Anthropology 2 Spring 2020: M/W: 7-8:25 a.m. (Revised Online) Mr. Coltman
Course Syllabus: Cultural Anthropology
Course Description:
Through the comparative study of different cultures, anthropology explores fundamental questions
about what it means to be human. It seeks to understand how culture shapes societies and
individuals, from the smallest island in the South Pacific to the largest global metropolis, and affects
the way institutions work, from scientific laboratories to Christian mega-churches. This course will
provide a framework for analyzing diverse facets of human experience such as gender, ethnicity,
language, politics, economics, and art.
Course Requirements (Revised for Online):
Lecture: You are encouraged to attend and participate in online classroom sessions, as this is a lecture and discussion
course. This means that you should do the reading in advance and be prepared to be engaged in the course, even
though we are now online. If you are unable to attend the online lecture it will be recorded and will be available at your
convenience. You will be sent a link to the recorded lecture through Canvas Announcements.
Exams: There will be two exams, including the final, each worth 1/3 of your grade. Exam 1 and the Final will consist of
50 multiple-choice questions (25 from lecture and 25 from the text) and will be taken on Canvas. The final will be
cumulative in course materials, concepts, theorists, and theories.
The textbook and lectures: You are expected to read the textbook, which covers material related to the lecture. The
exams will require information that you will find in both the text and lecture, so you will also have to take careful notes.
The Essay: 1/3 of your grade will be earned from a critical-thinking essay. The requirements for the essay will be provided
to you. This paper will approximately 3-5 pages in length. The paper is due (approximately!) Wednesday, May 6th.
Attendance: If you stop attending a class, it is your responsibility to officially drop the class and you must do so prior to
deadlines that can be found online. If you fail to drop the course through the proper channels you will end up with an “F”
in the course.
How it all turns into an “A” or what you will:
Course totals: Multiple choices exams will be curved and assigned a letter grade. The term paper will receive a letter
grade. No grades will be dropped but I will do my best to overlook total disaster, as long as your other grades argue on
your behalf and as long as you do the extra credit assignment.
Extra Credit: There will be one extra credit opportunity, similar in topic and scope to the term paper. You will be given a
handout on this opportunity after the midterm. It will require that you pick some aspect of cultural belief or behavior that
interests you, research it, analyze it, and produce a critical analysis for my review. A hard copy will be due the day of the
final exam. There will be no exc.
While-End Loop (Repetition Structure)
PreviousNext
Hide Description
LOOPS, FLOWCHARTS
Create your own simple program using a repetition(i.e Loop) structure. You decide the theme. Provide an overview (i.e Program Design) of what your repetition structure is doing. Then provide the Pseudocode of your example. Please keep the design simple for this exercise. Just a few lines of code is all that is needed for this response.
First, write using a For loop for a fixed number of loops.
Then for the same program use a While loop with a sentinel approach.
When using the While loop, you will need some logic to exit the loop and you will need a loop counter.
You could take one of your prompts from Road Trip and create a loop around it.
I dont want to see just a loop where you just print out the loop counter.
Some suggestions:
1)prompt for mileage run daily, count the days, calculate the ave miles per day, display total miles and ave daily miles
2)prompt for grocery costs per week, count the weeks, calculate the ave grocery costs per week, display total grocery costs and ave grocery costs
3)prompt for car miles driven in a month, count the months, calculate the ave miles driven per month, display total miles and ave monthly miles driven
4)prompt for number of movie tickets sold in a night, count the number of nights, calculate the ave tickets sold per night, display the total tickets sold and the ave tickets sold per night.
Remember--- The accumulation of total is done inside the loop. To calculate ave you divide the accumulated total by the number of whatever you are looping. The ave is done after the end of the loop.
2:
Convert Part 1 to C-code. You only need to do one of the loop types. Don't for get to indent your code. Put Part 2 - problem no.X in the Subject area and submit a .txt (or .c) file for your code.
Part 3 (optional):
Take your While-End repetition structure from Part 1 and modify it so that the While condition test uses a Boolean variable. You will need to initialize the Boolean variable prior to the loop as well as set it inside the loop so that you exit the loop appropriately.
Dr. Janine Nkosi
[email protected]
559-278-2892
Office Hours: By Appointment
Location: Virtual Office
Critical thinking is an important component of sociology; the sociological
imagination requires us to step back, to ask questions, to identify and
examine unstated assumptions, and to evaluate evidence.
1
Course Description: Scholars
suggest that the only effective way to
develop these skills is as a conscious course
objective, perhaps even the primary goal of
the course. Thus, the focus of this course is
critical thinking, not social problems or
social issues—the issues are the vehicle for
teaching critical thinking. In this class, we
discuss restoring civil society where people
act not just in their own interest but also
for the common good. To complement
your classroom learning, each student will
participate.
English 318/JAMM 328 (Science Writing) SyllabusJodie Nicotra
This document outlines the syllabus for a science writing course taught in spring 2018. The course will focus on effectively communicating scientific information to non-scientific audiences. Students will analyze examples of science writing, produce their own works in various formats like news releases and infographics, and conduct a semester-long project analyzing a scientific issue's impact on a community. Assignments include weekly analyses of science articles, comparative analyses of scientific works, and producing materials to communicate a scientific issue to a particular community. Students will provide feedback on each other's drafts and are expected to attend class, participate in discussions, and treat others respectfully. The course aims to help students understand different approaches to science communication and develop practical science writing skills.
This document provides the syllabus for an ethnographic methods course at the University of Wyoming. It outlines the course objectives, requirements, assignments, and schedule. The main goals are for students to learn ethnographic fieldwork skills like observation, interviewing, and qualitative analysis by conducting their own participant observation research project over the semester. Assignments include keeping a field notebook, turning in drafts and the final paper of their ethnography, and presenting their research. The grade is based on participation, two fieldwork assignments, drafts of the ethnography, a conference paper, and the final ethnography paper. Required texts are listed to support learning ethnographic methods and writing.
This document outlines the course details and schedule for COMMUNICATIONS 3310: Communication, Communities and Social Change. The course will examine how communication shapes communities and drives social change through analysis of popular culture, poetry, and critical theory. It will be delivered through weekly lectures and will evaluate students based on essays, discussions, a case study, and a final exam. Topics over the semester will explore issues like technology and youth culture, urbanism and street culture, countercultures and social change, politics and rhetoric, and more.
Fahad Aldehani
Kyeongheui Kim
LING 136
05.5.2015
Euromail
Eric Weinerin the article ”What Germans can teach us about e-mail.” The author says that the Amerimail is more informal and chatty. I agree that Americans send emails to each other more often than Eurabian. Also, they reply and use smiley faces like it is a text message. From self-experiment, I got an email from my adviser at the University and we were replaying for three days which looks like a SMS text. In the other hand, the Euromail is more formal and powerful than the Amerimail because Europeans email less and only for higher and necessary purposes. Amerimail has more informal words and very short. Americans replay to each other faster and impatience unlike the Europeans. Comment by K Kim: The whole title? Comment by K Kim: How do you know? Do you have evidence of it?
Weinersays “Other forms of electronic communication, such as SMS text messaging, are more popular in Europe than in the United States.” I disagree with the author that Europeans use the electronic communications such as their phones more than the Americans. I went to Europe, and From what I noticed that Europeans uses their cellphones less than Americans. In New York people cannot communicate with each other physically by saying “Hi” in the streets because most of them busy by texting, calling or even emailing. In Europe people like to send email or talk face to face more than using their cell phones. For instance, when I was in Europe I noticed that Europeans gather at some cafés or some nice restaurants for business meeting or a family gathering talking to each other instead of holding their cell phones and chatting with other people. In the US people like to text other people even when they are together sitting at the same place. Comment by K Kim: The author focuses on email.
It appears that you have not checked Reading Note Guidelines and paid attention to the sample Reading Note, either. You are supposed to write the Reading Note the way you write an essay.
Where are Introduction and Conclusion?
Grade: 3.2 out of 4
International Studies 100: Global Citizenship
Summer 2015: On-Line
Professor Richard R. Marcus
Office: LA3-100a
Phone: (562) 985-4714
Email: [email protected]
Skype: richard.marcus (Long Beach)
Course Description
Most, if not all, of us are citizens of particular nation-states. We also have other communities of belonging, such as local, ethnic, religious, or perhaps even our Beach pride. In these communities, we take some level of responsibility for our fellow members and expect to have a voice in determining the rules and actions that affect us. In what ways, however, should we also see ourselves as citizens of the world? How are our economic, cultural, political, and social lives connected to those in faraway places? How do our actions affect people living across the globe? Are these effects positive or negative? How do decisions made elsewhere affect our own lives? What is our responsibility ...
The document discusses research problems and their identification and formulation. It begins by defining a research problem as a phenomenon that a researcher intends to explore, such as a social problem, question, concept, or relationship. It emphasizes that properly identifying a research problem is the first step of the research process and lays the foundation for the entire study. The document then provides examples of broad research topics and considerations for selecting a suitable problem. It outlines several sources and steps that researchers can use to identify a research problem, including reviewing literature, consulting experts, investigating social issues, and refining a topic into a clear research question.
1. The module discusses population and sampling methods for quantitative research. It reviews research designs and introduces the concepts of target population and sampling.
2. There are two main types of sampling methods: probability sampling and non-probability sampling. Probability sampling allows inferences to be made about the population and includes techniques like simple random sampling. Non-probability sampling does not allow for generalization to the population.
3. As a student researcher, it is important to understand sampling to select an appropriate method for a study in order to collect a sample from the target population. The goal is often to generalize results back to the larger population.
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
While-End Loop (Repetition Structure)
PreviousNext
Hide Description
LOOPS, FLOWCHARTS
Create your own simple program using a repetition(i.e Loop) structure. You decide the theme. Provide an overview (i.e Program Design) of what your repetition structure is doing. Then provide the Pseudocode of your example. Please keep the design simple for this exercise. Just a few lines of code is all that is needed for this response.
First, write using a For loop for a fixed number of loops.
