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What would you say is Rhimes’s PURPOSE in this essay? Does she express her p ...

What would you say is Rhimes’s PURPOSE in this essay? Does she express her purpose in a THESIS STATEMENT, or is it implied? Why did the author seek out a part-time job at Baskin-Robbins? How do her circumstances hint at the deeper implications of her upbringing? What DOMINANT IMPRESSION of the job does Rhimes create? In what ways does the “tiny denim miniskirt” (par. 6) serve as a SYMBOL for Rhimes? What does it represent to her? Shonda Rhimes is the writer, executive producer, and creator of the record-breaking series Grey’s Anatomy, as well as its spinoff series Private Practice and the ground-breaking series Scandal, which after seven award-winning seasons, introduced audiences to the first black leading lady in a drama in thirty-seven years. In addition, Rhimes is executive producer of the ABC dramas How to Get Away with Murder and Station 19. In 2017, Rhimes shifted television’s business model when she left traditional network television in an unprecedented agreement to produce content exclusively for Netflix. Her numerous awards include a Golden Globe for Outstanding Television Drama; a Peabody Award; GLAAD Media Awards; numerous AFI Awards for Television Program of the Year; two Television Academy Honors; and lifetime achievement awards from the Directors Guild of America, the Writers Guild of America and the Producers Guild of America. In 2018, Rhimes was inducted into the Television Academy Hall of Fame. Rhimes holds a BA from Dartmouth College and an MFA from the USC School of Cinema-Television. Rhimes grew up outside of Chicago and now resides in Los Angeles with her three daughters. My Summer of Scooping Ice Cream Rhimes wrote “My Summer of Scooping Ice Cream” in 2016 for a special issue of The New Yorker dedicated to stories of celebrities’ first jobs. In the essay, the hardest working woman in television describes her teenage stint in an ice-cream parlor and explores the origins of her lasting work ethic. I was not a tall girl. At sixteen, I was barely five feet three inches. That did not work in my favor at the Baskin-Robbins in Park Forest, Illinois. In order to get the smooth, hard ice cream out of the tubs in the freezer, I had to open the glass display case and lean down inside. Once my head was in, I used one arm to brace myself on the edge of the freezer while, with the other arm, I gathered enough strength to violently jam the metal scoop into the vat of ice cream. The violent jamming was important. If I didn’t do it just right, go at it with enough force, I could find myself skimming right over the ice cream’s surface. That was always an issue. When I had only one foot on the floor, barely balancing on my toes, that skim would send me flying forward, at which point self-preservation kicked in. I’d toss aside the scoop and — eyes closed, slightly sickened by what was to come — put out my hands to cushion the fall. I always had a soft landing. One hand in the Cookies ’n Cream. One hand in the Rocky Road. Submerged in ice cream up to my elbows. That’s the curse of the job — ice cream everywhere. My uniform’s pink-brown-and-white striped shirt was crisp, cheerful, but by the end of each shift it was gummy and streaked with chocolate and pistachio and sorbet and mint chip. The clear plastic gloves didn’t help. Ice cream ran up and down my arms; it slipped inside the gloves; it stuck in the crevices behind my knees. You have not fully lived on this earth until you have tried to wash Pink Bubblegum ice cream out of your cornrows. I didn’t need the job. I was an honor student and a volunteer at the local hospital, and my parents worked quite hard to make sure that I was on the path to a good college. They pushed me to concentrate on school. But there was this tiny denim miniskirt, with buttons up the front. It barely reached the bottom of my butt cheeks; a sudden wind would have made it a crime in several states. It. Was. Fierce. Tiny denim mini was beautiful. Tiny denim mini was everything to me. One March day, my mother gave me forty dollars to buy clothes for a dance. I bought the skirt. When she insisted that it be returned, I — newly indoctrinated into the churches of Janet Jackson and Madonna — refused. My mother calmly informed me, in a tone that suggested I had five seconds before I would meet my Maker, that when I had my own job I could buy any clothes I wanted. Until then, she would decide what I wore and what I did not. Wanting to live, I returned the denim mini. And then, wanting to win, I walked over to Baskin-Robbins and, with all my honor-student charm, talked the manager into giving me a job. I would like to say that I didn’t do it for the denim mini. I would like to say that I did it for the freedom the denim mini represented. I would like to say that I did it for the power the denim-mini fight gave me. If pushed, I might say that I did it because I was dumb enough to think I knew more than my mother. The thing is, though, when you boil it down: I did it for the denim mini. I let a miniskirt propel me into the workforce. I went home to face my mother, defiant. She laughed. Then she told me that, now that I’d committed to a job, I wasn’t allowed to quit. “You picked a hard row to hoe,” she said, and went back to her chess game. The rows were tubs of ice cream. The hoe was that scoop. On my third day of work, I came home covered in Butter Pecan and announced to my mother that she could not make me keep working. My mother looked at me. She did not say a word. She did not have to. We both knew who would win this argument. And so I spent my summer days with my head in a freezer, balancing on my toes, sticky as can be, trying not to fall into vat after vat. When I did it right, I got a nice thick ball of ice cream into my scoop. Then I would carefully edge my way out of the freezer and put the ball in a cup, in a cone, in a sugar cone, in a waffle cone, in a shake, in a frozen drink, a banana split, a sundae . . . It was my first job. I felt gritty; I felt real. There were time sheets and shifts and a manager and a uniform. I got Employee of the Month. I smiled at strangers and said, “You have a nice day!” I pretended not to be clumsy around the hot public-school boys who came to taste different flavors and left without buying anything. And I got paid. Minimum wage plus a scoop on every shift. I never bought the denim mini. Turns out that minimum wage doesn’t go all that far. I also never ate much ice cream after that. But I learned responsibility. I learned to keep my word. I learned, no matter how hard it is, to keep scooping until the job is done  Questions on Meaning What would you say is Rhimes’s PURPOSE in this essay? Does she express her purpose in a THESIS STATEMENT, or is it implied? Why did the author seek out a part-time job at Baskin-Robbins? How do her circumstances hint at the deeper implications of her upbringing? What DOMINANT IMPRESSION of the job does Rhimes create? In what ways does the “tiny denim miniskirt” (par. 6) serve as a SYMBOL for Rhimes? What does it represent to her?

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I will pay $20   Discussion 1   In examining what we have learned about a ...

I will pay $20   Discussion 1   In examining what we have learned about assistive technology, it is hard to imagine not using some form of technology in our everyday world. Assistive technology is often used by employers who wish to enhance worker’s accuracy (spell checkers, recorders, etc.). Therefore, it is difficult to imagine the missed opportunity to use assistive technology in the classroom, particularly when transitioning into a society where it has become the norm to support work-related tasks and learning.  For the duration of this course, the benefits of assistive technology have been geared specifically toward students who struggle with gaining access to the general education curriculum. Review the following video, The Case Against Assistive Technology.  Explain how your position on the use of assistive technology has evolved throughout this course. Would a reliance on technology provided in a school that a lower-income family cannot afford be counter-productive to the child’s education?  Explain how your philosophy about the use of assistive technology would argue against or for a universal approach to assistive technology. Guided Response:  Respond to at least two of your peers’ posts.  Evaluate your peers’ responses regarding their evolved position about assistive technology and where you place the need to use assistive technology moving forward.  How has your knowledge about assistive technology used by individuals with disabilities developed?  In what ways are you better prepared to use assistive technology to support all students   Discussion 2   Watch the following video before entering the discussion: Play AT and Classroom Integration Video – Part 1 You can view the transcript to the video here. (http://www.sc.edu/scatp/cdrom/integratingat.htm) Timothy was a third grader in regular education. Prior to the referral to the assistive technology team, Timothy was using a communication device and was taking accelerated reading tests on the classroom computer. He has great difficulty using a pencil and paper, so his shadow was interpreting his answers and putting them on paper for him. Timothy's occupational therapist (OT) and his parents were interested in seeing him become more independent with his classroom work. Requests included assistance in finding software that would allow the teachers to scan worksheets into the computer so that Timothy could work on the same assignments as his peers. Grammar rules were programmed into his device so that, during class discussion, Timothy can give the correct grammar rule when asked. In the video, Timothy is shown using his computer or augmentative communication device (assistive technology device) to complete an assignment and is shown to be an inclusive member of the classroom.  His teachers and assistive technology team have found ways to utilize assistive technology and align universal design for learning strategies to design lesson plans to promote the use of assistive technology.   After watching the video, explain what opportunities Timothy might have missed out on if assistive technology were not considered as a means of communication or access.  Explain the teacher’s role in assuring that lesson plans are universally designed (to include assistive technology) so that students like Timothy are included.   Guided Response:  Respond to at least two of your peers’ posts.  In your responses, discuss missed opportunities for students with disabilities when assistive technology is not considered.  Also, evaluate your peers' thoughts about the teacher’s role in creating universally designed lesson plans that include assistive technology and how they relate to or are dissimilar from your position.  

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attached is the assignment and 3 of the readings that you can choose from. you s ...

attached is the assignment and 3 of the readings that you can choose from. you should choose one and use it in the assignment. 

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Check out Eula Biss's creative nonfiction essay, "Time and Distance Overcome." i ...

Check out Eula Biss's creative nonfiction essay, "Time and Distance Overcome." in 600 words(not including citations), write a response to it. I've got a few leading questions below, but feel free to respond to this cool, disturbing, strange text anyway you prefer. It demonstrates some of the very different things writers can do with the essay genre. Hope you enjoy it. https://dcc.instructure.com/courses/182924/files/47260790/download Questions you can (but don't have to) consider: What is Biss's real subject, or subjects? What, if anything, would you say her thesis is? Why do you think she structured this essay the way she did? How else might she have accomplished the same goals, and what would be changed if she'd written it as a "normal" argument? Did this essay make you think differently about something you'd likely seen every day of your life? What else could you, or another writer, write about the way Biss writes about telephone poles?

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Read the novel in the attachment and write 3 reading journals. One page for each ...

Read the novel in the attachment and write 3 reading journals. One page for each journal. There is a reading journal sample in the attachment which you need to follow the format.

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Essay #1: Rhetorical Analysis For Essay #1, please write a summary and analysi ...

Essay #1: Rhetorical Analysis For Essay #1, please write a summary and analysis of any one of the following two articles from Chapter 14:  Mark Edmundson, "Who Are You and What Are You Doing Here? A Word to the Incoming Class,"  (pp. 405-415).  Laura Pappano, "How Big-Time Sports Ate College Life," (pp. 416-426).  Your audience is educated peers who have read the article, and are wondering what you think about it. Your rhetorical analysis must include a summary of what the article argues, and also an analysis and evaluation ofhow well the article makes its points. Your essay should include those elements of summary that Greene and Lidinsky recommend: the context of the article a clear statement of what you feel to be “the gist” of the article a description of the key claims of the article 1-2 relevant examples (direct quotations or paraphrases) from the article As no summary is neutral, you must weave an analytical thread throughout your summary that suggests to the reader your judgment of the value of the article. You might consider including: examine how well the article appeals to its intended audience evaluate the author's use of evidence identify the author's purpose or motivation for writing point out the gaps and flaws in the article's argument Do not attempt to summarize every last detail of the article. Instead, focus on the gist of the article and your analysis of the how well the article supports its points. Because an analysis is your perspective, it is appropriate to use "I" in this essay. However, do use "I" sparingly -- your focus should be on analyzing the article, not on simply stating your own beliefs. Guidelines for Essay #1 Length/Due Date: approximately 600 words, due Sunday, 3 November.  Style/Format: This, as all essays in EN106, should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following: Use 12 point, Times New Roman font, double-spaced. Use 1-inch margins top, bottom, and sides. Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript. References: Essay #1 must quote or paraphrase the article you are analyzing. Each time you quote or paraphrase the article, include in-text citations that follow MLA or APA style. File format: Please submit your essay as a .doc or .docx file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work. Works Cited/References: Create an appropriate bibliography, with one entry for the article you are analyzing. Use Easy Writer to learn how to format a end-of-text citation for a work in an anthology or selection in a book with an editor. Titles: Include a descriptive title at the beginning of your essay that tips your readers off to your central message. Do not format your title with quotation marks, boldface, underlining or italics. Quotation marks or underlining are only appropriate if the title borrows words from another source. Deadline: Submit your final draft essay no later than Midnight on Sunday at the end of this unit. Use of essays for future courses: Please understand that your essay may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work, of  course, will only be used for educational purposes. Assessment: See the Grading and Assessment content item under Course Home to see the criteria and rubric I will use to grade your essay. Why Is This Assignment Important? A very common type of writing you will produce in your academic career is a source analysis. The ability to engage in close reading of a text, identify salient arguments and evidence, present the text’s ideas in your own words, and evaluate that source's effectiveness is foundational to entering academic conversations. Summaries also serve an important role in helping other readers make sense of a difficult text. You might think of analysis as the job of a tour guide: you are offering your readers a brief glimpse into another world. As you learned from Greene and Lidinsky’s chapter, writing a rhetorical analysis involves a great deal of critical thinking and evaluation on the part of the writer. You must identify the author’s thesis (what Greene and Lidinsky call “the gist”), uncover how the key claims of that thesis are supported and developed, evaluate the conversational contexts of the author’s work, and, at all points, consider how your perspective affects your interpretation of the text. A Word about Plagiarism Rhetorical analysis is a common type of writing assignments in first-year writing courses. Because of this, you can find countless Internet sites, free and proprietary summaries, and term papers that respond to assignments similar to this one. Any undocumented use of another writer’s words or ideas constitutes plagiarism and is a violation of Park's Student Conduct CodeLinks to an external site.. Plagiarism may result in failure of the assignment. Multiple instances of plagiarism may result in automatic failure of the course or other penalties outside of this course. If you have questions about plagiarism, contact your instructor.

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 I  am needing help to annotate this 4 sources my topic it is  "What influenc ...

 I  am needing help to annotate this 4 sources my topic it is  "What influence did  Gandhi have  on Martin Luthr King  the one who does this  will do the final paper for me to thank you i have made two other sources I just need this 4 to be  made into chicago style thank you. I am attching sources and rules for annotate need this quickly please. 

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Complete all 23 questions within the next 12 hours. ...

Complete all 23 questions within the next 12 hours.

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I need to complete a five to six page paper on decision making based on a case s ...

I need to complete a five to six page paper on decision making based on a case study.  There are helpful links listed on the attached.

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