Analyze data no plagiarism

Overview

To make sense of all the data available to them, business leaders work alongside data scientists who generate data visualizations to understand business questions via analytics. This process gives companies insight on what is working and what is not: for example, whether the products or services offered are meeting expectations, or if a shift in strategy is necessary.

Prompt

For this assignment, you will take on the role of a business leader who wishes to analyze if a new product their company has introduced is meeting the expectations. Imagine that you would like to create a post in the company intranet that summarizes your findings in an easy-to-read format for your team. Pay special attention to creating meaningful data visualizations. You should use techniques that make content easy to follow but that also display charts accurately without distorting or skewing data. Your company’s profit goal is 25% of the cost of goods sold (COGS). Remember, COGS is the cost of manufacturing the product, including labor, materials, and overhead. You will need to build trust and an open channel of communication with other leaders on your team. Pay close attention to the story that data visualizations tell you and others reviewing your post.

The purpose of this analysis is to better understand the cost, revenue, and profit associated with the new product launch. Review the Cost, Revenue, and Profit spreadsheet retrieved from the company’s data center and consider the following while developing your ideas in this assignment.

  • What is the importance of data analysis?
  • What are the results of your analysis?
  • Think about your analysis and its findings, including visuals. Use visuals and text to re-state the purpose of your analysis and summarize your most important findings.
    • What are you trying to represent with this data?
    • What kind of graphic have you selected and why?
  • How did adding visual representations of the data change your analysis?
    • Does the target audience influence the way you display information?

Guidelines for Submission

Complete the Making Data Driven Decisions worksheet in your Soomo webtext, download your completed work, and submit it in Brightspace for instructor feedback. You should write using a professional voice, and any sources should be cited according to APA style. Your assignment must be between 400 and 800 words in length.

perspective of criminal justice

  

Instructions

For this assignment, consider the role, responsibility, and perspective of the criminal justice administrator (i.e., police chief or sheriff) in your municipality. You are tasked with identifying the plan and budget for the agency that accounts for threats of domestic terrorism.

To accomplish this, you will need to research your local (i.e., city, county, or state) law enforcement agency and the applicable fusion center to determine the connection that exists between budget allocation and the threat of terrorism. Use this information to analyze the threats that your agency plans and prepares for, and determine how training and response to these threats are budgeted. Most law enforcement agency budgets and fusion center budgets are public record and are easily obtained online; however, you may need to do some deeper research to obtain all of the information needed for this assignment.

Your case study should address the items below.

  1. Identify your location      and the law enforcement agency that you selected.
  2. Discuss the terrorist or      homeland security threats that apply to your area and how they are      specifically addressed through department policy, procedures, and      training.
  3. Examine the role of the      law enforcement administrator or leader (e.g., sheriff, police chief) in      protecting the community from a terrorist incident. Address his or her      potential concerns regarding the safety of the community and his or her      officers in a terrorist incident.
  4. Identify the external      resources (fusion center resources and others) that could be tapped by law      enforcement leadership in the event of a terrorist incident.
  5. Determine how terrorist      incident response, preparation, and training are budgeted. Are these items      specifically allocated, or do they fall under the general category line      items such as overtime and training? What other factors must an      administrator consider when creating the fiscal budget that could possibly      interfere with terrorism budget allocation?
  6. Finally, take into      consideration everything you have learned in this course about the role      and responsibilities of a criminal justice administrator, the value of      community policing, and the importance of the agency leadership having a      positive influence on personnel and policy. With this in mind, propose two      changes to the current way in which the threat of terrorism is handled and      budgeted for in your local agency. Support your recommendations with a      strong argument and evidence.

Your case study must be a minimum of three pages in length, not counting the title page and references page. A minimum of three sources will be used and must be properly cited. The case study, including all references, should be formatted in APA Style.

