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External link to The question is in the attached file. i want to be shorter and also easy to understand, thank you The question is in the attached file. i want to be shorter and also easy to understand, thank you Show more
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The question is in the attached file. i want to be shorter and also easy to understand, thank you The question is in the attached file. i want to be shorter and also easy to understand, thank you Show more

The question is in the attached file. i want to be shorter and also easy to understand, thank you

External link to Looking for someone to write a history paper for me it has to be a minimum of 1500 words pertaining to the topic that is on the attach file I uploaded. It is due this Thursday willing to pay Looking for someone to write a history paper for me it has to be a minimum of 1500 words pertaining to the topic that is on the attach file I uploaded. It is due this Thursday willing to pay  Show more
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Looking for someone to write a history paper for me it has to be a minimum of 1500 words pertaining to the topic that is on the attach file I uploaded. It is due this Thursday willing to pay Looking for someone to write a history paper for me it has to be a minimum of 1500 words pertaining to the topic that is on the attach file I uploaded. It is due this Thursday willing to pay  Show more

Looking for someone to write a history paper for me it has to be a minimum of 1500 words pertaining to the topic that is on the attach file I uploaded. It is due this Thursday willing to pay

External link to What did you find the most interesting about how the “American Empire” is categorized? How would you improve the system? What did you find the most interesting about how the “American Empire” is categorized?  How would you improve the system? Show more
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What did you find the most interesting about how the “American Empire” is categorized? How would you improve the system? What did you find the most interesting about how the “American Empire” is categorized?  How would you improve the system? Show more

What did you find the most interesting about how the “American Empire” is categorized? How would you improve the system?

External link to Session 1 DiscussionOnline Students:Click on the Session 1 Discussion link and create a new thread to respond to the discussion prompt. After posting your initial response, please comment on classmate Session 1 DiscussionOnline Students:Click on the Session 1 Discussion link and create a new thread to respond to the discussion prompt. After posting your initial response, please comment on classmates’ responses. Respond by making constructive responses or by raising other questions that will promote further discussion and learning by all of us.It is best practice to post early and continually participate throughout the session. You will be graded not only for your posting, but your participation in this discussion. Your initial post is due by Wednesday at 11:59 P.M. (MST) of the session in which the discussion is assigned. A minimum of two (2) additional response posts are due on Sunday at 11:59 P.M. (MST). These are minimum requirements. Be sure to follow any additional guidelines posted by the instructor for the course in regards to discussions.Review the rubric for the discussion.In-Seat Students:Review the discussion prompt below. Then prepare a list of talking points in order to be prepared for the class discussion. Please bring a printed copy to class.Discussion Prompt: Scientific Method, Knowledge, and StewardshipBased on what you saw in the two videos under Viewing Assignments, discuss what the scientific method is good for, what it safeguards against, and when it is not useful?Research an environmental issue from your reading. What is the current state of scientific knowledge on the topic you selected? Are there any biases or conflicting viewpoints on the issue? Is the scientific information on this issue misrepresented to the public? How can we use the scientific method to safeguard against faulty scientific information?From the Biblical Perspective reading, what did you learn about God’s character and based on what God prioritizes, how should we respond to the environmental issue that you discussed? Show more
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Session 1 DiscussionOnline Students:Click on the Session 1 Discussion link and create a new thread to respond to the discussion prompt. After posting your initial response, please comment on classmate Session 1 DiscussionOnline Students:Click on the Session 1 Discussion link and create a new thread to respond to the discussion prompt. After posting your initial response, please comment on classmates’ responses. Respond by making constructive responses or by raising other questions that will promote further discussion and learning by all of us.It is best practice to post early and continually participate throughout the session. You will be graded not only for your posting, but your participation in this discussion. Your initial post is due by Wednesday at 11:59 P.M. (MST) of the session in which the discussion is assigned. A minimum of two (2) additional response posts are due on Sunday at 11:59 P.M. (MST). These are minimum requirements. Be sure to follow any additional guidelines posted by the instructor for the course in regards to discussions.Review the rubric for the discussion.In-Seat Students:Review the discussion prompt below. Then prepare a list of talking points in order to be prepared for the class discussion. Please bring a printed copy to class.Discussion Prompt: Scientific Method, Knowledge, and StewardshipBased on what you saw in the two videos under Viewing Assignments, discuss what the scientific method is good for, what it safeguards against, and when it is not useful?Research an environmental issue from your reading. What is the current state of scientific knowledge on the topic you selected? Are there any biases or conflicting viewpoints on the issue? Is the scientific information on this issue misrepresented to the public? How can we use the scientific method to safeguard against faulty scientific information?From the Biblical Perspective reading, what did you learn about God’s character and based on what God prioritizes, how should we respond to the environmental issue that you discussed? Show more