Then for the same program use a While loop with a sentinel approach.
When using the While loop, you will need some logic to exit the loop and you will need a loop counter.
You could take one of your prompts from Road Trip and create a loop around it.
I dont want to see just a loop where you just print out the loop counter.
Some suggestions:
1)prompt for mileage run daily, count the days, calculate the ave miles per day, display total miles and ave daily miles
2)prompt for grocery costs per week, count the weeks, calculate the ave grocery costs per week, display total grocery costs and ave grocery costs
3)prompt for car miles driven in a month, count the months, calculate the ave miles driven per month, display total miles and ave monthly miles driven
4)prompt for number of movie tickets sold in a night, count the number of nights, calculate the ave tickets sold per night, display the total tickets sold and the ave tickets sold per night.
Remember--- The accumulation of total is done inside the loop. To calculate ave you divide the accumulated total by the number of whatever you are looping. The ave is done after the end of the loop.
2:
Convert Part 1 to C-code. You only need to do one of the loop types. Don't for get to indent your code. Put Part 2 - problem no.X in the Subject area and submit a .txt (or .c) file for your code.
Part 3 (optional):
Take your While-End repetition structure from Part 1 and modify it so that the While condition test uses a Boolean variable. You will need to initialize the Boolean variable prior to the loop as well as set it inside the loop so that you exit the loop appropriately.
Dr. Janine Nkosi
[email protected]
559-278-2892
Office Hours: By Appointment
Location: Virtual Office
Critical thinking is an important component of sociology; the sociological
imagination requires us to step back, to ask questions, to identify and
examine unstated assumptions, and to evaluate evidence.
1
Course Description: Scholars
suggest that the only effective way to
develop these skills is as a conscious course
objective, perhaps even the primary goal of
the course. Thus, the focus of this course is
critical thinking, not social problems or
social issues—the issues are the vehicle for
teaching critical thinking. In this class, we
discuss restoring civil society where people
act not just in their own interest but also
for the common good. To complement
your classroom learning, each student will
participate.
English 318/JAMM 328 (Science Writing) SyllabusJodie Nicotra
This document outlines the syllabus for a science writing course taught in spring 2018. The course will focus on effectively communicating scientific information to non-scientific audiences. Students will analyze examples of science writing, produce their own works in various formats like news releases and infographics, and conduct a semester-long project analyzing a scientific issue's impact on a community. Assignments include weekly analyses of science articles, comparative analyses of scientific works, and producing materials to communicate a scientific issue to a particular community. Students will provide feedback on each other's drafts and are expected to attend class, participate in discussions, and treat others respectfully. The course aims to help students understand different approaches to science communication and develop practical science writing skills.
This document provides the syllabus for an ethnographic methods course at the University of Wyoming. It outlines the course objectives, requirements, assignments, and schedule. The main goals are for students to learn ethnographic fieldwork skills like observation, interviewing, and qualitative analysis by conducting their own participant observation research project over the semester. Assignments include keeping a field notebook, turning in drafts and the final paper of their ethnography, and presenting their research. The grade is based on participation, two fieldwork assignments, drafts of the ethnography, a conference paper, and the final ethnography paper. Required texts are listed to support learning ethnographic methods and writing.
This document outlines the course details and schedule for COMMUNICATIONS 3310: Communication, Communities and Social Change. The course will examine how communication shapes communities and drives social change through analysis of popular culture, poetry, and critical theory. It will be delivered through weekly lectures and will evaluate students based on essays, discussions, a case study, and a final exam. Topics over the semester will explore issues like technology and youth culture, urbanism and street culture, countercultures and social change, politics and rhetoric, and more.
Fahad Aldehani
Kyeongheui Kim
LING 136
05.5.2015
Euromail
Eric Weinerin the article ”What Germans can teach us about e-mail.” The author says that the Amerimail is more informal and chatty. I agree that Americans send emails to each other more often than Eurabian. Also, they reply and use smiley faces like it is a text message. From self-experiment, I got an email from my adviser at the University and we were replaying for three days which looks like a SMS text. In the other hand, the Euromail is more formal and powerful than the Amerimail because Europeans email less and only for higher and necessary purposes. Amerimail has more informal words and very short. Americans replay to each other faster and impatience unlike the Europeans. Comment by K Kim: The whole title? Comment by K Kim: How do you know? Do you have evidence of it?
Weinersays “Other forms of electronic communication, such as SMS text messaging, are more popular in Europe than in the United States.” I disagree with the author that Europeans use the electronic communications such as their phones more than the Americans. I went to Europe, and From what I noticed that Europeans uses their cellphones less than Americans. In New York people cannot communicate with each other physically by saying “Hi” in the streets because most of them busy by texting, calling or even emailing. In Europe people like to send email or talk face to face more than using their cell phones. For instance, when I was in Europe I noticed that Europeans gather at some cafés or some nice restaurants for business meeting or a family gathering talking to each other instead of holding their cell phones and chatting with other people. In the US people like to text other people even when they are together sitting at the same place. Comment by K Kim: The author focuses on email.
It appears that you have not checked Reading Note Guidelines and paid attention to the sample Reading Note, either. You are supposed to write the Reading Note the way you write an essay.
Where are Introduction and Conclusion?
Grade: 3.2 out of 4
International Studies 100: Global Citizenship
Summer 2015: On-Line
Professor Richard R. Marcus
Office: LA3-100a
Phone: (562) 985-4714
Email: [email protected]
Skype: richard.marcus (Long Beach)
Course Description
Most, if not all, of us are citizens of particular nation-states. We also have other communities of belonging, such as local, ethnic, religious, or perhaps even our Beach pride. In these communities, we take some level of responsibility for our fellow members and expect to have a voice in determining the rules and actions that affect us. In what ways, however, should we also see ourselves as citizens of the world? How are our economic, cultural, political, and social lives connected to those in faraway places? How do our actions affect people living across the globe? Are these effects positive or negative? How do decisions made elsewhere affect our own lives? What is our responsibility ...
The document discusses research problems and their identification and formulation. It begins by defining a research problem as a phenomenon that a researcher intends to explore, such as a social problem, question, concept, or relationship. It emphasizes that properly identifying a research problem is the first step of the research process and lays the foundation for the entire study. The document then provides examples of broad research topics and considerations for selecting a suitable problem. It outlines several sources and steps that researchers can use to identify a research problem, including reviewing literature, consulting experts, investigating social issues, and refining a topic into a clear research question.
1. The module discusses population and sampling methods for quantitative research. It reviews research designs and introduces the concepts of target population and sampling.
2. There are two main types of sampling methods: probability sampling and non-probability sampling. Probability sampling allows inferences to be made about the population and includes techniques like simple random sampling. Non-probability sampling does not allow for generalization to the population.
3. As a student researcher, it is important to understand sampling to select an appropriate method for a study in order to collect a sample from the target population. The goal is often to generalize results back to the larger population.
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
This document outlines a case study that uses the Back to the Future films as a framework to discuss global warming. Students will be divided into two groups to research and debate whether changes should be made to prevent global warming or keep the year 2007 as is. The case study aims to develop students' research, critical thinking, problem solving, and communication skills. It will follow a debate format using activities, readings, films, and guest speakers to guide students in completing performance tasks and arguing their assigned position on addressing or not addressing global warming.
Composition II Advocacy Assignment · Peer Review Essay III betLynellBull52
Composition II
Advocacy Assignment
· Peer Review Essay III between March 30th and 11:59 PM
I ask that you do not write about abortion and gun control or related topics in this assignment. Any paper on these topics will not be accepted for a grade.
All work submitted for this class must be specifically written for this class.
Skills you will learn/practice in this assignment include (but are not limited to):
1. Determining and narrowing down a research topic.
2. Find the appropriate tone to write for an academic audience.
3. Critical reading and thinking skills.
4. Conducting research on specific issues and aspects of a larger topic.
5. Synthesizing information from outside sources into your paper.
6. Using quotations from outside sources effectively.
7. Providing in text citations in proper MLA format.
8. Organizing a paper to clearly answer several aspects of a topic in a logical manner with each topic building on the previous one.
9. Using formal tone and diction (word choice).
10. Creating a Works Cited page in correct MLA format.
11. Using transitions for smooth flow.
12. Editing and proofreading.
Advocacy Proposal must be submitted and approved prior to submitting the paper. The paper will not be accepted, and you will not receive credit for it unless this proposal has been submitted and approved first.
Aim for 5 pages (double spaced using Times New Roman 12 font). You should have at least half a page (12 lines or more on the fifth page for the paper to meet the page length requirement. You should also have a Works Cited page in addition to the five pages. 5% will be deducted from papers which do not meet the page length requirement or are missing a Works Cited Page. 10% will be deducted if the paper does not meet the page length requirement and does not have a Works Cited page.
In this assignment, you will find a social issue that you find meaningful and relevant. This could be an issue that is affecting the world or our country or our state or even the local community you live in. This is not a strictly argumentative paper although you might use argument to show why this is a topic that is worthy of advocation.
Once you have identified the issue, you will write a paper advocating for this issue. Here are the points you must cover in your essay:
1. General introduction
2. What is advocacy?
3. What is the specific issue that you are advocating for?
4. Whom does this issue affect? Be specific in answering this question.
5. Why is it important to address this issue?
6. Are there programs/solutions that are already in place addressing this issue?
7. Which nonprofits are already advocating for this issue? Provide an overview of at least one nonprofit and their activities and accomplishments.
8. What do you want to persuade your audience to do (call to action)?
Your essay must go beyond informing your audience. You must also provide viable suggestions that you would like your audience, individually as well as a ...
1 Introduction to Sustainable Development GEOG 302 .docxjoyjonna282
1
Introduction to Sustainable Development
GEOG 302
Instructor: Dr. Linda C. Samuels Class Schedule: Tues/Thurs 9:30 – 10:45
[email protected] Classroom: Psychology 306
Office: UA Downtown , 222 Office hrs: Fridays 1-2 p.m./by appt.