Waldorf University edu 5100

EDU 5100, Personal Leadership Skills and Team Building Unit II Case StudyFor the Unit II Case Study, you will complete both Part 1 and Part 2 and will utilize the table below:                                Your District A.   Neiboring district BAttendence rate.         88%.                 80%Graduation rate.          92%.                 86%Average on state tests. 70th percentile.  55th percentileMath Scores.               66th percentile. 45th percentileReading scores           72nd percnetile   58th percentilestudent population Caucasion                     44%                   44%Hispanic                        22%                  14%Asian                            12%                   14% Afro-American             12%                    14%other                            10%                    14%Reading level of grads 8th grade          6th gradeEnglish lang leaners.     14%                 18% # of languages in school.   2 language.  4 languageclass size                         16                   27average # of  yearsteacherstaught at school 14                  6yraverage referrals            9                    11parent participation         52%               20%studnt participation          24%              12%Part 1: As we discussed in the Unit Lesson, in order to bridge the communication gaps and be as effective as possible, teacher leaders must understand the needs of the students in their school districts. For Part 1 of this case study, you will be doing just that.You are the best person to give an overview perspective of the dynamics that make your community work. Using the demographic information of your school district (please use District A) in the table above, how might you describe your community? Specifically address the local customs and traditions that impact teaching and learning. Spend some time reflecting on the cross-cultural and diversity issues in your community.Once you have compiled your observations, construct a minimum of a 200-word response.

  • Describe the strengths and possible areas that might need attention if your community is going to be proactive in addressing the educational needs of all students, as well as faculty.
  • If your community is to move forward, what issues are the top priorities?
  • As a teacher leader, what do you see as your role in helping the building/district move forward?
  • What could be the first two major steps to begin implementing your role and tackling the problems you identified? Please note that you are making predictions based upon the criteria included in the table above. Multiple responses will be accepted. Part 2: You have been asked to serve as a mentor for a newly established teacher-leader team in a neighboring school district. Your administrators are attempting to bring the two districts closer together since you have so many mobile families who move between the two districts over the course of the year. Your role is to help this new teacher leader team put together a plan of action on how to deal with issues within their district and how to structure their plan. Use the information provided below to get a feel for the differences and similarities between the districts. Which items would you recommend the group address first, second, etc.? Provide rationale for your suggestions. What would be the strategies you would use to help the teacher leader team mentor their co-workers? In a minimum three-page case study, address each of the following issues:
  • Goals: What is the end goal? How do you help the team set priorities?
  • Communication: What needs to be communicated to the faculty in order to improve the culture and climate in their building?
  • Training: What will the training look like? How will you structure the workshops to help those classroom teachers make the transition/change? What will be the components of the training?
  • Timeline: What is the timeline? Please include the order in which the events need to take place.
  • Domains: How will you address the “domains?” Please use the criteria above as headings so that your plan is clear.

Course TextbookTomal, D. R., Schilling, C. A., & Wilhite, R. K. (2014). The teacher leader: Core competencies and strategies for effective leadership. Rowman & Littlefield. https://online.vitalsource.com/#/books/9781475807462

Insanity Defense

  

In 1500 words, discuss the following:

1. Identify the different forms of the insanity defense.

2. Identify the most common insanity defense applied by the States.

3. Describe how often the insanity defense raised.

4. Discuss how a criminal defendant assessed for insanity.

5. Describe how a psychologist would be utilized as an expert witness to prove or disprove an insanity defense.

Use three to five scholarly resources to support your explanations.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

1. Read Chapters 8 and 9 in Contemporary Criminal Law.

URL:

https://www.gcumedia.com/digital-resources/sage/2018/contemporary-criminal-law_concepts-cases-and-controversies_5e.php

 

 2. Read “Witness Confidence and Witness Accuracy: Assessing Their Forensic Relation” by Penrod & Cutler from Psychology, Public Policy and Law (1995).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1996-13285-001&site=ehost-live&scope=site

 

3.Use the website information to assist with the assignment for this Topic. Remember that processes may vary slightly from state to state.

URL:

http://www.calbar.ca.gov/Public/Pamphlets/Arrested.aspx

4. Review the Offices of the United States Attorneys website to assist the assignment for this Topic.

URL:

https://www.justice.gov/usao/justice-101/investigation

5..Read “Expert Testimony and Jury Decision Making: An Empirical Analysis” by Cutler, Dexter, & Penrod from Behavioral Sciences & The Law (1989).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=20626900&site=ehost-live&scope=site

 

6.  Read “The Case for Expert Testimony About Eyewitness Memory” by Leippe from Psychology, Public Policy, and Law (1995).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1996-13282-001&site=ehost-live&scope=site

 

7. Read “How Reliable are Forensic Evaluations of Legal Sanity?,” by Gowensmith, Murrie, & Boccaccini from Law & Human Behavior (American Psychological Association) (2013).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=89366057&site=ehost-live&scope=site