Session 1 DiscussionOnline Students:Click on the Session 1 Discussion link and create a new thread to respond to the discussion prompt. After posting your initial response, please comment on classmate

External link to Hide Folder InformationInstructions For these dropbox reading response questions, please attach your Word/Works/Notepad file in the submission box. –Using your text as the source, answer each of the Hide Folder InformationInstructionsFor these dropbox reading response questions, please attach your Word/Works/Notepad file in the submission box. –Using your text as the source, answer each of the following questions in a minimum of 4-6 sentences.  Be sure to cite the pages from the text where you find your answer.  Each question counts as a percentage of the assignment.  If you fail to complete a question, then that percentage will automatically be deducted from the grade.–Please see the rubric for how these will be graded.Be sure to cite the page numbers from the text, and other resources to indicate where you found the material.1. Why did Louis Napoleon, who had no previous political experience, win election as president of France in 1848?2. What did Otto von Bismarck hope to achieve in the war with France?3. How did slavery in the United States lead to the Civil War?4. Be sure to answer these questions fully: The two dominant ideologies of the second half of the nineteenth century were nationalism and socialism. What were the key basic beliefs of each ideology, and who were its leading thinkers or leaders? How did each of these ideologies change? Which of these movements seems to have been stronger?Here are some extra resources to help with this chapter.A great video on Louis Napoleon and his rise to power https://www.youtube.com/watch?v=Xolyy0XaNocInformation on Bismark and the Franco Prussian War – https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/otto-von-bismarck-and-the-franco-prussian-war/and https://www.youtube.com/watch?v=UeITIRL6B9QHere is a video with an overview of Nationalism, Conservatism, Socialism, etc. during the time period https://www.youtube.com/watch?v=VcpYFbwFr34 and http://www.historydiscussion.net/world-history/europe/growth-of-nationalism-in-europe/1576 Show more
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Hide Folder InformationInstructions For these dropbox reading response questions, please attach your Word/Works/Notepad file in the submission box. –Using your text as the source, answer each of the Hide Folder InformationInstructionsFor these dropbox reading response questions, please attach your Word/Works/Notepad file in the submission box. –Using your text as the source, answer each of the following questions in a minimum of 4-6 sentences.  Be sure to cite the pages from the text where you find your answer.  Each question counts as a percentage of the assignment.  If you fail to complete a question, then that percentage will automatically be deducted from the grade.–Please see the rubric for how these will be graded.Be sure to cite the page numbers from the text, and other resources to indicate where you found the material.1. Why did Louis Napoleon, who had no previous political experience, win election as president of France in 1848?2. What did Otto von Bismarck hope to achieve in the war with France?3. How did slavery in the United States lead to the Civil War?4. Be sure to answer these questions fully: The two dominant ideologies of the second half of the nineteenth century were nationalism and socialism. What were the key basic beliefs of each ideology, and who were its leading thinkers or leaders? How did each of these ideologies change? Which of these movements seems to have been stronger?Here are some extra resources to help with this chapter.A great video on Louis Napoleon and his rise to power https://www.youtube.com/watch?v=Xolyy0XaNocInformation on Bismark and the Franco Prussian War – https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/otto-von-bismarck-and-the-franco-prussian-war/and https://www.youtube.com/watch?v=UeITIRL6B9QHere is a video with an overview of Nationalism, Conservatism, Socialism, etc. during the time period https://www.youtube.com/watch?v=VcpYFbwFr34 and http://www.historydiscussion.net/world-history/europe/growth-of-nationalism-in-europe/1576 Show more

Hide Folder InformationInstructions For these dropbox reading response questions, please attach your Word/Works/Notepad file in the submission box. –Using your text as the source, answer each of the

External link to After carefully going through all of the materials from the Module, post your Historical Analysis Essay (HAE) and reply to at least two of your classmates. You will be evaluated according to the Discu
history

