American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors for their interpretations of the political sphere.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding .
American Politics Reading Response Guidelines Length 500 word.docxdaniahendric
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r ...
American Politics Reading Response Guidelines Length 500 word.docxgreg1eden90113
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r.
American Politics Reading Response Guidelines Length 500 word.docxjack60216
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r.
Paper Details• 6 – 8 pages, double spaced, 12 point Arial or T.docxherbertwilson5999
Paper Details
• 6 – 8 pages, double spaced, 12 point Arial or Times New Roman font.
•1” margins.
• Citations in APA style.
• Your paper must be an original work. Papers that you have written or are writing for another course are not allowed.
• You should use 12 reliable references for your paper. In general, if it is only available on the web it is suspect. Only use such sources if this is the only source for the information (extremely unlikely), or if you are using the source to critique popular opinions or preconceptions. Use web references rarely, if at all.Wikipedia is not reliable. Corporate web sites are not reliable.
Introduction
Thesis statement: The thesis is essentially a succinct and direct explanation of your conclusions. A successful thesis will answer your research question by explaining both focal aspects of your chosen plant independently and then assessing the interaction between them.
e.g: Thesis statement: The rapid dispersal and current world-wide distribution of the chili pepper is the result of an innately human desire for painful, but safe, sensory experiences.
How to come up with a thesis
· Strong, argumentative statement that can be backed up with facts
· Good example (specific, can be supported):
“Banana (Musa acuminata) was a commodity responsible for the creation of corrupt governments and extreme wealth for a handful of people in the early 1900s.”
· Bad example (can be supported, but not specific):
“Banana (Musa acuminata) was heavily traded in the early 1900s.”
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
Background section: This explains why your topic is interesting to a general audience and how it is relevant to your thesis.
e.g: Background: The biological need for carbohydrates and proteins most likely drove the domestication and development of staple crops such as legumes and cereal grains (Kislev and Bar-Yosef 1988); however, the motivation behind the production of crops which do not provide necessary nutrients in not well understood (but see Sherman and Billing 1999). Since spices do not satisfy biological need, their current worldwide usage may be a result of cultural desires.
Grading Rubric for Papers
The Superior Paper (A/A-)
Thesis: Easily identifiable, plausible, sophisticated, focused, insightful, clearly connected to a point of significance. Interesting.
Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
Use of evidence/development: Appropriate and reliable sources used to support every point with at least one example. Multiple sources are used for major points. If used, excellent integration of quoted material into sentences.
Analysis / Synthesis: Author clearly relates / discusses evidence to thesis; analysis is solid, posing new ways to think of the material. Excellent use of secondary sources.
Logic and Argumentation All ideas in the paper flow logically; the.
The student received a categorical mark of 2:1 for their literature review task. The assessor provided strengths and suggestions for improvement. Key strengths included an introduction that set the background well, a range of primary research was summarized cohesively, and an academic writing style was demonstrated. Suggestions for improvement included adding more of the student's own opinions on the studies' claims, considering other diagnostic techniques, including further subheadings, and minor formatting issues. The student commented they will focus on critical analysis and improving presentation in future work.
Summary Exercise InstructionsFor this assignment only, there is .docxpicklesvalery
This document provides instructions for an assignment to summarize a source related to the student's research topic. It outlines two options - interviewing an expert from a relevant non-profit organization or summarizing an article from a credible periodical. For either option, the summary must include an introduction with background on the source, 3 body paragraphs summarizing the source's key points, and a conclusion explaining how the source informs the student's research topic. The assignment requires a 1-2 page double-spaced summary in MLA format with an underlined thesis statement.
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docxSALU18
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
American Politics Reading Response Guidelines Length 500 word.docxdaniahendric
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r ...
American Politics Reading Response Guidelines Length 500 word.docxgreg1eden90113
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r.
American Politics Reading Response Guidelines Length 500 word.docxjack60216
American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here: https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within corresponding module
Summary of assignment: A reading response should accomplish two primary things: first, it should summarize the text and second, it should evaluate that text. All supplemental readings take some sort of stance on a particular political issue or topic. More specifically, they try to explain some sort of political phenomenon. The author’s may be right, they may be wrong, they may do a poor job of shedding light on or explaining a political phenomenon, etc. In these reading responses, you will take a position and judge these authors their interpretations the political world.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to read it and know exactly what your paper is about and what you will argue. Tell me how your paper will be organized and don’t be afraid to say “I.” The last sentence of your introduction will have your thesis statement.
· Example thesis format: In this paper, I will argue _________ because of _________.
Body paragraph 1:Brifely outline the main ideas of the supplementary reading & connect it to theories, concepts, ideas, historical explanations found in the textbook
· Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the text and the author’s claims. You don’t have to simply disagree or agree with the author- maybe they are right about some things and wrong about other. Use your own understanding of American politics (via your family, job, school, childhood), World History, or other cases studies to reject some of the author’s claims, add to them, or confirm them. Feel free to use qualitative data (personal stories, interviews, literature, historical examples), or quantitative data (statistics, numbers), or reasoning skills (maybe the author contradicts themself). Or all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead, connect the topic to the bigger picture of American Politics. Maybe raise questions you still have—hint at areas for further exploration. Answer the “so what?” question; why does this stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has continued beyond the B grade category to develop a more advanced analytical and integrative command of the material and issues. It is awarded for work, which is superior (A-) or outstanding (A), in r.
Paper Details• 6 – 8 pages, double spaced, 12 point Arial or T.docxherbertwilson5999
Paper Details
• 6 – 8 pages, double spaced, 12 point Arial or Times New Roman font.
•1” margins.
• Citations in APA style.
• Your paper must be an original work. Papers that you have written or are writing for another course are not allowed.
• You should use 12 reliable references for your paper. In general, if it is only available on the web it is suspect. Only use such sources if this is the only source for the information (extremely unlikely), or if you are using the source to critique popular opinions or preconceptions. Use web references rarely, if at all.Wikipedia is not reliable. Corporate web sites are not reliable.
Introduction
Thesis statement: The thesis is essentially a succinct and direct explanation of your conclusions. A successful thesis will answer your research question by explaining both focal aspects of your chosen plant independently and then assessing the interaction between them.
e.g: Thesis statement: The rapid dispersal and current world-wide distribution of the chili pepper is the result of an innately human desire for painful, but safe, sensory experiences.
How to come up with a thesis
· Strong, argumentative statement that can be backed up with facts
· Good example (specific, can be supported):
“Banana (Musa acuminata) was a commodity responsible for the creation of corrupt governments and extreme wealth for a handful of people in the early 1900s.”
· Bad example (can be supported, but not specific):
“Banana (Musa acuminata) was heavily traded in the early 1900s.”
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
Background section: This explains why your topic is interesting to a general audience and how it is relevant to your thesis.
e.g: Background: The biological need for carbohydrates and proteins most likely drove the domestication and development of staple crops such as legumes and cereal grains (Kislev and Bar-Yosef 1988); however, the motivation behind the production of crops which do not provide necessary nutrients in not well understood (but see Sherman and Billing 1999). Since spices do not satisfy biological need, their current worldwide usage may be a result of cultural desires.
Grading Rubric for Papers
The Superior Paper (A/A-)
Thesis: Easily identifiable, plausible, sophisticated, focused, insightful, clearly connected to a point of significance. Interesting.
Structure: Evident, understandable, appropriate for thesis. Excellent transitions from point to point. Paragraphs support solid topic sentences.
Use of evidence/development: Appropriate and reliable sources used to support every point with at least one example. Multiple sources are used for major points. If used, excellent integration of quoted material into sentences.
Analysis / Synthesis: Author clearly relates / discusses evidence to thesis; analysis is solid, posing new ways to think of the material. Excellent use of secondary sources.
Logic and Argumentation All ideas in the paper flow logically; the.
The student received a categorical mark of 2:1 for their literature review task. The assessor provided strengths and suggestions for improvement. Key strengths included an introduction that set the background well, a range of primary research was summarized cohesively, and an academic writing style was demonstrated. Suggestions for improvement included adding more of the student's own opinions on the studies' claims, considering other diagnostic techniques, including further subheadings, and minor formatting issues. The student commented they will focus on critical analysis and improving presentation in future work.
Summary Exercise InstructionsFor this assignment only, there is .docxpicklesvalery
This document provides instructions for an assignment to summarize a source related to the student's research topic. It outlines two options - interviewing an expert from a relevant non-profit organization or summarizing an article from a credible periodical. For either option, the summary must include an introduction with background on the source, 3 body paragraphs summarizing the source's key points, and a conclusion explaining how the source informs the student's research topic. The assignment requires a 1-2 page double-spaced summary in MLA format with an underlined thesis statement.
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docxSALU18
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
Essay 4 Speculating about Causes Quality Criteria NoL.docxSALU18
Essay 4: Speculating about Causes
Quality Criteria No/Limited Proficiency
(1)
Minimal Proficiency (2) Proficiency (3) High Proficiency (4)
A focused, well-
defined
phenomenon and
thesis
Phenomenon is not
explained. Thesis is
missing.
Reader cannot
determine
phenomenon/thesis and
purpose or thesis has no
relation to the writing
task.
Phenomenon is not well-
developed.
Phenomenon/Thesis and
topic are somewhat
vague or only loosely
related to the writing
task.
Phenomenon is
competently developed,
but still has some
weaknesses.
Phenomenon/Thesis and
purpose are fairly clear
and match the writing
task.
Substantially, logically, and
concretely defined
phenomenon. Details are
germane, original, and
convincingly interpreted.
Phenomenon/Thesis is clear
and specific. Develops fresh
insight.
Well-argued causes Offers simplistic,
undeveloped, or cryptic
causes. Inappropriate or
off topic generalizations.
Causes are irrelevant to
thesis. There are faulty
assumptions and errors
of fact.
Offers a cause(s) that are
too underdeveloped.
Details are too general,
not interpreted, or
inappropriately
repetitive.
Offers a solid cause(s).
Assumptions are not
always recognized or
made explicit. Contains
mostly appropriate details
or examples.
Develops fresh insight.
Substantial, logical, and
concrete development of
causes. Details are
germane, original, and
convincingly interpreted.
An effective
response to
objections
Fails to include a
response to readers’
objections.
Responses to readers’
objections are
underdeveloped or
vague. Perhaps only
offers an objection but
no response to that
objection.
Offers solid objections and
responses to objections.
Contains mostly
appropriate responses but
some might not be
germane or original.
Effectively anticipates and
appropriately responds to
readers' likely objections in
a detailed manner.
A clear, logical
organization
Unclear organization. No
or very few transitions.
No or very few topic
sentences. Paragraphs
aren’t focused. Flow
between topics and
paragraphs is confusing.
Some signs of logical
organization. May have
abrupt or illogical shifts
and ineffective flow or
ideas. Weak topic
sentences. Paragraph
structure could be
improved.
Organization supports
thesis and purpose.
Transitions are mostly
appropriate. But sequence
of ideas or paragraph
structure could still be
improved.
Fully and imaginatively
supports thesis and
purpose. Sequence of ideas
is effective. Transitions,
topic sentences, and
paragraph structure are
effective.
Use of sources/APA
format and English
grammar and
vocabulary
Neglects important
sources. Uses 0 sources.
Possibly uses source
material without
acknowledgement. Does
not demonstrate
proficiency in English
grammar, vocabulary,
and sentence structure.
No or little
understanding of APA.
Uses a somewhat
relevant source.
Quotations and
parap ...
The draft addresses the question or issue in a way that ssuser774ad41
The document provides instructions and evaluation criteria for an argument essay assignment. Students must write a 3-4 page essay arguing one side of an issue related to climate change, universal healthcare, or employer access to social media. The essay must have an introduction with a thesis, 3 body paragraphs with evidence from sources, and a conclusion. It will be evaluated on the introduction and conclusion, organization, argument development, use of sources, length, writing quality, and following APA format.
Page 1 of 4 General (Turnitin) Written Assignment Instr.docxbunyansaturnina
Page 1 of 4
General (Turnitin) Written Assignment Instructions
Revised Summer 2016
1. Format
a. Use Microsoft Word, 12 point font, single spacing.
b. Use the format demonstrated in the sample paper called “Excerpts from A papers ..”
provided under Writing Resources in Blackboard for Assignments 2 through 4. This
format incorporates the use of headers that distinguish the different areas of thought
within the memo. Additionally, for Assignments 1 you may incorporate headers if
necessary to more effectively convey your ideas.
c. Where using headers in Assignments 2 through 4, you must include these:
1. Facts
2. Issue
3. Analysis (note- this is where you may want to use additional headers to further
organize your thoughts)
4. Recommendation
d. Suggested Paper Length – these are ranges, not absolutes
1. Assignment 1 should be between 500 and 600 words;
2. Assignments 2 and 3 should be between 750 and 1000 words;
3. Assignment 4 should be between 1400 and 2000 words.
e. The purpose of the guide is to help you understand whether you have thought deeply
enough about the topic. Your grade does not depend on the number of words written.
However, your grade will be affected by whether or not you have fully analyzed the
issue and fully supported your conclusion/decision. If you find that you are
significantly over this range of words, you should edit your paper so that your ideas and
words are conveyed in the most concise manner. This does not mean eliminating key
arguments. It just means editing your wording so that it is more concisely written.
f. Inside your document – DO NOT include any personal information inside your
document (such as name, CougarNet ID, etc). We will not remove this information
before submitting it for assessment.
2. Submitting your assignment into the link in BB
a. Upload your Word document into the Turnitin link provided in Blackboard.
b. You will be asked to provide a name for your document. You can use any name, but it
may be a good idea to use the same assignment title as your Word file name so you
don’t get confused. This is not critical and no points will be deducted for using some
other name here.
Page 2 of 4
All assignments must be submitted using the assigned link in Blackboard. We will not accept papers
sent via email or delivered by hand.
It is your responsibility to ensure that your paper has been submitted properly AND on time. When
you properly submit your paper, you will receive an email confirmation from Turnitin confirming your
submission. If you don’t get this you haven’t completed the submission process and you will not
receive credit for your work.
3. Feedback and grades
All grades are issued by Daniel Currie, your professor though the papers are graded with the help of
TA’s. You may access your feedback via Blackboard 10-12 days after the due date. Your grade will be
posted into the grade bo.
This document provides the assignment guidelines for publishing an argumentative research essay. Students must use their outline and annotated bibliography from previous assignments to write a 6-8 page essay. The essay must have a clear thesis, develop the argument with support from sources, cite sources properly, and include reflection responses. Grading criteria are provided, including argument development, research, organization, style, conventions, and reflection. The requirements for submission are also outlined.
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
TaskYour lecturer will place several links in Interact to a number.docxSANSKAR20
Task
Your lecturer will place several links in Interact to a number of relevant articles and/or case studies. These will be available to you just after your second assignment has been submitted.
Choose one of the media articles or case studies listed by the lecturer in Interact.
Use the title of the article/case study provided in interact as the title of your essay, so that the lecturer knows which article you are analysing.
Undertake further research about your chosen case, to assist you in analysing and discussing it in your essay.
You are required to complete the following:
Step 1.
Construct a diagram
to map the arguments about a moral claim that you have identified in the article/case study:
Include all supporting and objecting claims. These claims should include facts collated from your own research and classical ethical theories that support or object to the claim
You are expected to '
finish off
' the case's arguments, turning it into a valid and properly structured argument.
You should use information from the article/case study, other sources discovered during your research, and your own reasoned arguments. A balanced and impartial argument is the objective.
The main claim/conclusion must be an ethical claim.
Step
2
.
Write an essay,
which maps closely to the diagram that you constructed in Step 1.
The
word limit
for the essay is 1,500 words ± 10%. Headings, citations and references do not count towards the word limit, but quotations do.
All the claims shown on the diagram must appear in the essay, and all claims made in the essay must appear on the diagram. The essay must present all the detailed information that the diagram cannot.
Remember to analyse the article/case study from the perspective of at least two different classical ethical theories and present well reasoned arguments for your assessments and recommendations.
Step 3.
Write an overall conclusion
that justifies your recommendations made in your essay.
Step 4. Reference list
Include a
Reference
list at the end of your work, in the correct APA referencing style, corresponding to in-text citations.