8.  Read “Cognitive Bias and Its Impact on Expert Witnesses and the Court,” by Dror, McCormack, & Epstein from Judges’ Journal (2015).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=114546671&site=ehost-live&scope=site

 9.  Read “Psychotherapists as Expert Witnesses,” by Brodsky from Testifying in Court: Guidelines and Maxims for the Expert Witness. American Psychological Association (2013).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-19379-038&site=ehost-live&scope=site

  

curriculum and instruction (CI) team

In this team task you are going to take on the role of being a central office curriculum and instruction (CI) team. One of your teachers, Chris, has shared that he was ready to take some steps to formalize Cooperative Learning in his classroom. In his words, he wanted to take it to “a new level.”  Specifically, he referred to his experience in coaching and how he tried to build teams where players with less developed talent could still feel like they were valued members and could make important contributions to the team. He said he had been thinking a lot about that lately and was looking for specific ideas.

When you asked if he was familiar with the work of Robert Slavin and such strategies as STAD and TGT, the teacher had heard the terms in college, but that was about it. In closing the conversation, you offer to get with your CI team to pull together some resources that Chris might find helpful.

Your team task is as follows:

Step 1:  Decide whether to recommend STAD or TGT. Choose which you think would work best for this scenario. You need to make the decision based on a team discussion that follows internet research on the two approaches. Assign some of your team members to look for information on STAD, and others to look up TGT.

Step 2:  Once you’ve made your choice, prepare a brief rationale for why you are recommending the approach selected (approximately 100 words). Your team’s rationale must include an explanation of how your recommended strategy will help the teacher create a learning experience where “less developed” players can still contribute to the team!

Step 3:  Prepare a “Teacher Resource Kit” for the strategy that you recommended. In this case the kit will be web-based and should include at least one on-line article or website that provides “teacher-friendly” and “step-by-step” instructions on how to plan and implement the strategy.

Step 4:  The final report should include the “Rationale” followed by hyperlinked Urls for the articles and websites you are including in your kit. Each Url should be followed by a 25-50-word annotation describing the source and nature of the material that is linked.

Resource used: PP.81-114

Research Topic and Question

 GEN103 Research Topic and Question Assignment (Links to an external site.) Video 

 

Prior to beginning this assignment,

  1. Choose a research topic.
  2. Explore your topic.
  3. Write your research question.

Choose a Research Topic

Choose a research topic related to your program or major. This topic will be used for all five weeks so choose one that interests you and for which two scholarly articles, one e-book , and two non-scholarly sources are available. Review the Possible Topics for Research 

 download handout if you need ideas. It is recommended that you review the GEN103 Week 1 Assignment example 

download.

Provide a two to three sentence explanation of the research topic and how it is related to your major on the Week 1 Research Topic and Question worksheet 

download.

Explore your Topic

On the Week 1 Assignment worksheet, fill in the KWHL chart to explore the research topic. Be sure to carefully follow the instructions on the worksheet. The 4 Easy Steps to Using the Ashford Library for Background Research 

downloads a helpful resource at this point.

Write Your Research Question

Write the first draft of your research question in the table at the bottom of the Week 1 Assignment worksheet. Your research question will help you focus your research by defining the information you are looking for as you research your topic.

Your research question must be:

  • Open-ended (should begin with “how,” “why” or “what”)
  • Clear
  • Concise
  • Detailed

The How to Ask an Open-Ended Question 

download handout can help you formulate an open-ended question.

Next, it is recommended you use Tutor.com to help you refine your question. If you use the service, ask your tutor to review your draft question with regard to the criteria in the table. Bring your draft research question to the Tutoring on Demand session. When you have completed the worksheet, save it to your computer and then submit it to Waypoint for grading.

To make sure your submission is as strong as it can be, use Grammarly (Links to an external site.) to assist you in locating and correcting grammar and punctuation errors.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

hw assigment 65

The Assignment, Step-by-Step

Assignment template:

