Comparative Technical Report, Gasoline and Diesel Engines on the basis of .

Comparative Technical Report, Gasoline and Diesel Engines on the basis of .. Comparative Technical Report, Gasoline and Diesel Engines on the basis of .. On the basis of performance, environmental impact, and cost of ownership. Must use at least 3 "academic" sources and have 6 total sources. Have some done in the TW paper format example doc. All I need Is the Introduction through the Bibliography. (Table of contents Provided on the format example.) The illustrations should be incorporated into the paper. Each Talking point should have one paragraph about Gasoline engines, and one paragraph on Diesel engines. also printable copy of the sources for submission.

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Comparative Technical Report, Gasoline and Diesel Engines on the basis of .

Comparative Technical Report, Gasoline and Diesel Engines on the basis of .

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The Effects of Horse Racing in Our History

The Effects of Horse Racing in Our History. The Effects of Horse Racing in Our History.

  • Research Paper Specifications
  • Your main assignment that accounts for 55% of your grade (the short essay due the second week of the quarter is also included in this percentage) is a research paper of 3000-3600 words. The word count for your paper applies to body text only (not your Works Cited pages). You must have a minimum of 3000 words in your research paper, which is about 10-12 pages. Yes, it is okay to go over the 3600-word limit, but you will lose points if you go under the 3000-word minimum.
  • Your research paper topic should relate to our course theme of companion species; however, you do not have to write about dogs. I’ve approved topics that focus on many different animal-related issues. Check with me if you have an idea that doesn’t fit the standard definition of companion species. The most important thing is to be genuinely interested in your topic.
  • What I’ll be looking for, in general, in your paper:
  1. ability to write a credible, analytical, and persuasive (argumentative) research paper;
  2. understanding of the purposes and processes of academic research, especially as it is practiced in western cultures;
  3. ability to access and use the appropriate research tools available in college libraries;
  4. ability to select and read critically books and materials that are related to your specific research topic and to demonstrate a well-balanced review of the literature for that topic;
  5. an appropriate and well-reasoned thesis that is clearly stated and quickly identifiable;
  6. personal understanding of and engagement with the topic;
  7. language which reflects your genuine engagement with the research while still being precise and formal in tone and style. It is acceptable to use the first person “I” in your paper, but remember to maintain a formal, academic tone;
  8. correct use of MLA for documentation of the sources you cite and for the overall layout of your paper.

 

  • Source requirements. A minimum of ten required sources as follows:
  1. five academic/scholarly secondary sources, one of which must be from a current—within the past five years—peer-reviewed scholarly journal;
  2. five credible/popular secondary sources (most magazines and newspapers would fall into this category);
  3. a minimum of five of the ten sources must be from the EdCC Library databases.

Additional information about your sources:

  1. The above are the minimum requirements: feel free to use more than ten
  2. You can get all your sources from the EdCC Library databases if you
  3. Some students use only academic/scholarly sources and skip the popular I’m fine with that.
  4. You are welcome to include primary sources in your paper, including the first person “I.” Keep in mind, however, that if you use first person, use it sparingly as evidence for your arguments, not as informal personal You must maintain a formal tone, which means that most of your paper will be in third person (“we”). For the purposes of this course, Wikipedia does NOT meet any of the above requirements. Yes, you can use Wikipedia as a source, but it won’t count towards the required sources.
  5. Please note that religious texts—Bible, Koran, etc.—are classified as sacred texts and are neither secondary nor academic/scholarly sources.
  6. Our class textbooks will not count towards your ten required sources; in other words, you can use our textbooks as sources, but you’ll need ten additional sources.

 

See also the “Research Process Checkpoints” column in our daily schedules for important information.