The satisfaction of human needs and aspirations is the major objective of development. The essential needs of vast numbers of
people in developing countries – for food, clothing, shelter, jobs – are not being met, and beyond their basic needs these people
have legitimate aspirations for an improved quality of life. A world in which poverty and inequity are endemic will always be prone
to ecological and other crises. Sustainable development requires meeting the basic needs of all and extending to all the
opportunity to satisfy their aspirations for a better life.
_ Brundtland, World Commission on Environment and Development
What I do I think about sustainability? Actually, I don’t like the word very much. The reason is that no one, as far as I know, is in
favor of un-sustainability, and so therefore sustainability tends to mean almost anything you want it to mean, and I think we
should be rather more specific than that. The other problem is that sustainability sometimes sounds a bit too passive and static,
and I think throughout history we have transformed our relationship to nature sometimes in good ways sometimes in bad ways.
And I think the question for us is how we are going to transform our relationship to nature in the future.
_David Harvey, interview @http://www.urbanintelligence.org
The right to the city manifests itself as a superior form of rights: right to freedom, to individualization in socialization, to habitat
and to inhabit. The right to the oeuvre, to participation and appropriation (clearly distinct from the right to property), are implied in
the right to the city.
_Henri Lefebvre, the Right to the City
What is sustainable development? What is a sustainable city? Is our best position, as weak and reactive as it is, to be against un-
sustainability? Has the term itself – sustainability – grown impotent? If sustainable development is a process and sustainable
cities the product, how do we gauge the success of our processes and products? How do we then employ that information in the
service of better outcomes? The objectives of this course are 1) to develop meaningful, useful, perceptive and perhaps
unpredictable definitions and parameters to help us determine what a successful sustainable city actually is and how it is
produced (if we can in fact determine either) and 2) to propose thoughtful, rigorous, creative arguments for projects, policies, or
other interventions that would transform our local condition and, perhaps through extension, others like it. This is not only an
exercise in metrics – though metrics may be part of the equation – but also an exercise in negotiation, in education, in
prophesizing, in critical and creative ...
The document provides guidance for students writing dissertations or extended essays in sociology. It discusses C. Wright Mills' concept of the sociological imagination and the importance of linking individual experiences to broader social and historical contexts. Students are encouraged to develop research questions that interest them and to consider appropriate methods for investigating their chosen topics. The document offers advice on various stages of the research process, including developing proposals, conducting research, and structuring final written assignments. It also provides examples of potential dissertation topics.
Matos and Garcia - Intro to GS Syllabus - FinalSuzi F. Garcia
This course provides an introduction to gender studies, exploring how gender identities and roles are constructed and represented across different disciplines and contexts. Students will learn key concepts in gender studies like femininity, masculinity, sexuality, and intersectionality. They will analyze how gender is portrayed in various texts and cultural artifacts through different theoretical lenses. The course compares gender research methodologies across fields like sociology, history, literature and more. Students will apply gender studies frameworks to their own work and learn to conduct original gender research. The goal is for students to understand gender as a dynamic concept and think critically about issues of representation, performance and ideology.
Lesson 19 - Identifying Topics, Main Ideas and Supporting DetailsEzr Acelar
Used in Developmental Reading Class.
Includes Take Off/Motivation Activities, Discussion on the Paragraph, Main Idea, Topic Sentence, Tips from Reading Resources, and some activities for practice.
Can You Use I In A Compare And Contrast Essayiyldyzadf
How to Start a Compare and Contrast Essay?. Writing Compare Contrast Essay - Expert Guide for Writing a Compare and .... Writing a Compare/Contrast Essay:. Compare And Contrast Essay Examples FAQ Pro Essay Help. PPT - Compare and contrast essay PowerPoint Presentation, free download .... PPT - Compare and Contrast Essay PowerPoint Presentation, free download .... What Is a Compare and Contrast Essay? Simple Examples To Guide You .... Strong Compare and Contrast Essay Examples. Good Compare and Contrast Essay Examples 5staressays. Compare And Contrast Essay Outline Mla. 014 Essay Example Compare Contrast Essays Thatsnotus. Compare and contrast essay. How to Write a Compare-Contrast Essay - ESL worksheet by ironik. Compare and Contrast Essay: Definition, Outline and Useful Examples 7ESL. How to Write a Compare and Contrast Essay Steps and Types of Compare .... How to Write Compare and Contrast Essay - EssayHub. How to Write a Compare and Contrast Essay Outline Point-By-Point With .... Sample of compare and contrast essay. Compare And Contrast Essay .... 1 Comparison and contrast essay. Homework Help Sites.. How to write a compare and contrast essay for 4th grade - Writing a .... Comparing and Contrasting - The Writing Center - How to Write a Compare .... How to Write a Compare and Contrast Essay HandmadeWriting Blog. How to Write a Compare-and-Contrast Essay 2023 - AtOnce. Example of a compare and contrast essay between two books - How to .... Compare and Contrast Essay. Compare and contrast essay examples college vs high school - Compare .... Comparison and Contrast Essay Example Topics and Well Written Essays .... How to Write a Compare and Contrast Essay Bid4Papers. How to Write a Compare and Contrast Essay Literacy Ideas. How to Write a Compare and Contrast Essay by Beckys Room TPT. A Compare And Contrast Essay Telegraph. compare and contrast essay Nature Free 30-day Trial Scribd. Compare and contrast essay sample 5th grade: Elucidation. Compare and Contrast Essay Example Topics and Well Written Essays ... Can You Use I In A Compare And Contrast Essay Can You Use I In A Compare And Contrast Essay
This document summarizes a syllabus for a course on Kentucky government and politics taught in Spring 2012. The course will use systems thinking and futures studies frameworks to explore Kentucky's political culture, government structures, parties, groups and important policy issues. Students will learn research methods and apply them to analyze trends and scenarios for Kentucky's future. Major assignments include class participation, a systems thinking paper, and a group scenarios project on potential futures for Kentucky in 2032.
The document provides guidelines for writing a term paper, including recommendations for its structure, content, formatting, and citations. Key aspects that must be addressed are length (20-25 pages), structure (introduction, literature review, methodology, etc.), citation style, accuracy, and avoiding plagiarism. Recommendations are provided for each section, including the level of detail required for the methodology, presentation of results, discussion of limitations, and bibliography format. The guidelines aim to help students write a well-structured, scholarly term paper.
HUM Syllabus/Humanities Project Instructions.pdf
A Humanities Project
For your Humanities Project, you will create a Power Point to showcase a themed study of our
course in review. Your assignment will cover each chapter that we’ve studied on its own
separate page. If you want to do more, that’s fine. Just make sure that each chapter is
represented by at least one full page of its own.
Requirements:
• minimum of 1 content page per chapter
• separate title page
• college level research beyond the textbook (online encyclopedias are NOT college level
research – use scholarly sources)
• citations of all of your sources including photo credits for images borrowed online
(separate Works Cited page/slide)
Content:
1. PICK A THEME that connects the chapters.
2. DO RESEARCH to add information or insight into your understanding or appreciation
of each topic.
• Background information (historical, cultural, etc.)
• An image or photo that complements the topic or relates to it in some way.
• Audio or video related to the topic (YouTube, TED Talks, etc.).
Objectives of the Scrapbook Project:
• To showcase a collection of topics and related resources inspired by each chapter.
• Select some online resources, which add to your understanding of the topics.
• Create an electronic scrapbook using one of the following to present your theme and
related sources.
• Document your sources accurately in MLA format.
Evaluation (Grading)
• Requirements met
• Content
• Originality
• Design
• Sources
• Mechanics
No late work for these assignments will be accepted at all.
HUM Syllabus/Humanities Project Rubric.pdf
HUM Syllabus/HUMN 2203 Syllabus .pdf
Oklahoma State University-Oklahoma City
HUM 2203- Western Humanities
Fall 2016 Syllabus
Instructor: Dani Harris-Brunet
Office: not applicable
E-mail: [email protected]
Credit: 3 hours
Please note: Please use email as our primary channel of communication. I typically respond to
emails within 24-48 hours. Emails received on Friday will be answered the following
Monday.
REQUIRED TEXT AND MATERIALS
Humanistic Tradition, Fiero, Gloria, McGraw-Hill, 7th Edition, vol 2, ISBN 978-1259351686
COURSE DESCRIPTION
Key ideas and values of modern cultures, as discovered through an integrated and thematic
study of literature and the fine arts, as seen in their historical and philosophical contexts.
GENERAL EDUCATION GOALS
Upon completion of General Education Curriculum, students should be proficient in
demonstrating the following competencies:
Goal #1: Critical Thinking
Critical thinking skills include, but are not limited to, the ability to comprehend complex ideas,
data, and concepts; to make inferences based on careful observation; to make judgments
based on specific and appropriate criteria; to solve problems using specific processes and
techniques; to recognize relationships among the arts, culture, and society; to deve ...
AN ANALYSIS OF PARENTS AND TEACHERS PERCEPTIONS196EDUCAT.docxgalerussel59292
AN ANALYSIS OF PARENT'S AND TEACHER'S PERCEPTIONS
1
96
EDUCATIONAL RESEARCH: A FOCUSED APPROACH
Ronald Byrd
(Copyright registered March 2013)
(Revised, December 2015)
TABLE OF CONTENTS
TOPICPAGE
Rationale for this Etext…………………………………………………………….4
Author/Instructor background information……………………………………..6
Course Focus – A pilot study………………………………………………………7
The ubiquitous nature of research………………………………………………..9
Ethics ………………………………………………………………………………12
Your Magale Memorial Library…………………………………………………18
Internet resources…………………………………………………………………20
Selection of a research topic
………………………………………………………23
Reviewing related literature
………………………………………………………26
Communication skills: A key to professional success…………………………..30
Specifics on writing style………………………………………………………….33
Survey research……………………………………………………………………41
Informed consent………………………………………………………………….47
Classifying research………………………………………………………………51
Quantitative research designs……………………………………………………53
Qualitative research………………………………………………………………63
Controls in research………………………………………………………………65
Selecting subjects………………………………………………………………….72
The proposal………………………………………………………………………77
Evaluating educational research…………………………………………………84
Statistical analysis…………………………………………………………………88
The final paper………………………………………………………………………94
Appendix A: PERRLA for Seamless APA Style …………………………………..99
Appendix B: Sample Review of Related Literature………………………….…..105
Appendix C: Sample Proposal………………………………………………….…115
Appendix D: Sample Final Paper……………………………………………….....131
Appendix E: Very Basic Statistics and Practice………………………………….164
Appendix F: Magale Library Research and Statistics Books………………………175
RATIONALE FOR THIS ETEXT
I’ve taught research methods in two departments at SAU and at several other universities. In doctoral programs that I’ve been involved with, a comprehensive research methods textbook was an absolute necessity. However, I have found that for master’s level students, beginners in terms of research, such texts have far too much extraneous information that simply will not be used. You spend around $100 for a text which you will eventually judge as not really appropriate. Continuing criticism of these textbooks has led me to the decision to write one that is tailored to the specifics of this class, EDUC 6003 – Educational Research. I’ve attempted to make this more reader friendly and to eschew obfuscation, the fundamental stuff of which much educational material is structured. Digest that last sentence and see why I want to simplify.
