EH 1010, English Composition I 1 Course Description .docx
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This document provides an overview of an English composition course (EH 1010). The summary includes: 1. The course introduces basic concepts of college-level writing and provides skills for effective written communication. Students will learn academic writing standards. 2. Students complete units on writing strategies, sentence structure, research skills, and essay types. Assignments include definition, illustration, and cause-and-effect essays. 3. The course uses textbooks on writing and research skills. Students adhere to APA style guidelines for citations and formatting. Assessments include discussions, essays, and a proctored final exam.
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EH 1010, English Composition I 1 Course Description .docx
EH 1010, English Composition I 1
Course Description
English Composition I is an introduction to the basic concepts and requirements of college-level writing. This course
provides students with the opportunity to implement effective communication skills via the written word.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Demonstrate proper use of Standard Written English and the conventions of APA documentation style.
2. Employ the concepts of audience and perspective when approaching others in the writing situation.
3. Construct different genres of writing.
4. Effectively incorporate relevant academic sources containing both qualitative and quantitative data.
5. Demonstrate critical reading skills that translate to improvement in writing practices, such as the crafting of
effective sentences and paragraphs.
6. Utilize pre-writing and planning strategies for the writing process.
7. Assert argumentative thesis statements that are supported by structured essays that have an introduction, body,
and conclusion.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson composed of interactive Adobe Captivate lessons, which discuss
lesson material. Transcripts for each of the lessons are also available in each unit. Be sure to open the study
guide documents in each unit of this course as all of the course content is found in the study guides. There is no
textbook.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
5. Journals: Students are required to submit Journals in Units I-VIII. Journals provide students the opportunity to
reflect critically on course concepts and ideas. Specific information about accessing the Journal rubric is provided
below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
EH 1010, English Composition I
Course Syllabus
EH 1010, English Composition I 2
7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
8. Student Break Room: This communication forum ...
EH 1020, English Composition II 1 Course Description .docx
EH 1020, English Composition II 1
Course Description
Provides an advanced introduction to the basic concepts and requirements of college-level writing. The course includes
additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Implement ideas of the writing situation, genre, and audience learned in English Composition I.
2. Develop an academically valid research topic.
3. Identify parts of an argument through persuasive writing.
4. Conduct research resulting in an annotated bibliography.
5. Produce an argumentative research paper.
6. Utilize the accepted APA style and conventions.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources. Be sure to open the study guide documents in each
unit of this course as all of the course content is found in the study guides.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson composed of interactive Adobe Captivate lessons, that discuss
lesson material. Transcripts for each of the lessons are also available in each unit.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
5. Journals: Students are required to submit Journals in Units I-VIII. Journals provide students the opportunity to
reflect critically on course concepts and ideas. Specific information about accessing the Journal rubric is provided
below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
8. Student Break Room: This communication forum allows for casual conversation with your classmates.
EH 1020, English Composition II
Course Syllabus
EH 1020, English Composition II 2
CSU Online Library
The CSU Online Library is available to support your courses and programs. The online library includes databases,
journals, e-books, and research guides. These resources are always accessible and can be reached through the library
webpage. To access the library, log into the myCSU St ...
Select a topic to research. For your research, you must use Google.docx
Select a topic to research. For your research, you must use Google Scholar or another reputable site. Use Lecture 2 for a description of what is considered a scholarly article. Use APA formatting style for references. Create a title page and a reference list with 10 references from the last 5 years. Include the permalink for each reference. Include the following types of references:
1. Book
2. Journal articles
3. Website
4. Dissertation/thesis from a database
5. Streaming video
6. Book chapter
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
LECTURE 2
Introduction
Learning to communicate appropriately and effectively in a variety of settings and in a variety of formats is an important skill in both academic and professional environments. In an online learning environment, learning to communicate effectively through writing is particularly important because it is, by far, how the majority of communication occurs. Review the learning objectives for this module within the course syllabus and use the following lecture, which is about various forms of written communication used in the online graduate setting, to accomplish them.
Paraphrasing
Paraphrasing the ideas of others is a requirement in academic writing and graduate study. Paraphrasing is using your own words to restate ideas or information from a source material. Paraphrasing will help you grasp the full meaning of the source material and allow you to appropriately reference the source material to support your own ideas and academic writing. Paraphrased material is usually shorter and more concise than the original information. The following are some common guidelines taken from the Purdue Online Writing Lab (2012), which may assist you with learning to paraphrase information gathered from reading materials for use in completing your coursework.
Reread the original passage until you understand its full meaning.
Set the original passage aside and, on a note card, write what you think the passage means in your own words (paraphrase).
Jot down a few words below your paraphrase to remind you later of how you plan to use the information. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
Compare your paraphrase with the original to make sure that your version accurately expresses all the essential information.
Use quotation marks to identify any unique term or phrase you copied exactly from the original source.
Record the source (including the page) on your note card so that you can cite it easily if you decide to incorporate the material into a paper or discussion question response.
The following is an example of paraphrasing (Purdue OWL, 2012), which i.
33. Formulate an assessment of a particular text that your.docx
3
3. Formulate an assessment of a particular text that your reading produced. For
example, did the reading methods that you chose to read this text help you to
understand the author's central point and critical supporting points? Why or why
not?
You will be asked to submit two reading response journals from assigned textbook
readings. If you turn them in at the due date indicated in the syllabus and if you make a
meaningful attempt to 1) write a response to the reading, 2) construct a reflective
commentary, and 3) formulate an assessment about the reading, you will be given 5 points for
having completed that assignment.
Exploratory writings include unannounced quizzes and informal writing assignments.
Like your reading response journals, you will continue to explore the readings from multiple
perspectives. You will also delve into critical questions related to your two multi-draft writing
assignments. In other words, your informal responses in these exploratory writings will
develop into your formal or academic essays. All exploratory writings should be placed into a
folder along with the related multi-draft essay.
Both reading responses and exploratory writings are “evaluation free” writing zones in
that they are meant as a space for you to think through the readings and writing assignments,
in writing, without having to worry about grammar, organization, and other features
characteristic to polished presentation final draft writing. Keeping this in mind, I will not grade
them, but you will get credit for completing them, and your completion of this writing
assignment will help me to better address your questions and comments during in-class
activities.
Multi-Draft Writing Project 1: Entering Discourse Communities
A discourse community refers to all forms of communication contributing to a particular,
institutionalized way of thinking used by a certain group of people who use, and thus help
create, a particular discourse. For example, your textbook, 75 Readings Plus, is used by first
year college students at many US universities. You, a college student, will become part of
this discourse community. Another example of a discourse community are subscribers to my
TOEFL blog at Better TOEFL Scores. Prospective international students desiring to pass the
Test of English as Foreign Language so that they can gain admission into English-speaking
universities are part of this discourse community. You are not part of this discourse
community. Like countless others, these two discourse communities have their own unwritten
rules about what can be said and how it can be said. For example, students in my English
102 class would not appreciate an article about how to pass the TOEFL exam. Or, Better
TOEFL Scores subscribers on my E-mail list would not appreciate reading 75 Readings Plus
since it does not apply to them at their current stage of English learning. Most people move
within and between different d ...
BOS 3401, Construction Safety 1 Course Description .docx
BOS 3401, Construction Safety 1
Course Description
Exploration of the OSHA regulations and related safety practices governing the construction industry. Provides an
analysis of the high incident/accident rates in the construction industry and how it contributed to the passage of the OSH
Act in 1970. Presents practical examples of how to apply “on the job” construction safety and health programs and
policies.
Prerequisites
None
Course Textbook
Goetsch, D. L. (2010). Construction safety and the OSHA standards. Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Examine and explain the theories and concepts of construction safety and health.
2. Discuss, evaluate, and interpret OSHA's construction standards and related safety practices.
3. Describe how to apply construction safety and health programs and policies while on the job.
4. Identify and discuss safety and health issues and practices in the workplace.
5. Explain how to estimate the costs of work accidents and rates.
6. Describe contractors and safety and health teams.
7. Discuss ethics and safety, including how ethics is an important part in the construction safety profession.
8. Explain the Workers' Compensation Program.
9. Discuss hazard analysis and risk assessment.
10. Define and discuss stress, workplace violence, and conflict resolution.
11. Explain the emergency response system and its importance to the construction safety professional.
12. Discuss ISO 14000 and its importance to the construction professional.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills
and knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the
textbook. Supplemental Readings are provided in Units III and V to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Unit VI to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay
particular attention to Key Terms as they represent important concepts within the unit material and reading.
BOS 3401, Construction Safety
Course Syllabus
BOS 3401, Construction Safety 2
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each ...
As a team, you are to do your research and develop a PowerPoint wi.docx
As a team, you are to do your research and develop a PowerPoint with voice over presentation that can be used to make a formal presentation to the VP of HR. Please note you are making this presentation to your Professor who is the VP of HR for this company.
Remember in your project work you have address the cost of purchase which should include the cost of customization to convert the off-the-shelf purchased system into a ready to use turn-key HRIS/Payroll integrated solution for the company. Also training costs of current employees in the use of the new system should be included. You also have to clearly lay out the benefits of the two
Your paper and presentation has to also include a ROI Analysis and Commentary based on research you do on ROI for HRIS Acquisitions.
There are two deliverables for this project:
First, you are to Prepare a PowerPoint Presentation for the VP of HR. The PowerPoint Presentation should be a voice over Presentation using VoiceThread.
Second, a report should be written as though you were giving it to your client the VP of HR. It should be clear, concise, and well thought out. Writing should be professional and clean.
Not to go over 20 page-count, however, it should be thorough.
· Include all aspects of the assignment grading criteria.
· Cite in text when using thoughts that are not your own. All sources must be appropriately cited—use APA for in text and reference list citation formatting.
· Include a reference page for source(s).
· Put the paper title information on a separate page.
· Use 12-point font (Arial, Times Roman), double spaced, and 1" margins as a standard format.
· Do not include extra lines between paragraphs, and so forth.
· Grammar, punctuation, spelling, and so forth, will all be taken into consideration when awarding points.
· Proofread your paper before submitting; spell check is not foolproof.
· Writing content is critical. If you make a statement, for example, "All people who break the law should improve their communication skills to stay out of jail," you need to substantiate that statement. If that statement is not your own thought or a statistic, cite. If it is your opinion, state that and explain what led you to that conclusion. Provide enough information to validate and explain the statement.
Treat this assignment as a real-world situation. This will give you the opportunity to practice how you would research and provide information as an HRM professional.
Course Syllabus
Course Description
Provides a framework for conducting and evaluating independent research in the fire
service by examining the basic principles and methodology for analyzing current fire-
related research.
Course Textbook(s)
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th
ed.). London, United Kingdom: Sage.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Locate, evaluate, and analyze fire-related research.
2. Demonstrate the application .
Recommended
EH 1010, English Composition I 1 Course Description .docx
EH 1010, English Composition I 1
Course Description
English Composition I is an introduction to the basic concepts and requirements of college-level writing. This course
provides students with the opportunity to implement effective communication skills via the written word.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Demonstrate proper use of Standard Written English and the conventions of APA documentation style.
2. Employ the concepts of audience and perspective when approaching others in the writing situation.
3. Construct different genres of writing.
4. Effectively incorporate relevant academic sources containing both qualitative and quantitative data.
5. Demonstrate critical reading skills that translate to improvement in writing practices, such as the crafting of
effective sentences and paragraphs.
6. Utilize pre-writing and planning strategies for the writing process.
7. Assert argumentative thesis statements that are supported by structured essays that have an introduction, body,
and conclusion.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson composed of interactive Adobe Captivate lessons, which discuss
lesson material. Transcripts for each of the lessons are also available in each unit. Be sure to open the study
guide documents in each unit of this course as all of the course content is found in the study guides. There is no
textbook.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
5. Journals: Students are required to submit Journals in Units I-VIII. Journals provide students the opportunity to
reflect critically on course concepts and ideas. Specific information about accessing the Journal rubric is provided
below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
EH 1010, English Composition I
Course Syllabus
EH 1010, English Composition I 2
7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
8. Student Break Room: This communication forum ...
EH 1020, English Composition II 1 Course Description .docx
EH 1020, English Composition II 1
Course Description
Provides an advanced introduction to the basic concepts and requirements of college-level writing. The course includes
additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Implement ideas of the writing situation, genre, and audience learned in English Composition I.
2. Develop an academically valid research topic.
3. Identify parts of an argument through persuasive writing.
4. Conduct research resulting in an annotated bibliography.
5. Produce an argumentative research paper.
6. Utilize the accepted APA style and conventions.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources. Be sure to open the study guide documents in each
unit of this course as all of the course content is found in the study guides.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson composed of interactive Adobe Captivate lessons, that discuss
lesson material. Transcripts for each of the lessons are also available in each unit.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
5. Journals: Students are required to submit Journals in Units I-VIII. Journals provide students the opportunity to
reflect critically on course concepts and ideas. Specific information about accessing the Journal rubric is provided
below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
8. Student Break Room: This communication forum allows for casual conversation with your classmates.
EH 1020, English Composition II
Course Syllabus
EH 1020, English Composition II 2
CSU Online Library
The CSU Online Library is available to support your courses and programs. The online library includes databases,
journals, e-books, and research guides. These resources are always accessible and can be reached through the library
webpage. To access the library, log into the myCSU St ...
