Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
DNP Discussion Guidelines and Rubric PurposeThe purpose oDustiBuckner14
DNP Discussion Guidelines and Rubric Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Due Date
The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT. Please note that the late assignment policy does not apply to the collaborative discussions.
Discussion Criteria
I. Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
II. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
· The peer response must occur on a separate day from the initial posting.
· The peer response must occur before Sunday, 11:59 p.m. MT.
· The peer response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.
b. Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
· A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
· The faculty response must occur on a separate day from the initial posting.
· Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
· This response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.
I ...
Week 3 APA Module AssignmentWeek 3 APA Module Assignmentb. Lis.docxmelbruce90096
Week 3 APA Module Assignment
Week 3 APA Module Assignment
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA Style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Week 3 Grading Rubric for Proposal Pitch
Central Idea/ Focus: thesis statement or main exists; all ideas consistently address this main idea. Off-topic or irrelevant ideas should not exist. 10 points
Support/ Development of Ideas: Ideas are sufficiently developed for each point. ideas are sufficiently developed for each point. Three points for each of the five sections of the document. 15 points
Organization/ Structure: the internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. The answers are from one to three sentences each. 10 points
APA including Paper Format: correct title page, headers, second page title, margins, alignment, spacing, font and size. 10 points
Grammar/Mechanics/Style:Grammar refers to correctness of language usage, mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. 5 points
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 3
Your Course Project Title Goes Here
First Last Name
Name of University
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources re.
Writing a First Draft General Organization of an Argument .docxouldparis
Writing a First Draft
General Organization of an Argument
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General Organization of the Course Project
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What to Include in the Introduction
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Body Section I
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Acknowledge the Opposing View
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Using American Psychological Association (APA) Documentation Style
For the remainder of the course, we will focus on drafting and refining your paper; that effort begins with the draft you’ll write this week. By now you’ve conducted library and Internet research for information to support your topic. You’ve read a variety of sources of research. You’ve also written assignments over the past few weeks that contain material that you can incorporate into the draft. Now you will combine the components into the paragraphs and pages of your project. This week, you’ll plan your Course Project and write the first two sections.
How do you get there? It’s not as difficult as you might think.
General Organization of an Argument
Back to Top
If you’ve ever watched a courtroom scene, you’re familiar with the basic organization that is used to persuade an audience using an argument. One side introduces an issue, usually with background information. The opposing argument is stated and then taken apart point by point to create reasonable doubt. The audience is then presented with the main argument. The main argument is presented logically so that the audience can easily follow. This means that one section is presented at a time, each one supported by reasonable evidence from experts, witnesses, or personal testimony. The argument ends with a conclusion asserting the final persuasive points that are left to the audience to make a conclusion about.
Similarly the Course Project will have a recognizable structure.
General Organization of the Course Project
Back to Top
The Course Project consists of the following sections.
Introduction
Attention-getting hook
Topic, purpose, and thesis
Background
Relevance to reader
Body
Logically presented, point-by-point argument with evidence
(the number of sections may differ by paper, but you should plan to have at least two sections)
Section 1 (2–5 paragraphs)
Section 2 (2–5 paragraphs)
Section 3 (2–5 paragraphs)
Section 4 (2–5 paragraphs)
Section 5 (2–5 paragraphs)
Conclusion
Each section has a distinct focus.
Introduction and Background
Engages the audience; identifies the topic, purpose, and thesis, and previews for the reader how the papers will be organized.
Body
Divides into sections that logically present the point-by-point argument with evidence; developed with two to five major sections with two to five paragraphs each.
Conclusion
Summarizes without repeating information and includes a call for action that outlines how the reader might think or act differently.
The first draft, due this week, will provide the introduction and one section of the body of the paper.
What to Include in the Introduction
Back to Top
The introduction contains the following elements.
Attention-getting hook
Topic, purpos.
Syllabus: Public Relations Practice & Critique -- Undergraduate courseBonnie McEwan
Examines public relations from a critical perspective, as well as covering best practices for carrying out the PR function, whether inside a company or as a consultant.
