Archive for category: Homework Assignment Help

This is a paper that is focusing on what makes death bad for the one who dies according to Kagan. The paper also provides additional information to use in writing the assignment well and clearly.

What makes death bad for the one who dies according to Kagan

Assignment 3
Answer one of the following questions. (approximate word length, 1,200-1,500 words)
Submit as a Word or PDF Document on Moodle by Dec. 10th. Late penalty is 5% per day, unless you have a documented medical excuse.

Be sure to cite all sources used. For readings assigned in the course, please cite in text. (Author’s last name, and page number). Sources that come from outside of the course are not required or even recommended, but if used must include a clear reference. Please use the following referencing system for outside sources, https://www.chicagomanualofstyle.org/tools_citationguide.html

1.      According to Kagan, what makes death bad for the one who dies? Consider two major objections to this view that Kagan discusses.  Explain how he responds to each of these objections. Raise one other challenge to his view of what makes death bad for the one who dies. According to Kagan, would immortality be desirable?  Explain his argument for his view? Explain the memory loss/evolving personality argument for how immortality could be desirable.  Also, explain Kagan’s response to that argument. Discuss one important problem for Kagan’s response. In the final analysis, do you think an immortal life under ideal conditions could be desirable? Why or why not?

2.      What is Kagan’s view on whether it is appropriate to fear death? Explain his argument for his view. Discuss an important problem for Kagan’s argument? How might Kagan best reply to that problem? What emotions does Kagan think are appropriate when thinking about one’s death? Explain. According to Kagan, how should the fact that you will die affect how you should lead your life? Do you agree with Kagan, if not, why not, and if so, how might you hope to implement those insights into your own life?

This is a paper that is focusing on the disposition assessment strengths and weaknesses reflective paper. The paper also provides additional guidelines to use in writing the assignment paper well.

Disposition assessment strengths and weaknesses reflective paper

Download the Teacher Education  Disposition Assessment here.
You can also find it in the SPU Teacher Education Communication HUB Canvas Site for future reference under Program Assessments here.

Read through it and complete it as a self-assessment for your own practice. You will not be turning this in, but you will use the results of this for your disposition paper.

Most of us are Basic or Proficient on most dispositions. None of us are Unsatisfactory or Distinguished on all of them. It may be you are unsure how to rate yourself – take time and think about it. If you are entirely stuck, mark Basic as the default.

Please note the goal is not self-reverence (all Distinguished) or self-scorn (all Unsatisfactory) – both approaches are unproductive and inaccurate. Our goal is self-assessment for growth – so be balanced, recognizing that “no challenge has overtaken you that is not faced by others” (I Corinthians, 10:13). It’s obvious, but also helpful to recognize that there is no assessment in the world that will fully represent your character and that this exercise is about raising awareness for making incremental improvements.

Disposition assessment strengths and weaknesses reflective paper

Reflective self-assessment paper. Write a paper between 1000 and 1200 words responding to the questions below using reflective narrative. You will choose 2 strengths and 2 weaknesses from the list of 12 criteria on the Disposition Assessment.  It is not necessary to follow APA style, but attention to syntax and control of conventions is part of the scoring rubric, shown below. Upload your final paper to Canvas (Word or PDF file format) under the Assignments > Disposition Self-Assessment link.

If you would like to use these questions as prompts but to follow your own personal narrative style and structure, that is fine. Just don’t forget to write two areas of strength, two areas of growth/weakness, and the action steps you will take to improve in those areas of weakness.

Strengths

What are two of your strengths (from the Disposition Assessment criteria) that you may build on as an emerging educator?
How might your strengths provide opportunity to move from novice to expert teacher?

Weaknesses

Firstly, what are two of your weaknesses (from the Disposition Assessment criteria) that you need to improve to be an effective educator?
Secondly, how might your weaknesses prevent movement from novice to expert teacher?
Thirdly, what are two practical and observable steps you may take to improve your weaknesses?
Rubric
Disposition Self-Assessment Rubric
Disposition Self-Assessment Rubric
Criteria Ratings Pts

What did the COPE Inventory tell you about your coping strategies? To what extent were you aware that you used these coping strategies?  Is there anything you would change about your coping strategies? Why?

What did the COPE Inventory tell you about your coping strategies

Module 8 Workbook Activity

The focus of this activity is around the COPE Inventory, which offers two key outcomes:

1.       An indicator of your own individual coping strategies/styles

2.       Greater awareness of the range of possible coping strategies NOTE: a list of coping styles is described at the end of this activity

But first off…
Please provide a brief definition of stress, outlining both its positive and negative aspects:
ANSWER:

As a follow-up question, how does anxiety differ to stress?
ANSWER:

Now for the COPE Inventory!
To complete this part of the activity, please first answer the questions from the COPE inventory posted on vUWS…
The Inventory has detailed instructions, but in brief:

1. For each question in the inventory, give a number from 1-4 (1 = I don’t do this at all… 4 = I usually do this a lot)

2.       At the end of the questionnaire, you will see a number of scales, and the inventory items that correspond to those scales. Add together the numbers you gave for each of the relevant questions. For example:
Positive reinterpretation and growth: Q1, Q29, Q38, Q59 My answers: 3, 2, 3, 3 = 11

3.       The higher the score for each scale, the more you use this type of coping.

4.       Once you complete the inventory, please answer the reflective discussion questions listed on the following page:

What did the COPE Inventory tell you about your coping strategies?
ANSWER:

To what extent were you aware that you used these coping strategies?
ANSWER:

2. What do you like about your coping strategies?
ANSWER:

3. Is there anything you would change about your coping strategies? Why?
ANSWER:

4. Using your own example: a) identify current coping strategy/ies you use b) what strategy/ies might be more effective or constructive, and c) why is that strategy/ies more effective than alternatives?