Select a topic to research. For your research, you must use Google.docx
Select a topic to research. For your research, you must use Google Scholar or another reputable site. Use Lecture 2 for a description of what is considered a scholarly article. Use APA formatting style for references. Create a title page and a reference list with 10 references from the last 5 years. Include the permalink for each reference. Include the following types of references:
1. Book
2. Journal articles
3. Website
4. Dissertation/thesis from a database
5. Streaming video
6. Book chapter
Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
LECTURE 2
Introduction
Learning to communicate appropriately and effectively in a variety of settings and in a variety of formats is an important skill in both academic and professional environments. In an online learning environment, learning to communicate effectively through writing is particularly important because it is, by far, how the majority of communication occurs. Review the learning objectives for this module within the course syllabus and use the following lecture, which is about various forms of written communication used in the online graduate setting, to accomplish them.
Paraphrasing
Paraphrasing the ideas of others is a requirement in academic writing and graduate study. Paraphrasing is using your own words to restate ideas or information from a source material. Paraphrasing will help you grasp the full meaning of the source material and allow you to appropriately reference the source material to support your own ideas and academic writing. Paraphrased material is usually shorter and more concise than the original information. The following are some common guidelines taken from the Purdue Online Writing Lab (2012), which may assist you with learning to paraphrase information gathered from reading materials for use in completing your coursework.
Reread the original passage until you understand its full meaning.
Set the original passage aside and, on a note card, write what you think the passage means in your own words (paraphrase).
Jot down a few words below your paraphrase to remind you later of how you plan to use the information. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
Compare your paraphrase with the original to make sure that your version accurately expresses all the essential information.
Use quotation marks to identify any unique term or phrase you copied exactly from the original source.
Record the source (including the page) on your note card so that you can cite it easily if you decide to incorporate the material into a paper or discussion question response.
The following is an example of paraphrasing (Purdue OWL, 2012), which i.
33. Formulate an assessment of a particular text that your.docx
3
3. Formulate an assessment of a particular text that your reading produced. For
example, did the reading methods that you chose to read this text help you to
understand the author's central point and critical supporting points? Why or why
not?
You will be asked to submit two reading response journals from assigned textbook
readings. If you turn them in at the due date indicated in the syllabus and if you make a
meaningful attempt to 1) write a response to the reading, 2) construct a reflective
commentary, and 3) formulate an assessment about the reading, you will be given 5 points for
having completed that assignment.
Exploratory writings include unannounced quizzes and informal writing assignments.
Like your reading response journals, you will continue to explore the readings from multiple
perspectives. You will also delve into critical questions related to your two multi-draft writing
assignments. In other words, your informal responses in these exploratory writings will
develop into your formal or academic essays. All exploratory writings should be placed into a
folder along with the related multi-draft essay.
Both reading responses and exploratory writings are “evaluation free” writing zones in
that they are meant as a space for you to think through the readings and writing assignments,
in writing, without having to worry about grammar, organization, and other features
characteristic to polished presentation final draft writing. Keeping this in mind, I will not grade
them, but you will get credit for completing them, and your completion of this writing
assignment will help me to better address your questions and comments during in-class
activities.
Multi-Draft Writing Project 1: Entering Discourse Communities
A discourse community refers to all forms of communication contributing to a particular,
institutionalized way of thinking used by a certain group of people who use, and thus help
create, a particular discourse. For example, your textbook, 75 Readings Plus, is used by first
year college students at many US universities. You, a college student, will become part of
this discourse community. Another example of a discourse community are subscribers to my
TOEFL blog at Better TOEFL Scores. Prospective international students desiring to pass the
Test of English as Foreign Language so that they can gain admission into English-speaking
universities are part of this discourse community. You are not part of this discourse
community. Like countless others, these two discourse communities have their own unwritten
rules about what can be said and how it can be said. For example, students in my English
102 class would not appreciate an article about how to pass the TOEFL exam. Or, Better
TOEFL Scores subscribers on my E-mail list would not appreciate reading 75 Readings Plus
since it does not apply to them at their current stage of English learning. Most people move
within and between different d ...
BOS 3401, Construction Safety 1 Course Description .docx
BOS 3401, Construction Safety 1
Course Description
Exploration of the OSHA regulations and related safety practices governing the construction industry. Provides an
analysis of the high incident/accident rates in the construction industry and how it contributed to the passage of the OSH
Act in 1970. Presents practical examples of how to apply “on the job” construction safety and health programs and
policies.
Prerequisites
None
Course Textbook
Goetsch, D. L. (2010). Construction safety and the OSHA standards. Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Examine and explain the theories and concepts of construction safety and health.
2. Discuss, evaluate, and interpret OSHA's construction standards and related safety practices.
3. Describe how to apply construction safety and health programs and policies while on the job.
4. Identify and discuss safety and health issues and practices in the workplace.
5. Explain how to estimate the costs of work accidents and rates.
6. Describe contractors and safety and health teams.
7. Discuss ethics and safety, including how ethics is an important part in the construction safety profession.
8. Explain the Workers' Compensation Program.
9. Discuss hazard analysis and risk assessment.
10. Define and discuss stress, workplace violence, and conflict resolution.
11. Explain the emergency response system and its importance to the construction safety professional.
12. Discuss ISO 14000 and its importance to the construction professional.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills
and knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the
textbook. Supplemental Readings are provided in Units III and V to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Unit VI to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay
particular attention to Key Terms as they represent important concepts within the unit material and reading.
BOS 3401, Construction Safety
Course Syllabus
BOS 3401, Construction Safety 2
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each ...
As a team, you are to do your research and develop a PowerPoint wi.docx
As a team, you are to do your research and develop a PowerPoint with voice over presentation that can be used to make a formal presentation to the VP of HR. Please note you are making this presentation to your Professor who is the VP of HR for this company.
Remember in your project work you have address the cost of purchase which should include the cost of customization to convert the off-the-shelf purchased system into a ready to use turn-key HRIS/Payroll integrated solution for the company. Also training costs of current employees in the use of the new system should be included. You also have to clearly lay out the benefits of the two
Your paper and presentation has to also include a ROI Analysis and Commentary based on research you do on ROI for HRIS Acquisitions.
There are two deliverables for this project:
First, you are to Prepare a PowerPoint Presentation for the VP of HR. The PowerPoint Presentation should be a voice over Presentation using VoiceThread.
Second, a report should be written as though you were giving it to your client the VP of HR. It should be clear, concise, and well thought out. Writing should be professional and clean.
Not to go over 20 page-count, however, it should be thorough.
· Include all aspects of the assignment grading criteria.
· Cite in text when using thoughts that are not your own. All sources must be appropriately cited—use APA for in text and reference list citation formatting.
· Include a reference page for source(s).
· Put the paper title information on a separate page.
· Use 12-point font (Arial, Times Roman), double spaced, and 1" margins as a standard format.
· Do not include extra lines between paragraphs, and so forth.
· Grammar, punctuation, spelling, and so forth, will all be taken into consideration when awarding points.
· Proofread your paper before submitting; spell check is not foolproof.
· Writing content is critical. If you make a statement, for example, "All people who break the law should improve their communication skills to stay out of jail," you need to substantiate that statement. If that statement is not your own thought or a statistic, cite. If it is your opinion, state that and explain what led you to that conclusion. Provide enough information to validate and explain the statement.
Treat this assignment as a real-world situation. This will give you the opportunity to practice how you would research and provide information as an HRM professional.
Course Syllabus
Course Description
Provides a framework for conducting and evaluating independent research in the fire
service by examining the basic principles and methodology for analyzing current fire-
related research.
Course Textbook(s)
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th
ed.). London, United Kingdom: Sage.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Locate, evaluate, and analyze fire-related research.
2. Demonstrate the application .
Academic English Skills Coursework 1 Source Evaluation and Essay .docx
Academic English Skills Coursework 1: Source Evaluation and Essay Outline
Name:
Li Yanmei ( Jessie)
Class:
AES
Date:
2019.05.28
Title:
One of the most debated and investigated topics in communications and media is the question of the effects of screen violence. Does media violence contribute to wards social violence?
Part 1: Source Evaluation [Explanation of why you have selected the sources for use.]
Complete the table below for FOUR sources you have found which are reliable and relevant for your essay. You should not use sources you were given in this section.
EVALUATION 1
Reference:
How do you know this source is suitable for academic use? Refer to the currency, authority, purpose, reliability of evidence or data, objectivity, use of expected academic conventions.
How is the source relevant to your title? What are the useful points / arguments made in the text?
EVALUATION 2
Reference:
How do you know this source is suitable for academic use? Refer to the currency, authority, purpose, reliability of evidence or data, objectivity, use of expected academic conventions.
How is the source relevant to your title? What are the useful points / arguments made in the text?
EVALUATION 3
Reference:
How do you know this source is suitable for academic use? Refer to the currency, authority, purpose, reliability of evidence or data, objectivity, use of expected academic conventions.
How is the source relevant to your title? What are the useful points / arguments made in the text?
EVALUATION 4
Reference:
How do you know this source is suitable for academic use? Refer to the currency, authority, purpose, reliability of evidence or data, objectivity, use of expected academic conventions.
How is the source relevant to your title? What are the useful points / arguments made in the text?
Part 2: Essay Outline
Provide a clear plan of your essay, including the key points you will include, and the sources you will use to support your points. You can use the sources you were given, as well as your own sources.
Title:
Plan for overall structure
Introduction
P1.
P2.
P3.
P4.
P5.
Conclusion
Introductory paragraph structure
Background
Outline
Thesis statement
Paragraph 1 Topic sentence
Supporting points
Evidence / example/ data
Citation
Concluding / linking sentence
Paragraph 2 Topic sentence
Support
Evidence / example/ data
Citation
Concluding / linking sentence
Paragraph 3 Topic sentence
Support
Evidence / example/ data
Citation
Concluding / linking sentence
Paragraph 4 Topic sentence
Support
Evidence / example/ data
Citation
Paragraph 5 Topic sentence
Support
Evidence / example/ data
Citation
Conclusion
Part 3: Sources
Write a reference list for at least SIX sources which you have found y.
Essay TopicName(s) Category54321You.docx
Essay Topic:
Name(s):
Category
5
4
3
2
1
Your score
Supporting Evidence
Student(s) provide a very wide range of materials to support their claims and statements (articles, cases, legislations, etc.)
Student(s) provide strong supporting evidence to back their claims
Student(s) provide adequate evidence to support claims
Student(s) provide weak evidence.
Student(s) provide no supporting evidence.
Structure and effectiveness
Essay is excellently structured with an introduction, body and conclusion. Essay maintains a clear thesis, and clear focus.
Essay is well structured with a good thesis and effective structure.
Essay is adequately structured and presented.
Essay is poorly structured and not well presented.
Essay has no structure and is ineffective in explaining the concepts.
Use of Sources
Essay contains a wide variety of sources and the student makes excellent use of referencing throughout the essay.
Essay contains a decent number of sources and student makes strong use of reference throughout.
Essay contains an adequate amount of sources and student makes adequate use of references throughout.
Essay contains a weak variety of sources and little referencing is made throughout essay.
Essay contains no references and a weak/non-existent bibliography
Critical Thinking
Essay contains insightful analysis with unique presentation clear connections made to real life.
Essay contains strong indications of critical thinking.
Essay contains average indications of critical thinking
Essay contains very little critical thinking.
Essay contains no critical thinking and weak analysis.
Comments
TOTAL
/20
Your assignment is to write a research project that includes a review of the current understanding of the topic, a clearly stated hypothesis, a description of the experimental or observational methods you would use to test your hypothesis, and a discussion of how your research will contribute to the field of this Course. Before you begin writing your proposal, you must conduct considerable research to determine what studies have been done and what questions remain unanswered. This library research should continue as you write to help you dig deeper into the topic, formulate your ideas, and devise your methods. Be prepared to make room for this back and forth between research and writing as you consider and reconsider your project ideas and begin drafting your proposal. You are free to select a topic you feel comfortable with.
The length of paper should contain no more than 1500 words.
I. Organisation
1. Abstract
The objective of this very short statement is to tell the reader something about the purpose of the course work and its content. You should explain what you intend to do and why. Then you should tell the reader what you did and what you would recommend.
The Abstract should be written at the end, when you have finished your work and the structure is complete. It may du.
Reflective analysis helps you to make an evidence-based argument.docx
Reflective analysis
helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
Summary Exercise InstructionsFor this assignment only, there is .docx
Summary Exercise Instructions
For this assignment only, there is no draft option. You should simply submit your required final copy whenever you are ready. This assignment is designed to inform your larger research project.
Additional helpful resources:
Summary Exercise Rubric | Summary Exercise Sample 1 | Summary Exercise Sample 2
Option #1: Investigate and Interview
You have already chosen a topic and created a working thesis statement for your research paper topic. Find a non-profit organization (e.g., one that provides literacy instruction, a support group for cancer patients, a shelter that provides refuge for battered women) in your city that is connected to your topic. For example, if you are researching services for blind people, you might interview someone at the National Federation of the Blind.
Explain your assignment and request an interview with a staff member who is considered an expert in the field. Create 10 to 20 questions related to your thesis statement to ask the interviewee. For the writing assignment (Note that you should be conducting this interview yourself. You should not be summarizing an interview that someone else conducted):
· Create an introduction that includes the interviewee’s background. What is his/ her name? What is his/her position? How long has your interviewee worked at this organization, and what is his/her role there? These are just some of the questions that you can ask to help you build your introductory paragraph.
· Summarize the interviewee's responses in approximately three cohesive body paragraphs.
· Finish with a concluding paragraph that explains how this interview helped you better understand your chosen research paper topic.
