Category: Humanities 3 Homework Help

I need someone read the posts of three members ,Then respond to the posts of three members of your discussion group with at least 75 words, Your responses should explain things you agree or disagree with, or new thoughts you have based on the person’s original post.

members1
We have learned a lot about Mother Teresa in class. We learned how she spent many years of her life trying to help poor people. We learned that Mother Teresa believed in God as it was the reason that lead her to help others! Thus, she felt God’s presence.

After reading the article,”The Crisis of faith,” and “The Dogmatic Doubter,” My opinion did not change toward Mother Teresa at all. Reading this article makes the reader wonder why would mother Teresa not feel God’s presence. In class, we learned that she loved God, she felt God’s presence because God was her guide to help people and do good. Therefore, the article did not change my opinion at all about her because all her actions/the good things she has done proves that she felt God’s presence around her. Moreover, in “The Dogmatic Doubter,” I felt a little annoyed. It felt like the writer did not focus on how Mother Teresa did a lot of wonderful things, such as providing love, care, and compassion to poor people who needed that. The writer did not focus a lot on the positive things she has done in her life, and how much effort and time she gave others to give them better lives. Again, this article did not change my opinion towards her because I knew how she was a positive and caring person by seeing all the great things she has done for poor people.

Learning about her faith crisis does not make me look more negatively nor more positively towards her. My opinion is still the same. From what I learned in class, I know she is a good person who believes in God and feels God’s presence. It’s normal for people to wrestle, struggle and question things in life, but it does not mean they don’t feel about God’s presence and this is what I think about Mother Teresa. She believes and feels God’s presence.

Read the posts of three members ,Then respond with at least 75 words

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members2

After reading these article about Mother Teresa my opinion of her did not change. Watching both movies helped me understand what she went through and how hard she had to work to help the people that needed it most. Not being able to feel the presence of God for 40 years is challenging and is not something that I will judge mother Teresa for. Sometimes it’s hard to understand why we pray and don’t really feel that God is present to help us or understand us but that should not prevent you from doing what you have to do to become a better person and help others. I believe that Hitchens is criticizing Mother Teresa because he can not understand how someone can go that much without feeling his presence. Mother Teresa felt when God called her to help the poor and she did everything in her power to help which is why I can not judge her and think of her in any other way than a person who loved and worship God by helping those that God helped as well.

Read the posts of three members ,Then respond with at least 75 words

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members3

As we learned about Mother Teresa from the videos that we saw in class, I don’t find that these articles have presented any facts to me that would change the way I think about Mother Theresa. I understand that the concepts of the bible don’t depict anything similar to the words that these articles present about Mother Theresa. The crisis of faith that Mother Theresa did endure is just as any human on earth of sin. As per this statement from the article, “Both Kolodiejchuk and Martin assume that Teresa’s inability to perceive Christ in her life did not mean he wasn’t there. In fact, they see his absence as part of the divine gift that enabled her to do great work” (Biema, 2007), relates back to how human she was and that her statements and comments weren’t specifically directed as being there is no God but that she just did not feel his presence. Which I believe all humans do at some point in their lives begin doubting as she did but then reality hits and we understand that there is a greater divine.

Read the posts of three members ,Then respond with at least 75 words

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This my article

Mother Teresa Crisis of Faith

Reading the articles and learning about Mother Teresa’s crisis of faith has not changed my opinion towards her.,I fully understand that there comes a time in human life when challenges can be overwhelming and can distract a person’s faith. People undergo challenges that might cause significant gaps in their faith. It is therefore important to understand the challenges that others went through and learn from them instead of judging them by the action. Learning about mother Teresa’s crisis of faith makes me perceive her more positively. I perceive Mother Teresa more positively because despite the challenges that she faced she was still able to overcome them and leave behind a good name that is still adored and respected by many people to date. The allegations regarding Mother Teresa’s crisis of faith are also made by atheists such as Christopher Hitchens. Therefore, they are not sufficient for making negative conclusions about Mother Teresa. Looking at the knowledge about Mother Teresa’s Crisis of faith with a deeper religious insight enables one to look at her more positively. The positive perception is because the challenges reflect that great religious figures have to pass through on earth.

Utilizing the attached information answer the following:

Part 1 – 250 words 2 APA references with in text citations

Considering the learning solution you will design, develop a vision statement. What value will the statement add for stakeholders? What is a theory of psychology that supports the statement? Why?

Part 2 – 250 words 2 APA references with in text citations

Communicate the essential elements of the design for your learning solution including its title, objectives, selected technology, elements defined by the type of technology selected (Wiki, game, virtual reality, m-learning, e-learning, etc.), and unique elements. Why are these elements necessary?

in this activity you will find background information and directions to resources for further research.

• Follow the directions as given in the activity.
• Download the Respond page to guide your research and record your answers. You should always write in complete sentences, and your responses should demonstrate your understanding of the content. Short or incomplete responses will not receive full credit.
• When responding to the focus question “Did Franklin D. Roosevelt ‘sell out’ Poland to the Communists?” your answer should be thorough and take the form of several paragraphs.

