Chapter 36 cases: 36-7 JUDGMENT Jesse Derr (defendant) should bear personal responsibility.

Procrastination and Stress

I need help incorporating Statistical Results into my Paper. Results section need to show if procrastination and stress related. Does Academic procrastination and effects student stress levels. graph and tables need to be shown[supanova_question]

The Initial Research Question How has YouTube created excellence in the manner

The Initial Research Question

How has YouTube created excellence in the manner that humans share ideas?

The Sources List

Albarracin, Dolores, et al. “Misleading Claims About Tobacco Products in YouTube Videos: Experimental Effects of Misinformation on Unhealthy Attitudes.” Journal of Medical Internet Research, vol. 20, no. 6, 2018, pp. 1-10.

Buntain, Cody, et al. “YouTube Recommendations and Effects on Sharing Across Online Social Platforms.” Proceedings of the ACM on Human-Computer Interaction, vol. 5, no. 11, 2021, pp. 1-26.

Cunningham, Stuart, and David Craig. “Being ‘really real’ on YouTube: authenticity, community and brand culture in social media entertainment.” Media International Australia, vol. 164, no. 1, 2017, pp. 71-81.

Duffett, Rodney. “The YouTube Marketing Communication Effect on Cognitive, Affective and Behavioural Attitudes among Generation Z Consumers.” Sustainability, vol. 12, no. 5075, 2020, pp. 1-25.

Duffett, Rodney, et al. “Effect of YouTube Marketing Communication on Converting Brand Liking into Preference among Millennials Regarding Brands in General and Sustainable Offers in Particular. Evidence from South Africa and Romania.” Sustainability, vol. 11, no. 604, 2019, pp. 1-24.

Eke, Ransome, et al. “Viewing Trends and Users’ Perceptions of the Effect of Sleep-Aiding Music on YouTube: Quantification and Thematic Content Analysis.” Journal of Medical Internet Research, vol. 22, no. 8, 2020, pp. 1-10.

Fry, Naomi. “James Charles and the Odd Fascination of the YouTube Beauty Wars.” The New Yorker, 15 May 2019, www.newyorker.com/culture/culture-desk/the-odd-fascination-of-the-youtube-beauty-wars.

Hoang, Lê N. “Science Communication Desperately Needs More Aligned Recommendation Algorithms.” Frontiers in Communication, vol. 5, no. 598454, 2020, pp. 1-6.

Leskin, Paige. “YouTube is 15 Years Old. Here’s a Timeline of How YouTube Was Founded, Its Rise to Video Behemoth, and Its Biggest Controversies Along Way.” Business Insider, 30 May 2020, www.businessinsider.com/history-of-youtube-in-photos-2015-10?r=US&IR=T.

Möller, A. M., et al. “Exploring User Responses to Entertainment and Political Videos: An Automated Content Analysis of YouTube.” Social Science Computer Review, vol. 37, no. 4, 2018, pp. 510-528.

Peet, Lars. “The Secret of UFC’s Successful YouTube Channel | Team5pm.” Team5PM, 25 June 2021, team5pm.com/2021/05/26/ufc-success-youtube-blog-2021/.

Perez, Sarah. “A New YouTube Feature Will Make Its Connected TV Ads More Shoppable – TechCrunch.” TechCrunch, 4 May 2021, techcrunch.com/2021/05/04/a-new-youtube-feature-will-make-its-connected-tv-ads-more-shoppable/.

Schwemmer, Carsten, and Sandra Ziewiecki. “Social Media Sellout: The Increasing Role of Product Promotion on YouTube.” Social Media + Society, vol. 4, no. 3, 2018, pp. 1-20.

Wardhani, Ariani K., and Dearna K. Chen. “The Effect of Youtube Media of Online Review, Visualization and Trust on Intention To Buy Smartphone.” Mix: Jurnal Ilmiah Manajemen, vol. 11, no. 1, 2021, pp. 36-46.

