Category: English

I have enclosed my essay which needs revision please let me know asap if this is something you can help me with.

Using keywords relevant to your research project, please try out a database research (ProQuest or Ebscohost, for instance) through Bellevue College’s Library Media Center (LMC). Your job is to find 4 scholarly articles that you may be able to use in your final research paper. In your response, please answer all the following questions (please remember that in order to get scholarly articles only from your database research, you should designate “peer reviewed” before you click “search”):
1. Please understand the MLA citation style and provide reference information for each source you have found (4 sources in total). Your reference information, according to the MLA style Works Cited page, should appear as below (an example):
Park, Hyesu. “The Joy of Ugly Feelings: Korean Webtoon as a Case Study.” Twentieth and Twentieth-First Century Literature, vol. 20, no. 3, 2017, pp123-132.
2. Please summarize each article and also briefly explain why you think these 4 sources are relevant to your research project. 3. Length Requirement: 2 full pages
–Make sure to utilize various keywords to find sources.
–If you cannot find sources that talk specifically about your topic, you can always use sources that are generally related to your topic and then apply them to your own case. –You can always use popular sources for areas of issue you cannot discuss through scholarly sources (for this posting assignment in particular, however, you need to submit scholarly sources only).
–Make sure to click “peer reviewed” to make sure that what you get are scholarly sources. In the right column of the database, you will find “Related articles.” Not all these related articles, however, are scholarly sources necessarily, so you have to verify them. –If you have any concern/questions about your sources, make sure to get in touch with me and ask me questions.

Part 1
Read Trifles (Abcarian 963-975).
Answer the eight (8) “For Analysis” questions on Abcarian 975-976 in at least 250 words.
“For Analysis” Questions:
What is the meaning of the title? Glaspell titled a short-story version of the play “A Jury of Her Peers.” Is that a better title than Trifles? Explain.
What are the major differences between Mrs. Hale and Mrs. Peters?
At one point, Mrs. Peters tells Mrs. Hale a childhood story about a boy who killed her kitten. Why is she reminded of this event? What does it tell us about her reaction to the Wrights’ marriage?
Which of the two women undergoes the most noticeable character development? Explain.
In what ways do the relationships between the two couples–Mrs. Hale and Mrs. Peters, and Henry Peters and Lewis Hale–change by the end of the play?
Do Henry Peters and Lewis Hale change in the course of the play?
Why are the men unable to see the clues that become obvious to the women?
Can you suggest why Mrs. Wright is the only one identified by her birth name.
Part 2
DISCUSSION POST: PART 1 INSTRUCTIONS:
Watch the following staging of Trifles:
After watching the staging of Trifles above, reply to this discussion post and describe how the video you watched compared to how you imagined the play while you were reading (in at least 5 sentences). Remember, when we read dramas we need to read like directors.
HERE ARE SOME THINGS TO CONSIDER:
How did you picture the setting? The characters?
Pay attention to the blocking (the characters’ physical movements and proximity to each other).
Which scenes were significant in the play? Did the actors interpret them in the way that you imagined?
What were some key similarities and differences between what you imagined while reading in comparison to what you saw in the video.
Before we dive into a deeper analysis of the play, it will be helpful to consider and identify all of the interpretations we made as readers.
DISCUSSION POST: PART 2 INSTRUCTIONS:
Search online (YouTube is a great option) for another staging of Trifles that you think accurately reflects the content (the actual words) of the play as well as the “spirit” of the play (the feelings that you think the playwright wanted to convey).
Provide the URL for your video as well as a brief explanation of why you think your staging captures the content and “spirit” of the play.
Your explanation should be at least 250 words
Part 3
Review the other pdf below titled Logic in trifles
Review the play and identify at least three (3) examples of logic that you plan to analyze in your essay and briefly explain why chose each one.Remember, syllogisms are used to break down and analyze sound logical arguments. In contrast, logical fallacies are errors in logical thinking.
Pick the logical concepts that will help you support your thesis.

