Comparison & Contrast Essay
Assignment & Instructions
I. Instructions & Requirements
A. Assignment:
Write a referential essay of at least 1,000 words in which you compare and contrast two subjects.
Choose from the "Approved Topics" list on page two of this assignment or submit a custom topic for
Professor Shanafelt's approval. You must organize your essay by trait rather than subject. The overall
structure of your essay, its number of paragraphs, and the internal structure of each paragraph must
conform to the comparison and contrast essay template in this assignment. You may compare, contrast,
or compare and contrast your the subjects you have chosen.
B. How to Submit:
1. Submit PDF document via Blackboard assignment page.
2. No emailed papers will be accepted.
3. No other file types will be accepted.
C. Due Date:
8 March 2020 @ 11:55 pm
D. Length:
1. 1,000 words minimum (4-5 pages + Works Cited)
2. The “Works Cited” page, heading, and other paraphernalia are not included in word count.
E. Sources:
1. Two primary sources are required. No other source are permitted.
2. Use MLA 8 (2016) to document your two primary sources.
F. Documentation:
1. Document all quotations, paraphrases, details, and information taken from primary sources.
2. Cite each use of outside source material with a properly formatted MLA works-cited entry and an
appropriate MLA in-text citation.
3. For MLA Documentation information, reference the The Norton Sampler Appendix, MLA Handbook
(8th edition with 2016 update), or the Owl at Purdue website at the following link: https://
owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/
mla_general_format.html
G. Document Type:
1. PDF - Save your essay as a PDF document.
2. No other document types will be accepted!!
H. Topic Choices:
1. Select a topic from the "Suggested Topics" list in this document.
2. Create an original essay topic of your own and submit it to Professor Shanafelt for approval.
a) Your proposal should be mature, complete, typed, and clearly worded.
b) Submit your topic for approval on or before 1 March 2020.
c) Submit your topic to Professor Shanafelt using your official ACC email account
d) Submit your topic to Professor Shanafelt at the following link: [email protected]
I. Outline:
1. An essay outline is suggested but not required.
2. For outline structure, consult the essay outline included in this document.
3. For additional outline information, consult the Owl at Purdue at the following link: https://
owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/
types_of_outlines.html
J. Essay Format:
1. Format your essay in accordance with the MLA Style Manual (8th ed. 2016) guidelines, which can
also be found at the following link: https://owl.purdue.edu/owl/research_and_citation/mla_style/
mla_formatting_and_style_guide/mla_general_format.html
2. Include your essay's word count afte ...
Topic and StructureCompareContrast Essay – Choose one topimaryettamckinnel
Topic and Structure:
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriett Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/interesting similarities and differences:
Analyzing Topic A and Topic B reveals many fascinating similarities as well as differences; for instance, they share (Supp ...
English 101Essay Assignment 4 CompareContrast EssayTopeleanorabarrington
English 101
Essay Assignment 4: Compare/Contrast Essay
Topic and Structure:
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriett Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/interesting similarities and differences:
Analyzing Topic A and Topic B reveals many fascinating similariti ...
CompareContrast Essay – Choose one topic provided in these instJeniceStuckeyoo
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriett Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/interesting similarities and differenc ...
Compare and Contrast InstructionsTopic and StructureCompare.docxtemplestewart19
Compare and Contrast Instructions
Topic and Structure:
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriet Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics ha.
Compare and Contrast InstructionsTopic and StructureCompare.docxjanthony65
Compare and Contrast Instructions
Topic and Structure:
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriet Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics ha.
CompareContrast Essay – Choose one topic provided in these instruct.docxpickersgillkayne
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriet Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/interesting similarities and difference.
Compare and Contrast InstructionsCompareContrast Essay – Choose.docxjanthony65
Compare and Contrast Instructions
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriett Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/int.
Compare and Contrast InstructionsCompareContrast Essay – Choose.docxtemplestewart19
Compare and Contrast Instructions
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriett Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/int.
Topic and StructureCompareContrast Essay – Choose one topimaryettamckinnel
Topic and Structure:
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriett Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/interesting similarities and differences:
Analyzing Topic A and Topic B reveals many fascinating similarities as well as differences; for instance, they share (Supp ...
English 101Essay Assignment 4 CompareContrast EssayTopeleanorabarrington
English 101
Essay Assignment 4: Compare/Contrast Essay
Topic and Structure:
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriett Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/interesting similarities and differences:
Analyzing Topic A and Topic B reveals many fascinating similariti ...
CompareContrast Essay – Choose one topic provided in these instJeniceStuckeyoo
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriett Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/interesting similarities and differenc ...
Compare and Contrast InstructionsTopic and StructureCompare.docxtemplestewart19
Compare and Contrast Instructions
Topic and Structure:
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriet Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics ha.
Compare and Contrast InstructionsTopic and StructureCompare.docxjanthony65
Compare and Contrast Instructions
Topic and Structure:
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriet Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics ha.
CompareContrast Essay – Choose one topic provided in these instruct.docxpickersgillkayne
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriet Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/interesting similarities and difference.
Compare and Contrast InstructionsCompareContrast Essay – Choose.docxjanthony65
Compare and Contrast Instructions
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriett Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/int.
Compare and Contrast InstructionsCompareContrast Essay – Choose.docxtemplestewart19
Compare and Contrast Instructions
Compare/Contrast Essay – Choose one topic provided in these instructions to compare and/or contrast.
The table below provides an extensive list of topic options from which you
must
select, and we recommend that you choose one from below that you are interested in beyond this course. For instance, if you are a Finance or Business major, you might be interested in the Dividends v. Capital Gains topic. If you are a Science major, you might choose Hybrid Seeds v. GMO Seeds. Or perhaps you’re taking StraighterLine’s Survey of World History course, in which case you might opt to research the similarities and differences between the United States and the Roman Empire. You will use at least two credible sources to support your claims, and remember, you must include your sources throughout the body paragraphs of your essay in a mix of cited quotes, paraphrases, and summaries. Both the support and research portions of the rubric will be negatively affected if you do not integrate your researched data.
· Rosa Parks vs. Harriett Tubman
· Treaties vs. Executive Agreements
· Roman Empire vs. United States
· Edgar Allen Poe’s “The Raven” vs. Robert Frost’s “The Road Not Taken”
· Verbal vs. Nonverbal Communication
· Biblical Old Testament vs. New Testament
· Leonardo di Vinci vs. Michelangelo
· Apple Ipad vs. Microsoft Surface
· Dividends vs. Capital Gains
· Marxism vs. Socialism
· Chicago Cubs vs. Chicago White Sox
· Jazz vs. Blues
· String Instruments vs. Wind Instruments
· Amphibians vs. Reptiles
· Charles Darwin vs. Jean-Baptiste Lamarck
· Solar Power vs. Wind Power
· Hybrid Seeds vs. GMO Seeds
· Public School vs. Home School
Write an essay comparing or contrasting the two topics in your selection using EITHER
the point-by-point
OR
the subject-by-subject
method to organize the details and specific examples. Consider focusing on
three to five subtopics
and generate ideas through prewriting. Develop a strong
thesis statement
for your essay that includes your two topics from the list above; your three to five subtopics; and a claim about how they are similar, different, or both.
Sample Thesis Statements:
If you will argue that your two topics are mostly similar:
Topic A and Topic B share many similar characteristics, including (Supporting point 1), (Supporting point 2), and (Supporting point 3); while they differ in (Additional supporting point), the similarities greatly outweigh the differences.
OR
If you will argue that your two topics are mostly different:
While Topic A and Topic B have (Additional supporting point) in common, they are mostly quite different; in fact, they differ in characteristics such as (Supporting point 1), (Supporting point 2), and (Supporting point 3).
OR
If you will argue that your two topics have many important/int.
Pages: 2
Topic: Vietnam war
Style: Chicago
Sources: 5
Level: College
Subject:
Language: U.S
Instructions
hi
prompts 2 is the best and the easy one out of the 3. " the vietnam war"
thanks.
1302-3001Assignment #4
Student Essay
Background Information
Creating an argument through the use of historical evidence is one of the key skills you should develop in this course.
As this is our second essay, you should feel more comfortable with writinga well-polished essay.Just as with our previous essay, I am giving you multiple prompts to choose from as well as additional information that should help you feel more confident in writing an effective essay.
Directions
Please chose
one
of the following prompts to write a 600+ word essay. Your essay should create an argument to fully answer the question and draw any conclusions that may be substantiated by data. You need to incorporate historical evidence such as people, events, legislation, etc. to support your conclusions. To prepare for this essay, I am including directions on writing an outline. Students need to turn in their outlines with their essay.
This essay is due in the dropbox by 11:55pm Tuesday, July 7
th
.
Writing Prompts
1.American prosperity in the 1950s birthed a new era of consumerism. Evaluate the changing political, social, cultural, and economic landscape within the nation that led to this new “consumer culture.” Be sure to include analysis on groups that did not partake in this prosperity.
2.
Analyze the Vietnam War. Explain how and why the Vietnam War brought turmoil to American society and eventually drove Johnson and the divided Democrats from power in 1968.
3.
Analyze post-WWII civil rights as it applied to two of the following:
African Americans
Homosexuals
Women
Native Americans
Hispanic Americans
Grading
This essay is worth
100
points and will be graded as follows:
-
20
points for a well developed thesis that fully addresses the prompt
-
50
points for content (accurate, thorough, and effective use of evidence to prove thesis)
-
10
points for writing style (Chicago format, grammar, and proof reading)
-
10
points for your works cited and footnotes (your essay must include at least four sources, (you may use your textbook as one of your sources)
-
10
points for your outline (include at the end of the document. It can be typed or hand-written and scanned)
How to write successful essays for History 1302
Different Types of Essays
In your history courses you might write different types of essays.
Most of them involve description of events, discussion of ideas, summarization of information, and analysis or evaluation.
Analysis might involve classifying, comparing and contrasting, explaining causes and effects, exploring a topic's history, or describing a process.
Or, you might be asked to write an essay that explains the effects of something: the effects of a war, of a law, of a social movement.
Sometimes you may need to take a stan.
Unit VIII Final Research Paper Draft Purpose The purpose of.docxdickonsondorris
Unit VIII Final Research Paper Draft
Purpose:
The purpose of this final draft is to finish the paper you have been working on throughout the course by adding a conclusion and an abstract.
Description:
In this assignment, you will assemble the final draft of your Research Paper you have been working on throughout the course. Your Research Paper Final Draft should include the elements listed below.
Elements:
The grade of your Research Paper Final Draft is largely based on your inclusion of these elements and the overall quality of your writing. Your paper must contain the following elements.
1. Cover page and APA formatting:
You should include an APA-style cover page for your Research Paper. See the example on page 16 of The CSU APA Guide (6th edition). Your cover page should include the following: the title of your paper, your name, and the name of your university (Columbia Southern University). The running head should include up to 50 characters from the title of the paper, along with a sequential page number in the upper right-hand corner.
2. Abstract:
The abstract is a 150-250 word summary of your Research Paper, and it should be written only after you have finished writing the entire paper because how your abstract is worded largely depends on the development of your paper. Your abstract should be accurate, self-contained, concise and specific, non-evaluative, coherent, and readable. Your abstract may be modeled after the theoretical paper model or empirical study model. For information or an example of an abstract, see p. 12 of The CSU APA Guide (6th edition) and p. 511 of Strategies for Writing Successful Research Papers. Note that the abstract presented references MLA, but yours should be in APA style. The abstract should be the second page in the paper, after the cover page, and the abstract should be on its own page. The text of the paper itself should begin on page 3. Your abstract must meet the following standards:
• Be 150-250 words • Be located on the second page of your final draft • Have a heading of Abstract that is centered at the top of the page.
3. Introduction:
There are some pitfalls to writing an introductory paragraph, and you can avoid some of them by reading through the Checklist: “Avoid Certain Mistakes in the Introduction” on p. 495 of Strategies for Writing Successful Research Papers.
4. Review of literature:
The review of literature should be a smooth transition from the introduction of your paper and should present a controlled summary of the conversation surrounding your topic.
5. Body paragraphs:
Each paragraph of the body of your Research Paper should be a cohesive unit. It should be tight, but developed. It should serve a function, and its purpose should always be to bolster the thesis. Therefore, you should use the following order for each paragraph in the body.
a. Topic sentence: This sentence summarizes the entire paragraph in one strong, well-written sentence, and it dir ...
Standard Deviation, Hypotheses, and Standard ErrorView Rubric.docxdessiechisomjj4
Standard Deviation, Hypotheses, and Standard Error
View Rubric
Due Date: Oct 20, 2015 23:59:59 Max Points: 145
Details:
Doctoral researchers must be able to manage statistical data in order to draw conclusions about the data from a research study. This assignment will allow you to practice your skills in working with standard deviation, hypotheses, and standard error.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Read each segment of this assignment carefully. There is information in the segment that will guide your completion.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
Directions:
In an essay of 250-500 words, thoroughly address the following items and respond to the related questions:
1. Define the term standard deviation. Why is it important to know the standard deviation for a given sample? What do researchers learn about a normal distribution from knowledge of the standard deviation? A sample of n=20 has a mean of M = 40. If the standard deviation is s=5, would a score of X= 55 be considered an extreme value? Why or why not?
2. Hypothesis testing allows researchers to use sample data, taken from a larger population, to draw inferences (i.e., conclusions) about the population from which the sample came. Hypothesis testing is one of the most commonly used inferential procedures. Define and thoroughly explain the terms null hypothesis and alternative hypothesis. How are they used in hypothesis testing?
3. Define the term standard error. Why is the standard error important in research using sample distributions? Consider the following scenario: A random sample obtained from a population has a mean of µ=100 and a standard deviation of σ = 20. The error between the sample mean and the population mean for a sample of n = 16 is 5 points and the error between a sample men and population mean for a sample of n = 100 is 2 points. Explain the difference in the standard error for the two samples.
Rubric-
The term standard deviation is defined correctly in a thorough manner. All of the follow-up questions are correctly answered in a thorough manner.
The terms null hypothesis and alternative hypothesis are defined correctly and thoroughly. The application of these terms to hypothesis testing is thorough and indicative of deep understanding of the concepts.
The term standard error is defined correctly in a thorough manner. All of the follow-up ques.
ENC 1102NoonanSpring 2018RESEARCH PAPER PACKETContents.docxchristinemaritza
ENC 1102 Noonan Spring 2018 RESEARCH PAPER PACKET
Contents:
Assignment Page #s
1. Research Paper Outline2-4
2. Main Article Selection 5
3. Summary of Main Article 6
4. Requirements for Sources 7
5. Research Plan 8
6. Annotated Bibliography 9
7. Quote Sandwich 10
8. Works Cited 11
9. Introduction 12
10. Ethos, Pathos, Logos examples 13
11. Effectiveness discussion 14
12. Conclusions 15
13. Rough Draft directions 15
14. Rough Draft checklist 16
15. Final Paper directions 17-18
16. Final Paper checklist 19
1. Research Paper Outline
Use this outline to guide you through the development of your paper. This outline is meant to show the ideal structure of your paper. You do not need to complete this outline as an assignment.
I. Introduction
a. Hook – Attention Grabber
b. Background Information - what is the issue discussed in the main article? Describe at least 2 different
positions on the issue (ex: pro and con).
c. Why is this topic important for the audience to understand?
II. Summary
a. Cut and paste the (Main Article) Article Summary you previously submitted; revise as needed
III. Analysis:
Paragraph 1: Ethos/Pathos/Logos example
a. Find one example in your Main Article where the author uses ethos, pathos, or logos to persuade the reader. Give a quote from the main article, cite the quote, then explain how it shows use of ethos, pathos, or logos.
Paragraph 2: Point 1, compared to research
a. Select first point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit into rest of your paper?)
b. Select correlating point from Source 1
i. Introduce the correlating point from Source 1
ii. Give quote from Source 1 and in-text citation
iii. Explain the quote (What does it mean?)
iv. Describe how this point relates to Point 1 from the main article- does it support, contradict, or give
more info on that point?
Paragraph 3: Point 2, compared to research
a. Select second point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit into rest of your paper?)
b. Select correlating point from Source 2
i. Introduce the correlating point from Source 2
ii. Give quote from Source 2 and in-text citation
iii. Explain the quote (What does it mean?)
iv. Describe how this point relates to Point 2 from the main article- does it support, contradict, or give
more info on that point?
Paragraph 4: Point 3, compared to research
a. Select third point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit into rest of your paper?)
b. Select correlating point from Source 3
i. Introduce the point from Source 3
ii. Give quote.
