, neatness, and tidiness. However, these seemingly likeable characteristics became the reasons that many get envious and try to create rumors and gossips about him. This hurt him so much that he almost wanted to drop from schooling Give your reaction: CO_Q1_Personal Developmen Module 5 Situation No. 2 Erica is a Grade 11 student. Like any other girls she is sociable and have a lot of friends in school. She is just an average student, but having a crush on her top one classmate urged her to spend late nights studying to keep up with him. However, all her efforts still fell short and she did not make it to the cut of students with honors. Because of this, she developed an eating disorder that caused her to lose huge weight. She also started to have breakouts. With these, the then friendly Erica became aloof and self- conscious. Give your reaction: Processing Questions: 1. What kind of adolescent did the two students portray in the two situations? 2. What challenges did John and Erica experience? 3. What challenges do Filipino adolescents face most?
Activity 1: The following illustrations show a boy and a girl adolescent. Let one represent you and recall the challenges you have experienced during your adolescence stage. Write your answers inside the box below. CO_Q1_Personal Developmen Module 5 Example: rapid changes of physical appearance 1. What were the most dif?cult challenges you have encountered? 2. How were you able to overcome these challenges? 3. How did these challenges help you to be a better person? How do you think this would prepare you to your adulthood?
What’s More Now that you already understood the challenges and tasks you face during your adolescence years, let us try to answer the following activities to test your learning. Directions: Read and analyze the situations carefully then answer the questions that follow in your notebook. CO_Q1_Personal Development 5 Module 5 Actvityl: 1. Your friends asked you to try to smoke cigarette. They said that if you don’t try it, you will be out to their group. What is the problem? What is your responsibility? What would be the solution? 2. You have always enjoyed badminton until you found out that your crush liked it, too. One time during practice, though, your crush watched your training and that made you conscious. This eventually resulted to errors that your coach scolded you in front of the audience. You felt embarrassed especially to your crush who happened to be there in the venue. What is the problem? What is your responsibility? What would be the solution? 3. Your friend invited you to sleep over in their house to ?nish the research paper that you need to submit the next day. However, you are anxious because your classmate’s house is far and your parents might not allow you to go. What is the problem? What is your responsibility? What would be the solution?
Activity 3: Answer the following brie?y. p..- . Write an essay about the topic: “What Kind of Adolescent I
am?” 2. Make a “thank you letter” to the most signi?cant person in your life who has helped you to
understand yourself better. 3. Make a weekly plan of your tasks to accomplish.
What I Have Learned Now that we are done with our topic, check your understanding about the lesson. Directions: Fill out the box that corresponds to the given statement. Recall the most important ideas from the Recall lesson. Summarize Summarize the ideas in a single sentence. Question Ask 1 major question in mind. Connect Connect the lessons in your life.
What I Can Do As a Grade 1 1 student, you are most probably expected to enter the late adolescence to early adulthood stage. You will encounter different adversities, but as you go on with your life, you will become more responsible with your decisions and actions. Now, list some ways on how you have become a more responsible individual. Then, make a promise to yourself that you will do better in the coming years. Promise to Myself
Additional Activities Using the chain of events, write down some of the most important episodes in your life during adolescence. Write your aspirations and what will be your actions to achieve your goals. 13-15 years old 16-17 years old Preparing for my 18-21 years old Adulthood My actions to be a Goals responsible adult to achieve my… 16

In William Blake’s poem “A Poison Tree,” what is a thorough analysis of the stages the speaker of the poem goes through from the beginning to the end of the poem. What is the overall meaning of the poem? How do the pictures and images contribute to the meaning of the poem?

