The feasibility analysis determines viability of a business opportunity. It assesses the

The feasibility analysis determines viability of a business opportunity. It assesses the overall appeal of proposed product or service, helps decide whether an opportunity is worth pursuing, confirms the viability of where, how a business will operate, identifies any competition, possible hurdles, resources needed, and the viability of the planned supply chain. It also confirms the existence of customer demand, and the availability of technology, It helps avoid fatal flaws in the business model, such as a complete misread of customers, unsound economics, and reduces uncertainty. 

Please answer the following questions, to the best of your ability. One page is sufficient

•Operational – Will customers adopt, use it? Gain foothold?  
•Economic -do the benefits outweigh cost?
•Technical  – technology adequate? Mature enough? Risky?
•Schedule – timing right?  Meet schedule?
•Marketing  -can the product/service be successfully marketed?
•Industry -is the industry/market growing or declining? 
•Legal/regulatory – current or future barriers?[supanova_question]

8-1 Short Answer: Religion in the Media Previous Next Instructions Search online

8-1 Short Answer: Religion in the Media


Previous Next 


Search online for a news report about an artifact from the humanities involved in a religious controversy, and answer the following questions. Consider searching the religion section of CNN or similar sources.

Provide a link to the news story and write a short (1-2 paragraph) summary of each side’s position.

How do you think the controversy was impacted by each party’s interpretation of this artifact?

This activity is graded based on completion.[supanova_question]

Interview Questions for Project Managers Interview Questions for Project Managers Name: SALIM

Interview Questions for Project Managers

Interview Questions for Project Managers

Name: SALIM .

Position: Data collection officer

Section: R& D section

What is the rainfall project mission and how do you achieve it?

The project’s mission is to enhance the rainfall amount which is contribute to increase

the groundwater resources, and reduce the effect of draining in Oman.

Do you identify the project stakeholders? If yes, please list them.

Not exactly did, Royal Oman police air force, Civil Aviation Authority, Water resources Monitoring Department at Ministry of Regional l of Municipality and water resources.

How flexible is your project organization in terms of restructuring the organization structure, tasks and roles?

Very flexible. In terms of tasks and roles, every person in team has work hard to achieve the goal with knowledge and skills.

Do you maintain relationships with stakeholders of the Oman rainfall enhancement project? & How is it done?

Yes, in direct contact with the all stakeholders.

Do you determine and assess the power of stakeholders? (capacity to influence the actions of other stakeholders) If yes, please explain how is it done?

Yes, by Assess stakeholders’ power and potential roles. Also by assess options and use the findings to make future of a system – the stakeholders are those you should worry about.

How do you determine and assess the urgency of stakeholders? (degree to which stakeholders’ claims requires immediate attention)

Through their instruction, feedback, response and support as well.

Do you determine and assess the legitimacy of stakeholders? (perceived validity of claims). If yes, please explain how is it done?

No, did not.

How do you determine and assess the proximity (level of association or closeness with the project) of stakeholders?

Projects that the stakeholders have done in same field.

How are stakeholders classified according to their attributes/characteristics (power, legitimacy, urgency, proximity, level of interest, etc.)?

Mostly dependence in the level of involvement, and close related to rainfall enhancement.

Do you predict and map stakeholders’ behaviors (supportive, opposition, neutral, etc.)? How is it done?


Do you predict stakeholders’ potential influence on each other? How do you do it?


Do you predict stakeholders’ potential influence on the project? How do you do it?

Yes, highly depend in the level of involvement. Identify stakeholders early. You can’t engage stakeholders until you know who they are

Are possible conflicts and coalitions among stakeholders identified, analyzed and managed?

Yes, possible. When stakeholders want different outcomes from a business activity and are unable to meet or accomplish their needs or wants, this is referred to as a conflict of interest

Do you see any change evolving in interest of stakeholders? How do you manage it?

Yes, by good feedback for their work and in constant contact. As I noted, each stakeholder has a different interest and the project management cannot treat all stakeholders equally.

Do you see any change in relationship between stakeholders? How do you manage it?


Are project management decisions effects on stakeholders? Can you give some examples here?