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The Effects of Horse Racing in Our History

The Effects of Horse Racing in Our History

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Martin Luther King – Letter from a Birmingham Jail

Martin Luther King – Letter from a Birmingham Jail. Martin Luther King – Letter from a Birmingham Jail. follow the guidelines, implicative question is important,and no other sources
1.Lead paragraph poses an implicative question
2.Paragraph-length summary of text
3.Explicative paragraph on one aspect of the text (carefully answer one of the12 questions about the text)
4. The author’s likely response to the implicative question from the lead
5. Argue for your own response to the implicative question from the lead

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Martin Luther King – Letter from a Birmingham Jail

Martin Luther King – Letter from a Birmingham Jail

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Black men in public spaces

Black men in public spaces. Black men in public spaces. Black Men and Public Space"–Brent Staples (b. 1951) earned his Ph.D. in psychology from the University of Chicago and went on to become a journalist. The following essay originally appeared in Ms. Magazine in 1986, under the title "Just Walk On By." Staples revised it slightly for publication in Harper’s a year later under the present title. The particular occasion for Staples’s reflections is an incident that occurred for the first time in the mid-1970s, when he discovered that his mere presence on the street late at night was enough to frighten a young white woman. Recalling this incident leads him to reflect on issues of race, gender, and class in the United States. As you read, think about why Staples chose the new title, "Black Men and Public Space."
My first victim was a woman-white, well dressed, probably in her early twenties. I came upon her late one evening on a deserted street in Hyde Park, a relatively affluent neighborhood in an otherwise mean, impoverished section of Chicago. As I swung onto the avenue behind her, there seemed to be a discreet, uninflammatory distance between us. Not so. She cast back a worried glance. To her, the youngish black man-a broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a bulky military jacket-seemed menacingly close. After a few more quick glimpses, she picked up her pace and was soon running in earnest. Within seconds she disappeared into a cross street.
That was more than a decade ago, I was twenty-two years old, a graduate student newly arrived at the University of Chicago. It was in the echo of that terrified woman’s footfalls that I first began to know the unwieldy inheritance I’d come into–the ability to alter public space in ugly ways. It was clear that she thought herself the quarry of a mugger, a rapist, or worse. Suffering a bout of insomnia, however, I was stalking sleep, not defenseless wayfarers. As a softy who is scarcely able to take a knife to a raw chicken–let alone hold one to a person’s throat–I was surprised, embarrassed, and dismayed all at once. Her flight made me feel like an accomplice in tyranny. It also made it clear that I was indistinguishable from the muggers who occasionally seeped into the area from the surrounding ghetto. That first encounter, and those that followed, signified that a vast, unnerving gulf lay between nighttime pedestrians–particularly women–and me. And I soon gathered that being perceived as dangerous is a hazard in itself. I only needed to turn a corner into a dicey situation, or crowd some frightened, armed person in a foyer somewhere, or make an errant move after being pulled over by a policeman. Where fear and weapons meet–and they often do in urban America–there is always the possibility of death.
In that first year, my first away from my hometown, I was to become thoroughly familiar with the language of fear. At dark, shadowy intersections, I could cross in front of a car stopped at a traffic light and elicit the thunk, thunk, thunk of the driver–black, white, male, or female– hammering down the door locks. On less traveled streets after dark, I grew accustomed to but never comfortable with people crossing to the other side of the street rather than pass me. Then there were the standard unpleasantries with policemen, doormen, bouncers, cabdrivers, and others whose business it is to screen out troublesome individuals before there is any nastiness.