Fundamentally, what I seek to do is teach a basic course in which students will achieve in-depth mastery rather than an advanced course in which you’d have a more superficial grasp of a broader range of information. I think that this can be done best by limiting the breadth of reading and supplementing that with completion of a pilot study. I am convinced that you will have an excellent grasp of educational research once you complete the requirements of this.
EAD II 35615625 Paper 4 Friendship Virtual and Face-.docxmadlynplamondon
EAD II
356:156:25
Paper 4: Friendship: Virtual and Face-to-Face
Readings:. Maria Konnikova, "The Limits of Friendship," 255-261. We will put it Sherry Turkle,
"The Empathy Diaries," 378-389 for Paper #4.
Rough Draft DUE: Tuesday, November 26, 2019. Peer Review. Bring 2 copies to class (one
hard copy for me and one for review by a classmate). The rough draft must contain an
introduction with a thesis statement and at least three body paragraphs that follow the format for
body paragraphs. At least 4 pages long.
Final Draft DUE: Thursday December 5, 2019. Location: WP Computer Lab, LSHB 103A.
The final draft should be at least 5.5 pages long, and contain an introduction with a thesis, 4 body
paragraphs, and a conclusion. Bring the latest version of your paper to the lab saved on a USB
drive AND emailed to yourself. You will have the entire class to work on your paper. It is due at
the end of class. DO NOT COME TO CLASS AND SAY YOU ARE FINISHED WITH YOUR
PAPER. EVEN IF YOU THINK YOU ARE DONE, I CAN ASSURE YOU I WILL FIND
AREAS THAT NEED IMPROVEMENT. Use the opportunity in the lab to revise and improve.
Essay Prompt: Sherry Turkle uses a sociological/psychological lens through which to analyze
the importance of face-to-face conversation, She claims that technology has pushed
conversation to the margins of human interactions. The eclipsing of meaningful face-to-face
interactions, she argues, has produced a "flight from conversation" (379). She asserts that this
has gravely damaged the "virtuous circle" and therefore diminished empathy (382).
Maria Konnikova uses a biological/psychological frame through which to view friendship in the
physical world dominated by digital technology. She illustrates the ways that social interactions
in the physical world build regions of the brain that stimulate and promote deep and lasting
friendships. She emphasizes the importance of shared experience in the physical world as a way
to create lasting bonds. Both authors agree that digital technology is here to stay, but the
challenge then becomes finding a way to balance virtual friendships and those built overtime in
the physical world. Using both essays answer the following question.
Question: Why is it important to maintain a balance between face-to-face interactions and
online friendships?
College of Administrative and Financial Sciences
MGT 312
Assignment 3
Deadline: 30/11/2019 @ 23:59
Course Name: Decision Making and Problem Solving
Student’s Name:
Course Code: MGT 312
Student’s ID Number:
Semester: I
CRN:
Academic Year: 1440/1441 H
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: Marks Obtained/Out of
Level of Marks: High/Middle/Low
Instructions – PLEASE READ THEM CAREFULLY
· The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
· Assignments submitted through email will not be accepted.
· Students are advised to make their work clear and well pr ...
This document provides a course syllabus for an Ethics course at Cebu Technological University. It includes information such as the course description, learning outcomes, content, assessment tasks and time allocation. The course aims to teach students principles of ethical behavior at individual and societal levels. It will discuss concepts such as moral versus non-moral problems, ethical frameworks, and analyze moral dilemmas using principles of ethics. Students will examine how culture and social situations can influence moral behavior and decision making. Assessment will include exams, reflective papers, group activities and analyzing case studies using concepts taught.
EAPP Q 2 – Module 6 Writing the Position Paper.pdfLeah Condina
This document provides instructions for writing a position paper. It defines a position paper as an essay that expresses a position on an issue and provides arguments to support the writer's opinion. It outlines the key parts of a position paper as the introduction, body, and conclusion. The introduction introduces the topic and provides background. The body states opposing arguments, the writer's position, and provides evidence to support each argument. The conclusion restates both sides of the argument, summarizes the writer's three main points, and provides a call to action.
This 3 sentence summary provides the key details about the course syllabus:
This syllabus outlines an online Introduction to Anthropology course offered in the fall semester at Owens Community College. The 3 credit course will examine all aspects of human life through the lenses of biological anthropology, archaeology, linguistics, and cultural anthropology. Grades will be based on exams, writing assignments, and discussion posts, with the goal of helping students understand anthropology as a four dimensional system and apply it to understanding global human diversity.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxdeanmtaylor1545
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxbradburgess22840
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docxYASHU40
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docxYASHU40
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
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How to Start a Compare and Contrast Essay?. Writing Compare Contrast Essay - Expert Guide for Writing a Compare and .... Writing a Compare/Contrast Essay:. Compare And Contrast Essay Examples FAQ Pro Essay Help. PPT - Compare and contrast essay PowerPoint Presentation, free download .... PPT - Compare and Contrast Essay PowerPoint Presentation, free download .... What Is a Compare and Contrast Essay? Simple Examples To Guide You .... Strong Compare and Contrast Essay Examples. Good Compare and Contrast Essay Examples 5staressays. Compare And Contrast Essay Outline Mla. 014 Essay Example Compare Contrast Essays Thatsnotus. Compare and contrast essay. How to Write a Compare-Contrast Essay - ESL worksheet by ironik. Compare and Contrast Essay: Definition, Outline and Useful Examples 7ESL. How to Write a Compare and Contrast Essay Steps and Types of Compare .... How to Write Compare and Contrast Essay - EssayHub. How to Write a Compare and Contrast Essay Outline Point-By-Point With .... Sample of compare and contrast essay. Compare And Contrast Essay .... 1 Comparison and contrast essay. Homework Help Sites.. How to write a compare and contrast essay for 4th grade - Writing a .... Comparing and Contrasting - The Writing Center - How to Write a Compare .... How to Write a Compare and Contrast Essay HandmadeWriting Blog. How to Write a Compare-and-Contrast Essay 2023 - AtOnce. Example of a compare and contrast essay between two books - How to .... Compare and Contrast Essay. Compare and contrast essay examples college vs high school - Compare .... Comparison and Contrast Essay Example Topics and Well Written Essays .... How to Write a Compare and Contrast Essay Bid4Papers. How to Write a Compare and Contrast Essay Literacy Ideas. How to Write a Compare and Contrast Essay by Beckys Room TPT. A Compare And Contrast Essay Telegraph. compare and contrast essay Nature Free 30-day Trial Scribd. Compare and contrast essay sample 5th grade: Elucidation. Compare and Contrast Essay Example Topics and Well Written Essays ... Can You Use I In A Compare And Contrast Essay Can You Use I In A Compare And Contrast Essay
This document summarizes a syllabus for a course on Kentucky government and politics taught in Spring 2012. The course will use systems thinking and futures studies frameworks to explore Kentucky's political culture, government structures, parties, groups and important policy issues. Students will learn research methods and apply them to analyze trends and scenarios for Kentucky's future. Major assignments include class participation, a systems thinking paper, and a group scenarios project on potential futures for Kentucky in 2032.
The document provides guidelines for writing a term paper, including recommendations for its structure, content, formatting, and citations. Key aspects that must be addressed are length (20-25 pages), structure (introduction, literature review, methodology, etc.), citation style, accuracy, and avoiding plagiarism. Recommendations are provided for each section, including the level of detail required for the methodology, presentation of results, discussion of limitations, and bibliography format. The guidelines aim to help students write a well-structured, scholarly term paper.
HUM Syllabus/Humanities Project Instructions.pdf
A Humanities Project
For your Humanities Project, you will create a Power Point to showcase a themed study of our
course in review. Your assignment will cover each chapter that we’ve studied on its own
separate page. If you want to do more, that’s fine. Just make sure that each chapter is
represented by at least one full page of its own.
Requirements:
• minimum of 1 content page per chapter
• separate title page
• college level research beyond the textbook (online encyclopedias are NOT college level
research – use scholarly sources)
• citations of all of your sources including photo credits for images borrowed online
(separate Works Cited page/slide)
Content:
1. PICK A THEME that connects the chapters.
2. DO RESEARCH to add information or insight into your understanding or appreciation
of each topic.
• Background information (historical, cultural, etc.)
• An image or photo that complements the topic or relates to it in some way.
• Audio or video related to the topic (YouTube, TED Talks, etc.).
Objectives of the Scrapbook Project:
• To showcase a collection of topics and related resources inspired by each chapter.
• Select some online resources, which add to your understanding of the topics.
• Create an electronic scrapbook using one of the following to present your theme and
related sources.
• Document your sources accurately in MLA format.
Evaluation (Grading)
• Requirements met
• Content
• Originality
• Design
• Sources
• Mechanics
No late work for these assignments will be accepted at all.