The artwork for Mini Analysis 2 is: Frida Kahlo, The Two Fridas, 1939. Oil on canvas, 68.3 x 68 inches.
Frida Kahlo’s artwork was heavily influenced by the artist’s own biography. For this analysis, your primary focus should be the interpretation of the work, with formal qualities and description being supporting information. Using information that you have researched about the life of Kahlo, interpret the iconography the artist used in the creation of The Two Fridas. Description The subject matter in this painting must be described correctly. To begin, give general information about the artwork, including the person who made the work, the piece’s title, medium, and size. Titles of artworks are italicized, for example, “Wayne Thiebaud finished his oil painting, Cakes, in 1963.” Explain what you see, including description of any discernible subject matter. There are no scissors in this painting! If you are unsure of any of the subject matter, you need to look at the higher resolution image in the dropbox. This is also a very famous painting and there are many images online. Analysis Continue by describing the composition using correct terminology, with clear explanation of the relationship between elements of art and principles of design. See the Mini Analysis rubric for specific information. Interpretation In a separate paragraph, provide an informed interpretation of the artwork, describing the visual clues you used to arrive at this conclusion. Clearly explain the reasoning for your interpretation including any references to relevant iconography, contexts, analyses, etc., that we have learned about in class.

The following example is an example of an oversimplification fallacy:
Libraries can be great places to study. In a library, you can complete your homework quietly, find resources to help you conduct research, and get help from a peer tutor.
True or False

“Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.” Langston Hughes
Analyzing Poetry
If there is a title, does it tell you what the poem is about?
Read the poem through quietly to yourself. What is happening?
What is your first impression of the poem?
Now read the poem a second time. Notice how it is punctuated. Do any images stand out to you? Is there a rhyming pattern? What is it? Is there a noticeable rhythm to the words?
Is there an obvious meaning to the poem?
Is there an implied meaning?
What do you think the poet is trying to communicate?
Identify the structures in the poem (repetition, different voices or themes in stanzas, etc.)
Identify the poetic devices in use (simile, metaphor, alliteration, personification, onomatopoeia, assonance, etc.).
Note any special use of vocabulary or language.
What is your interpretation of the poem? Describe what it means to you in a few sentences, as if you were telling a friend about it.

Homework File: Cloud Security Background . During the last week, you created a highly available web server for XCorp’s Red Team to use for testing and training. Your lead cloud administrator has asked for a diagram of the Network you created to keep for documentation and company records. Your task: Use draw.io to create a detailed diagram of your cloud infrastructure. Cloud Recap When you’re finished completing all the activities in cloud week, you should have: . A total of 3 VMs running DVWA. All 3 VMs receiving traffic from your load balancer. If you did not setup the 3rd (optional) VM, you should have: . A total of 2 VMs running DVWA . Both VMs receiving traffic from your load balancer. You can complete this homework with either 2 or 3 VMs. Your Goal When you are finished with this assignment, you should have a network diagram that shows your entire cloud setup, including your Ansible jump box and the Docker containers running on each VM.

My Cover Letter Now it’s your turn, write a letter to a prospective employer. Keep in mind all that you have just read and be sure to include the following in your letter:
Begin by doing a little research; choose your field of interest and research your dream job!
Find out who has the authority to hire you or influence the decision and address the person by first and last name.
Now that you know whom you are writing to, follow the model and be sure to use a proper business letter format and language. Remember, you want to make a good first impression!
Your letter should be no longer than one page.
Your letter should include three sections; introduction, body and conclusion/closing.
Do not use abbreviates that are not universally known except for ones such as Ph.D., CPR, states, PO Box, etc.
The introduction paragraph should:
Be one paragraph in length
Engage/make a connection with the reader
State the position you are applying for
Include the skills that you have that are relevant to the position you are applying for
The body paragraph should:
Sell yourself as the unique solution to the challenges that company faces
Link your skills, experience, and education to the needs of the company
Focus on two or three strong selling points as evidence of your impact
Be no more than two paragraphs
The conclusion/closing paragraph should:
Include a statement of how you would welcome a meeting to discuss your contributions as a team player
Close the letter by asking for an interview or face-to-face meeting
Provide your preferred method of communication
Thank them for their time
End letter formally with “Sincerely”.
Sign your name in addition to typing it.
When submitting your cover letter electronically, the same rules apply as with the resume Important! You are at a crucial time in your life, make sure your ring back tone and/or voice mail message is appropriate and professional! Use an e-mail address that is also professional. A professional email should include only your name and no other descriptive words or things that reference anything other