The English colonies attracted a large number of everyday people – farmers, craftsmen, laborers and their families as well as ambitious people, soldiers and missionaries. These men and women chose to undertake a dangerous journey and start a new life far from home. In approximately 300 words think of reasons why you would move to a new place, then discuss similar challenges and opportunities that led people to move to the English colonies.

In approximately 250 words, develop a compelling question regarding the reading that you think the class should discuss. The question should not be a mere factual question but should call for analysis.

You should cite a specific passage or passages from the reading that inspire the question. You citation should specific page number.

Finally, be sure to explain why this is a compelling question for class discussion.

For your Midterm essay exam (you must also complete the multiple choice Midterm exam in the Tests and Quizzes tab), you will complete five short answer essay problems which focus on text chapters. Midterm essay answers and solutions must be attached as Word documents to the appropriate assignment page, not typed into the assignment student comments boxes. In addition to solving the problem, write a 400 word paragraph with APA formatted citations and references (APA title page and reference page required. It is not required for the body of the document to be in APA format. Each question should be answered clearly and numbered) explaining the process that lead to the resolution.

Answer the following questions below:

1. Explain what a negative correlation between depression and self-esteem means. Provide two additional examples of negative correlations in the field of psychology.

2. Provide an example of a variable measured on a(n): nominal scale, ordinal scale, interval scale, and ratio scale and discuss the strengths and limitations of each.

3. Imagine that you are writing a survey on student perceptions of the food in the dining hall. Write one open-ended, one closed-ended, and one partially open-ended question concerning quality of the food in the dining hall and discuss the strengths and limitations of each.

4. What are the problems with the following survey questions?

• Do you agree that Americans should be more concerned with conserving fuel and reducing pollution from auto emissions?

• Do you favor reducing the outrageous number of administrators in the federal government?

• Most people believe that politicians are overpaid. Do you agree?

5. Calculate s (standard deviation) and A.D. (average deviation) for the following sample: 2, 2, 6, 9, 10, 10, 15, 18, 18, 20. Provide two examples of when this would be appropriate to use in in research and two examples of when it would not be appropriate to use in research.

In his day, Sigmund Freud’s theories were considered state-of-the-art and were widely accepted by physicians and other professional. With the exception perhaps of his theories on defense mechanisms, most of Freud’s approaches have been rejected. Today, very few people would feel confident that lying on a couch and talking about their mother would lead to problem resolution. Why is this? What happened to Freud’s model? How does this issue relate to this module’s discussion of best practice? Be specific. Give examples.

min 100 word

Point of View

In the Informative Essay, you are going to be writing in the third person point of view. When writing in third person, the writer does not refer to him or herself by using “I,” and does not address the reader directly by using “you.” Instead, the writer gives an observer’s perspective and uses words such as “he/she/they.”

1. Copy/paste a few sentences from your Personal Essay (Assignment 1), which illustrates the use of first person (“I”) point of view.
2. Change the point of view from first person to third person.

ESSAY ATTACHED BELOW!!!!!! PLEASE FOLLOW DIRECTIONS AND USE MY ESSAY!!!!

Before posting, listen to the Mere Rhetoric podcast: “The Rhetorical Situation.”

Since the components of the rhetorical situation are intertwined and interact with each other, as one aspect shifts so too must the others. In other words, as writers we must consider how shifts in purpose or context might impact reader-users and adjust our writing appropriately.

For this week’s discussion, I want us to watch a video clip of a Robert Kennedy speech and discuss how he addresses the change in rhetorical situation. Let me begin to set the rhetorical situation with some background information.

In 1968, Robert Kennedy, then a New York senator, was on the campaign trail as part of his presidential bid. He was scheduled to deliver a campaign speech on April 4, 1968 to a group of supporters in Indiana. As some of you may recognize the date, he found out not long before his scheduled appearance that Dr. Martin Luther King, Jr. had been assassinated. Since this was in a time before mobile devices, Twitter, Facebook, etc. no one in the crowd was aware of the events that had occurred. Additionally, it was at the height of the civil rights movement. The purpose, or issue, of Kennedy’s speech suddenly shifts from one of rally and support to one of breaking the horrible news.

As you make your initial contribution to the weekly discussion, consider the following questions: In what ways does Kennedy address the shift in rhetorical situation? What might he have done differently? Does he effectively communicate his purpose to this audience? If we think about this speech as it relates to the definition of technical/professional communication (from Chapter 1), in what ways does he manage information that allows people to take action? Overall, do you think his speech is appropriate for the rhetorical situation? Explain?

