Category: English

Research paper on artificial intelligence and nursing 
Apa 7th edition format 
Proper citations 
No plagiarism 
On the protocols 
Only use the sources provided  for the protocol on file 

Make sure that you have a strong, argumentative thesis statement that clearly lays out what you will discuss in your paper.
Use the scholarly tone for writing a formal paper.
Support your argument with evidence from your research.
Include proper MLA in-text citations and Work(s) Cited page
You must have at least five sources for your essay.
You must have a variety of source mediums. The sources must be evaluated for strength. 

It should look like it was written by international college student . Argument essay. MLA style , Works Sided page is required.  
Here I will attach my last essay , and my professors feedback so it is more clear , so you can understand more about me and my  professor 

Write a well thoughout reseach paper about the childrens book called ‘ “Brown Girl Brown 
Boy What Could You Be?” by Dr. Temika Edwards.  
Anaylzying the book and its themes and how its important to brown young readers and 
children in general. Touch on the audience and the tone of the book. dicuss the vibrate 
images and how the affects children etc. Use outside sources as well. There can also be 
paragraphs that show studies on how children of color oppertunies can be limited and not 
dicussed enough in society and how that effects us. 

At the end of We Have Always Lived in the Castle, the Blackwood sisters are living alone in their partially burned down house. Dara Downey writes that at this point, both sisters have “now embraced wholeheartedly the sinister image that the villagers have always imposed upon them.” At the end of Macbeth, Lady Macbeth dies off stage and Macbeth is beheaded. Asp writes that Macbeth is “alienated from the very society that inculcates the stereotype” he tries to fulfill and that Lady Macbeth, who was “to have shared in the ‘golden round’ and the ‘greatness promised’; instead, she shares only in the dehumanization and nothingness Macbeth faces as his end.”
Using the secondary sources we have discussed, compare and contrast the “rise” of Merricat and Constance to the “fall” of Macbeth and Lady Macbeth.
Final Draft Guidelines
The final paper should be approximately 2000 words. As always, double space your work,
type in a standard 12 point font, include a word count, page numbers, and title your work.
Sources should be cited according to MLA formatting and please include an MLA works
cited page.
Strong papers will respond to the prompt with a clear, complex argument. Strong papers
support and explore that argument with close readings of both the primary text(s) and
secondary sources.
first source :
1. We Have Always Lived in the Castle: (Penguin Classics Deluxe Edition) Kindle Edition
2. 
Macbeth (Second Edition) (Norton Critical Editions) 2nd Edition, Kindle Edition
secondary sources: 
1. Be Bloody, Bold and Resolute”: Tragic Action and Sexual Stereotyping in “Macbeth”
Author(s): Carolyn Asp 
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2)Not a Refuge Yet: Shirley Jackson’s Domestic Hauntings: Dara Downey
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The paper is supposed to be about how enforcement officers cope with stress. What do they do to deal with stress and how can they better deal with stress

To compose an argument with integrated research of at least 1300 words. Your research should come from credible sources. In your final essay, you will reference at least four outside sources to support your points. Please choose your sources carefully and remember that more research doesn’t necessarily equal a better argument.

Create a table that demonstrates the similarities and differences of the major religions of the world. Across the top of the table, include the following categories:
Origins
Assumptions
Cultural Expressions
Healthcare Implications
Notions of birth, life, death
Provide at least 2 references from credible sources (textbook, research article, “.edu, .gov or .org” websites).
Use correct writing mechanics including spelling, punctuation, and grammar. ‘

Directions
For this assignment, you will first write a brief summary of the text. Next, you will choose a sentence from the text and incorporate it as a quote in an originally crafted sentence. Then, you will take the same sentence and incorporate it as a paraphrase. Be sure to use in-text citations throughout the assignment. Complete this assignment using the template linked in the What to Submit section.
Specifically, you must address the following:
Write a brief summary of the text chosen for the project.
Your summary should be three or four sentences long.
Choose one sentence from the text and incorporate it as a quote in an original sentence.
Take the same sentence from the text and incorporate it as a paraphrase in an original sentence.
Use in-text citations throughout the assignment to properly cite the writer’s ideas according to APA or MLA standards.
Use either APA or MLA standards to properly cite the writer’s ideas in your summary as well as in the sentences where you quoted and paraphrased the writer’s work.
What to Submit
Submit your completed Module Three Written Response Template for grading. Although you will refer to your selected text in your assignment, you will not refer to any sources from outside this course.

Source 1: Living Through the Great Depression, 1929–1939
(1) October 1929 saw the start of the Great Depression, a worldwide economic downturn that caused catastrophic declines in industrial production and gross domestic product (GDP) and brought severe unemployment. Industrial production fell 47 percent, and GDP fell 30 percent. By 1933, unemployment in the United States had increased to 25 percent and remained above 14 percent into the 1940s. Those who were still employed were not immune to financial uncertainty, as employers cut workers’ hours to keep as many employees as possible.
(2) The human cost of the Depression cut across class lines, causing suffering to both working-class and middle-class citizens. Nor were farmers spared, as prices fell so low that sometimes crops were left to rot rather than harvested. Many lost their homes or farms because they could not afford to make mortgage payments. Problems with malnutrition, family violence, poor mental health, and poor health care were widespread. Families broke apart for a number of reasons, perhaps the saddest one being that some children chose to leave home to avoid being a burden.
(3) In addition to physical suffering, Americans experienced mental anguish because they believed they had failed; the inability to find work devastated breadwinners. The Depression not only undermined the American belief in the value of hard work as the way to success, but also compromised the consumer basis of American society. Both the free-market economy and social identity suffered dramatically.
Source 2: Movies During the Great Depression
(1) Americans were already in love with movies before the Depression struck. The crippling of the economy meant that theaters’ income suffered, and theater owners advertised giveaways, reduced admission prices, and gave cash prizes to keep patrons coming in the doors. But even in the depths of the Depression, 60 to 80 million Americans went to the movies each week, and there they found temporary distraction from their troubles, reassurance about their society, and glimmers of hope for the future.
(2) During the first half of the Depression, films reflected the despair many Americans felt. Tough gangsters, corrupt lawyers, and cynical journalists filled the silver screen, and even comedies tended to flaunt social conventions. The films of the Marx Brothers, W. C. Fields, and Mae West poked fun at traditional institutions and middle-class values.
(3) Some groups were outraged by such films and agitated for change, and when boycotts looked imminent, Hollywood producers enforced a code of censorship. As a result, in the second half of the Depression, films were different: They looked away from the harshest realities of the Depression and became much more optimistic in outlook. G-men1, detectives, and cowboys represented defenders of the law, not lawbreakers. Hollywood abandoned exposés for screwball comedies featuring the zany antics of eccentric individuals and dramas in which the “little guy” stood up against corruption to do “the right thing.” Some films began showing females as independent career women. Such films fostered a greater sense of optimism and reassured a demoralized nation. They helped people believe that individual success was still possible, that government could protect its citizens, and that Americans were united by their national identity rather than divided by social class.
Source 2: Movies During the Great Depression
(1) Americans were already in love with movies before the Depression struck. The crippling of the economy meant that theaters’ income suffered, and theater owners advertised giveaways, reduced admission prices, and gave cash prizes to keep patrons coming in the doors. But even in the depths of the Depression, 60 to 80 million Americans went to the movies each week, and there they found temporary distraction from their troubles, reassurance about their society, and glimmers of hope for the future.
(2) During the first half of the Depression, films reflected the despair many Americans felt. Tough gangsters, corrupt lawyers, and cynical journalists filled the silver screen, and even comedies tended to flaunt social conventions. The films of the Marx Brothers, W. C. Fields, and Mae West poked fun at traditional institutions and middle-class values.
(3) Some groups were outraged by such films and agitated for change, and when boycotts looked imminent, Hollywood producers enforced a code of censorship. As a result, in the second half of the Depression, films were different: They looked away from the harshest realities of the Depression and became much more optimistic in outlook. G-men1, detectives, and cowboys represented defenders of the law, not lawbreakers. Hollywood abandoned exposés for screwball comedies featuring the zany antics of eccentric individuals and dramas in which the “little guy” stood up against corruption to do “the right thing.” Some films began showing females as independent career women. Such films fostered a greater sense of optimism and reassured a demoralized nation. They helped people believe that individual success was still possible, that government could protect its citizens, and that Americans were united by their national identity rather than divided by social class.
Based on your notes, write an explanatory essay that provides an answer to this question: How can art both reflect social context and help shape it?
Make sure to include relevant details and examples in support of your thesis. Use transition words and phrases that help connect your idea, and develop a conclusion that reaffirms your explanation. Maintain a formal style throughout.