Essay #2 Instructions
For Essay #2 you will need to choose ONE of the two options listed below, related to Chapter 12 and
Chapter 14 (respectively), and write an essay addressing the topic.
Option 1: You are working for a weight-loss clinic. The clinic management has decided that they want to
develop a new obesity treatment based on brain plasticity and modifying the hypothalamus. What brain
areas would the company target to control obesity? Why is this not a good idea?
Option 2: Considering the symptoms of Wernicke's Aphasia, Broca's Aphasia, and Anomia, which would
be most difficult for a patient? Which would be most difficult for a caregiver? What specific symptoms
would cause difficulty?
Your essay should be based primarily on information from the class textbook and other assigned
materials. Other sources may be used sparingly. All sources (including the textbook and assigned
class materials) should be cited using correct APA style and you should include an APA style
reference page following your essay (even if it only has one reference).
Submit your assignment as a Word (.doc or .docx) file; other formats are not acceptable. Your response
should be about 500 words (450-550, not counting citations), typed using Time New Roman 12 point
font, with 1-inch margins. The text should be left aligned with a right ragged edge and double spaced
throughout. NO direct quotes are permitted; all information should be correctly paraphrased.
Use the automatic numbering feature of Word to add right aligned page numbers in the header of your
document. Do not include a title page. On the first line of the first page, type your name (no other
information required; not included in the word count). On the next line, type the topic you’ve chosen
(option 1 or option 2; not included in the word count). Begin your response on the next line and type your
response. The last page of your document should include your APA-style reference section (not included
in word count). A submission that fails to include citations and reference(s) constitutes plagiarism; see
below. Save your as LastnameF_3106_Essay2.docx (where you substitute your last name and the first
initial of your first name). Upload the file in eLearning before 10AM on Monday, May 4, 2020.
Plagiarism
Plagiarism is presenting someone else's work as your own. Many students are not aware that there are
different types of plagiarism. You are responsible for being familiar with the following information
regarding plagiarism as it relates to your work in this class.
Intentional plagiarism involves knowingly and deliberately presenting someone else’s work or ideas
as your own. Copying work from a website is an example of intentional plagiarism. Copying work from
the textbook is an example of intentional plagiarism. Copying work from another student is an example of
intentional plagiarism. Engaging in plagiarism is a violation of the Savannah State Univers.
Essay #1 Instructions For Essay #1 you will need to choos.docxelbanglis
Essay #1 Instructions
For Essay #1 you will need to choose ONE of the two options listed below, related to Chapter 4 and
Chapter 6 (respectively), and write an essay addressing the topic.
Option 1: Over the last decade, there has been an increasing awareness of opioid dependence among the
general public. Prescription drug abuse is sometimes called an epidemic. Why are opioid analgesics so
widely abused?
Option 2: Vision is a complex process involving multiple brain areas. To which areas could changes
cause a loss of vision? How would those changes of vision affect your daily life?
Your essay should be based primarily on information from the class textbook and other assigned
materials. Other sources may be used sparingly. All sources (including the textbook and assigned class
materials) should be cited using correct APA style and you should include an APA style reference page
following your essay (even if it only has one reference).
Submit your assignment as a Word (.doc or .docx) file; other formats are not acceptable. Your response
should be about 500 words (450-550, not counting citations), typed using Time New Roman 12 point
font, with 1-inch margins. The text should be left aligned with a right ragged edge and double spaced
throughout. NO direct quotes are permitted; all information should be correctly paraphrased.
Use the automatic numbering feature of Word to add right aligned page numbers in the header of your
document. Do not include a title page. On the first line of the first page, type your name (no other
information required; not included in the word count). On the next line, type the topic you’ve chosen
(option 1 or option 2; not included in the word count). Begin your response on the next line and type your
response. The last page of your document should include your APA-style reference section (not included
in word count). A submission that fails to include citations and reference(s) constitutes plagiarism; see
below. Save your as LastnameF_3106_Essay1.docx (where you substitute your last name and the first
initial of your first name. Upload the file in Revel before 10AM on Monday, March 2, 2020.
Plagiarism
Plagiarism is presenting someone else's work as your own. Many students are not aware that there are
different types of plagiarism. You are responsible for being familiar with the following information
regarding plagiarism as it relates to your work in this class.
Intentional plagiarism involves knowingly and deliberately presenting someone else’s work or ideas
as your own. Copying work from a website is an example of intentional plagiarism. Copying work from
the textbook is an example of intentional plagiarism. Copying work from another student is an example of
intentional plagiarism. Engaging in plagiarism is a violation of the Savannah State University Code of
Conduct instances of intentional plagiarism in this class will be handled as academic dishonesty.
...
Essay #1 Instructions For Essay #1 you will need to choos.docxrusselldayna
Essay #1 Instructions
For Essay #1 you will need to choose ONE of the two options listed below, related to Chapter 4 and
Chapter 6 (respectively), and write an essay addressing the topic.