You must include at least five (5)
quality
references from different sources. Please note that these five references are in addition to those provided to you through this subject (for example, you still must reference, Tavani, the Interact subject lecture notes etc
BUT
these references
cannot
be used as one of your five quality references from different sources).
Only use references that have been cited in the body of your assignment and ones that support what you have presented in your assignment.
NOTE: Format your assignment according to the instructions given in the Assessment Information, Presentation section.
Rationale
This assessment extends the skills practiced in Assessment item 1 and 2, to help you to achieve all the learning objectives.
In addition to identifying a contentious situation in ICT and dissecting the argument(s) about it, you must also n.
This document provides instructions for a multidisciplinary paper assignment on topics related to human sexuality and diversity. Students are asked to analyze one topic from perspectives in three different disciplines - one each from the social sciences, applied sciences, and a diversity framework. The paper must include an introduction, sections on each discipline's perspective with at least one source per perspective, a section applying a diversity framework, a self-reflection, and a conclusion synthesizing the theories. The paper aims to develop critical analysis, research, and writing skills through examining a topic from multiple lenses.
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docxSALU18
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
CJL 355-01 Crime In AmericaTheoretical Paper on Mass shpopkinkz
CJL 355-01 Crime In America
Theoretical Paper on:
Mass Shootings in America, who commits them, the punishment they usually face, why are white people who commit mass shootings treated differently and always classified as mentally ill when others who commit them are people of color or of other national origin are labeled as terrorists?
Due: October 10th (Hardcopy)
7-8 pages long
Attached are 2 sample papers
The purpose of this course is to provide a solid foundation of criminological theories by reading original works and applying them to present day issues. This paper is dedicated to exploring both sections thoroughly in a theoretical paper. Students will choose a popular criminological issue and apply it to one of the theories discussed in class.
Paper
Objectives
1.
Critical
thinking:
The most important objective of this paper is to demonstrate critical thinking by applying one or more theoretical frameworks to a popular criminological issue. This means that one must go beyond the "surface" of the issue and analytically assess the issues surrounding the crime and how a theory or theories would explain the phenomena.
2. Research:
Students are expected to search online databases for articles that relate to their topic. It is expected that six to seven outside scholarly works
in
addition
to
course
readings
from respected journals or edited volumes, and reputable news sources will be used. Books from respected academic authors are also acceptable. Students should ask for help from the instructor if they are unable to locate appropriate reference materials.
The
length
of
the
paper
should
be
seven
to
eight
pages, not
including
cover
and
reference
page.
3.
Grammar:
My expectations are high when it comes to grammar, punctuation, and spelling. Therefore, no short cuts are allowed. This includes no contractions, no "conversational language'', and bad formatting (e.g. not indenting paragraphs, large spacing). In addition, this should be a formal paper. Therefore, "first-person" should not be used. All of this will result in a deduction of points.
Paper
Components
1.
Background:
Provide background information on the popular criminological issue. Issues that are appropriate for this paper include: police brutality, biological explanations of crime, poverty and crime, as well as the link between stereotypical images of people of color and how it relates to perceived criminality. This should only be a brief summary as most of your paper should be devoted to critically assessing how the topic chosen is linked to your theoretical framework. Be sure to address what you will analyze about the issue. There should be at least two to three issues of the case or topic that will be analyzed through a theoretical lens. (
Ten points
.)
2.
Theory:
Talk about the theory chosen for your issue. Include a description of the theory / theorist, theory origin and context (social, political, biological), as well as h ...
Directions essay 3 Write a post-session summary based on the com.docxmariona83
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
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Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
WRITING 4.0: Documented Inquiry Project: Novel Analysis
English 1302
Spring 2015
Synopsis of the Task.
As noted on the assignment sheet for Writing #3.0, your fourth project of the term is your
documented study: a paper that centers on a question worthy of academic research. This
particular paper will focus on analysis of a novel that you selected. The paper will be six to
eight pages (double spaced) long, not counting the abstract, annotated bibliography, (see
“Ancillaries” below) or your works cited page.
There is no one way you are required to analyze your novel, but the research paper must contain
some kind of analysis, and that analysis should be the focal point of paper. This analysis could
critical, evaluative, comparative, or some combination thereof. As long as it is analysis based on
evidence both from the text itself and outside academic sources, it will work for the paper. You
may wish to use one or more of the modes of literary criticism that we have discussed in class.
Keep in mind, plot synopsis may be part of the paper, but it can take up no more than a
paragraph in the paper if you use a dedicated plot synopsis section. Any paper that is mostly plot
synopsis, or simply a report of information gathered about the novel, can receive a grade no
higher than a 70.
Ancillaries.
Besides the text itself, you will create an annotated bibliography based on the tentative list
of works to be used you wrote for Writing 3.0, and you will also create an abstract, which
should be about one paragraph in length. The rough drafts of the annotated bibliography and
the abstract will be revised into a final draft for this paper. The annotated bibliography
and abstract are required parts of this assignment.
Other things will also be due along the way the rest of the semester: notes for me to check,
revisions, and an oral presentation of your final paper to the class. Each of these is part of the
entire assignment; without them, your final grade for Writing 4.0 will suffer.
Format.
The paper should be typed or word-processed, double spaced, and can include headings. For any
other questions about using tables or surveys, please consult the writing center, any of the MLA
help websites we have discussed, our textbooks, or myself. Page numbers are required for
this paper, and should be placed in the upper right hand corner of each page.
Documentation and Sources.
Once again, MLA will be the citation system that you use for this assignment. As far as numbers
of sources to consider for a paper of this length, 6-8 reputable, academic sources would be
appropriate. Direct use of Wikipedia as a source will not be permitted. Sites such as
About.com, Sparknotes, Shmoop, and other “homework/study” sites will not be permitted.
General dictionaries and encyclopedias will also not be permitted.
Copies of Quoted and Paraphrased Pages.
When you turn in the f.
Source Trompenaars, F. & Hampden-Turner, C. 1997. Riding the .docxmckellarhastings
Source: Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London:
Nicholas Brealey
Recognising the differences
Tips for doing business
When managing or being managed
Source: Hofstede, G.; Hofstede, G.J. & Minkov, M. 2010. Cultures and Organisations. New York:
McGraw Hill
Summary of findings from Trompenaars research. Taken from:
Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London: Nicholas
Brealey
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
Case study
You work for accounting firm based in Barcelona. Recently there has been a joint venture with a UK company but working conditions have deteriorated with many complaints being made by both the Spanish and UK staff about the working styles of the others. Here are some examples of the complaints.
Spanish complaints about the British:
· “The bosses don’t act like managers, they don’t command authority – they want to consult their subordinates on everything, and I’ve even seen workers argue with the boss in meetings about ‘silly’ ideas – there is no respect!”
· “Some of the managers are so young! I don’t want to take order from a kid!”
British complaints about the Spanish:
· “There is so much inconsistency with the rules – they are always trying to make exceptions. Here, I have found it’s good to be friends with payroll department if you want to be sure to be paid on time! It shouldn’t be that way!”
· “They are incapable of making decisions without getting a group consensus- it makes everything so slow. Can’t they just make decisions for themselves sometimes?”
These complaints are symptomatic of two cultures that are distinct according to the findings of Hofstede and Trompenaars. Analyse the situation by not only identifying the dimensions that could be the cause of each complaint, but also examine what other difficulties they could cause and how the two cultures could work together better. You should back it up with evidence from Hofstede and Trompenaars.
Formalities:
.
In this SLP, you will prepare a presentation in which you provide .docxbradburgess22840
In this SLP, you will prepare a presentation in which you provide your audience with information on the following areas:
1. Introduce the immune system.
2. Explain the differences between antibody mediated immunity and cell mediated immunity.
3. List one example of antibody mediated and cell mediated immunity.
ASSIGNMENT EXPECTATIONS
Number of Slides: 15
Content of Slides: Your presentation should address each of the areas listed above.
Speaker Notes
Each slide will contain speaker notes sufficient to tell me what the purpose of each slide is—specifically, what you would say to a live audience that you were presenting your program to.
SLP: Second Part
Many healthcare programs have modified their operational design and culture to one of being patient-centered while being fiscally viable. As part of your interview of a healthcare manager or executive selected for module 1 discuss how the program was or will be transformed to be patient-centered. In your discussion please address the following questions.
1. How was the program restructured or reengineered to adapt to internal and external factors impacting it?
2. What internal and external factors were considered in the transformation?
3. What were the barriers or obstacles were encountered (e.g. internal politics, economics, resource limitations, time constraints, etc.).
4. What is the potential impact on the program of technology, legislation, etc on the services provided on the program.
*Please note that you may add any additional questions that tie into the themes presented in module 2.
Expectations
Assignment Expectations:
1. Be sure to conduct additional research to gather sufficient information to familiarize yourself with the facts of the case and be sure to justify/support your position.
2. Limit your responses to a maximum of three pages.
3. Please support your discussions with scholarly support (3-5 references). Be sure to properly cite all references.
4. Apply critical thinking skills the the assignment component.
5. I will grade your paper on your ability to address the assignment criteria listed above with depth and breadth of discussion. I will also critique your writing format (i.e. proper reference citations, spacing, etc.).
Your case paper will be further evaluated based on the following criteria:
Precision (Excellent; Good; Average; Poor)
· Each question and or assignment requirement is addressed in the paper
· Accuracy of your answers, key points and supporting discussion
Clarity (Excellent; Good; Average; Poor)
· The paper is well organized, concise, reads clearly, and it is not confusing.
Breadth (Excellent; Good; Average; Poor)
· The paper presents appropriate breadth covering the assignment questions/requirements
Depth (Excellent; Good; Average; Poor)
· Presents key points that lead to deeper matters and issues
· Integrates several points into coherent conclusions
Critical Thinking (Excellent; Good; Average; Poor)
· The paper demonstrates good under.
Following the Topic Selection Guidelines below, choose an argumentat.docxalfred4lewis58146
Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be a debatable topic, meaning that it involves conflicting viewpoints. Additionally, it cannot be a topic that is already decided or agreed upon by most of society. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.
A. Topic Selection Guidelines
DIRECTIONS:
You may choose any topic you wish as long as the topic has two clear sides and is not agreed upon by most of society. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.
B. Research Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Research Question and Working Thesis
Keep in mind:
The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. Detailed Outline
Keep in mind:
Your detailed outline provides a map of the argumentative research essay that you will write, including your key claims and the sources that support them. You may not have all your sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s); at least 7 body paragraphs, an introduction, and a conclusion
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each subheading, as relevant, indicating the support for the key point
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé on mono-cropping corn/soy and production”).
3. Reflection
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. Reflection Que.
Required ResourcesReadreview the following resources for this a.docxkellet1
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.
Essay #3 Argument Paper Proposal In this 2-3 page paper.docxrusselldayna
Essay #3 Argument Paper Proposal
In this 2-3 page paper, you will propose your topic and approach for Essay #4. Your goal is to
convince the audience (your professor) that you have a strong idea for your final argument essay.
Ultimately, your goal is to convince the reader that you have something important and relevant
to argue related to your topic. Topic can either be “How Does Language Influence Our
World?” or “Has the Internet Destroyed Privacy?”
Proposal Sections
• Introduction: You will select a theme from Part 5 of Everything’s an Argument (pages
xxx-xxxiv) and read all corresponding articles. Your proposal will outline for the reader
the primary arguments, agreements, disagreements, unresolved questions, controversies,
and tensions related to your theme. The introduction should provide any relevant
background information on your theme and convince the reader that your theme is worthy
of analysis. (Note: you are synthesizing arguments, not providing a list of article
summaries.)
• Project Proposal: ***(This is the main part of your proposal.)***In this section you will
specifically write about your proposed argument (or questions) related to the theme. Your
job is to convince the reader that you thoroughly understand the issues and have an
important argument to contribute to the conversation. See Everything’s an Argument
pages 300-305 for more tips.
• Project Sources: In order to enhance your argument you will find at least three credible
outside sources (not from the book) related to your theme. List them in MLA style and
provide 1-3 sentences on why the source is useful.
• Project Timeline: You will provide a timeline for completion of the project with specific
steps, including research, drafting, peer review, and revision. Your syllabus provides
certain mid-project due dates, but you will want to get even more specific related to your
own personal schedule and theme.
Characteristics of Strong Proposals
• Are specific and complex
• Go beyond stating the obvious (e.g. homelessness is bad)
• Are supported by reasoning and evidence
• Anticipate objections the audience will have
• Address the complexity of issues
• Acknowledge weaknesses or limitations in the argument
• Engage current conversations and discourses surrounding the topic
• Demonstrate the significance of the main claim as related to the topic
• Addresses implications of the argument
Essay A B C D F
Introduction Clearly summarizes the
article and relevant
contexts so readers
understand the
significance of the
paper.
Clearly
summarizes the
article and
relevant contexts,
although one or
two details may be
missing/unclear.
Attempts to
summarize the
article and
relevant contexts,
but information
may be unclear,
missing, or
disorganized.
Some summary
may be present,
but information
presented is not
clear, relevant, or
helpful for
setting up the
paper. .
Touchstone 2.1 Evaluate a SourceASSIGNMENT For this essay, y.docxnovabroom
Touchstone 2.1: Evaluate a Source
ASSIGNMENT:
For this essay, you will select one of the sources you have found through your preliminary research about your research topic. Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested.
The introduction of this paper will involve introducing the source: Provide the author, the title, and the context (where you found the source, where it was originally published, who sponsored it, etc.)
You will then go on to evaluate the source on two levels:
Credibility:
Using the information in this unit as a guide, evaluate the source’s authenticity and reliability. Look at all the information that you can find about the source to establish the author’s (or sponsor’s) trustworthiness.
Usefulness:
Using a combination of summary and analysis, examine the source on a critical level. Determine what the source’s purpose (thesis) is, and how it arrives at that goal. Examine its value to you and the project you are working on. How will it help you prove your own points? How might it come in handy to back up a claim (or address a counter-claim)?
Finally, you will include a conclusion which shows your final assessments on both counts.
Sample Touchstone
A. Assignment Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Source Identification
The introduction of this paper will be introducing the source:
❒ Have you provided the author's name?❒ Have you provided the source title?❒ Have you provided the context (where you found the source, where it was originally published, who sponsored it, etc.)?
2. Source Evaluation
❒ Have you provided a judgment on the source's credibility?❒ Have you used specific examples from the source to illustrate your judgment on credibility?❒ Have you provided a judgment on the source's usefulness?❒ Have you used specific examples from the source to illustrate your judgment on usefulness?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS:
Below your assignment, include answers to all of the following reflection questions.
What types of questions did you ask yourself when evaluating the credibility and usefulness of your source? (2-3 sentences)
How do you feel this evaluation practice will help you as you continue to move through the research process? (2-3 sentences)
C. Rubric
Advanced (90-100%)Proficient (80-89%)Acceptable (70-79%)Needs Improvement (50-69%)Non-Performance (0-49%)
Thesis Statement
Provide a clear thesis statement with sufficient support.The thesis statement consists of an original observation that is clear, focused, ...
Assignment Grading Rubric Course GB520 Unit 2 Po.docxrock73
Assignment Grading Rubric
Course: GB520 Unit: 2 Points: 100
Copyright Kaplan University
Assignment 2 Instructions
Review the SHRM case, “The Reyes Fitness Centers, Inc: The Strategic HR Opportunity.”
Prepare a 4–6 page case analysis on the topic of strategic management and why it is critical to the success of
an organization in meeting its goals and mission. In your analysis respond to the following question: What is
strategic management and why is it critical to the success of an organization in meeting its goals and mission?
Your analysis of this case and your written submission should reflect an understanding of the critical issues of
the case, integrating the material covered in the text, and present concise and well-reasoned justifications for
the stance that you take.
Case analysis criteria: Your case analysis should consist of:
• A brief analysis of the situation and pending decision problem, as presented in the case, and as
relevant to your answer. This should be exceptionally brief and you should assume the person reading
the Assignment is familiar with the details of the case.
• Identification of the major issues surrounding the organization or individuals involved with the
organization.
• Identification of alternate courses of action to address the issues identified.
• The decision or recommendation for action, with the appropriate supporting arguments.