After carefully going through all of the materials from the Module, post your Historical Analysis Essay (HAE) and reply to at least two of your classmates. You will be evaluated according to the Discu

After carefully going through all of the materials from the Module, post your Historical Analysis Essay (HAE) and reply to at least two of your classmates. You will be evaluated according to the Discu

External link to Session 2 DiscussionOnline Students: Click on the Session 2 Discussion link and create a new thread to respond to the discussion prompt. After posting your initial response, please comment on classmat Session 2 DiscussionOnline Students: Click on the Session 2 Discussion link and create a new thread to respond to the discussion prompt. After posting your initial response, please comment on classmates’ responses. Respond by making constructive responses or by raising other questions that will promote further discussion and learning by all of us. It is best practice to post early and continually participate throughout the session. You will be graded not only for your posting, but your participation in this discussion. Your initial post is due by Wednesday at 11:59 P.M. (MST) of the session in which the discussion is assigned. A minimum of two (2) additional response posts are due on Sunday at 11:59 P.M. (MST). These are minimum requirements. Be sure to follow any additional guidelines posted by the instructor for the course in regards to discussions. Review the rubric for the discussion. In-Seat Students: Review the following discussion prompt. Then prepare a list of talking points in order to be prepared for the class discussion. Please bring a printed copy to class.Discussion Prompt: Environmental IssuesSelect one of the following three environmental issues listed:Are there too many elk in Rocky Mountain National Park?Pythons in the EvergladesIs the Kazakhstan beetle threatening the Grand Canyon National Park Ecosystem?Next, answer the following questions pertaining to the issue you selected.  Apply information that you learned from your reading. In your response you should address the following concepts: feedback loops, environmental systems, populations controls.What is the cause of the problem?What are the environmental impacts?Discuss some possible solutions to the problem.If you were the park superintendent, which solution would you chose and why?Based on your reflection in this week’s Biblical Perspective, apply what it means that God said his creation is “good” and does that mean that humans should try to maintain the “goodness” of creation?Session 2 Ecosystem PaperObserve an ecosystem, either in your backyard, a natural area within a city, a park, or another place outdoors. Take note of plant and animal life (that includes looking for traces of animals such as scat, hair, footprints, etc.). Then write a 2-3 page paper that includes the following listed points. It is required that you apply vocabulary and information from your reading and research in your ecosystem description with support from a minimum of two sources. Describe the location you chose to observeResearch the term “abiotic” and discuss abiotic factors that influence the ecosystem.What populations did you observe (or have observed in the past) in the ecosystem?Describe the biological communities that exist.What components of a food web or food chain (e.g., producers, consumers, decomposers, etc.) did you observe?What interactions did you observe (or likely exist) within the ecosystem: Provide specific examples for the following interactions:symbiosis (parasitism, mutualism, and commensalism)predationcompetitionBefore submitting your paper, be sure your paper meets all the grading criteria presented in the rubric.Format your paper according to APA standards — review these standards and requirements in the CAGS Writing Guide that is available in the Student Resources tab in Blackboard.THIS IS TWO PARTS Show more
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Session 2 DiscussionOnline Students: Click on the Session 2 Discussion link and create a new thread to respond to the discussion prompt. After posting your initial response, please comment on classmat Session 2 DiscussionOnline Students: Click on the Session 2 Discussion link and create a new thread to respond to the discussion prompt. After posting your initial response, please comment on classmates’ responses. Respond by making constructive responses or by raising other questions that will promote further discussion and learning by all of us. It is best practice to post early and continually participate throughout the session. You will be graded not only for your posting, but your participation in this discussion. Your initial post is due by Wednesday at 11:59 P.M. (MST) of the session in which the discussion is assigned. A minimum of two (2) additional response posts are due on Sunday at 11:59 P.M. (MST). These are minimum requirements. Be sure to follow any additional guidelines posted by the instructor for the course in regards to discussions. Review the rubric for the discussion. In-Seat Students: Review the following discussion prompt. Then prepare a list of talking points in order to be prepared for the class discussion. Please bring a printed copy to class.Discussion Prompt: Environmental IssuesSelect one of the following three environmental issues listed:Are there too many elk in Rocky Mountain National Park?Pythons in the EvergladesIs the Kazakhstan beetle threatening the Grand Canyon National Park Ecosystem?Next, answer the following questions pertaining to the issue you selected.  Apply information that you learned from your reading. In your response you should address the following concepts: feedback loops, environmental systems, populations controls.What is the cause of the problem?What are the environmental impacts?Discuss some possible solutions to the problem.If you were the park superintendent, which solution would you chose and why?Based on your reflection in this week’s Biblical Perspective, apply what it means that God said his creation is “good” and does that mean that humans should try to maintain the “goodness” of creation?Session 2 Ecosystem PaperObserve an ecosystem, either in your backyard, a natural area within a city, a park, or another place outdoors. Take note of plant and animal life (that includes looking for traces of animals such as scat, hair, footprints, etc.). Then write a 2-3 page paper that includes the following listed points. It is required that you apply vocabulary and information from your reading and research in your ecosystem description with support from a minimum of two sources. Describe the location you chose to observeResearch the term “abiotic” and discuss abiotic factors that influence the ecosystem.What populations did you observe (or have observed in the past) in the ecosystem?Describe the biological communities that exist.What components of a food web or food chain (e.g., producers, consumers, decomposers, etc.) did you observe?What interactions did you observe (or likely exist) within the ecosystem: Provide specific examples for the following interactions:symbiosis (parasitism, mutualism, and commensalism)predationcompetitionBefore submitting your paper, be sure your paper meets all the grading criteria presented in the rubric.Format your paper according to APA standards — review these standards and requirements in the CAGS Writing Guide that is available in the Student Resources tab in Blackboard.THIS IS TWO PARTS Show more