PAGE 2Communication 200Communication and Social Science.docxalfred4lewis58146
PAGE
2
Communication 200
Communication and Social Science
Ken Sereno
Spring 2014
February 18, 2014
Assignment:
Term Paper
Due Date:April 29, Tuesday. You must send an electronic copy to your TA and to Turnitin.com. (You will
be given instructions on how to submit your paper to Turnitin.com later in the
semester.) Papers submitted after 11:00am will be counted as one day late. Late papers will be penalized 10 points for each late day (not counting Saturdays and Sundays).
% of Grade:
20% (100 points)
Format:
8-12 double-spaced, typed pages (excluding the title, scenario, and
reference pages). Use 12-point font size. Number the pages. Place the page number in the
upper right corner. Have a 1 inch margin for top, bottom and sides. You will be penalized 5 points for every extra page.
Purpose:
To describe and evaluate a communication theory which will be
assigned to you, and to use variables from the theory to explain a
communication scenario, which will be provided to you in your
Discussion Section.
Organization:
Use the following headings to organize your paper. Type these
headings on your paper to introduce each section. Place each
heading in the
center of the page.
Introduction
Description of Theory
Perspective
Evaluation
Application
Conclusion
Sections:
Introduction
Develop interest in the topic or issue. (Demonstrate why the
content the theory deals with is important and relevant to
people’s lives. Use an example, scenario, question, etc. that
will make a reader want to know more. Look at speeches,
newspaper and magazine articles to see how they capture
attention and arouse interest.) Preview what you’ll do in the paper.
Description of Theory
Name, define, and describe every major construct or variable.
(Be sure to look at your Lecture Notes.) Provide examples as needed.
Describe how the variables relate to one another; show how the
theory works. If the theory contains major theoretic propositions,
state them. Provide examples as needed.
You should provide at least one research finding, concept, or
element of content about the theory that you have obtained
through your research, which is not contained in either the text or
class lecture notes.
Perspective
Identify the perspective (Mechanistic, Psychological, Systems)
Justify your judgment. Identify major features of the perspective.
Describe how these features of the perspective are demonstrated
in specific aspects of the theory.
Evaluation
Identify and briefly define the criteria you will use to evaluate
the theory. (Use the criteria described in Chapter 1 of the Lecture Notes.)
Evaluate how strong or weak the theory is on each of the criteria
you are using. Use evidence, logical reasoning and examples
where appropriate to support your judgments.
Practical Application
The purpose of this section is for you to demonstrate how
variables and processes from the theory .
Short Critical EssayShort Critical Essay ProjectThis project i.docxbudabrooks46239
Short Critical Essay
Short Critical Essay Project
This project is worth 10% of your final grade, due March 27, 2015. It is an individual assignment. Late assignments are penalized 5% per day including weekends to a maximum of 50%. Senate regulations require all term work to be submitted by the last day of classes April 8, 2015, after which work cannot be accepted and a grade of 0 will be given.
Write a 750-1200 word argumentative essay related to the topic of the responsibility of affluent nations and their citizens to people without even basic sustenance, discussed in Peter Singer’s paper “Famine, Affluence, and Morality.”
In your essay, you must make reference to Singer’s paper “Famine, Affluence, and Morality” and the paper you read in producing the annotated bibliography in Assignment #17. Both papers must be listed in your bibliography. Other sources may also be referenced but this is not required, though all sources used must be listed in the bibliography. Your project must begin with a standard form representation of your argument followed by a diagram of the argument, using between 10-15 premises. Your argument must include at least one deductive inference and one inductive inference and these must be identified (by type) and indicated on your diagram (i.e. on the arrow connecting the premises note “disjunctive syllogism” or “analogy”).
Quotations should be referenced in the text as follows:
“text” (author year, page number(s)). Note the final punctuation comes after the reference. If a text has to be altered slightly for grammatical reasons put the changes in square brackets.
E.g. Here we have some text I have written followed by a quote to verify my interpretation. If you wish to emphasize part of the quote use italics and note “my emphasis”, otherwise you might commit the fallacy of accent. In the passage I quote below, the emphasis was in the original, as noted. Where some text irrelevant to my purposes was left out I use ellipsis (…).
Fodor’s account of early language learning is an account of predicate acquisition and it remains the cornerstone for his thesis that we possess an innate representational system as rich as any natural language we can learn. “What, then is being denied?... that one can learn a language whose predicates express extensions not expressible by predicates of the representational system whose employment mediates the learning” (Fodor 1975, p.86, emphasis in original).
Include a bibliography, citing all sources used to write the essay as instructed for Assignment #17.
Include a word count.
Grading Rubric for Short Critical Essay
The essays is graded out of 10, with points assigned as follows:
Thesis statement: the essay is an argumentative essay with a thesis statement, i.e. conclusion.
1 point
Standard form and Diagram: standard form and diagram are included and match each other and the s.
ENGL 101Essay 3 ThesisOutline Instructions and ChecklistCause.docxSALU18
ENGL 101
Essay 3 Thesis/Outline Instructions and Checklist
Cause-and-Effect Argument Essay
In preparation for Essay 3 and by completing your textbook readings, you will be equipped to respond by objectively compiling information from a variety of sources to compose an essay that understands and practices reading, writing, and rhetoric within the context of a biblical worldview; applies methods of sound reasoning; produces well-structured essays; integrates sources accurately and effectively; writes with clarity; recognizes standard usage in English grammar, word choice (diction), phraseology, and sentence structure; and applies knowledge of sentence structure to basic sentence editing and revision (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2, 3, 4, 5).
In Module/Week 7, you will write a thesis statement and outline for the cause and effect argument essay that you will write in the next module/week.
Develop an outline for your cause and effect argument essay that includes a clear thesis statement and a plan of support. Be sure to include all parts identified in “Structuring a Cause and Effect Argument” on pages 475–476 in your Practical Argument textbook. In addition, include at least 4 quotations, 1 summary,and 1 paraphrases into your essay from at least 3 outside sources to support your thesis statement and provide opposing argument(s). Be sure to document your sources correctly according to your documentation style (APA, MLA, or Turabian). Your outside sources can include scholarly sources and the Bible. (Note: Wikipedia is NOT an acceptable source for academic writing.)
Cause and Effect Essay Prompt
Write a cause and effect argument in which you answer one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Use academic research to include at least 4 quotations, 1 summary, and 1 paraphrase (at least 6 total) from at least 3 sources. Be sure to document your sources correctly according to your documentation style (current APA, MLA, or Turabian). The Bible can count as one of your sources.
After reading pages 468–481 in your Practical Argument textbook, you will be prepared to plan your own cause and effect argument that addresses one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Begin by reviewing the reading assignment with special attention to page 468—What is a Cause-and-Effect Argument?, page 471—Understanding Cause-and-Effect Relationships, and pages 475–476—Structuring a Cause-and-Effect Argument.
Next, do some preliminary research about your topic utilizing the scho ...
Criteria Ratings Ability to create a clear and cri.docxwillcoxjanay
Criteria Ratings
Ability to create
a clear and
critical argument
20 pts
Exemplary
Clear and
concise thesis
statement and
each
paragraph
begins with a
topic sentence
that makes a
claim.
17 pts
Good
Mostly clear
and concise
thesis statement
and each
paragraph
begins with a
topic sentence
that makes a
claim.
15 pts
Proficient
Missing
some topic
sentences
and/or
somewhat
unclear thesis
statement.
8 pts
Ok
Somewhat
of an
argument,
but
missing
structure
or clarity
0 pts
Below
Expectation
No clear thesis
and no topic
sentences. Very
descriptive.
Ability use
evidence
effectively to
support the
argument
20 pts
Exemplary
Effective use
of evidence
from the text
that is
relevant to
the argument
17 pts
Good
Mostly effective
use of evidence
from the text that
is relevant to the
argument
15 pts
Proficient
Somewhat
effective
use of
evidence
8 pts
OK
Use of
evidence,
but not
always
clear
0 pts
Below
Expectation
Ineffective use of
evidence and/or
no evidence
Ability to
interpret evidence
and demonstrate
critical analysis
20 pts
Exemplary
The student
demonstrated
through
interpretation
how argument
was supported
by the
evidence.
17 pts
Good
The student
mostly
demonstrated
through
interpretation
how argument
was supported
by the
evidence.
15 pts
Proficient
The student
has
somewhat
interpreted
the evidence
to support
their
argument,
but mostly
assertion or
description
8 pts
OK
Some
interpretation
of evidence,
but largely
description
0 pts
No Marks
Summary or
description
of text rather
than
interpretation
and analysis
Criteria Ratings
Organization of
paper
10 pts
Exemplary
Content was
clearly thought-out
and presented in a
logical format.
Information
flowed well, with
clear links
between
paragraphs and
ideas.
7 pts
Good
Content was
mostly thought-
out and presented
in a logical
format.
Information
flowed well, with
clear links
between
paragraphs and
ideas.
5 pts
Proficient
Content was
mostly well
thought-out and
presented with
some linkages
provided
between
paragraphs and
ideas.
0 pts
No Marks
Content was not
well presented, and
format was illogical
and difficult to read.
Ideas are scattered
with no linkages
between content
provided.
Ability to
properly locate
and cite evidence
20 pts
Exemplary
Proper
citations of
ancient
sources and
all references
to the text
are cited.
17 pts
Good
Mostly
proper
citations of
ancient
sources and
all
references
to the text
are cited.
15 pts
Proficient
Citations are
mostly free of
errors and/or
most
references to
the text are
cited
8 pts
OK
Lots of
errors but
still
references.
.
1 Writing and Formatting ENGL 2113 Essays Overview .docxSONU61709
1
Writing and Formatting ENGL 2113 Essays
Overview
Each essay (W3, W4, and W4) should be approximately 750 words in length and include the
following:
A title, which reflects both the topic and your thesis
Four (and only four) paragraphs:
o an introductory paragraph that ends with an underlined thesis statement
o two body/support paragraphs that begin with an underlined topic sentence
o a concluding paragraph
At least two authoritative, credible online sources of support, which are cited in the text
and included on a Works Cited or Reference page. The sources must be correctly
formatted using either MLA or APA style.
Follow these steps to format and save your essay:
Set margins at 1 inch
• Set line spacing at either 1.5 or 2
• Insert a header with your last name and page number aligned to the right
• In the body of the first page, aligned to the left, include:
o your full name
o instructor’s name
o ENGL 2113 (your section number)
o date
• Include a title for the essay, one that reflects the topic and your thesis
• Save the document as a Word document
• Name the file YourLastName Assignment # (for example, Smith W3)
Follow these seven steps to write, submit, and review feedback on your essay:
1. Read the Essay Grading Guidelines document
If you don’t meet these criteria, you will lose points.
2. Read the assigned essay prompts
Each essay prompt will be posted to D2L.
3. Outline your argument
Before writing your essay, write out your thesis and the topic sentences you plan to use to defend
that thesis. You will submit these three sentences for the W1 assignment. You will not turn in the
2
these statements separately for the other essay assignments; however, you would be wise to write
them out before you write each essay:
Thesis: In one sentence, state your opinion, or your stand, on the assigned topic.
Topic/reason sentence one: In one sentence, state one reason WHY the reader should accept
your opinion.
Topic/reason sentence two: In one sentence, state a second reason WHY the reader should
accept your argument.
Reminder: A topic/reason sentence has two jobs: to serve as a reason in support of your thesis, and
to announce which reason will be discussed and supported in the body paragraph that follows.
Again, each topic sentence should be a reason in support of your thesis, not simply an introduction
to the paragraph.
4. Write your paragraphs
Paragraph one: an introductory paragraph. Assume that the reader of your essay does not know
the assignment topic. First introduce the reader to the topic of the essay. Do not start the
introductory paragraph with your thesis. End the paragraph with your thesis. Underline the
thesis statement.
Paragraph two: a body or support paragraph that is 7-10 sentences in length. Begin this body
paragraph with your first topic/reason sentence. Underline the topic sentence. Devote the
e ...
Option #2Researching a Leader Complete preliminary rese.docxmccormicknadine86
Option #2:
Researching a Leader
Complete preliminary research on the Internet and/or using online library databases. Compose a 1 PAGE summary of sources and an overview of each source.
Post any questions or comments about the content or requirements of the Portfolio Project to the questions thread in the Discussion Forum.
.
Option 1 ImperialismThe exploitation of colonial resources.docxmccormicknadine86
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
Link (website):
White Man's Burden (Links to an external site.)
(Rudyard Kipling)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
Belgium & Africa
Britain & India
Germany & Africa
France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
.
Option Wireless LTD v. OpenPeak, Inc.Be sure to save an elec.docxmccormicknadine86
Option Wireless LTD v. OpenPeak, Inc.
Be sure to save an electronic copy of your answers before submitting it to Ashworth College for grading. Unless otherwise stated, you should answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format.
Your response should be a minimum of four (4) double-spaced pages; refer to the Length and Formatting instructions below for additional details.
In complete sentences respond to the following prompts:
Summarize the facts of the case;
Identify the parties and explain each party’s position;
Outline the case’s procedural history including any appeals;
What is the legal issue in question in this case?
How did the court rule on the legal issue of this case?
What facts did the court find to be most important in making its decision?
Respond to the following questions:
Are there any situations in which it might be a good idea to include additional or different terms in the “acceptance” without making the acceptance expressly conditional on assent to the additional or different terms?
Under what conditions can a contract be formed by the parties’ conduct? Why wasn’t the conduct of the parties here used as the basis for a contract?
Do you agree or disagree with the court’s decision? Provide an explanation for your reasoning either agree or disagree.
UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF FLORIDA CASE NO. 12-80165-CIV-MARRA
OPTION WIRELESS, LTD., an Irish limited liability company, Plaintiff, v. OPENPEAK, INC., a Delaware corporation, Defendant. ______________________________/
OPINION AND ORDER
THIS CAUSE is before the Court upon Plaintiff/Counter-Defendant’s Motion to Dismiss Defendant/Counter-Plaintiff’s Counterclaim (DE 6). Counter-Plaintiff OpenPeak Inc. filed its 1 Memorandum in Opposition (DE 8). Counter-Defendant Option Wireless, Ltd, replied. (DE 12). The Court has carefully considered the briefs ofthe parties and is otherwise fully advised in the premises. I. Introduction2 In July 2010, Counter-Plaintiff OpenPeak Inc. was producing a computer tablet product for AT&T. (DE 4 ¶ 5). Seeking embedded wireless data modules for the tablet, Counter-Plaintiff submitted a purchase order to Counter-Defendant Option Wireless, Ltd, for 12,300 units of the modules at the price of $848,700.00. (DE 4 ¶ 4). Section 9 of the purchase order, labeled “BUYER’S TERMS AND CONDITIONS,” provided that [a]ll purchase orders and sales are made only upon these terms and conditions and those on the front of this document. This document, and not any quotation, invoice, or other Seller document (which, if construed to be an offer is hereby rejected), will Option Wireless, Ltd. v. OpenPeak, Inc. Doc. 19 Dockets.Justia.com 2 be deemed an offer or an appropriate counter-offer and is a rejection of any other terms or conditions. Seller, byaccepting any orders or deliverin.
Option A Land SharkWhen is a shark just a shark Consider the.docxmccormicknadine86
Option A: Land Shark
When is a shark just a shark? Consider the movie
Jaws
. What could the shark symbolize in our culture, society, or collective human mythology other than a man-eating fish? Why? Support your answer.
Next, think about a theatrical staging of
Jaws
. Describe the artistic choices you would make to bring
Jaws
the movie to Broadway. What genre would you choose? Describe at least three other elements of production and how you would approach them in your staging of
Jaws
as a stage play or musical.
Create
a response to these concepts in one of the following formats:
350- to 700-word paper
Apply
appropriate APA formatting.
.
Option 3 Discuss your thoughts on drugs and deviance. Do you think .docxmccormicknadine86
Option 3: Discuss your thoughts on drugs and deviance. Do you think using drugs is deviant behavior? Why do you think alcohol and tobacco are legal drugs and their use is not considered deviant when they are addictive, physically harmful, and socially disruptive?
No quotes or references needed.
.
OPTION 2 Can we make the changes we need to make After the pandemi.docxmccormicknadine86
OPTION 2: Can we make the changes we need to make? After the pandemic, we are in a time of significant upheaval and transition. We are all more keenly aware that economic shifts and transformations can happen suddenly and dramatically. As the World shut itself down in March 2020, it makes us all aware that we can change behavior globally and as a matter of will. In the U.S., people began to quarantine themselves ahead of government action more often than as a result of government mandates. Write a cohesive 1-2 page single-spaced document that answers the following questions.
2a. Reflecting on the profound changes we have all seen in the past year, how does that change your views regarding what might be possible with regard to energy use, carbon reductions, or other major transformations that might be needed to impact the type of climate change Earth has been experiencing.