I moved to New York nearly two years ago and I have remained an avid night walker. In central Manhattan, the near-constant crowd cover minimizes tense one-on-one street encounters.
Elsewhere–in SoHo, for example, where sidewalks are narrow and tightly spaced buildings shut out the sky–things can get very taut indeed.
After dark, on the warrenlike streets of Brooklyn where I live, I often see women who fear the worst from me. They seem to have set their faces on neutral, and with their purse straps strung across their chests bandolier-style, they forge ahead as though bracing themselves against being tackled. I understand, of course, that the danger they perceive is not a hallucination. Women are particularly vulnerable to street violence, and young black males are drastically overrepresented among the perpetrators of that violence. Yet these truths are no solace against the kind of alienation that comes of being ever the suspect, a fearsome entity with whom pedestrians avoid making eye contact.
It is not altogether clear to me how I reached the ripe old age of twenty-two without being conscious of the lethality nighttime pedestrians attributed to me. Perhaps it was because in Chester, Pennsylvania, the small, angry industrial town where I came of age in the 1960s, I was scarcely noticeable against a backdrop of gang warfare, street knifings, and murders. I grew up one of the good boys, had perhaps a half-dozen fistfights. In retrospect, my shyness of combat has clear sources.
As a boy, I saw countless tough guys locked away; I have since buried several, too. They were babies, really–a teenage cousin, a brother of twenty-two, a childhood friend in his mid-twenties– all gone down in episodes of bravado played out in the streets. I came to doubt the virtues of intimidation early on. I chose, perhaps unconsciously, to remain a shadow-timid, but a survivor.
The fearsomeness mistakenly attributed to me in public places often has a perilous flavor. The most frightening of these confusions occurred in the late 1970s and early 1980s, when I worked as a journalist in Chicago. One day, rushing into the office of a magazine I was writing for with a deadline story in hand, I was mistaken for a burglar. The office manager called security and, with an ad hoc posse, pursued me through the labyrinthine halls, nearly to my editor’s door. I had no way of proving who I was. I could only move briskly toward the company of someone who knew me.
Another time I was on assignment for a local paper and killing time before an interview. I entered a jewelry store on the city’s affluent Near North Side. The proprietor excused herself and returned with an enormous red Doberman pinscher straining at the end of a leash. She stood, the dog extended toward me, silent to my questions, her eyes bulging nearly out of her head. I took a cursory look around, nodded, and bade her good night.
Relatively speaking, however, I never fared as badly as another black male journalist. He went to nearby Waukegan, Illinois, a couple of summers ago to work on a story about a murderer who was born there. Mistaking the reporter for the killer, police officers hauled him from his car at gunpoint and but for his press credentials would probably have tried to book him. Such episodes are not uncommon. Black men trade tales like this all the time.
Over the years, I learned to smother the rage I felt at so often being taken for a criminal. Not to do so would surely have led to madness. I now take precautions to make myself less threatening. I move about with care, particularly late in the evening. I give a wide berth to nervous people on subway platforms during the wee hours, particularly when I have exchanged business clothes for jeans. If I happen to be entering a building behind some people who appear skittish, I may walk by, letting them clear the lobby before I return, so as not to seem to be following them. I have been calm and extremely congenial on those rare occasions when I’ve been pulled over by the police.
And on late-evening constitutionals I employ what has proved to be an excellent tension- reducing measure: I whistle melodies from Beethoven and Vivaldi and the more popular classical composers. Even steely New Yorkers hunching toward nighttime destinations seem to relax, and occasionally they even join in the tune. Virtually everybody seems to sense that a mugger wouldn’t be warbling bright, sunny selections from Vivaldi’s Four Seasons. It is my equivalent of the cowbell that hikers wear when they know they are in bear country.