Option 1: Over the last decade, there has been an increasing awareness of opioid dependence among the
general public. Prescription drug abuse is sometimes called an epidemic. Why are opioid analgesics so
widely abused?
Option 2: Vision is a complex process involving multiple brain areas. To which areas could changes
cause a loss of vision? How would those changes of vision affect your daily life?
Your essay should be based primarily on information from the class textbook and other assigned
materials. Other sources may be used sparingly. All sources (including the textbook and assigned class
materials) should be cited using correct APA style and you should include an APA style reference page
following your essay (even if it only has one reference).
Submit your assignment as a Word (.doc or .docx) file; other formats are not acceptable. Your response
should be about 500 words (450-550, not counting citations), typed using Time New Roman 12 point
font, with 1-inch margins. The text should be left aligned with a right ragged edge and double spaced
throughout. NO direct quotes are permitted; all information should be correctly paraphrased.
Use the automatic numbering feature of Word to add right aligned page numbers in the header of your
document. Do not include a title page. On the first line of the first page, type your name (no other
information required; not included in the word count). On the next line, type the topic you’ve chosen
(option 1 or option 2; not included in the word count). Begin your response on the next line and type your
response. The last page of your document should include your APA-style reference section (not included
in word count). A submission that fails to include citations and reference(s) constitutes plagiarism; see
below. Save your as LastnameF_3106_Essay1.docx (where you substitute your last name and the first
initial of your first name. Upload the file in Revel before 10AM on Monday, March 2, 2020.
Plagiarism
Plagiarism is presenting someone else's work as your own. Many students are not aware that there are
different types of plagiarism. You are responsible for being familiar with the following information
regarding plagiarism as it relates to your work in this class.
Intentional plagiarism involves knowingly and deliberately presenting someone else’s work or ideas
as your own. Copying work from a website is an example of intentional plagiarism. Copying work from
the textbook is an example of intentional plagiarism. Copying work from another student is an example of
intentional plagiarism. Engaging in plagiarism is a violation of the Savannah State University Code of
Conduct instances of intentional plagiarism in this class will be handled as academic dishonesty.
.
Touchstones are projects that illustrate your comprehension of the.docxjuliennehar
Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it until you have completed the unit’s Challenges. Once you've submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1.1: Engage with a Work of Research
ASSIGNMENT: For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source's argument and responding to that argument with your position based on the information provided in the source.
Article Option 1: "The Recess Debate: A Disjuncture between Educational Policy and Scientific Research"Article Option 2: "Sugar in School Breakfasts: A School District's Perspective"Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Article Summary
❒ Have you communicated the source's purpose?
❒ Have you included all of the source's main points?
❒ Have you restated the source's argument in your own words?
2. Article Response
❒ Have you provided your perspective on the source's argument?
❒ Have you used specific examples from the source to illustrate why you either agree or disagree with the argument?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
2. How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)
C. Rubric
Advanced (90-100%)
Proficient (80-89%)
Acceptable (70-79%)
Needs Improvement (50-69%)
Non-Performance (0-49%)
Source Summary
Summarize the main argument of a research source.
Provides a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary, but relies too heavily on source quotations.
Provides an incomplete summary of the article’s main purpose and argument and/or relies too heavily on source quotations.
Does not provide a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Source Response
Articulate a response to the argument presented in a research source.
Constructs a thoughtful and academically appropriate response to the source, incl ...
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docxhopeaustin33688
OFFICE OF INSTRUCTION
HLC Academy – Writing Across the Curriculum at Mohave Rubric
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment.
Interesting, demonstrates sophistication of
thought. Central idea/thesis is clearly
communicated, worth developing; limited
enough to be manageable. Paper
recognizes some complexity of its thesis:
may acknowledge its contradictions,
qualifications, or limits and follow out their
logical implications. Understands and
critically evaluates its sources,
appropriately limits and defines terms.
A solid paper, responding appropriately
to assignment. Clearly states a
thesis/central idea, but may have minor
lapses in development. Begins to
acknowledge the complexity of central
idea and the possibility of other points
of view. Shows careful reading of
sources, but may not evaluate them
critically. Attempts to define terms, not
always successful.
Adequate but weaker and less
effective, possibly responding less
well to assignment. Presents central
idea in general terms, often
depending on platitudes or clichés.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary
definition.
Does not have a clear central idea
or does not respond appropriately
to the assignment. Thesis may be
too vague or obvious to be
developed effectively. Paper may
misunderstand sources.
Does not respond to the
assignment, lacks a thesis or central
idea, and may neglect to use
sources where necessary.
Organization &
coherence
Uses a logical structure appropriate to
paper’s subject, purpose, audience, thesis,
and disciplinary field. Sophisticated
transitional sentences often develop one
idea from the previous one or identify their
logical relations. It guides the reader
through the chain of reasoning or
progression of ideas.
Shows a logical progression of ideas and
uses fairly sophisticated transitional
devices; e.g., may move from least to
more important idea. Some logical links
may be faulty, but each paragraph
clearly relates to paper’s central idea.
