Prior to beginning work on this assignment, review the instructions for the Week 5 Comparative Human Experience final project. In addition, keep in mind the LIB101 research guide: Library resources and primary sources as a resource that help you in researching your topic and finding primary and secondary sources.
The purpose of this assignment is to prepare you for your final project by guiding you through the research and writing process. To complete this activity, download the required Final Project Preparation Template Download Final Project Preparation Template and fill out each section.
Final project preparation template
To complete the Final Project Preparation Template successfully, use the Week 3 Assignment Help Sheet with Worked Examples Download Week 3 Assignment Help Sheet with Worked Examples.
To complete the template, you will
Choose two societies or civilizations that you would like to examine in your final project, including the time periods you will consider.
Choose one theme for your analysis of the societies or civilizations.
Choose a format to present your analysis.
Choose two works from each society (four total) that express your chosen theme (works of history, literature, philosophy, theology, art, architecture, or music) and list them using APA-formatted references. These works are considered primary sources.
Choose two scholarly secondary sources, one for each society or civilization, relevant to your chosen theme and list them using APA-formatted references.
Provide brief annotations for each source (six total) including a description of its content and relevance to your Final Project.
Develop a preliminary introduction for your final project.
Develop a preliminary thesis statement for your final project.
Outline three topic sentences for each society or civilization to shape the main points of your analysis.
Cite at least one source from your reference list to support each topic sentence.
List your sources in an APA-formatted references list (two scholarly sources and four primary source works)
Prior to beginning work on this discussion forum, Read Chapter 4 and complete the LIB101: Week 3 Civilization TourLinks to an external site. interactive.
For this forum discussion you must
Must be 250 words
Identify two major religions or belief systems addressed in the readings this week that you would like to examine further.
Identify the society or societies where the belief systems were followed.
Identify the key elements of the two belief systems.
How were these beliefs integral to the society?
How did societies, groups, or individuals express or demonstrate their spiritual or ethical beliefs?
What was the impact of revelation- versus enlightenment-based beliefs?
Discuss how spiritual or ethical beliefs in two major belief systems impacted one of the following areas:
Aesthetic and intellectual achievements in the realm of art, architecture, philosophy, theology, literature, sciences, or music.
How does belief shape such works?
How do such works impact belief?
For what purposes are such works created?
What ideals are expressed in such works?
Government or system of rule
What is the relationship between spiritual or ethical beliefs and systems of rule?
Are ideals of rule associated with spiritual or ethical beliefs?
Do spiritual or ethical beliefs shape legal systems or laws? How is justice conceived?
Gender roles
What spiritual or ethical ideals shape family relationships? Between parents? Parents and children? Siblings? Ancestors? Larger kinship networks?
What spiritual or ethical ideals shape ideas about what is considered appropriate or inappropriate sexuality?
How are spiritual or ethical ideals experienced by men versus women?
War and peace
What position do different spiritual or ethical systems take on war?
How do different spiritual or ethical systems justify war?
How do different spiritual or ethical systems address tolerance or intolerance of other belief systems?
Socioeconomic systems
How does spiritual or ethical belief shape ideas about poverty and charity?
How does spiritual or ethical belief uphold or challenge social hierarchy?
How do spiritual or ethical beliefs contrast material versus spiritual well-being?
How do spiritual or ethical beliefs impact ideas about personal responsibility to the larger community?
Discussion 2
Prior to beginning work on this discussion forum, review Chapter 4 in your textbook and the LIB101: Week 3 Civilization TourLinks to an external site. interactive.
Must be at least 100 words
In your initial posting, address the following questions:
What struck you in particular about the human condition and the expression of humanity as you explored the course materials this week?
What insights have you had?
What has caused you to struggle or feel confused?
What questions have come up for you at this point?
Do you have any helpful tips that you have picked up in this course or a past one?
Discussion 3
Annotated Bibliography Builder Learning Acivity
Prior to beginning work on this learning activity discussion forum,
review the Week 5 Comparative Human Experience final project, and
review the LIB101 Research Guide: Library Resources and Primary SourcesLinks to an external site..
A Annotated Bibliography Builder Annotated Bibliography Builder This template will assist you with creating a reference and an annotation for each of the two sources you are required to contribute to the annotated bibliography in the Annotated Bibliography Builder Learning Activity discussion forum in Week 3.