  1. INTRODUCTION:
    First, introduce the reading and author and the year the text was written, and provide a short summary as to what the reading covers, as well as what the thesis or argument is. This should be in your own words.
  2. INTRODUCE THE CONCEPT:
    Second, identify 1 major concept or point from the reading. What is this concept? Summarize it briefly as you understand it
  3. EVIDENCE AND QUOTES:
    Third, provide evidence (in the form of at least 2 direct quotes) that you think best explains the concept (use sentence starters like “For instance/for example/___ explains this concept as one that…”/”This concept is best understood through ____’s explanation that…” etc; these quotes need to be contexualized and incorporated into your own sentences rather than just dropped in as standalone sentences). Then, explain what the quote means in 1-2 sentences! (“What ___ means by this is that…”/”In other words, ___ means that…”/”Put differently, the concept of ___ explains how…”). Don’t worry if you’re fully correct or if you’re really unsure about your analysis. Just do the very best that you can. 
  4. USE VALUE TO INTERSECTIONALITY:
    Fourth, explain how this reading helps us understand intersectionality. What new information does it provide? What stood out to you and why?
  5. LAYPERSON EXAMPLE:
    Fifth, provide a metaphor or accessible example not from the reading or lecture that helps explain the concept from the reading you’re focused on to someone unfamiliar with the concept. This can be 1-3 sentences and should be accessible to someone who hasn’t read the reading. You can be as creative as you like! Draw a picture, make/steal a meme, compare the theory to a B-rated film…whatever you want. 
  6. THEORY APPLICATION:
    Sixth, describe, in 1-2 sentences, what real-world situations, or what book/film/video game/narrative you think this concept is particularly relevant to. In other words, how would you make use of this concept? Where can you see applying it outside this text?
  7. EVALUATION:
    Briefly identify, based on the evaluation guidelines above, what grade range you were aiming for while completing the assignment. (eg. “I completed ___, ___, and ___, but didn’t complete ___ as I was just aiming for a ___ grade.”)

*YOU ONLY NEED TO PICK ONE SECTION/CONCEPT TO ANALYZE, YOU DO NOT NEED TO READ THE ENTIRE DOCUMENT; ONLY ENOUGH TO GET A MAIN CONCEPT TO WRITE A ONE PAGE SINGLE-SPACED PAPER.*

Peer Pressure Sociology

 

Companion Pressure can be an immense issue for some youthful grown-ups. It can at times be positive, yet more often than not its negative and damaging. Contingent upon the people gathering of people, peer pressure addresses social impacts that impact youths. The pressure of needing to have a place can prompt crazy conduct.. Companion Pressure has been censured for young adult practices going from decision in dress to tranquilize utilization. The requirement for parental direction is at a record-breaking high. Guardians need to assume a part in setting up their youngster for managing the pressing factors the face from their friends. 

Companions impact your life, regardless of whether you don’t understand it, just by investing energy with you. You gain from them, and they gain from you. It’s just human instinct to tune in to and gain from others in your age bunch. Friend pressure is characterized as the prevailing difficulty by individuals from one’s companion gathering to make a specific move, receive certain qualities, or in any case adjust to be acknowledged. (peer pressure, 2009) Teenage is that period of life when you are presented to the world outside. 

These are the years when you invest the vast majority of your energy with your companions. High school is the period of starting to get autonomous throughout everyday life; the long stretches of framing your beliefs and standards, the years that shape your character and the years that acquaint you with your own self. 

To comprehend peer pressure it is imperative to distinguish hazard factors implied. Hazard factors are any conditions that may improve the probability of young people’s taking part in hazardous practices. Hazard factors have been recognized inside people, family conditions, schools, friend or social connections and the local area. Singular danger factors incorporate enemy of social conduct, uneasiness or wretchedness, resistance. 

Family hazard factors incorporate separation, uninvolved guardians, negative correspondence, hazy standards and assumptions. School hazard factors incorporate scholastic disappointment, school advances, negative marking, delinquency, and low obligation to class. Friend hazard factors incorporate partner with the individuals who use medications, dismissal, and posse contribution. Local area hazard factors incorporate tolerant laws, drug accessibility, absence of significant jobs, and low financial status. It is likewise imperative to take note of that openness to many danger factors has a total impact and wild conduct. 

There ought to be a qualification between hazard conduct and crazy conduct. As indicated by Arnett, hazard practices are socially endorsed, for example, cruiser riding and bungee hopping. Interestingly, crazy practices are those that need social endorsement. (1992) Young individuals who participate in one kind of wild conduct are probably going to take an interest in others. (Arnett, 1991) Various foolish practices incorporate wild substance use, crazy sexual conduct and careless driving. 

As indicated by the Centers for Disease Control and Prevention, there are a lot of high-hazard practices your young adult may feel constrained to participate in. Numerous youths are participating in practices that place their wellbeing in danger — including cigarette smoking, liquor utilization, illicit medication use and sexual action. Also, probably, their companions are pushing them to attempt these practices. 