Session 2 DiscussionOnline Students: Click on the Session 2 Discussion link and create a new thread to respond to the discussion prompt. After posting your initial response, please comment on classmat

External link to In what ways has the West influenced and shaped the cultural, political and economic experience of Asian Americans and vice versa? STEPS TO COMPLETE ASSIGNMENT: If you were unable to attend the live In what ways has the West influenced and shaped the cultural, political and economic experience of Asian Americans and vice versa?STEPS TO COMPLETE ASSIGNMENT:If you were unable to attend the live workshop session on Creating IDs for Essays, please review the recorded Zoom session from class on 9/22.Click on ConferNow on the left hand Navigation menuGo to Event Recordings TabFigure out what the historical question is really asking by identifying keywords. Keep in mind context, who, when, audience and that your answer discusses how things changed over time.Review sourcesReview relevant secondary sources – Secondary sources are interpretations. These include textbook readings & class lectures.Review primary sources – 1st hand accounts from the past. You will find them in your folder readingsHow do I know what evidence to use and where to find it?Since the historical question is about Reconstruction, locate all textbook material,  primary sources, and class sessions on Reconstruction.Use all relevant sources from textbook, class sessions and primary sourcesYour group will create at least 5 IDs (identification terms)1 or more ID from textbook readings, 1 or more ID from primary sources, 1 or more ID from lecture/class sessions that cover the question topic, in this case indigenous & European contactIDs can be people, events, places, documents, paintings, books, songs, ideas, rituals, religion or cultural things.Be sure you have at least one ID that answers each part of the essay questionEach ID must include the following informationWho or what (tests content – SLO 1) – For example, smallpox, was an infectious disease that contributed to millions of deaths of indigenous peoples in the Americas.When (tests content – SLO 1) – closer you get the better, but within a decade if it’s a specific date. If it’s an idea like Manifest Destiny or person that lasts more than a decade using a range is accurate, like mid-late 19th centurySignificance to U.S. History (tests critical thinking – SLO 2)Explain how this ID answers the questionExplain how your answer is a political, economic, or cultural analysisPolitical Analysis – Who has authority and power ? How did they get, maintain that power? Who’s trying to get more power. Whether it’s in your family, place of worship, school, circle of friends, neighborhood, or country.Economic Analysis –  How are resources distributed collectively? Resources can mean money, jobs, shelter, food, water, land, education, healthcare, etcCultural Analysis – How do groups decide who is part of the group and who is outside the group? This is not limited to ethnic culture, but includes race, gender, class, or any self defined group. So this about how identity and community are created & change.For help creating an ID, See Creating IDs Workshop (recorded)Grading RubricReview the rubric before you complete the assignment so you can see what the expectations are.Also review your rubric results to see your score on the different areas and my comments and feedback. Instructions on how to view rubric results (Links to an external site.). Show more
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In what ways has the West influenced and shaped the cultural, political and economic experience of Asian Americans and vice versa? STEPS TO COMPLETE ASSIGNMENT: If you were unable to attend the live In what ways has the West influenced and shaped the cultural, political and economic experience of Asian Americans and vice versa?STEPS TO COMPLETE ASSIGNMENT:If you were unable to attend the live workshop session on Creating IDs for Essays, please review the recorded Zoom session from class on 9/22.Click on ConferNow on the left hand Navigation menuGo to Event Recordings TabFigure out what the historical question is really asking by identifying keywords. Keep in mind context, who, when, audience and that your answer discusses how things changed over time.Review sourcesReview relevant secondary sources – Secondary sources are interpretations. These include textbook readings & class lectures.Review primary sources – 1st hand accounts from the past. You will find them in your folder readingsHow do I know what evidence to use and where to find it?Since the historical question is about Reconstruction, locate all textbook material,  primary sources, and class sessions on Reconstruction.Use all relevant sources from textbook, class sessions and primary sourcesYour group will create at least 5 IDs (identification terms)1 or more ID from textbook readings, 1 or more ID from primary sources, 1 or more ID from lecture/class sessions that cover the question topic, in this case indigenous & European contactIDs can be people, events, places, documents, paintings, books, songs, ideas, rituals, religion or cultural things.Be sure you have at least one ID that answers each part of the essay questionEach ID must include the