2b. Reflect on the type of transformations that would be involved to address global warming. Now that you have seen the recent major transformations, does this make you believe that global warming threats can prompt the type of major economic and industrial changes needed to reduce the impacts that have been anticipated with increasing climate changes?
2c. What are the "experts" saying about the possibility of these transformations in light of what they have seen during the pandemic? Are researchers more or less optimistic about our global ability to reduce green house gases and control climate change after seeing the impact of the pandemic? Be sure to include REFERENCES both at the end of the text and in the text, like (Author, year)
.
Option 1 You will create a PowerPoint (or equivalent) of your p.docxmccormicknadine86
Option 1: You will create a PowerPoint (or equivalent) of your presentation and add voice over.
Option 2: If you are unable to add voice over to your PowerPoint, you will create a PowerPoint (or equivalent) of your presentation. Next, you will use
Screencast-o-
Matic
(or a similar program) to create a video recording of your screen and voice as your present the information. Third, you will upload the video presentation to
YouTube
so your instructor can view it. If you choose this option, you will submit your article as well as the PowerPoint (or equivalent) file and the link to the YouTube presentation to complete this assignment.
Guidelines:
The presentation must include both audio (your voice explaining the information) and visual (PowerPoint presentation including text and/or images). Videos should not be used within the presentation.
The presentation should include the following three aspects:
An overview of your specific topic and its importance and application in current society. Include historical information as appropriate to understand your topic.
Identification, discussion, and
critical evaluation
of the most frequently used assessment instruments related to your topic. Include the typical settings and purposes for which assessment instruments are used.
Discussion of the ethical, cultural, and societal issues concerning the use of psychological tests and assessment as related to your topic.
The presentation must be 15 minutes long (no more than 20).
The presentation must include information from at least 10 scholarly sources (if used, the course textbook does not count as one of these 10 sources).
APA style citations should be used within the presentation. A reference section (in APA style) should appear at the end of the presentation.
Resources:
.
Option A Description of Dance StylesSelect two styles of danc.docxmccormicknadine86
Option A: Description of Dance Styles
Select
two styles of dance, such as ballet, modern dance, or folk dance.
Describe
each style of dance, and
include
the following:
History and development of the style
Discussion of your understanding of the use of line, form, repetition, and rhythm in each piece
Description of what the movements of both styles communicate to you in terms of mood
Description of how artistic choice can affect the viewer in the selected style
Submit
your assignment in one of the following formats:
700- to 1,050-word paper
.
Option #2Provide several slides that explain the key section.docxmccormicknadine86
Option #2
Provide several slides that explain the key sections of your strategy you will use in the final Portfolio Project. Provide section headers and a brief description of each.
FINAL PROJECT GUIDE
In a 6- to 10-page paper, as the local Union President, design a managing union handbook for union relationship building and a process that favors union employees as well as identifying key components of the bargaining process that can easily be sold to your union members. Apply theory and design systems and policies throughout your work covering:
Contextual factors (historical and legislative) that have impacted and still impact the union environment;
policies that create a more sustainable union model;
management strategy for union collective bargaining that includes: innovative wage, benefit, and non-wage factors; and
employee engagement and involvement strategies that take into consideration the diverse and changing labor force.
.
Option 2 Slavery vs. Indentured ServitudeExplain how and wh.docxmccormicknadine86
Option 2: Slavery vs. Indentured Servitude
Explain how and why slavery developed in the American colonies.
Describe in what ways the practice of slavery was different between each colonial region in British North America.
Analyze the differences between slaves and indentured servants.
Writing Requirements (APA format)
Length: 1-2 pages (not including title page or references page)
Use standard essay writing process by including an introduction, body paragraphs, and a conclusion.
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
No abstract is required
In-text citations that correspond with your end references
.
Option 2 ArtSelect any 2 of works of art about the Holocaus.docxmccormicknadine86
Option 2: Art
Select any 2 of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:
Link: List of Artists/Artworks
Write an analysis of each artwork, including the following information:
Identify the title, artist, date completed, and medium used.
Explain the content of the artwork - what do the images show?
How does the artwork relate to the bigger picture of the Holocaust?
How effective is the artwork in relating the Holocaust to viewers?
LIST OF ARTISTS AND ARTWORK
Morris Kestelman:
Lama Sabachthani [Why Have You Forsaken Me?]
George Mayer-Marton:
Women with Boudlers
Bill Spira:
Prisoners Carrying Cement
Jan Hartman:
Death March (Czechowice-Bielsko, January 1945)
Edgar Ainsworth:
Belsen
Leslie Cole:
One of the Death Pits, Belsen. SS Guards Collecting Bodies
Doris Zinkeisen:
Human Laundry, Belsen: April 1945
Eric Taylor:
A Young Boy from Belsen Concentration Camp
Mary Kessell:
Notes from Belsen Camp
Edith Birkin:
The Death Cart - Lodz Ghetto
Shmuel Dresner:
Benjamin
Roman Halter:
Mother with Babies
Leo Breuer:
Path Between the Barracks, Gurs Camp
Leo (Lev) Haas:
Transport Arrival, Theresienstadt Ghetto
Jacob Lipschitz:
Beaten (My Brother Gedalyahu)
Norbert Troller:
Terezin
Anselm Kiefer:
Sternenfall
.
Option #1 Stanford University Prison Experiment Causality, C.docxmccormicknadine86
Option #1:
Stanford University Prison Experiment: Causality, Controlling Patterns, and Growth Mode
Revisit Philip Zimbardo's (1971) Stanford University Prison Experiment. Analyze the experiment in terms of causality, controlling patterns, and its growth mode.
What lessons can be learned from this experiment that can be generalized to business social systems, such as organizational design/organizational structures?
Your well-written paper should meet the following requirements:
· Be 5 pages in length.
· Be formatted according to APA
· Include at least five scholarly or peer-reviewed articles
· Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Revisiting the Stanford Prison Experiment: a Lesson in the Power of Situation
~~~~~~~~
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people surrounding President Richard M. Nixon, like Henry A. Kissinger and Robert S. McNamara, escalated the Vietnam War when they knew, and later admitted, it was not winnable. They were .
More Related Content
Similar to Comparison & Contrast Essay Assignment & Instructions I..docx
Pages: 2
Topic: Vietnam war
Style: Chicago
Sources: 5
Level: College
Subject:
Language: U.S
Instructions
hi
prompts 2 is the best and the easy one out of the 3. " the vietnam war"
thanks.
1302-3001Assignment #4
Student Essay
Background Information
Creating an argument through the use of historical evidence is one of the key skills you should develop in this course.
As this is our second essay, you should feel more comfortable with writinga well-polished essay.Just as with our previous essay, I am giving you multiple prompts to choose from as well as additional information that should help you feel more confident in writing an effective essay.
Directions
Please chose
one
of the following prompts to write a 600+ word essay. Your essay should create an argument to fully answer the question and draw any conclusions that may be substantiated by data. You need to incorporate historical evidence such as people, events, legislation, etc. to support your conclusions. To prepare for this essay, I am including directions on writing an outline. Students need to turn in their outlines with their essay.
This essay is due in the dropbox by 11:55pm Tuesday, July 7
th
.
Writing Prompts
1.American prosperity in the 1950s birthed a new era of consumerism. Evaluate the changing political, social, cultural, and economic landscape within the nation that led to this new “consumer culture.” Be sure to include analysis on groups that did not partake in this prosperity.
2.
Analyze the Vietnam War. Explain how and why the Vietnam War brought turmoil to American society and eventually drove Johnson and the divided Democrats from power in 1968.
3.
Analyze post-WWII civil rights as it applied to two of the following:
African Americans
Homosexuals
Women
Native Americans
Hispanic Americans
Grading
This essay is worth
100
points and will be graded as follows:
-
20
points for a well developed thesis that fully addresses the prompt
-
50
points for content (accurate, thorough, and effective use of evidence to prove thesis)
-
10
points for writing style (Chicago format, grammar, and proof reading)
-
10
points for your works cited and footnotes (your essay must include at least four sources, (you may use your textbook as one of your sources)
-
10
points for your outline (include at the end of the document. It can be typed or hand-written and scanned)
How to write successful essays for History 1302
Different Types of Essays
In your history courses you might write different types of essays.
Most of them involve description of events, discussion of ideas, summarization of information, and analysis or evaluation.
Analysis might involve classifying, comparing and contrasting, explaining causes and effects, exploring a topic's history, or describing a process.
Or, you might be asked to write an essay that explains the effects of something: the effects of a war, of a law, of a social movement.
Sometimes you may need to take a stan.
Unit VIII Final Research Paper Draft Purpose The purpose of.docxdickonsondorris
Unit VIII Final Research Paper Draft
Purpose:
The purpose of this final draft is to finish the paper you have been working on throughout the course by adding a conclusion and an abstract.
Description:
In this assignment, you will assemble the final draft of your Research Paper you have been working on throughout the course. Your Research Paper Final Draft should include the elements listed below.
Elements:
The grade of your Research Paper Final Draft is largely based on your inclusion of these elements and the overall quality of your writing. Your paper must contain the following elements.
1. Cover page and APA formatting:
You should include an APA-style cover page for your Research Paper. See the example on page 16 of The CSU APA Guide (6th edition). Your cover page should include the following: the title of your paper, your name, and the name of your university (Columbia Southern University). The running head should include up to 50 characters from the title of the paper, along with a sequential page number in the upper right-hand corner.
2. Abstract:
The abstract is a 150-250 word summary of your Research Paper, and it should be written only after you have finished writing the entire paper because how your abstract is worded largely depends on the development of your paper. Your abstract should be accurate, self-contained, concise and specific, non-evaluative, coherent, and readable. Your abstract may be modeled after the theoretical paper model or empirical study model. For information or an example of an abstract, see p. 12 of The CSU APA Guide (6th edition) and p. 511 of Strategies for Writing Successful Research Papers. Note that the abstract presented references MLA, but yours should be in APA style. The abstract should be the second page in the paper, after the cover page, and the abstract should be on its own page. The text of the paper itself should begin on page 3. Your abstract must meet the following standards:
• Be 150-250 words • Be located on the second page of your final draft • Have a heading of Abstract that is centered at the top of the page.
3. Introduction:
There are some pitfalls to writing an introductory paragraph, and you can avoid some of them by reading through the Checklist: “Avoid Certain Mistakes in the Introduction” on p. 495 of Strategies for Writing Successful Research Papers.
4. Review of literature:
The review of literature should be a smooth transition from the introduction of your paper and should present a controlled summary of the conversation surrounding your topic.
5. Body paragraphs:
Each paragraph of the body of your Research Paper should be a cohesive unit. It should be tight, but developed. It should serve a function, and its purpose should always be to bolster the thesis. Therefore, you should use the following order for each paragraph in the body.
a. Topic sentence: This sentence summarizes the entire paragraph in one strong, well-written sentence, and it dir ...
Standard Deviation, Hypotheses, and Standard ErrorView Rubric.docxdessiechisomjj4
Standard Deviation, Hypotheses, and Standard Error
View Rubric
Due Date: Oct 20, 2015 23:59:59 Max Points: 145
Details:
Doctoral researchers must be able to manage statistical data in order to draw conclusions about the data from a research study. This assignment will allow you to practice your skills in working with standard deviation, hypotheses, and standard error.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Read each segment of this assignment carefully. There is information in the segment that will guide your completion.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
Directions:
In an essay of 250-500 words, thoroughly address the following items and respond to the related questions:
1. Define the term standard deviation. Why is it important to know the standard deviation for a given sample? What do researchers learn about a normal distribution from knowledge of the standard deviation? A sample of n=20 has a mean of M = 40. If the standard deviation is s=5, would a score of X= 55 be considered an extreme value? Why or why not?
2. Hypothesis testing allows researchers to use sample data, taken from a larger population, to draw inferences (i.e., conclusions) about the population from which the sample came. Hypothesis testing is one of the most commonly used inferential procedures. Define and thoroughly explain the terms null hypothesis and alternative hypothesis. How are they used in hypothesis testing?
3. Define the term standard error. Why is the standard error important in research using sample distributions? Consider the following scenario: A random sample obtained from a population has a mean of µ=100 and a standard deviation of σ = 20. The error between the sample mean and the population mean for a sample of n = 16 is 5 points and the error between a sample men and population mean for a sample of n = 100 is 2 points. Explain the difference in the standard error for the two samples.
Rubric-
The term standard deviation is defined correctly in a thorough manner. All of the follow-up questions are correctly answered in a thorough manner.
The terms null hypothesis and alternative hypothesis are defined correctly and thoroughly. The application of these terms to hypothesis testing is thorough and indicative of deep understanding of the concepts.
The term standard error is defined correctly in a thorough manner. All of the follow-up ques.
ENC 1102NoonanSpring 2018RESEARCH PAPER PACKETContents.docxchristinemaritza
ENC 1102 Noonan Spring 2018 RESEARCH PAPER PACKET
Contents:
Assignment Page #s
1. Research Paper Outline2-4
2. Main Article Selection 5
3. Summary of Main Article 6
4. Requirements for Sources 7
5. Research Plan 8
6. Annotated Bibliography 9
7. Quote Sandwich 10
8. Works Cited 11
9. Introduction 12
10. Ethos, Pathos, Logos examples 13
11. Effectiveness discussion 14
12. Conclusions 15
13. Rough Draft directions 15
14. Rough Draft checklist 16
15. Final Paper directions 17-18
16. Final Paper checklist 19
1. Research Paper Outline
Use this outline to guide you through the development of your paper. This outline is meant to show the ideal structure of your paper. You do not need to complete this outline as an assignment.
I. Introduction
a. Hook – Attention Grabber
b. Background Information - what is the issue discussed in the main article? Describe at least 2 different
positions on the issue (ex: pro and con).
c. Why is this topic important for the audience to understand?
II. Summary
a. Cut and paste the (Main Article) Article Summary you previously submitted; revise as needed
III. Analysis:
Paragraph 1: Ethos/Pathos/Logos example
a. Find one example in your Main Article where the author uses ethos, pathos, or logos to persuade the reader. Give a quote from the main article, cite the quote, then explain how it shows use of ethos, pathos, or logos.
Paragraph 2: Point 1, compared to research
a. Select first point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit into rest of your paper?)
b. Select correlating point from Source 1
i. Introduce the correlating point from Source 1
ii. Give quote from Source 1 and in-text citation
iii. Explain the quote (What does it mean?)
iv. Describe how this point relates to Point 1 from the main article- does it support, contradict, or give
more info on that point?
Paragraph 3: Point 2, compared to research
a. Select second point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit into rest of your paper?)
b. Select correlating point from Source 2
i. Introduce the correlating point from Source 2
ii. Give quote from Source 2 and in-text citation
iii. Explain the quote (What does it mean?)
iv. Describe how this point relates to Point 2 from the main article- does it support, contradict, or give
more info on that point?
Paragraph 4: Point 3, compared to research
a. Select third point from main article
i. Introduce the point from main article
ii. Give quote from main article and in-text citation
iii. Explain the quote (What does it mean? How does it fit into rest of your paper?)
b. Select correlating point from Source 3
i. Introduce the point from Source 3
ii. Give quote.
PAGE 2Communication 200Communication and Social Science.docxalfred4lewis58146
PAGE
2
Communication 200
Communication and Social Science
Ken Sereno
Spring 2014
February 18, 2014
Assignment:
Term Paper
Due Date:April 29, Tuesday. You must send an electronic copy to your TA and to Turnitin.com. (You will
be given instructions on how to submit your paper to Turnitin.com later in the
semester.) Papers submitted after 11:00am will be counted as one day late. Late papers will be penalized 10 points for each late day (not counting Saturdays and Sundays).
% of Grade:
20% (100 points)
Format:
8-12 double-spaced, typed pages (excluding the title, scenario, and
reference pages). Use 12-point font size. Number the pages. Place the page number in the
upper right corner. Have a 1 inch margin for top, bottom and sides. You will be penalized 5 points for every extra page.
Purpose:
To describe and evaluate a communication theory which will be
assigned to you, and to use variables from the theory to explain a
communication scenario, which will be provided to you in your
Discussion Section.
Organization:
Use the following headings to organize your paper. Type these
headings on your paper to introduce each section. Place each
heading in the
center of the page.
Introduction
Description of Theory
Perspective
Evaluation
Application
Conclusion
Sections:
Introduction
Develop interest in the topic or issue. (Demonstrate why the
content the theory deals with is important and relevant to
people’s lives. Use an example, scenario, question, etc. that
will make a reader want to know more. Look at speeches,
newspaper and magazine articles to see how they capture
attention and arouse interest.) Preview what you’ll do in the paper.