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Black men in public spaces

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Self REFLECTION ESSAY – ANALYSIS

Self REFLECTION ESSAY – ANALYSIS. Self REFLECTION ESSAY – ANALYSIS. ESSAY 8: SELF REFLECTION ESSAY – ANALYSIS
Worth 20 points

Sample Works:

http://www.crlt.umich.edu/sites/default/files/resource_files/WritingSelfAssess.pdf


1. Review all of your work from this semester. Using these materials to evaluate the course material covered this semester, write a formal essay in which identify 2-3 concepts that you found to be the most important to you and your future "writing career."

• First, be sure to discuss the concepts in detail, identifying any theories, themes and/or activities that are relevant and/or related to each concept.

• Second, discuss the ways in which your understanding of each concept has contributed not only to your personal growth but to your growth as an author of written text.

• Third, discuss at least one way in which you will incorporate each concept and its manifestations into your future writing experiences.

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Self REFLECTION ESSAY – ANALYSIS

Self REFLECTION ESSAY – ANALYSIS

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Blog Informal Business Proposal

Blog Informal Business Proposal. Blog Informal Business Proposal. Drawing upon what you learned in chapter 8, create a 1-2 page informal business proposal for your blog. Imagine that your project has taken off and you are now seeking investors to help you market and manage your website. Think about what you need and use that to inform your message. Will you need money? Staff writers? Web developers? You must have a clear idea of who your audience is and what you are asking for before beginning this proposal.

You must use the template on page 191-192 to frame your work. Label each section of your proposal according to each item from the template.

Pay attention to your tone, clarity, and credibility as you compose this document.

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Blog Informal Business Proposal

Blog Informal Business Proposal

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Serial Podcast Season 1

Serial Podcast Season 1. Serial Podcast Season 1. According 12 episodes, discuss Adnan is guilty or innocent. Show at least 3 evidences to support your thesis, every paragraph has to contain at least 1 quote from Serial. Do not just summarize Sarah’s argument, each body paragraph starts with one topic sentence.
Note: No need to do researches, just argue from the text.

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Serial Podcast Season 1

Serial Podcast Season 1

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Whether or not children are over-medicated in regards to ADD and ADHD.

Whether or not children are over-medicated in regards to ADD and ADHD.. Whether or not children are over-medicated in regards to ADD and ADHD.. Using the Toulmin Outline attached, write a paper that discusses your position on whether or not children are over-medicated in regards to ADD and ADHD.

Your essay should be at least 5 paragraphs long, double spaced, Times New Roman, and 12 pt font. You should have a clear thesis you support.

Your ideas should be clear, insightful, thought-provoking, and focused so that they consistently support the topic, thesis and audience for the paper.

Your essay should be developed with abundant details and examples that arouse audience interest and provide relevant, concrete, specific and insightful evidence in support of sound logic.

Your organization should be coherent, unified and effective in support of the paper’s purpose/ plan and consistently demonstrates effective and appropriate rhetorical transitions between ideas and paragraphs.

Your style should confident, readable and rhetorically effective in tone, incorporating varied sentence structure, precise word choice and correct grammar, spelling and punctuation.

Your format should be correct, meets all assignment directions, and works expertly to support the essay’s purpose/plan. You can use MLA or APA to cite your sources.

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Whether or not children are over-medicated in regards to ADD and ADHD.

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Critique of Quantitative Research Article

Critique of Quantitative Research Article. Critique of Quantitative Research Article. The goal of this assignment is to give you an opportunity to apply whatever you learned in this module in evaluating a research paper. This activity is not simply summarizing a research article but to evaluate a research article from a methodology perspective.

For this assignment, you summarize and evaluate an educational research article of your choice. After completing your critique, you should submit:
Your article critique including a summary of the article.
The article you have chosen for the critique.

This assignment could be done individually. In the summary section, you should write a brief (up to 250 words) summary of the article in your own words. Don’t use copy and paste try to rephrase. In the critique section, you evaluate the article using the following grading criteria.

Grading criteria for research critique
The critique part should be 5 pages (1250 words) similar to the following examples in APA style. Your grade on this assignment is based on your answer to the following questions.
There is a long list of questions. You don’t have to address all questions. However, you should address highlighted (BOLD and ITALIC) questions. Some questions are relevant to the article you selected and some are not. The questions are listed simply because it will enable you to learn what to look for in evaluating a research article.
The format of your paper should NOT be like a Q & A list. Instead, you should integrate your answers into an essay format.

