Wrapping up DC ethnographies

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Laura Martinez

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BUSI 340 Discussion Board Instructions The learning theories, upon which this course is based, are actualized in the Discussion Board Forums. At the beginning of each module/week, you will choose a key term to research. You will be required to write a thread of at least 400 words on the topic, complete with page references and specifics to document the response, and post it to the corresponding Discussion Board Forum. Correct use of English and grammar are required. Additionally, you will be required to post a substantive written reply of a minimum of 200 words to at least 3 classmates’ Discussion Board threads. To complete your thread: 1. Select a key term from assigned chapters. Team Cohesion 2. Terms cannot be duplicated; therefore, reserve it as a topic on the Discussion Board Forum by posting a thread with only the term in the subject line. Topics can be reserved beginning at 12:01 a.m. (ET) on Monday of Modules/Weeks 1, 3, 5, and 7. Topic reservations posted earlier will be deleted. 3. Conduct an Internet search to find and read 3 recent articles that relate to the term. 4. Select the 1 article that you wish to discuss. 5. Post a new thread that contains the following information in the following format, using the headers so that you ensure that all aspects of the assignment are completed as required. Failure to follow these instructions will result in a 1-point deduction. a. Definition: Give a brief definition of the key term followed by the APA reference for the term; this does not count in the 400-word requirement. b. Summary: Give a brief summary of the selected article, in your own words. c. Discussion: Give a brief discussion of how the article relates to the selected chapter key term. This gives you the opportunity to add value to the discussion by sharing your experiences, thoughts, and opinions. Draw your peers into discussion of topics by asking questions. This is the most important part of the posting! Most of your discussion section should be based upon scholarly researches sources. Opinions can be a very small supplement to the literature base. i. Include the complete URL of each article (use a persistent link for articles from the Liberty University Online Library) in APA-reference format of each article read. These do not count toward the 400-word requirement. 6. Click here for assistance with APA formatting. To complete your replies: 1. Read the postings of your peers and the articles which are referenced (This is why it is imperative that the articles be accessible via working URL links). Expect to spend some time each day reviewing all threads and replies, even those in which you are not involved. 2. Write at least 200 words to 3 or more classmates’ threads. You should expect to answer questions posed within each discussion thread. Student interaction is key to success in this course. Grading Consult the accompanying document to see a rubric for how your instructor will grade this assignment. Note that l ...

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Required Resources Read/review the following resources for this activity: · Minimum of 5 scholarly sources (This includes the sources from the annotated bibliography. Additional sources may be included as appropriate.) Instructions This week you will submit your final paper. The paper should include the following: · Create your own 4-6 paragraph "dilemma” based on the controversial topic you chose in Week 3. · Summarize the dilemma. · Identify the key points of the dilemma. · Define the key terms associated with the dilemma. · Analyze the conflicts or controversies involved in the dilemma. · Provide an original point of view relative to the dilemma and the issue it signals. · Apply Kant’s Categorical Imperative to the dilemma. · Apply one other method you have encountered in lecture material and the readings. · State which of the two methods you selected you prefer and why. · Use the 5 articles from your annotated bibliography. (Additional academic scholarly research from the past 5 years can be included as well.) Include a reference page at the end of your paper in APA format that includes your bibliography with the annotations removed and any other sources used in your final paper. Paragraphs · Paragraphs are composed around topics, which naturally and organically emerge from a complex, focused, and sophisticated thesis. · Each paragraph explores one topic and one topic only. · Topics directly relate to the thesis and are not theses in and of themselves. · The paragraph completely and fully develops and explains the topic and provides details, examples, illustrations, and quotations from research as well as from the primary texts. · Topics and paragraphs rise above commonplace thinking and summary. · Quoted material is used powerfully to support analytical points (and not as padding). · There is a graceful transition to the next paragraph. · The ideas explored are significant, substantive, and instructive. · Ideas/topics support the overarching thesis so that the paper is a unified whole, and not a concatenation of appended mini-essays. Grammar/Mechanics/Style · Grammar refers to the correct usage of Standard American English. · Mechanics refers to idiomatic conventions (capitalization of proper nouns, spelling, and punctuation). · Style refers to persuasiveness, sophistication, wit, and transcendent quality. · Sentences should be varied in length and complexity without loss of clarity or precision of meaning. · Style makes a paper a pleasure to read. Writing Requirements (APA format) · Length: 8-10 pages (not including title page or references page) · 1-inch margins · Double spaced · 12-point Times New Roman font · Title page · References page (minimum of 5 scholarly resources – remove annotations; format hanging indents) · Pagination (upper right of the page) · In-text citations correspond to full reference on a reference page Grading This activity will be graded based on Course Project Grading Rubric Weekly Objectives (WO) WO2.1-2.3.

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Introduction In life, there are universal laws that govern everything we do. These laws are so perfect that if you were to align yourself with them, you could have so much prosperity that it would be coming out of your ears. This is because God created the universe in the image and likeness of him. It is failure to follow the universal laws that causes one to fail. The laws that were created consisted of the following: · Law of Gratitude: The Law of Gratitude states that you must show gratitude for what you have. By having gratitude, you speed your growth and success faster than you normally would. This is because if you appreciate the things you have, even if they are small things, you are open to receiving more. Law of Attraction: The Law of Attraction states that if you focus your attention on something long enough you will get it. It all starts in the mind. You think of something and when you think of it, you manifest that in your life. This could be a mental picture of a check or actual cash, but you think about it with an image. Law of Karma: the Law of Karma states that if you go out and do something bad, it will come back to you with something bad. If you do well for others, good things happen to you. The principle here is to know you can create good or bad through your actions. There will always be an effect no matter what. Law of Love: the Law of Love states that love is more than emotion or feeling; it is energy. It has substance and can be felt. Love is also considered acceptance of oneself or others. This means that no matter what you do in life if you do not approach or leave the situation out of love, it won't work. Law of Allowing: The Law of Allowing states that for us to get what we want, we must be receptive to it. We can't merely say to the Universe that we want something if we don't allow ourselves to receive it. This will defeat our purpose for wanting it in the first place. Law of Vibration: the Law of Vibration states that if you wish on something and use your thoughts to visualize it, you are halfway there to get it. To complete the cycle you must use the Law of Vibration to feel part of what you want. Do this and you'll have anything you want in life. For everything to function properly there has to be structure. Without structure, our world, or universe, would be in utter chaos. Successful people understand universal laws and apply them daily. They may not acknowledge that to you, but they do follow the laws. There is a higher power and this higher power controls the universe and what we get out of it. People who know this, but wish to direct their own lives, follow the reasons. Successful people don't sit around and say "I'll try," they say yes and act on it. Chapter - 1 The Law of Attraction The law of attraction is the most powerful force in the universe. If you work against it, it can only bring you pain and misery. Successful people know this but have kept it hidden from the lower class for centuries because th

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Assignment 1 Read the following chapters and discuss the statement given below: Chapters: 1. Read " Chapt 1, 2, and 3 - Religion in India " (Clothey). http://vedicilluminations.com/downloads/Academic%20General/Clothey_Fred_W._-_Religion_In_India__A_Historical_Indroduction.pdf 2. Read " Hinduism and India " by Max Weber. Discuss the following statement in no less than 500 words: Historically and sociologically, the evolution of Hinduism has been different from that of religion in the West. Discuss these differences, especially from structural and functional angles. Also, within the Indian context itself, examine how Hinduism has followed a track different from Buddhism and Jainism. You should discuss the structural paradigms discussed in Clothey's chapters. Assignment 2 Chapter 1: What is Religion and Spirituality? http://dx.doi.org/10.4135/9781473920743.n1 After reading the substantive and functional definitions of religion, how has your knowledge of the institution of religion changed? Of the various classical social scientific approaches to the study of religion, which approach do you find most persuasive? Why? You must discuss both parts. Minimum length: 250 words (word count will be considered for grading). Express your responses to the questions clearly. Assignment 3 1. The Missionary Position - The Politics of Religious Conversion in India. Discuss the main issues and trends discussed in this article. Required length - 250 words. https://www.researchgate.net/publication/254254311_The_Missionary_Position_Christianity_and_Politics_of_Religious_Conversion_in_India Assignment 4 2. Read the article , " LITERACY OF MAJOR RELIGIOUS GROUPS IN INDIA: A GEOGRAPHICAL PERSPECTIVE " by GURINDER KAUR & DIVJOT KAUR. Discuss the reasons for the variance found across different religious groups in India in education and literacy. In addition to your original post, you must respond to at least one other student's comments. The minimum length for your response is 300 words. https://pdfs.semanticscholar.org/b222/285ddc566510f9b448f9f02fad89b53b6f11.pdf The purpose of this essay is to make connections between two countries and cultures: Belgium and America. This assignment also requires you to demonstrate critical thinking and analysis, so that your essay moves past a description of facts or circumstances. You will develop a thesis that reflects a sophisticated explanation of cultural awareness. This task will require research and critical reading, reflecting on the similarities and differences of each culture. You will synthesize your observations into a logical, well-developed essay that explains the significance of the shared or contrasting values. Characteristics of the Comparison Contrast Essay A successful essay · provides an engaging introduction that offers the reader some background information on the cultural significance of the topic. · presents a thesis that offers a sophisticated and nuanced analysis of the chosen t ...