• The case question is designed to guide the direction of your analysis in the case. Your analysis should
address and ultimately answer the question.
You may discuss your case analysis Assignment with the class, but you must submit your own original work.
Case analysis tips: Avoid common errors in case analyses, such as:
• Focusing too heavily on minor issues.
• Lamenting because of insufficient data in the case and ignoring creative alternatives.
• Rehashing of case data — you should assume the reader knows the case.
• Not appropriately evaluating the quality of the case's data.
• Obscuring the quantitative analysis or making it difficult to understand.
Typical “minus (–)” grades result from submissions that:
• Are late.
• Are not well integrated and lack clarity.
• Do not address timing issues.
• Do not recognize the cost implications or are not practical.
• Get carried away with personal biases and are not pertinent to the key issues.
• Are not thoroughly proofread and corrected.
Assignment submission: Before you submit your Assignment, you should save your work on your computer
in a location that you will remember. Save the document using the naming convention:
Username_Unit2_Assignment.doc.
http://extmedia.kaplan.edu/business/GB520/GB520_1505D/GB520_Unit02_Case_Study.pdf
Assignment Grading Rubric
Course: GB520 Unit: 2 Points: 100
Copyright Kaplan University
Make sure your document includes:
• Your name
• Date
• Course name and section number
• Unit number
• Case name
• Page numbers
The cas ...
PADM 620Assignment 3 Administrative Law InstructionsRead all .docxkarlhennesey
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
Essay Writing Guide INR and PLT – Dr Keating June 2018 .docxdebishakespeare
Essay Writing Guide INR and PLT – Dr Keating June 2018 Page | 2
Writing a Research Essay in International Relations and Political Science
This is some basic advice on writing an essay in International Relations. The advice is generic, and obviously particular assignments, topics, questions have their own requirements – but this general advice should apply most of the time.
Be aware of what a criteria grading sheet looks like, as this sets out the way in which the essay will be graded. The standard grading sheet looks like this, and you will notice that there are four separate criteria. We will deal with each in turn.
1. Structure/Organization: Have you answered the question? Do you have a clear argument that you defend throughout? Is it well organized with appropriate use of paragraphs?
2. Research: Are you demonstrating research skills? Have you used a range of sources? Is it thoroughly referenced, using an appropriate system, with a bibliography?
3. Content: Do you set out clear arguments/evidence to support your position? Have you considered counter-arguments/evidence? Is their evidence of critical thinking?
4. Presentation: Is the paper well-written? Is it proof-read for grammar and spelling errors?
1. Structure/Organisation
Essays need a clear and concise introduction, which sets out a position: the thesis or argument that the essay will defend. If a question has been set, the introduction needs to clearly answer this question. It does not provide a broad introduction to the topic (avoid waffle or ‘flowery’ introductions), but rather, specifies the particular position that the essay will pursue. The essay then defends this position clearly throughout! I strongly suggest beginning the essay with the line “This essay argues…”. If you can clearly set out your position at the start, it will solve a lot of the structural problems that many essays have. You can then use the rest of the introduction to expand on your argument, detail the case material you are using to support your position, explain how your position allows you to propose an answer to the question(if one is set), and outline the structure of the essay. When outlining the structure of the essay, using first, second, third can be a clear and informative approach for the reader.
The main body of the essay is organised in short, sharp, concise paragraphs. It is important to consistently link the material, ideas, theories, concepts, debates, arguments, evidence, and case studies that you evaluate in the main body of the essay back to the question, and to your argument. Though different courses and different types of written assignments have different objectives, normally it is a good idea to have a balance between theoretical/conceptual debates and discussion, and empirical evidence. Theory comes first – detail the argument/counter-argument, analyse this material in the context of your argument (as clearly .
Answer the following questions in a minimum of 1-2 paragraphs ea.docxSHIVA101531
Answer the following questions in a minimum of
1-2 paragraphs
each. Be sure to explain your answers and give reasons for your views.
When you talk about the meaning of life, which sense of the term do you use-- external meaning or internal meaning?
What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life?
Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?
Note:
All journal entries must be submitted as attachments (
in Microsoft Word format
) in order to generate an originality report.
.
Answer the following questions using scholarly sources as references.docxSHIVA101531
Answer the following questions using scholarly sources as references. Add references at the end of the page.
Answer each question with at least 300 words counter.
1.What is your assessment of Frantz Fanon's argument that “The wealth of the imperialist nations is also our wealth”? Do you believe "developed nations" owe some form of reparations to colonized peoples?
2.How would you account for revolutionaries in Spain such as the CNT and FAI having more success than in other European countries leading up to 1936?
3.How you can you account for the outcome of the Russian Revolution?
4.Why do you think that acts of violence against tyrannical leaders in the era did not inspire the masses to rise up in revolution?
.
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Essay 4: Speculating about Causes
Quality Criteria No/Limited Proficiency
(1)
Minimal Proficiency (2) Proficiency (3) High Proficiency (4)
A focused, well-
defined
phenomenon and
thesis
Phenomenon is not
explained. Thesis is
missing.
Reader cannot
determine
phenomenon/thesis and
purpose or thesis has no
relation to the writing
task.
Phenomenon is not well-
developed.
Phenomenon/Thesis and
topic are somewhat
vague or only loosely
related to the writing
task.
Phenomenon is
competently developed,
but still has some
weaknesses.
Phenomenon/Thesis and
purpose are fairly clear
and match the writing
task.
Substantially, logically, and
concretely defined
phenomenon. Details are
germane, original, and
convincingly interpreted.
Phenomenon/Thesis is clear
and specific. Develops fresh
insight.
Well-argued causes Offers simplistic,
undeveloped, or cryptic
causes. Inappropriate or
off topic generalizations.
Causes are irrelevant to
thesis. There are faulty
assumptions and errors
of fact.
Offers a cause(s) that are
too underdeveloped.
Details are too general,
not interpreted, or
inappropriately
repetitive.
Offers a solid cause(s).
Assumptions are not
always recognized or
made explicit. Contains
mostly appropriate details
or examples.
Develops fresh insight.
Substantial, logical, and
concrete development of
causes. Details are
germane, original, and
convincingly interpreted.
An effective
response to
objections
Fails to include a
response to readers’
objections.
Responses to readers’
objections are
underdeveloped or
vague. Perhaps only
offers an objection but
no response to that
objection.
Offers solid objections and
responses to objections.
Contains mostly
appropriate responses but
some might not be
germane or original.
Effectively anticipates and
appropriately responds to
readers' likely objections in
a detailed manner.
A clear, logical
organization
Unclear organization. No
or very few transitions.
No or very few topic
sentences. Paragraphs
aren’t focused. Flow
between topics and
paragraphs is confusing.
Some signs of logical
organization. May have
abrupt or illogical shifts
and ineffective flow or
ideas. Weak topic
sentences. Paragraph
structure could be
improved.
Organization supports
thesis and purpose.
Transitions are mostly
appropriate. But sequence
of ideas or paragraph
structure could still be
improved.
Fully and imaginatively
supports thesis and
purpose. Sequence of ideas
is effective. Transitions,
topic sentences, and
paragraph structure are
effective.
Use of sources/APA
format and English
grammar and
vocabulary
Neglects important
sources. Uses 0 sources.
Possibly uses source
material without
acknowledgement. Does
not demonstrate
proficiency in English
grammar, vocabulary,
and sentence structure.
No or little
understanding of APA.
Uses a somewhat
relevant source.
Quotations and
parap ...
The draft addresses the question or issue in a way that ssuser774ad41
The document provides instructions and evaluation criteria for an argument essay assignment. Students must write a 3-4 page essay arguing one side of an issue related to climate change, universal healthcare, or employer access to social media. The essay must have an introduction with a thesis, 3 body paragraphs with evidence from sources, and a conclusion. It will be evaluated on the introduction and conclusion, organization, argument development, use of sources, length, writing quality, and following APA format.
Page 1 of 4 General (Turnitin) Written Assignment Instr.docxbunyansaturnina
Page 1 of 4
General (Turnitin) Written Assignment Instructions
Revised Summer 2016
1. Format
a. Use Microsoft Word, 12 point font, single spacing.
b. Use the format demonstrated in the sample paper called “Excerpts from A papers ..”
provided under Writing Resources in Blackboard for Assignments 2 through 4. This
format incorporates the use of headers that distinguish the different areas of thought
within the memo. Additionally, for Assignments 1 you may incorporate headers if
necessary to more effectively convey your ideas.
c. Where using headers in Assignments 2 through 4, you must include these:
1. Facts
2. Issue
3. Analysis (note- this is where you may want to use additional headers to further
organize your thoughts)
4. Recommendation
d. Suggested Paper Length – these are ranges, not absolutes
1. Assignment 1 should be between 500 and 600 words;
2. Assignments 2 and 3 should be between 750 and 1000 words;
3. Assignment 4 should be between 1400 and 2000 words.
e. The purpose of the guide is to help you understand whether you have thought deeply
enough about the topic. Your grade does not depend on the number of words written.
However, your grade will be affected by whether or not you have fully analyzed the
issue and fully supported your conclusion/decision. If you find that you are
significantly over this range of words, you should edit your paper so that your ideas and
words are conveyed in the most concise manner. This does not mean eliminating key
arguments. It just means editing your wording so that it is more concisely written.
f. Inside your document – DO NOT include any personal information inside your
document (such as name, CougarNet ID, etc). We will not remove this information
before submitting it for assessment.
2. Submitting your assignment into the link in BB
a. Upload your Word document into the Turnitin link provided in Blackboard.
b. You will be asked to provide a name for your document. You can use any name, but it
may be a good idea to use the same assignment title as your Word file name so you
don’t get confused. This is not critical and no points will be deducted for using some
other name here.
Page 2 of 4
All assignments must be submitted using the assigned link in Blackboard. We will not accept papers
sent via email or delivered by hand.
It is your responsibility to ensure that your paper has been submitted properly AND on time. When
you properly submit your paper, you will receive an email confirmation from Turnitin confirming your
submission. If you don’t get this you haven’t completed the submission process and you will not
receive credit for your work.
3. Feedback and grades
All grades are issued by Daniel Currie, your professor though the papers are graded with the help of
TA’s. You may access your feedback via Blackboard 10-12 days after the due date. Your grade will be
posted into the grade bo.
This document provides the assignment guidelines for publishing an argumentative research essay. Students must use their outline and annotated bibliography from previous assignments to write a 6-8 page essay. The essay must have a clear thesis, develop the argument with support from sources, cite sources properly, and include reflection responses. Grading criteria are provided, including argument development, research, organization, style, conventions, and reflection. The requirements for submission are also outlined.
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
TaskYour lecturer will place several links in Interact to a number.docxSANSKAR20
Task
Your lecturer will place several links in Interact to a number of relevant articles and/or case studies. These will be available to you just after your second assignment has been submitted.
Choose one of the media articles or case studies listed by the lecturer in Interact.
Use the title of the article/case study provided in interact as the title of your essay, so that the lecturer knows which article you are analysing.
Undertake further research about your chosen case, to assist you in analysing and discussing it in your essay.
You are required to complete the following:
Step 1.
Construct a diagram
to map the arguments about a moral claim that you have identified in the article/case study:
Include all supporting and objecting claims. These claims should include facts collated from your own research and classical ethical theories that support or object to the claim
You are expected to '
finish off
' the case's arguments, turning it into a valid and properly structured argument.
You should use information from the article/case study, other sources discovered during your research, and your own reasoned arguments. A balanced and impartial argument is the objective.
The main claim/conclusion must be an ethical claim.
Step
2
.
Write an essay,
which maps closely to the diagram that you constructed in Step 1.
The
word limit
for the essay is 1,500 words ± 10%. Headings, citations and references do not count towards the word limit, but quotations do.
All the claims shown on the diagram must appear in the essay, and all claims made in the essay must appear on the diagram. The essay must present all the detailed information that the diagram cannot.
Remember to analyse the article/case study from the perspective of at least two different classical ethical theories and present well reasoned arguments for your assessments and recommendations.
Step 3.
Write an overall conclusion
that justifies your recommendations made in your essay.
Step 4. Reference list
Include a
Reference
list at the end of your work, in the correct APA referencing style, corresponding to in-text citations.
You must include at least five (5)
quality
references from different sources. Please note that these five references are in addition to those provided to you through this subject (for example, you still must reference, Tavani, the Interact subject lecture notes etc
BUT
these references
cannot
be used as one of your five quality references from different sources).
Only use references that have been cited in the body of your assignment and ones that support what you have presented in your assignment.
NOTE: Format your assignment according to the instructions given in the Assessment Information, Presentation section.
Rationale
This assessment extends the skills practiced in Assessment item 1 and 2, to help you to achieve all the learning objectives.
In addition to identifying a contentious situation in ICT and dissecting the argument(s) about it, you must also n.
This document provides instructions for a multidisciplinary paper assignment on topics related to human sexuality and diversity. Students are asked to analyze one topic from perspectives in three different disciplines - one each from the social sciences, applied sciences, and a diversity framework. The paper must include an introduction, sections on each discipline's perspective with at least one source per perspective, a section applying a diversity framework, a self-reflection, and a conclusion synthesizing the theories. The paper aims to develop critical analysis, research, and writing skills through examining a topic from multiple lenses.
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docxSALU18
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
CJL 355-01 Crime In AmericaTheoretical Paper on Mass shpopkinkz
CJL 355-01 Crime In America
Theoretical Paper on:
Mass Shootings in America, who commits them, the punishment they usually face, why are white people who commit mass shootings treated differently and always classified as mentally ill when others who commit them are people of color or of other national origin are labeled as terrorists?
Due: October 10th (Hardcopy)
7-8 pages long
Attached are 2 sample papers
The purpose of this course is to provide a solid foundation of criminological theories by reading original works and applying them to present day issues. This paper is dedicated to exploring both sections thoroughly in a theoretical paper. Students will choose a popular criminological issue and apply it to one of the theories discussed in class.
Paper
Objectives
1.
Critical
thinking:
The most important objective of this paper is to demonstrate critical thinking by applying one or more theoretical frameworks to a popular criminological issue. This means that one must go beyond the "surface" of the issue and analytically assess the issues surrounding the crime and how a theory or theories would explain the phenomena.
2. Research:
Students are expected to search online databases for articles that relate to their topic. It is expected that six to seven outside scholarly works
in
addition
to
course
readings
from respected journals or edited volumes, and reputable news sources will be used. Books from respected academic authors are also acceptable. Students should ask for help from the instructor if they are unable to locate appropriate reference materials.
The
length
of
the
paper
should
be
seven
to
eight
pages, not
including
cover
and
reference
page.
3.
Grammar:
My expectations are high when it comes to grammar, punctuation, and spelling. Therefore, no short cuts are allowed. This includes no contractions, no "conversational language'', and bad formatting (e.g. not indenting paragraphs, large spacing). In addition, this should be a formal paper. Therefore, "first-person" should not be used. All of this will result in a deduction of points.
Paper
Components
1.
Background:
Provide background information on the popular criminological issue. Issues that are appropriate for this paper include: police brutality, biological explanations of crime, poverty and crime, as well as the link between stereotypical images of people of color and how it relates to perceived criminality. This should only be a brief summary as most of your paper should be devoted to critically assessing how the topic chosen is linked to your theoretical framework. Be sure to address what you will analyze about the issue. There should be at least two to three issues of the case or topic that will be analyzed through a theoretical lens. (
Ten points
.)
2.
Theory:
Talk about the theory chosen for your issue. Include a description of the theory / theorist, theory origin and context (social, political, biological), as well as h ...
Directions essay 3 Write a post-session summary based on the com.docxmariona83
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
DDDEEEHHH 111888000000 DDDeeennntttaaalll HHHyyygggiii eeennn eee 111
Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
WRITING 4.0: Documented Inquiry Project: Novel Analysis
English 1302
Spring 2015
Synopsis of the Task.
As noted on the assignment sheet for Writing #3.0, your fourth project of the term is your
documented study: a paper that centers on a question worthy of academic research. This
particular paper will focus on analysis of a novel that you selected. The paper will be six to
eight pages (double spaced) long, not counting the abstract, annotated bibliography, (see
“Ancillaries” below) or your works cited page.