Option #2: Getting What you Need from Periodicals
Locate credible sources for your chosen topic of the research paper project. Find at least five relevant sources from periodicals (Please do not use basic informative website such as ehow or Wikipedia. The source you choose will ideally be an academic or research-based article). From the sources that you find, choose one to summarize. The source you choose should be a credible periodical and not merely a random website. Also keep in mind that your chosen source should be research-based and non-fiction. For example, you should not summarize a short story for this assignment. Choose a source such as a journal article, an essay in an anthology, a magazine article, or a newspaper article. For this option, you might use this as a guideline for crafting your thesis statement: John Smith’s book The Guiding Light explained (add first paragraph focus), (add second paragraph focus), and (add third paragraph focus).
Here are some possible places to search for good sources:
· Internet Public Library: http://www.ipl.org/
· Google Scholar: http://scholar.google.com/ (note that this is different from regular Google)
· Microsoft Academic Search: http://academic.research.microsoft.com/
· Cornell University’s arXiv (open access sou ...
DISCUSSION 1 Elements of Critical Thinking [WLOs 2, 3, 4] .docx
DISCUSSION 1
\
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
DISCUSSION 2
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4] (I WANT TO WORK WITH CHILDREN - CHILDCARE CENTER - DAYCARE CENTER)
.
HSAD 301- Weekly Discussion Board Grading RubricStudents wil.docx
HSAD 301- Weekly Discussion Board Grading Rubric
Students will earn points as follows:
Response to Assignment, Demonstration of Knowledge, and Quality of Response to other learners’ postings
Excellent
35 pts
Average
18 pts
Below Average
9 pts
None
0 pts
Clearly understands concepts and incorporates them in discussion
Always includes examples and real life applications, or reference/s
Always advances discussion
Understands concepts and incorporates them in discussion
Often/sometimes includes examples and real life applications, or reference/s.
Often/sometimes advances discussion
Not evident concepts are understood and are not incorporated in discussion
Examples and real life applications, or reference/s are not included
Responses are copied, have little to do with concepts and does not advance discussion
Did not post a response to the weekly discussion board assignment.
Did not respond/post to other learners’ postings.
Examples of the types of participation
While this obviously isn’t the only way to create a discussion, these examples should be helpful to you in identifying “what is” each level of participation.
Discussion about building a house-Original part of comment you are responding to:
The use of laminated beams in today’s building materials greatly reduces the need for other materials like steel beams.
Excellent
Very true, our text states that laminated beams are also more structurally sound and are made from young growth trees. By using laminated beams you can also reduce the number of regular wood beams you use. In essence, using these beams is also good for our environment-less lumber harvesting. Do you think architects are using more of these in today’s housing construction or do you think some still adhere to “old school” methods?
Average
Good point-I hadn’t thought about how it could reduce the need for steel beams. Laminated beams allow for the same load bearing strength without the cost and overall weight of a steel beam. I wonder if the steel industry is impacted at all by the introduction of laminated beams.
Below Average
Good point- I agree.
BOS 3401, Construction Safety 1
Course Description
Overview of key issues and practices related to the occupational safety and health (OSH) profession in the construction
industry. Examines construction standards, identification and control of hazards common to the construction industry, and
tools necessary for successful management of OSH related efforts.
Course Textbook
Johnson, D. (2013). DeWALT construction safety and OSHA handbook. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Examine regulatory standards and laws related to occupational safety and health in the construction industry.
2. Describe occupational safety and health related regulatory practices in the U.S. as they apply to the construction
industry.
3. Evaluate injury, illness, and fata.
BBA 3651, Leadership 1 Course Description Presents .docx
BBA 3651, Leadership 1
Course Description
Presents the importance of leadership in conjunction with various leadership traits, styles, and qualities. Enhances the
importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and values, and
the significance of empowerment for effective leadership. Topics include situational leadership, organizational climate,
moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-performance
teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and organizational
change.
Prerequisites
None
Course Textbook
Daft, R. L. (2011). The leadership experience (5th ed.). Mason, OH: South-Western.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze the significance regarding the concept of leadership and different types of leaders.
2. Examine the variables that determine effective leadership and methodologies used to measure it.
3. Evaluate different styles of leadership such as directive, participative, or free-rein.
4. Distinguish between the importance of vision, the motive to lead, and organizational climate.
5. Apply techniques for demonstrating the role of ethics and values in guiding organizational behavior.
6. Examine the participative, charismatic, and transformational styles of leadership.
7. Analyze organizational change and methods used to appropriately manage groups and teams.
8. Evaluate methods used to decrease workplace stress and burnout.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided for each chapter to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid
students in their course of study
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit
8. Article Criti ...
PS 1010, American Government 1 Course Description .docx
PS 1010, American Government 1
Course Description
In-depth study of American government and politics focusing on a balanced, unbiased, and up-to-date introduction to
constitutional, governmental, political, social, and economic structures and processes.
Prerequisites
None
Course Textbook
Patterson, T. (2013). The American democracy (11th ed.). New York, NY: McGraw-Hill, Inc.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze and compare how the U. S. government functions on the federal, state, local, and global levels.
2. Identify and contrast the meanings of civil liberties and civil rights, and explain the impact each has had on U. S.
politics.
3. Evaluate and identify the roles public opinion plays in American politics, from the local level to political parties.
4. Discuss the impact interest groups and the media have on political socialization.
5. Identify the three branches of government and explain their role in the checks and balances system of the U. S.
government.
6. Examine the role bureaucracy plays and how it maintains rules and order in the federal government.
7. Research, analyze, and explain issues that impact the local, state, and federal economy.
8. Identify and discuss the defense and foreign policies followed by the U. S. government.
9. Assess and characterize how politics directly impacts business, safety, or health requirements.
10. Engage in open discussion with perspective from leaders in the field.
11. Describe the evolution of political and party structure from the 1800's to today.
12. Evaluate the difference between intended and actual government.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Chapter presentations are provided in each unit study guide as Supplemental Reading to aid students their
course of study. Supplemental Readings are provided in the unit study guides to aid students in their course of
study.
PS 1010, American Government
Course Syllabus
PS 1010, American Government 2
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study in Units I, III, and VI.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specificatio ...
SPC 2608 Rhetorical Analysis Paper GuidelinesPurpose The goal.docx
SPC 2608 Rhetorical Analysis Paper Guidelines
Purpose: The goal of this paper is to apply the concepts you have learned throughout this course to a historical speech.
Task: Select one speech from the following list and write a 3-4—page report analyzing the speech. Your report should be double spaced, adhere to APA style, and address each category listed below.
Speech options: Choose one of the top 100 speeches to evaluate from Americanrhetoric.com: https://www.americanrhetoric.com/top100speechesall.html
Your analysis should address the following categories:
· Organization: Analyze the organization of the speech. Does the speaker’s introduction and conclusion include the necessary elements, such as an attention getter, thesis, preview/review of main points, and concluding statement/call to action? What organizational pattern is used? Could the speaker have selected a more appropriate organizational pattern? Does the speaker use transitions? Are the main points clear and do they have enough supporting material? How could the speaker improve the organization of the speech? Explain your answers.
· Content: Analyze the speaker’s use of persuasion. What type of argument/reasoning does the speaker use? Does the speaker use logos, ethos, and/or pathos? How? Does the speech contain any logical fallacies? What is the goal of this speech? Does the speaker achieve the goal? How could the speaker improve the use of persuasive elements? Explain your answers.
· Vocal Delivery: Analyze the speaker’s vocal aspects of delivery. Does the speaker use proper paralinguistics? Does the speaker pause appropriately? Also, is the speech free from vocal fillers? Are words articulated and pronounced correctly? How could the speaker improve vocal aspects of delivery? Explain your answers
· Physical Delivery:Analyze the speaker’s physical aspects of delivery. Does the speaker use proper kinesics? How does the speaker use posture, gestures, illustrators, and emblems? Does the speaker have good posture and eye contact? What facial expressions are used? How could the speaker improve physical aspects of delivery? Explain your answers.
· Writing: Your paper should be at least 3 pages, double spaced, not including your heading. Your writing should be clear, concise, and easy to understand, and should be free from grammatical and syntactical errors. You should include an introduction, conclusion, and transitions in your paper. Cite sources using APA style if you use any outside resources.
A successful student will:
· Clearly and thoroughly address all parts of the paper guidelines.
· Show understanding of course concepts and apply them to the historical speech.
· Cite sources using APA style where applicable.
· Meet the minimum page length requirement.
· Use clear and concise writing that is easy to understand and is free from errors.
n this assignment, you will create a PowerPoint presentation that outlines what you believe will be the biggest challenges facing orga.
WritingAssignment#4TheMultiple-SourceSynthesisEssay.docx
Writing Assignment #4
The Multiple-Source Synthesis Essay:
Literature Review
Summary of assignment
• Task: The multiple-source essay asks you to synthesize the arguments of at least 10
sources
• Length: 2000-3000 words
• Format: APA
• Sources: a total of at least 10 sources, all of which should be from scholarly journals or
credible trade journals. You should find your sources through library searches.
o If you cite sources from websites or popular journals, these sources should be in
addition to the 10 sources you have cited from scholarly or trade journals.
• Topic: Please use the same topic that you used for writing assignment #3. It is
recommended that you focus on or expand on the essay that you wrote for writing
assignment #3. You will continue with the topic you have selected and will conduct
additional searches in the library databases, hopefully focus the topic more, and
determine the 10 or more sources to use in this essay.
• Integration of Sources: At least eight sources must be cited in the body of the essay.
You may cite sources in your introduction to help you define terms, and you may cite
sources in your conclusion to help you direct the reader to further inquiry. However, the
body of the essay should synthesize at least eight sources.
Strategies in Developing the Topic for this Essay
Up to this point in the semester, you have completed an annotated bibliography. You have also
incorporated and synthesized four sources into writing assignment #2 and six sources into
writing assignment #3. The work you have completed for these assignments provides a solid
foundation for writing assignment #4. In this assignment you will synthesize the ideas of at least
10 sources in a synthesis essay, or literature review.
For your annotated bibliography, you selected a topic based on your interests and, possibly, your
major. You constructed a list of five references and summarized and critically analyzed them in
150-200 words each. You then completed the four-source essay and the six-source essay.
Through this process, you may have seen patterns in the scholarly literature in the topic on which
you conducted research. For example, consider the following examples:
•You may have researched studies in criminal justice and found that there are varying
opinions on how to respond to criminal behavior among youth.
•You may have researched studies in psychology and found that counseling strategies
for victims of domestic abuse tend to fall into four categories.
•You may have researched articles on gerontology and found studies that answered
three basic questions on how older adults respond to training for physical performance.
•You may have researched articles on environmental management and found studies
on climate change. You noticed that various demographic factors influence whether
individuals believe in climate change and, if so, whether they believe it is caused b.
Clinical Field Experience C Literacy Pre-AssessmentDeveloping.docx
Clinical Field Experience C: Literacy Pre-Assessment
Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Standards‐Based Literacy Assessment
In collaboration with your mentor teacher, chose a grade‐appropriate literacy standard for reading comprehension and vocabulary to develop a pre‐assessment for and, later, a lesson. Keeping in mind the group of students and book you selected in Topic 3, complete the following:
· Write a learning objective that is developmentally appropriate for the group of students and aligns to the state standard.
· Design an informal pre‐assessment activity that will allow you to assess and document the students’ reading skills.
· Obtain feedback from your mentor on the pre‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class based on the needs of the pre‐assessment.
Part 2: Reflection
In 250‐500 words, summarize the objective and pre‐assessment you developed and reflect upon your mentor’s feedback.
· Identify a strength of your assessment and an opportunity for growth.
· How might you change this assessment to better assess the students’ reading skills ?
· How will your findings inform your future professional practice?
Submit your learning objective and pre‐assessment with your reflection.
Support your findings with 2‐3 scholarly sources.
In‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
EXTRA RESOURCES IF YOU NEED THEN:
Read pages 11-17 in “Put Reading First: The Research Building Blocks for Teaching Children to Read,” by Armbruster et al., located on the National Institute for Literacy website.
URL:
https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
Read pages 11-17 in “The National Reading Panel Report: Practical Advice for Teachers,” by Shanahan, located on the ERIC website.
URL:
http://files.eric.ed.gov/fulltext/ED489535.pdf
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience C: Literacy Pre-Assessment35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Part 1: Pre-Assessment20.0%Not addressed.Pre-assessment is inappropriately alig.
MNG10713 Assessment 2 EssayThe taskEssayLength2000 wo.docx
MNG10713 Assessment 2: Essay
The task:
Essay
Length:
2000 words +/– 10% not including tables, reference list or appendices
Value:
40%
Date due:
Friday 29th April 2016 (11.59pm QLD time)
Choose one of the following questions:
Either:
1. Today’s workforce and the nature of work itself is changing, particularly in the climate of globalisation, and the new technological revolution. As a consequence issues facing HRM are expected to change dramatically in the next decade'. Consider this statement and draw upon at least two topics from the unit to discuss what some of these challenges are and the specific competencies faced by organisations and HR professionals to support employees in the contemporary business environment.
Or,
2. Discuss some of the ways organisations, jobs and careers have changed over the past 10 years. What changes do you anticipate over the next 10 years? How might these changes affect the manager’s job and the skills a manager needs to be successful? Illustrate with examples from at least two topics covered in the unit.
Notes for assistance
· There is no fixed way to answer the essay topic. Students are being tested on their capacity to think critically and integrate their learning gained in lectures and through their readings and experience.
· ‘Discuss’ means you need to think about and write about the different possibilities before you present a point of view. This is likely to need both description and interpretation.
· Opinion must be supported by carefully selected and authoritative evidence.
· Students are expected to use at least 10 refereed journal articles in writing their essay.