HUM Syllabus/Humanities Project Rubric.pdf
HUM Syllabus/HUMN 2203 Syllabus .pdf
Oklahoma State University-Oklahoma City
HUM 2203- Western Humanities
Fall 2016 Syllabus
Instructor: Dani Harris-Brunet
Office: not applicable
E-mail: [email protected]
Credit: 3 hours
Please note: Please use email as our primary channel of communication. I typically respond to
emails within 24-48 hours. Emails received on Friday will be answered the following
Monday.
REQUIRED TEXT AND MATERIALS
Humanistic Tradition, Fiero, Gloria, McGraw-Hill, 7th Edition, vol 2, ISBN 978-1259351686
COURSE DESCRIPTION
Key ideas and values of modern cultures, as discovered through an integrated and thematic
study of literature and the fine arts, as seen in their historical and philosophical contexts.
GENERAL EDUCATION GOALS
Upon completion of General Education Curriculum, students should be proficient in
demonstrating the following competencies:
Goal #1: Critical Thinking
Critical thinking skills include, but are not limited to, the ability to comprehend complex ideas,
data, and concepts; to make inferences based on careful observation; to make judgments
based on specific and appropriate criteria; to solve problems using specific processes and
techniques; to recognize relationships among the arts, culture, and society; to deve ...
AN ANALYSIS OF PARENTS AND TEACHERS PERCEPTIONS196EDUCAT.docxgalerussel59292
AN ANALYSIS OF PARENT'S AND TEACHER'S PERCEPTIONS
1
96
EDUCATIONAL RESEARCH: A FOCUSED APPROACH
Ronald Byrd
(Copyright registered March 2013)
(Revised, December 2015)
TABLE OF CONTENTS
TOPICPAGE
Rationale for this Etext…………………………………………………………….4
Author/Instructor background information……………………………………..6
Course Focus – A pilot study………………………………………………………7
The ubiquitous nature of research………………………………………………..9
Ethics ………………………………………………………………………………12
Your Magale Memorial Library…………………………………………………18
Internet resources…………………………………………………………………20
Selection of a research topic
………………………………………………………23
Reviewing related literature
………………………………………………………26
Communication skills: A key to professional success…………………………..30
Specifics on writing style………………………………………………………….33
Survey research……………………………………………………………………41
Informed consent………………………………………………………………….47
Classifying research………………………………………………………………51
Quantitative research designs……………………………………………………53
Qualitative research………………………………………………………………63
Controls in research………………………………………………………………65
Selecting subjects………………………………………………………………….72
The proposal………………………………………………………………………77
Evaluating educational research…………………………………………………84
Statistical analysis…………………………………………………………………88
The final paper………………………………………………………………………94
Appendix A: PERRLA for Seamless APA Style …………………………………..99
Appendix B: Sample Review of Related Literature………………………….…..105
Appendix C: Sample Proposal………………………………………………….…115
Appendix D: Sample Final Paper……………………………………………….....131
Appendix E: Very Basic Statistics and Practice………………………………….164
Appendix F: Magale Library Research and Statistics Books………………………175
RATIONALE FOR THIS ETEXT
I’ve taught research methods in two departments at SAU and at several other universities. In doctoral programs that I’ve been involved with, a comprehensive research methods textbook was an absolute necessity. However, I have found that for master’s level students, beginners in terms of research, such texts have far too much extraneous information that simply will not be used. You spend around $100 for a text which you will eventually judge as not really appropriate. Continuing criticism of these textbooks has led me to the decision to write one that is tailored to the specifics of this class, EDUC 6003 – Educational Research. I’ve attempted to make this more reader friendly and to eschew obfuscation, the fundamental stuff of which much educational material is structured. Digest that last sentence and see why I want to simplify.
Fundamentally, what I seek to do is teach a basic course in which students will achieve in-depth mastery rather than an advanced course in which you’d have a more superficial grasp of a broader range of information. I think that this can be done best by limiting the breadth of reading and supplementing that with completion of a pilot study. I am convinced that you will have an excellent grasp of educational research once you complete the requirements of this.
EAD II 35615625 Paper 4 Friendship Virtual and Face-.docxmadlynplamondon
EAD II
356:156:25
Paper 4: Friendship: Virtual and Face-to-Face
Readings:. Maria Konnikova, "The Limits of Friendship," 255-261. We will put it Sherry Turkle,
"The Empathy Diaries," 378-389 for Paper #4.
Rough Draft DUE: Tuesday, November 26, 2019. Peer Review. Bring 2 copies to class (one
hard copy for me and one for review by a classmate). The rough draft must contain an
introduction with a thesis statement and at least three body paragraphs that follow the format for
body paragraphs. At least 4 pages long.
Final Draft DUE: Thursday December 5, 2019. Location: WP Computer Lab, LSHB 103A.
The final draft should be at least 5.5 pages long, and contain an introduction with a thesis, 4 body
paragraphs, and a conclusion. Bring the latest version of your paper to the lab saved on a USB
drive AND emailed to yourself. You will have the entire class to work on your paper. It is due at
the end of class. DO NOT COME TO CLASS AND SAY YOU ARE FINISHED WITH YOUR
PAPER. EVEN IF YOU THINK YOU ARE DONE, I CAN ASSURE YOU I WILL FIND
AREAS THAT NEED IMPROVEMENT. Use the opportunity in the lab to revise and improve.
Essay Prompt: Sherry Turkle uses a sociological/psychological lens through which to analyze
the importance of face-to-face conversation, She claims that technology has pushed
conversation to the margins of human interactions. The eclipsing of meaningful face-to-face
interactions, she argues, has produced a "flight from conversation" (379). She asserts that this
has gravely damaged the "virtuous circle" and therefore diminished empathy (382).
Maria Konnikova uses a biological/psychological frame through which to view friendship in the
physical world dominated by digital technology. She illustrates the ways that social interactions
in the physical world build regions of the brain that stimulate and promote deep and lasting
friendships. She emphasizes the importance of shared experience in the physical world as a way
to create lasting bonds. Both authors agree that digital technology is here to stay, but the
challenge then becomes finding a way to balance virtual friendships and those built overtime in
the physical world. Using both essays answer the following question.
Question: Why is it important to maintain a balance between face-to-face interactions and
online friendships?
College of Administrative and Financial Sciences
MGT 312
Assignment 3
Deadline: 30/11/2019 @ 23:59
Course Name: Decision Making and Problem Solving
Student’s Name:
Course Code: MGT 312
Student’s ID Number:
Semester: I
CRN:
Academic Year: 1440/1441 H
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: Marks Obtained/Out of
Level of Marks: High/Middle/Low
Instructions – PLEASE READ THEM CAREFULLY
· The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
· Assignments submitted through email will not be accepted.
· Students are advised to make their work clear and well pr ...
This document provides a course syllabus for an Ethics course at Cebu Technological University. It includes information such as the course description, learning outcomes, content, assessment tasks and time allocation. The course aims to teach students principles of ethical behavior at individual and societal levels. It will discuss concepts such as moral versus non-moral problems, ethical frameworks, and analyze moral dilemmas using principles of ethics. Students will examine how culture and social situations can influence moral behavior and decision making. Assessment will include exams, reflective papers, group activities and analyzing case studies using concepts taught.
EAPP Q 2 – Module 6 Writing the Position Paper.pdfLeah Condina
This document provides instructions for writing a position paper. It defines a position paper as an essay that expresses a position on an issue and provides arguments to support the writer's opinion. It outlines the key parts of a position paper as the introduction, body, and conclusion. The introduction introduces the topic and provides background. The body states opposing arguments, the writer's position, and provides evidence to support each argument. The conclusion restates both sides of the argument, summarizes the writer's three main points, and provides a call to action.
This 3 sentence summary provides the key details about the course syllabus:
This syllabus outlines an online Introduction to Anthropology course offered in the fall semester at Owens Community College. The 3 credit course will examine all aspects of human life through the lenses of biological anthropology, archaeology, linguistics, and cultural anthropology. Grades will be based on exams, writing assignments, and discussion posts, with the goal of helping students understand anthropology as a four dimensional system and apply it to understanding global human diversity.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxdeanmtaylor1545
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Teaching Math and Science MulticulturallyEDF 2085Prof. Mukhe.docxbradburgess22840
Teaching Math and Science Multiculturally
EDF 2085
Prof. Mukherjee
Figure It Out!
Why Teach Math/Science?
Multicultural Answers:
Use knowledge to make the world a better place
Teach basic, functional skills as well as important themes like conservation; health; wealth distribution; voting…
Research has demonstrated male dominance and cross cultural under-representation in math/ science fields (at both school and societal levels)
Why Math and Science
“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access. In today’s world, economic access and full citizenship depend crucially on math and science literacy.”
Bob Moses, Civil Rights Activist and Found of The Algebra Project
Radical Equations: Math Literacy and Civil Rights, p. 5
Indicators of Social Inequity Related to Science & Math Education
Professions that draw highest salaries tend to emphasize math and science
These fields tend to be segregated by race and gender
Patterns of segregation by sex and race can be viewed in patterns of enrollment in math & science in K-12 system
Patterns of racial and gender homogeneity also evident in representation in illustration and content of science & math textbooks
Failure to engage all students undermine their potential and future lifestyles/chances.
What Do We Want To Achieve in Math/ Science Education?
Multicultural Answers:
Critical (reflective) math and science literacy
Access to high levels of math/ science literacy for all students
Understanding how math & science are used in daily contexts
Understanding the political context of math and science (examples: racist theories of intelligence; use of statistics to support diverse positions)
Ensure not only functional levels of science & math literacy, but also CRITICAL science & math literacy
Traditional Answers:
Mastery of selected skills and knowledge of selected “facts”
Stratification of curriculum (tracking)
Content Concerns
Multicultural Answers:
Recognizes that Math and Science are not “culture-free”
Many cultures have contributed to our knowledge of Math and Science
Current uses of mathematics/ science in society (social issues as math/ science problems)
Emphasizes process (DOING a problem), not just product (getting the CORRECT answer)
Traditional Answers:
Claims that Math/ science are “universal”, culture-free subjects
Math and science are “objective” and, therefore, bias-free
Math and science problems have one right answer
Instruction/ Activities
Multicultural Answers:
Learning through meaningful, reality based problem solving activities
Inquiry-based approaches (teaching students to ask questions)
Allowing for mistakes (science as a process of reasoned trial and error)
Multiple learning styles addressed
Interdisciplinary inquiry (link science and math with other subject areas)
Traditional Answers:
Memorization
Learning occurs through repetitive practice (“drill and kill’)
Field independent in.