This is a graded discussion 50 points possibledue Jan 6.docxjuan1826
This is a graded discussion:
50 points possible
due
Jan 6, 2021
Week 1: Comparison of the DNP and PhD Roles in Nursing
Only in collaboration, can DNP and PhD scholars support the delivery of safe, cost efficient, evidence-based quality health care. Reflect upon the roles of the practice and research scholar to answer the following questions.
Compare
and
contrast
the
roles of the
practice (DNP)
and
research (PhD) scholar
.
How do these roles
complement one another in translating research into practice
?
How could these roles
add value in addressing a practice problem at your workplace
?
Please review the Graduate Discussion Grading Guidelines and Rubric (Links to an external site.)for complete discussion requirements.
DNP Discussion Guidelines and Rubric
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Due Date
The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT.
Please note that the late assignment policy does not apply to the collaborative discussions.
Discussion Criteria
I.
Application of Course Knowledge
: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
II.
Engagement in Meaningful Dialogue
: The student responds to a student peer and course faculty to further dialogue.
a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The peer response must occur on a separate day from the initial posting.
• The peer response must occur before Sunday, 11:59 p.m. MT.
• The peer response does not require a scholarly citation and reference unless the information .
An introductory presentation that includes several opening day assignments and presentations that can be used over the course of several days. Includes information for the AP Language and Composition course.
1. Page 1
Current Events Syllabus
Spring 2015
Instructor Information
Instructor: Peggy Welker Email: welkerma@umsl.edu Office Hours: at 113 Lucas Hall
Fridays 1:30-2:30pm
General Course Information
Course Description
This course focuses on how to use critical thinking and debate skills to understand current-day relevant
events from various viewpoints. Over 30 logic fallacies will be taught and incorporated into class
discussions. A heavy emphasis will be placed on understanding the fallacies presented by answering quizzes
at the end of each lesson. Students will be expected to find current events at reputable online news
sources, summarize them and look for biases from the author. The overriding goal is personal development
and self-awareness of what each student believes and why. Two field trips will be inserted into the
curriculum as the semester unfolds.
Expectations and Goals
Each student will come to class on time, having read their article and ready to discuss current events and
new material as it is presented. There is an expectation of curiosity and initiating class participation each
class period. There is an expectation that work will be completed in a timely manner.
There is a firm expectation that when the instructor e-mails any student that a reply e-mail will be sent to
either acknowledge having received the e-mail or to answer the question in the e-mail. A lack of
acknowledgment will be deducted from the next day’s class participation points.
At the conclusion of this course, each student shall be able to:
Initiate conversation with other UMSL students, friends and family related to current world and
local events
Respect the differences in others when it comes to viewpoints and life choices
Approach new articles and current event conversations with a critical eye and understanding of
common forms of bad reasoning while maintaining a respectful tone and manner of speaking
Generalize the skills in this class to develop better speaking skills, quicker conversational
interactions and a greater depth of topics in conversations
Course Materials
Required Materials:
A notebook and pencil each class period for taking notes
Optional Text
How to win friends and influence people by Dale Carnegie
Seven Habits of Highly Effective People by Stephen R Covey
2. Page 2
Methods of Evaluation
Evaluation methods in this course will include class participation, reflection papers, quizzes, a final exam
and one major “Hot Topic” paper or PowerPoint presentation. The percentage of each of these is below.
Class Participation. There are 3 levels of class participation: active, moderate and passive. An active
participant comes to class prepared and verbally contributes to the general learning of the class without
being a nuisance. An Active Participant earns an “A” (3 points). A moderately active participant comes to
class partially prepared having completed some of the readings, actively listens, verbally contributes at
times and asks relevant questions when confused by course content. Moderately active participants earn a
“B” (2 points). Mere attendance is not participation and is unacceptable for this class. Attendance only
earns a “C” (1). All students are expected to be in their seats with necessary materials open and ready
before them.
Reflection Papers. Each week each student will find a “front page” article on a relevant current event.