A peer-reviewed or refereed journal is a scholarly journal that requires submitted articles to be subjected to a process of critical review by experts on the subject, known as referees, before determining if the article is to be accepted for publication.
Note: not every academic or scholarly journal is refereed or peer-reviewed.
Be aware: not all articles contained in a refereed journal are peer-reviewed!
As a rule of thumb, editorials, short items, book reviews and letters to the editor are not peer reviewed. Brief commentaries, short communications and conference papers are not peer-reviewed either.
· Remember to arrive at a conclusion.
Essay Structure
An academic essay aims to persuade readers of an idea based on evidence.
· An academic essay should answer a question or task.
· It should have a thesis statement (answer to the question) and an argument.
· It should try to present or discuss something: develop a thesis via a set of closely related points by reasoning and evidence.
· An academic essay should include relevant examples, supporting evidence and information from academic texts or credible sources.
Basic steps in writing an essay
Although there are some basic steps to writing an assignment, essay writing is not a linear process. You might work through the different stages a number of times in the course ...
Curricular Portfolio (or Alternate Essay Assignment) ~ 20 of co.docx
Curricular Portfolio (or Alternate Essay Assignment) ~ 20% of course grade
The Curricular Portfolio assignment is to be completed within the first two weeks of the course. As Communication Studies majors, you are asked to assemble a portfolio of your significant coursework in the discipline and to analyze this work in COMM 495. Students who have not saved their coursework will be asked to complete the Alternate Portfolio Essay Assignment.
Portfolio Assignment: Assemble a minimum of four works (projects, papers, presentations) that you have completed in at least four different Communication Studies courses (in COMM, JOUR, SPCH or WRTG). Choose works that are meaningful personally and/or professionally. Selected works should also demonstrate significant learning. Comment on each as you introduce the paper, describing what key point you learned or mastered as a result of each. In addition, this assignment includes an Analytical Essay (described below) and Reference page as part of this portfolio. Content description and format are described in the guidance provided Course Content>Course Resources>Portfolio on the left side of the opening screen. Tips for the required resume are provided in the First Week Discussion.
The Portfolio content must include (in this order):
· Title Page (erroneously also called “Introduction” in the requirement description in the Course Resources Portfolio Instructions section). This component contains your name, date, and the Portfolio title.
· Table of Contents.
· An Introduction, explaining to the reader (who is a potential employer) what the compilation is and why s/he is reading it).
· Core Contents (at least four sections, one for each assignment to be described in your analytical essay). If the four sample works are not incorporated, note the file names in this section and provide the required assessment of the key point learned or mastered for each here.
· Analytical Essay: an in-depth explanation of your growth of understanding and application of the principles you have learned or mastered in the pursuit of this degree.
· An APA Style List of References addressing any material cited in the Analytical Essay and Core Contents sections of this Portfolio.
· Résumé
Consult the Portfolio Toolkit in the Course Resources for further guidance on the Analytical Essay portion of this assignment.
Consult the Résumé Toolkit in the Course Resources for further guidance on that portion of this assignment.
Use a professional-looking cover page or title page that reflects what you have learned in your writing courses for your major:
Resist putting a picture from the Internet on your cover page. Use only your own original work and not borrowed materials in your document design.
Analytical Essay for Portfolio: Write an essay of a minimum of 1,500 words that analyzes and reflects on the learning that is evident in the selected works in your portfolio. Introduce each piece in the portfolio and reflected briefly on how it .
Literature Review and AnalysisFor the final assignment, stud.docx
Literature Review and Analysis
For the final assignment, students will select a topic in educational psychology. Find at least five scholarly articles, in addition to the textbook, from the Ashford University Library on that topic, and prepare a literature review and analysis in addition to a summary of implications.
A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. Here are some resources to help you understand the process better:
·
Literature review guidelines
·
Write a literature review
·
Learn how to write a review of literature
·
How to write a literature review
Assignment Instructions
To complete the Literature Review and Analysis, follow these steps:
1. Select a topic of interest relevant to the field of educational psychology. Your topic must address one of the categories below:
a. The teacher's role in the diagnosis, treatment, and education of the child with attention deficit hyperactive disorder.
b. Critical thinking and its importance in education in making students better thinkers and developing metacognitive skills.
c. Strategies for adapting the classroom to meet the needs of the exceptional student (ex. Autistic, gifted, English Language Learner, etc.)
d. The current level of violent acts committed in schools and efforts to stop them.
e. The role of genetics and environment in determining intelligence.
f. The effectiveness of various initiatives to improve education such as the “Common Core State Standards.”
g. The "Gender Gap" in Education.
h. The impact of affective issues on student learning.
i. Strategies for how and why teachers can incorporate affective activities into their daily instruction.
If you have another topic of interest, please provide your research topic to your instructor for approval during your Week Four, Discussion Three.
2. Narrow your topic and turn it into a question. Your thesis statement aims to answer this question. This can also guide your search for articles.
3. Once a topic/research question has been selected, search for five research articles from scholarly sources that address your topic. Your articles must be empirically based, meaning they involve a research study. Your articles must also be current, meaning they have been published post-2000.
4. After reading your articles, write your paper. Your paper must have the following criteria. Be sure to use these headings in your paper:
a.
Introduction
: Be sure to clearly state your topic of choice for your research, why you selected it, and a clear thesis statement. Your thesis statement is your position on this topic. You must be able to support your position with research from your articles.
b.
Literature Review
(Body of Paper): A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. See the resources a.
Anorexia1-Definition2-Epidemiology in united states2.docx
Anorexia
1-Definition
2-Epidemiology in united states
2-Symptoms and signs
3-Diagnosis Criteria
4-Differential diagnosis
5-Treatment
6-Criteria for hospitalization
7-Other diseases related with inadequate calories intake
8-Underweight and growth failure definition
At least 15 slides. APA format.turtinitin report
.
Annotated BibliographyIn preparation of next weeks final as.docx
Annotated Bibliography
In preparation of next week's final assignment, prepare an annotated bibliography of all resources (required and those you selected) used to date (minimum of 26) at this time.
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
International Monetary Fund. (n.d.).
Key issues: Globalization
. Retrieved from http://www.imf.org/external/np/exr/key/global.htm
World Affairs Council: Nor Cal. (2006, October 6).
Making globalization work Joseph Stiglitz
[Video file]. Retrieved from
http://library.fora.tv/2006/10/10/Making_Globalization_Work (Links to an external site.)
Online Writing Lab (n.d.).
Annotated bibliography samples
. Retrieved from https://owl.english.purdue.edu/owl/resource/614/03/
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
Internation.
More Related Content
Similar to EH 1010, English Composition I 1 Course Description .docx
Academic English Skills Coursework 1 Source Evaluation and Essay .docx
Academic English Skills Coursework 1: Source Evaluation and Essay Outline
Name:
Li Yanmei ( Jessie)
Class:
AES
Date:
2019.05.28
Title:
One of the most debated and investigated topics in communications and media is the question of the effects of screen violence. Does media violence contribute to wards social violence?
Part 1: Source Evaluation [Explanation of why you have selected the sources for use.]
Complete the table below for FOUR sources you have found which are reliable and relevant for your essay. You should not use sources you were given in this section.
EVALUATION 1
Reference:
How do you know this source is suitable for academic use? Refer to the currency, authority, purpose, reliability of evidence or data, objectivity, use of expected academic conventions.
How is the source relevant to your title? What are the useful points / arguments made in the text?
EVALUATION 2
Reference:
How do you know this source is suitable for academic use? Refer to the currency, authority, purpose, reliability of evidence or data, objectivity, use of expected academic conventions.
How is the source relevant to your title? What are the useful points / arguments made in the text?
EVALUATION 3
Reference:
How do you know this source is suitable for academic use? Refer to the currency, authority, purpose, reliability of evidence or data, objectivity, use of expected academic conventions.
How is the source relevant to your title? What are the useful points / arguments made in the text?
EVALUATION 4
Reference:
How do you know this source is suitable for academic use? Refer to the currency, authority, purpose, reliability of evidence or data, objectivity, use of expected academic conventions.
How is the source relevant to your title? What are the useful points / arguments made in the text?
Part 2: Essay Outline
Provide a clear plan of your essay, including the key points you will include, and the sources you will use to support your points. You can use the sources you were given, as well as your own sources.
Title:
Plan for overall structure
Introduction
P1.
P2.
P3.
P4.
P5.
Conclusion
Introductory paragraph structure
Background
Outline
Thesis statement
Paragraph 1 Topic sentence
Supporting points
Evidence / example/ data
Citation
Concluding / linking sentence
Paragraph 2 Topic sentence
Support
Evidence / example/ data
Citation
Concluding / linking sentence
Paragraph 3 Topic sentence
Support
Evidence / example/ data
Citation
Concluding / linking sentence
Paragraph 4 Topic sentence
Support
Evidence / example/ data
Citation
Paragraph 5 Topic sentence
Support
Evidence / example/ data
Citation
Conclusion
Part 3: Sources
Write a reference list for at least SIX sources which you have found y.
Essay TopicName(s) Category54321You.docx
Essay Topic:
Name(s):
Category
5
4
3
2
1
Your score
Supporting Evidence
Student(s) provide a very wide range of materials to support their claims and statements (articles, cases, legislations, etc.)
Student(s) provide strong supporting evidence to back their claims
Student(s) provide adequate evidence to support claims
Student(s) provide weak evidence.
Student(s) provide no supporting evidence.
Structure and effectiveness
Essay is excellently structured with an introduction, body and conclusion. Essay maintains a clear thesis, and clear focus.
Essay is well structured with a good thesis and effective structure.
Essay is adequately structured and presented.
Essay is poorly structured and not well presented.
Essay has no structure and is ineffective in explaining the concepts.
Use of Sources
Essay contains a wide variety of sources and the student makes excellent use of referencing throughout the essay.
Essay contains a decent number of sources and student makes strong use of reference throughout.
Essay contains an adequate amount of sources and student makes adequate use of references throughout.
Essay contains a weak variety of sources and little referencing is made throughout essay.
Essay contains no references and a weak/non-existent bibliography
Critical Thinking
Essay contains insightful analysis with unique presentation clear connections made to real life.
Essay contains strong indications of critical thinking.
Essay contains average indications of critical thinking
Essay contains very little critical thinking.
Essay contains no critical thinking and weak analysis.
Comments
TOTAL
/20
Your assignment is to write a research project that includes a review of the current understanding of the topic, a clearly stated hypothesis, a description of the experimental or observational methods you would use to test your hypothesis, and a discussion of how your research will contribute to the field of this Course. Before you begin writing your proposal, you must conduct considerable research to determine what studies have been done and what questions remain unanswered. This library research should continue as you write to help you dig deeper into the topic, formulate your ideas, and devise your methods. Be prepared to make room for this back and forth between research and writing as you consider and reconsider your project ideas and begin drafting your proposal. You are free to select a topic you feel comfortable with.
The length of paper should contain no more than 1500 words.
I. Organisation
1. Abstract
The objective of this very short statement is to tell the reader something about the purpose of the course work and its content. You should explain what you intend to do and why. Then you should tell the reader what you did and what you would recommend.
The Abstract should be written at the end, when you have finished your work and the structure is complete. It may du.
Reflective analysis helps you to make an evidence-based argument.docx
Reflective analysis
helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts,
it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
Your Reflective Analysis should accomplish four tasks:
1.
It should make
an argument
about your writing development. Read the FWP Outcomes and choose
ONE
of the Outcomes as the focus for your argument. You have lots of options here.
2.
It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a.
1 major project from 101
b.
1 major project from 102
c.
2 informal compositions from either 101 or 102
d.
Any other supporting compositions you would like to use
3.
It should do “meta-analysis” of those artifacts as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing.
4.
It should be directed to a specific audience: Professional employer, friend, teacher, parent or guardian, future child, yourself…you choose.
Citing Your Own Writing
:
In your Reflective Analysis, you should, of course, provide proper in-text citation of your sources, just as you would with any other source in a composition. In this case, however, your sources are your own compositions; so, you’ll be citing yourself. Here is an example:
In my second project for English 101, I discuss the impact of drafting on my writing development: “I have always drafted because I have been required to. But I really wanted to reflect analytically on how the process of drafting actually impacted my overall writing development. Was I becoming a ‘better’ writer?” (“Drafting and Development” 1).
You can choose from one of the flowing outcome:
1) Students will learn
the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively
.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as
argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and r.
Summary Exercise InstructionsFor this assignment only, there is .docx
Summary Exercise Instructions
For this assignment only, there is no draft option. You should simply submit your required final copy whenever you are ready. This assignment is designed to inform your larger research project.
Additional helpful resources:
Summary Exercise Rubric | Summary Exercise Sample 1 | Summary Exercise Sample 2
Option #1: Investigate and Interview
You have already chosen a topic and created a working thesis statement for your research paper topic. Find a non-profit organization (e.g., one that provides literacy instruction, a support group for cancer patients, a shelter that provides refuge for battered women) in your city that is connected to your topic. For example, if you are researching services for blind people, you might interview someone at the National Federation of the Blind.
Explain your assignment and request an interview with a staff member who is considered an expert in the field. Create 10 to 20 questions related to your thesis statement to ask the interviewee. For the writing assignment (Note that you should be conducting this interview yourself. You should not be summarizing an interview that someone else conducted):
· Create an introduction that includes the interviewee’s background. What is his/ her name? What is his/her position? How long has your interviewee worked at this organization, and what is his/her role there? These are just some of the questions that you can ask to help you build your introductory paragraph.
· Summarize the interviewee's responses in approximately three cohesive body paragraphs.