E.g., let’s say I have been experiencing some distress caused by conflict between colleagues at work. I have been using denial strategies a lot to deal with these experiences, but recognise that this really is not helpful for me in the long term as it enables the problematic situations to continue…

To change my response, I could try using instrumental social support to get advice and identify if there are opportunities to change the situation, then I might employ planning and active coping to implement a strategy to make positive change. I have determined that these strategies are more effective than alternatives, like reframing, venting, emotional support or acceptance because those other strategies won’t actually change the situation causing me distress – although it might help me manage my emotions.

If, for example, the people involved in the work conflict are in positions of power/authority over my role, I might not feel empowered to use a more pro-active coping strategy, and so dealing with the emotions could be a more realistic response…
(NOTE: You can delete this example when writing your own answers!)
ANSWER:

For reference, the COPE scales/strategies include:

Active Coping Taking action or exerting efforts to remove or circumvent the stressor

 

Planning Thinking about how to confront the stressor, planning one’s active coping efforts

Seeking Instrumental Social Support Seeking assistance, information, or advice about what to do

Seeking Emotional Social Support Getting sympathy or emotional support from someone

Suppression of Competing Activities Suppressing one’s attention to other activities in which one might engage in order to concentrate more completely on dealing with the stressor

Religion Increased engagement in religious activities

Positive Reinterpretation and Growth Making the best of the situation by growing from it or viewing it in a more favourable light

Restraint Coping Coping passively by holding back one’s coping attempts until they can be of use

Resignation/Acceptance Accepting the fact that the stressful event has occurred and is real

Focus on and Venting of Emotions An increased awareness of one’s emotional distress, and a concomitant tendency to ventilate or discharge those feelings

Denial An attempt to reject the reality of the stressful event

Mental Disengagement Psychological disengagement from the goal with which the stressor is interfering, through daydreaming, sleep, or self-distraction

Behavioural Disengagement Giving up, or withdrawing effort from, the attempt to attain the goal with which the stressor is interfering

Alcohol/Drug Use Turning to the use of alcohol and other drugs as a way of disengaging from the stressor
Humour Making jokes about the stressor

This is a paper that requires you to identify the stakeholders and perform a stakeholder analysis. The paper also provides additional guidelines to use in writing the assignment paper well.

Identify the stakeholders and perform a stakeholder analysis

Stakeholder Engagement
A common mistake for many project teams is to consider stakeholder engagement as an add-on to the implementation plan. A good communication plan should provide sufficient coverage of the stakeholders and how to keep them engaged with the team. Without it, the project may suffer from competing perspectives and poor communication.

Consider the following: you have been tasked with leading a project that will overhaul your company’s human resources information system. This will include services such as payroll, benefits, employment opportunities, new hires, and training. Create a stakeholder engagement plan that will aid the process going forward:
•           Identify the stakeholders and perform a stakeholder analysis. Include their interests, rights, ownership, knowledge levels, and contributions to the project.
•           Identify factors that will influence stakeholder engagement including culture, policies, risks, communication channels, local/global trends, and resources.
•           Develop a strategy for engagement for the listed stakeholders. Include a list of actions required to involve stakeholders in the decision making and execution of the project in an efficient and also constructive manner. Clearly define how you will handle stakeholder expectations and account for potential backlash on the project.

Remember, ensure  that the pages are exclusive of the cover and the reference pages. Also, ensure that you include all the references you use in finding research for this assignment paper. References should be at least three for the paper. All references, citation, and writing should follow the APA formatting and styling guidelines. Finally, ensure you focus on the assignment topic in detail.

Ensure that you follow the instructions provided keenly. Marking of the assignment is on how you do the task and how you submit the assignment too. In case of any question feel free to ask your instructor for more guidelines before doing the assignment.

This paper is on comparison of Benjamin Franklin and Jonathan Edwards. Include: a real-life subject. A thesis statement that states a specific idea about that person’s life and achievements

Comparison of Benjamin Franklin and Jonathan Edwards

Comparison of Benjamin Franklin and Jonathan Edwards. Include: a real-life subject. A thesis statement that states a specific idea about that person’s life and achievements.

Include:

Firstly, a real-life subject

Secondly, a thesis statement that states a specific idea about that person’s life and achievements

Thirdly, an account of one or more major events in the subject’s life

Finally, a description of the subject’s key character traits

More details;

Benjamin Franklin/Jonathan Edwards- A Comparison

Jonathan Edwards and Benjamin Franklin are two major figures in history. Edwards was a very religious Puritan minister, and Benjamin Franklin was the opposite; a diplomat, inventor, negotiator, merchant along with many other qualities. Each man had goals in their life. Though the reasons for the goals may be different, they both were very serious about accomplishing them.

The goals that each man had in life were far from similar. Edwards was very commit to his religion, and did much more than the average Puritan. Jonathan Edwards was a Puritan minister and wrote the very famous sermon, Sinners in the Hands of an Angry God. His words were very powerful, and even though it could be considered negative, people were affected. Edwards wanted to warn people of their fate, though they were supposedly damned anyway. Edwards, I think, wanted to be saved. The way he talked of hell, I could not imagine him expecting to go there.

Ben Franklin wanted to accomplish as much as possible in his lifetime. He was a merchant at first, and then moved to become an inventor, a diplomat, and a negotiator. Franklin was not religious at all. He was a scientist, and really did not have time in his life for faith.