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You need to know Concept of Discourse Communities ( GOOGLE IT ) You need to know Genre : G enre canTells me how people in the group relate to each other: Relationships range: personal to formal Leaders/experts Become clearer Genre Can help me organize my paper: Arrange By social media, formal electronic communication, printed documents,etc. Genre Can tell me how the group does business/meets its goals: Sometimes, Explicitly stated Genre Can Tells Me what niche (collective identity) group occupies (Android users/Apple users) OUT LINE 1) INTRODUCTION Answer: Why do we use a discourse community to understand language? End with thesis statement. EX. Consistent observation, [specific documents], and an interview with [expert/novice name & title] reveal [discourse community name]’s mechanisms/ communicative aims/goals/ideas about [concept] (2 SUMMARIZE SWALES’S CHARACTERISTICS One strategy: • Introduce a characteristic (w/citation) • Explain characteristic (w/citation) • Provide examples Ex. Swales requires “specific lexis” of any group th at might be called a discou rse community (222). He does not rule out terms that can be used in other contexts (222). For instance, a group of roommates might be just as concerned with parking as a communi ty of factory workers, and words related to that idea can be found in both communities. His em phasis, however, is on “shared and specialized terminology” as a way to understand group dynami cs through communicative formats (222). It would be more valuable, for example, to know that in Professor Myers’s class, “DCA” is a common abbreviation for a major assignment than to know that instructor uses the phrase “freak out” frequently. 3 BASIC INFO • Consider • What makes this group a discourse community? • What makes the analysis of this DC unique or interesting? • What matters to members of the community? What do they do? What do they value? 3) METHODOLOGY • How did I gather my data? • How often did I observe my DC? In what setting? • Whom did I interview? Why was this person selected? 4) APLY SWALES’S CHARACTERISTICS TO MY DC • Why does the group exist? What does th e group do? What are its shared goals? • How do group members communicate with one anot her (e.g., meetings, phone calls, e-mail, text messages, newsletters, reports, evaluation forms, blogs, online bulletin boards, etc.)? • What are the purposes of the group’s communicati ons (share information, reinforce values, make money, improve performance, offer support, declare identity, etc.)? • Which of the above communications can be considered genres (i.e., textual responses to recurring situations that all group members recognize and understand)? • What kinds of specialized language ( lexis ) do group members use in their conversations and in their written genres? • Who are the “old timers” in the group with expert ise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, ge.

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College of Doctoral Studies RES-811 Topic 7 Synthesis Resources Learners will be asked to select two articles from the list below to strengthen the synthesis for the Topic 7 Enhanced Synthesis Paper. Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827. Beauchamp, C., Jazvac-Martek, M., & McAlpine, L. (2009). Studying doctoral education: Using Activity Theory to shape methodological tools. Innovations in Education & Teaching International, 46(3), 265-277. Bieber, J. P. (2006). Conceptualizing the academic life: Graduate student's perspectives. The Journal of Higher Education, 77(6), 1009-1035. Colbeck, C. L. (2008). Professional identity development theory and doctoral education. New Directions for Teaching & Learning, 2008 (113), 9-16. Foot, R., Crowe, A., Tollafield, K., & Allan, C. (2014). Exploring doctoral student identity development using a self-study approach. Teaching & Learning Inquiry The ISSOTLJournal Teaching & Learning Inquiry,2(1), 103-118. Gardner, S., Jansujwicz, J., Hutchins, K., Cline, B., & Levesque, V. (2014). Socialization to interdisciplinary: faculty and student perspectives. Higher Education, 67(3), 255-271. Malfroy, J., & Yates, L. (2003). Knowledge in action: Doctoral programmes forging new identities. Journal of Higher Education Policy & Management, 25(2), 119-129. doi:10.1080/1360080032000122606 Noonan, S. J. (2015). Doctoral pedagogy in stage one: Forming a scholarly identity. International Journal of Educational Leadership Preparation, 10(1), 2-28. Switzer, V. (2009) Towards a theory of doctoral student professional identity development: A developmental networks approach. The Journal of Higher Education, 80(1), 1-33. Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656. © 2013. Grand Canyon University. All Rights Reserved. Running head: ENHANCED SYNTHESIS PAPER 1 2 ENHANCED SYNTHSIS PAPER Enhanced Synthesis Paper Student A. Sample Grand Canyon University: RES-811 <Date> <Note: Even though APA does not require the date on a title page, it is a requirement for GCU papers.> Reflection This assignment requires a Reflection Section (250-300 words) addressing your revision process and how you incorporated your instructor’s feedback into the revised version. This section will receive its own page (similar to the format of an abstract). It will be located after the title page and before the Introduction. Title The title does not receive bold font, but the rest of the headings do. Provide an introduction that includes a brief description of each article and its purpose. Identify the three themes that emerged from your reading and how they will be discussed in the paper. Conclude the introduction with your thesis statement. Theme One Support your identified theme wi.

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