Areas where I need Help

There are different questions and areas where I might need help. To start with, it is sifting through a huge amount of information to determine what should be included in the research and what ought to be omitted. That will ensure the information included is relevant and gives out actionable results. Secondly, I need help in determining whether a source offers an objective view of the impact created by YouTube in terms of information sharing. Notably, some sources offer a biased view and hence impact the accuracy of the research negatively. The biased sources are often written by people who have vested interests. Thirdly, I need help in summarizing the information into something that can be included in the research. Some sources provide too much detail, and hence it is an uphill task to condense the information into something that can be used in the study[supanova_question]

NOTES from Videos smarthistory.org Donatello’s David For this video: https://smarthistory.org/donatello-david/ this should

Writing Assignment Help NOTES from Videos smarthistory.org

Donatello’s David

For this video: https://smarthistory.org/donatello-david/ this should be your first sentence:

In this video on smarthistor.org, entitled “Donatello, David,” two art historians Dr. David Zucker and Dr. Beth Harris discuss Donatello’s bronze statue.

— Important: first free-standing nude statue since classical antiquity

— For 1,000 years (Middle Ages) the BODY seen as a “Path to Corruption” / not “celebrated”

— Return to ancient Greek and Roman love of and respect for the body

— Also, ancient tradition: CONTRAPPOSTO, Relaxed Pose / Figure has sense of movement

— Classical References: Bronze (material = medium) “lost art” of creating larger sculptures

— Sensual sculpture: NUDE, w/ boots and hat, hand on hip, looking down

— “eroticism”: wings of helmet riding up statue’s thigh

— Sculpture important for the city of Florence

— Association for people of Florence w/ Biblical story: David underdog, defeats his large enemy w/ God’s help… Like David, city of Florence defeated their enemy, Duke of Milan… David symbol of Florentine Republic… (David becomes a king of Israel)

— Iconography: soft hat rather than helmet… David or Mercury?… complicated statue… Multiple readings…

— art history trying to restore meaning through the lens of time https://onlyassignmenthelp.com/index.php/2021/11/27/strategic-management-risk-management/ [supanova_question]

Personal Career Development Submission Worksheet Part One: Personal Development – Self-awareness Section

Personal Career Development Submission Worksheet

Part One: Personal Development – Self-awareness Section

Step 1 – Complete the series of 15 questions designed to encourage a greater understanding of where you want to go, what you would like to have in your life while identifying people who could help you get there.

Question

Notes

What does my ideal job look like?

If I could do any job in the world what might it be and why?

What company might you want to work with and why?

What energizes me?

What would you like to see yourself doing in 1 year?

What would you like to see yourself doing in 5 years?

What will you have to do to make these a reality?

What do I want to see/get/do more of?

What do I want to see/get/do less of?

What new relationships might I build to help me attain my career goals?

Who do I know who can support me attain my career goals? List 3 and state how they can help.

1.

2.

3.

What role could my current chef/manager/teacher play in supporting my career aspirations?

Where are you doing your externship and why did you choose it?

What do you need to learn on your externship and how will you ensure it happens?

Currently, what gets in the way of achieving my goals?

Realistically, what is the entry level position in this field and how much will I be paid per hour?

What kind of work environment suits me best? Consider the kind of work culture you need to thrive.

Part One: Step 2-7: In this section you will identify your main goals and the goal-related strengths you possess. Consider what types of action and inaction in your life could be holding you back. Identify critical skills and development opportunities that will bring you closer to your goals.

Step 2:

Important and specific goals that I want to achieve: (Make sure your goals are Specific, Measurable, Achievable within a reasonable timeline)

Step 3:

Out of these goals, choose 2 that are most important to you: (Make sure your goals are Specific, Measurable, Achievable within a reasonable timeline)

Goal 1:_________________________________________________________________________________

Goal 2:_________________________________________________________________________________

Step 4:

Key strengths I have that can help me to achieve my top goals:

1.

2.

3.

4.

5.

Step 5:

Consider things that you are doing or not doing that might be holding you back.

Things I choose to start doing and stop doing which will help me to achieve my goals:

START DOING

STOP DOING

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

Step 6:

Which core skills/knowledge must I acquire or develop to help me to achieve my goals? Prioritize with most important first.

1.

2.

3.

4.

Clearly describe how developing or improving these skills/knowledge will help to achieve your goals?

Step 7:

Which development opportunities do I need to undertake to develop a critical skill and achieve my top goals? (A development opportunity is an identifiable event such as doing a stage, attending a knife sharpening class, volunteering for a specific event, attending an English Conversation Workshop, etc. with the purpose of developing a skill or knowledge you will need to achieve your goals. It is not things like, talking more to friends, being more organized, etc. These things are too generic and they are not real opportunities you can identify and, therefore, complete.)