When posting your response, make connections with Chapter 2, the Mere Rhetoric podcasts, and the definitions of rhetoric and professional communication (from Module 2).

https://secure-hwcdn.libsyn.com/p/5/5/6/5563dbfd7e… This is Mere Rhetoric podcast: “The Rhetorical Situation”

https://youtu.be/BCrx_u3825g (Links to an external site.)

so my assignment is to read the article that is attached below and focus on one point in it and write a claim about it. while writing your claim try to be more specific, arguable, complex, unique, and in response to the text.

please be careful about it it is worth 5% of my total grade. and the minimum words are 500+.

here is the rubric:

Criterion	4	3	2	1	0
Situationally appropriate	The student has constructed a text that capitalizes upon the assignment criteria fully.	The student has constructed a text that utilizes the assignment criteria as a guideline.	The student has constructed a text that shows moderate understanding of the assignment goals.	The student has constructed a text that shows some understanding of the assignment goals.	The student has constructed a text that shows no understanding of the assignment goals.
Consideration of Audience	The student has constructed a text that shows a deep understanding of her/his intended audience’s goals, values, and preferred method of communication.	The student has constructed a text that shows an understanding of her/his intended audience’s goals, values, and preferred method of communication.	The student has constructed a text that demonstrates an understanding of the goals and values of her/his intended audience, but fails to deploy their preferred methods of communication.	The student has constructed a text that demonstrates an understanding of who her/his intended audience is, but fails to adequately consider the audience’s goals, values, and preferred method of communication.	The student has constructed a text that does not demonstrate an understanding of who her/his intended audience is.
Claim Foregrounding	The student makes a unique claim that drives the entirety of her/his paper.	The student makes a unique claim that drives the majority of her/his paper.	The student makes a claim that drives the majority of their paper.	The student makes a claim that drives some of their paper.	The student either lacks a clear claim, or the claim that she/he does make does not drive their paper.
Exploration of claim	The student fully explores the implications and greater stakes of her/his claim, thereby earning the reader’s trust and understanding.	The student explores the implications and greater stakes of her/his claim, but may fail to do so thoroughly.	The student explores either the implications or the greater stakes of her/his claim, but may do neither thoroughly.	The student fails to explore either the implications or the greater stakes for her/his claim.	The student does not address the implications/greater stakes of her/his claim.
Usefulness of Evidence	The student has selected evidence that easily strengthens her/his argument and is properly portioned for the assignment parameters.	The student has selected evidence that may serve her/his argument, if treated correctly.	The student has chosen evidence that does not support her/his argument, or is not appropriate for the assignment parameters.	The student has chosen evidence that neither supports her/his arguments nor is appropriate for the assignment parameters.	The student has not supported her/his arguments with evidence.
Deployment of Evidence	The student actively (but respectfully) transforms her/his chosen evidence in order to privilege her/his arguments.	The student actively transforms her/his chosen evidence in order to privilege her/his arguments.	The student somewhat transforms her/his chosen evidence, but may not do so adequately in order to privilege her/his arguments.	The student does not transform her/his chosen evidence in order to serve as part of her/his argumentation.	The student has not chosen evidence, and therefore there is none to transform.
Paper Trail	The student helpfully marks the beginning and ending of borrowed material with attribution, citation, and appropriate punctuation/formatting.	The student marks the beginning and ending of borrowed material with attribution and citation, but punctuation and formatting may not be accurate.	The student uses attribution and/or citation, but in a way that leaves some debate as to where borrowed information begins and ends.	The student inconsistently or inaccurately marks borrowed information. Citations may be incorrectly formatted, quotations may not be marked clearly, attribution may be absent or not helpful.	The student fails to mark borrowed information through attribution, citation, punctuation, and formatting.
Paragraphing	The student has constructed each paragraph by focusing on a single purpose, argument or point, and each paragraph is placed in a way that builds a progressive understanding of the student’s claim.	The student has constructed each paragraph by focusing on a single purpose, argument or point. One paragraph may be out of place, but otherwise paragraphs build toward a progressive understanding of the student’s claim.	The student has constructed each paragraph by focusing on a single purpose, argument or point, but the paragraphs are not arranged in such a way as to build a progressive understanding of the student’s claim.	The student has not constructed paragraphs by focusing on a single argument. Purposes, arguments, and points bleed across paragraphs.	The student has paid little to no attention to paragraphing, and her/his argumentation is difficult to isolate and follow
Tone	The student has selected a tone that both privileges their voice and actively considers the situation and audience for which she/he has constructed her/his text.	The student has selected a tone that privileges her/his voice, but may fail to actively consider either the situation or audience for which she/he has constructed her/his text.	The student has selected a tone that privileges her/his voice, but fails to consider the situation or audience for which she/he has constructed her/his text.	The student has selected a tone that demonstrates some level of personal voice, but fails to privilege that voice or effectively address the situation/audience for which she/he has constructed her/his text.	The student has not actively selected a tone, mixing dialect, formality, and forms of address that show a lack of consideration of situation and audience.
Correctness	The student has constructed a text that has takes advantage of grammar and word choice in order to communicate more effectively.	The student has constructed a text that uses appropriate grammar and word choice for the situation.	The student has constructed a text that fails to deploy either appropriate grammar or word choice for the situation.	The student has constructed a text that fails to deploy both appropriate grammar or word choice for the situation.	The student has constructed a text that is difficult to read and inhibits the reader’s understanding of her/his arguments.

MLA citation.