May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather
than logic-based. While each
paragraph may relate to central idea,
logic is not always clear. Paragraphs
have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
May have random organization,
lacking internal paragraph
coherence and using few or
inappropriate transitions.
Paragraphs may lack topic
sentences or main ideas, or may be
too general or too specific to be
effective. Paragraphs may not all
relate to paper’s thesis.
No appreciable organization; lacks
transitions and coherence.
Support.
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docxSALU18
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
Communication in the Workplace
Communication Analysis Essay and Discussion Assignment
Reference: Chapters 1 - 6
Instructions:
SELECT a topic from the sample choices. Read and analyze. Using your textbook for support!
FORMAT with the following WRITING GUIDELINES:
1. Typed 12 point font, Times New Roman
1. Double spaced, page length will vary (approximately 3 pages)
1. Stapled upper left-hand corner
1. Information used from our textbook or outside sources should be noted in-text in APA or MLA format along with either a Reference or Works Cited page.
HINTS:
1. If you use a direct quote, place quotation marks and in-text cite.
1. If you summarize someone’s knowledge and use your own words, and in-text cite it.
1. If you are in doubt, cite it!!!!!
1. Remember the 80/20 rule: 80% of your essay response should always be your thoughts/words and 20% directly quoted. BUT REMEMBER, JUST BECAUSE YOU PUT IT IN YOUR OWN WORDS DOES NOT MEAN IT IS YOURS. YOU MUST GIVE CREDIT FOR THE IDEA! Cite, cite, cite, cite, cite!
1. OWL PURDUE WRITING LAB is a wonderful resource and reminder of these tips and more. Check it out!
1. Visit the ECU Writing Center for help with sources, organization and error check. If you are unsure about using sources correctly, seek help! Plagiarism is unacceptable.
ON DUE DATE:
1. Upload your Communication Essay to Safe Assign on Blackboard link provided before you attend class on the due date. Be prepared to discuss/present a brief 3-4 minute oral summary of your essay utilizing your essay as a reference before a small group of your classmates. You may bring your essay or notes to help you with this discussion/presentation.
EVALUATION:
Your grade on this assignment will be based on your written and discussion response. Each area is worth 25 points for a total of 100. Each of the 4 areas will be assessed as either Excellent, Competent, Needs Improvement.
Area 1: Adherence to WRITING GUIDELINES
Area 2: Style: grammar/punctuation/readability
Area 3: Organization/ Supporting examples and terminology utilized from the textbook for support
Area 4: Presentation individual summary-group discussion; Active participant/listener- group discussion
*****************************************************************************
CHOICES! (In each choice, make sure that you search for a RECENT article. This means within the past 6-12 months.)
*****************************************************************************
Email and text messages are not always the most appropriate channel for a particular message. Think of a specific instance in your life where you used IM or e-mail and the message sent was not the message received.
· First, describe the kinds of problems caused by selecting this channel of communication? Could these problems been prevented by using a different channel for sending the message? Make sure to use the .
Department of Health ScienceSignature Assignment for HSC 425Multidis.docxsalmonpybus
Department of Health ScienceSignature Assignment for HSC 425Multidisciplinary Analysis of Human Sexuality and Diversity PaperPoints: 100
Student Learning Outcome(s) Assessed:
Students will develop foundational, professional skills necessary to succeed in the dynamic environment of the allied health fields and graduate-level academic programs, including:
Shared General Education Skills with Health Science Program Learning Outcomes
1. Written and oral communication skills in order to serve as an effective health resource person as well as facilitate development and maintenance of collaborative relationships
a. Scientific and APA Conventions: demonstrates detailed attention and successful execution of conventions of APA and scientific writing style.
b. Sources and Evidence: demonstrates skillful use of high-quality credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.
c. Control of Syntax and Mechanics: uses graceful language that skillfully communicates meaning to readers with clarity and fluency.
2. Cultural competence necessary to work within diversity and account for contextual influences that impact health equity.
a. Cultural Diversity Framework: demonstrates sophisticated understanding of the complexity of elements important to members of another culture.
b. Cultural Self-awareness: Articulates insights into own cultural rules and biases.
General Education Essential Skills
3. Interdisciplinary Learning.
a. Connection to Discipline; synthesizes in-depth information from relevant sources representing various points of view/approaches.
b. Reflection and self-Assessment; developing sense of self as a learner, building on prior experience to respond to new contexts.
4. Life Long Learning and Inquiry
a. Reflection and self assessment; reviews prior learning in depth to reveal significantly changed perspectives on learning.
b. Curiosity: explores a topic in depth, yielding a rich awareness and indicating interest in the subject.
Description of the Signature Assignment
The purpose of the assignment to critically analyze information form academic sources; to practice reading profession writing; to recognize valid research and understand the results; to use good writing techniques to support a ideas; to use multiple perspectives to look at a single issue of culture and gender; and to practice reflection and self-assessment on how research on a topic influences personal opinion.