Does Oman rainfall enhancement project focus on timely completion of project? And how do you do it?

Yes, especially for building station and data collection.

Do you focus on cost savings on the project? And how do you do it?

No for rain enhancement infrastructure in Oman, and yes, as the continues of the project depend on how much it cost to produce 1 liter of water compare to desalination and other method.

How do you maintain acceptable quality standards? And how do you do it?

By listing the qualities required and by comparing it’s performance with similar projects


1 Running Head; LESSON PLAN PROPOSAL 1 Lesson Plan Proposal Grade: 5th

Writing Assignment Help 1


Lesson Plan Proposal

Grade: 5th Grade

Course/Subject: Tradition

Class size: 16 – 20 students

Demographics of the class: 60% Caucasian, 20% African Americans, 7 % Asian Americans, 13% Indian Americans. 50% ELL & free lunch.



Lesson plan on mythology / traditions, 50-minutes

How the course will benefit the students:

The topic of traditions will improve students’ grammatical skills since numerous English terms originate from characteristics and events inside themselves. Also, improving their appreciation for art and literature by recognizing several traditional references.

Common Core State Standards (CCSS)

The lesson plan will include literature and non-fiction to students as the Common Core Standards. However, schools concentrate on complex texts beyond literature; these requirements guarantee that students are equipped to read, write, and research, especially in different traditions (Setiawan, 2019). These objectives may be accomplished by ensuring that the teacher concentrates on reading and writing to develop knowledge.

Concepts Taught

Definition – Tradition

Tradition often refers to modern use of myths such as a group of individuals, although it could also mean concentrating on this tradition. The issue of re-institution is characterized, for example, by Greek folklore, Hittite folklore, and Roman folklore.


Learning Goals:

Students will learn to:

Develop the ability to answer challenging questions

Use book activities such as writing springboards

Create vocabulary while enhancing writing and speaking skills

Study Greek traditions/mythology and compare it with others

Learning Materials and Activities

The materials needed will cost around $350-400, which is estimated to cover all 16-20 students. The instructor will present the project through the physical display using a printable KWL chart and world map. The rationale of the cost mentioned above is that it will provide students with the materials needed, which after the lesson completion, they will be able to visualize the traditions for a better understanding.

Materials will include:

Legendary Books

Printable KWL chart

Scrapbooking materials

World map

Pre- and post-assess

Step 1: W-L: Instructor will use this task at the start of the course to test how many students think about fantasy and what they would like to read (Pang, 2016). At the end of this lesson, students work in small groups to construct a resume reflecting their new knowledge.

Step 2: Comprehension and settlement: Over the first 14 days, students need to acquire familiarity with the laws in the classroom and decide how disputes are resolved.

Step 3: Word Maps: Students will change word guides to simplify understanding new terms they have experienced throughout the lesson. Voice maps feature subtitles, counterparts, phrases which correctly use the term and images.

Step 4: Review of points: students will be given a briefing between two characters Students will work with partners to share and contrast their understanding to find the true validity.

Step 5: Predictions: The names of the figures are reviewed, and the traditional character is predicted. As they read, students maintain anticipation of creation and either accept or reject the predictions.

Step 6: At analysis, students determine which characteristic wonders are represented after reading Demeter and Persephone’s story.

Step 7: Reader’s Theater: Students will be presenting their variations to the rest of the class in groups to coordinate the fictional stories using a theatrical reader.


Paper description & worksheet of the Trojan War

Guidelines and testing of vocabulary

God or goddess personality diagram

Passages from the journal

God or goddess verbal introduction

Notebook of traditions

Application of the activities in the classroom:

The activities performed during the lesson will help students interact within themselves and motivate them to develop new ideas (Duncan, 2020). Classroom activities are essential to the learning process as they motivate and assist students in completing their assignment when given.


Duncan, L. (2020). Actually, Out of Africa: Exploring the Influence of Greece through Mythology.

Setiawan, A. R. (2019). Constructing Thematic Learning Lesson Plan to Guide Primary Education Student on Achieving Scientific Literacy.

Pang, M. (2016). Companion guides for lesson planning: A planning template and the lesson plan pro forma. Elt journal, 70(4), 444-454.