There is no one way you are required to analyze your novel, but the research paper must contain
some kind of analysis, and that analysis should be the focal point of paper. This analysis could
critical, evaluative, comparative, or some combination thereof. As long as it is analysis based on
evidence both from the text itself and outside academic sources, it will work for the paper. You
may wish to use one or more of the modes of literary criticism that we have discussed in class.
Keep in mind, plot synopsis may be part of the paper, but it can take up no more than a
paragraph in the paper if you use a dedicated plot synopsis section. Any paper that is mostly plot
synopsis, or simply a report of information gathered about the novel, can receive a grade no
higher than a 70.
Ancillaries.
Besides the text itself, you will create an annotated bibliography based on the tentative list
of works to be used you wrote for Writing 3.0, and you will also create an abstract, which
should be about one paragraph in length. The rough drafts of the annotated bibliography and
the abstract will be revised into a final draft for this paper. The annotated bibliography
and abstract are required parts of this assignment.
Other things will also be due along the way the rest of the semester: notes for me to check,
revisions, and an oral presentation of your final paper to the class. Each of these is part of the
entire assignment; without them, your final grade for Writing 4.0 will suffer.
Format.
The paper should be typed or word-processed, double spaced, and can include headings. For any
other questions about using tables or surveys, please consult the writing center, any of the MLA
help websites we have discussed, our textbooks, or myself. Page numbers are required for
this paper, and should be placed in the upper right hand corner of each page.
Documentation and Sources.
Once again, MLA will be the citation system that you use for this assignment. As far as numbers
of sources to consider for a paper of this length, 6-8 reputable, academic sources would be
appropriate. Direct use of Wikipedia as a source will not be permitted. Sites such as
About.com, Sparknotes, Shmoop, and other “homework/study” sites will not be permitted.
General dictionaries and encyclopedias will also not be permitted.
Copies of Quoted and Paraphrased Pages.
When you turn in the f.
Source Trompenaars, F. & Hampden-Turner, C. 1997. Riding the .docxmckellarhastings
Source: Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London:
Nicholas Brealey
Recognising the differences
Tips for doing business
When managing or being managed
Source: Hofstede, G.; Hofstede, G.J. & Minkov, M. 2010. Cultures and Organisations. New York:
McGraw Hill
Summary of findings from Trompenaars research. Taken from:
Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London: Nicholas
Brealey
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
Case study
You work for accounting firm based in Barcelona. Recently there has been a joint venture with a UK company but working conditions have deteriorated with many complaints being made by both the Spanish and UK staff about the working styles of the others. Here are some examples of the complaints.
Spanish complaints about the British:
· “The bosses don’t act like managers, they don’t command authority – they want to consult their subordinates on everything, and I’ve even seen workers argue with the boss in meetings about ‘silly’ ideas – there is no respect!”
· “Some of the managers are so young! I don’t want to take order from a kid!”
British complaints about the Spanish:
· “There is so much inconsistency with the rules – they are always trying to make exceptions. Here, I have found it’s good to be friends with payroll department if you want to be sure to be paid on time! It shouldn’t be that way!”
· “They are incapable of making decisions without getting a group consensus- it makes everything so slow. Can’t they just make decisions for themselves sometimes?”
These complaints are symptomatic of two cultures that are distinct according to the findings of Hofstede and Trompenaars. Analyse the situation by not only identifying the dimensions that could be the cause of each complaint, but also examine what other difficulties they could cause and how the two cultures could work together better. You should back it up with evidence from Hofstede and Trompenaars.
Formalities:
.
In this SLP, you will prepare a presentation in which you provide .docxbradburgess22840
In this SLP, you will prepare a presentation in which you provide your audience with information on the following areas:
1. Introduce the immune system.
2. Explain the differences between antibody mediated immunity and cell mediated immunity.
3. List one example of antibody mediated and cell mediated immunity.
ASSIGNMENT EXPECTATIONS
Number of Slides: 15
Content of Slides: Your presentation should address each of the areas listed above.
Speaker Notes
Each slide will contain speaker notes sufficient to tell me what the purpose of each slide is—specifically, what you would say to a live audience that you were presenting your program to.
SLP: Second Part
Many healthcare programs have modified their operational design and culture to one of being patient-centered while being fiscally viable. As part of your interview of a healthcare manager or executive selected for module 1 discuss how the program was or will be transformed to be patient-centered. In your discussion please address the following questions.
1. How was the program restructured or reengineered to adapt to internal and external factors impacting it?
2. What internal and external factors were considered in the transformation?
3. What were the barriers or obstacles were encountered (e.g. internal politics, economics, resource limitations, time constraints, etc.).
4. What is the potential impact on the program of technology, legislation, etc on the services provided on the program.
*Please note that you may add any additional questions that tie into the themes presented in module 2.
Expectations
Assignment Expectations:
1. Be sure to conduct additional research to gather sufficient information to familiarize yourself with the facts of the case and be sure to justify/support your position.
2. Limit your responses to a maximum of three pages.
3. Please support your discussions with scholarly support (3-5 references). Be sure to properly cite all references.
4. Apply critical thinking skills the the assignment component.
5. I will grade your paper on your ability to address the assignment criteria listed above with depth and breadth of discussion. I will also critique your writing format (i.e. proper reference citations, spacing, etc.).
Your case paper will be further evaluated based on the following criteria:
Precision (Excellent; Good; Average; Poor)
· Each question and or assignment requirement is addressed in the paper
· Accuracy of your answers, key points and supporting discussion
Clarity (Excellent; Good; Average; Poor)
· The paper is well organized, concise, reads clearly, and it is not confusing.
Breadth (Excellent; Good; Average; Poor)
· The paper presents appropriate breadth covering the assignment questions/requirements
Depth (Excellent; Good; Average; Poor)
· Presents key points that lead to deeper matters and issues
· Integrates several points into coherent conclusions
Critical Thinking (Excellent; Good; Average; Poor)
· The paper demonstrates good under.
Following the Topic Selection Guidelines below, choose an argumentat.docxalfred4lewis58146
Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course, so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be a debatable topic, meaning that it involves conflicting viewpoints. Additionally, it cannot be a topic that is already decided or agreed upon by most of society. You will need to take a firm position on the topic and use evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process.
A. Topic Selection Guidelines
DIRECTIONS:
You may choose any topic you wish as long as the topic has two clear sides and is not agreed upon by most of society. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay.
B. Research Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Research Question and Working Thesis
Keep in mind:
The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as a statement that takes a clear position on the research question.
❒ Include your research question followed by your working thesis.
2. Detailed Outline
Keep in mind:
Your detailed outline provides a map of the argumentative research essay that you will write, including your key claims and the sources that support them. You may not have all your sources yet, and that is fine. The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support.
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s); at least 7 body paragraphs, an introduction, and a conclusion
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three for each subheading, as relevant, indicating the support for the key point
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé on mono-cropping corn/soy and production”).
3. Reflection
❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. Reflection Que.
Required ResourcesReadreview the following resources for this a.docxkellet1
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.
Essay #3 Argument Paper Proposal In this 2-3 page paper.docxrusselldayna
Essay #3 Argument Paper Proposal
In this 2-3 page paper, you will propose your topic and approach for Essay #4. Your goal is to
convince the audience (your professor) that you have a strong idea for your final argument essay.
Ultimately, your goal is to convince the reader that you have something important and relevant
to argue related to your topic. Topic can either be “How Does Language Influence Our
World?” or “Has the Internet Destroyed Privacy?”
Proposal Sections
• Introduction: You will select a theme from Part 5 of Everything’s an Argument (pages
xxx-xxxiv) and read all corresponding articles. Your proposal will outline for the reader
the primary arguments, agreements, disagreements, unresolved questions, controversies,
and tensions related to your theme. The introduction should provide any relevant
background information on your theme and convince the reader that your theme is worthy
of analysis. (Note: you are synthesizing arguments, not providing a list of article
summaries.)
• Project Proposal: ***(This is the main part of your proposal.)***In this section you will
specifically write about your proposed argument (or questions) related to the theme. Your
job is to convince the reader that you thoroughly understand the issues and have an
important argument to contribute to the conversation. See Everything’s an Argument
pages 300-305 for more tips.
• Project Sources: In order to enhance your argument you will find at least three credible
outside sources (not from the book) related to your theme. List them in MLA style and
provide 1-3 sentences on why the source is useful.
• Project Timeline: You will provide a timeline for completion of the project with specific
steps, including research, drafting, peer review, and revision. Your syllabus provides
certain mid-project due dates, but you will want to get even more specific related to your
own personal schedule and theme.
Characteristics of Strong Proposals
• Are specific and complex
• Go beyond stating the obvious (e.g. homelessness is bad)
• Are supported by reasoning and evidence
• Anticipate objections the audience will have
• Address the complexity of issues
• Acknowledge weaknesses or limitations in the argument
• Engage current conversations and discourses surrounding the topic
• Demonstrate the significance of the main claim as related to the topic
• Addresses implications of the argument
Essay A B C D F
Introduction Clearly summarizes the
article and relevant
contexts so readers
understand the
significance of the
paper.
Clearly
summarizes the
article and
relevant contexts,
although one or
two details may be
missing/unclear.
Attempts to
summarize the
article and
relevant contexts,
but information
may be unclear,
missing, or
disorganized.
Some summary
may be present,
but information
presented is not
clear, relevant, or
helpful for
setting up the
paper. .
Touchstone 2.1 Evaluate a SourceASSIGNMENT For this essay, y.docxnovabroom
Touchstone 2.1: Evaluate a Source
ASSIGNMENT:
For this essay, you will select one of the sources you have found through your preliminary research about your research topic. Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested.
The introduction of this paper will involve introducing the source: Provide the author, the title, and the context (where you found the source, where it was originally published, who sponsored it, etc.)
You will then go on to evaluate the source on two levels:
Credibility:
Using the information in this unit as a guide, evaluate the source’s authenticity and reliability. Look at all the information that you can find about the source to establish the author’s (or sponsor’s) trustworthiness.
Usefulness:
Using a combination of summary and analysis, examine the source on a critical level. Determine what the source’s purpose (thesis) is, and how it arrives at that goal. Examine its value to you and the project you are working on. How will it help you prove your own points? How might it come in handy to back up a claim (or address a counter-claim)?
Finally, you will include a conclusion which shows your final assessments on both counts.
Sample Touchstone
A. Assignment Guidelines
DIRECTIONS:
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Source Identification
The introduction of this paper will be introducing the source:
❒ Have you provided the author's name?❒ Have you provided the source title?❒ Have you provided the context (where you found the source, where it was originally published, who sponsored it, etc.)?
2. Source Evaluation
❒ Have you provided a judgment on the source's credibility?❒ Have you used specific examples from the source to illustrate your judgment on credibility?❒ Have you provided a judgment on the source's usefulness?❒ Have you used specific examples from the source to illustrate your judgment on usefulness?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS:
Below your assignment, include answers to all of the following reflection questions.
What types of questions did you ask yourself when evaluating the credibility and usefulness of your source? (2-3 sentences)
How do you feel this evaluation practice will help you as you continue to move through the research process? (2-3 sentences)
C. Rubric
Advanced (90-100%)Proficient (80-89%)Acceptable (70-79%)Needs Improvement (50-69%)Non-Performance (0-49%)
Thesis Statement
Provide a clear thesis statement with sufficient support.The thesis statement consists of an original observation that is clear, focused, ...
Assignment Grading Rubric Course GB520 Unit 2 Po.docxrock73
Assignment Grading Rubric
Course: GB520 Unit: 2 Points: 100
Copyright Kaplan University
Assignment 2 Instructions
Review the SHRM case, “The Reyes Fitness Centers, Inc: The Strategic HR Opportunity.”
Prepare a 4–6 page case analysis on the topic of strategic management and why it is critical to the success of
an organization in meeting its goals and mission. In your analysis respond to the following question: What is
strategic management and why is it critical to the success of an organization in meeting its goals and mission?
Your analysis of this case and your written submission should reflect an understanding of the critical issues of
the case, integrating the material covered in the text, and present concise and well-reasoned justifications for
the stance that you take.
Case analysis criteria: Your case analysis should consist of:
• A brief analysis of the situation and pending decision problem, as presented in the case, and as
relevant to your answer. This should be exceptionally brief and you should assume the person reading
the Assignment is familiar with the details of the case.
• Identification of the major issues surrounding the organization or individuals involved with the
organization.
• Identification of alternate courses of action to address the issues identified.
• The decision or recommendation for action, with the appropriate supporting arguments.
• The case question is designed to guide the direction of your analysis in the case. Your analysis should
address and ultimately answer the question.
You may discuss your case analysis Assignment with the class, but you must submit your own original work.
Case analysis tips: Avoid common errors in case analyses, such as:
• Focusing too heavily on minor issues.
• Lamenting because of insufficient data in the case and ignoring creative alternatives.
• Rehashing of case data — you should assume the reader knows the case.
• Not appropriately evaluating the quality of the case's data.
• Obscuring the quantitative analysis or making it difficult to understand.
Typical “minus (–)” grades result from submissions that:
• Are late.
• Are not well integrated and lack clarity.
• Do not address timing issues.
• Do not recognize the cost implications or are not practical.
• Get carried away with personal biases and are not pertinent to the key issues.
• Are not thoroughly proofread and corrected.
Assignment submission: Before you submit your Assignment, you should save your work on your computer
in a location that you will remember. Save the document using the naming convention:
Username_Unit2_Assignment.doc.
http://extmedia.kaplan.edu/business/GB520/GB520_1505D/GB520_Unit02_Case_Study.pdf
Assignment Grading Rubric
Course: GB520 Unit: 2 Points: 100
Copyright Kaplan University
Make sure your document includes:
• Your name
• Date
• Course name and section number
• Unit number
• Case name
• Page numbers
The cas ...
PADM 620Assignment 3 Administrative Law InstructionsRead all .docxkarlhennesey
PADM 620
Assignment 3: Administrative Law Instructions
Read all instructions and the grading rubric carefully before writing this assignment. You are responsible for reading and understanding these documents.
For this assignment, you are required to choose between producing a PowerPoint presentation, a video presentation, or writing a research paper. This assignment must focus on the relationship between administrative law and public administration.
Read Exercise 8 in the Dresang text, the Metzger article, and conduct your own research; then you will draft a 5–7-page research paper or a 9–10-minute presentation. In your paper/presentation, you must explain the relationship between, and impact of, Administrative Law on Public Administration.
Option 1: Research Paper
If you elect to write a research paper for this assignment, the text of this research paper must be 5–7 pages (not including title page, reference page, and any appendices). This paper must be in current APA format with 1-inch margins and 12-pt Times New Roman font. A title page and reference page must also be included. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources.
Option 2: PowerPoint Presentation
If you elect to complete a PowerPoint presentation with audio (see tutorial in the Assignment Instructions folder for adding audio), the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. In addition to the presentation, you must submit a separate document listing all references in current APA format.
Option 3: Video Presentation
If you elect to complete an original video presentation, the presentation must include 9–10 minutes of spoken audio. You must include citations to at least 4–7 appropriate sources (in addition to the course textbooks, assigned readings, and the Bible) to fully support your assertions and conclusions. This assignment draws heavily from the assigned readings for this module/week and you are expected to illustrate your understanding of those sources. Images may be incorporated where appropriate. In addition to the video, you must submit a separate document listing all references in current APA format.
General Instructions
You are expected to comport yourself with the highest writing, research, and ethical standards. Additionally, to do well on this assignment, you must conduct high quality research and offer rich, well-supported analysis and ...
Essay Writing Guide INR and PLT – Dr Keating June 2018 .docxdebishakespeare
Essay Writing Guide INR and PLT – Dr Keating June 2018 Page | 2
Writing a Research Essay in International Relations and Political Science
This is some basic advice on writing an essay in International Relations. The advice is generic, and obviously particular assignments, topics, questions have their own requirements – but this general advice should apply most of the time.
Be aware of what a criteria grading sheet looks like, as this sets out the way in which the essay will be graded. The standard grading sheet looks like this, and you will notice that there are four separate criteria. We will deal with each in turn.
1. Structure/Organization: Have you answered the question? Do you have a clear argument that you defend throughout? Is it well organized with appropriate use of paragraphs?