Description of Theory
Name, define, and describe every major construct or variable.
(Be sure to look at your Lecture Notes.) Provide examples as needed.
Describe how the variables relate to one another; show how the
theory works. If the theory contains major theoretic propositions,
state them. Provide examples as needed.
You should provide at least one research finding, concept, or
element of content about the theory that you have obtained
through your research, which is not contained in either the text or
class lecture notes.
Perspective
Identify the perspective (Mechanistic, Psychological, Systems)
Justify your judgment. Identify major features of the perspective.
Describe how these features of the perspective are demonstrated
in specific aspects of the theory.
Evaluation
Identify and briefly define the criteria you will use to evaluate
the theory. (Use the criteria described in Chapter 1 of the Lecture Notes.)
Evaluate how strong or weak the theory is on each of the criteria
you are using. Use evidence, logical reasoning and examples
where appropriate to support your judgments.
Practical Application
The purpose of this section is for you to demonstrate how
variables and processes from the theory .
Short Critical EssayShort Critical Essay ProjectThis project i.docxbudabrooks46239
Short Critical Essay
Short Critical Essay Project
This project is worth 10% of your final grade, due March 27, 2015. It is an individual assignment. Late assignments are penalized 5% per day including weekends to a maximum of 50%. Senate regulations require all term work to be submitted by the last day of classes April 8, 2015, after which work cannot be accepted and a grade of 0 will be given.
Write a 750-1200 word argumentative essay related to the topic of the responsibility of affluent nations and their citizens to people without even basic sustenance, discussed in Peter Singer’s paper “Famine, Affluence, and Morality.”
In your essay, you must make reference to Singer’s paper “Famine, Affluence, and Morality” and the paper you read in producing the annotated bibliography in Assignment #17. Both papers must be listed in your bibliography. Other sources may also be referenced but this is not required, though all sources used must be listed in the bibliography. Your project must begin with a standard form representation of your argument followed by a diagram of the argument, using between 10-15 premises. Your argument must include at least one deductive inference and one inductive inference and these must be identified (by type) and indicated on your diagram (i.e. on the arrow connecting the premises note “disjunctive syllogism” or “analogy”).
Quotations should be referenced in the text as follows:
“text” (author year, page number(s)). Note the final punctuation comes after the reference. If a text has to be altered slightly for grammatical reasons put the changes in square brackets.
E.g. Here we have some text I have written followed by a quote to verify my interpretation. If you wish to emphasize part of the quote use italics and note “my emphasis”, otherwise you might commit the fallacy of accent. In the passage I quote below, the emphasis was in the original, as noted. Where some text irrelevant to my purposes was left out I use ellipsis (…).
Fodor’s account of early language learning is an account of predicate acquisition and it remains the cornerstone for his thesis that we possess an innate representational system as rich as any natural language we can learn. “What, then is being denied?... that one can learn a language whose predicates express extensions not expressible by predicates of the representational system whose employment mediates the learning” (Fodor 1975, p.86, emphasis in original).
Include a bibliography, citing all sources used to write the essay as instructed for Assignment #17.
Include a word count.
Grading Rubric for Short Critical Essay
The essays is graded out of 10, with points assigned as follows:
Thesis statement: the essay is an argumentative essay with a thesis statement, i.e. conclusion.
1 point
Standard form and Diagram: standard form and diagram are included and match each other and the s.
ENGL 101Essay 3 ThesisOutline Instructions and ChecklistCause.docxSALU18
ENGL 101
Essay 3 Thesis/Outline Instructions and Checklist
Cause-and-Effect Argument Essay
In preparation for Essay 3 and by completing your textbook readings, you will be equipped to respond by objectively compiling information from a variety of sources to compose an essay that understands and practices reading, writing, and rhetoric within the context of a biblical worldview; applies methods of sound reasoning; produces well-structured essays; integrates sources accurately and effectively; writes with clarity; recognizes standard usage in English grammar, word choice (diction), phraseology, and sentence structure; and applies knowledge of sentence structure to basic sentence editing and revision (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2, 3, 4, 5).
In Module/Week 7, you will write a thesis statement and outline for the cause and effect argument essay that you will write in the next module/week.
Develop an outline for your cause and effect argument essay that includes a clear thesis statement and a plan of support. Be sure to include all parts identified in “Structuring a Cause and Effect Argument” on pages 475–476 in your Practical Argument textbook. In addition, include at least 4 quotations, 1 summary,and 1 paraphrases into your essay from at least 3 outside sources to support your thesis statement and provide opposing argument(s). Be sure to document your sources correctly according to your documentation style (APA, MLA, or Turabian). Your outside sources can include scholarly sources and the Bible. (Note: Wikipedia is NOT an acceptable source for academic writing.)
Cause and Effect Essay Prompt
Write a cause and effect argument in which you answer one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Use academic research to include at least 4 quotations, 1 summary, and 1 paraphrase (at least 6 total) from at least 3 sources. Be sure to document your sources correctly according to your documentation style (current APA, MLA, or Turabian). The Bible can count as one of your sources.
After reading pages 468–481 in your Practical Argument textbook, you will be prepared to plan your own cause and effect argument that addresses one of the following questions:
1. How far should the government go to reduce the likelihood of terrorism on American soil?
2. Should illegal immigrants in the Unites States have constitutional rights?
3. Do immigrants have a duty to assimilate themselves into local culture?
Begin by reviewing the reading assignment with special attention to page 468—What is a Cause-and-Effect Argument?, page 471—Understanding Cause-and-Effect Relationships, and pages 475–476—Structuring a Cause-and-Effect Argument.
Next, do some preliminary research about your topic utilizing the scho ...
Criteria Ratings Ability to create a clear and cri.docxwillcoxjanay
Criteria Ratings
Ability to create
a clear and
critical argument
20 pts
Exemplary
Clear and
concise thesis
statement and
each
paragraph
begins with a
topic sentence
that makes a
claim.
17 pts
Good
Mostly clear
and concise
thesis statement
and each
paragraph
begins with a
topic sentence
that makes a
claim.
15 pts
Proficient
Missing
some topic
sentences
and/or
somewhat
unclear thesis
statement.
8 pts
Ok
Somewhat
of an
argument,
but
missing
structure
or clarity
0 pts
Below
Expectation
No clear thesis
and no topic
sentences. Very
descriptive.
Ability use
evidence
effectively to
support the
argument
20 pts
Exemplary
Effective use
of evidence
from the text
that is
relevant to
the argument
17 pts
Good
Mostly effective
use of evidence
from the text that
is relevant to the
argument
15 pts
Proficient
Somewhat
effective
use of
evidence
8 pts
OK
Use of
evidence,
but not
always
clear
0 pts
Below
Expectation
Ineffective use of
evidence and/or
no evidence
Ability to
interpret evidence
and demonstrate
critical analysis
20 pts
Exemplary
The student
demonstrated
through
interpretation
how argument
was supported
by the
evidence.
17 pts
Good
The student
mostly
demonstrated
through
interpretation
how argument
was supported
by the
evidence.
15 pts
Proficient
The student
has
somewhat
interpreted
the evidence
to support
their
argument,
but mostly
assertion or
description
8 pts
OK
Some
interpretation
of evidence,
but largely
description
0 pts
No Marks
Summary or
description
of text rather
than
interpretation
and analysis
Criteria Ratings
Organization of
paper
10 pts
Exemplary
Content was
clearly thought-out
and presented in a
logical format.
Information
flowed well, with
clear links
between
paragraphs and
ideas.
7 pts
Good
Content was
mostly thought-
out and presented
in a logical
format.
Information
flowed well, with
clear links
between
paragraphs and
ideas.
5 pts
Proficient
Content was
mostly well
thought-out and
presented with
some linkages
provided
between
paragraphs and
ideas.
0 pts
No Marks
Content was not
well presented, and
format was illogical
and difficult to read.
Ideas are scattered
with no linkages
between content
provided.
Ability to
properly locate
and cite evidence
20 pts
Exemplary
Proper
citations of
ancient
sources and
all references
to the text
are cited.
17 pts
Good
Mostly
proper
citations of
ancient
sources and
all
references
to the text
are cited.
15 pts
Proficient
Citations are
mostly free of
errors and/or
most
references to
the text are
cited
8 pts
OK
Lots of
errors but
still
references.
.
1 Writing and Formatting ENGL 2113 Essays Overview .docxSONU61709
1
Writing and Formatting ENGL 2113 Essays
Overview
Each essay (W3, W4, and W4) should be approximately 750 words in length and include the
following:
A title, which reflects both the topic and your thesis
Four (and only four) paragraphs:
o an introductory paragraph that ends with an underlined thesis statement
o two body/support paragraphs that begin with an underlined topic sentence
o a concluding paragraph
At least two authoritative, credible online sources of support, which are cited in the text
and included on a Works Cited or Reference page. The sources must be correctly
formatted using either MLA or APA style.
Follow these steps to format and save your essay:
Set margins at 1 inch
• Set line spacing at either 1.5 or 2
• Insert a header with your last name and page number aligned to the right
• In the body of the first page, aligned to the left, include:
o your full name
o instructor’s name
o ENGL 2113 (your section number)
o date
• Include a title for the essay, one that reflects the topic and your thesis
• Save the document as a Word document
• Name the file YourLastName Assignment # (for example, Smith W3)
Follow these seven steps to write, submit, and review feedback on your essay:
1. Read the Essay Grading Guidelines document
If you don’t meet these criteria, you will lose points.
2. Read the assigned essay prompts
Each essay prompt will be posted to D2L.
3. Outline your argument
Before writing your essay, write out your thesis and the topic sentences you plan to use to defend
that thesis. You will submit these three sentences for the W1 assignment. You will not turn in the
2
these statements separately for the other essay assignments; however, you would be wise to write
them out before you write each essay:
Thesis: In one sentence, state your opinion, or your stand, on the assigned topic.
Topic/reason sentence one: In one sentence, state one reason WHY the reader should accept
your opinion.
Topic/reason sentence two: In one sentence, state a second reason WHY the reader should
accept your argument.
Reminder: A topic/reason sentence has two jobs: to serve as a reason in support of your thesis, and
to announce which reason will be discussed and supported in the body paragraph that follows.
Again, each topic sentence should be a reason in support of your thesis, not simply an introduction
to the paragraph.
4. Write your paragraphs
Paragraph one: an introductory paragraph. Assume that the reader of your essay does not know
the assignment topic. First introduce the reader to the topic of the essay. Do not start the
introductory paragraph with your thesis. End the paragraph with your thesis. Underline the
thesis statement.
Paragraph two: a body or support paragraph that is 7-10 sentences in length. Begin this body
paragraph with your first topic/reason sentence. Underline the topic sentence. Devote the
e ...
Similar to Comparison & Contrast Essay Assignment & Instructions I..docx (10)
Option #2Researching a Leader Complete preliminary rese.docxmccormicknadine86
Option #2:
Researching a Leader
Complete preliminary research on the Internet and/or using online library databases. Compose a 1 PAGE summary of sources and an overview of each source.
Post any questions or comments about the content or requirements of the Portfolio Project to the questions thread in the Discussion Forum.
.
Option 1 ImperialismThe exploitation of colonial resources.docxmccormicknadine86
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
Link (website):
White Man's Burden (Links to an external site.)
(Rudyard Kipling)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
Belgium & Africa
Britain & India
Germany & Africa
France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
.
Option Wireless LTD v. OpenPeak, Inc.Be sure to save an elec.docxmccormicknadine86
Option Wireless LTD v. OpenPeak, Inc.
Be sure to save an electronic copy of your answers before submitting it to Ashworth College for grading. Unless otherwise stated, you should answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format.
Your response should be a minimum of four (4) double-spaced pages; refer to the Length and Formatting instructions below for additional details.
In complete sentences respond to the following prompts:
Summarize the facts of the case;
Identify the parties and explain each party’s position;
Outline the case’s procedural history including any appeals;
What is the legal issue in question in this case?
How did the court rule on the legal issue of this case?
What facts did the court find to be most important in making its decision?
Respond to the following questions:
Are there any situations in which it might be a good idea to include additional or different terms in the “acceptance” without making the acceptance expressly conditional on assent to the additional or different terms?
Under what conditions can a contract be formed by the parties’ conduct? Why wasn’t the conduct of the parties here used as the basis for a contract?
Do you agree or disagree with the court’s decision? Provide an explanation for your reasoning either agree or disagree.
UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF FLORIDA CASE NO. 12-80165-CIV-MARRA
OPTION WIRELESS, LTD., an Irish limited liability company, Plaintiff, v. OPENPEAK, INC., a Delaware corporation, Defendant. ______________________________/
OPINION AND ORDER
THIS CAUSE is before the Court upon Plaintiff/Counter-Defendant’s Motion to Dismiss Defendant/Counter-Plaintiff’s Counterclaim (DE 6). Counter-Plaintiff OpenPeak Inc. filed its 1 Memorandum in Opposition (DE 8). Counter-Defendant Option Wireless, Ltd, replied. (DE 12). The Court has carefully considered the briefs ofthe parties and is otherwise fully advised in the premises. I. Introduction2 In July 2010, Counter-Plaintiff OpenPeak Inc. was producing a computer tablet product for AT&T. (DE 4 ¶ 5). Seeking embedded wireless data modules for the tablet, Counter-Plaintiff submitted a purchase order to Counter-Defendant Option Wireless, Ltd, for 12,300 units of the modules at the price of $848,700.00. (DE 4 ¶ 4). Section 9 of the purchase order, labeled “BUYER’S TERMS AND CONDITIONS,” provided that [a]ll purchase orders and sales are made only upon these terms and conditions and those on the front of this document. This document, and not any quotation, invoice, or other Seller document (which, if construed to be an offer is hereby rejected), will Option Wireless, Ltd. v. OpenPeak, Inc. Doc. 19 Dockets.Justia.com 2 be deemed an offer or an appropriate counter-offer and is a rejection of any other terms or conditions. Seller, byaccepting any orders or deliverin.
Option A Land SharkWhen is a shark just a shark Consider the.docxmccormicknadine86
Option A: Land Shark
When is a shark just a shark? Consider the movie
Jaws
. What could the shark symbolize in our culture, society, or collective human mythology other than a man-eating fish? Why? Support your answer.
Next, think about a theatrical staging of
Jaws
. Describe the artistic choices you would make to bring
Jaws
the movie to Broadway. What genre would you choose? Describe at least three other elements of production and how you would approach them in your staging of
Jaws
as a stage play or musical.
Create
a response to these concepts in one of the following formats:
350- to 700-word paper
Apply
appropriate APA formatting.
.
Option 3 Discuss your thoughts on drugs and deviance. Do you think .docxmccormicknadine86
Option 3: Discuss your thoughts on drugs and deviance. Do you think using drugs is deviant behavior? Why do you think alcohol and tobacco are legal drugs and their use is not considered deviant when they are addictive, physically harmful, and socially disruptive?
No quotes or references needed.
.
OPTION 2 Can we make the changes we need to make After the pandemi.docxmccormicknadine86
OPTION 2: Can we make the changes we need to make? After the pandemic, we are in a time of significant upheaval and transition. We are all more keenly aware that economic shifts and transformations can happen suddenly and dramatically. As the World shut itself down in March 2020, it makes us all aware that we can change behavior globally and as a matter of will. In the U.S., people began to quarantine themselves ahead of government action more often than as a result of government mandates. Write a cohesive 1-2 page single-spaced document that answers the following questions.
2a. Reflecting on the profound changes we have all seen in the past year, how does that change your views regarding what might be possible with regard to energy use, carbon reductions, or other major transformations that might be needed to impact the type of climate change Earth has been experiencing.
2b. Reflect on the type of transformations that would be involved to address global warming. Now that you have seen the recent major transformations, does this make you believe that global warming threats can prompt the type of major economic and industrial changes needed to reduce the impacts that have been anticipated with increasing climate changes?
2c. What are the "experts" saying about the possibility of these transformations in light of what they have seen during the pandemic? Are researchers more or less optimistic about our global ability to reduce green house gases and control climate change after seeing the impact of the pandemic? Be sure to include REFERENCES both at the end of the text and in the text, like (Author, year)
.
Option 1 You will create a PowerPoint (or equivalent) of your p.docxmccormicknadine86
Option 1: You will create a PowerPoint (or equivalent) of your presentation and add voice over.
Option 2: If you are unable to add voice over to your PowerPoint, you will create a PowerPoint (or equivalent) of your presentation. Next, you will use
Screencast-o-
Matic
(or a similar program) to create a video recording of your screen and voice as your present the information. Third, you will upload the video presentation to
YouTube
so your instructor can view it. If you choose this option, you will submit your article as well as the PowerPoint (or equivalent) file and the link to the YouTube presentation to complete this assignment.