Directions for StudentsMultidisciplinary Analysis of Human Sexuality and Diversity
Learning Objectives
1. Critically analyze information from academic/professional sources.
1. Use electronic data bases to find articles.
1. Practice reading professional writing and recognize valid research and understand the results.
1. Practice using good writing techniques to support a thesis.
1. Use multiple perspectives to look at a single issue of culture and gender.
1. Practice reflection and self-assessment on how research.
Essay #1 Instructions For Essay #1 you will need to choos.docxelbanglis
Essay #1 Instructions
For Essay #1 you will need to choose ONE of the two options listed below, related to Chapter 4 and
Chapter 6 (respectively), and write an essay addressing the topic.
Option 1: Over the last decade, there has been an increasing awareness of opioid dependence among the
general public. Prescription drug abuse is sometimes called an epidemic. Why are opioid analgesics so
widely abused?
Option 2: Vision is a complex process involving multiple brain areas. To which areas could changes
cause a loss of vision? How would those changes of vision affect your daily life?
Your essay should be based primarily on information from the class textbook and other assigned
materials. Other sources may be used sparingly. All sources (including the textbook and assigned class
materials) should be cited using correct APA style and you should include an APA style reference page
following your essay (even if it only has one reference).
Submit your assignment as a Word (.doc or .docx) file; other formats are not acceptable. Your response
should be about 500 words (450-550, not counting citations), typed using Time New Roman 12 point
font, with 1-inch margins. The text should be left aligned with a right ragged edge and double spaced
throughout. NO direct quotes are permitted; all information should be correctly paraphrased.
Use the automatic numbering feature of Word to add right aligned page numbers in the header of your
document. Do not include a title page. On the first line of the first page, type your name (no other
information required; not included in the word count). On the next line, type the topic you’ve chosen
(option 1 or option 2; not included in the word count). Begin your response on the next line and type your
response. The last page of your document should include your APA-style reference section (not included
in word count). A submission that fails to include citations and reference(s) constitutes plagiarism; see
below. Save your as LastnameF_3106_Essay1.docx (where you substitute your last name and the first
initial of your first name. Upload the file in Revel before 10AM on Monday, March 2, 2020.
Plagiarism
Plagiarism is presenting someone else's work as your own. Many students are not aware that there are
different types of plagiarism. You are responsible for being familiar with the following information
regarding plagiarism as it relates to your work in this class.
Intentional plagiarism involves knowingly and deliberately presenting someone else’s work or ideas
as your own. Copying work from a website is an example of intentional plagiarism. Copying work from
the textbook is an example of intentional plagiarism. Copying work from another student is an example of
intentional plagiarism. Engaging in plagiarism is a violation of the Savannah State University Code of
Conduct instances of intentional plagiarism in this class will be handled as academic dishonesty.
...
Essay #1 Instructions For Essay #1 you will need to choos.docxrusselldayna
Essay #1 Instructions
For Essay #1 you will need to choose ONE of the two options listed below, related to Chapter 4 and
Chapter 6 (respectively), and write an essay addressing the topic.
Option 1: Over the last decade, there has been an increasing awareness of opioid dependence among the
general public. Prescription drug abuse is sometimes called an epidemic. Why are opioid analgesics so
widely abused?
Option 2: Vision is a complex process involving multiple brain areas. To which areas could changes
cause a loss of vision? How would those changes of vision affect your daily life?
Your essay should be based primarily on information from the class textbook and other assigned
materials. Other sources may be used sparingly. All sources (including the textbook and assigned class
materials) should be cited using correct APA style and you should include an APA style reference page
following your essay (even if it only has one reference).
Submit your assignment as a Word (.doc or .docx) file; other formats are not acceptable. Your response
should be about 500 words (450-550, not counting citations), typed using Time New Roman 12 point
font, with 1-inch margins. The text should be left aligned with a right ragged edge and double spaced
throughout. NO direct quotes are permitted; all information should be correctly paraphrased.
Use the automatic numbering feature of Word to add right aligned page numbers in the header of your
document. Do not include a title page. On the first line of the first page, type your name (no other
information required; not included in the word count). On the next line, type the topic you’ve chosen
(option 1 or option 2; not included in the word count). Begin your response on the next line and type your
response. The last page of your document should include your APA-style reference section (not included
in word count). A submission that fails to include citations and reference(s) constitutes plagiarism; see
below. Save your as LastnameF_3106_Essay1.docx (where you substitute your last name and the first
initial of your first name. Upload the file in Revel before 10AM on Monday, March 2, 2020.
Plagiarism
Plagiarism is presenting someone else's work as your own. Many students are not aware that there are
different types of plagiarism. You are responsible for being familiar with the following information
regarding plagiarism as it relates to your work in this class.
Intentional plagiarism involves knowingly and deliberately presenting someone else’s work or ideas
as your own. Copying work from a website is an example of intentional plagiarism. Copying work from
the textbook is an example of intentional plagiarism. Copying work from another student is an example of
intentional plagiarism. Engaging in plagiarism is a violation of the Savannah State University Code of
Conduct instances of intentional plagiarism in this class will be handled as academic dishonesty.