· Finish with a concluding paragraph that explains how this interview helped you better understand your chosen research paper topic.
Option #2: Getting What you Need from Periodicals
Locate credible sources for your chosen topic of the research paper project. Find at least five relevant sources from periodicals (Please do not use basic informative website such as ehow or Wikipedia. The source you choose will ideally be an academic or research-based article). From the sources that you find, choose one to summarize. The source you choose should be a credible periodical and not merely a random website. Also keep in mind that your chosen source should be research-based and non-fiction. For example, you should not summarize a short story for this assignment. Choose a source such as a journal article, an essay in an anthology, a magazine article, or a newspaper article. For this option, you might use this as a guideline for crafting your thesis statement: John Smith’s book The Guiding Light explained (add first paragraph focus), (add second paragraph focus), and (add third paragraph focus).
Here are some possible places to search for good sources:
· Internet Public Library: http://www.ipl.org/
· Google Scholar: http://scholar.google.com/ (note that this is different from regular Google)
· Microsoft Academic Search: http://academic.research.microsoft.com/
· Cornell University’s arXiv (open access sou ...
DISCUSSION 1 Elements of Critical Thinking [WLOs 2, 3, 4] .docx
DISCUSSION 1
\
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
DISCUSSION 2
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4] (I WANT TO WORK WITH CHILDREN - CHILDCARE CENTER - DAYCARE CENTER)
.
HSAD 301- Weekly Discussion Board Grading RubricStudents wil.docx
HSAD 301- Weekly Discussion Board Grading Rubric
Students will earn points as follows:
Response to Assignment, Demonstration of Knowledge, and Quality of Response to other learners’ postings
Excellent
35 pts
Average
18 pts
Below Average
9 pts
None
0 pts
Clearly understands concepts and incorporates them in discussion
Always includes examples and real life applications, or reference/s
Always advances discussion
Understands concepts and incorporates them in discussion
Often/sometimes includes examples and real life applications, or reference/s.
Often/sometimes advances discussion
Not evident concepts are understood and are not incorporated in discussion
Examples and real life applications, or reference/s are not included
Responses are copied, have little to do with concepts and does not advance discussion
Did not post a response to the weekly discussion board assignment.
Did not respond/post to other learners’ postings.
Examples of the types of participation
While this obviously isn’t the only way to create a discussion, these examples should be helpful to you in identifying “what is” each level of participation.
Discussion about building a house-Original part of comment you are responding to:
The use of laminated beams in today’s building materials greatly reduces the need for other materials like steel beams.
Excellent
Very true, our text states that laminated beams are also more structurally sound and are made from young growth trees. By using laminated beams you can also reduce the number of regular wood beams you use. In essence, using these beams is also good for our environment-less lumber harvesting. Do you think architects are using more of these in today’s housing construction or do you think some still adhere to “old school” methods?
Average
Good point-I hadn’t thought about how it could reduce the need for steel beams. Laminated beams allow for the same load bearing strength without the cost and overall weight of a steel beam. I wonder if the steel industry is impacted at all by the introduction of laminated beams.
Below Average
Good point- I agree.
BOS 3401, Construction Safety 1
Course Description
Overview of key issues and practices related to the occupational safety and health (OSH) profession in the construction
industry. Examines construction standards, identification and control of hazards common to the construction industry, and
tools necessary for successful management of OSH related efforts.
Course Textbook
Johnson, D. (2013). DeWALT construction safety and OSHA handbook. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Examine regulatory standards and laws related to occupational safety and health in the construction industry.
2. Describe occupational safety and health related regulatory practices in the U.S. as they apply to the construction
industry.
3. Evaluate injury, illness, and fata.
BBA 3651, Leadership 1 Course Description Presents .docx
BBA 3651, Leadership 1
Course Description
Presents the importance of leadership in conjunction with various leadership traits, styles, and qualities. Enhances the
importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and values, and
the significance of empowerment for effective leadership. Topics include situational leadership, organizational climate,
moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-performance
teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and organizational
change.
Prerequisites
None
Course Textbook
Daft, R. L. (2011). The leadership experience (5th ed.). Mason, OH: South-Western.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze the significance regarding the concept of leadership and different types of leaders.
2. Examine the variables that determine effective leadership and methodologies used to measure it.
3. Evaluate different styles of leadership such as directive, participative, or free-rein.
4. Distinguish between the importance of vision, the motive to lead, and organizational climate.
5. Apply techniques for demonstrating the role of ethics and values in guiding organizational behavior.
6. Examine the participative, charismatic, and transformational styles of leadership.
7. Analyze organizational change and methods used to appropriately manage groups and teams.
8. Evaluate methods used to decrease workplace stress and burnout.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided for each chapter to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid
students in their course of study
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit
8. Article Criti ...
PS 1010, American Government 1 Course Description .docx
PS 1010, American Government 1
Course Description
In-depth study of American government and politics focusing on a balanced, unbiased, and up-to-date introduction to
constitutional, governmental, political, social, and economic structures and processes.
Prerequisites
None
Course Textbook
Patterson, T. (2013). The American democracy (11th ed.). New York, NY: McGraw-Hill, Inc.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze and compare how the U. S. government functions on the federal, state, local, and global levels.
2. Identify and contrast the meanings of civil liberties and civil rights, and explain the impact each has had on U. S.
politics.
3. Evaluate and identify the roles public opinion plays in American politics, from the local level to political parties.
4. Discuss the impact interest groups and the media have on political socialization.
5. Identify the three branches of government and explain their role in the checks and balances system of the U. S.
government.
6. Examine the role bureaucracy plays and how it maintains rules and order in the federal government.
7. Research, analyze, and explain issues that impact the local, state, and federal economy.
8. Identify and discuss the defense and foreign policies followed by the U. S. government.
9. Assess and characterize how politics directly impacts business, safety, or health requirements.
10. Engage in open discussion with perspective from leaders in the field.
11. Describe the evolution of political and party structure from the 1800's to today.
12. Evaluate the difference between intended and actual government.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Chapter presentations are provided in each unit study guide as Supplemental Reading to aid students their
course of study. Supplemental Readings are provided in the unit study guides to aid students in their course of
study.
PS 1010, American Government
Course Syllabus
PS 1010, American Government 2
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study in Units I, III, and VI.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specificatio ...
SPC 2608 Rhetorical Analysis Paper GuidelinesPurpose The goal.docx
SPC 2608 Rhetorical Analysis Paper Guidelines
Purpose: The goal of this paper is to apply the concepts you have learned throughout this course to a historical speech.
Task: Select one speech from the following list and write a 3-4—page report analyzing the speech. Your report should be double spaced, adhere to APA style, and address each category listed below.
Speech options: Choose one of the top 100 speeches to evaluate from Americanrhetoric.com: https://www.americanrhetoric.com/top100speechesall.html
Your analysis should address the following categories:
· Organization: Analyze the organization of the speech. Does the speaker’s introduction and conclusion include the necessary elements, such as an attention getter, thesis, preview/review of main points, and concluding statement/call to action? What organizational pattern is used? Could the speaker have selected a more appropriate organizational pattern? Does the speaker use transitions? Are the main points clear and do they have enough supporting material? How could the speaker improve the organization of the speech? Explain your answers.
· Content: Analyze the speaker’s use of persuasion. What type of argument/reasoning does the speaker use? Does the speaker use logos, ethos, and/or pathos? How? Does the speech contain any logical fallacies? What is the goal of this speech? Does the speaker achieve the goal? How could the speaker improve the use of persuasive elements? Explain your answers.
· Vocal Delivery: Analyze the speaker’s vocal aspects of delivery. Does the speaker use proper paralinguistics? Does the speaker pause appropriately? Also, is the speech free from vocal fillers? Are words articulated and pronounced correctly? How could the speaker improve vocal aspects of delivery? Explain your answers
· Physical Delivery:Analyze the speaker’s physical aspects of delivery. Does the speaker use proper kinesics? How does the speaker use posture, gestures, illustrators, and emblems? Does the speaker have good posture and eye contact? What facial expressions are used? How could the speaker improve physical aspects of delivery? Explain your answers.
· Writing: Your paper should be at least 3 pages, double spaced, not including your heading. Your writing should be clear, concise, and easy to understand, and should be free from grammatical and syntactical errors. You should include an introduction, conclusion, and transitions in your paper. Cite sources using APA style if you use any outside resources.
A successful student will:
· Clearly and thoroughly address all parts of the paper guidelines.
· Show understanding of course concepts and apply them to the historical speech.
· Cite sources using APA style where applicable.
· Meet the minimum page length requirement.
· Use clear and concise writing that is easy to understand and is free from errors.
n this assignment, you will create a PowerPoint presentation that outlines what you believe will be the biggest challenges facing orga.
WritingAssignment#4TheMultiple-SourceSynthesisEssay.docx
Writing Assignment #4
The Multiple-Source Synthesis Essay:
Literature Review
Summary of assignment
• Task: The multiple-source essay asks you to synthesize the arguments of at least 10
sources
• Length: 2000-3000 words
• Format: APA
• Sources: a total of at least 10 sources, all of which should be from scholarly journals or
credible trade journals. You should find your sources through library searches.
o If you cite sources from websites or popular journals, these sources should be in
addition to the 10 sources you have cited from scholarly or trade journals.
• Topic: Please use the same topic that you used for writing assignment #3. It is
recommended that you focus on or expand on the essay that you wrote for writing
assignment #3. You will continue with the topic you have selected and will conduct
additional searches in the library databases, hopefully focus the topic more, and
determine the 10 or more sources to use in this essay.
• Integration of Sources: At least eight sources must be cited in the body of the essay.
You may cite sources in your introduction to help you define terms, and you may cite
sources in your conclusion to help you direct the reader to further inquiry. However, the
body of the essay should synthesize at least eight sources.
Strategies in Developing the Topic for this Essay
Up to this point in the semester, you have completed an annotated bibliography. You have also
incorporated and synthesized four sources into writing assignment #2 and six sources into
writing assignment #3. The work you have completed for these assignments provides a solid
foundation for writing assignment #4. In this assignment you will synthesize the ideas of at least
10 sources in a synthesis essay, or literature review.
For your annotated bibliography, you selected a topic based on your interests and, possibly, your
major. You constructed a list of five references and summarized and critically analyzed them in
150-200 words each. You then completed the four-source essay and the six-source essay.
Through this process, you may have seen patterns in the scholarly literature in the topic on which
you conducted research. For example, consider the following examples:
•You may have researched studies in criminal justice and found that there are varying
opinions on how to respond to criminal behavior among youth.
•You may have researched studies in psychology and found that counseling strategies
for victims of domestic abuse tend to fall into four categories.
•You may have researched articles on gerontology and found studies that answered
three basic questions on how older adults respond to training for physical performance.
•You may have researched articles on environmental management and found studies
on climate change. You noticed that various demographic factors influence whether
individuals believe in climate change and, if so, whether they believe it is caused b.
Clinical Field Experience C Literacy Pre-AssessmentDeveloping.docx
Clinical Field Experience C: Literacy Pre-Assessment
Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Standards‐Based Literacy Assessment
In collaboration with your mentor teacher, chose a grade‐appropriate literacy standard for reading comprehension and vocabulary to develop a pre‐assessment for and, later, a lesson. Keeping in mind the group of students and book you selected in Topic 3, complete the following:
· Write a learning objective that is developmentally appropriate for the group of students and aligns to the state standard.
· Design an informal pre‐assessment activity that will allow you to assess and document the students’ reading skills.
· Obtain feedback from your mentor on the pre‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class based on the needs of the pre‐assessment.
Part 2: Reflection
In 250‐500 words, summarize the objective and pre‐assessment you developed and reflect upon your mentor’s feedback.
· Identify a strength of your assessment and an opportunity for growth.
· How might you change this assessment to better assess the students’ reading skills ?
· How will your findings inform your future professional practice?
Submit your learning objective and pre‐assessment with your reflection.
Support your findings with 2‐3 scholarly sources.
In‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
EXTRA RESOURCES IF YOU NEED THEN:
Read pages 11-17 in “Put Reading First: The Research Building Blocks for Teaching Children to Read,” by Armbruster et al., located on the National Institute for Literacy website.
URL:
https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
Read pages 11-17 in “The National Reading Panel Report: Practical Advice for Teachers,” by Shanahan, located on the ERIC website.
URL:
http://files.eric.ed.gov/fulltext/ED489535.pdf
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience C: Literacy Pre-Assessment35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Part 1: Pre-Assessment20.0%Not addressed.Pre-assessment is inappropriately alig.
MNG10713 Assessment 2 EssayThe taskEssayLength2000 wo.docx
MNG10713 Assessment 2: Essay
The task:
Essay
Length:
2000 words +/– 10% not including tables, reference list or appendices
Value:
40%
Date due:
Friday 29th April 2016 (11.59pm QLD time)
Choose one of the following questions:
Either:
1. Today’s workforce and the nature of work itself is changing, particularly in the climate of globalisation, and the new technological revolution. As a consequence issues facing HRM are expected to change dramatically in the next decade'. Consider this statement and draw upon at least two topics from the unit to discuss what some of these challenges are and the specific competencies faced by organisations and HR professionals to support employees in the contemporary business environment.
Or,
2. Discuss some of the ways organisations, jobs and careers have changed over the past 10 years. What changes do you anticipate over the next 10 years? How might these changes affect the manager’s job and the skills a manager needs to be successful? Illustrate with examples from at least two topics covered in the unit.
Notes for assistance
· There is no fixed way to answer the essay topic. Students are being tested on their capacity to think critically and integrate their learning gained in lectures and through their readings and experience.