APA References for Your Article, Chapter, Webpage, Artifact, Work of Art, or Architectural Monument
APA Format for Journal Article:
Author, A. (Year). Title of article. Publication Title, volume number(issue), pp–pp. URL
Example:
Mendoza, V. (2010). How to cite a journal article. History of Citation, 62(4), 56-75. https://url_goes_here
APA Format for Chapter in a Book:
Author, A. A., & Author, B. B. (Year). Title of chapter. In A. Editor & B. Editor (Eds.), Title of book (edition, if other than the first, pp. XX–XX). Publisher Name. URL
Example:
Mendoza, V. (2010). How to cite a journal article. In J.K. Holloway (Ed.), A Brief History of Citation (pp. 56-75). Major University Press. https://url_goes_here
APA Format for Webpage:
Author, A. A. (Year, Month Day). Title of web page. Site Name. URL
Example:
Mendoza, V. (2010, June). How to cite a journal article. A Brief History of Citation. http://www.abriefhistoryofcitation.org
APA Format for Artifact:
[Description of Artifact]. (Date of the artifact’s creation). Name of the Museum Collection (Box, File, or
Call Number). Name of the Museum, Location of Museum. Website data (if applicable).
Example:
[Coral Pounder, Caroline Islands, Micronesia]. (n.d.). Artifact Number 03292, Hawaiian National
Museum Collection. Bishop Museum. Honolulu, HI. http://data.bishopmuseum.org/ethnologydb/detailed.php?ARTNO=03292
APA Format for Work of Art:
Artist (Year of completion). Title [Description of material]. Name of Institution, Museum, or Collection, City, abbreviated Province/State. Website data (if applicable).
Example:
Giotto di Bondone (1305). The Lamentation of Christ [Fresco]. Scrovegni (Arena) Chapel, Padua. http://www.visual-arts-cork.com/famous-paintings/lamentation-of-christ.htm
APA Format for Architectural Monument:
Name of Structure (Year of completion). [Description of the structure]. Location. Website data (if applicable).
For further guidance on creating APA references for other kinds of sources, go to the UAGC Writing Center’s APA: Formatting Your Reference List.
What to Include in Your Article, Chapter, or Web Article Annotation
1. Explain what makes your source scholarly: a. What do you know about the author? Do a Google search on the author; find their biography at the place they teach, and look for their Curriculum Vitae (an academic resume). What information establishes them as a credible expert on this topic?
b. What are some examples of scholarly sources that are referenced and cited in this article, chapter, or web article?
2. In your own words, what is the author’s thesis or the central focus? What would you answer if you described what you read to someone, and then they asked “So what’s the point?”
What to Include in Your Primary Source Annotation
1. Explain what makes your source primary: a. Was the source created close to the time of the event?
2. In a sentence or two, what do we know about this author (e.g., dates, social or marital status, relevant places of residence, etc.)? You might need to get more information about the author! a. Did the original author have firsthand knowledge of the subject at hand? Or, did he or she report what others saw and heard?
b. What opinions or interests did the author have that influenced what was recorded?
3. What do we know about the source? When, where, and/or why was it created? What type of source is it (e.g., treatise, law code, letter, journal, etc.)? a. For what purpose was the piece originally written?
b. For whom was the piece originally directed? Did the writer produce the source for personal use, for one or more individuals, or for a large audience? Was the source meant to be public or private?
c. What were the author’s motivations for writing? Did the writer wish to inform or persuade others? Did the writer have reasons to be honest or dishonest? Any ulterior motives? What might they have been?
4. Why is this source important? a. What was going on at the time and place that the source was created? What are the most important issues closely associated with this source?
b. What broader themes does or could the source address that provide insight into the period under consideration?
c. What impact might the source have had in context of its time and/or place?
d. How would you use this source as a piece of historical evidence? i. What does this source tell us?
ii. What strengths does this source have as historical evidence?
iii. What limitations does this source have as historical evidence?
iv. What questions does it leave unanswered?
v. What other sorts of evidence might support it?
5. What specific part of your week 5 Comparative Human Experience final project could this primary source support? Why?
Where to Find Sources to Review
1. LIB101 Research Guide: Library Resources and Primary Sources (accessible through the online classroom)
2. Multimedia Tours (accessible through the online classroom)
• LIB101: Week 1 Civilization Tour
• LIB101: Week 2 Civilization Tour
• LIB101: Week 3 Civilization Tour
• LIB101: Week 4 Civilization Tour
• LIB101: Week 5 Civilization Tour
The purpose of this activity is to help you develop your library research skills, so you can locate primary sources, books, and journal articles related to your Week 5 Comparative Human Experience final project. You are required to find two sources that you can use for the final project. Your first source must be a primary source and your second source must be a scholarly, secondary source. (Tip! Your primary source should be one of the works of history, literature, philosophy, theology, art, architecture, or music that expresses your chosen theme in one of the societies you will discuss in the final project). Remember to download your sources, if possible, or save the reference somewhere safe as you will be using these sources again as a part of your Final Project Preparation assignment this week. Do not select tertiary sources such as encyclopedia articles for this exercise, as they do not meet the research requirements for the final project.
This activity will also help you focus on analyzing sources by writing annotations. What is an annotation? An annotation is a brief written commentary on a scholarly book, chapter, journal article, or primary source that summarizes its central points and main argument. In the case of primary sources, you will identify key elements of the source that will help you analyze its significance.
For your initial posting, use the Annotated Bibliography Builder TemplateLinks to an external site. as a guide for creating a reference and annotation for each of your two sources. Post your annotated bibliography in the discussion forum for your classmates to view
The purpose of the Nurse Executive Track Concluding Graduate Experience (CGE) is to prepare the current and emerging leader for an important part of leadership practice: Leading Organizational Change. Through this point in the CGE, your preparation for leading organizational change has focused on planning concepts and tools for practice change, process change, or quality improvement projects. You have explored and practiced the following project management concepts thus far: PICOT Development Project Charter Scope of Work Communication Plan Project Deliverables Critical Success Factors The next step in our planning process is to break the larger project down into smaller, more manageable tasks. To do this you will be introduced to the Work Breakdown Structure or WBS. Smaller work packages will allow you to do some additional things in upcoming lessons to better manage the project and increase the chances of success. For instance, once you have smaller tasks identified you can then assign timelines for each task and plot the timeline on a graph that is called a Gantt chart. You can also identify colleagues for each task and determine their level of responsibility and/or accountability for the task. The WBS is an important step in properly planning any change initiative, regardless of the size or scope of the project. In this assignment, you will define and document the project’s tasks and project’s deliverables and their relationships to each. You will develop the work-breakdown structure (WBS) and project timelines using a Gantt chart. The WBS identifies the project’s tasks that need to be completed by priority. This breakdown helps the project team identify all tasks needed to get the work done and the resources necessary to complete it. This framework allows you to assign tasks to individual team members, making them accountable for those tasks in the process. It is important that all tasks be identified and broken down since project delays or even failure frequently result from forgotten or overlooked tasks rather than imprecise guesstimates. The Gantt chart, named after Henry Gantt, clearly shows the start and completion dates for all major project activities and subtasks. The Gantt chart is straightforward, easy to understand, and simple to change. It provides a snapshot of the project, and one can immediately identify task durations and distinguish tasks dependent upon other tasks to be completed before they are started. Understanding of all dependencies is critical for the project manager who is ultimately responsible for time, budgets, and resource allocation. There are many ways to build a Gantt chart, and you will be provided with several aids to help you. There are many “how to” videos on sites like YouTube that you might want to explore as well. Although you will see two separate tools in the lesson, most often a combined WBS/Gantt chart is developed that combines the two tools. A template for a combined WBS/Gantt chart is provided here that you may use if you wish.
Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of
The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
Completion of work associated with program competencies.
Work associated with completion of the student’s capstone project change proposal.
Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.
Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the topic Resources and in the assignment instructions.
The “Individual Success Plan” is a clinical document that is necessary to meet clinical requirements for this course. Therefore, the form should be submitted with the preceptor’s hand-written signature. A typed electronic signature will not be accepted.
Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.
This is your final paper exercise. Please answer the questions in a one-page essay (exclusive of bibliographical references). This paper should be type written, single spaced, font size of 12, and normal margins. Make sure to provide proper documentation (quotes, footnotes, examples) for your answer. Papers will be evaluated on their structure, on their depth of analysis and insight, and on their use of course concepts, readings and film. The more you incorporate the assigned readings, documentaries/films, and lectures to your paper the stronger it will be.
Identify the most significant idea or moment of the class The Latino Experience.
Questions to think about:
– What was the most significant idea you learned in the class The Latino Experience, or what was the most powerful moment of your learning? Why?
– How has your perspective or understanding of the Latinos in the United States been changed, challenged, reinforced, or deepened due to this idea/moment?
– What is one way you intend to use or apply your learning in your future endeavors? Think how you will use your new knowledge as a future professional.
Our project aims to improve the recruitment of students by providing immersive insights into workplaces, and helping organizations secure top talent and achieve alignment.
Elevator Pitch
Hello, We are EZ Recruit: An Immersive VR Recruitment Experience. Our project is designed to improve the recruitment process and bridge the gap between forward-thinking businesses and students at Rutgers University. Through EZ Recruit, students will have the opportunity to immerse themselves in workplace environments, and gain insights into the company’s culture and workflow. Businesses will be able to facilitate job simulations, offering candidates a realistic insight into their potential roles. In addition, EZ Recruit will ensure that students can align their career goals with the right organization and address any uncertainty they have about a company. This project will help companies showcase their work environment and culture to potential candidates in an innovative way. It will also allow them to attract and secure top talent who align with their values and vision. Our VR assessments will reduce the need to conduct numerous interview rounds and lessen the overall recruitment workload, which will ultimately increase productivity. We aim to help cultivate a collaborative and harmonious work environment to drive organizational success. EZ Recruit is not just about finding a job but it is about finding the right fit for both students and businesses. We hope that EZ Recruit will enable companies to create meaningful connections, make hiring decisions easier, and shape the future of recruitment.
DIRECTIONS
· Primary Market Research Plan – define your plan to conduct primary market research to be completed and presented in Stage 3. Your primary market research will further quantify and justify your project, as well as help you finalize your scope including features and functionality. Your primary market research plan should also be captured as tasks within your overall project plan. For your work and presentation, your plan should address:
a. Who are we surveying, and why?
b. What data do we need?
c. What questions do we need to ask? (You should only ask the questions that you need to get the data you need. More is not necessarily better!)
2- to 3-page in which you draw from the assigned resources to critically reflect on the experience of being a minority in a specific situation.
Describe the experience.
Reflect on the experience and consider:
What were your preconceptions or expectations before the experience?
What were your reactions to, thoughts about, and/or emotional responses to the experience?
What did you gain or learn from this experience?
Explain privilege in relation to this social identity.
Apply concepts and material from this week’s resources to the experience.
Support your application of this week’s resources using APA citations and a reference page.
Citation
Segal, E. A., Gerdes, K. E., & Steiner, S. (2019). An introduction to the profession of social work: Becoming a change agent (6th ed.). Boston, MA: Cengage Learning.
Chapter 4, “Human Rights and Social and Economic Justice”
The last 7 weeks has taken you through some of the treasures of the Humanities, and while it is impossible to touch on every culture or time era in one course, we hope you have gained an appreciation and new interest in exploring the ways the human experience is celebrated and preserved for future generations.
In your first paragraph
Share one or two of the artifacts covered in our course that made the deepest connection with your life experience.
Describe the artifact, explain its history, and discuss the ‘how’ and the ‘why’ the artifact connected with you in a meaningful way.
In your second paragraph
Provide insights on your overall experience in the Humanities.
Are there historical periods you would like to explore further, and if so, which ones?
Are you considering a trip to a museum to see more artifacts in person or ‘Googling’ for some of the massive online museum collections?
Finally, did the course help you to see that regardless of the differences people will always have in terms of culture, geography, etc., there are far more things that unite us and far more reasons to celebrate each contribution to the Humanities?
You will not need research in any of your responses, but if you choose to, remember to use credible sources and provide in-text citations along with reference entries in APA format.
While you may decide to add, remove or alter sections depending on your application, here are a few most common resume sections:
1. Name and contact information
At a minimum, your contact information section should include your name, phone number and email address. Depending on the type of job you’re applying for, you might also include a link to an online portfolio or professional website.
An example contact information section might look like this:
Alex Gardner Houston, Texas • (123) 456-7891 agardner@email.com • agarder.portfolio.com
A common practice is to use your name as the title of the page, formatted so that employers can easily identify your name and contact information first.
Your resume summary or objective should be a short, one to two sentence section that briefly explains who you are and why you’re qualified. Carefully review the job posting for clues on which of your technical and soft skills will be most important and relevant.
Resume summaries and objectives are slightly different, and you should choose to include one or both depending on your background and the position you’re seeking. A resume summary will describe your work experience, while a resume objective will state your short-term goals.
A summary is good if you have at least some work experience that can be quickly summarized. An objective statement, however, is better suited for those who have recently graduated from high school or college, or who otherwise have limited job experience.
Your resume summary could say:
“Thoughtful construction laborer with over five years of experience helping manage teams toward successful and safe completion of housing projects.”
Your resume objective could say:
“Recent graduate eagerly looking to expand construction labor experience with a growing contractor.”
In both your resume section and your summary, it’s important to avoid talking about topics more suited to a job interview, such as how much you’re hoping to earn.
The resume education section is helpful for employers who require a certain degree, certificate or level of experience. You should include your most recent and relevant education based on your level of experience.
The elements of an education section should include:
Name of your school
Location of your school
The degree you obtained (if applicable)
Your field of study
Graduation year (if applicable)
Your GPA (Note: You may not want to include this if it’s not above 3.4)
Any relevant honors or academic recognition, coursework, activities or other achievements obtained during your education
Consider only listing educational experiences as they make sense for your career experience. As such, high school graduates should list their high school information, but college graduates need not list their high school. However, once you have a post-secondary degree of any kind, you should always list that and any other post-secondary educational experiences in your education section.
Your education section could look as follows:
Hillvalley Technical College Aug. 2009 May 2011 Associate Degree in Welding Technology OSHA Certificate Program
Also called your “experience” or “professional history” section, this is an opportunity to showcase the value you’ve brought to former employers. Here, you should list all of your most relevant work experiences, beginning with your most recent job. You should focus on your experiences from the last 10 to 15 years. For example, if you’ve been working as a marketing professional for 11 years, you can leave off jobs from earlier in your life that may not be relevant to the position you’re currently seeking.
Alternatively, if you have little to no job experience, you should list what employment you have had, even if it does not seem completely relevant or related. Potential employers can use that experience to get an idea of what kind of worker you might be, as some of the valuable soft skills you learned at an unrelated job are likely transferable to a new job and industry. You can also list experiences you might have had in clubs or volunteer organizations here, especially if you held office or had many responsibilities.
Your employment history should include the name of the employer, your job title, years of employment, and a few bullet points with your strongest, most relevant accomplishments. Lead with strong action verbs and follow with an accomplishment rather than a task. Employers are interested in what you’ve achieved, not just the tasks you’ve done. When possible, use numbers to measure your success.
An example of an employment section could be as follows:
Jones Construction Company Welder | May. 2013 – May 2018 • Utilized SMAW, GTAW, and GMAW welding tools for building projects • Assisted safety manager with OSHA-required regulation checks, reducing time spent on checks by 10% • Managed a small team of welders for advanced projects on multi-million dollar contracts
It’s important to keep your bulleted list short and focus only on the most valuable achievements you had with that employer as they relate to your current job search.
5. List of relevant skills, tools and certifications
Your skills section should include relevant technical or hard skills and soft skills. You can include any tools you’ve mastered or certifications you’ve obtained as well.
The skills you include should be relevant to the job that interests you. For example, you may have excellent hard skills in different areas, but all of those skills may not be applicable to the job. If you are a skilled violinist, that may not be a good skill to put on your resume when applying for a job in construction.
You can learn what skills potential employers are looking for by reading the job description. As you read through job posts, write down keywords that match your skills and include them in your skills section as appropriate.
Your skills section might look something like this:
*Technical skills: Welding • Electrical Systems • Modern safety equipment • Knowledge of major OSHA safety regulations • OSHA Certification • SMAW Welding Tools* *Additional skills: Willingness to learn • Attentive • Organized • Effective communicator • Safety-conscious*
6. Additional relevant accomplishments and volunteer work
The last section to consider adding to your resume is a shortlist of any other relevant accomplishments or volunteer work. Only include those that are relevant or that may help create a better picture of who you are as an individual as related to the position you’re applying for. If you’re not sure what information may be a fit for this section, re-read the job descriptions that interest you. Consider if you have any experiences outside of the professional history you already added which may help employers understand your qualifications.