.
Touchstones are projects that illustrate your comprehension of the.docxjuliennehar
Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it until you have completed the unit’s Challenges. Once you've submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1.1: Engage with a Work of Research
ASSIGNMENT: For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source's argument and responding to that argument with your position based on the information provided in the source.
Article Option 1: "The Recess Debate: A Disjuncture between Educational Policy and Scientific Research"Article Option 2: "Sugar in School Breakfasts: A School District's Perspective"Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Article Summary
❒ Have you communicated the source's purpose?
❒ Have you included all of the source's main points?
❒ Have you restated the source's argument in your own words?
2. Article Response
❒ Have you provided your perspective on the source's argument?
❒ Have you used specific examples from the source to illustrate why you either agree or disagree with the argument?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
2. How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)
C. Rubric
Advanced (90-100%)
Proficient (80-89%)
Acceptable (70-79%)
Needs Improvement (50-69%)
Non-Performance (0-49%)
Source Summary
Summarize the main argument of a research source.
Provides a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary, but relies too heavily on source quotations.
Provides an incomplete summary of the article’s main purpose and argument and/or relies too heavily on source quotations.
Does not provide a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Source Response
Articulate a response to the argument presented in a research source.
Constructs a thoughtful and academically appropriate response to the source, incl ...
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docxhopeaustin33688
OFFICE OF INSTRUCTION
HLC Academy – Writing Across the Curriculum at Mohave Rubric
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment.
Interesting, demonstrates sophistication of
thought. Central idea/thesis is clearly
communicated, worth developing; limited
enough to be manageable. Paper
recognizes some complexity of its thesis:
may acknowledge its contradictions,
qualifications, or limits and follow out their
logical implications. Understands and
critically evaluates its sources,
appropriately limits and defines terms.
A solid paper, responding appropriately
to assignment. Clearly states a
thesis/central idea, but may have minor
lapses in development. Begins to
acknowledge the complexity of central
idea and the possibility of other points
of view. Shows careful reading of
sources, but may not evaluate them
critically. Attempts to define terms, not
always successful.
Adequate but weaker and less
effective, possibly responding less
well to assignment. Presents central
idea in general terms, often
depending on platitudes or clichés.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary
definition.
Does not have a clear central idea
or does not respond appropriately
to the assignment. Thesis may be
too vague or obvious to be
developed effectively. Paper may
misunderstand sources.
Does not respond to the
assignment, lacks a thesis or central
idea, and may neglect to use
sources where necessary.
Organization &
coherence
Uses a logical structure appropriate to
paper’s subject, purpose, audience, thesis,
and disciplinary field. Sophisticated
transitional sentences often develop one
idea from the previous one or identify their
logical relations. It guides the reader
through the chain of reasoning or
progression of ideas.
Shows a logical progression of ideas and
uses fairly sophisticated transitional
devices; e.g., may move from least to
more important idea. Some logical links
may be faulty, but each paragraph
clearly relates to paper’s central idea.
May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather
than logic-based. While each
paragraph may relate to central idea,
logic is not always clear. Paragraphs
have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
May have random organization,
lacking internal paragraph
coherence and using few or
inappropriate transitions.
Paragraphs may lack topic
sentences or main ideas, or may be
too general or too specific to be
effective. Paragraphs may not all
relate to paper’s thesis.
No appreciable organization; lacks
transitions and coherence.
Support.
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docxSALU18
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
Communication in the Workplace
Communication Analysis Essay and Discussion Assignment
Reference: Chapters 1 - 6
Instructions:
SELECT a topic from the sample choices. Read and analyze. Using your textbook for support!
FORMAT with the following WRITING GUIDELINES:
1. Typed 12 point font, Times New Roman
1. Double spaced, page length will vary (approximately 3 pages)
1. Stapled upper left-hand corner
1. Information used from our textbook or outside sources should be noted in-text in APA or MLA format along with either a Reference or Works Cited page.
HINTS:
1. If you use a direct quote, place quotation marks and in-text cite.
1. If you summarize someone’s knowledge and use your own words, and in-text cite it.
1. If you are in doubt, cite it!!!!!
1. Remember the 80/20 rule: 80% of your essay response should always be your thoughts/words and 20% directly quoted. BUT REMEMBER, JUST BECAUSE YOU PUT IT IN YOUR OWN WORDS DOES NOT MEAN IT IS YOURS. YOU MUST GIVE CREDIT FOR THE IDEA! Cite, cite, cite, cite, cite!
1. OWL PURDUE WRITING LAB is a wonderful resource and reminder of these tips and more. Check it out!
1. Visit the ECU Writing Center for help with sources, organization and error check. If you are unsure about using sources correctly, seek help! Plagiarism is unacceptable.
ON DUE DATE:
1. Upload your Communication Essay to Safe Assign on Blackboard link provided before you attend class on the due date. Be prepared to discuss/present a brief 3-4 minute oral summary of your essay utilizing your essay as a reference before a small group of your classmates. You may bring your essay or notes to help you with this discussion/presentation.