Question 1 (1 point)
Choose the sentence that contains its subject (S), verb (V), and object (O) in the following order:
O-V-S
Question 1 options:
The action committee discussion was on conflict resolution.
Conflict resolution was discussed by the action committee.
The action committee discussed conflict resolution.
Question 2 (1 point)
Choose the sentence that begins with an independent clause, and ends with a prepositional phrase.
Question 2 options:
The news will start after the commercial.
By the time of independence, the former colony had a well-developed market economy.
At last, a reality tv-show that defies expectations.
Question 3 (1 point)
Choose the independent clause.
Question 3 options:
After the game.
We saw the Raptors last night.
At the drive-in.
Question 4 (1 point)
Choose the sentence that contains its subject (S), verb (V), and object (O) in the following order:
S-V-O
Question 4 options:
Leading the commercial intelligence market is our company.
The commercial intelligence market is led by our company.
Our company leads the commercial intelligence market.
Question 5 (1 point)
Choose the sentence that begins with its subject.
Question 5 options:
Amazing skills: that is how to describe Paul as a lecturer.
Paul’s skills as a lecturer are amazing.
As a lecturer, Paul’s skills are amazing.
Question 6 (1 point)
Choose the dependent clause.
Question 6 options:
At the movies.
This is first public safety summit on crumbling water infrastructure.
Join future leaders at the sustainability conference.
Question 7 (1 point)
Choose the sentence that begins with a dependent clause.
Question 7 options:
This club really gets hopping after midnight.
The best part of the roller coaster is the big loop.
After midnight, this club really gets hopping.
Question 8 (1 point)
Choose the sentence that begins with an independent clause.
Question 8 options:
While behind the wheel, it’s important to be aware of your surroundings.
As a result of the investigation, nine more athletes where implicated in the doping scandal.
Cajun cuisine is often spicy, but it is delicious.
Question 9 (1 point)
Choose the sentence that begins with its verb.
Question 9 options:
Compare our price with that of the national brand.
Our price can be compared with that of the national brand.
The price of the national brand can be compared with ours.
Question 10 (1 point)
Choose the sentence that begins with its object.
Question 10 options:
Durham regional police arrested three people.
Arrested by the Durham regional police: three people.
Three people were arrested by Durham regional police.