· ‘Discuss’ means you need to think about and write about the different possibilities before you present a point of view. This is likely to need both description and interpretation.
· Opinion must be supported by carefully selected and authoritative evidence.
· Students are expected to use at least 10 refereed journal articles in writing their essay.
A peer-reviewed or refereed journal is a scholarly journal that requires submitted articles to be subjected to a process of critical review by experts on the subject, known as referees, before determining if the article is to be accepted for publication.
Note: not every academic or scholarly journal is refereed or peer-reviewed.
Be aware: not all articles contained in a refereed journal are peer-reviewed!
As a rule of thumb, editorials, short items, book reviews and letters to the editor are not peer reviewed. Brief commentaries, short communications and conference papers are not peer-reviewed either.
· Remember to arrive at a conclusion.
Essay Structure
An academic essay aims to persuade readers of an idea based on evidence.
· An academic essay should answer a question or task.
· It should have a thesis statement (answer to the question) and an argument.
· It should try to present or discuss something: develop a thesis via a set of closely related points by reasoning and evidence.
· An academic essay should include relevant examples, supporting evidence and information from academic texts or credible sources.
Basic steps in writing an essay
Although there are some basic steps to writing an assignment, essay writing is not a linear process. You might work through the different stages a number of times in the course ...
Curricular Portfolio (or Alternate Essay Assignment) ~ 20 of co.docx
Curricular Portfolio (or Alternate Essay Assignment) ~ 20% of course grade
The Curricular Portfolio assignment is to be completed within the first two weeks of the course. As Communication Studies majors, you are asked to assemble a portfolio of your significant coursework in the discipline and to analyze this work in COMM 495. Students who have not saved their coursework will be asked to complete the Alternate Portfolio Essay Assignment.
Portfolio Assignment: Assemble a minimum of four works (projects, papers, presentations) that you have completed in at least four different Communication Studies courses (in COMM, JOUR, SPCH or WRTG). Choose works that are meaningful personally and/or professionally. Selected works should also demonstrate significant learning. Comment on each as you introduce the paper, describing what key point you learned or mastered as a result of each. In addition, this assignment includes an Analytical Essay (described below) and Reference page as part of this portfolio. Content description and format are described in the guidance provided Course Content>Course Resources>Portfolio on the left side of the opening screen. Tips for the required resume are provided in the First Week Discussion.
The Portfolio content must include (in this order):
· Title Page (erroneously also called “Introduction” in the requirement description in the Course Resources Portfolio Instructions section). This component contains your name, date, and the Portfolio title.
· Table of Contents.
· An Introduction, explaining to the reader (who is a potential employer) what the compilation is and why s/he is reading it).
· Core Contents (at least four sections, one for each assignment to be described in your analytical essay). If the four sample works are not incorporated, note the file names in this section and provide the required assessment of the key point learned or mastered for each here.
· Analytical Essay: an in-depth explanation of your growth of understanding and application of the principles you have learned or mastered in the pursuit of this degree.
· An APA Style List of References addressing any material cited in the Analytical Essay and Core Contents sections of this Portfolio.
· Résumé
Consult the Portfolio Toolkit in the Course Resources for further guidance on the Analytical Essay portion of this assignment.
Consult the Résumé Toolkit in the Course Resources for further guidance on that portion of this assignment.
Use a professional-looking cover page or title page that reflects what you have learned in your writing courses for your major:
Resist putting a picture from the Internet on your cover page. Use only your own original work and not borrowed materials in your document design.
Analytical Essay for Portfolio: Write an essay of a minimum of 1,500 words that analyzes and reflects on the learning that is evident in the selected works in your portfolio. Introduce each piece in the portfolio and reflected briefly on how it .
Literature Review and AnalysisFor the final assignment, stud.docx
Literature Review and Analysis
For the final assignment, students will select a topic in educational psychology. Find at least five scholarly articles, in addition to the textbook, from the Ashford University Library on that topic, and prepare a literature review and analysis in addition to a summary of implications.
A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. Here are some resources to help you understand the process better:
·
Literature review guidelines
·
Write a literature review
·
Learn how to write a review of literature
·
How to write a literature review
Assignment Instructions
To complete the Literature Review and Analysis, follow these steps:
1. Select a topic of interest relevant to the field of educational psychology. Your topic must address one of the categories below:
a. The teacher's role in the diagnosis, treatment, and education of the child with attention deficit hyperactive disorder.
b. Critical thinking and its importance in education in making students better thinkers and developing metacognitive skills.
c. Strategies for adapting the classroom to meet the needs of the exceptional student (ex. Autistic, gifted, English Language Learner, etc.)
d. The current level of violent acts committed in schools and efforts to stop them.
e. The role of genetics and environment in determining intelligence.
f. The effectiveness of various initiatives to improve education such as the “Common Core State Standards.”
g. The "Gender Gap" in Education.
h. The impact of affective issues on student learning.
i. Strategies for how and why teachers can incorporate affective activities into their daily instruction.
If you have another topic of interest, please provide your research topic to your instructor for approval during your Week Four, Discussion Three.
2. Narrow your topic and turn it into a question. Your thesis statement aims to answer this question. This can also guide your search for articles.
3. Once a topic/research question has been selected, search for five research articles from scholarly sources that address your topic. Your articles must be empirically based, meaning they involve a research study. Your articles must also be current, meaning they have been published post-2000.
4. After reading your articles, write your paper. Your paper must have the following criteria. Be sure to use these headings in your paper:
a.
Introduction
: Be sure to clearly state your topic of choice for your research, why you selected it, and a clear thesis statement. Your thesis statement is your position on this topic. You must be able to support your position with research from your articles.
b.
Literature Review
(Body of Paper): A literature review is a summary of how your research articles supported your thesis statement. Be sure to consider opposing views in your literature review. See the resources a.
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Anorexia1-Definition2-Epidemiology in united states2.docx
Anorexia
1-Definition
2-Epidemiology in united states
2-Symptoms and signs
3-Diagnosis Criteria
4-Differential diagnosis
5-Treatment
6-Criteria for hospitalization
7-Other diseases related with inadequate calories intake
8-Underweight and growth failure definition
At least 15 slides. APA format.turtinitin report
.
Annotated BibliographyIn preparation of next weeks final as.docx
Annotated Bibliography
In preparation of next week's final assignment, prepare an annotated bibliography of all resources (required and those you selected) used to date (minimum of 26) at this time.
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
International Monetary Fund. (n.d.).
Key issues: Globalization
. Retrieved from http://www.imf.org/external/np/exr/key/global.htm
World Affairs Council: Nor Cal. (2006, October 6).
Making globalization work Joseph Stiglitz
[Video file]. Retrieved from
http://library.fora.tv/2006/10/10/Making_Globalization_Work (Links to an external site.)
Online Writing Lab (n.d.).
Annotated bibliography samples
. Retrieved from https://owl.english.purdue.edu/owl/resource/614/03/
esources
Required References
Click url to play videos
Beautiful Mind. (2005, October 11). Wal-Mart: The high cost of low price [Video file]. New York, NY: Retail Project L.L.C. Retrieved from
Walmart The High Cost Of Low Price (Links to an external site.)
Fadi-BNZE-HD. (2014, March 14). Full documentary no logo brands, globalization and resistance [Video file]. Retrieved from
No Logo Brands, Globalization and Resistance (Links to an external site.)
*Study guide, http://www.mediaed.org/assets/products/115/studyguide_115.pdf
Ford School. (2011, March 11). @fordschool - Paul Krugman: Reflections on Globalization: Yesteryear and today[Video file]. Retrieved from
[email protected]
- Paul Krugman: Reflections on Globalization: Yesteryear and Today (Links to an external site.)
PBS Newshour. (2014, August 20).
‘Factory Man’ explores human side of how globalization affects U.S. industry
[Video file]. Retrieved from
http://www.pbs.org/newshour/bb/factory-man-explores-human-side-globalization-affects-u-s-industry/ (Links to an external site.)
Walmart. (n.d.). Community giving. http://foundation.walmart.com/
Recommended References
Internation.
Annual Report to the Nation on the Status of Cancer,Part I .docx
Annual Report to the Nation on the Status of Cancer,
Part I: National Cancer Statistics
Kathleen A. Cronin, PhD, MPH1; Andrew J. Lake, BS2; Susan Scott, MPH 1; Recinda L. Sherman, MPH, PhD, CTR3;
Anne-Michelle Noone, MS1; Nadia Howlader, MS, PhD1; S. Jane Henley, MSPH4; Robert N. Anderson, PhD5;
Albert U. Firth, BS2; Jiemin Ma, PhD, MHS6; Betsy A. Kohler, MPH, CTR3; and Ahmedin Jemal, DVM, PhD 6
BACKGROUND: The American Cancer Society (ACS), the Centers for Disease Control and Prevention (CDC), the National Cancer
Institute (NCI), and the North American Association of Central Cancer Registries (NAACCR) collaborate to provide annual updates
on cancer occurrence and trends in the United States. METHODS: Incidence data were obtained from the CDC-funded and NCI-
funded population-based cancer registry programs and compiled by NAACCR. Data on cancer deaths were obtained from the
National Center for Health Statistics National Vital Statistics System. Trends in age-standardized incidence and death rates for all can-
cers combined and for the leading cancer types by sex, race, and ethnicity were estimated by joinpoint analysis and expressed as the
annual percent change. Stage distribution and 5-year survival by stage at diagnosis were calculated for breast cancer, colon and rec-
tum (colorectal) cancer, lung and bronchus cancer, and melanoma of the skin. RESULTS: Overall cancer incidence rates from 2008 to
2014 decreased by 2.2% per year among men but were stable among women. Overall cancer death rates from 1999 to 2015
decreased by 1.8% per year among men and by 1.4% per year among women. Among men, incidence rates during the most recent 5-
year period (2010-2014) decreased for 7 of the 17 most common cancer types, and death rates (2011-2015) decreased for 11 of the 18
most common types. Among women, incidence rates declined for 7 of the 18 most common cancers, and death rates declined for 14
of the 20 most common cancers. Death rates decreased for cancer sites, including lung and bronchus (men and women), colorectal
(men and women), female breast, and prostate. Death rates increased for cancers of the liver (men and women); pancreas (men and
women); brain and other nervous system (men and women); oral cavity and pharynx (men only); soft tissue, including heart (men
only); nonmelanoma skin (men only); and uterus. Incidence and death rates were higher among men than among women for all racial
and ethnic groups. For all cancer sites combined, black men and white women had the highest incidence rates compared with other
racial groups, and black men and black women had the highest death rates compared with other racial groups. Non-Hispanic men
and women had higher incidence and mortality rates than those of Hispanic ethnicity. Five-year survival for cases diagnosed from
2007 through 2013 ranged from 100% (stage I) to 26.5% (stage IV) for female breast cancer, from 88.1% (stage I) to 12.6% (stage IV)
for colorectal cancer, from 55.
Annotated BibliographyDue 1212019 @ 12pm Eastern Time (Unite.docx
Annotated Bibliography
Due 12/1/2019 @ 12pm Eastern Time (United States)
3-5 pages
Must be in APA format
Must use a minimum of 8
scholarly article
Must be submitted through turnitin and submit the report
Instructions are attached
.
Annotated BibliographyFor this assignment, you will create an .docx
Annotated Bibliography
For this assignment, you will create an annotated bibliography on social determinants.
- Select five articles you wish to annotate. Make certain to select different types of disparities, such as race, gender, SES, age, language, liability status, etc.
For more information about the elements of an
Annotated Bibliography
.
Attached, you will find a document that can provide more in-depth information on how to construct an annotated bibliography, including samples.
FREE OF PLAGIARISM (TURNITIN ASSIGNMENT)
.
Annotated bibliography due in 36 hours. MLA format Must incl.docx
Annotated bibliography due in 36 hours.
MLA format
Must include 8 sources
Annotations should be between 4 to 7 sentences.
PLEASE PLEASE PLEASE review ALL attachments because they are very important and are beneficial for the next part (research paper).
The book is Things Fall Apart by Chinua Achebe.
I also included an attachment for the research paper so you can know what to focus on for the annotated bib.
.
Analyzing a Short Story- The Necklace by Guy de MaupassantIntro.docx
Analyzing a Short Story- The Necklace by Guy de Maupassant
Intro
- 5 to 8 line and thesis = what you think is the major theme of the story at end of the intro just a one sentence.
Plot
- What is the plot? (2-3 lines summary)
Understandable or too complex?
Tension/conflict?
Too fast/slow? Appropriate?
Characters
- Indentify major character(s)
Descriptions of major characters; must have at least one physical description and one personality description for each major character
Stereotypes and break in stereotypes of major characters
Setting
- Geographical (city/state/country)
Time period (year/time of year/day/time of day)Specific (house/village, etc)
Cultural (any prevailing social/ political /religious conditions that affect/ influence the story )
Narrator
- Is it internal (one of the characters in the story)Or is it external (someone outside the story)Which do you prefer and why?
Images/Symbols- Images or symbols used (must have at least one human and one non-human) Must explain what each one symbolizes.
Theme/Message-
What is the main message of the story? Explain how you arrived at your answer.
Conclusion (1 Para, exactly 10 lines)
Length: 4 pages
(not counting Works Cited)
Length starts with first word of intro para (NOT top of first page)
Make sure on each full page you have 23 lines total; otherwise, you will have to make up those lines on the last page to meet the minimum length requirement.
must be original writing and no plagiarism and cannot use any other website then the short story that is provided.
sample of essay example provided below.
.