EVALUATION:
Your grade on this assignment will be based on your written and discussion response. Each area is worth 25 points for a total of 100. Each of the 4 areas will be assessed as either Excellent, Competent, Needs Improvement.
Area 1: Adherence to WRITING GUIDELINES
Area 2: Style: grammar/punctuation/readability
Area 3: Organization/ Supporting examples and terminology utilized from the textbook for support
Area 4: Presentation individual summary-group discussion; Active participant/listener- group discussion
*****************************************************************************
CHOICES! (In each choice, make sure that you search for a RECENT article. This means within the past 6-12 months.)
*****************************************************************************
Email and text messages are not always the most appropriate channel for a particular message. Think of a specific instance in your life where you used IM or e-mail and the message sent was not the message received.
· First, describe the kinds of problems caused by selecting this channel of communication? Could these problems been prevented by using a different channel for sending the message? Make sure to use the .
Department of Health ScienceSignature Assignment for HSC 425Multidis.docxsalmonpybus
Department of Health ScienceSignature Assignment for HSC 425Multidisciplinary Analysis of Human Sexuality and Diversity PaperPoints: 100
Student Learning Outcome(s) Assessed:
Students will develop foundational, professional skills necessary to succeed in the dynamic environment of the allied health fields and graduate-level academic programs, including:
Shared General Education Skills with Health Science Program Learning Outcomes
1. Written and oral communication skills in order to serve as an effective health resource person as well as facilitate development and maintenance of collaborative relationships
a. Scientific and APA Conventions: demonstrates detailed attention and successful execution of conventions of APA and scientific writing style.
b. Sources and Evidence: demonstrates skillful use of high-quality credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.
c. Control of Syntax and Mechanics: uses graceful language that skillfully communicates meaning to readers with clarity and fluency.
2. Cultural competence necessary to work within diversity and account for contextual influences that impact health equity.
a. Cultural Diversity Framework: demonstrates sophisticated understanding of the complexity of elements important to members of another culture.
b. Cultural Self-awareness: Articulates insights into own cultural rules and biases.
General Education Essential Skills
3. Interdisciplinary Learning.
a. Connection to Discipline; synthesizes in-depth information from relevant sources representing various points of view/approaches.
b. Reflection and self-Assessment; developing sense of self as a learner, building on prior experience to respond to new contexts.
4. Life Long Learning and Inquiry
a. Reflection and self assessment; reviews prior learning in depth to reveal significantly changed perspectives on learning.
b. Curiosity: explores a topic in depth, yielding a rich awareness and indicating interest in the subject.
Description of the Signature Assignment
The purpose of the assignment to critically analyze information form academic sources; to practice reading profession writing; to recognize valid research and understand the results; to use good writing techniques to support a ideas; to use multiple perspectives to look at a single issue of culture and gender; and to practice reflection and self-assessment on how research on a topic influences personal opinion.
Directions for StudentsMultidisciplinary Analysis of Human Sexuality and Diversity
Learning Objectives
1. Critically analyze information from academic/professional sources.
1. Use electronic data bases to find articles.
1. Practice reading professional writing and recognize valid research and understand the results.
1. Practice using good writing techniques to support a thesis.
1. Use multiple perspectives to look at a single issue of culture and gender.
1. Practice reflection and self-assessment on how research.
Essay for ENG 213 21st century and e.docxrusselldayna
Essay for ENG 213: 21st century and everything before
Source Material:
Reading resources in Units 1
through 5 Viewing resources in
Units 1 through 5
Background:
You have read, viewed, and discussed resources on different genres and eras of
poems and poets as well as resources on how compare and contrast topics
effectively. Now, it is time to combine those two subjects into one assignment.
Prompt:
Choose a poet from the 21st century and compare his/her poems and writing
styles to a poet that was presented in Units 1 through 4.
Task:
Choose a poet that is presented in Unit 5 (Miranda, Angelou, Heaney, Collins).
Choose a poet in that is presented in Units 1 through 4.
Use the resources available in all the units on writing styles, devices,
imagery, and history to create a plan for similarities and differences in your
chosen authors’ poems and in their writing styles.
You will be writing a 2-3 page essay that analyzes these similarities and
differences. Be sure to include a supporting section that addresses similarities
and differences in the poems (theme, subjects, structure, rhyme scheme) as
well as a section that addresses the writing styles (use of imagery and poetic
devices).
Instructions:
Analyze the two poets and their poems for similarities and differences in the
poems and in the authors’ writing styles.
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from both stories to support your own
ideas. Be sure to format these citations according to APA formatting
guidelines.
Your audience for this response will be people who have read the poems but
not compared and contrasted the elements. This will eliminate the need to
summarize or add plot-heavy detail.
Compare & Contrast: 21st Century and Everything Before
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for Compare and Contrast of Poets and Poems
Does Not
Meet
Expectatio
ns 0-11
Below
Expectatio
ns 12-13
Needs
Improveme
nt 14-15
Satisfactory
16-17
Meets
Expectatio
ns 18-20
Thesis
Statement
(Controlling
Idea)
Thesis is
not
present.