Introduction
In 1651, Thomas Hobbes famously wrote that the natural condition of human life outside the authority of the political state was “solitary, poore, nasty, brutish, and short.” He thought human beings were naturally selfish and that without the power of a supreme authority to enforce laws and keep people under control, they will turn to evil. Opposite to him in his thinking was Jean-Jacques Rousseau, who thought that human beings were naturally good and that the inequalities foisted on them by modern society corrupted them, making them ruthless in their competition for a larger piece of the social pie. William Golding, in Lord of the Flies, gives us perhaps an even darker view of human nature and the human condition than the views of Rousseau and Hobbes, both of which he represents in the characters of Ralph and Jack, respectively. In the characters of Simon and Piggy, he reveals this darker power hidden in our fears, a power that reaches beyond mere selfishness or the corrupting influence of social inequality. Golding suggests that the darkness which exists in the human heart is with us always, whatever our social circumstances.
•Body Paragraph #1
Ralph represents the desire for an equal, democratic society—a return to the adult, civilized world which is fair, reasonable, and equal.
Supporting evidence: ______________________________________
Don’t forget PPD for each of the three pieces of supporting evidence. Ensure that the discussion or explanation of the evidence comes back to the point which supports the topic sentence in some way)
Writing a solid paragraph is one of the most challenging tasks that it will encounter this year, and yet it is surprisingly simple if its keep a few things in mind, primarily this notion:
POINT-PROOF-DISCUSSION (PPD means)
first must have a TOPIC SENTENCE, what the paragraph is about, what it’s are about to convince the reader of. Student’s essays often fall apart at this level. Your topic sentence must be clear, concise, and refer to everything in the paragraph that follows. Spend quite a bit of time at this stage.
A POINT is a statement that supports the topic sentence–nothing too fancy.
The PROOF of the paragraph is EVIDENCE from the text at hand, usually in the form of DIRECT QUOTATIONS.. Find quotations that give examples for the topic sentence–they should be brief and fully support the POINT that is making.
DISCUSSION the opportunity to discuss each quotation’s relevance to the topic sentence.
Discussion may occur after each quotation, or after a group of quotations with a similar idea. Why does this quotation prove what its trying to say in the topic sentence? How is it important to the point is making?
Your task:
Write personal response discussing the idea of peer acceptance and how it informs the choices an individual makes. All point-proof-discussion that follows must be focused on that sentence–do not diverge from the defense of the topic sentence, or it will be off-topic.
Make several points which support this statement, remembering that each point made needs proof. Organize the QUOTATIONS that have found into a format that proves the topic sentence implicitly. Remember that quotations CANNOT stand alone in a sentence–they must be integrated into the writing in a clear and smooth fashion.
3. DISCUSS (on paper) each quotation as it relates to your topic sentence. It may want to discuss each quotation separately, OR it may want to discuss the quotations as a group–either method is fine, so long as the discussion is insightful and interesting.
4. Individually re-write the paragraph until its satisfied with it. Have it “proven” what would be the topic sentence said it would prove?
•Body Paragraph #2
In Jack, Golding gives us the character of an all powerful authority asserting power to control the island’s society of boys and direct the evil impulses among them.
Supporting evidence: ______________________________________
Supporting evidence: ______________________________________
Supporting evidence: ______________________________________
•Body Paragraph #3
In the circumstances surrounding the deaths of Simon and Piggy, Golding elaborates on the darkness within the human soul.
Supporting evidence: ______________________________________
Supporting evidence: ______________________________________
Supporting evidence: ______________________________________
•Conclusion
Remember to write the conclusion after
it have reread the body paragraphs that have written. The conclusion should return to the thesis and highlight how it developed through the body paragragph

Students will create a 1 page-long typed response to one of three review prompts. Responses must be in MLA format. Purpose: Explore in writing what you have read/watched and what we have presented in the modules.
Instructions: Reply to only 1 of 3 topics/questions located below.
Students are to submit their assignment by April 28, 11:59 pm using the submission link on this page. Use citations and supporting evidence from texts/videos found in Modules Week 1-2. Restate the chosen topic/question in the first few sentences of your response. MLA Format Review Purdue WebpageLinks to an external site.
Topic/Questions:
Compare and contrast beauty and aesthetics. Use examples when possible. Choose two different works that were interesting to you, including Pollock’s work and Marvell’s work. What characteristics of these works entice you? What can you tell about the author’s/artist’s identity? Do the works’ characteristics represent anything of your own identity?
Use any of the humanities-based texts to support the argument that graffiti is art. Or use any of the humanities-based texts to support the argument that graffiti is vandalism.

Introduction (300) (84)
Alzheimer’s is like a sneaky thief. I think that would be the best way to describe such a horrifying disease that affects millions worldwide. It comes out of nowhere, steals away all your memories, and leaves you with nothing, not even your identity. In this paper, we will be exploring Alzheimer’s disease, understanding its complexities, and finding ways to combat it. By examining the intricacies of this disease, we hope to gain insights that may lead to improved care, treatments, and, ultimately, a cure. 
In this paragraph, we will explore Alzheimer’s and understand its depths. Alzheimer’s disease is a progressive neurodegenerative disorder that profoundly impacts cognitive function, memory, and behavior. Alzheimer’s was discovered on November 3rd, 1906, by German clinical psychiatrist and neuroanatomist Alois Alzheimer. In the 20th century, we can see that Alzheimer’s is the most common form of dementia, comprising approximately 60-80% of all dementia cases. It primarily affects older adults, although early-onset cases can occur in individuals as young as their 40s or 50s. Alzheimer’s disease is marked by distinct changes in the brain, where abnormal protein clusters disrupt normal functioning. These clusters, known as amyloid plaques, build up between nerve cells and hinder communication, leading to cell dysfunction and death. Another important feature is the presence of twisted fibers called neurofibrillary tangles, which are made of tau protein. Usually, tau helps neurons stay healthy, but in Alzheimer’s, it becomes tangled and disrupts communication, affecting cellular processes. These changes and widespread neuron loss in memory and learning regions cause cognitive and behavioral symptoms. The development of Alzheimer’s involves a mix of genetic and environmental factors. While most cases occur without a family history, genetic mutations in genes like APP, PSEN1, and PSEN2 can increase risk, though they’re rare. Lifestyle choices and health conditions also play a role. Factors like high blood pressure, diabetes, obesity, and smoking raise the risk, while staying mentally and physically active can help reduce it. Age is the most significant risk factor, with Alzheimer’s becoming more common as people get older. Although aging alone doesn’t cause Alzheimer’s, age-related brain changes, like inflammation and impaired repair mechanisms, contribute to its development. In short, Alzheimer’s is a complex disease involving abnormal protein buildup, neuron loss, and cognitive decline. Genetic and environmental factors and aging all play a role in its development. Understanding these factors is crucial for developing effective prevention strategies, diagnostics, and treatments to lessen the impact of Alzheimer’s on individuals and society.
Navigating Alzheimer’s disease presents a maze of challenges, from the heart-wrenching clinical symptoms individuals endure to the complexities clinicians face in making a diagnosis. Alzheimer’s disease casts a shadow over the lives of those affected, causing a myriad of cognitive, emotional, and behavioral challenges. Individuals grappling with Alzheimer’s often find themselves on a disorienting journey where cognitive decline gradually chips away at their ability to reason, solve problems, and stay focused. Memory loss, particularly in the short-term realm, becomes a daily struggle as names, faces, and recent events slip through their grasp. Language becomes a labyrinth, with words elusive and speech fragmented, making communication daunting. And then there are the behavioral changes – from agitation and anxiety to apathy and aggression – that not only disrupt daily routines but also strain relationships and diminish quality of life. Diagnosing Alzheimer’s can be compared to navigating a maze without a map. The absence of definitive biomarkers and the overlap of symptoms with other forms of dementia add layers of complexity to the diagnostic process. Clinicians rely heavily on clinical assessment, medical history, and neuropsychological testing to piece together a diagnosis. Yet, these methods often lack the precision needed to confidently identify Alzheimer’s, leading to uncertainty and delayed intervention. Moreover, the similarities between Alzheimer’s and other dementias, such as vascular dementia or Lewy body dementia, further muddy the waters, requiring careful consideration and skilled evaluation by healthcare professionals. Despite these daunting challenges, a glimmer of hope is on the horizon. Advances in diagnostic techniques and technologies promise improved accuracy and early detection of Alzheimer’s. Neuroimaging tools like MRI and PET provide invaluable insights into the structural and functional changes in the brain, aiding in timely intervention and differential diagnosis. Biomarker research, focusing on proteins like beta-amyloid and tau, holds the potential for identifying biological indicators of Alzheimer’s pathology, paving the way for more targeted and personalized treatment approaches.
Additionally, digital health technologies, including cognitive assessments and wearable devices, enable remote monitoring of mental function and behavioral changes, empowering individuals and caregivers with timely support and intervention. In conclusion, Alzheimer’s disease presents a complex tapestry of challenges, from its debilitating clinical manifestations to the diagnostic hurdles clinicians face. Yet, amidst the darkness, there is hope. Ongoing research and innovation in diagnostic techniques and technologies promise improved accuracy, early detection, and personalized interventions in the fight against Alzheimer’s disease. As we continue to navigate this intricate landscape, may our collective efforts bring us closer to a future where Alzheimer’s is not just understood but conquered.
The impact of Alzheimer’s disease extends far beyond the confines of a clinical diagnosis, reaching deep into the lives of both patients and their caregivers, leaving profound emotional, financial, and physical scars in its wake. For patients, Alzheimer’s represents a gradual erosion of independence and identity, as once familiar tasks become insurmountable obstacles and cherished memories slip away like grains of sand through their fingers. Simple joys and routines that once defined their existence are replaced by confusion, frustration, and a sense of helplessness, leading to a profound decline in overall quality of life. Equally significant is the toll Alzheimer’s takes on caregivers, who shoulder the responsibility of providing round-the-clock care and support. The emotional burden is immense, as caregivers witness the gradual loss of their loved one’s cognitive faculties and sense of self. Feelings of grief, guilt, and isolation are commonplace, as caregivers grapple with the enormity of their role and the relentless progression of the disease. Furthermore, the financial strain can be overwhelming, as the cost of medical care, home modifications, and professional assistance steadily mounts, often depleting savings and retirement funds, and placing caregivers at risk of financial instability.
The physical demands of caregiving are equally daunting, as caregivers navigate the challenges of managing medications, assisting with personal care tasks, and ensuring the safety and well-being of their loved one. Many caregivers experience chronic stress, sleep disturbances, and physical ailments as a result of the relentless demands of caregiving, leading to a decline in their own health and well-being. In response to these challenges, initiatives aimed at promoting dementia-friendly environments and reducing stigma surrounding Alzheimer’s and related dementias have emerged. These initiatives focus on raising awareness, providing education and training, and fostering community support networks to empower individuals living with Alzheimer’s and their caregivers. By creating dementia-friendly communities where individuals feel understood, supported, and valued, these initiatives strive to alleviate the burden of Alzheimer’s and promote the well-being of those affected by the disease. In conclusion, Alzheimer’s disease exerts a profound and far-reaching impact on both patients and caregivers, encompassing emotional, financial, and physical dimensions. As we confront the challenges posed by Alzheimer’s, initiatives aimed at promoting dementia-friendly environments and reducing stigma play a vital role in supporting individuals and families affected by the disease. Through collective action and community support, we can work towards a future where Alzheimer’s is met with empathy, understanding, and comprehensive care for all those affected.
The landscape of Alzheimer’s research is evolving rapidly, with groundbreaking advancements offering hope for improved treatment approaches and better outcomes for those affected by the disease. Researchers are exploring a range of innovative strategies, including disease-modifying therapies, biomarker development, and personalized treatment approaches, aimed at addressing the underlying pathology of Alzheimer’s and slowing or halting disease progression.
One promising area of investigation is disease-modifying therapies, which target the underlying mechanisms of Alzheimer’s disease to prevent or delay its progression. These therapies aim to reduce the buildup of amyloid plaques and neurofibrillary tangles in the brain, which are characteristic features of Alzheimer’s pathology. Recent clinical trials have shown promising results, with some experimental drugs demonstrating the ability to clear amyloid plaques and improve cognitive function in individuals with Alzheimer’s. Biomarker development is another key focus of Alzheimer’s research, with researchers striving to identify biological indicators of disease risk and progression. Biomarkers such as beta-amyloid and tau proteins in the cerebrospinal fluid and neuroimaging markers like amyloid PET scans offer valuable insights into the early stages of Alzheimer’s and can help guide treatment decisions and monitor disease progression. Personalized treatment strategies are also gaining traction, with researchers exploring the role of genetic factors, lifestyle interventions, and other individualized approaches in Alzheimer’s management. Genetic editing technologies such as CRISPR-Cas9 hold promise for correcting genetic mutations associated with familial forms of Alzheimer’s, while lifestyle interventions such as diet, exercise, and cognitive stimulation may help reduce disease risk and improve outcomes for individuals with Alzheimer’s. Despite these promising advancements, Alzheimer’s research faces significant challenges and ethical considerations, particularly in the realm of clinical trials and experimental treatments. Recruitment and retention of participants for clinical trials can be challenging, particularly given the long duration and stringent eligibility criteria often required. Additionally, there are ethical concerns surrounding informed consent, particularly for individuals with cognitive impairment who may have limited capacity to understand the risks and benefits of participation in research studies. Furthermore, there is a need for greater diversity and inclusion in clinical trials to ensure that research findings are applicable to diverse populations. In conclusion, Alzheimer’s research is advancing rapidly, with promising advancements in disease-modifying therapies, biomarker development, and personalized treatment approaches offering hope for improved outcomes for individuals affected by the disease. However, significant challenges and ethical considerations remain, particularly in the realm of clinical trials and experimental treatments. By addressing these challenges and continuing to invest in research and innovation, we can work towards a future where effective treatments and prevention strategies are available to all those affected by Alzheimer’s disease.
In conclusion, our exploration of Alzheimer’s disease has illuminated the profound impact it has on individuals, caregivers, and society as a whole. From the gradual loss of cognitive abilities and independence to the emotional, financial, and physical burden experienced by caregivers, Alzheimer’s casts a shadow over the lives of millions worldwide. However, amidst the challenges, there is hope. Through ongoing research, advocacy, and support, we can continue to advance our understanding of Alzheimer’s and develop innovative treatments that improve outcomes and quality of life for those affected by the disease. It is essential to foster awareness, empathy, and collaboration in our communities, breaking down barriers and reducing stigma surrounding Alzheimer’s and related dementias. By promoting a dementia-friendly environment and supporting individuals and families affected by the disease, we can create a more compassionate and inclusive society. Despite the formidable challenges posed by Alzheimer’s, we must remain steadfast in our commitment to conquering this disease. The resilience and courage displayed by individuals affected by Alzheimer’s inspire hope for the future, motivating us to redouble our efforts in the fight against this devastating condition. Together, with unwavering determination and collective action, we can pave the way towards a future where Alzheimer’s is not just understood but conquered, offering hope and healing to all those affected by this relentless disease.

Comparison & Contrast Essay Writing Workshop
High Order Categories:
Introductory Paragraph/Thesis: Does the intro give you the reader full context to get you in the mindset to read the essay? How does it do so, or what does it need to do so?
• How does the intro provide context for the essay to follow?
• Underline the essay’s thesis. Identify the multiple portions of the thesis.
• What are the subjects being CCd?
• Does the thesis include at least one similarity and at least one difference?
Content: Line of comparison/contrast: How are each of these achieved, or what could help achieve them more effectively?
• The line of comparison and contrast is clear.
• The points about each subject are balanced.
• The points of comparison and contrast highlight an aspect or aspects of the work that is/are meaningful to discuss.
• Do the main points of the essay support the specifics claims of the thesis?
Conclusion: Does the concluding paragraph explain to you the reader what the importance of these ideas is? Does it establish the “so what” of the essay’s points? How does it do so, or what does it need to do so?
Organization
• A clear pattern of organization for a c/c essay is clear. Describe it.
• The order of ideas is logical and clear to the reader: the beginning has a strong lead, the details build on the main ideas, the end concludes the essay satisfactorily, and transitions take readers naturally through each of these.
• The progression of ideas aligns with the points of the thesis.
The expectations for the lower order categories are heightening as the quarter progresses based on continued practice and feedback on previous work:
Documentation
• The title and the author of the work are included; signal phrases and parenthetical citations are used correctly throughout the summary to give credit to the original source.
• Mark all signal phrases used with quoted/paraphrased material. If not signal phrase is used, does the author’s name appear in the parenthetical citation? If not, is there a good reason that it doesn’t?
• Review all documentation for accuracy.
• Is a Works Cited page included? Is it formatted properly?
Diction Choices:
• The word choices and level of discourse are not only correct but effective: no homonym errors, suitable for the college-level assignment in which they appear, fluent and easily understood.
• The tone created is a formal one to match the formality of the assignment—no “I. you, us, we, etc…”.
Conventions: mark any areas about which you have questions. Remember, you don’t have to correct the issue you think you identify—just identify and name what you think needs attention.
• Grammar conventions are correct: agreement (s-v & pronoun), modifier placement, parallel structures, etc…
• Punctuation is present, correct, and effective: commas, semicolons, colons, apostrophes, quotation marks, periods, exclamation points, question marks, hyphens, and dashes.
• The sentences are constructed correctly and varied in terms of length, openers, and structures. There are no comma splices, fused sentences, or sentence fragments.
Then, use the attached writing workshop worksheet to provide an essay response for each of the other members of your assigned group👆
Be sure to read carefully, offer thoughtful feedback for the purpose of improvement, and word that feedback tactfully. You will be using the thoughtful feedback you receive from you classmates to revise your own work.
Remember to consider the criteria for this essay, not for the purpose of assigning a grade (do not comment on grade level of the work), but for the purpose of addressing multiple aspects of the work from your point of view as a discerning reader who knows the course concepts.

Hello,
I am looking for someone to write me chapter 4: Discussion of Findings and chapter 5: Conclusion of my research paper. I will provide you with all the documents you need in order to write the chapters I am asking for. I need it to be finished within the coming 13 hours. The content is not scientific, it’s related to social media content creation. Chapter 4: 1200 words – Chapter 5: 800-900 words

Write a 2-3 9500-800) page ORIGINAL narrative essay about a SINGLE event using the techniques and elements of narrative writing.

Please review the feedback from Brainfuse and make any recommended changes. If 
needed, feel free to add more references to complete the assignment. I have attatched 
my paper with the suggestions from Brainfuse.