Similar to Anthropology 2 Spring 2020 MW 7-825 a.m. (Revised Online) .docx (17)
April 19, 2018 Course #Title MATU-203 – Introduction.docxYASHU40
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Appropriate TopicsThe Research Report, select one of the fo.docxYASHU40
Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
The body text, the student should use 12-point Times New Roman. Text for the cover page may
be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
text such as chapter headings and captions but should be avoided in long passages of text as the.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docxYASHU40
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
.
Applying Evidence-Based Practice”Population groups with differe.docxYASHU40
Evidence-based practice guidelines should be applied when managing illnesses for patient populations that are at risk due to cultural, religious or ethnic differences. These population groups may exhibit different illness behaviors and beliefs. Guidelines should be applied across all ages to properly manage illnesses for at-risk patient populations with consideration for cultural factors that influence health behaviors.
Applying Learning Theory to LifePrior to beginning work on t.docxYASHU40
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docxYASHU40
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docxYASHU40
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docxYASHU40
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docxYASHU40
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docxYASHU40
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docxYASHU40
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docxYASHU40
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docxYASHU40
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docxYASHU40
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docxYASHU40
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docxYASHU40
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docxYASHU40
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docxYASHU40
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
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!
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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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.
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Anthropology 2 Spring 2020 MW 7-825 a.m. (Revised Online) .docx
1. Anthropology 2 Spring 2020: M/W: 7-8:25 a.m. (Revised
Online) Mr. Coltman
Course Syllabus: Cultural Anthropology
Course Description:
Through the comparative study of different cultures,
anthropology explores fundamental questions
about what it means to be human. It seeks to understand how
culture shapes societies and
individuals, from the smallest island in the South Pacific to the
largest global metropolis, and affects
the way institutions work, from scientific laboratories to
Christian mega-churches. This course will
provide a framework for analyzing diverse facets of human
experience such as gender, ethnicity,
language, politics, economics, and art.
Course Requirements (Revised for Online):
Lecture: You are encouraged to attend and participate in online
classroom sessions, as this is a lecture and discussion
course. This means that you should do the reading in advance
and be prepared to be engaged in the course, even
though we are now online. If you are unable to attend the online
lecture it will be recorded and will be available at your
convenience. You will be sent a link to the recorded lecture
through Canvas Announcements.
Exams: There will be two exams, including the final, each
worth 1/3 of your grade. Exam 1 and the Final will consist of
50 multiple-choice questions (25 from lecture and 25 from the
2. text) and will be taken on Canvas. The final will be
cumulative in course materials, concepts, theorists, and
theories.
The textbook and lectures: You are expected to read the
textbook, which covers material related to the lecture. The
exams will require information that you will find in both the
text and lecture, so you will also have to take careful notes.
The Essay: 1/3 of your grade will be earned from a critical-
thinking essay. The requirements for the essay will be provided
to you. This paper will approximately 3-5 pages in length. The
paper is due (approximately!) Wednesday, May 6th.
Attendance: If you stop attending a class, it is your
responsibility to officially drop the class and you must do so
prior to
deadlines that can be found online. If you fail to drop the
course through the proper channels you will end up with an “F”
in the course.
How it all turns into an “A” or what you will:
Course totals: Multiple choices exams will be curved and
assigned a letter grade. The term paper will receive a letter
grade. No grades will be dropped but I will do my best to
overlook total disaster, as long as your other grades argue on
your behalf and as long as you do the extra credit assignment.
Extra Credit: There will be one extra credit opportunity, similar
in topic and scope to the term paper. You will be given a
handout on this opportunity after the midterm. It will require
that you pick some aspect of cultural belief or behavior that
interests you, research it, analyze it, and produce a critical
3. analysis for my review. A hard copy will be due the day of the
final exam. There will be no exceptions as regards due date.
Expected Student Learning Outcomes:
1. Analyze cultural traditions using a relativist framework.
2. Compare, contrast, and explain ethnological diversity among
humans.
3. Identify and illustrate patterns both within and across human
societies and cultures.
Textbook: Kottak: Cultural Anthropology (17th ed.); available
for purchase, rental, and e-book
Office and office hours (revised for Online):
Hours: M-Th: 8:30-9, M/W: 11:15-12 Office Location: Online
through Canvas Email: [email protected]
Course Outline (Revised for Online):
Lectures & Exams:
Topic 1: Introduction to the Course: Anthropology and Defining
“Culture.” Film: Witchcraft Among the
Azande
Topic 2: Anthropology’s Paradigms and Theory in
Anthropology. Film: N!ai: The Story of a !Kung Woman,
Topic 3: Language and Evolution
Topic 4: The organization of society (Hammond’s Rule)
Topic 5: Making a Living: The Economy. Films: Yanomamo of
the Orinoco & Warriors of the Amazon
Midterm 1 (online): Proposed Date, April 29-May 1
Topic 6: Organizing & Maintaining Order Within & Between
4. Groups: The Political System.
Films: From Machetes to Cell Phones and Dead Birds
Topic 7: Organizing Social Relations: Roles & Work. Film:
Masai Women
Topic 8: Marriage, Reproduction, Sex, and the Body. Film:
Paris is Burning
Topic 9: Beyond the Known: Religion & Healing. Film: Shadow
& Illuminations
Topic 10: The World System & Pragmatics. Film: The Act of
Killing
Cumulative Final (online): Thursday 6/10-Saturday 6/13
1
A S HE In di vi dual Res e arc h Pr oj ec t: A ss essm ent Gu
ide
Deadline Dates: 1. Interim submission date: Friday 11th Jan
2019
2. Thursday April 4th 2019
Table of Contents
6. Overview
This assignment counts for 70% of your overall mark for this
unit. Interim report (20%) and the final report submission
(50%).
You are being asked to conduct an individual research project
focusing on an aspect of sustainability. The aim is to use
and demonstrate the study skills you have developed and
improved during this unit.
All research projects aim to answer a question. This sets them
apart from reports or essays. You will choose one of the
suggested topics to investigate or you may have your own
related area of interest , but this MUST be discussed in advance
with your tutor. The next step is to determine your aim and
main research question. As well as reviewing the literature,
you should collect some primary data, for example, from a
questionnaire or interview.
There will be a series of workshops and classes, which will help
you and prepare you for each stage in the
development and writing of your report.
Learning outcomes
The aims and objectives of this project are to develop your
ability to
7. • Reflect upon your skills, learning and performance through
personal development planning
• Undertake research into a given topic, critically analyse the
information found and use it to form a clear and
coherent argument
• Use data to undertake statistical analysis and present the
data in an appropriate form
-
structured academic report making appropriate use of ICT.
2
Choosing your Topic
The general topic is Sustainability. You can do your project on
any aspect of this very broad topic; however we have
suggested areas that may be most relevant to you with respect to
your linked degree subject. It is a good idea to select a
8. broad area that you want to focus on and do some quick
research or background reading to help you narrow down your
focus.
Individual Research Project – Sustainability
Important points to consider when selecting the area of your
research.
• You need a research question to answer, do NOT attempt to
focus on more than one question.
• You need to generate or use some data – see the minimum
requirements for the Results section. So aim to use
one of the online data generators e.g. waterfootprint calculator,
write and deliver a questionnaire, carry out
interviews, collect data e.g. distance food has travelled from
production to selling point.
• You do not have to choose one of the suggested areas or the
suggested question below however if you have
your own idea you must get it agreed with your tutor.
Suggested Topics: Below you will find a list of possible areas
which include a brief description of the topic, some
possible questions that can form a research project and some
starter links.
9. 1. Ethical Consumerism and Green Consumer Behaviour when
Purchasing Products
Green consumerism refers to recycling, purchasing and using
eco-friendly products that minimise damage to the
environment. This involves decisions such as using appliances
that consume less power, buying hybrid cars that emit less
carbon dioxide, using solar and wind power to generate
electricity and buying locally grown vegetables and fruits.
You can select one of the following research questions:
• What is the real impact of ethical consumerism on the
environment?
• How green consumers decided which product to purchase?
What factors influenced this purchase decision process?
• What factors influence individuals when considering ‘green
goods’?
• Are degradable shopping bags sustainable? How do the
options compare in terms of cost (including cost to the
environment) to produce and time to degrade?
• Are smart cars/electric cars more sustainable? How do they
compare to conventional transport? How long do
they last? What are the issues? How can the public be persuaded
to use them?
10. Starter Resources:
• Paavola, J. (2001). "Towards Sustainable Consumption:
Economics and Ethical Concerns for the Environment in
Consumer Choices." Review of Social Economy 59.2.
• Papaoikonomou, E. (2013), Sustainable lifestyles in an urban
context: towards a holistic understanding of ethical
consumer behaviours. Empirical evidence from Catalonia,
Spain. International Journal of Consumer Studies, 37: 181–
188.
• Başgöze, P., & Tektaş, Ö. (2012, August). Ethical Perceptions
and Green Buying Behavior of Consumers: A Cross-
National Exploratory Study. Journal of Economics and
Behavioral Studies, 4(8), 477-488.
• Young, W., Hwang, K., McDonald, S. and Oates, C. J. (2010),
Sustainable consumption: green consumer behaviour
when purchasing products. Sustainable Development, 18: 20–
31.
3
2. Psychology
11. A. The psychology of sustainable behaviour
Human behaviour underlies almost all environmental problems,
such as air and water pollution, climate change,
deforestation, and loss of biodiversity. Research in psychology
offers clues as to why people engage in unsustainable
behaviours despite their concern about the broader
consequences. At the same time, the research also explains why
people go out of their way to behave sustainably, and how it is
possible to motivate and empower sustainable actions. The
goal of the psychology of sustainable behaviour is to create the
conditions that make sustainable action the most appealing
or natural choice.