Section 1 – Lesson Plan: EXCLUDING TASK 2

How Future Lesson Plans Might Look Like –

Lesson Plan: Importance of mythology

Grade: 5th

Unit/Subject: Mythology & tradition

Plan and Title: Superstitions & legends

Lesson Summary and Focus: Mythology is exciting because it’s the base and origin of personality in literature. Students will learn the Olympian goddesses and gods and Greek mythology in this lesson.

Classroom and Student Factors: 20 students, (50%) ELL, and (50%) receive free lunch.

Learning Standards: Common Core State Standards (CCSS)

Students will carefully read through several texts to discover what it means and establish logical findings as well as present specific textual proof to support findings when speaking or writing.

Specific Learning Target(s)/Objectives:

After students have completed their work, they will be able to:

Understand the Greek perspective of creation.

Have understanding of Gaia, Chaos, Uranus, Zeus, Cronus, Rhea, Mediterranean, Ethiopian and Elysian Fields.

Explain the Greek perspective of the geography of the globe.

Recognize Olympian gods/goddesses’ identities and essential characteristics.

Construct their god and goddess.

Create a myth that explains a natural phenomenon.


Students will study these terms for vocabulary quizzes & incorporated coursework:

Gaia, Chaos, Uranus, Zeus, Cronus, Rhea, Mediterranean & Elysian Fields.

Resources, Technology, Equipment, and Materials:

Every student will need –

Internet connection for relevant searches and sites, small white board, Google Chromebook, Pear deck, & notes.

How the equipment will be used including technology:

The internet activities will be accessed using shared Chromebooks. Whiteboards will be used to represent ideas, theories, suggestions, and explain vocabulary (Mercer et al., 2019). Finally, the Pear Deck will be used to leave audio directions, requirements, and examples to students when they read the assignment.

Section 2 – Technology Continuance:

Lesson Preparation [Before the Lesson]

Before the class starts, I will reread myths again for my own understanding. I will provide thorough knowledge of the subject in issue. As the class calls for brief video clips and demonstrations, I will verify that the tools are loaded and ready for use. It is vital to have a backup if technological problems happen. If it fails, the lesson will require printed worksheets.

Topic: Mythology

Strategy: Writing

Grade: 5th

Learning Standards: Common Core State Standards (CCSS)

Students will read several broad print and non-print texts to gain knowledge of the writings, traditions of the United States and globe, acquire new knowledge, react to societies and its working places’ wants and requirements to achieve their own needs. Fiction and non-fiction, technology, and access ancient and modern works (Bullock, 2016).

Primary Objective(s)

Students will learn what mythology is and how it has played a role in past and current times.

Diversity with Differentiated Instruction in the classroom:

Students will gain knowledge from reading & listening to the teacher and peer feedback.

ELL students will be encouraged to use their knowledge in group activities (Santoyo & Zhang, 2016). Furthermore, the difficulty of writing will be raised to meet the composing and thinking abilities of ELL.


Journals, textbooks, audiobooks, digital book computers, laptops, & speakers.

How I will use technology

I will use the computer and wall display to show brief myth snippets. Students will also get audio and digital versions of the books.

Lesson Presentation

I will express and introduce mythology to students. Also, state that they will discuss ways in which they can relate to certain myths. During the lesson, ensure that students understand to keep an updated journal detailing their experience while they read their texts.


Students will be placed in groups and will be accountable for developing & delivering a myth to the class.

Summative Assessment:

The reflective journals and notes of students will be evaluated using a check sheet. However, the group tasks are evaluated using a rubric.


Bullock, S. (2016). Digital technologies in teacher education: From mythologies to making. In Building bridges (pp. 1-16). Brill Sense.

Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187-199.

Santoyo, C., & Zhang, S. (2016). Secondary teacher candidates’ lesson planning learning. Teacher Education Quarterly, 43(2), 3-27.

Multi-Tiered Lesson Plan

In the lesson plan, 5th Grade students are introduced to traditions and mythology. It is expected that the lesson will improve grammatical skills among students since they get the opportunity to explore different sets of vocabularies. I had the opportunity to work on the entire project by myself, which provided me with an opportunity to understand the entire process of preparing a lesson plan. For instance, it is necessary to identify key objectives since they offer guidance on the information given to students and several areas that should be emphasized. Additionally, preparing the current lesson plan created an opportunity for me to have a better understanding of mythology.