Andy Sylvan was the assistant director of the community developm.docx
Andy Sylvan was the assistant director of the community development department of the city of Greenwood. Greenwood was an outer suburb of the capital city, and while most of its citizens were affluent, it did have a pocket of residential poverty near a riverbank across from an urban industrial complex. Sylvan was active in writing grant proposals for both federal and state funding of a redevelopment project. One of his state grant applications was successful, and the state government awarded a block grant of $3 million for renovation of the area. The renovation money would permit the community development department to purchase land and build a park near the area’s elementary school, to pave several streets, and to improve the storm drainage system. Money would also be available to bring plumbing systems in several homes up to code standards. Sylvan’s boss, Rose Almindinger, was a political appointee who was well connected to leaders of the local Republican Party.
While she had had administrative experience with a construction firm, she had never been in charge of financial affairs in any sense beyond balancing her personal checkbook. One has to seriously question if she did that very well. What she seemed not to understand was that the moneys that came from state grants were not to be mixed with her private bank accounts. Almindinger was sort of like George Washington Plunkitt
1
in that she believed in honest graft, that is, when she saw her opportunity, she took it. The grant and its block structure sure looked like an opportunity. After all, just what is community development? Almindinger saw a chance to arrange bids for street construction so that her former company could win the business at a higher price than others would charge. A glaring loophole in the grant system seemed to suggest that she could award contracts without going through the city’s purchasing and bidding systems. She also found leeway to attend a conference on park development in Hawaii on the state’s dollar. A friend of hers ran a travel agency and she was more than anxious to help Rose. In fact, she told Almindinger that she could bill her for travel expenses for both her and her husband in a way that it would appear that all airline costs were for one person. The two enjoyed 7 days on Maui, all expenses paid by the city, while Mrs. Rose Almindinger made brief appearances at the 2-day conference. Almindinger also hired four political friends for temporary jobs on grant projects, paying them $40 an hour. No one managed the four, and only Almindinger received reports of their work. Their employment cost the grant $30,000 in just 2 months.
While there was evidence of some improvements being made in the grant project neighborhood, rumors of waste, fraud, and abuse started to circulate. One of Almindinger’s appointees had a penchant to be verbally abusive to certain assistants in the department office, and the assistants had contacted the city personnel director. Sylvan.
Annotated Bibliography Althaus, F. U.S. Maternal Morta.docx
Annotated Bibliography
Althaus, F. “U.S. Maternal Mortality Has Continued Its Decline, but Risk Remains Higher
among Minority Women.” Family Planning Perspective, vol. 23, no. 3, May 1991, pp.
140–141. EBSCOhost, doi: 10.2307/2135829.
According to the article by F. Althaus, the development in the American health system
has continuously transformed the health sector and the delivery environment among expectant
mothers. When compared to the previous era, expectant White-American mothers are delivering
safely, specifically those who live in states where the quality of health infrastructure and services
are high. Unfortunately, though, the population of people of color’s maternal mortality rate is
increasingly reporting the highest in minority communities due to the low quality of health
infrastructure and services in their living environments. Althaus presents that both maternal and
child mortality rates among Black mothers are three times that of Whites. This author stretches
the discussion to address the long history of birth oppression among Black mothers and the
strategies that have been applied to suppress these oppressions. The author outlines that the
Black, marginalized, population contributes significantly to the American ecosystem. Therefore,
providing quality service, especially for the expectant mothers of color, should be something the
federal government sees as a must do instead of coming up with illegal family planning
approaches with a hidden agendas. It is imperative that equity prevails for all races during
maternity and childbirth.
El Sayed, Abdulrahman M., et al.: Social Environment, Genetics, and Black-White
Disparities in Infant Mortality."Paediatric & Perinatal Epidemiology, Vol.29. no.6.
November.2015.pp.546-551.EBSCOhost.doi:10.1111/ppe.12227
The above article presents information on genetics and one’s surroundings as the factors
that interplay and produce the wellness of the population within a given place. The article
discusses parental race differences and vulnerabilities of infant mortality rates through studying
how genes and a person’s environment could shape these perinatal vulnerabilities. El Sayed
found that the dynamic of child deaths continue to increase among the black community with
said improvement in the health sector impacting only the white population. Instead of genetics
being the main impact on child deaths, it is shown that race-driven prejudice and structural
socio-economic opportunities of social surroundings is a great explanation of why there are
racial differences in infant mortality rates. Despite these factors being proven to be contributing
to the number of deaths among infants, the government does little to address the associated risk
factors. The author recommends that the federal government could mitigate the social factors and
introduce more diverse healthcare providers to promote wellness among Black-American
expectant mothers.
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Ann, a community nurse, made an afternoon home visit with Susan and .docx
Ann, a community nurse, made an afternoon home visit with Susan and her father. After the death of her mother, Susan had growing concerns about her father living alone. "I worry about my father all the time. He is becoming more forgetful and he has trouble seeing. Mom used to take care of him. I am not sleeping and I am irritable around him. Yesterday I shouted at him because he wouldn't let me help him with his laundry. I felt terrible! I am at my wits' end! My brothers and sisters do not want to put dad in a nursing home but they are not willing to help out. As usual, they have left me with all the responsibility. I work part time and have two small children to care for.” Susan's father, Sam, sat quietly with tears filling his eyes. He was well nourished and well-groomed but would not make eye contact. Nurse Ann noticed that the house was clean and orderly. A tray in front of the TV had the remains of a ham sandwich and glass of ice tea. Mail was piled up, unopened on a small table near the front door. There was only one car in the driveway and the yard was in need of attention.
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Andrea Walters Week 2 Main Post The key functional area of n.docx
Andrea Walters' Week 2 Main Post: The key functional area of nursing informatics relevant to me is education and consultant. Education is relevant as newly hired nurses need education to be competent with the electronic health records (EHR) used in the specialty. I precept nurses new to oncology and educate them on how informatics is used in oncology, how data is placed into the EHRs and how then used by informaticists. Consultant is relevant when there has been an issue, I have been used as a consultant and a liaison between nursing science and computer science. I have given my knowledge to the EHR developers on how they may better serve other oncology practices. Although I have been used as a consultant, oncology is constantly changing. Technology informatics guiding education reform (TIGER) has core competencies for specific areas. One core competency area under direct patient care is enhance information and knowledge management (Hubner et al., 2018). This competency will aid me to become more proficient in oncology and using a database by engaging in researching upcoming and new evidence-based practice. This competency is necessary to help identify problems and become part of the solution instead of waiting on the organization to develop solutions. The plan for developing this competency is to subscribe to an oncology journal, such as The Oncology Nurse to further my education outside of work, and research evidence-based practice through the organization’s research database, CINHAL. I will set aside 30 minutes twice weekly to research and read to develop this competency. Developing this competency will help refine and improve my skills and move from being a good to an expert nurse consultant and educator. Continuing education concentrating on informatics is necessary for all nurses in order to productively participate with content and dialogue that correlates to the informatics realm as nursing informatics is a rapidly changing field (Yen, Kennedy, Phillips & Collin, 2017). References Hubner, U., Shaw, T., Thye, J., Egbert, N., Marin, H., Chang, P., ... Ball, M. (2018). Technology informatics guiding education -TIGER. Methods of Information in Medicine, 57(S 01), e30-342. doi: 10.3414/ME17-01-0155 Yen, P., Kennedy, M., Phillips, A., & Collins, S. (2017). Nursing informatics competency assessment for the nurse leader. The Journal of Nursing Administration, 47(5), 271-277. doi: 10.1097/NNA.0000000000000478
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and emergency CPR all changed ways of thinking about risk of death.docx
and emergency CPR all changed ways of thinking about risk of death, so too did the idea of organs moving among family members, friends, or even strangers open up social and familial obligations to being expressed via emerging medical-technical means.” (p. 166)
Using this quote as a point of entry, write about 2-3 pages (double-spaced) about how the practice of medicine in the US has “opened up” new ways of living in a world imbued with social, cultural and political meanings and values. You can use any examples and materials you want (either covered in class or not). Make sure you quote your sources.
Choose a picture that best illustrates for you the social and/or cultural and/or political significance of the Covid-19 public health crisis. It can be a picture taken by you or found somewhere else (mention the sources either way). Write a mini-essay of about 200 words, explaining why that particular image captures, in your opinion, something important about the pandemic. Give a title to your mini-essay. Be as creative as you would like. Upload the picture and the text in one document.
BOTH prompts are mandatory. Upload them on BlueLine by November 24 at 5 pm.
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analyze, and discuss emerging ICT tools and technologies present.docx
analyze, and discuss emerging ICT tools and technologies presenting the potential to enhance policy making. Visualization tool are discussed in
Visualization tools help users better understand data and provide a more meaningful view in context, especially by presenting data in a graphical form.
Produce a definition of data visualization. Explain how it caters to the perceptual abilities of humans.
Describe three challenges data visualization researchers face when trying to use visualization tools to reinforce the policy-making process. Suggest solutions to conquer these three challenges.
Initial Post:
Create a new thread. As indicated above, (1) Produce a definition of data visualization. Explain how it caters to the perceptual abilities of humans. (2) Describe three challenges data visualization researchers face when trying to use visualization tools to reinforce the policy-making process. Suggest solutions to conquer these three challenges.
In order to receive full credit for the initial discussion post, you must include at least two citations (APA) from academic resources
.
Analyzing a Research ArticleNote Please complete this dis.docx
Analyzing a Research Article
Note
: Please complete this discussion before completing the assignment in this unit.
For this discussion, select one of the peer-reviewed
In your initial post:
Cite the article and provide your own analysis of it. Use the general outline for analyzing a research article from the Analyze Results page (link given in the resources).
State why this specific article is important to your course project.
Post according to the Faculty Expectations Response Guidelines. Be sure to include at least one APA-formatted citation (in-text plus full reference). The citation should be from materials you have read during this unit. It may be from course textbooks, assigned readings, or an outside source.
Overprescribing antiobics
References
Brink, A. J., Messina, A. P., Feldman, C., Richards, G. A., Becker, P. J., Goff, D. A., ... & Alliance, N. A. S. S. (2016). Antimicrobial stewardship across 47 South African hospitals: an implementation study.
The Lancet Infectious Diseases
,
16
(9), 1017-1025.
Dobson, E. L., Klepser, M. E., Pogue, J. M., Labreche, M. J., Adams, A. J., Gauthier, T. P., ... & Task, S. C. P. A. S. (2017). Outpatient antibiotic stewardship: Interventions and opportunities.
Journal of the American Pharmacists Association
,
57
(4), 464-473.
.
Analyze the Civil Rights Movement of the 1950s and 1960s. What p.docx
Analyze the Civil Rights Movement of the 1950s and 1960s. What progress did the movement make in the U.S. Supreme Court? How did southern segregationists react to the Court’s decisions? Who was Emmett Till, and what happened to him? Explain the Montgomery Bus Boycott and its impact. What style of protest did Martin Luther King, Jr. (MLK) and civil rights activists practice? How did college students become engaged in the movement? Who were the Freedom Riders? How did Civil Rights activists advocate for voting rights and address social and economic inequities in the United States? What is the legacy of the Civil Rights Movement?
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Analytical Research Project InstructionsINFA 630 – Intrusion.docx
Analytical Research Project Instructions
INFA 630 – Intrusion Detection and Intrusion Prevention
Summary
This is a paper describing the results of an analytical research project, worth 25% of your total grade. Your paper should be 10-12 pages, double-spaced, exclusive of cover, title page, table of contents, endnotes and bibliography. Your paper must use APA formatting with the exception that tables and figures can be inserted at the appropriate location rather than added at the end. Following UMUC policy, all students must upload their papers to Turnitin.com (following instructions provided by your instructor), produce and review an originality report, and submit the final version of the paper to your Assignment Folder prior to the submission deadline.
Paper Topic Selection
Prior to writing your paper, you must submit a short, ungraded, topic proposal. You should submit your intended research paper topic by the end of Session 3. The purpose of this preliminary milestone is to provide your instructor the opportunity to confirm the appropriateness of your proposed topic, sufficiently early in the course to allow for topic revision if necessary. It will be helpful if you include, with your proposed paper topic, the sort of research you intend to do and any specific sources you may have already found or plan to use in researching your topic. Your instructor will provide feedback on the suitability of the proposed topic by the start of Session 5. Students who do not provide a proposed topic will be preparing their research papers "at risk;"
i.e.
, they will run the risk of delivering a paper reflecting research that is not suitable for this course.
Analytical Research Project
The purpose of the Research Project is to develop an in-depth understanding of the intrusion detection and/or prevention technology and the way in which such technology is used to protect specific computing environments against specific threats. To arrive at this understanding, your project may choose to follow either one of two analytical approaches:
1. Analysis of a tool or technique including functional applicability and limitations
2. Analysis of environmental security requirements and technologies to meet those requirements
Tool-centric Research
: Projects of the first type will focus on a specific tool, technique, or method used in intrusion detection or intrusion prevention. Choosing a topic for this type of project will mean selecting the tool you want to research and analyze and developing a research question or thesis statement that your research is intended to answer. The analysis for a tool-centric research project should emphasize the use and application of the tool, technique, or method rather than a simple explanation of its features. If you choose a product or tool with a broad set of capabilities, you may choose to provide an analysis of one or more aspects of the tool. The paper distills fundamental issues, focuses on one available solution, a.
Analyze the performance of the leadership of an organization (Netfli.docx
Analyze the performance of the leadership of an organization (Netflix). The focus of this paper (4-6 pages) will be on the actions taken by the corporate leadership in the face of the global financial crisis since 2007. For the purpose of assurance of learning, one score will be given, based on the articulation of the situation, interaction style, goal-setting process, and leadership behaviour. Figure out exactly what was the reaction to the difficult business environment. Just pick a few things (or even only one and go in detail).