2. Research: Are you demonstrating research skills? Have you used a range of sources? Is it thoroughly referenced, using an appropriate system, with a bibliography?
3. Content: Do you set out clear arguments/evidence to support your position? Have you considered counter-arguments/evidence? Is their evidence of critical thinking?
4. Presentation: Is the paper well-written? Is it proof-read for grammar and spelling errors?
1. Structure/Organisation
Essays need a clear and concise introduction, which sets out a position: the thesis or argument that the essay will defend. If a question has been set, the introduction needs to clearly answer this question. It does not provide a broad introduction to the topic (avoid waffle or ‘flowery’ introductions), but rather, specifies the particular position that the essay will pursue. The essay then defends this position clearly throughout! I strongly suggest beginning the essay with the line “This essay argues…”. If you can clearly set out your position at the start, it will solve a lot of the structural problems that many essays have. You can then use the rest of the introduction to expand on your argument, detail the case material you are using to support your position, explain how your position allows you to propose an answer to the question(if one is set), and outline the structure of the essay. When outlining the structure of the essay, using first, second, third can be a clear and informative approach for the reader.
The main body of the essay is organised in short, sharp, concise paragraphs. It is important to consistently link the material, ideas, theories, concepts, debates, arguments, evidence, and case studies that you evaluate in the main body of the essay back to the question, and to your argument. Though different courses and different types of written assignments have different objectives, normally it is a good idea to have a balance between theoretical/conceptual debates and discussion, and empirical evidence. Theory comes first – detail the argument/counter-argument, analyse this material in the context of your argument (as clearly .
Similar to American Politics Reading Response Guidelines Length 500 word.docx (20)
Answer the following questions in a minimum of 1-2 paragraphs ea.docxSHIVA101531
Answer the following questions in a minimum of
1-2 paragraphs
each. Be sure to explain your answers and give reasons for your views.
When you talk about the meaning of life, which sense of the term do you use-- external meaning or internal meaning?
What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life?
Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?
Note:
All journal entries must be submitted as attachments (
in Microsoft Word format
) in order to generate an originality report.
.
Answer the following questions using scholarly sources as references.docxSHIVA101531
Answer the following questions using scholarly sources as references. Add references at the end of the page.
Answer each question with at least 300 words counter.
1.What is your assessment of Frantz Fanon's argument that “The wealth of the imperialist nations is also our wealth”? Do you believe "developed nations" owe some form of reparations to colonized peoples?
2.How would you account for revolutionaries in Spain such as the CNT and FAI having more success than in other European countries leading up to 1936?
3.How you can you account for the outcome of the Russian Revolution?
4.Why do you think that acts of violence against tyrannical leaders in the era did not inspire the masses to rise up in revolution?
.
Answer the following questions about this case studyClient .docxSHIVA101531
Answer the following questions about this case study:
Client with Pneumonia
Mr Edwards is a 75 yr old man who has a history of chronic obstructive pulmonary disease for the last two years. He continues to smoke ½ pack of cigarettes a day and does not participate in any exercise regimen and must do self-care activities slowly because of fatigue. He does not see any reason to increase his fluid intake. Presently, he is admitted for right upper lobe pneumonia and reports having an intermittent cough that produces thick, yellow sputum. He has more episodes of coughing when lying flat. He is married and his wife, Kathy is at his bedside.
Assessment
Mr Edwards SpO2 ranges from 78%-84%, and currently this am is 84%. His other vital signs are T 101.4F, HR 102/min, RR 30/min, BP 130/90mmHg. He is chilled and has had some diaphoresis. He reports that his ribs are sore and that his mouth is dry. Upon inspection, Mr Edwards mucous membranes are dry, as is his skin. Crackles are auscultated in the lower lobes bilaterally. His sputum is thick, and a yellow to yellow green in color. His health care provider has told him that if he gradually increases his exercise, drinks more fluids and stops smoking, his respiratory status will improve. He is lying in a semi-fowlers position in bed.
What relevant assessment data would you cluster to support a nursing diagnosis?
What priority nursing diagnosis would you identify for this patient? List five and give both Problem focused and Risk for nursing diagnoses.
What short term goal would you identify for the priority nursing diagnosis you identified? What long term goal would you identify?
List all the nursing interventions that you would perform for identified goals and nursing diagnosis. Give a rationale for each.
If you implemented all of the identified interventions, how would you evaluate that your interventions were successful and that the goals were met?
.
Answer the following questions using art vocabulary and ideas from L.docxSHIVA101531
Answer the following questions using art vocabulary and ideas from Lectures 2, 3, & 4 and Chapter 2 in your textbook. Please make
sure each answer is thoughtful, edited for grammar and spelling errors, and
at least
4-5
COMPLETE
sentences. Also, be as
specific as possible and
use examples to support EVERY statement. Write your answers in your own words (not taken
directly from your readings or outside resources).
A grading rubric is attached to this assignment.
**When answering the questions/prompts below,
write in PARAGRAPH FORM
(while making sure each question is addressed in your paragraph).
**Copy the photos of the artworks and the questions BEFORE each paragraph answer.
PROMPTS
:
1.
-Is Henri Matisse's 1947 print,
Icarus
,
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the use of
SHAPE
in Henri Matisse's 1947 print,
Icarus
. Are the shapes organic or geometric? Which ones? Describe how the shapes interact, or "touch" each other. Are the edges of the shapes soft or hard? Do they bump, blend, or overlap?
-Which theme(s) best describe the content of Matisse's
Icarus
?
Support your answers with specific examples from the painting.
2.
-Is Kathe Kollwitz' 1903 etching,
Mother with Dead Child
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the use of
LINE
in this print. What types of line (geometric, organic, implied) are present? What do you believe these lines express? Are there any contour lines? Hatching or cross-hatching? Where? In what direction(s) do the lines move?
-Which theme(s) best describe the content of Kollwitz'
Mother with Dead Child?
Support your answers with specific examples from the etching.
3.
-Is the
Colossal 8-feet-tall Olmec Head
(1500-300 BCE) an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Describe the
FORM/MASS
of the Olmec Head. Address the size, density, material(s) used, and how it may have interacted with it's original location.
-Is the sculpture an example of
Closed Form
or
Open Form
? Explain your answer.
-Which theme(s) best describe the content of the Olmec Heads? Support your answers with specific examples from the sculpture.
4.
-Is Jan van Eyck's 1434 oil painting,
The Arnolfi Portrait
,
an example of Representational Art, Abstracted Art, or Non-Representational Art? Explain your reasoning.
-Discuss the use of
TEXTURE
in van Eyck's painting. Does the work have actual/tactile texture, visual/simulated texture, or a combination of both? Explain your answer.
-Which theme(s) best describe the content of van Eyck's
The Arnolfi Portrait
? Support your answers with specific examples from the painting.
5.
Is George Caleb Bingham's 1845 painting,
Fur Traders Descending the Missouri
, an example of Representational Art, Abstracted Art, or Non-Represen.
Answer the following questions in a total of 3 pages (900 words). My.docxSHIVA101531
Answer the following questions in a total of 3 pages (900 words). My budget is between $50-60. Deadline is 5 hours
What, in your opinion, are the salient attributes of indigenous African religious cultures?
Do you feel western scholars were justified in tagging negative labels on African religions?
Would you say African religions are polytheistic because of the belief in numerous deities?
Describe the Core Elements of Yoruba or Fon Cosmology
.
Answer the following questions No single word responses (at lea.docxSHIVA101531
Answer the following questions: No single word responses (at least 70+ words in each response)
Give the questions some thought and answer honestly
1. What is happening?
2. What issues does it raise?
3. What emotions come to your awareness?
4. What implications does it have for how we practice?
.
Answer the following questions based on the ethnography Dancing Skel.docxSHIVA101531
Answer the following questions based on the ethnography Dancing Skeletons. It is not necessary to write
an essay, but do engage the questions at a thoughtful level. Be sure to answer the question thoroughly as
each has several parts and use examples from the ethnography.
1. Why is it important for an anthropologist to be able to speak the local language? What
advantages did the author enjoy because of her language ability? What difficulties ensue when a
researcher is not able to speak the local language? If all contact with the population is through an
interpreter, what sorts of bias might arise in the data collection?
2. What was the outcome of the author’s visit to #104’s compound? What had happened to the
child since her last visit several years earlier? Why did the author use numbers to refer to people
in her study, instead of their names? Do you think it was right for Dettwyler to intervene in the
case of child #104, or should anthropologists just study people in other cultures and endeavor to
have as little impact on them as possible? Is it possible to conduct anthropological research
without having some effect on the people you study?
3. How do the medical resources of Magnambougou compare to those available in the United
States? What are the main diseases children in Mali must contend with?
4. Using female circumcision as the focus, discuss the concept of cultural relativism as used by
anthropologists. Even though we may understand the beliefs behind the practice, does cultural
relativism compel us to approve of female circumcision? What are some of the rationales
provided by cultures that practice female circumcision? What was Agnes’s attitude (Chapter 3)
when she found out that neither the author nor her daughter had been, or where intending to be
circumcised?
5. Aminata’s parents could see that she was very skinny even though she ate a lot of food.
“Everyone knows that you can eat a lot and still be skinny” (Dettwyler 1994: 44). How do
observations such as these contribute to the belief among some Malians that food intake and
health are not related?
Essay and Homework Requirements:
• Minimum of 2 typed pages of your writing (not including heading or prompt)
• 12 point font size
• 1 inch margins on all sides
• Double-spaced throughout
• Spell-checked, grammar-checked
.
Answer the following questions to the best of your ability1) De.docxSHIVA101531
Answer the following questions to the best of your ability:
1) Describe Native America societies prior to European contact. What are some examples of how their civilizations varied by region across North and South America?
2) What was the Columbian Exchange? Give at least 5 examples,
(be specific with details)
. What are some effects this had on both the Old and New Worlds?
3) Briefly describe the relationship between Powhatan and the English colonists of Virginia Colony in the 17thcentury. How did they help one another? How did they oppose one another?
4) Refer to the website below on the
Mayflower Compact, 1620
. What do the writers claim their purpose was in founding a colony (Plymouth)? What do the writers claim is their purpose in establishing this charter?
*copy/paste into your browser to answer the questions above:
https://avalon.law.yale.edu/17th_century/mayflower.asp
5) What was the major cash crop of the English colonies around the Chesapeake Bay (e.g., Virginia and Maryland)? What unfree laborers primarily worked that crop for wealthier landowners in the 17th century? What unfree laborers were the predominant labor force on plantations as the 18th century wore on?
6) Describe the First and Second Great Awakenings. What were some similarities between those movements? What were some differences?
7) What are at least 4 factors that led to the American Revolution? Briefly describe each one.
8) Describe the influence of Enlightenment ideals on the Constitution? What were three (3) major compromises that were necessary to gain enough support to ratify the Constitution
(describe them)
?
9) What was the “Revolution of 1800” and why is it important, even today?
10) What was the Louisiana Purchase? Give three examples of long-term consequences of the US acquiring that territory?
11) Throughout the 17th, 18th, and 19th centuries, what are some of the ways in which American Indian peoples interacted with European (and later, American) settlers? What were some of the strategies which American Indian tribes used to navigate European and US expansion?
12) Describe the difference between northern and southern states in the US between 1800 and 1850. What were some of their defining characteristics?
13) What factors prompted the South to secede from the United States in 1860/1861? What was Pres. Lincoln’s response? What were 3 consequences of the Civil War?
14) Describe Reconstruction. Did it work (how and/or how not)?
.
Answer the following questionDo you think it is necessary to .docxSHIVA101531
Answer the following question:
Do you think it is necessary to create a different law to serve minors who violate the law or should they be processed in the same way that adults are processed? Explain.
**Arguments in response to the question must be supported by at least two academic sources.**
Essay ( 1-3 pages)
.
Answer the following question. Use facts and examples to support.docxSHIVA101531
Answer the following question. Use facts and examples to support your answer. Use APA style for any references.
Due June 14, 11:59 p.m. EST
Using Figure 5.4 as the target architecture, who are the threat agents who will be most interested in attacking Web applications created through AppMaker?
.
Answer the bottom questions in apa format and decent answer no shor.docxSHIVA101531
Answer the bottom questions in apa format and decent answer no short answer please.
Subaru's Sales Boom Thanks to the Weaker Yen For the Japanese carmaker Subaru, a sharp fall in the value of yen against the U.S. dollar has turned a problem—the lack of U.S. production—into an unexpected sales boom. Subaru, which is a niche player in the global auto industry, has long bucked the trend among its Japanese rivals of establishing significant manufacturing facilities in the North American market. Instead, the company has chosen to concentrate most of its manufacturing in Japan in order to achieve economies of scale at its home plants, exporting its production to the United States. Subaru still makes 80 percent of its vehicles at home, compared with 21 percent for Honda. Back in 2012, this strategy was viewed as something of a liability. In those days, one U.S. dollar bought only 80 Japanese yen. The strong yen meant that Subaru cars were being priced out of the U.S. market. Japanese companies like Honda and Toyota, which had substantial production in the United States, gained business at Subaru's expense. But from 2012 onward, with Japan mired in recession and consumer prices falling, the country's central bank repeatedly cut interest rates in an attempt to stimulate the economy. As interest rates fell in Japan, investors moved money out of the country, selling yen and buying the U.S. dollar. They used those dollars to invest in U.S. stocks and bonds where they anticipated a greater return. As a consequence, the price of yen in terms of dollars fell. By December 2015, one dollar bought 120 yen, representing a 50 percent fall in the value of the yen against the U.S. dollar since 2012. For Subaru, the depreciation in the value of the yen has given it a pricing advantage and driven a sales boom. Demand for Subaru cars in the United States has been so strong that the automaker has been struggling to keep up. The profits of Subaru's parent company, Fuji Heavy Industries, have surged. In February 2015, Fuji announced that it would earn record operating profits of around ¥410 billion ($3.5 billion) for the financial year ending March 2015. Subaru's profit margin has increased to 14.4 percent, compared with 5.6 percent for Honda, a company that is heavily dependent on U.S. production. The good times continued in 2015, with Subaru posting record profits in the quarter ending December 31, 2015. Despite its current pricing advantage, Subaru is moving to increase its U.S. production. It plans to expand its sole plant in the United States, in Indiana, by March 2017, with a goal of making 310,000 a year, up from 200,000 currently. When asked why it is doing this, Subaru's management notes that the yen will not stay weak against the dollar forever, and it is wise to expand local production as a hedge against future increases in the value of the yen. Indeed, when the Bank of Japan decided to set a key interest rate below zero in early February 2016, the yen .
Answer the following below using the EXCEL attachment. chapter 5.docxSHIVA101531
This document requests that someone answer Excel exercise questions from chapter 5, including questions 9 through 12. It also asks the person to post at least two points they learned from the questions and two additional questions they have. Finally, it mentions completing an appendix exercise question from chapter 5.
Answer the following prompts about A Germanic People Create a Code .docxSHIVA101531
Answer the following prompts about “A Germanic People Create a Code of Law” on pgs. 104-108 from the
Sources of
World Societies: Volume 1: To 1600
book. your answer should include one original question that you have about the readings.
1. Compare and contrast this law code with the Twelve Tables and the Code of Hammurabi.
2. Where do you see major similarities, and differences?
3. Of the three codes, which would you prefer to live under, and why?
.
Answer the following discussion board question below minumun 25.docxSHIVA101531
Answer the following discussion board question below: minumun 250 words in total.
[1] How did the attempted impeachment of President Clinton come about? What do you think about this attempt at impeachment and the surrounding controversies and circumstances?
[2] What parallels, if any, do you see between the impeachment efforts against President Clinton and those today against President Trump? Are they comparable or completely different, in your view? Explain.
.
Answer the following questions about IT Project Management. What.docxSHIVA101531
Answer the following questions about IT Project Management.
What is a project, and what are its main attributes? How is a project different from what most people do in their day-to-day jobs? Discuss the importance of top management commitment and the development of standards for successful project management. Provide examples to illustrate the importance of these items based on your experience on any type of project. Discuss the unique challenges that an IT project presents.
.