Reflection on the experience

Working on the lesson was challenging yet very informative experience. I got an opportunity to put in practice concepts I had learned in several college courses. While some concepts were easy and direct when putting them down into practice, I felt myself struggling to actualize some areas of the lesson plan. For instance, identifying class activities that will match the outlined class objectives. Nevertheless, following through the structure of a lesson plan as stipulated during class discussions was the easiest practice. It is straightforward and it is easy to comprehend the expected tasks that need to be completed. Additionally, identifying the extra activities that students would handle in form of homework was also an easy task for me because it just had to align with study goals and activities.

Benefits and concerns of inclusion in a class

Inclusion in a classroom set up has some advantages for students as well as some concerns that should not be ignored. First, teachers are required to tailor teaching strategies that will benefit the entire classroom (Stoa, 2016). For example, teachers can divide the class into smaller groups and use strategies that are more comprehensible for specific students in the groups. Secondly, inclusion in classes make it possible to have a diverse population of students. Thus, it also becomes possible to acknowledge that students have different capabilities when learning, and that they also absorb information differently. However, inclusion also raises some concerns because it minimizes one-on-one interactions between students and their teacher (Sieber, 2019). Additionally, the environment can be a big factor. Classroom environments can be extremely challenging for students to adapt to.

Issues with learning the technology

The biggest challenge I faced when creating the lesson was the world map. Without proper understanding technology can be frustrating. For the most part technology and the skills one learns along the way are self-taught. I found myself stuck at some points to accurately get points across of the concepts being learned. Therefore, it demanded a lot of effort to integrate the concepts into use. Additionally, the software options that were available to use when working with the technology were sometimes unreliable and deemed changes to the lesson. Some good sources included video clips, Kahoot, YouTube, Google Classroom, etc.

Expectations in a classroom set-up

Classroom expectations are set so the learning environment should be conducive to support learning. Expectations set high that students will be in their best learning behavior, and they will respond to questions and class discussions. Students will have the capability to express themselves accurately to minimize disruptions and enhance discussions (Johnston et al., 2019). The classroom will use the right protocol when asking questions or giving additional feedback by raising their hands compared to talking out loud. Finally, the classroom set-up should have adequate lighting and enough space to accommodate the entire class size. Such factors will contribute to the comfort of the students and make learning more interesting.


Johnston, O., Wildy, H., & Shand, J. (2019). A decade of teacher expectations research 2008–2018: Historical foundations, new developments, and future pathways. Australian Journal of Education, 63(1), 44–73.

Sieber, C. (2019). Benefits and Disadvantages of Inclusion in an Elementary School Benefits and Disadvantages of Inclusion in an Elementary School Setting Setting Part of the Special Education and Teaching Commons.

Stoa, C. (2016). Benefits and Limitations of Inclusion and Providing Practical Applications for Managing a Successful Inclusive Classroom/ Creating an Effective Teaching Environment for a Classroom with Diverse Needs Recommended Citation Stoa, Christina, “Benefits and Limitations of Inclusion and Providing Practical Applications for Managing a Successful Inclusive Classroom/ Creating an Effective Teaching Environment for a Classroom with Diverse Needs.

Comments from instructor: This is supposed to be a lesson plan – not a course. How will you actually present what they have learned at the technology fair and what specific technology will be used?

the Section 2 portion supposed to your required paper on FUTURE possible uses for your tech fair presentation technology? I don’t think you clearly stated this…

Instructions –

A school whose children are 50% ELL, 90% on free lunch, at least half from single parent homes or being raised by grandparents is developing a new science/technology fair.  The class assigned has students with IEPs and students with a variety of individual needs who require differentiated instruction. As a professional trained in the PO pedagogy of play based education, social justice and equity for all students; you consider each student’s needs within the classroom.   Each child in class has an opportunity to shine, with their learning preferences, and personal interests considered. A warm and welcoming classroom has been created for children and families.