Arising into adulthood is when cognizant decisions are made and people investigate and need to pick between different conceivable outcomes. Analysts looking at the impact of guardians and companions on arising grown-up issue conduct have discovered friend impacts to be more grounded. (Clapper, 1994) Reckless conduct generally happens in peer settings. Wild substance use is generally a gathering action. Foolish driving happens with various travelers. Crazy sexual danger taking requires another person to partake. (Teese and Bradley, 2008) 

Companion Pressure has adverse consequences that can prompt an assortment of issues all of which can have crushing impacts. From the social learning point of view, test smoking is basically a component of friend job demonstrating and vicarious support that drives youth to anticipate positive physical and social outcomes from smoking. From this viewpoint, it ought to be youth who invest the most energy with companions and companions who smoke who are the well on the way to see the positive social advantages of smoking and to explore different avenues regarding smoking themselves. (Karcher &Finn, 2005) 

Despite the fact that understudies drink for an assortment of reasons (Baer, 2002), peer pressure assumes a significant part in keep up these examples. (Crawford and Novak, 2007) Binge drinking is a significant wellbeing concern and the negative issues related with it are very much archived (Wechsler, Davenport, and Dowdall, 1994). A new European examination on the attributes of gorge consumers inferred that guys were bound to knock back the firewater and that friend pressure was one of the most grounded affecting components (Kuntsche, Rehm, and Gmel, 2004). 

Early youthfulness is for the most part viewed as when companions apply a critical effect on youngster conduct (Steinberg and Silverberg, 1986). Friend of peer pressure is quite possibly the most risky parts of youth to which youngsters are uncovered. The contrast among negative and positive companion pressure is the result. Subsequently, guardians should think often more about their young people until they beat this basic age. Connectedness to guardians and educators fill in as controls against hazard taking by empowering traditional practices, convictions, and perspectives. (Karcher and Finn, 2005) 

Poor parental observing and conflicting order have been appeared to have direct relations with juvenile substance use. (Steinberg, Fletcher, and Darling, 1994) Parents should play a functioning job in their kid’s life. They need to chat with their kid about their companions and the impact they may have. Illuminating them about the expense regarding saying no can set up a kid for outcomes they will confront in the event that they settle on helpless decisions. Guardians can set them up their youngsters by examining the various manners by which individuals experience peer pressure. 

They can pretend various situations with their youngsters so they can work on saying no in tough spots. It would likewise be important to share stories from the past about how they managed peer pressure. Enable your kids by giving them pardons for escaping predicaments. Above all put forth an attempt to develop a positive individual character and confidence in your kid. There is a solid connection among appearance and confidence during immaturity. Since youths focus closer on others’ input and appearance is simply the connection among the and the others, each comment about appearance goes straightforwardly to oneself (Morrison, Kalin, and Morrison, 2004). 

Friends set a lot of genuine models for one another. Having peers who are focused on doing great in school or to giving a valiant effort in a game can impact you to be more objective arranged, as well. Friends who are benevolent and steadfast impact you to fabricate these characteristics in yourself. Indeed, even friends you’ve never met can be good examples! For instance, watching somebody your age contend in the Olympics, give a piano show, or initiate a local area task may rouse you to pursue your very own fantasy. 

Adolescents associated with sports, understudy legislative issues, or even the chess club, are additionally being affected by peer pressure. The craving to remain or turn into a piece of any gathering will make a youngster endeavor to fit in, regardless of whether it implies running the quickest mile, winning the spelling honey bee, or being the most intense team promoter. The way to making peer pressure work in support of yourself as a parent is to remain engaged with your youngster’s life. Know their companions, know where they go, and understand what they do when they are no more. Try not to expect in light of the fact that your kids are engaged with positive strict or school bunches that they are continually making the best choice. Guardians need to set clear assumptions for conduct, build up rules about imparting where and with whom their youngsters are investing their energy, and should pre-set ramifications for lying about exercises or where they are going. By imparting your assumptions, your juvenile can’t guarantee they “didn’t have a clue” that you would be vexed. 

Parent-kid connections that toward the start are amazing and completely supporting can get sabotaged as our youngsters move out into a world that does not appreciate anymore or builds up the connection bond. (Neufeld and Mate, 2005) Among youngsters, it is basic to comprehend that they are undeniably more impacted by one another their friends than by guardians, educators, or different grown-ups in their lives. (Gartner and Riessman, 1998) Peer pressing factor can prompt experimentation with medications and liquor, sex, playing hooky, and different high-hazard practices. 