Most people want to live in a way that treats the ecosystems we
depend on with care and respect, and people express
increasing worry about the state of our natural environment. Yet
we all find ourselves engaging in unsustainable daily
behaviours that have negative environmental impacts.
Example questions:
• How important is recycling to MMU students?
• Why is it so difficult for us to change our behaviour despite
our environmental concerns?
• How does individual sustainability contribute to broader social
12. and policy change?
Starter Resources:
• Amel, E. L., Manning, C. M., & Scott, B. A. (2009).
Mindfulness and sustainable behavior: Pondering attention and
awareness as means for increasing green behavior.
Ecopsychology, 1(1), 14-25.
• Manning, C. (2009). The Psychology of Sustainable Behavior.
Minnesota Pollution Control Agency. Retrieved from
https://www.pca.state.mn.us/sites/default/files/p-ee1-01.pdf
• Trijp, H. v. (2014). Encouraging sustainable behavior:
psychology and the environment. New York: Psychology Press.
B. Conservation Psychology:
Conservation psychology is defined as psychological research
oriented toward understanding why people help or
hurt the natural environment and promoting environmentally
sustainable practices.
• How Psychology Can Save The World From Climate Change?
Starter Resources:
• Clayton, S. D., & Myers, G. (2015). Conservation psychology:
Understanding and promoting human care for
13. nature. Chichester, UK: Wiley-Blackwell.
• Trijp, H. V. (2014). Encouraging sustainable behavior:
Psychology and the environment. New York: Psychology
Press.
C. The Psychology of Education
Changing society’s minds about sustainability requires
knowledge about the situation, awareness of what
needs to be done and actions to change today’s unsustainable
behaviours. The university students have the
opportunity during their education to develop the ability to
understand the need for sustainability and act on it
by integrating social, environmental and economic
considerations in their decision making.
• What influences students’ self-perceived sustainability actions
after undergraduate education?
Starter Resource:
• Sammalisto, K., Sundström, A., Haartman, R. V., Holm, T., &
Yao, Z. (2016). Learning about Sustainability—What
Influences Students’ Self-Perceived Sustainability Actions after
Undergraduate Education? Sustainability, 8(6),
510.
14. https://www.pca.state.mn.us/sites/default/files/p-ee1-01.pdf
4
3. Eco Sustainable Fashion:
Chemicals are used in the production of clothing material. This
has been flagged as an issue by Greenpeace who say
they have found toxic chemicals in a number of high profile
companies’ clothes. Non phenol ethoxylates (NPEs) have
been used for years to remove oils from natural fibres because
they are not absorbed into wool. The EU recognises
that some of these chemicals are associated with reproductive
abnormalities in fish and aquatic wildlife
• How environmentally friendly are so-called eco-fashion
fabrics or clothes? How does the cost
compare?
Starter Resources:
• Reeve, J. (2010). Sustainable Fashion and Textiles: Design
Journeys/Eco-Chic: The Fashion
15. Paradox. Journal of Design History. 23, 3: 317-319.
• Farley Gordon, J., & Hill, C. (2014). Sustainable fashion:
past, present and future. London:
Bloomsbury Publishing.
• Fibre Footprint Calculator:
http://www.sustainablecotton.org/footprint_calculator/growers/
• Claudio, L. (2007) ‘Waste Couture: Environmental Impact
of the Clothing Industry’ Environ Health Perspect.
115(9)[online]
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1964887/
4. Computational Sustainability
Computational Sustainability is an emerging field that aims to
apply techniques from computer science and related
disciplines (e.g., information science, operations research,
applied mathematics, and statistics) to help manage the
balance of environmental, economic, and societal needs for
sustainable development.
A. Sustainable Information Systems
Information Systems (IS) as a discipline draws on diverse areas
including, technology, organisational theory,
management and social science. The field is recognized as very
16. broad and encompassing many themes and
areas. Sustainable, or "green," IT is used to describe the
development, manufacture, management, use and
disposal of ICT in a way that minimizes damage to the
environment.
Starter Resources:
• Linger, H. (2016). Building Sustainable Information Systems:
Springer-Verlag New York.
• Melville, N. P. (2010). Information systems innovation for
environmental sustainability. Mis Quarterly,
34(1), 1-21.
B. Sustainable Cloud Computing
Cloud Computing is today’s most promising technology due to
its cost-efficiency, flexibility and unrestricted
access to computing for everybody. Cloud services make a
positive contribution to sustainability: The cloud
encourages clean-tech applications like smart grids and it also
encourages consumers to use virtual services such
as video streaming to replace resource-heavy physical products.
Starter Resources:
• Shuja, J., Gani, A., Shamshirband, S., Ahmad, R. W., & Bilal,
17. K. (2016). Sustainable Cloud Data Centers: A
survey of enabling techniques and technologies. Renewable and
Sustainable Energy Reviews, 62, 195–214.
• Müller, G., Sonehara, N., Echizen, I., & Wohlgemuth, S.
(2011). Sustainable cloud computing. Business &
Information Systems Engineering, 3(3), 1.
http://www.sustainablecotton.org/footprint_calculator/growers/
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1964887/
5
5. Sustainable Engineering
A. Renewable Energy Systems & the Environment
Renewable Energy Systems and the Environment is one of the
pathways offered in the Sustainable Engineering
domain. It examines the design and operation of the energy
systems that provide the environments in which people
live and work. It explores how quality of life can be balanced
by the need for conservation of world resources. The
energy resources includes renewable, fossil and nuclear.
18. Starter Resources:
• Bender, S. F., Wagg, C., & Heijden, M. G. (2016). An
Underground Revolution: Biodiversity and Soil Ecological
Engineering for Agricultural Sustainability. Trends in Ecology
& Evolution, 31(6).
• Davidson, C. I., Hendrickson, C. T., Matthews, H. S., Bridges,
M. W., Allen, D. T., Murphy, C. F., ... & Austin, S.
(2010). Preparing future engineers for challenges of the 21st
century: Sustainable engineering. Journal of
cleaner production, 18(7), 698-701.
B. Sustainable Product Design Engineering
Sustainable Design Engineering goes beyond being just
efficient, attractive, on time and on budget. It cares about
how such goals are achieved, about its effect on people and the
environment.
• What is sustainable design, and how do you create a “greener”
product?
Starter Resources:
• Vargova, J., Badida, M., & Hricova, B. (2008). Product design
and sustainable development in engineering
19. process. Annals of DAAAM & Proceedings, 1443-1445.
• Ramani, K., Ramanujan, D., Bernstein, W. Z., Zhao, F.,
Sutherland, J., Handwerker, C., ... & Thurston, D.
(2010). Integrated sustainable life cycle design: a review.
Journal of Mechanical Design, 132(9), 091004.
C. Sustainable Automotive Engineering
The industry is looking to improve the environmental impact of
the manufacturing process and products it
delivers. The growth in automotive production has increased
the number of end-of-life vehicles (ELVs) annually.
Those new vehicles are delivering enhanced fuel efficiency, air
quality standards, safety and desirability to the
consumer.
Starter Resources:
• Tian, J., & Chen, M. (2014). Sustainable design for
automotive products: Dismantling and recycling of end-of-
life vehicles. Waste management, 34(2), 458-467.
• Mayyas, A., Qattawi, A., Omar, M., & Shan, D. (2012).
Design for sustainability in automotive industry: A
comprehensive review. Renewable and Sustainable Energy
Reviews, 16(4), 1845-1862.
20. 6. Animal Welfare
A 2007 report by Compassion in World Farming highlighted the
fact that the vast majority of animals farmed for
food worldwide are intensively reared. Industrial animal
productions main concern is maximising productivity and
profit, however, this can often mean confinement, overcrowding
and over-feeding which causes great suffering
to the animals being farmed.
• More than 40% of the meat eaten in Britain is chicken with
approximately 830 million farmed birds (known as
broilers) slaughtered every year.
6
• In poultry farming typically, around 25,000 birds are housed
together within a building, but in some cases the
number is much higher. Intensively farmed chicken raises
serious concerns over the animal’s health and
welfare.
• However, farming chicken in this manner allows for cheap
production and therefore a cheaper selling price.
21. Starter Resources
• Asselt, E. v., Capuano, E., & Fels-Klerx, H. v. (2015).
Sustainability of milk production in the Netherlands – A
comparison between raw organic, pasteurised organic and
conventional milk. International Dairy Journal, 19-
26.
• Velarde, A., Fàbrega, E., Blanco-Penedo, I., & Dalmau, A.
(2015). Animal welfare towards sustainability in
pork meat production. Meat science, 109, 13-17.
• Van Asselt, E. D., van Bussel, L. G. J., van Horne, P., van der
Voet, H., van der Heijden, G. W. A. M., & van der
Fels-Klerx, H. J. (2015). Assessing the sustainability of egg
production systems in The Netherlands. Poultry
science, pev165.
• Schmitt, E., Keech, D., Maye, D., Barjolle, D., & Kirwan, J.
(2016). Comparing the Sustainability of Local and
Global Food Chains: A Case Study of Cheese Products in
Switzerland and the UK. Sustainability, 8(5), 419.
7. Vegetarianism for a Sustainable Planet?
One reason for vegetarianism which has become increasingly
22. popular in the past 2 years or more is the impact
the production of meat has on the environment (e.g. climate
change)
Starter Resources
• Clarke, A. (2015). Vegetarianism and sustainability. Journal
of the Australian Traditional-Medicine
Society, 21(2), 106.
• Linn, S. E. (2016). The Insect Cookbook: Food for a
Sustainable Planet. Florida Entomologist, 99(1), 157-158.
• Stoll-Kleemann, S., & O'Riordan, T. (2015). The
Sustainability Challenges of Our Meat and Dairy Diets.
Environment: Science and Policy for Sustainable Development,
57(3), 34-48.