following informationWho or what (tests content – SLO 1) – For example, smallpox, was an infectious disease that contributed to millions of deaths of indigenous peoples in the Americas.When (tests content – SLO 1) – closer you get the better, but within a decade if it’s a specific date. If it’s an idea like Manifest Destiny or person that lasts more than a decade using a range is accurate, like mid-late 19th centurySignificance to U.S. History (tests critical thinking – SLO 2)Explain how this ID answers the questionExplain how your answer is a political, economic, or cultural analysisPolitical Analysis – Who has authority and power ? How did they get, maintain that power? Who’s trying to get more power. Whether it’s in your family, place of worship, school, circle of friends, neighborhood, or country.Economic Analysis –  How are resources distributed collectively? Resources can mean money, jobs, shelter, food, water, land, education, healthcare, etcCultural Analysis – How do groups decide who is part of the group and who is outside the group? This is not limited to ethnic culture, but includes race, gender, class, or any self defined group. So this about how identity and community are created & change.For help creating an ID, See Creating IDs Workshop (recorded)Grading RubricReview the rubric before you complete the assignment so you can see what the expectations are.Also review your rubric results to see your score on the different areas and my comments and feedback. Instructions on how to view rubric results (Links to an external site.). Show more

In what ways has the West influenced and shaped the cultural, political and economic experience of Asian Americans and vice versa? STEPS TO COMPLETE ASSIGNMENT: If you were unable to attend the live

External link to Need someone to respond to these statements. What are your thoughts on these? Mark Mulder posted Oct 7, 2021 3:18 PM In the long run, busing helped Boston because it desegregated the school system, Need someone to respond to these statements. What are your thoughts on these?Mark Mulder posted Oct 7, 2021 3:18 PMIn the long run, busing helped Boston because it desegregated the school system, provided equal educational opportunity for minority students, and set the stage for racial healing and an improved racial climate in the twenty-first century. The Boston school district refused to desegregate in accordance with the federal plans to do such. As such, a federal judge, Wendell Garrity, forced them to do so using the busing plan, which was to be adopted by the schools. Unfortunately, this plan was not well thought out in the short run. Rather than allowing integration to run in a more natural manner, Garrity forced an immediate transition which only sparked racial violence. However, in the long run, it forced people to get used to the new norm. While it did eventually work, there were much better plans that could have been implemented.With the new norm being growing up in a multi-racial society, the new generations would become more and more open to it, and only the older generations would give resistance. As can be seen in several documents, the youngest students, such as those in preschool, cared little about race. The primary reason they practiced it was because of what their parents told them to do. Meanwhile, older students who had already grown into the old system offered far more resistance. This is in part, as McAllister said, due to a cultural split and misunderstanding from both sides. Show more
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Need someone to respond to these statements. What are your thoughts on these? Mark Mulder posted Oct 7, 2021 3:18 PM In the long run, busing helped Boston because it desegregated the school system, Need someone to respond to these statements. What are your thoughts on these?Mark Mulder posted Oct 7, 2021 3:18 PMIn the long run, busing helped Boston because it desegregated the school system, provided equal educational opportunity for minority students, and set the stage for racial healing and an improved racial climate in the twenty-first century. The Boston school district refused to desegregate in accordance with the federal plans to do such. As such, a federal judge, Wendell Garrity, forced them to do so using the busing plan, which was to be adopted by the schools. Unfortunately, this plan was not well thought out in the short run. Rather than allowing integration to run in a more natural manner, Garrity forced an immediate transition which only sparked racial violence. However, in the long run, it forced people to get used to the new norm. While it did eventually work, there were much better plans that could have been implemented.With the new norm being growing up in a multi-racial society, the new generations would become more and more open to it, and only the older generations would give resistance. As can be seen in several documents, the youngest students, such as those in preschool, cared little about race. The primary reason they practiced it was because of what their parents told them to do. Meanwhile, older students who had already grown into the old system offered far more resistance. This is in part, as McAllister said, due to a cultural split and misunderstanding from both sides. Show more