Parental association is at the center of managing peer pressure. As indicated by Hansen and Dusenbury, guardians should expand their nurturing characteristics including correspondence, management, and setting clear principles for conduct through certain parental consideration. (2004) Strengthening parental abilities and improving family qualities are key components in forestalling substance misuse and other conduct issues. Guardians need to create sustaining abilities that help their kids just as control and guide them. Youngsters need to acquire an expanded appreciation for guardians and gain abilities for managing pressure and the pressing factor they face from their friends. 

It is basic to comprehend that they are undeniably more affected by one another their companions than by guardians, educators, or different grown-ups in their lives. Perhaps everything thing that guardians and educators can manage is impart self-assurance in their kids. Fearlessness comes from having the option to settle on a decision dependent on what you know is correct and stay emphatic notwithstanding peer misfortune. Instruct children to think for themselves just as help them how to think about outcomes and gauge their choices. 

Defensive elements are any conditions that advance solid youth practices and reduction the possibility that young will participate in hazardous beh

Medical terms translate.

Translate definitions into simple terms and insert them into the story.

Eyes:

It couldn’t be, was it diplopia or were there really 2 hyperopic folks trying to use a pair of binoculars?
Jim could understand it if they had an astigmatism, cataracts, or a detached retina but they didn’t.

Why were the two men staring into the binoculars? Their eyes were not functioning with proper visual accommodation correctly. One almost performed an accidental enucleation with the binoculars!

Then he discovered the truth, they had the binoculars backwards! How myopic of him, not to see that sooner. Oh, that’s a knee-slapper!

 

Laura seemed more concerned about blepharoplasty than her presbyopia. She had been researching all of the ads in the local newspaper trying to find the best price.

If she had not had such bad macular degeneration, she might have actually read the article that appeared next to the ad for the “eye doctors “ that detailed the malpractice suits pending against them. She learned the hard way the difference between an optician, optometrist and an ophthalmologist. She actually would have been best served by a plastic surgeon.

She ended up with complications which lead to iridoplegiaand exophthalmos.

The “doctor” she selected was actually an optician! Good grief, if she only understood medical terminology better she would have been OK. 

   Ears

Laura had numerous piercings of her auricles, so many in fact that it was unclear whether or not she had tinnitus or too many dangling objects that hit each other. Since her episode with the ambulance, she had been having labyrinthitis and tympanitis. But she had the flashiest pinna around!
 

Although she knew that they were unrelated to the accident, she also recalled that her cousin Morticia had come to her home to help take care of her that evening. She had always wondered about Morticia and her desire to become a cosmetologist. All she could think about now was how much she disliked vertigo. She was hoping she didn’t have Meniere’s disease!

 Nervous  

Jim had to confess. He had been responsible for the writing of the twisted version of the Nursery Rhymes. He had exhibited neuroses about rewriting the stories that had been read to him hundreds of times when he was a child. They thought he might be autistic as a child but the diagnosis was narrowed down to Asperger’s Syndrome

Laura said that he also had recently been identified as a prime candidate for Alzheimer’s disease. Jim was not psychoticand he did not have epilepsy, and he did not have a cerebrovascular accident either. No matter what is condition was, she was still intrigued by him.

He just insisted on writing “twisted tales” for some course. Laura comforted him by telling him that others would read the tales and perhaps gain enjoyment from them. This made Jim smile.

   Endocrine
At last, a reason for all of the functions to take place! Laura had been diagnosed with  hypertrophy of her adenohypophysis.  
 This explained why she stood 6’5” tall . Apparently her pituitary adenoma caused an excessive secretion of growth hormone. She was a great EMT due to her abundant energy due to her hyperthyroidism. Jim always like big eyes and thanks to her overactive thyroid she had a lovely case of exophthalmos. Although she did not like the fact she had to shave her face due to  hirsutism. Adding to her unique look were her  buffalo hump and  moon facies, thanks to her Cushing’s syndrome. Jim loved her for who she was and she appreciated that.  
  