Answer the following in at least 100 words minimum each1.Of.docxSHIVA101531
Answer the following in at least 100 words minimum each:
1.Often times we will see data that goes up and down and doesn’t appear to be moving at a steady rate in either direction. Can we draw any conclusion from data like that?
2.
Time series and future prediction of value is something that many of you likely deal with at work. You may see the type of future prediction in a retirement or investment account on a personal level. When would this type of analysis be important in your industry?
.
Answer the following questions(at least 200 words) and responses 2 p.docxSHIVA101531
Answer the following questions(at least 200 words) and responses 2 posts(not word limitation):
Should the federal, state, or local governments pass legislation that requires organizations to offer voluntary benefits? Why or why not?
You need to find a source and make reference
.
Answer the following questions in a Word document and upload it by M.docxSHIVA101531
Answer the following questions in a Word document and upload it by March 19. Answers should be one paragraph each.
1. What arguments can you provide to show there is or is not political bias in the media?
2. Do you feel that the existence of Wikileaks helps or undermines America's national security?
3. Why do you feel that polling errors occur in gathering data on Presidential elections?
4. Do you feel the Fairness Doctrine was justified, or do you feel it was right to repeal it?
5. Is the rise of digital citizenship a good or bad thing for the media?
.
Answer the following questions in complete sentences. Each answer sh.docxSHIVA101531
This document contains two questions about the emergence and economic policies of communism in Russia and China. It asks how communism emerged in each country, noting both the similarities and differences between the two processes. It also asks about the main economic policies pursued by communist regimes, and their degrees of success and failure. Responses to each question should be one or two paragraphs with examples and quotes from the textbook.
ANSWER THE DISCUSSION QUESTION 250 WORDS MINDiscussion Q.docxSHIVA101531
**ANSWER THE DISCUSSION QUESTION 250 WORDS MIN**
Discussion Questions:
How should the United States government deal with the heightened concern about homegrown violent extremism and the growing concern for the preservation of civil liberties? What are the political and constitutional consequences of counter-terrorism? Lastly, how do we assess the tradeoffs between freedom and security?
***REPLY TO EACH POST 100 WORDS MIN EACH***
1. The United States government will always have to face the homegrown violent extremist because with the internet alone people are able to research just about anything and find their answers. The civil liberties are being violated because you have FBI and CIA looking into what people on doing on the webs. I personally believe that you gave up the right when you decided to goggle whatever it is you’re looking up. It’s also like social media site take Facebook for example people are willing to give up their rights so they can be on Facebook and be able to look or post whatever they want. But just like ever website the owner of that site has a right to delete what they don’t want on it as well. So why can’t the FBI/CIA look into and potentially stop a homegrown extremist from attacking the nation or even just attacking schools, churches, and retail stores like the mall or Wal-Mart. All these locations have had attacks from violent extremist when if they were being watched or monitored those attacks could have been stopped or at least less death could have occurred. From a political and constitutional stand point, consequences of counter-terrorism can vary. I political stand is to protect and preserve the freedom for the people. Protecting one’s Constitutional rights depends on what the politician’s plans on policies and procedures that could begin to take away those civil rights that were granted and give people the sense of freedom that the nation is built on. Policies and procedures can change everything take the mask wearing and social distancing for Covid-19, you have the people that are okay with it all and are following the rules but then you have the ones that have been protesting or fighting people over the fact that they don’t want to wear a mask. To me personally it’s simple to wear a mask but to others it’s a reason of rights being taken away by mandating it. Working for the military and DHS I personally don’t see freedom and security as a tradeoff. If agencies do their jobs correctly and protect the United States and National Security then freedom wouldn’t be at stake. I believe in freedom but the security measures in place are to help protect that freedom, without the security measures the nation would be under attack like 9/11 or worse.
2. The internal terrorist threat in the United States is operational and complicated, with continuing threats from extreme left- and right-wing extremist groups and radicalization and recruitment efforts by international terrorist groups. Since Sept/11, our.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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The event will cover the following::
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
American Politics Reading Response Guidelines Length 500 word.docx
1. American Politics Reading Response Guidelines
Length: 500 words minimum, 1000 word maximum
Format: Single-spaced, 12pt font, 1 inch margins, no title page
Citation style: Chicago Style (find instructions here:
https://www.chicagomanualofstyle.org/tools_citationguide.html)
# of citations: You should cite the supplemental
reading/podcast, your textbook, and one credible outside source
Submission: Submit via link provided on Canvas within
corresponding module
Summary of assignment: A reading response should accomplish
two primary things: first, it should summarize the text and
second, it should evaluate that text. All supplemental readings
take some sort of stance on a particular political issue or topic.
More specifically, they try to explain some sort of political
phenomenon. The author’s may be right, they may be wrong,
they may do a poor job of shedding light on or explaining a
political phenomenon, etc. In these reading responses, you will
take a position and judge these authors for their interpretations
of the political sphere.
Your paper should be organized as follows:
Introduction: This should be written last; I should be able to
read it and know exactly what your paper is about and what you
will argue. Tell me how your paper will be organized and don’t
be afraid to say “I.” The last sentence of your introduction will
have your thesis statement.
· Example thesis format: In this paper, I will argue _________
because of _________.
Body paragraph 1:Brifely outline the main ideas of the
supplementary reading & connect it to theories, concepts, ideas,
historical explanations found in the textbook
2. · Example paragraph format:
· Topic sentence
· Commentary
· Text support (direct quote or summary)
· Analysis
· Transition
(you may repeat this format several times if needed)
Body paragraph 2: In this paragraph, you should evaluate the
text and the author’s claims. You don’t have to simply disagree
or agree with the author- maybe they are right about some
things and wrong about other. Use your own understanding of
American politics (via your family, job, school, childhood),
World History, or other cases studies to reject some of the
author’s claims, add to them, or confirm them. Feel free to use
qualitative data (personal stories, interviews, literature,
historical examples), or quantitative data (statistics, numbers),
or reasoning skills (maybe the author contradicts themself). Or
all of the above!
Conclusion: Don’t simply re-summarize your paper. Instead,
connect the topic to the bigger picture of American Politics.
Maybe raise questions you still have—hint at areas for further
exploration. Answer the “so what?” question; why does this
stuff even matter? Why should we care?
Grade Aapplies only to an exceptional piece of work which has
3. continued beyond the B grade category to develop a more
advanced analytical and integrative command of the material
and issues. It is awarded for work, which is superior (A-) or
outstanding (A), in recognition of the substantial work and
thought which will inevitably have been involved.
A papers excel in each of the following categories:
Follows Directions:
• responds fully and appropriately to the assignment in timely
fashion & answers question using appropriate reading/content
Thesis
• easily identifiable, clear and concise, insightful, and
appropriate
for assignment
Use of Evidence
• appropriate source information (typically primary) used to
support thesis and buttress all arguments made in essay,
excellent integration of quoted/paraphrased material into
writing.
Analysis, Logic, and Argumentation
•all ideas progress logically from an identifiable thesis,
compelling justifications are offered to support thesis, counter-
arguments are anticipated and addressed, appropriate
connections are made to outside material
Organization
•coherent and clear, all paragraphs support thesis statement,
each paragraph supports its topic sentence,
excellent transitions
Mechanics (Grammar, Spelling, Language Usage, Sentence
Structure, Citation Format)
• excellent command of language, proper use of
grammar/writing conventions, few to no misspelled words,
correct word choice, excellent variety and complexity of
sentence structure, uses proper citation format
4. Grade Bapplies to work which goes beyond the foundation level
to develop a more questioning and analytical approach. It is
awarded to work which is of good quality (B-), very good (B),
or excellent (B+).
B papers do a generally good job in each of the following
categories:
Follows Directions
•responds reasonably well to assignment in timely fashion &
answers question using appropriate reading/content
Thesis
•identifiable, clear, and appropriate
Use of Evidence
•appropriate source information used to support thesis and to
buttress most arguments, good integration of sources into
writing
Analysis, Logic, and Argumentation
•thesis is generally supported by logically compelling assertions
and appropriate connections
Organization
•mostly coherent, generally supports thesis, good transitions
Mechanics (Grammar, Spelling, Language Usage, Sentence
Structure, Citation Format)
•good command of language, generally proper use of
grammar/writing conventions, minimal misspelled words,
largely good word choice, some variety and complexity in
sentence structure, generally uses proper citation format
Grade Cis a passing grade which applies to work which is
basically competent, although undeveloped (whether through
lack of time, lack of interest, or because the relevant skills are
still being practiced). It is awarded to work of just below
average (C-), average (C), or showing signs of reaching above
average (C+).
C papers are acceptable, but lack strength, in each of the
5. following categories:
Follows Directions
•responds acceptably to assignment in a timely fashion &
answers question by using at least some appropriate
reading/content
Thesis
•somewhat difficult to identify, unclear, and/or slightly
inappropriate for assignment
Use of Evidence
•sometimes weak use of source information (excessively
secondary or not credible sources), inadequately supports thesis
and/or sub-arguments, weak integration of quoted/paraphrased
material into writing
Analysis, Logic and Argumentation
•insufficient support for some arguments, assertions are vague
or lack focus, support offered is sometimes irrelevant,
tangential, or repetitive
Organization
•often lacks coherence, mixed support for thesis, transitions
often missing or weak
Mechanics (Grammar, Spelling, Language Usage, Sentence
Structure, Citation Format)
•generally proper use of grammar/writing conventions, but with
simple sentences generally lacking variety/complexity in
structure, acceptable citation format
Grade Dapplies to unsatisfactory work (D-), very poor work (D)
and work which is weak (D+). This is the grade category which
often applies to work which has been done in a hurry, or has
been done without proper understanding of the requirements.
D papers are weak in each of the following categories:
Follows Directions
•some significant failure to respond to assignment or untimely
6. and does not use appropriate reading/content
Thesis
•very difficult to identify, unclear, and/or inappropriate for
assignment
Use of Evidence
•very weak use of source information (excessively secondary
and not credible), fails to support thesis and/or sub-arguments,
very weak integration of material into writing
Analysis, Logic and Argumentation
•lacks support for arguments, unfocused, uses irrelevant
information to support thesis
Organization
•incoherent, lacks support for thesis, transitions weak and often
missing
Mechanics (Grammar, Spelling, Language Usage, Sentence
Structure, Citation Format)
•weak use of language, poor grammar, and numerous
mechanical errors undermine coherence, weak citation format
_____________________________________________________
_____________________________________
Grade F, a fail, applies to non-submissions of work, late work,
to work which is illegible and/or chaotic, and to work which
may be competent, but is either irrelevant (i.e. does not address
the requirements of the assignment) or which uses un-attributed
material (plagiarism).
F papers are unacceptable, failing in each of the following
categories:
Follows Directions
• wholly fails to respond to assignment given, and/or untimely
Thesis
•unidentifiably, unclear, and/or wholly inappropriate for
assignment
Use of Evidence
•wholly failures to use sources appropriately
Analysis, Logic and Argumentation
21. · Originally “computer crime” referred to theft of computers or
components
· Cyberage changed the focus to “theft of information”
· Combination of the computer and telecommunications has
increased crime in cyberspace
· The Anonymity factor has expanded the number of offenders
· Internet gambling promoted by the Web increased across the
country
· People who would never walk into an Adult book store view
porn at home
· Individuals who would be afraid to commit a violent bank
robbery would alter bank records or manipulate stock records
· People who were reluctant to take revenge through traditional
avenues may feel comfortable posting embarrassing or
compromising information on the Web
· Hackers have become a significant threat to achieve publicity
· Hacker group named “ Global Hell” suspected of hacking into
Army, FBI and WH
· Impact of computer crime
· Financial losses
· Personal security (Identity theft)
· Industrial espionage
· International security
22. · Public safety
· Eco-terrorism
· Traditional competition among companies may have escalated
to malicious destruction of data or theft by physical means
· The internet introduced interconnectivity of technical devices
within corporations which increased the vulnerability of
companies’ information assets
· Impact of a physical mail bomb (explosive device) was limited
to the immediate physical area surrounding the packaging
· Impact of an e-mail bomb is potentially very broad and may
include a dismantling of the company’s informational
infrastructure
· Viruses
· ( 1960’s) first computer virus named, “the rabbit’: reduced
productivity of computer systems by cloning themselves and
occupying system resources
· Rabbits were local and could not spread across systems
· Caused by mistakes or pranks by system programmers
· Four Distinct Eras of Computer Viruses
· Classical Era (1960’s-1970’s); system anomalies; accidents;
pranks by system administrators
· Floppy Era (1980’s-1990’s); infection of DOS machines
spread by removable media; easy to detect, isolate and eliminate
· Macro Era (1990’s-2000’s); infect documents and templates,
not
programs; virus infects system when user opens the corrupted
document
23. (Microsoft-Macintosh); further spread by e-mails, networks
and the
Internet
· Melissa Virus (1999); infected 20% of US largest businesses;
created by David Smith, advertised to contain password to
Adult Web sites; propagated itself by sending virus to victim’s
computer address files;
Sentenced to 20 months in federal prison and $5,000 fine
· Internet Era ( 2000-present); used infected systems address
book to spread infections
· CodeRed: scanned internet for vulnerable machines, then
infected them
· Nimda: infected computers with corrupt e-mails that entered
computer if user viewed MS Outlook through a preview window
· Denial of Service (DoS) Attacks
· Primary objective is to disable a system, not access
· Mail bombing: jam system server with voluminous e-mails
· Manipulation of phone switches
· Low level data transmission
· Directed at Amazon, eBay and Yahoo
· Distributed Denial of Service (DDoS) Attacks
· (1991); first DDoS attacks; use large batches of compromised
computers, named Zombies or bots, to increase their impact on
victims
· Most owners of Zombie computers were unaware that they
were compromised
24. · Motivations range from boredom to theft to extortion
· Hacktivists have launched DDoS attacks against religious and
financial organizations
· (2006) Organized crime family was threatened with DDoS
attack of the org’s
online gaming site. The org paid protection money (extortion)
· Spam: Abuse of electronic messaging systems to randomly or
indiscriminately send unsolicited bulk messages
· Traditionally used by businesses to advertise
· Also used by porn sites
· Recent study disclosed significant loss of productivity by
businesses caused by workers deleting spam from their
computers at work; $22 billion
· Attacks increasing: spread viruses; malware, DDoS, identity
theft, promote political extremism
· (2006) Can Spam Act used to convict Daniel Lin; three years,
federal prison; $10,000 fine
· Distributed millions of e-mail messages with fraudulent
header information through a variety of zombie computers
advertising health care products
· Ransomeware
· Used most often to extort money from victims
· Malware program which encrypts or disables computer system
until demands are met (extortion)
25. · Originally surfaced in 1989 then went low key until 2005
· Greatest risk to cyber criminal is being identified when money
is transferred
· Create e-shell companies to accept ransom money
· Use legitimate online merchant to receive money from victim
for commission based referral service
II. Theft of Information, Data Manipulation and Web
Encroachment
· Two methods of obtaining confidential information- computer
system intrusion & employees
· Employees are the most vulnerable component
· Criminals use deceptive practices through social engineering
to gain access to company computers or telephone systems
· Criminals disguise themselves as vendors for security system
or IT department
· Employees fail to protect their passwords due to laziness and
lack of security awareness
· Criminals use shoulder surfing as a method to gain
confidential information: watching over someone’s shoulder as
they log on or input data into their computer
· Employees discard confidential information in common
garbage receptacles instead of designated Confidential Bins or
paper shredders
· Business and government entities do not set employee training
as a high priority
· Trade Secrets and Copyrights
26. · Some criminals sell proprietary information to industry
competitors for personal gain or national patriotism
· Gillette corporation employee was caught using company
equipment to solicit bids for the design specs for Gillette’s
Mach-3 razor
· French government ( Intelligence Service) used
eavesdropping devices on French planes to obtain confidential
information from an American company that was competing
against a French company for business contracts
· Political Espionage
· Advanced technology has also increased the threats to the
nation’s public infrastructure from communications to banking
· Theft of information is a significant threat
· Government entities have been criticized for not investing
enough money to protect secrets technologically stored or
created
· Recent audit of laptop computers for US State Department:
· did not have an accurate accounting for classified and
unclassified laptop computers in bureaus covered in the audit
· 27 laptops were missing
· 35 were not available for inspection
· 57 had been disposed
· 215 laptops were inspected for encryption protection: 172
failed
· FBI estimates at least 120 foreign governments actively
27. pursuing information in the US
· Traditional methods of stealing CPU’s, employee laptops and
other devices are very common
· Employees failed to adequately safeguard the laptops in many
cases
III. Cyberterrorism:
· politically or religiously motivated attack against data
compilations, computer programs, and/or information systems
· intended to disrupt and/or deny service or acquire information
· which disrupts the social, physical, or political infrastructure
of a target
· Computers may be the target or be incidental to the activity
i.e. the means of retrieving the information
· Attacks may be in the form of hackng, DDoS, viruses, worms
· Centers of Disease Control (CDC)
· Altering small portion of a formula for a vaccination
· Changing labeling instructions for biological contaminants
· Systematically removing years of priceless research or
patients records
· Introduction of viruses or worms could wreak havoc on public
health
· A virus destroyed over 40% of patient’s records in one US
hospital
· Terrorist Organization Propaganda Dissemination
28. · International (Nation of Islam) and domestic (White Aryan
Resistance) use virtual platforms to spread their messages
· Solicit funds and recruit new members
· Communicate with each other via e-mails using strong
encryption protections
· Ramzi Yousef (WTC bombing conspirator had bombing plans
in encrypted files on his laptop computer)
· Launching of DDoS and defacement of Web sites of foreign
governments
· Chinese hackivists threatened to launch DoS attacks against
American financial institutions and government sites following
the crash of a US spy plane and Chinese fighter plane
· Neotraditional Crime
· Dissemination of Contraband
· Child Pornography: Many pedophiles and child porn peddlers
meet on the electronic bulletin boards and chat rooms
· They are protected under the First Amendment because they
have the same “common carrier” status as the telephone
company and post office
· Example: NAMBLA (North American Man Boy Love
Association) has a Web-site
· Motivations for child pornography possession
· Pedophilia or hebephilia: satisfies sexual fantasies or provide
29. gratification for those individuals who are sexually interested in
prepubescent children or adolescents
· Sexual miscreants: satisfies a new and different sexual stimuli
· Curiosity seekers: possession satisfies a peculiar curiosity
· Criminal opportunists: possession and subsequent distribution
is designed for economic profit
· Profile of Offenders ( Office of Juvenile Justice and
Delinquency Prevention & National Center for Missing and
Exploited Children)
· White males older than 25
· Majority (83%) had images of prepubescent children engaging
in sex
· More than 20% depicted sexual violence toward the children
· 40% arrested for child porn were considered “dual offenders”
(also sexually victimized children)
· 15% attempted to sexually victimize children by soliciting
undercover police who posed online as minors
· Most of the child porn cases (60 %) originated from local and
state agencies; balance by federal and international authorities
· Above statistics are based upon arrest records only so extent
of online victimization of children via the Internet is difficult to
determine
· On Line Victim Profile
· Children who express frustration with parental controls or
appear naïve or vulnerable
30. · Children are confused about their sexuality
· Children who express feelings of being outsiders from their
peer groups
· Children who enjoy unsupervised computer communications
· Many children actively seek association with adult suitors but
many are lured into fictional relationships that encourage
dangerous liaisons
· Online Pharmacies
· Convenient in terms of shopping and ordering
· Many operate illegally w/o licenses or dispense medicines in
states where they are not licensed
· Some don’t require a valid prescription
· Some dispense medicine on demand w/o prescription
· “ Operation Cyber Chase” 2005
· Illegal online pharmaceutical sales operation based in India
· Supplied drugs for 200 Web sites
· Sold $20 million worth of controlled substances w/o
prescriptions global customers
· FBI and DEA arrested individuals from India, Canada and US
· Seized $7 million from banks and 7 million doses of drugs
· Online Gambling
· First online gambling casino launched (Internet Casinos, Inc.)