Need someone to respond to these statements. What are your thoughts on these? Mark Mulder posted Oct 7, 2021 3:18 PM In the long run, busing helped Boston because it desegregated the school system,

External link to Create an outline of any sport. Pick any sport and in point form, tell me what pictures you will use; where you will get your pictures; what is the significance/importance of these picturesDocument yo Create an outline of any sport. Pick any sport and in point form, tell me what pictures you will use; where you will get your pictures; what is the significance/importance of these picturesDocument your 6 pictures with the location of the picture; when this picture was taken; and an explanation of its significance for the project and history in generalPictures can be taken from the internetTell me what  key changes have taken place in your sportTell me what your sport looks like nowDO NOT COPY FROM ANYWHERE!!! Paraphrase your work by writing in your own words. Write as you would speak.Include a title page, citations and a reference listPlease visit the Purdue Owl website for more information on how to paraphrase, cite and reference properlyThis outline should be 1 page of text, plus your picturesThis is a rubric belowActivity/Competencies Demonstrated                                      GradeOverall exposition of the sport in the timeline                             /40Properly documented visual components x 6                            /20Properly documented dates and places of sporting events    /20Overall exposition of the ideas                                                    /30Creative use of visual art and graphics                                       /15Interpretive historical explanations of specific sport changes     /15Mechanical elements                                                                        /30Iterative stages met (2/2) he non-graded milestones. Ex. choosing a topic/10APA Referencing and formatting (title, headings & references)                                                                                        /10 Grammar and Spelling                                                                     /10 Show more
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Create an outline of any sport. Pick any sport and in point form, tell me what pictures you will use; where you will get your pictures; what is the significance/importance of these picturesDocument yo Create an outline of any sport. Pick any sport and in point form, tell me what pictures you will use; where you will get your pictures; what is the significance/importance of these picturesDocument your 6 pictures with the location of the picture; when this picture was taken; and an explanation of its significance for the project and history in generalPictures can be taken from the internetTell me what  key changes have taken place in your sportTell me what your sport looks like nowDO NOT COPY FROM ANYWHERE!!! Paraphrase your work by writing in your own words. Write as you would speak.Include a title page, citations and a reference listPlease visit the Purdue Owl website for more information on how to paraphrase, cite and reference properlyThis outline should be 1 page of text, plus your picturesThis is a rubric belowActivity/Competencies Demonstrated                                      GradeOverall exposition of the sport in the timeline                             /40Properly documented visual components x 6                            /20Properly documented dates and places of sporting events    /20Overall exposition of the ideas                                                    /30Creative use of visual art and graphics                                       /15Interpretive historical explanations of specific sport changes     /15Mechanical elements                                                                        /30Iterative stages met (2/2) he non-graded milestones. Ex. choosing a topic/10APA Referencing and formatting (title, headings & references)                                                                                        /10 Grammar and Spelling                                                                     /10 Show more

Create an outline of any sport. Pick any sport and in point form, tell me what pictures you will use; where you will get your pictures; what is the significance/importance of these picturesDocument yo

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