 (This is an example; you can discuss a different scenario with your instructor)

The school is sponsoring a technology/ science fair and your grade level is assigned a technology related project to be shared at the completion with the entire school community. The easiest projects will be software/application based, but also consider others types of technology that can be incorporated into an elementary setting. Each project should be innovative, serve some function for the class—to give more information to students in a particular area, to allow the students to access the greater world, to enliven a subject area, to manage some aspect of the classroom, or even taking on a community concern and developing a tech solution.  Creating Global/Digital citizens who are fluid in safe use of technology use is the goal. Research animations, writing apps, simple coding, and more to begin determining you class project. Each class will have a $500 budget for technology and materials to work with.

The goal is to design a class project that all the children will work on using technology that you search out, and adapt for the class project with these particular students.

Each week a different aspect of the project will be written in a 2-3 page document with 1-2 resources. The first week will be researching various sources for ideas from class discussions, related links listed in syllabus or from your own research or knowledge. The final week will be a complete paper from the 3 previous, and a presentation.

completely compile all of your other weeks’ work, and develop a final synopsis of the process/project your students would present to the visitors at the technology/science fair, excluding task 2 which was to be future projected ideas of the technology’s use in your classroom.  (Think about similar fairs or events you have been to or seen – what would this look like? Assume your class has its own large booth and all the technology they/you would need to demonstrate/present what they have learned.) It doesn’t matter if they used technology to learn the lesson(s) so long as HOW they present and demonstrate what they have learned is being done through the use of technology.


Write a 2 page synopsis, include all the referenced resources, that you used over the entire project, to share with classmates.

Be sure to cover these questions: 
What was the outcome?
Were your goals met, or not?
What might you do differently with the same (or different) students in the future? 
What plans might you have to continue or expand the process in your own practice? [supanova_question]

Please reply to the below classmate (Bianca), I have attached my discussion

Please reply to the below classmate (Bianca), I have attached my discussion post as well. Bianca discussion post is further down on this page.

In response to your classmate, explain whether or not you share your classmate perception of the selected contemporary issue. Why or why not?

Response must be 1-2 paragraphs. No APA format needed.


My discussion post

Question 1

Since the beginning of this course, I have seen a lot of evolution, from the first module to where we are now in terms of history. My initial perception of history has shifted in a positive direction, and I can confidently affirm significant growth and understanding. I gained an understanding of numerous historians and disproved the popular belief that victors and heroes wrote history. I gained a better understanding of authors and their positions as expressed in their works’ style. Module one’s study of history has aided in my comprehension of other facets of history, such as political and economic. I used to believe that history was limited to social and power change. Additionally, I have learned that history is a broad discipline that requires a great deal of time. A person can specialize in various facets of history as a career path. However, through this course, I gained a better understanding of the various facets of political and economic history, as well as their component and essence in human existence. For instance, I discovered that political history began a long time ago, dating all the way back to before World War I. However, I discovered that advancements in technology and other areas have occurred over time. Additionally, I discovered the close connection between political and economic history. These two are inextricably linked and reliant on one another (Usmanov & Tojiboyeva, 2019). The course has also piqued my interest in why the modern world is structured the way it is, connecting events that occurred centuries ago. History has enabled me to learn from my mistakes, focusing on preventative measures to avoid a recurrence.

Question 2

In light of Niccolo Machiavelli’s statement, I have chosen to focus on the contemporary issue of discrimination. According to my research, racial profiling is a contemporary issue that demonstrates the historical lens’s influence and shapes its direction. Discrimination has come a long way, and if enough people were willing to observe it objectively, it could have been eradicated. Racial discrimination began centuries ago, when whites treated blacks as slaves. They were treated as second-class citizens. Discrimination between blacks and whites has reached a new level in today’s world, to the point where people have lost their lives. George Floyd’s incident, in which he struggled to death, is a good example (Dreyer et al., 2020). The incident sparked widespread outrage in the United States and other countries where African Americans face similar discrimination. With regard to this subject, it is clear that, as Niccolo states, anyone wishing to forecast the future must consult the past, as human events are reminiscent of those that preceded them. Discrimination dates all the way back to ancient times. The bias can also be compared to another issue concerning women’s rights, which has been ingrained in society and culture throughout history. Women have long fought for equality in leadership and other areas. Today, the song of the day is about gender equality. As a result, history plays a more significant role in tracing our origins and progress, as well as projecting future events.