31. · Revenues for 2005 were $10 billion; projected to increase to
$180 billion by 2015
· Significant support from politicians, labor unions and
community groups
· Lack of physicality makes online casinos accessible to any
user with a computer, Iphone or IPAD
· Continuous operation makes them accessible 24/7
· Accessibility to minors increase the consumer base as proper
age verification is not attempted
· Increase in e-banking allows users to access funds w/o leaving
their chair; psychological intangibility of e-cash encourages
customers to overspend
· Risks to individuals and communities
· Addiction
· Bankruptcy
· Crime
· Fail to create jobs or other revenue
· Threatening and Harassing Communications
· Stalking: willful, malicious, and repeated following and/or
harassing another person in an effort to inflict or cause fear of
actual harm through words or deeds
· Offender profile: White males(18-35)
· Victim profile: Females or Children
· Categories of Motivation
· Obsessional Stalkers: re-establish relationship with unwilling
32. partner and are considered to be the most dangerous
· Love Obsession Stalker: individuals have low self-esteem and
target victim they hold in high regard
· Erotomaniacs: stalkers are delusional and believe victims are
in love with them or had a previous relationship with them
· Vengeance or Terrorist Stalker: economic gain or revenge
· Cyberstalking: same definition as stalking but done by
electronic means
· Activities may be threatening or may result in injury
· Sending barrage of threatening e-mails
· Cyberharassment
· Activities are threatening, harassing or injurious on their face
· Focuses on actual harm suffered including defacement of
character
· Posting fictitious or slanderous information in a public forum
· Courts have been reluctant to establish electronic boundaries
of the First Amendment and have narrowly interpreted
cyberstalking and cyberharassment legislation
· Cyberbullying: Aggressive, intentional act carried out by a
group or individual, using electronic forms of contact,
repeatedly and over time against a victim who cannot easily
defend themselves
· May be committed using e-mails, social networking sites, Web
pages, blogs, chat rooms, or instant messaging
· Case example: 10/17/2006, Megan Meier, 13, committed
33. suicide after receiving hateful e-mails and IM’s from an adult
female (mother of former friend and classmate of Megan)
posing as a teen-age boy. Suspect was indicted on several
charges and found guilty on one misdemeanor violation of the
“Computer Fraud and Abuse Act”, subsequently overturned
· Online Fraud: fraud is the intentional deception,
misrepresentation, or falsehood made with the intention of
receiving unwarranted compensation or gratification
· Internet has provided cybercriminals anonymity and
accessibility to the global community of citizens and businesses
· Auction Fraud: common fraudulent activity on the Internet: 4
types
· Nondelivery: accepts payment for item, fails to deliver
· Misrepresentation: deceives bidder on condition of item
· Fee-stacking: adds hidden charges to the advertised price of
an item (ship-handling)
· Shill bidding: seller drives up price of their own item by
making bids on their own items
· Case Example: page 10
· Online Credit Card Fraud
· Skimming: fraudsters install devices on card readers located in
ATM’s, gas pumps, restaurants wherever magnetic strip credit
card readers are employed. The information is transferred to
another card for downloading
· Radio Frequency Identification (RFID): fraudsters use them to
copy credit card information as they walk past individuals in
street, subways, malls, concerts, etc.
· Information gleaned from the above techniques may be sold on
34. carding sites where other criminals can purchase credit card
dumps
· Securities Fraud
· Manipulating stock prices by posting false information on
fraudulent Web sites and legitimate Web sites
· Page 104-105 for cases
· Insider Trading
· Individuals using chat rooms to provide others with material
non-public information on companies
· Note case on page 105
· e-Fencing: sale of stolen goods through tech means
· organized retail theft rings post stolen goods on online
auction sites
· Fraudulent Instruments: Counterfeiting & Forgery
· Counterfeiting: act of creating a fraudulent document with
criminal intent
· Forgery: act of falsifying a document with criminal intent
· Made easier with high-level graphics software and hardware
advances
· Create fraudulent payroll checks and generate forged
signatures for authentication
· Ancillary Crimes
· Money Laundering: enterprise or practice of engaging in
deliberate financial transactions to conceal the identity, source,
and/or destination of income.
35. · Three stages
· Placement: initial point of entry for illicit funds (open
account)
· Layering: develop complex network of transactions to obscure
source of illegal funds
· Integration: return funds to legitimate economy
A Critic at Large July 9 & 16, 2018 Issue
Who Really Stands to Win from
Universal Basic Income?
It has enthusiasts on both the left and the right. Maybe that’s
the giveaway.
July 2, 2018
By Nathan Heller
I
“
n 1795, a group of magistrates gathered in the English village of
Speenhamland to try to solve a social crisis brought on by the
rising price
of grain. The challenge was an increase in poverty, even among
the employed.
The social system at the time, which came to be known as
Elizabethan Poor
36. Law, divided indigent adults into three groups: those who could
work, those
who could not, and those—the “idle poor”—who seemed not to
want to. The
able and disabled received work or aid through local parishes.
The idle poor
were forced into labor or rounded up and beaten for being bums.
As grain
prices increased, the parishes became overwhelmed with
supplicants.
Terrorizing idle people turned into a vast, unmanageable task.
The magistrates at Speenhamland devised a way of offering
families measured
help. Household incomes were topped up to cover the cost of
living. A man
got enough to buy three gallon loaves a week (about eight and a
half pounds
of bread), plus a loaf and a half for every other member of his
household. This
meant that a couple with three children could bring home the
equivalent of
more than twenty-five pounds a week—a lot of bread. The plan
let men
receive a living wage by working for small payments or by not
working at all.
Economics is at heart a narrative art, a frame across which data
points are
woven into stories about how the world should work. As the
Speenhamland
system took hold and spread across England, it turned into a
parable of
caution. The population nearly doubled. Thomas Malthus
posited that the
poverty subsidies allowed couples to rear families before their
37. actual earnings
allowed it. His contemporary David Ricardo complained that the
Speenhamland model was a prosperity drain, inviting
“imprudence, by
offering it a portion of the wages of prudence and industry.”
Karl Marx
attacked the system years later, in “Das Kapital,” suggesting
that it had kept
labor wages low, while Karl Polanyi, the economic historian,
cast
Speenhamland as the original sin of industrial capitalism,
making lower
classes irrelevant to the labor market just as new production
mechanisms were
being built. When the Speenhamland system ended, in 1834,
people were
plunged into a labor machine in which they had no role or say.
The
commission that repealed the system replaced it with
Dickensian workhouses
—a corrective, at the opposite extreme, for a program that
everyone agreed
had failed.
In 1969, Richard Nixon was preparing a radical new poverty-
alleviation
program when an adviser sent him a memo of material about the
Speenhamland experiment. The story freaked Nixon out in a
way that only
Nixon could be freaked out, and although his specific anxiety
was allayed,
related concerns lingered. According to Daniel P. Moynihan,
another Nixon
adviser, who, in 1973, published a book about the effort,
Speenhamland was
the beginning of a push that led the President’s program, the
38. Family
Assistance Plan, toward a work requirement—an element that he
had not
included until then.
Nixon had originally intended that every poor family of four in
America with
zero income would receive sixteen hundred dollars a year (the
equivalent of
about eleven thousand dollars today), plus food stamps; the
supplement would
fade out as earnings increased. He sought to be the President to
lift the lower
classes. The plan died in the Senate, under both Republican and
Democratic
opposition, and the only thing to survive was Nixon’s late-
breaking,
Speenhamland-inspired fear of being seen to indulge the idle
poor. By the
end of his Administration, a previously obscure concept called
moral hazard
—the idea that people behave more profligately when they’re
shielded from
consequences—had become a guiding doctrine of the right. A
work
requirement stuck around, first in the earned-income tax credit,
and then in
Bill Clinton’s welfare reforms. The core of Nixon’s plan—what
Moynihan, in
“The Politics of a Guaranteed Income,” called “a quantum leap
in social
policy”—was buried among his more flamboyant flops.
Recently, a resurrection has occurred. Guaranteed income,
reconceived as
basic income, is gaining support across the spectrum, from
39. libertarians to
labor leaders. Some see the system as a clean, crisp way of
replacing gnarled
government bureaucracy. Others view it as a stay against harsh
economic
pressures now on the horizon. The questions that surround it are
the same
ones that Nixon faced half a century ago. Will the public stand
for such a bold
measure—and, if so, could it ever work?
Give People Money: How a Universal Basic Income Would End
Poverty,
Revolutionize Work, and Remake the World” (Crown), by the
economic
journalist Annie Lowrey, is the latest book to argue that a
program in this
family is a sane solution to the era’s socioeconomic woes.
Lowrey is a policy
person. She is interested in working from the concept down.
“The way things
are is really the way we choose for them to be,” she writes. Her
conscientiously reported book assesses the widespread effects
that money and
a bit of hope could buy.
A universal basic income, or U.B.I., is a fixed income that
every adult—rich or
poor, working or idle—automatically receives from government.
Unlike
today’s means-tested or earned benefits, payments are usually
the same size,
and arrive without request. Depending on who designs a given
system, they
might replace all existing governmental assistance programs or
40. complement
them, as a wider safety net. “A UBI is a lesson and an ideal, not
just an
economic policy,” Lowrey writes. The ideal is that a society, as
a first priority,
should look out for its people’s survival; the lesson is that
possibly it can do so
without unequal redistributive plans.
People generally have a visceral reaction to the idea of a
universal basic
income. For many, a government check to boost good times or
to guard
against starvation in bad ones seems like an obviously humane
measure.
Others find such payments monstrous, a model of waste and
unearned
rewards. In principle, a government fixes the basic income at a
level to allow
subsistence but also to encourage enterprise and effort for the
enjoyment of
more prosperity. In the U.S., its supporters generally propose a
figure
somewhere around a thousand dollars a month: enough to live
on—somewhere
in America, at least—but not nearly enough to live on well.
Recent interest in U.B.I. has been
widespread but wary. Last year, Finland
launched a pilot version of basic income; this
spring, the government decided not to
extend the program beyond this year,
signalling doubt. Other trials continue. Pilots
have run in Canada, the Netherlands,
Scotland, and Iran. Since 2017, the startup
incubator Y Combinator has funded a
41. multiyear pilot in Oakland, California. The municipal
government of
Stockton, an ag-industrial city east of San Francisco, is about to
test a
program that gives low-income residents five hundred dollars a
month. Last
year, Stanford launched a Basic Income Lab to pursue, as it
were, basic
research.
One cause of the program’s especial popularity in Northern
California is also
a reason for the urgency of its appeal: it is a futurist reply to the
darker side of
technological efficiency. Robots, we are told, will drive us from
our jobs. The
more this happens, the more existing workforce safety nets will
be strained. In
“Raising the Floor: How a Universal Basic Income Can Renew
Our
Economy and Rebuild the American Dream” (2016), the labor
leader Andy
Stern nominates U.B.I. as the right response to technological
unemployment.
Stern, a lifetime labor guy, is a former president of the two-
million-member
Service Employees International Union. But he thinks that the
rise of robots
and the general gig-ification of jobs will “marginalize the role
of collective
bargaining,” so he has made a strategic turn to prepare for a
disempowered
working class. “You go into an Apple store and you see the
future,” he quotes
an economist saying. “The future of the labor force is all in
42. those smart
college-educated people with the T-shirts whose job is to be a
retail clerk.”
(This presumes that people will frequent brick-and-mortar shops
in the first
place.)
T
A
By Lowrey’s assessment, the existing system “would falter and
fail if
confronted with vast inequality and tidal waves of joblessness.”
But is a U.B.I.
fiscally sustainable? It’s unclear. Lowrey runs many numbers
but declines to
pin most of them down. She thinks a U.B.I. in the United States
should be a
thousand dollars monthly. This means $3.9 trillion a year, close
to the current
expenditure of the entire federal government. To pay, Lowrey
proposes new
taxes on income, carbon, estates, pollution, and the like. But
she is also
curiously sanguine about costs, on the premise that few major
initiatives
balance out on the federal books: “The Bush tax cuts were not
‘paid for.’ The
wars in Iraq and Afghanistan were not ‘paid for.’ ” When the
country wants to
launch a big project, she insists, the double joints and stretchy
tendons of a
giant, globalized economy come into play.