Thesis is
confusing,
vague or
unclear.
Thesis is
loosely
related to the
paper or not
present.
Thesis is
attempted with
little .
Essay for ENG Unit 3 Breaking out Poe.docxrusselldayna
Essay for ENG Unit 3: Breaking out Poet Study
Source Material:
Resources in Unit
3 Research
sources
Background:
In Unit 3, you have read, viewed, and discussed resources on authors who have
broken out of their traditional styles and formats.
Prompt:
Choose one of the authors from Unit 3 and research how your author “broke
away” from his/her previously accepted norms of poetry writing.
You will need to have at least two outside sources (in addition to the poetry
sources) that you will incorporate into your response. These sources must be
valuable and reliable.
Task:
Choose a poet that is presented in Unit 3 (Whitman, Emerson, Thoreau, or Dickenson)
Use the resources available and at least two research resources and analyze
how your chosen author’s writing style and poems break away from the norms
that were followed prior to his/her break out poetry
You will be writing a 2-3 page essay that analyzes this prompt. Be sure to
include information on
o The structures, themes, and writing styles that were the norm prior
to your author.
o How your chosen author broke away from this norm. Use both your
resources and text examples from the poems to support your
response.
Instructions:
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from researched sources and poetry
sources to support your own ideas. Be sure to format these citations according
to APA formatting guidelines. Remember that these sources need to be valid
and reliable.
Your audience for this response will be people who are familiar with the
author and his/her poems, but have not researched how the author broke
away from the prior norms. This will eliminate the need to summarize or
add plot-heavy detail.
Literary Analysis Essay: Breaking out Poet Study
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for the Literary Analysis Essay: Breaking Out Poet Study
Does Not
Meet
Expectation
s 0-11
Meet
Expectation
s 12-13
Needs
Improveme
nt 14-15
Satisfactor
y
16-17
Meets
Expectation
s 18-20
Approach/Struct
ure
The essay
does not have
a clear
approach and
the structure is
varied so that
the essay
information
cannot be
understood.
The essay’s
approach is
confu.
essay I wrote need to be fixedHEADING-should write Essay One S.docxrusselldayna
essay I wrote need to be fixed:HEADING?-should write Essay One: Sedaris and Anzaldua
INDENTThe process of learning is an inevitable one for every human being as he/she goes about doing his./her daily tasks. Many are the occasions when we find ourselves compelled to learn new things whether formally or informally so as to fit in to a given situation. Learning of languages is one example of a very common learning process undertaken by many people. Whatever one is learning, he/she may end up enjoying it and doing it as fun rather than a punishment if the teacher is friendly. However, the experience will be a complete opposite if the teacher is disgusting. Disgusting hung? You give a lot of power to other people, and very little to learners. I wonder students who get through 12-14 years of school are able to complete their studies if they delineate power this way. Learning languages, especially foreign ones, can be quite a costly affair and affect humans negatively by lowering confidence in their abilities to do everyday activities. Your thesis is arguing that humans should not learn foreign languages because it is costly and lowers confidence? Wouldn’t that also be the cost of learning anything… or going to college? Maybe something to think of moving forward.
INDENTLearning languages can be an avenue for one to be humiliated and scolded by those who are supposed to teach him/her. When we embark on learning a second, third, or even forth language, we often hope that this would earn us additional experience, skills, and the aptitude COMMA which increases our chances of getting a job. Some educators may be hell-bent to discourage you or they may be simply seeing you as a nuisance because of your lack of knowledge in that language. CIRCUMSTANIAL…. MAYLEAVES THIS ARGUMENT WISHY WASHY. IT ALSO IMPLIES YOU KNOW INTENT, WHICH YOU NEED TO PROVE. This is demonstrated by David Sedaris in his story "Me Talk Pretty One Day" when he says what his French teacher told him. The teacher said to him "I hate you...I really hate you" (Sedaris par. 20). GOOD MLA APPLICATION. The teacher hated Sedaris because, according to her, he was lazy. This is very insensitive of the teacher and can make the student lose self-esteem.BUT THIS SELF ESTEEM ISSUE WAS ONE STRENTHENED BY HIS EXPERIENCE IN THE END. Low self esteem may have a negative impact not only on his class performance, but also affect his everyday interactions with others. Whenever he goes out in the course of his daily activities, Sedaris may findit HERE IS THAT MAY AGAIN….hard to start conversations because he feels he is not up to the task of communicating in French.
INDENTOften, some people may be compelledto learn a second language for the single reason that they are doubtful of the legitimacy of their first language. Such fellows feel that their language is MORE backward and unsophisticated than the language they want to learn or are in the process of learning. In the story "How To Tame a Wild Toungue" by.
Essay help on congressional committesslegislation assignmentI.docxrusselldayna
Essay help on congressional committess/legislation assignment
Identify and choose two
congressional committees (Links to an external site.)