Guidelines:
The presentation must include both audio (your voice explaining the information) and visual (PowerPoint presentation including text and/or images). Videos should not be used within the presentation.
The presentation should include the following three aspects:
An overview of your specific topic and its importance and application in current society. Include historical information as appropriate to understand your topic.
Identification, discussion, and
critical evaluation
of the most frequently used assessment instruments related to your topic. Include the typical settings and purposes for which assessment instruments are used.
Discussion of the ethical, cultural, and societal issues concerning the use of psychological tests and assessment as related to your topic.
The presentation must be 15 minutes long (no more than 20).
The presentation must include information from at least 10 scholarly sources (if used, the course textbook does not count as one of these 10 sources).
APA style citations should be used within the presentation. A reference section (in APA style) should appear at the end of the presentation.
Resources:
.
Option A Description of Dance StylesSelect two styles of danc.docxmccormicknadine86
Option A: Description of Dance Styles
Select
two styles of dance, such as ballet, modern dance, or folk dance.
Describe
each style of dance, and
include
the following:
History and development of the style
Discussion of your understanding of the use of line, form, repetition, and rhythm in each piece
Description of what the movements of both styles communicate to you in terms of mood
Description of how artistic choice can affect the viewer in the selected style
Submit
your assignment in one of the following formats:
700- to 1,050-word paper
.
Option #2Provide several slides that explain the key section.docxmccormicknadine86
Option #2
Provide several slides that explain the key sections of your strategy you will use in the final Portfolio Project. Provide section headers and a brief description of each.
FINAL PROJECT GUIDE
In a 6- to 10-page paper, as the local Union President, design a managing union handbook for union relationship building and a process that favors union employees as well as identifying key components of the bargaining process that can easily be sold to your union members. Apply theory and design systems and policies throughout your work covering:
Contextual factors (historical and legislative) that have impacted and still impact the union environment;
policies that create a more sustainable union model;
management strategy for union collective bargaining that includes: innovative wage, benefit, and non-wage factors; and
employee engagement and involvement strategies that take into consideration the diverse and changing labor force.
.
Option 2 Slavery vs. Indentured ServitudeExplain how and wh.docxmccormicknadine86
Option 2: Slavery vs. Indentured Servitude
Explain how and why slavery developed in the American colonies.
Describe in what ways the practice of slavery was different between each colonial region in British North America.
Analyze the differences between slaves and indentured servants.
Writing Requirements (APA format)
Length: 1-2 pages (not including title page or references page)
Use standard essay writing process by including an introduction, body paragraphs, and a conclusion.
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
No abstract is required
In-text citations that correspond with your end references
.
Option 2 ArtSelect any 2 of works of art about the Holocaus.docxmccormicknadine86
Option 2: Art
Select any 2 of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:
Link: List of Artists/Artworks
Write an analysis of each artwork, including the following information:
Identify the title, artist, date completed, and medium used.
Explain the content of the artwork - what do the images show?
How does the artwork relate to the bigger picture of the Holocaust?
How effective is the artwork in relating the Holocaust to viewers?
LIST OF ARTISTS AND ARTWORK
Morris Kestelman:
Lama Sabachthani [Why Have You Forsaken Me?]
George Mayer-Marton:
Women with Boudlers
Bill Spira:
Prisoners Carrying Cement
Jan Hartman:
Death March (Czechowice-Bielsko, January 1945)
Edgar Ainsworth:
Belsen
Leslie Cole:
One of the Death Pits, Belsen. SS Guards Collecting Bodies
Doris Zinkeisen:
Human Laundry, Belsen: April 1945
Eric Taylor:
A Young Boy from Belsen Concentration Camp
Mary Kessell:
Notes from Belsen Camp
Edith Birkin:
The Death Cart - Lodz Ghetto
Shmuel Dresner:
Benjamin
Roman Halter:
Mother with Babies
Leo Breuer:
Path Between the Barracks, Gurs Camp
Leo (Lev) Haas:
Transport Arrival, Theresienstadt Ghetto
Jacob Lipschitz:
Beaten (My Brother Gedalyahu)
Norbert Troller:
Terezin
Anselm Kiefer:
Sternenfall
.
Option #1 Stanford University Prison Experiment Causality, C.docxmccormicknadine86
Option #1:
Stanford University Prison Experiment: Causality, Controlling Patterns, and Growth Mode
Revisit Philip Zimbardo's (1971) Stanford University Prison Experiment. Analyze the experiment in terms of causality, controlling patterns, and its growth mode.
What lessons can be learned from this experiment that can be generalized to business social systems, such as organizational design/organizational structures?
Your well-written paper should meet the following requirements:
· Be 5 pages in length.
· Be formatted according to APA
· Include at least five scholarly or peer-reviewed articles
· Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Revisiting the Stanford Prison Experiment: a Lesson in the Power of Situation
~~~~~~~~
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people surrounding President Richard M. Nixon, like Henry A. Kissinger and Robert S. McNamara, escalated the Vietnam War when they knew, and later admitted, it was not winnable. They were .
Option A Gender CrimesCriminal acts occur against individu.docxmccormicknadine86
Option A: Gender Crimes
Criminal acts occur against individuals because of gender – some of these are labeled as hate crimes in the U.S. (consider cases of violence against transgendered and homosexual individuals) and others occur across cultures. Choose two other types of “gender crimes” and discuss what these acts reveal about deep-seated cultural values and beliefs. One possibility is to examine bride burning or dowry death in India.
Submit a paper (750-1250 words) that explores gender crimes. Provide at least three references cited within the text and listed in the references section.
.
opic 4 Discussion Question 1 May students express religious bel.docxmccormicknadine86
opic 4: Discussion Question 1
May students express religious beliefs in class discussion or assignments or engage in prayer in the classroom? What are some limitations? Support your position with examples from case law, the U.S. Constitution, or other readings.
Topic 4: Discussion Question 2
Do all student-led religious groups have an absolute right to meet at K-12 schools? If not, discuss one limitation under the Equal Access Act. May a teacher be a sponsor of the club? Can the teacher participate in its activities? Why or why not? Support your position with examples from case law, the U.S. Constitution, or other readings.
.
Option 1Choose a philosopher who interests you. Research that p.docxmccormicknadine86
Option 1:
Choose a philosopher who interests you. Research that philosopher, detailing how they developed their ideas and the importance of those ideas to the progress of philosophy and human understanding. Keep in mind that you should be focusing on their philosophy, not simply their biography, although some basic details of their life not related to philosophy may be needed, especially when it involves experiences that influenced their thinking.
Option 2:
Look at a specific Philosophical movement. Explain the ideas important to that movement (such as existentialism and positivism) and the influence they had. I am pretty flexible on what you can do with this one, so if you have an idea, don’t hesitate to ask!
Requirements
The typed body of your paper must be a minimum of 1500 words.
It should be typed, 12 point, double spaced. A minimum of three sources must be used,
.
Option #1The Stanford University Prison Experiment Structu.docxmccormicknadine86
Option #1:
The Stanford University Prison Experiment: Structure, Behavior, and Results
Philip Zimbardo’s Stanford University Prison Experiment could be described as a system whose systemic properties enabled the behaviors of the system's actors, leading to disturbing results.
Analyze the situation. What were the key elements of the system? How did the system operate? Why did the participants behave as they did? What lessons can be learned from this experiment about systems in relation to management?
Your well-written paper should meet the following requirements:
Be six pages in length.
Be formatted according to the APA
Include at least seven scholarly or peer-reviewed articles.
Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Zimbardo, P. G. (2007).
Revisiting the Stanford prison experiment: A lesson in the power of situation (Links to an external site.)
.
Chronicle of Higher Education, 53(
30), B6.
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people su.
Open the file (Undergrad Reqt_Individual In-Depth Case Study) for in.docxmccormicknadine86
Open the file (Undergrad Reqt_Individual In-Depth Case Study) for instruction which is
blue highlighted
and I already
highlighted yellow
for the section that you need to answer which is
SECTION 2.
I
uploaded 2 articles that you need to read to answer the questions
and Pay attention to (Individual In-Depth Case Study Rubric).
.
onsider whether you think means-tested programs, such as the Tem.docxmccormicknadine86
onsider whether you think means-tested programs, such as the Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP), and Supplemental Security Income (SSI), create dependency among its recipients. Then, think about how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, reflect on the perceptions you might have regarding individuals who receive means-tested welfare and how that perception might affect your work with clients.
By Day 4
Post
an explanation of whether means-tested programs (TANF, SNAP, and SSI) create dependency. Then, explain how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, explain the perceptions you have regarding people who receive means-tested welfare and how that perception might affect your work with clients.
Support your post with specific references to the resources. Be sure to provide full APA citations for
.
Operations security - PPT should cover below questions (chapter 1 to 6)
Compare & Contrast access control in relations to risk, threat and vulnerability.
Research and discuss how different auditing and monitoring techniques are used to identify & protect the system against network attacks.
Explain the relationship between access control and its impact on CIA (maintaining network confidentiality, integrity and availability).
Describe access control and its level of importance within operations security.
Argue the need for organizations to implement access controls in relations to maintaining confidentiality, integrity and availability (e.g., Is it a risky practice to store customer information for repeat visits?)
Describe the necessary components within an organization's access control metric.
Power Point Presentation
7 - 10 slides total (
does not include title or summary slide
)
Try using the 6×6 rule to keep your content concise and clean looking. The 6×6 rule means a maximum of six bullet points per slide and six words per bullet point
Keep the colors simple
Use charts where applicable
Use notes section of slide
Include transitions
Include use of graphics / animations
.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Comparison & Contrast Essay
Assignment & Instructions
I. Instructions & Requirements
A. Assignment:
Write a referential essay of at least 1,000 words in which you
compare and contrast two subjects.
Choose from the "Approved Topics" list on page two of this
assignment or submit a custom topic for
Professor Shanafelt's approval. You must organize your essay
by trait rather than subject. The overall
structure of your essay, its number of paragraphs, and the
internal structure of each paragraph must
conform to the comparison and contrast essay template in this
assignment. You may compare, contrast,
or compare and contrast your the subjects you have chosen.
B. How to Submit:
1. Submit PDF document via Blackboard assignment page.
2. No emailed papers will be accepted.
3. No other file types will be accepted.
C. Due Date:
8 March 2020 @ 11:55 pm
D. Length:
1. 1,000 words minimum (4-5 pages + Works Cited)
2. The “Works Cited” page, heading, and other paraphernalia
are not included in word count.
E. Sources:
2. 1. Two primary sources are required. No other source are
permitted.
2. Use MLA 8 (2016) to document your two primary sources.
F. Documentation:
1. Document all quotations, paraphrases, details, and
information taken from primary sources.
2. Cite each use of outside source material with a properly
formatted MLA works-cited entry and an
appropriate MLA in-text citation.
3. For MLA Documentation information, reference the The
Norton Sampler Appendix, MLA Handbook
(8th edition with 2016 update), or the Owl at Purdue website at
the following link: https://
owl.purdue.edu/owl/research_and_citation/mla_style/mla_forma
tting_and_style_guide/
mla_general_format.html
G. Document Type:
1. PDF - Save your essay as a PDF document.
2. No other document types will be accepted!!
H. Topic Choices:
1. Select a topic from the "Suggested Topics" list in this
document.
2. Create an original essay topic of your own and submit it to
Professor Shanafelt for approval.
a) Your proposal should be mature, complete, typed, and clearly
worded.
b) Submit your topic for approval on or before 1 March 2020.
c) Submit your topic to Professor Shanafelt using your official
ACC email account
d) Submit your topic to Professor Shanafelt at the following
3. link: [email protected]
I. Outline:
1. An essay outline is suggested but not required.
2. For outline structure, consult the essay outline included in
this document.
3. For additional outline information, consult the Owl at Purdue
at the following link: https://
owl.purdue.edu/owl/general_writing/the_writing_process/develo
ping_an_outline/
types_of_outlines.html
J. Essay Format:
1. Format your essay in accordance with the MLA Style Manual
(8th ed. 2016) guidelines, which can
also be found at the following link:
https://owl.purdue.edu/owl/research_and_citation/mla_style/
mla_formatting_and_style_guide/mla_general_format.html
2. Include your essay's word count after the last line of your
conclusion.
3. The "Works Cited" page does not factor into the word count.
Compare & Contrast Essay of 1 3 Professor Shanafelt - Eng
1301
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla
_formatting_and_style_guide/mla_general_format.html
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla
_formatting_and_style_guide/mla_general_format.html
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla
_formatting_and_style_guide/mla_general_format.html
mailto:[email protected]
https://owl.purdue.edu/owl/general_writing/the_writing_process
/developing_an_outline/types_of_outlines.html
5. 5. Works Cited Page: Include your MLA "Works Cited" as the
separate and last page of the essay.
L. Grammar & Mechanics: Write in formal Standard American
English.
1. Do not use personal pronouns.
(I, you, we, me, and us)
2. Do not use contractions.
3. Do not use colloquialisms or slang.
4. Write in third-person point of view only.
5. Use correct past, present, & future tense.
6. Use proper punctuation.
7. Do not write run-ons or fragments.
8. Consult you writing guide for more.
9. Proofread! Proofread! Proofread!
Approved Topics
1. Obama / Trump
Compare and contrast Barack Obama and Donald Trump based
on ONE of he following attributes:
a. speaking style
b. political philosophy
c. biography
d. income / wealth
e. foreign policy
f. fiscal policy
g. stance on one important issue
2. Liberals / Conservatives
Compare and contrast the political philosophies of American
liberals and conservatives regarding ONE
of the following issues:
6. a. gun control
b. taxes
c. foreign policy
d. same-sex marriage
e. war
f. the war on terror
g. stance on one important issue
3. Game of Thrones
Compare and contrast two characters or two major houses
(families) in the HBO series Game of
Thrones. (May substitute Harry Potter, Star Trek, Star Wars,
Walking Dead, etc.)
4. Villains, Monsters, Killers, Demons, Archangels, Vampires,
Zombies, Mythical Creatures
Compare and contrast two of the above types of entities.(Hint:
The have to both be the same type.)
5. ACC Campuses
Compare and contrast two ACC campuses.
6. People
Compare and contrast the styles, philosophies, or works of two
people of the same type:
a. philosophers
b. writers
c. directors
d. actors
e. leaders
f. singers
g. professors / teachers
7. 7. Things
Compare and contrast two things you have owned or would like
to own. Make sure that the objects
you choose are "two of a kind" (i.e. two cars, two computers,
two guitars, etc.).
8. Wild Card
Choose two subjects to compare and contrast an submit them to
Professor Shanafelt for approval.
Compare & Contrast Essay of 2 3 Professor Shanafelt - Eng
1301
REQUIRED ESSAY STRUCTURE
Compare & Contrast Essay
By Trait
I. Introduction
A. Hook - Grab the reader’s attention with a catchy opening.
B. Introductory remarks. Reveal the central idea and/or a
connection to our world.
C. Name the two subjects to be compared. Maybe provide brief
background.
D. Thesis: Reference both subjects and state the several traits
you will use in your comparison.
II. Trait 1
A. TS - (Topic Sentence) - Name the 1st trait and
list/summarize the similarities or differences the
paragraph will cover.
B. 1st trait / 1st subject
8. 1. EV - Evidence - Reference the 1st trait of subject 1 with a
quotation, paraphrase, detail, or
example.
2. AN - Analysis - Scholarly analysis or deeper insight into
what the evidence you presented
reveals about the first trait of subject 1.
C. 1st trait / 2nd subject
1. EV - Evidence - Reference the first trait of subject 2 with a
quotation, paraphrase, detail, or
example.
2. AN - Analysis - Scholarly analysis or deeper insight into
what the evidence you presented
reveals about the first trait of subject 2.
III. Trait 2
A. TS - (Topic Sentence) - Name the 2nd trait the similarities or
differences to be covered.
B. 2nd trait / 1st subject
1. EV - Evidence - Reference the second trait of subject 1 with
a quotation, paraphrase, detail,
or example
2. AN - Analysis - Scholarly analysis or deeper insight into
what the evidence you presented
reveals about the second trait of subject 1.
C. 2nd trait / 2nd subject
1. EV - Evidence - Reference the second trait of subject 2 with
a quotation, paraphrase, detail,
9. or example
2. AN - Analysis - Scholarly analysis or deeper insight into
what the evidence you presented
reveals about the second trait of subject 2.
IV. Trait 3
A. TS - (Topic Sentence) - Name the 3rd trait the similarities or
differences to be covered.