Despite her size, she did not consider herself to have acromegaly or  gigantism, but more importantly, neither did Jim. He happened to have  cretinism and the two made an awkward but lovable couple who rode off into the sunset together 🙂

reflective self-analysis essay

 

  • Length: 750-800 words (approx. 2-3 pages) 

REQUIREMENTS/TIPS:

  • Incorporate at least two excerpts from your own writing that you analyze and reflect upon.
  • Use at least one of the quotes above to help you analyze the examples you choose and also to help you articulate insights into the writing process. You may also reference any essay we read as a class this semester, such as “Shitty First Drafts,”  or “The Maker’s Eye.”
  • Consider both your achievements and your struggles, what you have learned and what you are still learning.
  • Avoid the heroic narrative that pivots on a conversion (once lost/now find, once blind/now can see, sinner/saint, failure/success). Be warned of the lure of the conversion narrative—it is strong and you’ll have to consciously resist it.
  • You should also avoid anything that resembles an evaluation of the course. Your goal is to develop an idea about writing/reading/revision/research.
  • You are welcome to use first person and to write about your personal experience as long as you are pulling critical insights from those experiences

Write a 2-3 page essay that reflects on your development as a writer over the course of this semester.  You should use specific passages from your writing this semester, including final and rough drafts of essays, homework and in-class writing (reading responses, etc.) and your writer’s reflections. In addition, you should use the passages from Bartholomae, Elbow, and/or Sommers (see below) as lenses through which you can view and analyze your writing. As in earlier essays, your goal is to develop an interesting idea/argument by working with sources.  In this case, your sources are your essays, drafts, exercises, and personal experiences with writing, revision, research. Your job is to put your analysis of the examples you choose in tension with one or more of the quotations below. 

 

Writing Professors on Writing

David Bartholomae, “Inventing the University”:

“Every time a student sits down to write for us, he has to invent the university for the occasion–invent the university, that is, or branch of it, like History or Anthropology or Economics or English.  He has to learn to speak out language, to speak as we do, to try on the peculiar ways of knowing, selecting, evaluating, reporting, concluding, and arguing that define the discourse of our community.”

Peter Elbow, Writing Without Teachers:

“The commonsense, conventional understanding of writing is as follows: Writing is a two-step process. First you figure out your meaning, then you put it into language. . . .

This idea of writing is backwards.  That’s why it causes so much trouble.  Instead of a two-step transaction of meaning-into-language, think of writing as an organic, developmental process in which you start writing at the very beginning–before you know your meaning at all–and encourage your words gradually to change and evolve.  Only at the end will you know what you want to say or the words you want to say it with.  You should expect yourself to end up somewhere different from where you started.  Meaning is not what you start out with but what you end up with.  Control, coherence, and knowing your mind are not what our start out with but what you end up with. . . . Writing is a way to end up thinking something you couldn’t have started out thinking.”

Peter Elbow, “The Shifting Relationship between Speech and Writing.”

We think of the mind’s natural capacity for chaos and disorganization as the problem in writing—and before we finish any piece of indelible public writing, of course, that incoherence must be overcome. But what a relief it is to realize that this capacity for ephemeral incoherence is valuable and can be harnessed for insight and growth. The most precious thing in this kind of writing is to find one contradicting oneself. It guarantees that there will be some movement and growth in one’s thinking; the writing will not just be a record of past thoughts or prejudices.

Nancy Sommers, “Revision Strategies of Student Writers and Experienced Adult Writers.”

“The experienced writers describe their primary objective when revising as finding the form or shape of their argument. Although the metaphors vary, the experienced writers often use structural expressions such as ‘finding a framework,’ ‘a pattern,’ or ‘a design’ for their argument. When questioned about this emphasis, the experienced writers responded that since their first drafts are usually scattered attempts to define their territory, their objective in the second draft is to begin observing general patterns of development and deciding what should be included and what excluded. One writer explained, ‘I have learned from experience that I need to keep writing a first draft until I figure out what I want to say. Then in a second draft, I begin to see the structure of an argument and how all the various sub-arguments which are buried beneath the surface of all those sentences are related.’ What is described here is a process in which the writer is both agent and vehicle. ‘Writing,’ says Barthes, unlike speech, ‘develops like a seed, not a line,”‘ and like a seed it confuses beginning and end, conception and production. Thus, the experienced writers say their drafts are “not determined by time,’ that rewriting is a ‘constant process,’ that they feel as if (they) ‘can go on forever.’ Revising confuses the beginning and end, the agent and vehicle; it confuses, in order to find, the line of argument’(384).