Bianca Discussion Post

Revisit the modules throughout the course to consider your previous thoughts on the study of history and reflect on how your thinking on history has evolved. Then respond to the following question.

Now that you are coming to the end of this course, has your perception of history evolved since module one? Why or why not?

-Yes, I’m not going to lie but when I first started, I thought this was just going to be an easy class. I will learn somethings about history and just answer some quiz and read some stuff and that was it, but I thought I knew enough to get by. My first assignment I really, never thought about historical basis and why was that even an important topic. That was just the start of it then the other assignment started dropping and I had to think someone wasn’t just telling me what I needed to know. Then we started doing are own research and finding out about primary and secondary sources. If that was not confusing at all we ended it with a research assignment. Having to pick my own topic and completing research on that topic. I never even thought about the constitution I’m not saying I did not know anything about it but I never thought about it why it was written what was going on in that time. In a nutshell my perception has changed I have to research things on my own and not just follow what was told to me so many years ago and base my whole life off of that. 

Niccolò Machiavelli once stated, “Wise men say, and not without reason, that whoever wishes to foresee the future must consult the past; for human events ever resemble those of preceding times.” With this quote in mind and reflecting on your research this term consider this question:

Choose a contemporary issue and describe how your perception of that issue could have changed based on your research of your topic?

I know I have used this before but Covid is just such a large issue right now. First knowing my rights is a big thing I wear a mask because I wish to protect my loved ones but there are many people that believe that the government is taking there rights away. This all comes into play with how each state is deciding on what to do in their own states. Imagine last year at the Hight of covid if the federal government had not closed down, mandate masks and the states just did what they wanted to. I truly believe many more people would have died. Some states only cared about themselves and said wearing a mask took away their rights, but the federal government was seeing the bigger picture and was protection America as a whole. So in conclusion if I did not state it I was first against mask mandate in federal level but later on with my current knowledge I see why the government was set up a certain way and how my thoughts changed on the topic.[supanova_question]

English | Graded Assignment | Unit Test, Part 2: The Power of

English | Graded Assignment | Unit Test, Part 2: The Power of Language



Graded Assignment

Unit Test, Part 2: The Power of Language

Total score: ____ of 40 points

(Score for Question 1: ___ of 12 points)

Read the poem. Then answer the question.

by Sara Teasdale

Life has loveliness to sell,
All beautiful and splendid things,
Blue waves whitened on a cliff,
Soaring fire that sways and sings,
And children’s faces looking up
Holding wonder like a cup.

Life has loveliness to sell,
Music like a curve of gold,
Scent of pine trees in the rain,
Eyes that love you, arms that hold,
And for your spirit’s still delight,
Holy thoughts that star the night.

Spend all you have for loveliness,
Buy it and never count the cost;
For one white singing hour of peace
Count many a year of strife well lost,
And for a breath of ecstasy
Give all you have been, or could be.

What is the meaning of “Barter”? How does the author’s word choice, figurative language, and use of poetic devices convey the meaning and the tone? Use evidence from the text to support your response. Your response should be one or two complete paragraphs.


Type your answer here.

(Score for Question 2: ___ of 12 points)

Read the excerpt from “Acres of Diamonds,” a speech given by Russell H. Conwell at a graduation ceremony at Temple University. Then answer the question.

excerpt from “Acres of Diamonds”

As I come here to-night and look around this audience I am seeing again what through these fifty years I have continually seen—men that are making precisely that same mistake. I often wish I could see the younger people, and would that the Academy had been filled to-night with our high-school scholars and our grammar-school scholars, that I could have them to talk to. While I would have preferred such an audience as that, because they are most susceptible, as they have not grown up into their prejudices as we have, they have not gotten into any custom that they cannot break, they have not met with any failures as we have; and while I could perhaps do such an audience as that more good than I can do grown-up people, yet I will do the best I can with the material I have. I say to you that you have “acres of diamonds” in Philadelphia right where you now live. “Oh,” but you will say, “you cannot know much about your city if you think there are any ‘acres of diamonds’ here.”