Ozymandias BY PERCY BYSSHE SHELLEY I met a traveller from an antique land, Who said—”Two vast and trunkless legs of stone Stand in the desert. . . . Near them, on the sand, Half sunk a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them, and the heart that fed; And on the pedestal, these words appear: My name is Ozymandias, King of Kings; Look on my Works, ye Mighty, and despair! Nothing beside remains. Round the decay Of that colossal Wreck, boundless and hate The lone and level sands stretch far away.” Love’s Philosophy BY PERCY BYSSHE SHELLEY The fountains mingle with the river And the rivers with the ocean, The winds of heaven mix for ever With a sweet emotion; Nothing in the world is single; All things by a law divine In one spirit meet and mingle. Why not I with thine? See the mountains kiss high heaven And the waves clasp one another; No sister-flower would be forgiven If it disdained its brother; And the sunlight clasps the earth And the moonbeams kiss the sea: What is all this sweet work worth If thou kiss not me?
Prometheus Unbound BY PERCY BYSSHE SHELLEY (excerpt) SCENE—A Ravine of Icy Rocks in the Indian Caucasus. Prometheus is discovered bound to the Precipice. Panthea and Ione are seated at his feet. Time, night. During the Scene, morning slowly breaks. Prometheus. Monarch of Gods and Daemons, and all Spirits But One, who throng those bright and rolling worlds Which Thou and I alone of living things Behold with sleepless eyes! regard this Earth Made multitudinous with thy slaves, whom thou Requitest for knee-worship, prayer, and praise, And toil, and hecatombs of broken hearts, With fear and self-contempt and barren hope. Whilst me, who am thy foe, eyeless in hate, Hast thou made reign and triumph, to thy scorn, O’er mine own misery and thy vain revenge. Three thousand years of sleep-unsheltered hours, And moments aye divided by keen pangs Till they seemed years, torture and solitude, Scorn and despair,—these are mine empire:— More glorious far than that which thou surveyest From thine unenvied throne, O Mighty God! Almighty, had I deigned to share the shame Of thine ill tyranny, and hung not here Nailed to this wall of eagle-baffling mountain, Black, wintry, dead, unmeasured; without herb, Insect, or beast, or shape or sound of life. Ah me! alas, pain, pain ever, for ever! No change, no pause, no hope! Yet I endure. I ask the Earth, have not the mountains felt? I ask you Heaven, the all-beholding Sun, Has it not seen? The Sea, in storm or calm, Heaven’s ever-changing Shadow, spread below, Have its deaf waves not heard my agony? Ah me! alas, pain, pain ever, for ever! The crawling glaciers pierce me with the spears Of their moon-freezing crystals, the bright chains Eat with their burning cold into my bones. Heaven’s winged hound, polluting from thy lips His beak in poison not his own, tears up My heart; and shapeless sights come wandering by, The ghastly people of the realm of dream, Mocking me: and the Earthquake-ends are charged To wrench the rivets from my quivering wounds When the rocks split and close again behind: While from their loud abysses howling throng The genii of the storm, urging the rage Of whirlwind, and afflict me with keen hail. And yet to me welcome is day and night, Whether one breaks the boar frost of the morn, Or starry, dim, and slow, the other climbs The leaden-coloured east; for then they lead The Wingless, crawling hours, one among whom —As some dark Priest hales the reluctant Victim— Shall drag thee, cruel King, to kiss the blood From these pale feet, which then might trample thee If they disdained not such a prostrate slave. Disdain! Ah no! I pity thee. What ruin Will hunt thee undefended through wide Heaven! How will thy soul, cloven to its depth with terror, Gape like a hell within! I speak in grief, Not exultation, for I hate no more, As then ere misery made me wise. The curse Once breathed on thee I would recall. Ye Mountains, Whose many-voiced Echoes, through the mist Of cataracts, flung the thunder of that spell! Ye icy Springs, stagnant with wrinkling frost, Which vibrated to hear me, and then crept
Shuddering through India! Thou serenest Air, Through which the Sun walks burning without beams! And ye swift Whirlwinds, who on poised wings Hung mute and moveless o’er yon hushed abyss, As thunder, louder than your own, made rock The orbed world! If then my words had power, Though I am changed so that aught evil wish Is dead within; although no memory be Of what is hate, let them not lose it now! What was that curse? for ye all heard me speak. Mutability [“We are as clouds that veil the midnight moon”] BY PERCY BYSSHE SHELLEY I. We are as clouds that veil the midnight moon; How restlessly they speed and gleam and quiver, Streaking the darkness radiantly! yet soon Night closes round, and they are lost for ever:— II. Or like forgotten lyres whose dissonant strings Give various response to each varying blast, To whose frail frame no second motion brings One mood or modulation like the last. III. We rest—a dream has power to poison sleep; We rise—one wandering thought pollutes the day; We feel, conceive or reason, laugh or weep, Embrace fond woe, or cast our cares away: IV. It is the same!—For, be it joy or sorrow, The path of its departure still is free; Man’s yesterday may ne’er be like his morrow; Nought may endure but Mutability. Shelley, P. B. (1977). Shelley: poetry and prose. “Ozymandias.”
TP-CASTT Poetry Analysis TITLE: Consider the title and make a prediction about what the poem is about. PARAPHRASE: Translate the poem line by line into your own words on a literal level. Look for complete thoughts (sentences may be inverted) and look up unfamiliar words. CONNOTATION: Examine the poem for meaning beyond the literal. Look for figurative language, imagery, and sound elements. ATTITUDE/TONE: Notice the speaker’s tone and attitude. Humor? Sarcasm? Awe? SHIFTS: Note any shift; or changes in speaker or attitude. Look for key words, time change, punctuation. TITLE: Examine the title again, this time on an interpretive level. THEME: Briefly state in your own words what the poem is about (subject), then what the poet is saying about the subject (theme).