This open planning won’t exactly soothe the cautious. A big
43. reason for
chariness with a U.B.I. is that, so far, the program lives in
people’s heads,
untried on a national scale. Then again, by the same mark, the
model couldn’t
be called under-thunk. The academic counterpart to Lowrey’s
journalistic
book is Philippe Van Parijs and Yannick Vanderborght’s recent
“Basic
Income: A Radical Proposal for a Free Society and a Sane
Economy”
(Harvard), a meticulously comprehensive, frequently persuasive
accounting of
U.B.I.’s superiority by measures economic, philosophical, and
pragmatic. Like
Lowrey, they see basic income as a sound social program and a
corrective
“hope”: not a perfect system, but better than anything else.
raditionally, a challenge for means-tested aid is that it must
determine
who is most deserving—a vestige of the old Elizabethan system.
Often,
there’s a moralizing edge. Current programs, Lowrey points out,
favor the
working poor over the jobless. Race or racism plays into the
way that certain
policies are shaped, and bureaucratic requirements for getting
help can be
arcane and onerously cumulative. Who will certify the employee
status of a
guy who’s living on the streets? How can you get disability aid
if you can’t
afford the doctor who will certify you as disabled? With a
universal income,
44. just deserts don’t seem at issue. Everybody gets a basic chance.
Observers often are squeamish about that proposition. Junkies,
alcoholics,
scam artists: Do we really want to hand these people monthly
checks? In
2010, a team of researchers began giving two-hundred-dollar
payments to
addicts and criminals in Liberian slums. The researchers found
that the
money, far from being squandered on vice, went largely to
subsistence and
legitimate enterprise. Such results, echoed in other studies,
suggest that some
of the most beneficial applications of a U.B.I. may be in
struggling economies
abroad.
Like many students of the strategy, Lowrey points to Kenya,
where she
reported on a U.B.I. pilot in a small village. (She won’t say
which, for fear of
making it a target for thieves—a concern worth counting as
significant.) The
pilot is run by a nonprofit called GiveDirectly, and is heavily
funded through
Silicon Valley; in that respect, it’s a study in effective
philanthropy, not a new
model of society. But the results are encouraging. Before
GiveDirectly sent
everyone the equivalent of twenty-two U.S. dollars a month
(delivered
through a mobile app), Village X had dirt roads, no home
electricity, and what
Lowrey genteelly calls an “open defecation” model for some
families. Now, by
45. her account, the village is a bubbling pot of enterprise, as
residents whose days
used to be about survival save, budget, and plan. (The payments
will continue
until 2028.)
A widow tells her, “I’ll deal with three things first urgently: the
pit latrine that
I need to construct, the part of my house that has been damaged
by termites,
and the livestock pen that needs reinforcement, so the hyena
gets nothing
from me on his prowls.” A heavy-drinking deadbeat buys a
motorbike for a
taxi business, sells soap, buys two cows, and opens a
barbershop. His work
income quadruples. He boasts to Lowrey of his new life.
Purely as a kind of foreign aid, Lowrey suggests, a basic income
is better than
donated goods (boxes of shoes, mosquito nets), because cash
can go to any
use. The Indian government’s chief economic adviser tells her
that, with a
U.B.I. of about a hundred U.S. dollars a year, India, where a
third of the
world’s extreme poor live, could bring its poverty rates from
twenty-two per
cent to less than one per cent. Those figures are stunning. But
India is in the
midst of major bureaucratic change. Would there be any chance
of a U.B.I.
finding a foothold in the entrenched U.S. political climate?
VIDEO FROM THE NEW YORKER
46. How the Coronavirus Is Affecting New York City’s Food-
Supply Chain
dvocates have noted that the idea, generally formulated, has
bipartisan
support. Charles Murray, the conservative welfare critic, was an
early
enthusiast. His book “In Our Hands: A Plan to Replace the
Welfare State”
(2006) called for a U.B.I. of ten thousand dollars a year, plus
catastrophic
health insurance, to replace existing social programs, including
Social Security.
Rather than fester for years under the mismanaging claws of Big
Government, he thought, money could flow directly to
individual recipients.
“The UBI lowers the rate of involuntary poverty to zero for
everyone who has
any capacity to work or any capacity to get along with other
people,” Murray
declared.
But although politically dissimilar people may support a U.B.I.,
the reasons
for their support differ, and so do the ways they set the
numbers. A rising
group of thinkers on the left, including David Graeber and Nick
Srnicek, tout
a generous version of U.B.I. both as a safety net and as a way to
free people
from lives spent rowing overmanaged corporate galleons.
Business centrists
and Silicon Valley types appreciate it as a way to manage
industry side effects
—such as low labor costs and the displacement of workers by
47. apps and A.I.—
without impeding growth. In “The War on Normal People: The
Truth About
America’s Disappearing Jobs and Why Universal Basic Income
Is Our
Future” (Hachette), Andrew Yang, the Venture for America
founder who has
already filed for Presidential candidacy in 2020, recommends
the model as a
way to bypass kludgy governmental systems. He imagines it
paired with
something he calls “human capitalism.” “For example, a
journalist who
uncovered a particular source of waste, an artist who beautified
a city, or a
hacker who strengthened our power grid could be rewarded with
Social
Credits,” he explains. “Most of the technologists and young
people I know
would be beyond pumped to work on these problems.”
Many of the super-rich are also super-pumped about the
universal basic
income. Elon Musk has said it will be “necessary.” Sir Richard
Branson speaks
of “the sense of self-esteem that universal basic income could
provide to
people.” What’s the appeal for the plutocracy? For one thing,
the system offers
a hard budget line: you set the income figure, press start, go
home. No new
programs, no new rules. It also alleviates moral debt: because
there is a floor
for everyone, the wealthy can feel less guilt as they gain more
wealth. Finally,
the U.B.I. fits with a certain idea of meritocracy. If everybody
48. gets a strong
boost off the blocks, the winners of the economic race—the
ultra-affluent—
can believe that they got there by their industry or acumen. Of
course the very
rich appreciate the U.B.I.; it dovetails with a narrative that casts
their wealth
as a reward.
A
F
notable exception is Chris Hughes, who, in “Fair Shot:
Rethinking
Inequality and How We Earn” (St. Martin’s), seeks to shed the
idea that
special skills brought him success. Hughes, who is helping to
fund the
Stockton U.B.I. experiment, was part of the dorm-room crew
that founded
Facebook. By his late twenties, when the company went public,
he was worth
around five hundred million dollars. Before the I.P.O., he
worked for Barack
Obama’s first Presidential campaign; afterward, he bought a
majority stake in
The New Republic, mismanaged it so brazenly as to prompt a
huge staff
exodus, then sold it. He’s forthright about his failures, and he’s
diffident about
his putative triumphs. “Fair Shot” tells an interesting success
story, because its
author has doubts about how he succeeded. It’s “Charlie and the
Chocolate
49. Factory” if Charlie said “Why me?” and Wonka shrugged.
Hughes’s book is divided between policy and memoir. When he
was growing
up, in suburban North Carolina, he writes, his mom clipped
coupons and he
went to an after-school program with mostly nonwhite kids. He
dreamed of a
bigger life, and applied to top high schools. Andover offered
financial aid, but
not enough. He called up its admissions office and pleaded for
more. Once
there, Hughes felt poor, and sought validation in schoolwork.
This led him to
Harvard, where he ended up rooming with three guys he didn’t
know too well,
including Mark Zuckerberg.
Hughes had no technical knowledge. But he was there when
Facebook was
being set up, and he could talk and write, so he was put in
charge of its early
P.R. On graduating, he found himself leading Facebook’s
communications
and marketing and watching venture capitalists invest “jaw-
dropping” sums. It
bemused him. “I didn’t feel like some kind of genius, and while
Mark was
smart and talented, so were many of the other people I went to
college with,”
he writes.
Hughes searches for points of exception that explain why he,
not someone
else from another middle-middle-class family, ended up with
half a billion
50. dollars and a speaking circuit out of the gate. His scramble to
get into
Andover, for one thing, seems central. But should the
randomness of this
early ambition—which, even if it doesn’t have to do with
resources, does
reflect community information transfer—really determine who’s
in with a
chance? Hughes thinks these individual zaps of opportunity
have a large-scale
correlate: the very economic setup that made him and his
roommates super-
rich. “In a winner-take-all world, a small group of people get
outsized returns
as a result of early actions they take,” he writes. Massive tech
companies such
as Facebook have been possible because of deregulation,
financialization, tax
cuts, and lowered tariffs rolled out, he thinks, at a cost to
ordinary people
since the nineteen-seventies.
The solution, Hughes has decided, is a
modest basic income: five hundred dollars a
month for every adult in a household making
less than about fifty thousand dollars. He
sees it as a boost to the current system, and
argues that the money can be found by
closing tax exemptions for the ultra-wealthy
—“people like me.”
Six thousand dollars a year is not a lot of
money. But Hughes believes that a light
padding is enough. He describes receiving
his first big payout from Facebook—a
51. hundred thousand dollars—and realizing that if he set aside a
five-per-cent
return each year he could count on a lifelong annual income of
at least five
thousand dollars, no matter what. It was a little, but it meant a
lot. “The
further you get from subsistence, the easier it is to ask
fundamental questions
like: What do I want, and how do I get it?” he writes. The
covetable entity
that the Andover kids of his youth possessed wasn’t actually
wealth. Their
crucial asset was the assurance of choice.
raming basic income in terms of choice, not money, helps to
clarify both
its opportunities and its limits. On the immediate level, one
might
wonder whether Hughes’s proposal of five hundred dollars a
month is really
enough to boost one’s existential swagger. That number, he
says, would lift
twenty million people over the poverty line, but any three-
hundred-billion-
dollar program should. More to the point are Hughes’s qualms
about a
universal basic income—or even a lower-middle basic income,
like his—
replacing means-tested aid. (“Trading in benefits earmarked for
the poor for a
benefit like guaranteed income, which is designed to provide
financial stability
to the middle class and the poor alike, would be regressive,” he
says.) Why
spray so much money over people doing fine, he wonders, when
52. you could
direct cash as needed?
One answer is that it makes the program palatable to those who
cannot
stomach anything resembling government handouts. A wide
range of people
stand to benefit from a cushion: any worker with an abusive
boss is free to
take the basic wage and leave. By certain measures, in fact,
giving everyone a
flat check naturally rebalances opportunities for choice. A
thousand bucks
handed to a multimillionaire means almost nothing, but it’s
significant for a
middle-income person, and for a poor person it could open up
the world.
Skeptics might point out that what was meant to be a floor can
easily become
a ceiling. This was Marx’s complaint about Speenhamland: a
society with a
basic income has no pressure to pay employees a good wage,
because the
bottom constraint, subsistence, has fallen away. We see such an
effect already
in the gig economy, where companies pay paltry wages by
claiming that their
endeavors are flexible and part-time and that workers surely
have subsistence
income from elsewhere.
Supporters of the U.B.I. frequently counter that the raised floor
will lift other
things. If workers are no longer compelled to take any available
job to put
53. food on the table, supporters say, work must be worth their
while. Certainly,
this will be true for highly undesirable jobs: the latrine cleaner
can expect a
pay bump and an engraved pen. But for jobs whose appeal goes
beyond the
paycheck—in other words, most middle-class jobs—the
pressures are less
clear. Competitive, prestigious industries often pay entry- to
mid-level
employees meagrely, because they can; ambitious people are so
keen for a spot
on the ladder that they accept modest wages. And, since that is
an easier
concession for the children and intimates of the moneyed
classes, influential
fields can fill up with fancy people. This is not a problem that
the U.B.I.
would solve. If anything, paychecks in desirable jobs would be
free to shrink
to honorarium size, and choice opportunity would again redound
to the rich,
for whom the shrinkage would not mean very much.
In that sense, what’s at issue with U.B.I. isn’t actually the
movement of money
but the privileging of interests—not who is served but who’s
best served. An
illuminating parallel is free college. One criticism of Bernie
Sanders’s no-
tuition plan, in 2016, was that many American families could
afford at least
part of a tuition. With no fees to pay, that money would be freed
to fund
enrichments: painting lessons, private tutoring, investments,
trips to rescue
54. orphans and pandas, and other things with which well-resourced
people set
the groundwork for an upward-spiralling bourgeois life.
Especially among the
small subset of colleges that have competitive admissions—the
sector of the
education market which, today, serves most reliably as an
elevator toward
class, influence, and long-term employment access—those who
truly have no
cash for college would still be starting from behind.
Opportunity would be
better equalized, at least while other things in America remain
very unequal,
by meting out financial aid as kids actually need it.
T
Hughes was one such kid, of course, and then he stepped into a
jet stream
leading from Harvard Yard to the cover of a business magazine.
Now he is
part of the one per cent, which means that his son is seventy-
seven times as
likely to end up in the Ivy League as his counterpart from the
bottom fifth in
the income distribution. These effects relate to what’s often
called “structural
inequality.” Since, his story suggests, they have little to do with
the details of
Hughes’s childhood finances and a lot to do with the decades-
long diversion
of profit from workers to shareholders, any program to protect
the workforce
in the long term must go deeper than just redisbursing cash or
benefits. Such
55. a solution would need to privilege public interests, not just
public awards. It
may even require what many U.B.I. fans hate: a rejiggering of
regulation.
Simply lifting the minimum-income level leaves the largest,
most defining
foundations of inequality intact.
he realization that a universal basic income is useful but
insufficient for
the country’s long-term socioeconomic health—that you can’t
just wind
up a machine and let it run—may cause attrition among some
supporters who
admire the model precisely because it seems to mean that no
one will have to
deal with stuff like this again. It may also dampen the scheme’s
sunny political
prospects, since a healthy U.B.I. would have to be seated among
other
reforms, the sum of which would not be cost- or interest-
neutral. This doesn’t
mean that it’s not a practical idea. It means only that it’s not a
magic spell.
Or perhaps the difference could be split. A couple of years ago,
the Dutch
professional thought leader Rutger Bregman championed
universal basic
income in his popular book “Utopia for Realists”—a title that
reflects the
Thus far, U.B.I. lives entirely in people’s heads—untried at any
major scale. Illustration by Anna
Parini
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volume’s tone. Bregman, who studied history, hoped that we
could abolish
poverty, border control, and the forty-hour workweek. (He
prefers fifteen.) He
pointed out that G.D.P. is a questionable metric of prosperity,
since it doesn’t
reflect health, clean air, and other attributes that now define
First World
success. His interest in a basic income was meant to synthesize
the wishful
and the practical; like many supporters, he touted it as a matter
of both
categorical principle and maximized good, and tried to make
these virtues
square. The effort brought him back to Speenhamland, whose
reputation as a
failure Bregman called, flatly, “bogus.”
According to Bregman’s analysis, accounts of Speenhamland’s
disastrousness
were based on a single report by the commission empowered to
replace it. The
report was “largely fabricated,” Bregman writes. The era’s
population growth
was attributable not to irresponsible family planning, as
Malthus thought, but
to an excess of responsibility—children, once they reached
working age, were
lucrative earners for a household—plus declining rates of infant
mortality.
58. (Parallel population explosions happened in Ireland and
Scotland, where the
Speenhamland system was not in effect.) Wages were low
during
Speenhamland, but, the historian Walter I. Trattner has noted,
they were
nearly as low before Speenhamland, and the extra falloff
followed the
adoption of the mechanical thresher, which obviated an entire
class of jobs.
Speenhamland does offer a lesson, in other words, but it is not
the one most
widely taught. In “The Failed Welfare Revolution” (2008), the
sociologist
Brian Steensland suggests that, if Nixon’s Family Assistance
Plan had passed,
conservative policy might have evolved along a different path.
George H. W.
Bush, then a congressman, supported the guaranteed-income
scheme. So did
Donald Rumsfeld. From the late sixties into the seventies, he
and Dick
Cheney helped run trials on thirteen hundred families to see
how much a
modest financial top-up discouraged them from working. The
falloff was
smaller than expected, and the researchers were pleased. We
might hope that,
with Speenhamland’s false myths finally cleared, the United
States will do
better going forward. But our aptitude for managing the future
is no stronger
than our skill at making sense out of the past. ♦
Published in the print edition of the July 9 & 16, 2018, issue,
59. with the headline
“Take the Money and Run.”
Nathan Heller, a staff writer at The New Yorker since 2013, is
at
work on a book about the Bay Area.
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