I was greatly interested in that account in the newspaper of the young man who found that diamond in North Carolina. It was one of the purest diamonds that has ever been discovered, and it has several predecessors near the same locality. I went to a distinguished professor in mineralogy and asked him where he thought those diamonds came from. The professor secured the map of the geologic formations of our continent, and traced it. He said it went either through the underlying carboniferous strata adapted for such production, westward through Ohio and the Mississippi, or in more probability came eastward through Virginia and up the shore of the Atlantic Ocean. It is a fact that the diamonds were there, for they have been discovered and sold; and that they were carried down there during the drift period, from some northern locality. Now who can say but some person going down with his drill in Philadelphia will find some trace of a diamond-mine yet down here? Oh, friends! you cannot say that you are not over one of the greatest diamond-mines in the world, for such a diamond as that only comes from the most profitable mines that are found on earth.

But it serves simply to illustrate my thought, which I emphasize by saying if you do not have the actual diamond-mines literally you have all that they would be good for to you. Because now that the Queen of England has given the greatest compliment ever conferred upon American woman for her attire because she did not appear with any jewels at all at the late reception in England, it has almost done away with the use of diamonds anyhow. All you would care for would be the few you would wear if you wish to be modest, and the rest you would sell for money.

Now then, I say again that the opportunity to get rich, to attain unto great wealth, is here in Philadelphia now, within the reach of almost every man and woman who hears me speak to-night, and I mean just what I say. I have not come to this platform even under these circumstances to recite something to you. I have come to tell you what in God’s sight I believe to be the truth, and if the years of life have been of any value to me in the attainment of common sense, I know I am right; that the men and women sitting here, who found it difficult perhaps to buy a ticket to this lecture or gathering to-night, have within their reach “acres of diamonds,” opportunities to get largely wealthy. There never was a place on earth more adapted than the city of Philadelphia to-day, and never in the history of the world did a poor man without capital have such an opportunity to get rich quickly and honestly as he has now in our city. I say it is the truth, and I want you to accept it as such; for if you think I have come to simply recite something, then I would better not be here. I have no time to waste in any such talk, but to say the things I believe, and unless some of you get richer for what I am saying to-night my time is wasted.

I say that you ought to get rich, and it is your duty to get rich. How many of my pious brethren say to me, “Do you, a Christian minister, spend your time going up and down the country advising young people to get rich, to get money?” “Yes, of course I do.” They say, “Isn’t that awful! Why don’t you preach the gospel instead of preaching about man’s making money?” “Because to make money honestly is to preach the gospel.” That is the reason. The men who get rich may be the most honest men you find in the community.

“Oh,” but says some young man here to-night, “I have been told all my life that if a person has money he is very dishonest and dishonorable and mean and contemptible.” My friend, that is the reason why you have none, because you have that idea of people. The foundation of your faith is altogether false. Let me say here clearly, and say it briefly, though subject to discussion which I have not time for here, ninety-eight out of one hundred of the rich men of America are honest. That is why they are rich. That is why they are trusted with money. That is why they carry on great enterprises and find plenty of people to work with them. It is because they are honest men.

What is the speaker’s purpose and viewpoint in “Acres of Diamonds”? How does the speaker use rhetoric to advance his purpose and clearly convey his viewpoint? Use evidence from the text to support your response. Your response should be one or two complete paragraphs.


Type your answer here.

(Score for Question 3: ___ of 16 points)

Read the passage. Then answer the question.

Face-to-Face vs. Virtual Friends

In a digital world, opportunities to connect with other people abound. We e-mail recipes, text funny jokes, leave rambling voice messages, write opinionated blog posts, and send digital birthday cards.

Some of us boast online “friends” in the thousands who routinely “like” our comments about politics and pop culture. In turn, we “like” pictures of their dogs in holiday sweaters and photos of them with their friends doing fun and exciting things.

Are these the kind of friends we can depend on? What if we get stranded at the library during a storm and can’t reach anyone at home? How many of these friends would we feel comfortable calling to ask for help? More important, of those we might call, how many would help us in this situation? A real friend is someone for whom we feel affection or personal regard. It’s the person who helps us when we’re in need.