8. Over-Fishing
Over three quarters of the Earth are covered by the oceans
containing over 80% of all life on the planet.
However, destructive methods of fishing have caused severe
strain on this ecosystem. Scientists now
estimate that, at the current rates of decline, most fish stocks
could collapse within the next 50 years.
Millions of people worldwide depend on fish for food and for
their livelihood. The collapse of these stocks would
23. not only impact on the ecosystem but it would also have
profound social and economical consequences.
Starter Resources
• Zhou, S., Smith, A. D., & Knudsen, E. E. (2015). Ending
overfishing while catching more fish. Fish and
Fisheries, 16(4), 716-722.
• Seves, S. M., Temme, E. H., Brosens, M. C., Zijp, M. C.,
Hoekstra, J., & Hollander, A. (2016). Sustainability aspects
and nutritional composition of fish: evaluation of wild and
cultivated fish species consumed in the
Netherlands. Climatic Change, 135(3-4), 597-610.
• Zhou, G., Hu, W., & Huang, W. (2016). Are Consumers
Willing to Pay More for Sustainable Products? A Study of
Eco-Labeled Tuna Steak. Sustainability, 8(5), 494.
7
9. Food Miles
24. What is the significance of food miles? Does it impact on
economy? Does it impact on the environment?
• You could, for example, pick a food product you regularly
consume and research the food chain for this
product – where did it originate, how many food miles has it
travelled, who has taken part in getting it to you?
• Also think about the impact of the production, transport and
consumption of this product on global
sustainability
Starter Resources:
• Galli, F., Bartolini, F., Brunori, G., Colombo, L., Gava, O.,
Grando, S., & Marescotti, A. (2015). Sustainability
assessment of food supply chains: an application to local and
global bread in Italy. Agricultural and Food
Economics, 3(1), 1.
• Hiroki, S., Garnevska, E., & McLaren, S. (2016). Consumer
Perceptions About Local Food in New Zealand, and
the Role of Life Cycle-Based Environmental Sustainability.
Journal of Agricultural and Environmental
25. Ethics, 29(3), 479-505.
• Galli, F., Bartolini, F., & Brunori, G. (2016). Handling
diversity of visions and priorities in food chain
sustainability assessment. Sustainability, 8(4), 305.
• There is a food mile calculator at
http://www.organiclinker.com/food-miles.cfm
10. Water Footprint
You can select one of the following research questions:
• How much water do you use? Compare the water footprint
of different countries – are they sustainable with
current water purification methods? How can water footprint be
reduced? Investigate the effects of methods
of water reduction would have if taken up by the entire UK
population/half the population – what would be
the impact.
• Investigate views of general public in some of the changes –
to what lengths would they be prepared to go?
What if it cost them more money? Or took more time?
Starter Resources:
26. Use the water footprint calculator (first starter link) to
investigate group of people/compare water use in
different areas of the world/effects of changing behaviour on
water footprint.
• Waterfootprint Organisation:
http://www.waterfootprint.org/?page=files/YourWaterFootprint.
• Wichelns, D. (2015). Virtual water and water footprints:
Overreaching into the discourse on sustainability,
efficiency, and equity. Water Alternatives, 8(3).
• Konar, M., Evans, T. P., Levy, M., Scott, C. A., Troy, T. J.,
Vörösmarty, C. J., & Sivapalan, M. (2016). Water
resources sustainability in a globalizing world: who uses the
water? Hydrological Processes.
• Zhang, Y., Huang, K., Yu, Y., Hu, T., & Wei, J. (2015).
Impact of climate change and drought regime on water
footprint of crop production: the case of Lake Dianchi Basin,
China. Natural Hazards, 79(1), 549-566.
• Lovarelli, D., Bacenetti, J., & Fiala, M. (2016). Water
Footprint of crop productions: A review. Science of the
Total Environment, 548, 236-251.
http://www.organiclinker.com/food-miles.cfm
http://www.waterfootprint.org/?page=files/YourWaterFootprint
27. 8
Interim report structure
The majority of the time spent on your interim report will
involve researching, note taking and reviewing the
literature. There will be ASHE classes covering all of the stages
of this initial assessment. When it comes to writing up
your interim report it should contain the following sections (see
Interim report template for further details):
Section What is the function of this section?
Introduction
• This is a summary of the background research that you have
found relevant to your study.
• This sets the scene and also tells the reader why your study is
important and what you were
trying to find out.
• This should include detailed research with appropriate
citations.
28. • 500-800 words
Methodology
• This should briefly describe the design of your study, e.g. the
design of a questionnaire or
how you structured an interview.
• To include information on demographics and how information
will be collected.
References
• This is the list of the sources of information you have used
and should be in Harvard style.
• Only list sources that you have mentioned in the body of your
work above.
• The quality and quantity of references is important here –
ensure you have sufficient
references for your work and that material is obtained from
good quality, reliable sources.
Appendix –
including
Questionnaire
• This section includes material not required for the main report
but that may be useful. For
the interim report this should include your blank questionnaire,
a copy of the questions for
interview or any other relevant data collection details.
• The questionnaire should be designed to generate quantitative
and qualitative data.
29. • Quantitative data should be appropriate for data analysis and
summary statistics
9
Interim report Marking Scheme (What the assessor is looking
for)
Section (% of total mark) Features of an excellent report
Features of a Failed Report
Introduction(including
Literature review)
40%
• Aims of the report are clearly expressed.
• Relevant background research is excellently and
comprehensively discussed , including citations.
• The range and quality of the citations are appropriate for the
study.
• Material is presented as a logical argument.
• Demonstrates in depth knowledge.
• Lacks structured content. Little or no evidence of
30. background research.
• Use of quality resources negligible.
• No citation or very poor quality citation.
Methodology
15%
• Methodology is concisely and clearly explained and was
designed to generate quantitative and
qualitative data.
• Poorly designed, not clearly explained.
• No justification for methods used.
Questionnaire
25%
• Evidence of clear understanding of survey requirements.
• Questions clear and generate quantitative and qualitative data.
• Variety and number of questions appropriate for study.
• Questions correspond to the survey topic
• Inadequate primary data collection – low quality design
• Questions are vague and poorly worded
• Questions do not allow for collection of Quantitative AND
Qualitative data.
• Questions limited in variety – no scale or numerical data
31. Overall Presentation –
academic tone.
10%
• Impeccable standard of presentation.
• Excellent use of ICT, including in the analysis of data.
• Written in clear English (fluency, grammar, punctuation and
spelling).
• Clear layout and excellent use of academic language
throughout.
• Poor layout and structure, lacking in literacy style or quality.
• May be difficult to follow because of errors in grammar,
punctuation and spelling.
• Written almost entirely in wrong tone – little or no academic
language
Citation and referencing
10%
• Excellent use of Harvard citation and referencing.
• Correct format and appropriate quantity and quality of
references for report.
• Not referenced or poorly referenced.
• Few or no citations used.
• May be difficult to follow because of errors in grammar,
32. punctuation and spelling.
The length of the Interim Report should be approximately 700-
1000 words. The marking scheme for the project is shown
below; it is good practice to use this as a
checklist when writing your report. References and Appendix
data are not counted as part of the word count.
10
Full Report Structure
The majority of the time spent on your project will involve
researching, note taking and analysis of your data. There
will be ASHE classes covering all stages of conducting a
project. When it comes to writing up your report it should
contain the following sections:
Section What is the function of this section?
Abstract This should be very short and summarizes the results
and sometimes the conclusion. Basically
should tell someone all about your project in as few words
possible!
Introduction
33. This is a summary of the background research that you have
found relevant to your study. This
sets the scene and tells the reader why your study is important
and what aim to find out.
Methodology This should briefly describe the design of your
study, e.g. the design of a questionnaire or how
you structured an interview.
Results/Data
Analysis
This should present your data. It should describe your findings,
but not offer any explanations or
discussion of the results.
The data you collected, ‘raw data’, usually has to be converted
statistically or mathematically to
display in tables and/or graphs.
For this project you MUST include:
• Minimum of 2 graphs
• Qualitative
• Quantitative data
• Summary statistics
• With all data traceable through a spreadsheet
Discussion and
34. Evaluation
This section tells the reader what you think your results mean.
Are they relevant? How do they
connect to what we already know about this area? If you were
continuing to research in this
area what would you investigate? Why?
Might your work contain errors? How could this study have
been improved? In other words this
section contains a critical analysis of your work.
Conclusion,
Recommendation
and Future Work
It should end with your overall conclusions – did you answer
the question you set out to
investigate?
Explain any future work that needs to carry out in the future.
References This is the list of the sources of information you
have used and should be in Harvard style. Only
list sources that you have mentioned in the body of your work
above.
PDP Summary Approximately 200 words with reference to your
PDP entries that you have sent to your tutor.
35. This should summarize and reflect on your work in this unit,
your skills, how they have
developed, and your targets for next year.
Supporting
Evidence
This file will consist of your raw data and calculations carried
out on that data.
The length of …
神论者的大纲
卡尔·马克思:把黑格尔推到了他的头上,他认为所有社会、人类生活方式和历史
变革的基础都是基于物质关注,我们的现实生活问题。 一个功能主义者。
当当前的生产方式和生产关系破裂时发生变化。 想法不重要。
社会由:基础和上层建筑组成
基地由生产方式和生产关系组成:.
生产方式(觅食,园艺,畜牧,农业,工业农业主义[资本主义])是社会的基础.
. 它是你生产生活中所有必要的物质需求的系统。 引起:.
生产关系:在一定的生产方式内实现的一套社会关系(资本主义-
>所有者和工资工人;农业主义->贵族和农民/奴隶)。
提供社会/劳动力结构,通过这些结构产生、分配和消费材料需求。
上层建筑由艺术、哲学、政治、宗教、文化精神和其他意识形态组成。
这些社会思想的存在是为了隐藏或归化在给定的生产模式和由此产生的生产关系
中固有的真正不平等。
两个经典的例子:国王和传道者使用圣经在美国南部归化奴隶制的神圣权利。