The student gets to choose the article from several reliable websites. The student is expected to email the
URL link to the instructor by Friday night for the article they will use and print one copy to present to the
instructor in class. A short paper will be written which will include: a summary of the current event as told
in the article, the personal opinion of the topic by the student and the student’s opinion which “side” of
the argument the reporter is presenting. This paper will be turned in each Monday and is expected to be 1
½ to 2 pages long, double spaced, 10 or 12 font. Points will be assigned as follows: 1 point for emailing a
link to the article by Friday 10pm, 1 point for bringing in a paper copy along with writing assignment, 2
points for having a summary of the article, 2 points for identifying the bias in the article, 2 points for giving
your opinion on the topic. A bonus 2 points will be given if you can identify the logic error in the article.
Quizzes. Each class period a logic fallacy will be taught. At the end of the lesson or the end of the class
period, a short quiz will follow to demonstrate understanding.
Major Paper: Hot Topic. A sign-up sheet will be passed around for each student to choose a topic and a
date to present the topic. The instructor will put a teacher sample of the paper online. This paper is meant
to create an opportunity for each student to bring a depth of research to the class for discussion. Sections
of the paper will include: introduction, summary of the topic (including facts and figures), the “pro” side of
the issue (3 “pro” points & who supports that position), the “con” side of the issue (3 “con” points & who
supports that position), the students’ opinion/position on the topic and a summary paragraph. The student
will hand in his/her paper at the time of the presentation or before.
Final Exam. The final exam will be 32 questions. The student only has to answer 25 of them. Each question
is worth 4 points. A sample question is: “Jed Clampet: Well, at a quiltin’ party, you quilt. At a barn-raisin’
party, you raise a barn. So I reckon that at a garden party, folk garden.” Name the fallacy used among the
list given.
A is 90 to 100 points B is 80-89 points
C is 70-79 points Anything lower is failing
Type Points Given
Know Your Neighbor Paper 10 points
Timeliness/Participation 10 points each week (see description above for details)
Current Events Reflection paper Weekly: 8 points (see Matrix handout)
Identify logic fallacies in discussions Bonus: 2 points
Hot Topic major paper 25 points
Each quiz Each question is worth 1 point, typically a 5 question quiz
Final Exam 25 questions, 4 points each = 100 points
Field Trip 25 points (see Matrix handout) per field trip
3. Page 3
Additional Information and Resources
General Format of the Class
Mondays:
Collect copy of current event article & reflection paper from each student
Discuss agenda of the day which includes learning a logic fallacy
Quiz after learning logic fallacy
Questions from students
Wednesdays:
Discuss agenda of the day which includes learning a logic fallacy
Quiz after learning logic fallacy
Hear Student Presentation on Hot Topic (beginning week 4) or discuss impromptu news of the day
Last 5 minutes of class go online to look for Current Event article for next Monday
Fridays:
each student will email the instructor the link to their article for the following Monday
Instructor has office hours (see page 1)
Other course policies
Attendance: students are expected to be in their seats and ready for class, pencil and paper or laptop on
their desk by 9:35am. Anything less than that will be deducted from their class participation grade.
Integrity & Honesty: Each student is responsible to see UMSL’s student conduct expectations however no
copying from another student will be accepted, submitting material that has not been properly identified
which is considered plagiarism or bringing any materials to a quiz or exam that is not authorized by the
instructor. This is a zero tolerance policy.
Respect: Each student is to use respectful tone of voice and respectful words in class discussions. We are to
honor and respect that there are different opinions on any subject and many ways to approach a topic. Any
sassy words or tone will be deducted from the class participation grade for that day and will be reflected in
your weekly points on Blackboard.
Writing Style: all papers will have the course name, course instructor, student name and date in the top
left corner (single spaced). The rest of the paper can be double spaced or 1.5 spacing with one inch
margins.