B. 3rd trait / 1st subject
1. EV - Evidence - Reference the third trait of subject 1 with a
quotation, paraphrase, detail, or
example
2. AN - Analysis - Scholarly analysis or deeper insight into
what the evidence you presented
reveals about the third trait of subject 1.
C. 3rd trait / 2nd subject
1. EV - Evidence - Reference the third trait of subject 2 with a
quotation, paraphrase, detail, or
example
2. AN - Analysis - Scholarly analysis or deeper insight into
what the evidence you presented
reveals about the third trait of subject 2.
V. Conclusion
a. Revisit the two subjects of the essay and the the several
broad traits you use in your comparison.
b. Summarize the main differences and similarities.
c. Close with an interesting comment or a fresh take on the two
subject; leave your reader with
10. something to contemplate.
**[Analyze three or more traits in body paragraphs like those
above.]**
Compare & Contrast Essay of 3 3 Professor Shanafelt - Eng
1301
Data Analysis
1
Capella Proprietary and Confidential
ShortDoc_Internal.doc
Last updated: 11/29/2006 3:05 PM
The material in this document comes from the HASOP manual
Qualitative Research Approaches in
Psychology.
Data Analysis
Data analysis in ethnography: Thematic analysis and exemplary
life
histories
Ethnography shares with the other four approaches a core
method of data analysis, namely thematic
analysis. The other approaches may use different terms or
specify slightly different procedures, but the
core analytic method is quite similar. We describe it briefly
11. here in its ethnographic form, and we’ll
describe it briefly in its other forms when outlining the other
approaches. Learners are advised to
master the general method regardless of the approach they
select.
Once the data are collected by observations, interviews (audio
taped and transcribed), field notes, or
any other sources, patterns of experience (recurring words,
phrases, descriptions, etc.) are identified
and listed. These patterns are derived from direct quotes and
paraphrases of recurring ideas emerging
from the data. These patterns form the first level of thematic
analysis.
Next, the researcher identifies data that correspond to the
identified patterns. If, in a study of the culture
of a corporation, a pattern is noted such as “males defer to
hierarchically superior males, but not to
hierarchically superior females,” examples that confirm this –
that show it is both recurring and an
accurate description of events - are located in the data
(transcripts, notes, etc.) and annotated with the
listed pattern (as quotes along with citation of their source).
Now, the researcher combines and catalogues related patterns
into themes. Themes are defined as
descriptive meaning units derived from the patterns. For
example, if along with the earlier example this
pattern emerged: “males repeatedly initiate flirting behavior
with females regardless of the females’ rank
and the females return the flirtation, even when they dislike it,”
two themes or meaning units might be
constructed as follows: “Males impose rank-dominance on
subordinate males” and “males impose
sexual-dominance on all females.”
12. Finally, at the highest level of abstraction, themes that emerge
from the patterns (which emerged from
the original data) are synthesized together to form a
comprehensive representation of the element of
the culture that is being investigated. The above meaning units
or themes might constellate with other
descriptive themes of the male and female interactions in the
organization into a rich and textured
description of the rules, customs, attitudes, and practices around
gender in that organization.
This distillation of the practice of thematic analysis is adapted
from Taylor and Bodgan (1984) and
Aronson (1994).
In writing ethnographic reports, one common – though by no
means required - presentation practice is
to construct “life stories” of representative or exemplary
participants in the culture, group, or
organization. Perhaps a more accurate term would be “culture
stories” or “organization stories.” The
objective is not to single out the individuals for study, but to
use their experiences to exemplify key
themes found in the data. These representative life stories are
not standard biographies or life histories
as might be found in biographical research.
These life or organizational stories are created in a process not
unlike thematic analysis. Here,
however, the stories of the participants’ experience in the
culture, group, society, or organization are
culled for the initial patterns of recurring experiences,
behaviors, etc. These in turn are organized into
themes or meaning units which in a robust way exemplify
important aspects of the larger culture,
13. society, group, or organization. Finally, as in thematic analysis,
the meaning units are woven into a
richly evocative description of the meaning of the persons
experience in this culture which stands for
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many others’ similar experiences. In effect, the life story (or the
organization story, if you will) of the
exemplar “stands for” the essence of the ethnographic
description of what it means to be a member of
this culture, group, or organization.
References
Aronson, J. (1994). A Pragmatic View of Thematic Analysis.
The Qualitative Report, 2, Number 1.
Retrieved January 20,2003, from
http://www.nova.edu/ssss/QR/index.html
Taylor, S, J. & Bogdan, R. (1984). Introduction to qualitative
research methods: The search for
meaning. 2nd edition. New York: John Wiley.
14. Data analysis in case studies
Two types of data analysis for a case study are sometimes
referred to (for example, Patton, 2005):
holistic analysis, in which the information about the entire case
is analyzed; and embedded analysis, in
which information about a specific but limited aspect of the
case is analyzed. For example, in a case
study of learners’ experiences with online education, if all
aspects of the experience are studied – the
nature of the online platform, the IT support structure, the type
of educational company providing the
online learning, the quality and training of the teachers, the
nature of the curriculum, the demographics
of the learners, the costs and benefits perceived by the learners,
the work load of the faculty, and so on
and so forth – the analysis is said to be holistic.
However, if out of that mass of data only one aspect is analyzed
and reported – for example, the
learners perceptions of the learning platform and of the
instructors’ competence – this would be an
embedded analysis. A case study dissertation would most likely
be a holistic analysis of a case or set of
cases.
There is no consensus format for case study data analysis, but a
common series of steps can be found
in many sources. The following description is adapted from
Creswell (1998) and Stake (1995).
• The opening step of data analysis – sometimes referred to as
description – involves creating a
detailed description of the case as a whole and of its setting(s)
15. and contexts. The objective is
both clarity and detail, creating a rich and textured picture of
the case and its settings.
• The case study researcher looks at single instances in the
described data and draws meaning
from each without (yet) looking for multiple instances. This
process pulls the described data
apart and puts them back together in more meaningful ways.
This may be called direct
interpretation.
• Next, the researcher seeks a collection of meaning-rich
instances from the data, aggregating
these into categories of meaning, giving rise to the term
categorical aggregation.
• By analyzing the categories (and the underlying instances and
data of the various categories),
the researcher will identify themes – common statements of
recurring description and patterns
of meaning - and connections between or among the themes.
These themes will be developed
using verbatim passages and direct quotes from the data to
elucidate each theme. At this point,
data from the case itself are used, without being compared yet
with data and themes from other
cases; this is within-case analysis.
• The same steps are followed for each case in the series, so that
each is analyzed within itself.
(For instance, if the study investigates ten cases of multiple
sclerosis in young married people,
each person’s data are analyzed separately first, as a single
case, before taking the next step)
16. • Then, the researcher will develop a thematic analysis across
cases (across case analysis) as
well as interpretations of the integrated meaning of all the cases
in the study.
• In the final, interpretive, phase, the researcher develops
naturalistic generalizations from the
data as a whole and reports on the lessons learned from the case
study.
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References
Creswell, J. (1998). Qualitative inquiry and research design:
Choosing among five traditions. Thousand
Oaks, CA: Sage Publications, Inc.
Stake, R. (1995). The art of case study research. Thousand
Oaks, CA: Sage.
Grounded theory data analysis methods and procedures: Coding
17. Because grounded theory goes beyond the descriptive and
interpretive goals of many other qualitative
models and is aimed at building theories, data analysis tends to
be more complex and aims to achieve
an explanatory power that is not necessary in other approaches.
The heart of the grounded theory
approach occurs in its use of coding, its main form of data
analysis. There are three different types of
coding used in a more-or-less sequential manner (this
discussion is adapted from Strauss and Corbin,
1990, 1998, Patton, 2003; and Creswell, 1998).
The first type of coding is open coding which is much like the
description goal of science. Usually open
coding is done first. During open coding, the researcher labels
and categorizes the phenomena being
studied. This involves the process of describing the data
through means such as examination,
comparison, conceptualization, and categorization. Labels are
created to describe in one or a few
words the categories one finds in the data. Examples are
collected for all these categories. For
example, in a grounded theory study of the effects of child
sexual abuse, open coding might discover in
the reports of the participants some categories such as these:
Feeling powerless, hating myself, hating
the abuser, or feeling permanently damaged.
The categories are studied more carefully to identify
subcategories, which are called properties and
dimensionality in the categories. For instance, the researcher in
our example might discover that “hating
myself” had a wide range of emotional power – in some
participants it is very strong, whereas in others
it is not strong at all. The categories, properties, and dimensions
discovered in the data are fully
18. described in the participants’ words.
Then begins the second type of coding: axial coding which
involves finding links among the categories,
properties, and dimensions that were derived from open coding.
(A link is an axis, hence the term
axial.) How is axial coding actually done?
Axial coding first identifies the central categories about the
phenomenon. These central or core
categories tend to be the most important aspect(s) of element of
the phenomenon, the one that clearly
has the greatest strength and appears in all or most of the
participants’ reports or other data. For
instance, a central category of the phenomenon of the
psychological effects of childhood sexual abuse
might be found to be “feelings of powerlessness.”
Next, the researcher explores the data carefully to discover
causal conditions, which are categories of
conditions influencing the central category or categories. For
instance, in the child sexual abuse study,
one causal condition might be found to be “repeated
humiliations,” a condition that is found across
many reports to support or influence the development of
feelings of powerlessness (the central
category).
The researcher continues axial coding by identifying
interactions among the categories (which are
called strategies, although that term might be confusing).
Strategies in the example study could be, for
example, “repeated humiliations strengthen feelings of
powerless, but weaken hatred of the abuser
while strengthening self-hatred.” You might think of
“strategies” in grounded theory as the equivalent of
19. correlations in statistical theory-building.
Axial coding continues with the identification and exploration
of other supporting or weakening
conditions which exert lesser influences on the central
variables. These are categories in the data
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which label the contexts and intervening conditions. Examples
from the grounded theory study of the
effects of child sexual abuse might include “protection by
another adult,” which when found to be
present ameliorates (positively influences) the central category,
but which is insufficient in itself to
prevent the damage entirely. Finally, consequences are carefully
identified and described. These would
include all the outcomes of the presence of the central category
in all its interactions (strategies) with
contexts, intervening conditions, properties, dimensions, etc.
Consequences describe what happens
when the central category is found under specific conditions.
For example, when “feelings of powerless”
are found to be very strong, accompanied (interacting with)
“isolation” and “repeated humiliation,”
20. depression may be found to be a consequence.
Notice that these consequences are NOT presupposed, but are
carefully teased out of the real reports
and descriptions of their experiences by the many participants
in the study. Preconceptions about the
theory must be left at the door. See “Phenomenology,” below,
and its discussion of epoche and the
phenomenological reduction. Without using the terminology of
phenomenology, the requirement is the
same.
The third type of coding is selective coding continues the axial
coding activity of relating the subsidiary
categories to the central category(s). Selective coding is the
process of selecting your main
phenomenon (core category) around which all other phenomena
(subsidiary categories) are grouped,
arranging the groupings, studying the results and rearranging
where necessary. It is necessary to
remain faithful to the data, so in selective coding, one
frequently goes “back to the things themselves”
to ensure that one is capturing what one’s informants told one.
From this last type of coding, the grounded theory researcher
moves toward developing a model of
process and a transactional system, which essentially tells the
story of the outcome of the research.
Creating a literal “story line” is one manner of doing selective
coding. The story line tells the results of
the axial coding in a coherent narrative. Many grounded theory
researchers do not create a conditional
matrix, a diagram or picture of the various categories,
interactions, and relationships among the central
category(s) and the subsidiary categories. But the conditional
matrix is a very helpful tool in creating the
21. narrative story line which embodies the grounded theory.
The selective coding process typically focuses on two
dimensions of the phenomenon: its process and
its transactional system. Again, the conditional matrix is quite
useful in elucidating these two elements
of the theory.
• Process is the manner in which actions and interactions occur
in a sequence or series. It
incorporates the time element. (“As time went on and I got
older, the repeated humiliations
my father inflicted on me began to tear me apart. I started to
hate myself, though not at
first.”) It also incorporates the various categories which
mutually influenced each other.
(“My brother tried to help, and I was grateful, but I was more
worried he’d get hurt, so I
asked him to stay out of it. He hasn’t been much a part of my
life since.”)
• The transactional system is a grounded theory’s analytic
method that allows an
examination of the interactions of different events. (“Self-
hatred led to increased willingness
to be hurt. It strengthened the belief among most participants
that the victim is bad and
deserves punishment, and also strengthened the yearning for
even the abusive “love”
offered by the perpetrator. This in turn alienated most
participants from other sources of
more benign love, because the victims did not feel worthy of
it.”)
The use of the conditional matrix and the process and
22. transactional-system analysis leads finally to the
general description of the grounded theory. It might be a brief
sentence distilling all the above work, or a
more complex statement. But it will also be accompanied by a
set of propositions or hypotheses which
menon under study. explain the pheno
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At this stage, it is usual for grounded theory researchers to
return not only to the original data to ensure
that the theory fits those data, but may meet with the
participants again to compare the theory wit
perceptions and to ask them whether the theory fits their
experiences. Their responses will be taken as
new data to be incorp
h their
orated into the theory, which is thought to be in a continual
adaptation and
volution. Grounded theory is never complete. (Adapted from
Strauss, & Corbin, 1990, 1998; Creswell,
23. 2002)
d
ge.
trauss, A., Corbin, J. (1998). Basics of qualitative research:
Techniques and theory for developing
grounded theory (2nd ed.). Newbury Park, CA: Sage.
e a
method of analysis of phenomenological data are acceptable in
the General Psychology specialization.
ed provided they meet (are equivalent to) the criteria described
in these pages.
r deeper
comparison. These segments (or “meaning units” as described
above) will be organized
ematically in two major ways: within the context of a single
interview, and across a series of
ed
g
erviews” would not have been possible unless the
dividual phrases could have been cut out and kept in a separate
“meaning unit” document of some
ings that emerge from the data in their own terms. If we include
these two preliminary steps with
24. e
1998; Patton,
References
Creswell, J. (1998). Qualitative inquiry and research design:
Choosing among five traditions. Thousan
Oaks, CA: Sage Publications, Inc.
Patton, M. (2002). Qualitative research and evaluation methods
(3rd ed.). Newbury Park, CA: Sa
Strauss, A., Corbin, J. (1990). Basics of qualitative research:
Grounded theory procedures and
techniques. Newbury Park, CA: Sage.
S
Phenomenological Data Analysis
Most standard texts (e.g., Creswell, 1998; Patton, 2002; or
Taylor and Bogdan, 1984) propos
general five-step model for phenomenological analysis. These
steps are elaborated in three more
detailed models described in Appendix A (see “empirical
phenomenology” [Amedeo Giorgi],
“transcendental phenomenology” [Clark Mousakas] and the
Stevick-Colaizzi-Keen Method of Analysis
of Phenomenological Data). The Giorgi model, the Moustakas
model, and the Stevick-Colaizzi-Keen
Other models can be us
Preliminary steps
The generic method of analysis consists of five essential steps,
25. but is preceded by careful preparation
of the data and of the researcher. First, the data must be
transformed into written form – usually
transcripts of interviews – which can be studied as a whole and,
later, in bits or units. Word processing
programs are ideal for this, allowing both retention of the
original interview in “raw” form and “cutting
and pasting” individual segments (phrases, sentences,
paragraphs) into separate documents fo
analysis and
th
interviews.
For example, in a series of phenomenological interviews on the
experience of grief in children, the
researcher found that participant A repeated the phrase, “she
left me behind” many times in talking
about what it was like to lose his mommy. Within the context of
that child’s experience, being “left
behind” became a very significant part of the experience, a
“meaning unit.” Meanwhile, child B repeat
the phrase “she’s gone, I can’t find her” a number of times. This
too was a meaning unit for child B.
Looking across both transcripts and comparing the two meaning
units and reflecting deeply on them
and their contexts in the interviews, the researcher teased out a
deeper level of meaning by comparin
the two different units: “I feel lost.” This “across int
in
kind, which word processing makes quite handy.
Before starting to analyze data, though, the researcher does a
second preparatory step, which as been
described briefly above as the “phenomenological reduction.”
She attempts to reduce the impact of his
or her biases, preconceptions, and beliefs about the phenomenon
26. and opening oneself to the data and
mean
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the five steps proposed by most texts, we have a generic seven-
step model for data analysis, beginning
Step 1 and 2: Prepare the data and adopt the phenomenological
attitude (“reduction” or “epoche” [see
below].)
tep 3: Achieve a Sense of the Whole. The researcher reads the
entire description in order to get a
oes
de
ith psychological criteria in mind. The researcher next
eliminates redundancies and clarifies and
concrete
ants, reflects on them, and comes up with the essence of the
experience for the
27. articipant. The researcher next transforms each relevant unit’s
essence into the language of
ere, the researcher synthesizes all of the transformed meaning
units (now expressed in
e language of psychological science) into a consistent statement
regarding the participant’s
r synthesizes all of the essence or structure statements
regarding each participant’s experience into one consistent
statement, which describes and captures
d
above. Either of the
odels is acceptable for phenomenological research in the
General Psychology specialization. The
at
tive
rationale should be approved by the mentor (and the dissertation
committee, of course)
nd reviewed (with a rating of “Satisfactory” or better) by the
Methodology Committee of the
85,
gy”)
Ernest Keen of Bucknell University (1975) and Paul F. Colaizzi
and Emily M. Stevick of Duquesne
with:
28. Steps in phenomenological data analysis: Generic model
S
general sense of the whole statement.
Step 4: Discrimination of Meaning Units Within a Psychological
Perspective and Focused on the
Phenomenon Being Researched. Once the sense of the whole has
been grasped, the researcher g
back to the beginning and reads through the text once more and
delineates each time that a transition
in meaning occurs. The specific aim is to discriminate “meaning
units” from within a psychological
perspective and with a focus on the phenomenon being
researched. The meaning unit should be ma
w
elaborates on the meaning of the units by relating them to each
other and to the sense of the whole.
Step 5: Transformation of Subjects Everyday Expressions into
Psychological Language with Emphasis
on the Phenomenon Being Investigated. Once meaning units
have been delineated and linked
together, the researcher goes through all of the meaning units,
which are still expressed in the
language of the particip
p
psychological science.
Step 6: Synthesis of Transformed Meaning Units into a
Consistent Statement of the Structure of the
Experience. H
th
experience.
Step 6: Final Synthesis: Finally, the researche
29. the essence of the experience being studied.
Acceptable Models of Phenomenological Analysis
The generic model described above is elaborated in two
acceptable and detailed models of
psychological phenomenological analysis developed by Amedeo
Giorgi at Duquesne University an
Clark Moustakas at the Center for Humanistic Studies and The
Union Institute. Each of these models is
detailed and provides a stepwise guide to the seven generic
steps presented
m
Moustakas model is further elaborated in the Stevick-Colaizzi-
Keen model.
A learner may adopt a different model for the data analysis,
provided that the alternative model is
least as clearly articulated and provides at least as much
guidance for procedures as the accepted
models. The learner should prepare a careful description of and
rationale for using an alterna
model, and that
a
Specialization.
The Giorgi model (usually called “empirical phenomenology” or
“phenomenological psychology”) (19
1997) (Giorgi & Giorgi, 2003) and the Moustakas model (often
called “transcendental phenomenolo
and the “Stevick-Colaizzi-Keen Model” synthesized by
Moustakas (1994) and based on the work of
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University are described more fully in Appendix A. They differ
from each other and from the generic
model above only in the ways in which they outline the
procedures. Each provides much more detail
bout how to proceed in each step or stage.
eferences
Creswe research design: Choosing among five traditions.
Thousand
Giorgi, A ). Phenomenology and psychological research.
Pittsburgh, PA: Duquesne University
Giorgi, A s a qualitative
Giorgi, A amic,
ng
y and design (pp. 243-273). Washington, DC: American
Keen, E ogy phenomenologically. Unpublished Manuscript.
Lewisberg, PA:
rd age.
31. Taylor, itative research methods: The search for
meaning. 2nd edition. New York: John Wiley.
uld
e the researcher (who performs them) is a
articipant, they already are a form of data collection.
n.
form of the phenomenological
duction or epoche (see Appendix A for a description of epoche).
other forms of self-expression may become the
rimary mode of both data collection and data analysis.
ith
a
R
ll, J. (1998). Qualitative inquiry and
Oaks, CA: Sage Publications, Inc.
. (1985
Press.
. (1997). The theory, practice and evaluation of
phenomenological methods a
32. research procedure. Journal of Phenomenological Psychology,
28, 235-281.
.P. & Giorgi, B.M. (2003). The descriptive phenomenological
psychological method. In C
P.M., Rhodes, J.E. & Yardley, L. (Eds.), Qualitative research in
psychology: Expandi
perspectives in methodolog
Psychological Association.
. (1975). Doing psychol
Bucknell University.
Moustakas, C. (1994). Phenomenological research methods.
Thousand Oaks, CA: Sage.
Patton, M. (2002). Qualitative research and evaluation methods
(3 ed.). Newbury Park, CA: S
S, J. & Bogdan, R. (1984). Introduction to qual
Data Analysis Methods in Heuristic Inquiry
In general, six steps characterize the heuristic approach to data
analysis. They are as follows: initial
engagement, immersion, incubation, illumination, explication
and synthesis (Douglass and Moustakas,
l985; Moustakas, , 1967, 1981, 1990, 2001). Steps 1 and 2
(initial engagement and immersion) wo
appear to be preliminary to data collection, but becaus
p
Step 1: Initial engagement involves and awareness of the topic.
In heuristics it is essential that the
topic not only be of importance to the researcher but also that
he/she experiences a sense of passion in
33. connection with it. From the experience of being with the topic
in an open way emerges the questio
The culmination of the initial engagement period is the creation
of a clear research question which
forms the heart of the inquiry. Initial engagement requires the
researcher to reduce the influence of
preconceptions and beliefs about the phenomenon, so it includes
a
re
Step 2: During the immersion step, the researcher makes his/her
question the center of the
experiential world, allowing the self to become one with the
question. This is done in a loose, non-
structured way, permitting openness to the range of related
experiences, which helps to facilitate an
understanding of the phenomenon. During this step, the
researcher is non-judgmental and non-critical,
open to the flow of experience (again, a version of the
phenomenological reduction). The researcher is
open to intuitions (hunches based on clues) and tacit knowledge
(knowing that he/she knows but not
knowing how he/she knows). At this stage, journaling or
p
During immersion, heuristic researchers also gather information
from their co-researchers, in the form
of interviews, diaries, journals, writings, art, film, etc.., and
immerse themselves in those data along w
their own data. Typically, each researcher finds a personal
method for immersing oneself in the data
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that are emerging from the interviews and other documents. As
can be seen, data “collection” and d
“analysis” are not easily separated into d
ata
iscrete steps or stages, but are an integrated and ongoing
process each informing the other.
d on
re
el. No
y the engaged
searcher will be “present” to the process and reflecting often on
how it is going.
er
n
n learner, because the time-and-money pressures of the four-
course, one-year model can be
factor.
35. erves
s
d
on
indwelling and reflection
e essential structures of the experience of the phenomenon
under study.
f
heuristic inquiry is similar to the “final synthesis” in the
generic model of
phenomenological analysis.
uestion or problem AND (2) to develop portraits of the persons
who have explicated the experience.
eferences
Douglas inquiry: The internal search to know. Journal of
Mousta arch. In J.F.T. Bugental (Ed.) Challenges of Humanistic
Psychology. McGraw-Hill.
Step 3: After a period of time, having been immersed in the
research question, the researcher puts
aside all deliberate focus on the experience and the data and
allows the information to be processe
an unconscious level, a process known as incubation. When this
becomes appropriate cannot be
36. arbitrarily specified, but depends on the data themselves. A
common marker is when new themes are
no longer emerging in the data ( a condition sometimes called
saturation). During incubation, data a
no longer being collected intentionally (although new insights
may emerge or new information may
arise). Instead, the researcher allows the data to “go
unconscious” and to be processed at that lev
intentional (conscious) work is done to further the
interpretation, although obviousl
re
Step 4: The information continues to consolidate and grow
(“incubate”) until a sense of discovery
occurs. This moment of realization and enlightenment is known
as illumination, and often has the fell
of an “Aha!” experience. At this point, new knowledge is
obtained, representing a whole that is great
than the sum of its parts. The great danger here is that the
researcher will succumb to pressures of
time, money, or expediency and “force” an illumination which
is not authentic. Because the incubatio
period (step 3) is by nature an unconscious process, it is
unpredictable. One cannot know ahead of
time when insight or illumination will emerge. This provides an
alement of risk to the Capella University
dissertatio
a
Step 5: The next step is explication. During the explication
phase, the researcher returns to the data
(transcripts, documents, etc.), and with the new insights gained
during the illumination phase, obs
the patterns and themes arising which portray essential
meanings. This is a version of “thematic
analysis” as discussed in the section on ethnography. Indwelling
37. is used to dwell within the experiences
and draw meaning from them. Polanyi (l966) refers to
indwelling as follows: “It brings home to us that
it is not by looking at things, but by dwelling in them, that we
understand their joint meaning” (p. l8). Thi
phase resembles the earlier immersion phase, with the
difference that now one dwells in the data an
their emerging meanings and structures in order to interpret
them, whereas in the earlier immersi
phase, one was immersed in the articulation of the phenomenon
itself and in gathering similar
articulations from one’s co-researchers. The goal of step 5 is to
articulate by
th
Step 6: The final step in a heuristic inquiry is synthesis. It is
through synthesis that the whole
experience is captured. Synthesis is more than a summary, it is
the creation of a new understanding o
the essence of the experience. “Synthesis goes beyond
distillation of themes and patterns. It is not a
summary or recapitulation. In synthesis, the searcher is
challenged to generate a new reality, a new
monolithic significance that embodies the essence of the
heuristic truth” (Douglass and Moustakas,
l985, p. l7). The synthesis in
The task is (l) to arrive at a depiction of the experience, a
synthesizing statement that illuminates the
q
R
s, B. & Moustakas, C. (l985). Heuristic
38. humanistic psychology, 25(3), 39-55.
kas, C. (1967) Heuristic rese
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Moustakas, C. (1981) Heuristic methods of obtaining
knowledge. In C. Moustakas, Rhythms, Rituals,
and Relationships. Center for Humanistic Studies.
Moustakas, C. (1990) Heuristic Research: Design, methodology
and applications. Newbury Park, CA:
Sage.
Moustakas, C. (2001) Heuristic research: Design and
Methodology. In K.J. Schneider, J.F.T. Bugental
& J.F. Pierson, (Eds.) The Handbook of Humanistic Psychology:
Leading edges in theory,
research, and practice. Sage.
Polanyi, M. (l966). The tacit dimension. Garden City, New
York: Anchor Books Doubleday and
Company, Inc.
39. Detailed Step-by-Step Procedures for Data Analysis
Three Models of Phenomenological Analysis
A. Empirical Phenomenology is a model of phenomenological
psychological research that was
developed at Duquesne University (Giorgi, 1985, 1997; Giorgi
& Giorgi, 2003).
In order to develop an understanding of the phenomenological
psychological research method,
it is essential to first understand the concept of intentionality
and its role in the
phenomenological method. The following passage from
Amedeo Giorgi (1997) explains the
role of intentionality in phenomenology.
Finally, no discussion of phenomenology would be complete
without mentioning intentionality.
Edmund Husserl took the term over from Franz Bretano but uses
it in a fundamentally different
way. For Husserl, intentionality is the essential feature of
consciousness, and it refers to the
fact that consciousness is always directed to an object that is
not itself consciousness, although
it could be, as in reflective acts. More precisely, consciousness
always takes an object, and the
object always transcends the act in which it appears. This idea
is important for the human
sciences as well, since it helps overcome the Cartesian
40. understanding of the subject-object
relationship. There are not two independent entities, objects and
subjects, existing in
themselves which later get to relate to each other, but the very
meaning of subject implies a
relationship to an object, and to be an object intrinsically
implies being related to subjectivity.
Thus, the subject object relationship must be understood
structurally and holistically (p. 237).
In the philosophical phenomenological method there are three
interlocking steps: (1) the
phenomenological reduction, (2) description and (3) search for
essences. The
phenomenological reduction is a methodological device devised
by Husserl that is used to
make research findings, which use the phenomenological model
more precise. During the
phenomenological reduction, one brackets past knowledge about
the phenomenon
encountered in order to be fully present to it as it is in the
concrete situation in which one is
encountering it. One puts aside or renders "non-influential" all
past knowledge that may be
associated with the presently given object.
The researcher cannot expect all participants in the
psychological phenomenological study to
be phenomenological and, thus, capable of assuming the attitude
of the phenomenological
reduction. Moreover, for human science research, the details,
biases, errors, and prejudices
that we carry with us in everyday life are exactly what have to
be understood in psychological
phenomenological research. What is critical is that the
41. description be as precise and detailed
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as possible with a minimum number of generalities and
abstractions. However, the
phenomenological attitude does demand that the researcher be
able to do his/her work from
within the attitude of the reduction or else no phenomenological
claims for the analysis could be
made.
There are two descriptive levels of the empirical
phenomenological model:
Level 1, the original data is comprised of naïve descriptions
obtained through open-ended
questions and dialogue.
Level II, the researcher describes the structures of the
experiences based on reflective analysis
and interpretation of the research participant's account or story.
The method of analysis consists of five essential steps which
42. are as follows:
1) Sense of the Whole – One reads the entire description in
order to get a general sense
of the whole statement.
2) Discrimination of Meaning Units Within a Psychological
Perspective and Focused on
the Phenomenon Being Researched – Once the sense of the
whole has been grasped,
the researcher goes back to the beginning and reads through the
text once more and
delineates each time that a transition in meaning occurs with the
specific aim of
discriminating "meaning units" from within a psychological
perspective and with a focus
on the phenomenon being researched. The meaning unit should
be made with
psychological criteria in mind. The researcher next eliminates
redundancies and
clarifies and elaborates on the meaning of the units by relating
them to each other and
to the sense of the whole.
3) Transformation of Subjects Everyday Expressions into
Psychological Language with
Emphasis on the Phenomenon Being Investigated – Once
meaning units have been
delineated, the researcher goes through all of the meaning units,
which are still
expressed in the concrete language of the participants, reflects
43. on them and comes up
with the essence of the experience for the participant. The
researcher next transforms
each relevant unit into the language of psychological science.
4) Synthesis of Transformed Meaning Units into a Consistent
Statement of the Structure
of the Experience – Finally, the researcher synthesizes all of the
transformed meaning
units into a consistent statement regarding the participant's
experience.
5) Final Synthesis – Finally the researcher synthesizes all of the
statements regarding
each participant's experience into one consistent statement,
which describes and
captures the essence of the experience being studied.
(Adapted from Giorgi, 1985, 1997;
Giorgi & Giorgi, 2003)
B. Transcendental Phenomenology -There are three core
processes that facilitate derivation of
knowledge in the transcendental phenomenological approach as
proposed by Clark Moustakas
(1994). The three core processes are: Epoche, Transcendental-
Phenomenological
Reduction and Imaginative Variation.
44. 1) Epoche: Setting aside prejudgments and opening the
research interview with an
unbiased, receptive presence. It is returning to things
themselves, free of
prejudgments and preconceptions.
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2) Transcendental Phenomenological Reduction: The task is
that of describing in textual
language just what one sees, not only in terms of the external
object but also the
internal act of consciousness, the experience as such, the
rhythm and relationship
between phenomenon and self. Textual qualities are as follows:
rough and smooth;
small and large; quiet and noisy; colorful and bland; hot and
cold; stationary and
moving; high and low; squeezed in and expansive, fearful and
courageous; angry and
calm – descriptions that present varying intensities; ranges of
shapes, sizes and
special qualities; time references and colors within an
45. experiential context.
a. Bracketing the Topic or Question – The focus of the research
is placed in
brackets, everything else is set aside so that the entire research
process is
rooted solely on the topic and question.
b. Horizonalizaton – Every statement is treated as having equal
value.
c. Statements irrelevant to the topic or question as well as those
that are
repetitive or overlapping are deleted, leaving only the Horizons
(the textual
meaning and invariant constituents of the phenomenon)
d. Delimiting Horizons or Meanings: Horizons that stand out as
invariant
qualities of the experience.
e. Invariant Qualities and Themes – Non-repetitive, non-
overlapping
constituents are clustered into themes.
f. Individual Textual Descriptions – Develop integration,
descriptively, of the
invariant textural constituents and themes of each research
participant.
g. Composite Textual Description – Develop integration of all
of the individual
textual descriptions into a group or universal textual
description.
46. 3) Imaginative Variation: The task of Imaginative Variation is
to seek possible meanings
through the utilization of imagination, varying frames of
reference, employing polarities
and reversals, and approaching the phenomenon from divergent
perspectives, different
positions roles or functions. The aim is to arrive at structural
descriptions of an
experience, the underlying and precipitating factors that account
for what is being
experienced; in other words the “how” that speaks to conditions
that illuminate the
“what” of experience. How did the experience of the
phenomenon come to be what it
is? The steps to Imaginative Variation are as follows:
a. Systematic varying of the possible structural meanings that
underlie the
textural meanings. Vary perspectives of the phenomenon from
different
vantage points, such as opposite meanings and various roles.
Using free
fantasy variations, consider freely the possible structural
qualities or
dynamics that evoke structural qualities.
b. Construct a list of the structural qualities of the experience.
c. Recognizing the underlying themes or contexts that account
for emergence
of the phenomenon.
47. d. Develop structural themes by clustering the structural
qualities into themes.
e. Considering the universal structures that precipitate feelings
and thoughts
with reference to the phenomenon, such as: time, space, bodily
concerns,
materiality, causality, relation to self, or relation to others;
f. Individual Structural Descriptions: For each participant,
integrate the
structural qualities and themes into an individual structural
description of
the experience.
g. Composite Structural Description: Integration of all of the
individual
structural descriptions into a group or universal structural
description of the
experience.
4) Synthesis of Meanings and Essences: The final step in the
phenomenological
research process is the intuitive integration of the composite
textual and structural
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descriptions into a unified statement of the essences of the
experience of the
phenomenon as a whole. The essences of any experience are
never totally
exhausted. The fundamental textual-structural synthesis
represents the essences at a
particular time and place from the vantage point of an
individual researcher following
an exhaustive imaginative and reflective study of the
phenomenon.
(Adapted from Moustakas, 1994)
C. Stevick-Colaizzi-Keen Method of Analysis of
Phenomenological Data (See Flow Chart in
Appendix B)
Epoche is the first step in the phenomenological method and is a
process in which the
researcher sets aside all preconceived ideas about what is being
experienced and described by
the participants. Phenomenological Reduction is the process by
which the participant describes
in textual language just what one sees, not only in terms of the
external object but also the
internal act of consciousness, the experience under inquiry as
such, the rhythm and
relationship between phenomenon and self. Textual qualities
are as follows: rough and
49. smooth; small and large; quiet and noisy; colorful and bland;
hot and cold; stationary and
moving; high and low; squeezed in and expansive, fearful and
courageous; angry and calm –
descriptions that present varying intensities; ranges of shapes,
sizes and special qualities; time
references and colors within an experiential context. During
this step in the phenomenological
process, the textural qualities of the lived experience of the
participant are separated. Those
comments that deal with the question are clustered into themes
(Moustakas, 1994).
Following the Phenomenological Reduction, the researcher uses
imaginative variation. The
task of imaginative variation is to seek possible meanings
through the utilization of imagination,
varying frames of reference, employing polarities and reversals,
and approaching the
phenomenon from divergent perspectives, different positions
roles or functions. The aim is to
arrive at structural descriptions of an experience, the underlying
and precipitating factors that
account for what is being experienced; in other words, the
“how” that speaks to conditions that
illuminate the “what” of experience. How did the experience of
the phenomenon come to be
what it is? Through the use of imaginative variation the
researcher examines the data collected
from participants from different views, changing the frames of
reference, using polarities and
reversals, and looking at the phenomenon from different
perspectives, positions, roles, or
functions. Employ universal structures as themes: time, space,
materiality, relationship to self,
50. relationship to others, bodily concerns, causal and intentional
structures.
The final step of the process is called intuitive integration.
Intuitive integration is the process by
which the researcher develops textural-structural synthesis that
represents the essence of the
experience of the phenomenon under inquiry (Moustakas, 1994).
The steps to the modified Stevick-Colaizzi-Keen Method of
Analysis of
Phenomenological Data are as follows:
1) Set aside all preconceived ideas about what is being
experienced and described
by the participant (Epoche).
2) Consider each statement with the emphasis on the importance
for description of
the experience.
3) Record all of the relevant statements dealing with the
experience.
4) Make a list of every non-repetitive, non overlapping
statement. These constitute
the invariant horizons or meaning units of the experience.
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5) Cluster the invariant meaning units into themes.
6) Organize the invariant meaning units and themes into a
description of the
textures of the experience (textural description). Include direct
quotes and
verbatim passages from the participants.
7) Reflect on the textual descriptions. Through the use of
imaginative variation,
develop a description of the structures of these experiences
(structural
description).
8) Construct a textural-structural description of the meanings
and essences of the
experiences for the individual participant.
52. 9) Once this process is completed for the data collected from
each participant in the
study, synthesize all of these descriptions into a composite
textural-structural
description of the experience representing the essence of the
experience of the
participants in the study as a whole. Thus, developing a
composite textural-
structural synthesis, which represents the lived experience of
the subject under
investigation for participants involved in the study.
(Adapted from Moustakas, 1994)
References
Brennan, J. (1998). History and systems of psychology.
Prentice-Hall: New Jersey.
Giorgi, A. (1985). Phenomenology and psychological research.
Pittsburgh, PA: Duquesne University
Press.
Giorgi, A. (1997). The theory, practice and evaluation of
phenomenological methods as a qualitative
research procedure. Journal of Phenomenological Psychology,
28, 235-281.
Giorgi, A.P. & Giorgi, B.M. (2003). The descriptive
phenomenological psychological method. In Camic,
P.M., Rhodes, J.E. & Yardley, L. (Eds.), Qualitative research in
53. psychology: Expanding
perspectives in methodology and design (pp. 243-273).
Washington, DC: American Psychological Association.
Moustakas, C. (1994). Phenomenological research. Thousand
Oaks, CA: Sage.
Van Manen, M. (1990). Researching lived experience: Human
science for an action sensitive
pedagogy. Albany, NY: State University of New York Press.
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Appendix B Flow chart of Keen’s version of transcendental
phenomenological data
analysis
Step 1:
Epoche
Step 2: Phenomenological
reduction
Step 3: Imaginative Variation
Step 4: Intuitive synthesis
54. Epoche is the first step in the phenomenological method and is a
process in which the researcher sets
aside all preconceived ideas about what is being experienced
and described by the participants.
Phenomenological researchers develop their own techniques,
often involving meditative or awareness
techniques (such as mindfulness meditation, journaling, and the
like) to become aware of the arising of
biases or biasing thoughts).
Phenomenological Reduction is the process by which the
participant describes in textual language just
what one sees, not only in terms of the external objects but also
the internal act of consciousness, the
experience under inquiry as such, the rhythm and relationship
between phenomenon and self. During
this step in the phenomenological process, the textural qualities
of the lived experience of the
participant are separated and a textural description is developed.
The task of imaginative variation is to seek possible meanings
through the utilization of imagination,
varying frames of reference, employing polarities and reversals,
and approaching the phenomenon
from divergent perspectives, different positions roles or
functions. The aim is to arrive at structural
descriptions of an experience, the underlying and precipitating
factors that account for what is being
experienced; in other words, the “how” that speaks to
conditions that illuminate the “what” of
experience.
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The final step of the process is called intuitive integration.
Intuitive integration is the process by which
the researcher develops textural-structural synthesis that
represents the essence of the experience of
the phenomenon under inquiry
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Appendix C Flow chart of Generic thematic analysis of
Qualitative Data
56. Step 1: Patterns of experience are identified: recurring
words and phrases are identified and summarized.
These are called meaning units.
Step 2: Confirming data (specific words, phrases, etc.) are
linked to the meaning units from step 1.
Step 3: Related patterns or meaning units (steps 1 & 2) are
combined into
themes.
Step 4: Themes are synthesized to form a comprehensive
description of the phenomenon.
Patterns of experience or meaning units
Once the data are collected by observations, interviews (audio
taped and transcribed), field notes, or
any other sources, patterns of experience (recurring words,
phrases, descriptions, etc.) are identified
and listed. These patterns are derived from direct quotes and
paraphrases of recurring ideas emerging
from the data. These patterns form the first level of thematic
analysis.
Linking the data themselves to the meaning units (confirming
the meaning units)
Next, the researcher identifies data that correspond to the
identified patterns. If, in a study of the culture
of a corporation, a pattern is noted such as “males defer to
57. hierarchically superior males, but not to
hierarchically superior females,” examples that confirm this –
that show it is both recurring and an
accurate description of events - are located in the data
(transcripts, notes, etc.) and annotated with the
listed pattern (as quotes along with citation of their source).
This step is critical, because it provides
confirming evidence that the meaning units have emerged
directly from the data themselves and not
from the researcher’s biases or preconceptions. This step also
provides the material for substantiating
the “results” section of the dissertation (typically Chapter
Four).
Creating Themes
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58. Now, the researcher combines and catalogues related patterns
into themes. This is a more abstract
step, during which the researcher must beware the intrusion of
bias, preconceptions, beliefs, etc.
Themes are comprised of combinations and distillations of the
descriptive meaning units derived from
the patterns in the data. For example, if along with the earlier
example this pattern emerged: “males
repeatedly initiate flirting behavior with females regardless of
the females’ rank and the females return
the flirtation, even when they dislike it,” two themes or
meaning units might be constructed as follows:
“Males impose rank-dominance on subordinate males” and
“males impose sexual-dominance on all
females.”
Synthesis of themes
Finally, at the highest level of abstraction, themes that emerge
from the patterns or meaning units
(which emerged from the original data) are synthesized together
to form a comprehensive
representation of the element of the culture that is being
investigated. The above meaning units or
themes might constellate with other descriptive themes of the
male and female interactions in the
organization into a rich and textured description of the rules,
customs, attitudes, and practices around
gender in that organization.
This distillation of the practice of thematic analysis is adapted
from Taylor and Bodgan (1984) and
Aronson (1994)
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Appendix D Moustakas’ Description of Data Analysis in
Heuristic Research
1) Place all the material drawn from one participant before you
(recordings, transcriptions,
journals, notes, poems, art work, etc.). This material may either
be data gathered by self-search
or by interviews with co-researchers.
2) Immerse yourself fully in the material until you are aware of
and understand everything that is
before you.
3) Put the material aside for a while. Let it settle in you. Live
with it but without particular attention
or focus. Return to the immersion process. Make notes where
60. these would enable you to
remember or classify the material. Continue the rhythm of
working with the data and resting
until an illumination or essential configuration emerges. From
your core or global sense, list the
essential components or themes that characterize the
fundamental nature and meaning of the
experience. Reflectively study the themes, dwell inside them,
and develop a full depiction of
the experience. The depiction must include the essential
components of the experience.
4) Illustrate the depiction of the experience with verbatim
samples, poems, stories, or other
materials to highlight and accentuate the person’s lived
experience.
5) Return to the “raw material” of your co-researcher
(participant). Does your depiction of the
experience fit the data from which you have developed it? Does
it contain all that is essential?
Complete the above steps for each participant. Then:
a) Place the Reflective Depiction for each participant before
you.
b) Immerse yourself completely in the Reflective Depictions
until you are fully aware of and
understand what they contain.
c) Put the material aside and engage in a rhythm of rest and
work until the essential invariant and
non-repetitive themes of the material stand out.
d) Make a list of the essential components of the experience
(these should portray the qualities,
61. nature, and meanings that characterize the experience).
e) From the above, develop a full reflective depiction of the
experience, one that characterizes the
participants as a group, reflecting core meanings not only for
the individuals but the group of
persons as a whole. Include in the depiction, verbatim samples,
poems, stories, etc., to
highlight and accentuate the lived nature of the experience.
This depiction will serve as the
creative synthesis, which will combine, in an esthetically
pleasing way, the themes and patterns
into a representation of the whole. This synthesis will
communicate the essence of the lived
experience under inquiry. The synthesis is more than a
summary - it is like a chemical
reaction, a creation of anew.
f) Return to the individuals, select two or three and develop
portraits of these persons that are
consistent with the composite depiction of the group as a whole,
in such a way that the
phenomenon and the person emerge as real.
(Adapted from Moustakas, 1990)
References
Moustakas, C. (1990). Heuristic research. Newbury Park, CA:
Sage.
62. Data AnalysisData analysis in ethnography: Thematic analysis
and exemplary life historiesAronson, J. (1994). A Pragmatic
View of Thematic Analysis. The Qualitative Report, 2, Number
1. Retrieved January 20,2003, from
http://www.nova.edu/ssss/QR/index.htmlTaylor, S, J. &
Bogdan, R. (1984). Introduction to qualitative research
methods: The search for meaning. 2nd edition. New York: John
Wiley.Data analysis in case studiesCreswell, J. (1998).
Qualitative inquiry and research design: Choosing among five
traditions. Thousand Oaks, CA: Sage Publications, Inc.Stake,
R. (1995). The art of case study research. Thousand Oaks, CA:
Sage.Grounded theory data analysis methods and procedures:
Coding Creswell, J. (1998). Qualitative inquiry and research
design: Choosing among five traditions. Thousand Oaks, CA:
Sage Publications, Inc.Patton, M. (2002). Qualitative research
and evaluation methods (3rd ed.). Newbury Park, CA: Sage.
Strauss, A., Corbin, J. (1990). Basics of qualitative research:
Grounded theory procedures and techniques. Newbury Park,
CA: Sage.Strauss, A., Corbin, J. (1998). Basics of qualitative
research: Techniques and theory for developing grounded
theory (2nd ed.). Newbury Park, CA: Sage.Phenomenological
Data AnalysisPreliminary stepsSteps in phenomenological data
analysis: Generic modelAcceptable Models of
Phenomenological AnalysisCreswell, J. (1998). Qualitative
inquiry and research design: Choosing among five traditions.
Thousand Oaks, CA: Sage Publications, Inc.Giorgi, A. (1985).
Phenomenology and psychological research. Pittsburgh, PA:
Duquesne University Press.Giorgi, A. (1997). The theory,
practice and evaluation of phenomenological methods as a
qualitative research procedure. Journal of Phenomenological
Psychology, 28, 235-281.Giorgi, A.P. & Giorgi, B.M. (2003).
The descriptive phenomenological psychological method. In
Camic, P.M., Rhodes, J.E. & Yardley, L. (Eds.), Qualitative
research in psychology: Expanding perspectives in methodology
and design (pp. 243-273). Washington, DC: American
Psychological Association.Keen, E. (1975). Doing psychology
63. phenomenologically. Unpublished Manuscript. Lewisberg, PA:
Bucknell University.Moustakas, C. (1994). Phenomenological
research methods. Thousand Oaks, CA: Sage.Patton, M. (2002).
Qualitative research and evaluation methods (3rd ed.). Newbury
Park, CA: Sage. Taylor, S, J. & Bogdan, R. (1984).
Introduction to qualitative research methods: The search for
meaning. 2nd edition. New York: John Wiley.Data Analysis
Methods in Heuristic InquiryDouglass, B. & Moustakas, C.
(l985). Heuristic inquiry: The internal search to know. Journal
of humanistic psychology, 25(3), 39-55.Moustakas, C. (1967)
Heuristic research. In J.F.T. Bugental (Ed.) Challenges of
Humanistic Psychology. McGraw-Hill. Moustakas, C. (1981)
Heuristic methods of obtaining knowledge. In C. Moustakas,
Rhythms, Rituals, and Relationships. Center for Humanistic
Studies. Moustakas, C. (1990) Heuristic Research: Design,
methodology and applications. Newbury Park, CA:
Sage.Moustakas, C. (2001) Heuristic research: Design and
Methodology. In K.J. Schneider, J.F.T. Bugental & J.F. Pierson,
(Eds.) The Handbook of Humanistic Psychology: Leading edges
in theory, research, and practice. Sage.Polanyi, M. (l966). The
tacit dimension. Garden City, New York: Anchor Books
Doubleday and Company, Inc.Detailed Step-by-Step Procedures
for Data AnalysisThree Models of Phenomenological
AnalysisBrennan, J. (1998). History and systems of psychology.
Prentice-Hall: New Jersey.Giorgi, A. (1985). Phenomenology
and psychological research. Pittsburgh, PA: Duquesne
University Press.Giorgi, A. (1997). The theory, practice and
evaluation of phenomenological methods as a qualitative
research procedure. Journal of Phenomenological Psychology,
28, 235-281.Giorgi, A.P. & Giorgi, B.M. (2003). The
descriptive phenomenological psychological method. In Camic,
P.M., Rhodes, J.E. & Yardley, L. (Eds.), Qualitative research in
psychology: Expanding perspectives in methodology and design
(pp. 243-273). Washington, DC: American Psychological
Association.Moustakas, C. (1994). Phenomenological research.
Thousand Oaks, CA: Sage.Van Manen, M. (1990). Researching
64. lived experience: Human science for an action sensitive
pedagogy. Albany, NY: State University of New York Press.
Appendix B Flow chart of Keen’s version of transcendental
phenomenological data analysis Appendix C Flow chart of
Generic thematic analysis of Qualitative Data Appendix D
Moustakas’ Description of Data Analysis in Heuristic
ResearchMoustakas, C. (1990). Heuristic research. Newbury
Park, CA: Sage.