Despite our social interactions with a stream of online acquaintances, studies show that we are lonelier than ever. According to Relationships Australia, a community-based support services organization, people under age 35 are the most active online communicators. Yet, they report feeling more isolated and lonesome than any other age group.

Authentic friendships involve sharing our deepest secrets and dreams with the people we trust most. This sort of sharing doesn’t happen with our long lists of virtual friends. But despite their online friendships, many people find it difficult to have authentic friendships and are lonely. To some, it may be easier to communicate online. They may lack social skills and have trouble initiating a conversation with someone new. Or, they may find it easy to meet people but haven’t developed the skills to maintain friendships. Others may be highly sensitive and are easily hurt when someone is thoughtless. They may take things too personally, so they avoid personal interaction with people they don’t know very well.

Some people will argue that online friendships offer all of the same emotional benefits as in-person friendships do. And while it’s certainly true that people can form emotional bonds without ever meeting face-to-face, it is the lack of shared real-world experiences that prevents online-only friendships from offering people the kind of positive reinforcement and mental wellbeing that in-person friendships do.

In the 1960s, a study was done at the University of California, Los Angles (UCLA). Professor Albert Mehrabian and his colleagues determined that only 7 percent of communication is based on the written or voiced word. Fifty-five percent is based on body language, and 38 percent is based on tone of voice. Real communication doesn’t come from reading someone’s words on a screen. It comes from hearing the person’s voice and the tone in which they say things. Seeing the look in their eyes, their gestures, facial expressions, and body language provide additional cues to their meaning. True friends have a physical connection. They cry on each other’s shoulders and hug each other with affection. When they hear exciting news, they grasp hands and jump up and down. So if we try to forge new friendships or maintain existing ones based on digital media only, our nonverbal cues disappear. The use of abbreviations, a few quick words, and emoticons may not truly convey what we want to say. And they may not provide the kind of comfort or emotion that our friends need to hear. If our only contact with some of our friends is through social media because of distance or time constraints, then those relationships may suffer.

It’s important to have real person-to-person conversations to maintain friendships. One hazard of communicating with friends electronically instead of talking with them in person or over the phone is that when people dash off a comment or a response, the nuances of their meaning may be lost. If they respond in a curt sentence or phrase, the receiver of the e-mail may misunderstand the writer’s meaning and become offended. When someone e-mails a question, and the recipient delays responding because he or she is unsure how to answer, the sender may think the other person doesn’t care. In face-to-face communication, there might be a response such as “I don’t know” or “Can I get back to you on that?” A concerned look or shrug of the shoulders will also let a friend know that the other person is listening. But not responding to an e-mail is similar to walking away from a person and saying nothing. They don’t know if they have been heard. Through digital media, misunderstandings can happen and feelings can get hurt.

Social media is, however, a good way to stay in touch with friends and family who live far away. It also allows us to reconnect with people with whom we’ve lost touch. But if we focus more on the people online than those who are nearby physically, or if we allow our friends who are in close proximity to become online friends only, then we have a problem. We can maintain those online friendships, but we should never substitute them for real friendships with people with whom we can talk and do things in person. Some in-person relationships may be difficult. But they are more likely to result in positive experiences and provide opportunities for us to grow.

True friendship will save us from loneliness. A person who has lots of in-person friendships will never feel any loneliness. When we are going through a difficult time, it’s our friends who pull us through. It’s not only their words that help us, but it’s a reassuring smile that everything will be okay and a warm hug that will make us feel loved and comforted. This is something a smiley emoticon will never be able to do. It cannot replace genuine human interaction. Virtual friends will never meet our need for human touch.

We need to shut off our computers and phones and make an effort to get out there and connect with people in person.

What is the main argument of the passage? What claims does the author make to support the argument? How valid, relevant, and sufficient is the reasoning and evidence used to support the argument and claims? Does the author use false statements or fallacious reasoning to support the argument and claims? Use evidence from the text to support your response. Your evaluation of the argument should be two or three complete paragraphs.


Type your answer here.

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