COURSE OUTLINE
January 21, 2015 Wednesday (Week 1)
1. Introductions
2. Lesson
3. Group Introductions
January 26, 2015 Monday (Week 2)
Discussion
Lesson & quiz – Red Herring
Assignment due: Know Your Neighbor paper, Reflection Paper, copy of current event article
4. Page 4
January 28, 2015 Wednesday
Discussion
Lesson & Quiz
INSTRUCTOR PRESENTS HOT TOPIC
Smaller group discussion
Last 5 minutes: look for next current event article
February 2, 2015 Monday (Week 3)
Discussion
Lesson & quiz – Ad Hominem
Assignment due: Reflection Paper, copy of current event article
February 4, 2015 Wednesday
Discussion
Lesson & Quiz – Genetic Fallacy
Smaller group discussion
Last 5 minutes: look for next current event article
February 9, 2015 Monday (Week 4)
Discussion
Lesson & quiz – Tu Quoque (you too)
Assignment due: Reflection Paper, copy of current event article
February 11, 2015 Wednesday
Discussion
Lesson & Quiz
1 Hot Topic Presentation
Smaller group discussion
Last 5 minutes: look for next current event article
February 16, 2015 Monday (Week 5)
No class
February 18, 2015 Wednesday
Discussion
Lesson & Quiz – Faulty Appeal to Authority
Smaller group discussion
Last 5 minutes: look for next current event article
February 23, 2015 Monday (Week 6)
Discussion
Lesson & quiz – Appeal to the People
Assignment due: Reflection Paper, copy of current event article
February 25, 2015 Wednesday
Discussion
Lesson & Quiz
5. Page 5
1 Hot Topic Presentation
Smaller group discussion
Last 5 minutes: look for next current event article
March 2, 2015 Monday (Week 7)
Discussion
Lesson & quiz – Circular Reasoning
Assignment due: Reflection Paper, copy of current event article
March 4, 2015 Wednesday
Discussion
POSSIBLE FIELD TRIP #1
Smaller group discussion
Last 5 minutes: look for next current event article
March 9, 2015 Monday (Week 8)
Discussion
Lesson & quiz - Equivocation
Assignment due: Reflection Paper, copy of current event article
March 11, 2015 Wednesday
Discussion
Lesson & Quiz – Loaded Question
1 Hot Topic Presentation
Smaller group discussion
Last 5 minutes: look for next current event article
March 16, 2015 Monday (Week 9)
Discussion
Lesson & quiz – Part-to-whole and Whole-to-part
Assignment due: Reflection Paper, copy of current event article
March 18, 2015 Wednesday
Discussion
Lesson & Quiz – either/or
1 Hot Topic Presentation
Smaller group discussion
Last 5 minutes: look for next current event article
March 23, 2015 & March 25, 2015
SPRING BREAK
March 30, 2015 Monday (Week 10)
Discussion
Lesson & quiz – Hasty Generalization & Weak Analogy
Assignment due: Reflection Paper, copy of current event article
April 1, 2015 Wednesday
Discussion
Lesson & Quiz – Post Hoc Ergo Propter Hoc
1 Hot Topic Presentation
Smaller group discussion
6. Page 6
Last 5 minutes: look for next current event article
April 6, 2015 Monday (Week 11)
Discussion
Lesson & quiz – Proof or Lack of Evidence
Assignment due: Reflection Paper, copy of current event article
April 8, 2015 Wednesday
Discussion
POSSIBLE FIELD TRIP #1
Smaller group discussion
Last 5 minutes: look for next current event article
April 13, 2015 Monday (Week 12)
Discussion
Lesson & quiz – Appeal to Fear and Bandwagon
Assignment due: Reflection Paper, copy of current event article
April 15, 2015 Wednesday
Discussion
Lesson & Quiz – Exigency & Repetition
1 Hot Topic Presentation
Smaller group discussion
Last 5 minutes: look for next current event article
April 20, 2015 Monday (Week 13)
Discussion
Lesson & quiz – Transfer & Snob Appeal
Assignment due: Reflection Paper, copy of current event article
April 22, 2015 Wednesday
Discussion
Lesson & Quiz – Appeal to Hi-Tech
1 Hot Topic Presentation
Smaller group discussion
Last 5 minutes: look for next current event article
April 27, 2015 Monday (Week 14)
Final Exam
April 29, 2915 Wednesday
LAST Hot Topic Presentation
Wrap up class discussion
May 4, 2015 Monday
Snow day or make-up day
Watch movie (maybe The Matrix or up to class)
May 6, 2015 Wednesday
Snow day or make-up day
Watch movie (maybe The Matrix or up to class)