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Analyze the subjective portion of the note. List additiona.docx
Analyze the subjective portion of the note. List additional information that should be included in the documentation.
Analyze the objective portion of the note. List additional information that should be included in the documentation.
Is the assessment supported by the subjective and objective information? Why or why not?
What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?
Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
ABDOMINAL ASSESSMENT NOTE
Subjective:
• CC: “My stomach hurts, I have diarrhea and nothing seems to help.”
• HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started 3 days ago. He has not taken any medications because he did not know what to take. He states the pain is a 5/10 today but has been as much as 9/10 when it first started. He has been able to eat, with some nausea afterwards.
• PMH: HTN, Diabetes, hx of GI bleed 4 years ago
• Medications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10 units qhs
• Allergies: NKDA
• FH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN, Hyperlipidemia, GERD
• Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)
Objective:
• VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbs
• Heart: RRR, no murmurs
• Lungs: CTA, chest wall symmetrical
• Skin: Intact without lesions, no urticaria
• Abd: soft, hyperactive bowel sounds, pos pain in the LLQ
• Diagnostics: None
Assessment:
• Left lower quadrant pain
• Gastroenteritis
.
Analyze the measures your state and local community have in pl.docx
Analyze the measures your state and local community have in place to prepare hospitals for two (2) different types of threats to public health. Question whether the design of these measures allows for the sufficient protection of the population in the face of an imminent threat. Justify your response.
Examine two to three (2-3) changes to the preparedness policies of your chosen state and federal government agencies. Determine the significant social, political, or environmental factors that have influenced these changes. Provide support for your rationale.
.
Analyze two (2) advantages and two (2) disadvantages of creati.docx
Analyze two (2) advantages and two (2) disadvantages of creating portable learning assets for an LMS.
Research alternatives to Shareable Content Object Reference Model (SCORM). Determine at least one (1) alternative to SCORM and recommend a way for an organization of your choice to package its assets to make them portable. Explain your rationale.
.
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- 5. 6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar. 7. Unit Assessments: This course contains four Unit Assessments, one to be completed at the end of Units I-IV. Question types include multiple-choice, matching, short answer, and essay. 8. Unit Assignments: Students are required to submit for grading Formal Writing Assignments in Units V, VI, and VII. Specific information and instructions regarding these assignments are provided below. 9. Final Exam (Proctored): Students are to complete a Final Exam in Unit VIII. All Final Exams are proctored – see below for additional information. You are permitted four (4) hours to complete this exam, in the presence of your approved proctor. This is an open book exam. Only course textbooks and a calculator, if necessary, are allowed when taking proctored exams. 10. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
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- 8. the student, and the name of the institution (Columbia Southern University); guidelines found in The CSU Citation Guide on pp. 13-14; Citation Guide for assistance with finding sources through the CSU Online Library) properly reflecting all sources used within the text (see The CSU Citation Guide, p. 16 for overall formatting guidelines and pp. 7-12 for formatting guidelines for specific source types). The most reliable sources for appropriate information on the Internet will come from .gov, .edu, and .org sites or sites specifically devoted to scholarly writing, such as websites of scientific journals. Unacceptable sources are blogs, unreferenced articles, or general information from .com sites. General encyclopedias are prohibited sources and include, but are not limited to, Wikipedia, Encarta, Britannica, and
- 9. World Book. Please utilize the CSU Online Library for credible and reliable electronic sources. If your essay is less than 500 words, you will not receive full credit, and depending on the word count, your grade may be severely impacted. Unit VI Formal Writing Assignment Using the illustration essays you read as examples, write a 500- word illustration essay about a topic of your choice. You may consider one of the following: EH 1010, English Composition I 3 dition of secondary education Your essay will be graded on its ability to adhere to illustration essay conventions. Does your essay assert some serious problem or point that needs to be illustrated? Does the essay present an illustration that clarifies the main point or your
- 10. position on the problem? Does the conclusion connect to the opening? You will be graded using the following categories: content, organization, grammar and style conventions, resources, references, and APA formatting. Your essay will also be graded on its development. See the flow chart on page 77 in Strategies for Writing Successful Research Papers for guidance. Be sure that you revise, proofread, and format your essay according to APA standards. See The CSU Citation Guide. If you use outside sources, you need to use quotation marks for lifted language, as well as in-text and reference list citations. The APA organization/formatting should adhere to specifications for research papers, including the following: ge that includes the title of the paper, the name of the student, and the name of the institution (Columbia Southern University); guidelines found in The CSU Citation Guide on pp. 13-14; cademically valid source (see p. 18 of The CSU Citation Guide for assistance with finding sources
- 11. through the CSU Online Library) properly reflecting all sources used within the text (see The CSU Citation Guide, p. 16 for overall formatting guidelines and pp. 7-12 for formatting guidelines for specific source types). The most reliable sources for appropriate information on the Internet will come from .gov, .edu, and .org sites or sites specifically devoted to scholarly writing, such as websites of scientific journals. Unacceptable sources are blogs, unreferenced articles, or general information from .com sites. General encyclopedias are prohibited sources and include, but are not limited to, Wikipedia, Encarta, Britannica, and World Book. Please utilize the CSU Online Library for credible and reliable electronic sources. If your essay is less than 500 words, you will not receive full credit, and depending on the word count, your grade may be severely impacted. Unit VII Formal Writing Assignment Using cause-and-effect example essays that you read as examples, write a 500-word cause-and-effect essay. You may
- 12. choose to write about a subject of your choice. You may consider the following topics: citizenship (a war, a policy, a political scandal, a political figure) Your essay will be graded on its ability to adhere to the cause- and-effect essay conventions. Does your essay follow one of the formats on pages 149-151 of Strategies for Writing Successful Research Papers? You will be graded using the following categories: content, organization, grammar and style conventions, resources, references, and APA formatting. Your essay will also be graded on its development. See the flow chart on page 77 in Strategies for Writing Successful Research Papers for guidance. Be sure that you revise, proofread, and format your essay according to APA standards. See The CSU Citation
- 13. Guide. If you use outside sources, you need to use quotation marks for lifted language, as well as in-text and reference list citations. The APA organization/formatting should adhere to specifications for research papers, including the following: the student, and the name of the institution (Columbia Southern University); A proper running head according to APA 6th edition guidelines found in The CSU Citation Guide on pp. 13-14; Citation Guide for assistance with finding sources through the CSU Online Library) A reference page with a centered header of “References” properly reflecting all sources used within the text (see The CSU Citation Guide, p. 16 for overall formatting guidelines and pp. 7-12 for formatting guidelines for specific source types).
- 14. EH 1010, English Composition I 4 The most reliable sources for appropriate information on the Internet will come from .gov, .edu, and .org sites or sites specifically devoted to scholarly writing, such as websites of scientific journals. Unacceptable sources are blogs, unreferenced articles, or general information from .com sites. General encyclopedias are prohibited sources and include, but are not limited to, Wikipedia, Encarta, Britannica, and World Book. Please utilize the CSU Online Library for credible and reliable electronic sources. If your essay is less than 500 words, you will not receive full credit, and depending on the word count, your grade may be severely impacted. APA Guidelines CSU requires that students use the APA style for papers and projects. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. Students can find CSU’s Citation Guide in the myCSU Student Portal by clicking on the “Citation Resources” link in
- 15. the “Learning Resources” area of the myCSU Student Portal. This document includes examples and sample papers and provides information on how to contact the CSU Success Center. CSU Grading Rubric for Papers/Projects The course papers will be graded based on the CSU Grading Rubric for all types of papers. In addition, all papers will be submitted for electronic evaluation to rule out plagiarism. Course projects will contain project specific grading criteria defined in the project directions. To view the rubric, click the Academic Policies link on the Course Menu, or by accessing the CSU Grading Rubric link, found in the Learning Resources area of the myCSU Student Portal. Final Examination Guidelines Final Exams are to be administered to students by an approved Proctor. CSU approves two, flexible proctoring options: a standard Proctor, who is chosen by the student and approved by
- 16. the university, or Remote Proctor Now (RP Now), an on- demand, third-party testing service that proctors examinations for a small fee. A standard Proctor is an unbiased, qualified individual who is selected by the student and agrees to supervise an examination. You are responsible for selecting a qualified Proctor, and the Proctor must be pre-approved by CSU. Students choosing RP Now must have an operational webcam/video with audio, a high-speed internet connection, and the appropriate system rights required to download and install software. To review the complete Examination Proctor Policy, including a list of acceptable Proctors, Proctor responsibilities, Proctor approval procedures, and the Proctor Agreement Form, go to the myCSU Student Portal from the link below. http://mycsu.columbiasouthern.edu You are permitted four (4) hours to complete this exam, in the presence of your approved Proctor. This is an open book exam. Only course textbooks and a calculator, if necessary, are allowed when taking proctored exams.
- 17. Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding
- 18. assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- EH 1010, English Composition I 5 public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.
- 19. Grading Discussion Boards (8 @ 2%) = 16% Unit Assessments (4 @ 8%) = 32% Unit V Formal Writing Assignment = 9% Unit VI Formal Writing Assignment = 9% Unit VII Formal Writing Assignment = 9% Final Exam = 25% Total = 100% Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.
- 20. EH 1010, English Composition I 6 EH 1010, English Composition I Course Schedule By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course. Unit I The Foundations of Academic Writing Review: -Graded): See Study Guide Read: The Little, Brown Compact Handbook with Exercises -1d, pp. 3-8 -10e, pp. 90-96 -39h, pp. 300-317 Strategies for Writing Successful Research Papers
- 21. ting: A First Look, pp. 3-14 The CSU Citation Guide (6th edition) used?, p. 4 Discuss: onse to the Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Notes/Goals:
- 22. Unit II Reading Strategies and Writing Effective Sentences Review: -Graded): See Study Guide Read: The Little, Brown Compact Handbook with Exercises micolon, Sections 40a-40d, pp. 317-321 -41c, pp. 322-324 Strategies for Writing Successful Research Papers -29 -113 Peter Wing, “Rediscovering Patriotism,” pp. 173-176 The CSU Citation Guide (6th edition) -7
- 23. Discuss: Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Submit: orm Notes/Goals:
- 24. EH 1010, English Composition I 7 EH 1010, English Composition I Course Schedule Unit III Beginning to Write Review: -Graded): See Study Guide Read: Little, Brown Compact Handbook with Exercises -35c, pp. 280- 285 36a-36b, pp. 285-290 Strategies for Writing Successful Research Papers and Drafting Your Paper, pp. 30-53 -99 -212
- 25. The CSU Citation Guide (6th edition) -12 Discuss: Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Submi Notes/Goals:
- 26. Unit IV Revising, Editing, and Considering Disciplinarity Review: -Graded): See Study Guide Read: The Little, Brown Compact Handbook with Exercises -37c, pp. 291-294 -47f, pp. 359- 362 Sections 55a-55d, pp. 437-439 ter 57: Writing in Other Disciplines, Sections 57a-57c, pp. 448-459 Strategies for Writing Successful Research Papers -77 -222 Study Guide Discuss:
- 27. Discussion Board question by Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) Notes/Goals: EH 1010, English Composition I 8
- 28. EH 1010, English Composition I Course Schedule Unit V The Definition Essay Review: arning Activities (Non-Graded): See Study Guide Read: Strategies for Writing Successful Research Papers -135 -179 g Critically,” and “Reading As a Writer,” pp. 251-252 That Sweet,” pp. 252-254 -256 -258 See Study Guide Discuss: Discussion Board question by
- 29. Saturday, Midnight (Central Time) Discussion Board response by Tuesday, Midnight (Central Time) (Central Time) Notes/Goals: Unit VI The Illustration Essay Review: -Graded): See Study Guide
- 30. Read: The Little, Brown Compact Handbook with Exercises —Sections 43a-43g, pp. 332-337 —Sections 46a-46d, pp. 355-359 Strategies for Writing Successful Research Papers f Clear, pp. 137-147 a Writer,” p. 223 pp. 223-227 -230 rell, “Going for Broke,” pp. 230- 234 -237 Discuss: Discussion Board question by Saturday, Midnight (Central Time)
- 31. Discussion Board response by Tuesday, Midnight (Central Time) (Central Time) Notes/Goals: EH 1010, English Composition I 9 EH 1010, English Composition I Course Schedule Unit VII The Cause and Effect Essay
- 32. Read: The Little, Brown Compact Handbook with Exercises —Sections 16a-16d, pp. 154-157 ter 49: Numbers—Sections 49a-49c, pp. 365-367 Strategies for Writing Successful Research Papers -163 a Writer,” pp. 236-237 omkins, “Old Father Time Becomes a Terror,” pp. 237-240 -243 -246 247-250 Discuss: ard Response: Submit your response to the Discussion Board question by Saturday, Midnight (Central Time)
- 33. Discussion Board response by Tuesday, Midnight (Central Time) Submit: Assignment by Tuesday, Midnight (Central Time) Notes/Goals: Unit VIII The Argumentative Essay Review: -Graded): See Study Guide
- 34. Read: The Little, Brown Compact Handbook with Exercises -33f, pp. 262-273 -42d, pp. 325-331 Strategies for Writing Successful Research Papers pp. 180-215 a Writer,” pp. 258-259 Discuss: Discussion Board question by Saturday, Midnight (Central Time) ment: Comment on another student’s Discussion Board response by Tuesday, Midnight (Central Time) Notes/Goals: