essay will focus on the way that colleges address political correctness. The goa

essay will focus on the way that colleges address political correctness.
The goal of this essay is for you to use your critical thinking skills to establish your own thesis and support it with persuasive reasons.
You must also address and respond to opposing viewpoints (counterargument).
Remember you are also using all that you’ve learned regarding critical thinking and logic to help analyze the argument made by various authors.
NO plagiarism

I need a cover letter that highlights my areas as a Nutritionist Assistant at WI

I need a cover letter that highlights my areas as a Nutritionist Assistant at WIC.
Full Job Description
The Henrico County Health District (HCHD) is a part of the Virginia Department of Health (VDH) and exists to protect and improve the health of all Henrico County residents by providing clinical services, nutrition counseling, environmental health services, vital records, disease prevention and monitoring, emergency planning, and many other health-related programs. As part of VDH, this is a state position with comprehensive state benefits that include affordable health insurance options, life insurance, disability plans, retirement plans, paid holidays, and paid leave. Parking at each of HCHD’s three offices is free of charge and hassle free!
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The Women, Infants, and Children (WIC) program is a federally funded program that provides nutrition services to pregnant women as well as infants and children under the age of 5. The Henrico Health District’s WIC Office is currently seeking an entry-level Nutritionist Assistant with a dedicated interest in nutritional health and customer service to provide front-line administrative services to WIC clients in our community. Specifically, under the direction of experienced and accredited nutrition staff, responsibilities of the Nutritionist Assistant include informing clients about WIC program guidelines, verifying information for WIC eligibility determinations, obtaining health measurements (e.g. height, weight, and glucose from fingerpricks) and diet/medical information from clients, and providing low-risk nutritional education. The Nutritionist Assistant will also maintain and secure WIC records, schedule WIC appointments, compile reports and perform other clerical duties for the nutrition staff as needed.
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This Nutritionist Assistant will primarily work out of our East Henrico WIC Office (1400 N. Laburnum Avenue) or our Shrader WIC Office (7740 Shrader Road, Suite B), with other community settings supported on occasion. Mileage reimbursement is available for any work-related travel. The typical work schedule is Monday-Friday, 8:00 am – 4:30 pm.
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NOTE: This is a restricted position which is solely funded by a Federal WIC Grant. The availability of funding is scheduled for review annually. Employment is contingent on the continued availability of grant funds.
Minimum Qualifications
At a minimum, the Nutritionist Assistant must possess the following qualifications:
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Knowledge of basic nutrition and nutritional standards.
Administrative experience and skill with data entry, computers, and word processing.
Ability to communicate and interact effectively with people from various education and socio-economic backgrounds.
Ability to interview clients for pertinent information and provide education.
Ability to obtain blood samples from fingerpricks on infants, children, and women.
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NOTE: New WIC employee training conducted onsite during work hours must be successfully completed within 6 months of hire.
Preferred Qualifications
Preferred qualifications include:
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High School Diploma or GED.
Experience in a nutrition program, food production, or outpatient clinic setting.
Bilingual communication skills.

• Effective title • Introductory paragraph with a signal phrase and clear parap

• Effective title
• Introductory paragraph with a signal phrase and clear paraphrased summary of the text; the last sentence should be your thesis statement.
• conclusion (restate your thesis in different words and end with advice or a memorable note)
• Follow the required formatting.

MOVE 1 How much time do they spend in move 1? (reviewing scholarship, establishi

MOVE 1
How much time do they spend in move 1? (reviewing scholarship, establishing the terrain, convincing us of the topic’s importance in terms of: knowledge in the field, practice in the world, and/or social problems). If there’s not a lot of move 1 in the article, why might that be? If there is a TON of move 1 in the article, why might that be? In other words, Why do some authors decide to spend more time establishing the terrain and convincing us it’s a worthy topic?
Is move 1 “the problem,” in which case, move 2 is more or less assumed? Same question with “solution”? What does that tell you about persuasion in your discipline?
Does move 1 appeal to a broader audience or just a narrow group? It can be VERY persuasive in certain disciplines to appeal only to a narrow group, without concern about broader connections. Why is this? In other cases, a more broad, general move 1 might be used. Why would that be more persuasive in this case?
Is move 1 only in one spot, or do they have multiple move 1s, returning to it over and over again?
For your third layer of bread, look for striking word choices in the quotes you use to discuss Move 1.
MOVE 2
Looking at the list of Move 2s from our lecture, which sub-move seems predominant? Would you characterize it as “nuanced” and “qualified,” or is it extremely bold? WHY might authors may get away with a more bold Move 2, or conversely, WHY might they need to be more humble and qualified about the “gap”? If they make a Bold move 2, have they done enough of Move 1 to make this boldness seem appropriate/convincing/persuasive?
To understand how Move 2 works, try putting the strategy in your own words, or “in a nutshell.” Then reflect on the strategy.
To rhetorically critique Move 2, also consider the list of “tropes” and the rhetorical concepts discussed. Which apply here?
Consider the values and value conflicts you see as authors make their move 2. It’s a key indication of what is valued in your discipline. Does the other article make the same value appeal? If so, what does that teach you? Does another author make a different value appeal? What does that say? Can you trace conflicts between competing values in the discipline? What does that tell you…? And so on…
REFINE and SYNTHESIZE your theme:
After you’ve made some observations, pick the most interesting compare or contrast point you see. Hint: it’s interesting if it requires explanation and is a little complex, goes against “what you would think,” or seems a little strange. Make THAT the theme of your paper and explain the details in your argument, using skillful and selective paraphrase, quoting, and analysis.
Conflict between Urgent Need (social, practical) and Insufficient Knowledge
Conflict betweenGrowing/New Trend (social, practical) and lack of scholarly Attention to “Respond to” that Trend (Timeliness/Kairos)
Contradiction between Existing Theories and Actual Data (Or Empirical Knowledge)
Contradiction between Academic Focus and Real World Practice (Or Need)
Need for Integration between two scholarly areas for the benefit of both (or to address a unique problem)
Value appeals: Complexity, Elegance, Utility, Social Good, Efficiency, Advancement, Innovation
Ethos: How does the writing make the author seem credible? Knowledgeable? Authoritative?
Pathos: Believe it or not, there are emotions at play in some of these moves. Urgency, Fear, Triumph, Heroism, Shame or Guilt (need to rectify a bad legacy). They will be subtle, but can be detected.
Logos: the logical fit whereby the discussion of the “Territory” leads to the “Gap” or “Problem” which warrants the Study.
Amplify versus Narrow: Does the author go big and broad? Or aggressively narrow down? Which method do they use to make their topic seem important? Believe it or not, both these moves (go big, narrow down) can be used to persuade us of a topic’s importance.

Dear writer, I am an undergraduate student applying to study M.S. in Management

Dear writer,
I am an undergraduate student applying to study M.S. in Management of Technology at New York University. Please write a new Statement of Purpose based on an existing one I had somebody else written for me. You may find information about this program through this link https://engineering.nyu.edu/academics/programs/management-technology-ms-campus. You may make things up if you like.
*****Please strictly follow this structure, and write the four paragraphs:
1. Paragraph one. Introduce my academic background: Why I selected Human Resource Management for my bachelor’s degree, and why I am applying Management of Technology for postgraduate. You should make up a story that attracts the attention of the admission officer. Please write a different story from the example. Try to be creative, emotional, and relate to the Management of Technology.
2. Paragraph two. Highlight my skills and work experience. You should talk about the necessary skills that I have earned by studying with Rutgers University (my bachelor university). Also, talk about my internship experience with Zhong Ru Constructions as a marketing intern. Emphasis that these qualities are adaptable and necessary for Management of Technology.
3. Paragraph three. Highlight why Management of Technology is a good program for PG education. Talk about what I can bring to the program: my cross-cultural background, my interdisciplinary proficiency, my time-management skills, etc. You can make things up, but it is crucial to relate to the program itself. Please use the information from their official website.
4. Paragraph four. Talk about my future ambitions. You need to research the area of employment for future Management of Technology graduates. Highlight my ambition and potential in Management of technology.

Review a text of your choice with a focused central thesis throughout. MLA, TNR

Review a text of your choice with a focused central thesis throughout.
MLA, TNR 12pt font, 1” margins, and a Works Cited page
Know your text’s and your own audience
Demonstrate a mastery of the rhetorical context
Use your voice
Use the literary present throughout
Formulate a thesis to guide the review of your text

For the presentation assignment, you will choose one of the self-assessments you

For the presentation assignment, you will choose one of the self-assessments you completed and present Imagine you are presenting the assessment to an audience who is not familiar with it. explain what the assessment is, what it measures, why you chose that particular assessment, and where your audience can find and take the assessment if they choose. Your presentations in PowerPoint presentations Don’t forget to include your sources, in addition to describing where your audience can find the assessment.

For the presentation assignment, you will choose one of the self-assessments you

For the presentation assignment, you will choose one of the self-assessments you completed and present Imagine you are presenting the assessment to an audience who is not familiar with it. explain what the assessment is, what it measures, why you chose that particular assessment, and where your audience can find and take the assessment if they choose. Your presentations in PowerPoint presentations Don’t forget to include your sources, in addition to describing where your audience can find the assessment.

The classification essay places people or things in groups or categories, the na

The classification essay places people or things in groups or categories, the names of which that the writer makes for himself. Do not use formal or professional names. For example, if classifying police officers, do not us ranks such as captains, detectives, chiefs, or undercover officers. Rather, names are given according to the actions of the participants in the categories. The support sentences in the body, therefore, demonstrate actions performed. Below is an example of an outline for a classification paper. Note that the topic sentence of each paragraph defines the category given and that examples in the body paragraph are actions performed.
I. For the thesis, list the three groups or categories. You may choose any names
you wish, but none that are profane or disrespectful. You may be as creative
or inventive as you choose.
II. A. Each topic sentence in each body paragraph should be a definition of the term, since you are the person naming the category and your definition may not be a common one.
B. Each body paragraph should end with a clincher.
III. End with a suitable conclusion.
A. Restate the thesis in different words.
B. Offer solutions, predictions, or condemnations.
Topics
Men/Women Parents
Doctors Drivers
Lawyers Sales People
Ministers Waiters/Waitresses
Police Officers Entertainers
Teachers Coaches
Politicians Children
Sample Classification Outline
I. Dangerous doctors can be classified as inept, crooked, or murderous.
II. The inept doctor is one who does not have the knowledge to treat patients.
A. Cannot read x-rays
B. Cannot diagnose diseases
C. Recommends wrong treatment
Clincher: The inept doctor probably cheated or paid his way through medical
school.
III. The crooked doctor is one who will do illegal things to make money.
A. Makes phony insurance claims
B. Prescribes narcotics to patients
C. Schedules unnecessary tests and procedures
Clincher: The crooked doctor is probably the one who has caused medical costs
to rise.
IV. Finally, the murderous doctor is the one carelessly who risks or takes a patient’s
life.
A. Performs sloppy surgeries or removes healthy body parts
B. Leaves instruments inside the patient
C. Fails to control infections or sterilize himself or his materials
Clincher: A patient who has a murderous doctor may as well kiss his life
goodbye.
V. Conclusion:
A. Inept, crooked, or murderous doctors are the bane of society.
B. Patients should carefully study the background and education of doctors
they choose before allowing them to treat them. They should consult
with the American Medical Association or medical agencies to make sure
that the doctors they choose have had no major medical lawsuits or mishaps.

Causal analysis (cause and effect) focuses specifically on explanations that sho

Causal analysis (cause and effect) focuses specifically on explanations that show a
connection between a situation and its causes or effects. It either answers the question
“Why did this happen?” or “What will this do?” An answer to the first question will
result in an explanation of cause (reasons why); an answer to the second, a prediction
of effect (impact/result). Cause points to the reasons why a situation exists or past
occurrences, whereas effect discusses the impact of situations and predicts future
consequences.
Write a causal analysis essay on one of the topics below. List at least three (3)
causes or effects of the following situations:
1. Drug Abuse or Teenage Smoking
2. Increased Dropout rate in high schools
3. Gang violence in urban communities
4. High incidence of body art (among youth)
5. Domestic Violence or Child Abuse
6. Civil Unrest in a Foreign Country (Cite a specific country)
7. Digital divide (particularly older adults)
8. World-wide Economic Recession
9. Restrictions on Women’s Rights
10. Passage of Open Carry Legislation in Texas
11. High Divorce Rate in United States
12. Decreased Number of People Getting Married or Having Children
13. Impact of the Tense Political Treatment Between the U.S. and Russia, Iran, or
North Korea
14. Prejudice against particular individuals, communities, or countries
15. Environmental Pollution
Method of Developing the Causal Analysis Essay:
Introduction: (Paragraph One)
1) Lead-in: State the nature of the problem, situation; ask a question; give
statistics or anecdotes etc.
2) Central idea: State that you will discuss causes OR effects of the problem
3) Thesis: Name at least three reasons why or effects of the problem.
(Examples: There are three main reasons for ____ or there are three major
causes of ____
Body: (Paragraphs Two, Three, and Four)
1) Paragraph Two: Names and discusses 1st cause OR effect
2) Paragraph Three: Names and discusses 2nd cause OR effect
3) Paragraph Four: Names and discusses 3rd cause OR effect
Conclusion: (Paragraph Five)
1) Reiterate the thesis. (Restate the thesis in other words, in another way,
keeping the same idea, but do not restate it in the same words.)
2) Discuss the broader implications of the topic. (If you are discussing causes,
you could discuss effects and if you are discussing effects, you could discuss
cause