Main questions including:
What is (are) the research problem(s)?
What is (are) the research question(s) (or hypothesis)?
Is the research important? Why?
In your own words what methods and procedures were used? Evaluate the methods and procedures.
Describe the sample used in this study.
Describe the reliability and validity of all the instruments used.
What type of research is this? Explain.
How was the data analyzed?
What is (are) the major finding(s)? are these findings important?
What do you suggest to improve this research?
Is there a statement of the problem?
Is the problem “researchable”? That is, can it be investigated through the collection and analysis of data?
Is background information on the problem presented?
Is the educational significance of the problem discussed?
Does the problem statement indicate the variables of interest and the specific relationship between those variables which are investigated? When necessary, are variables directly or operationally defined?

Research Problem

Review of Related Literature
Is the review comprehensive?
Are all cited references relevant to the problem under investigation?
Are most of the sources primary, i.e., are there only a few or no secondary sources?
Have the references been critically analyzed and the results of various studies compared and contrasted, i.e., is the review more than a series of abstracts or annotations?
Does the review conclude with a brief summary of the literature and its implications for the problem investigated?
Do the implications discussed form an empirical or theoretical rationale for the hypotheses which follow?
Are specific questions to be answered listed or specific hypotheses to be tested stated?
Does each hypothesis state an expected relationship or difference?
If necessary, are variables directly or operationally defined?
Is each hypothesis testable?
Hypotheses

Sampling
Are the size and major characteristics of the population studied described?
If a sample was selected, is the method of selecting the sample clearly described?
Is the method of sample selection described one that is likely to result in a representative, unbiased sample?
Did the researcher avoid the use of volunteers?
Are the size and major characteristics of the sample described?
Does the sample size meet the suggested guideline for minimum sample size appropriate for the method of research represented?

Instruments
Is the rationale given for the selection of the instruments (or measurements) used?
Is each instrument described in terms of purpose and content?
Are the instruments appropriate for measuring the intended variables?
Is evidence presented that indicates that each instrument is appropriate for the sample under study?
Is instrument validity and reliability discussed?
If an instrument was developed specifically for the study, are the procedures involved in its development and validation described?
If an instrument was developed specifically for the study, are administration, scoring or tabulating, and interpretation procedures fully described?

Design and Procedure
Is the design appropriate for answering the questions or testing the hypotheses of the study?
Are the procedures described in sufficient detail to permit them to be replicated by another researcher?
Are proper justifications given for the design used?
If a pilot study was conducted, are its execution and results described as well as its impact on the subsequent study?
Are the control procedures described?
Did the researcher discuss or account for any potentially confounding variables that he or she was unable to control for?

Results
Are appropriate descriptive or inferential statistics presented?
Was the probability level, α, at which the results of the tests of significance were evaluated, specified in advance of the data analyses?
Are the tests of significance described appropriate, given the hypotheses and design of the study?
Was every hypothesis tested?
Are the results clearly presented?
Are the tables and figures (if any) well organized and easy to understand?
Are the data in each table and figure described in the text?

Discussion (Conclusions and Recommendation)
Is each result discussed in terms of the original hypothesis to which it relates?
Is each result discussed in terms of its agreement or disagreement with previous results obtained by other researchers in other studies?
Are generalizations consistent with the results?
Are the possible effects of uncontrolled variables on the results discussed?
Are theoretical and practical implications of the findings discussed?
Are recommendations for future action made?
Are the suggestions for future action based on practical significance or on statistical significance only, i.e., has the author avoided confusing practical and statistical significance?
Are recommendations for future research made?

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Critique of Quantitative Research Article

Critique of Quantitative Research Article

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Reasearch and writing

Reasearch and writing. Reasearch and writing. Completing an original research paper of 1200 words on a topic of your choice this assignment will help you establish good research habits early. The paper will include an abstract of 200 words as well a complete reference list using APA format. Students will be graded on the quality of writing and secondary research as well as the structure and organization of their responses as well as the credibility of their argument.

Grading Criteria (What constitutes a good assignment?):

An abstract
Convincing thesis
Quality of research
Structure and organization
Writing quality: correctness, quality, concision
Analytical skills
Referencing and citations

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Reasearch and writing

Reasearch and writing

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