Development Opportunity 1:

Development Opportunity 2:

Development Opportunity 3:

Part Two: Personal Development Plan Section

Step 1: In this section you will plug in all of the information that you have brainstormed throughout Part One and implement an actionable development plan.

Goal 1

(Use Step 2 result)

Goal 2

(Use Step 2 result)

5 Core Skills to be Developed:

( Use Step 6 results)

Step 2: Core Skill Development Plan

Prioritize the core skills (from Step 6 above) needed to achieve your goals while comparing your current proficiency with the proficiency you would like to target. Refer to the example below the table for guidance.

Prioritize

Core

Skills

Core Skill

(Step 6 results)

Current Proficiency

Target

Proficiency

Development Opportunity (Step 7results)

Measurement of Success

Timeline for Goal

Priority 1

Priority 2

Priority 3

Priority 4

Core Skill Development Plan Example

(This example is for your reference only. You must create your own – do not copy/paste this information into your own plan.)

Skill

Current Proficiency

Target Proficiency

Development Opportunity

Measure of Success

Timeline for Goal

Priority 1

Public Speaking

Under confident, nervous, avoid speaking in front of groups if possible

Confident classroom presenter

1. Contribute vocally in 2 classes/week.

2. Request presentation opportunities in Foods of the World and Leadership

I will feel more confident than nervous.

Positive peer and instructor feedback.

By the end of semester 4

Priority 2

Teamwork

Poor – dislike working in teams, trusting my marks to others, having to compromise

Positive and reliable team player who collaborates and expresses needs and ideas constructively

Join College Student Association.

Actively research and apply concepts of teamwork

Actively help plan a SA event and note how many skills I read about were applied by me.

Enjoy the experience

By end of March 2018

Part Three: Career Interest Research and Networking Section

Research 1 job/company that really interest you and complete the following:

Position

Company (include link to website)

What interests you about this company and the position? This cannot be the same as your current externship company/positon.

What are 2 top skills required for this role and company?

What are 2 top personal traits they are looking for in their employees?

Name and contact information of chef/hiring manager.

How will you use this information to create an opportunity to build a relationship?

Compose an introduction email to send to the chef/business leader you would be interested in working with requesting a meeting, observation shift, stage, showing your interest, knowledge of the company, your own positivity and confidence. Use the guidelines included in the document, Writing an Effective Introduction. (To Whom it May Concern is an unacceptable professional salutation.)

Include an attention-grabbing subject line also found in the document, Writing an Effective Introduction.

1.[supanova_question]

Argument: [When examining the history of science, we often see that radical

Argument:

[When examining the history of science, we often see that radical changes occur which bring about enormous controversy amongst the scientists in the affected field.]1 [An individual or group of scientists might propose a new theory or explanation for some phenomenon which contradicts any number of important theses which are currently held as the consensus by a broader community.]2 [The nature of this change may simply be that a new theory/explanation has been suggested,]3 but [even more radical changes are possible]4, for example: [changes in the kinds of explanations that are acceptable,]5 [the suggestion of a new investigative framework]6, or [a re-ordering of the position of an area of inquiry relative to others.]7 [A frequently-cited example of such a controversy is the so-called ‘Copernican revolution’, in which the acceptance of the geocentric model of the universe came into competition with a more adequately descriptive heliocentric model.]8 [While this model tends to be solely credited to Copernicus (hence the name), it is actually more accurate to credit him with the more specific role of producing some important theoretical evidence to support the heliocentric model, since there were a number of early scientists who had supported it.]9 [This shift in the accepted scientific view of the universe was an excellent example of how disagreement contributes to scientific progress, since the kind of disagreement that was exhibited was so extreme.]10 [Indeed, Galileo was heavily censored and roundly persecuted by the Catholic church for his support of the model;]11 [Giordano Bruno was even put to death for his alleged heresies (amongst which was his outspoken theorizing around the Copernican turn).]12 [Such a case study provides excellent evidence for the thesis that it is disagreement which drives science, and constitutes its normal state.]13

Chain Argument:

Main Conclusion (C): 13

Premises for C (Pn): 1, 2

Sub-conclusion 1 for C (c1): 3

Premise 1 for c1 (c1p1): 4

Examples for c1p1(clp1egn): 5, 6, 7

Sub-conclusion 2 for C (c2): 8

Premise for c2 (c2p1): 9

Sub-conclusion for c2 (c2c1): 10

Premises for c2c1 (c2c1pn): 11, 12

Standard Form:

C: Such a case study provides excellent evidence for the thesis that it is disagreement which drives science, and constitutes its normal state.

P1: When examining the history of science, we often see that radical changes occur which bring about enormous controversy amongst the scientists in the affected field.

P2: An individual or group of scientists might propose a new theory or explanation for some phenomenon which contradicts any number of important theses which are currently held as the consensus by a broader community.

c1: The nature of this change may simply be that a new theory/explanation has been suggested

c1p1: Even more radical changes are possible

c1p1eg1: changes in the kinds of explanations that are acceptable

c1p1eg2: the suggestion of a new investigative framework

c1p1eg3: a re-ordering of the position of an area of inquiry relative to others.

c2: A frequently-cited example of such a controversy is the so-called ‘Copernican revolution’, in which the acceptance of the geocentric model of the universe came into competition with a more adequately descriptive heliocentric model.

c2p1: While this model tends to be solely credited to Copernicus (hence the name), it is actually more accurate to credit him with the more specific role of producing some important theoretical evidence to support the heliocentric model, since there were a number of early scientists who had supported it.

c2c1: This shift in the accepted scientific view of the universe was an excellent example of how disagreement contributes to scientific progress, since the kind of disagreement that was exhibited was so extreme.

c2c1p1: Indeed, Galileo was heavily censored and roundly persecuted by the Catholic church for his support of the model

c2c1p2: Giordano Bruno was even put to death for his alleged heresies (amongst which was his outspoken theorizing around the Copernican turn

Claims:

The interpretation of what kind of claim the conclusion constitutes here may be controversial, but we shall favor viewing it as descriptive, a posteriori, and even empirical. That is because the claim is trying assert that dissensus is more productive agreement in scientific progress. This is supported largely by evidential claims, ones that will be provided by a study of the history of science, as stated in P1. Both standalone premises (P1, P2) are classified in the same manner. c1 specifies what kinds of changes might be counted as such in scientific progress, and it is therefore a normative claim, as well as a priori (since it is specifying examples of ‘scientific change’ based upon the meaning of the term). It may be extrapolated from this that all support falling under c1 may be classified similarly. c2 could be classified as an example in support of the conclusion, but the careful phrasing of C (that it is on the basis of the ‘case study’) allows it to be treated as a simple sub-conclusion. This sub-conclusion is straightforwardly descriptive, a posteriori, and empirical, since the claim is specifically relating to a historical event. Its sole premise should be treated the same way. The sub-conclusion which supports it is very important for establishing the relevance of the example to C, since it is a normative argument which tries to establish the strength we should attribute to the empirical claim as an example. It is also an a posteriori claim, since its support is not definitional. The support for c2c1 is, in both cases, descriptive and a posteriori.

Structure:

The argument can be categorized as an argument from analogy, since it is asking the reader to generalize from a particular case to the general case. It cites the example of scientific change, and from those features attempts to establish these as general features of progress. The premises and sub-conclusions to the main conclusion are interdependent, since none of these could provide standalone support for the conclusion and require the context of the argument as a whole.

Evaluation:

A major issue with the argument at hand is that it does not establish its validity very well. Although there is clear inductive support present for the conclusion, the main inference to that conclusion is not provided. Some premise like “This case, being one of the most productive instances of scientific conflict, shows a correlation between severity of dissent and the productivity of the scientific contribution”, would have provided a welcome link between the existing empirical support and the reasoning behind the inference. It could be suggested that this argument is, therefore, invalid (and of course not sound).

As noted, this argument is an inductive one. While soundness cannot be established in any case, the plausibility of this argument relies heavily on the truthfulness of its claims. In this regard, the argument does seem fairly plausible, since the evidence appears to be true based upon existing historical accounts. So, if that all-important step in the argument had not been assumed, this argument might well have been a good one.[supanova_question]