. Identify one from the House and one from the Senate
that are the same committee
, for example: the House Armed Services Committee and the Senate Armed Services Committee.
Please note, some committees that perform the same function have different names in the House and Senate. The
House Ways and Means Committee
relates to the
Senate Finance Committee
for example.
Write a full research/informative essay using the below format:
Provide a complete and detailed background of each committee (leadership, composition, subcommittees, scope, history, etc)
Briefly compare and contrast the two committees.
Identify what each committee is working on currently.
Explain why a Representative/Senator would want to be on each respective committee. How can they exercise power? What decisions can they influence?
Notes
You can emphasize different aspects of this assignment to your own style:
Maybe give in depth biographies of each member
or detail all the work they did in a given time frame
Be sure to cover each aspect, and always err on the side of more detail than less
organize the content. avoid mashing together members, history, and subcommittees, etc all in the same paragraph
GovTrack (Links to an external site.)
is a good website for committees. Use multiple sources
Avoid plagiarism
Essay is graded on structure, clarity of writing, and completeness of analysis
SAMPLE THESIS:
In order to understand the importance of Congressional committees, in-depth research presents an overview of two similar committees in the United States Congress. By informing on the _______ committee in the Senate and the ________ committee in the House, curious readers learn about the leadership, history, composition, function, and overall purpose of the committees and Congress as a whole.
.
Essay Format-Persuasive EssayIntroduction Paragraph with Thesis .docxrusselldayna
Essay Format-Persuasive Essay
Introduction Paragraph with Thesis Statement (Remember, the thesis statement will be the last line in this paragraph.)
What could make this invention any better? It is free for most shoppers, it is convenient for carrying materials, it is lightweight, and it has multiple purposes. These are some benefits of plastic shopping bags. According to Kinnelon Conserves.net, plastic bags are made from crude oil, which is heated and releases ethylene gas, leaving polyethylene as a byproduct (2018). This gel-like material is what makes plastic bags. Ever since its beginnings in the 1960s, plastic shopping bags can be seen in many places: in shopping carts, in trunks of cars, and in kitchens. Katherine Mangu-Ward states, “In 2010, Guinness World Records named plasticbagsthe most ubiquitous consumer item in the world” (2015). But, the problem is that we also see plastic bags floating in oceans and trapped inside aquatic organisms. So, the question becomes, do we ban plastic bags in all fifty states, or do we continue using them in shopping centers?
________________________________________________________________________
(Thesis)_Considering many factors, plastic bags should be banned from stores in all fifty states due to the negative effect they have on the environment when they are produced and after they are produced, along with the fact that many countries and cities have already successfully banned them and reaped the positive environmental benefits of doing so. __
Body Paragraph # 1
Topic Sentence : One reason lawmakers should ban plastic bags in all fifty states, is due to the negative environmental ramifications, when they are produced.
Major Supporting Detail # 1: __Plastic bags are made from an already depleting fossil fuel: oil, which takes thousands of years to form. Oil already has many uses, including being used for gasoline and diesel in vehicles and homes, jet fuel, and for roads and roofs, among many other uses. Eliminating plastic bags will make better use of this limited oil resource.
Evidence/Quote/Paraphrase—“Quotation Sandwich”
_ The Kinnelon Conserves website states that “five trillion plastic bags are produced each year, which accounts for .2% of the earth’s oil consumption each year…it takes 12 million barrels of oil just to make enough plastic bags for America!” That is a lot of wasted oil on a product we usually only use one time for about 15 minutes. Oil is already being used up at an alarming rate for energy, construction, and other types of plastics like for toys and many household items, so we should not waste it on one-use plastic bags, and further negatively affect our environment.
Major Detail # 2: _When we extract oil from our land to make plastic bags, we also release methane into the atmosphere, which traps heat, and increases global warming. So, oil extraction, also induces air pollution. __________________
Evidence/Quote/Paraphr.
Essay format APA Style of Writing. No less than 150 words per answ.docxrusselldayna
Essay format APA Style of Writing.
No less than 150 words per answer.
Need to be done by 8:00pm Oct. 14, 2013
Answer questions 1 through 4.
1) Why is it necessary to plan? How is most planning conducted?
2) Describe the differences between objectives, policies, procedures, and rules.
3) What are the three stages in the decision-making process?
4) Should a manager make planning decisions on the basis of gut instinct? Why or why not?
.
essay format that discuss all three has to be 3-4 pagesDiscus.docxrusselldayna
essay format that discuss all three has to be 3-4 pages
Discuss the importance of the following in understanding foreign policy in the opening decades of the 20th century- Immigration and the issues concerning the millions who came to america- their hopes and the many issues and questions it created such as assimilation and the ghetto; imperialism and colonialism- include the Spanish American war and philippine insurrection in your essay
-Compare and contrast Teddy Roosevelt and Woodrow Wilson- their personalities; values, leadership world view, and issues they faced
- Discuss the issues that moved America into WWI
.
Essay Exponents and PolynomialsWrite an essay of at least t.docxrusselldayna
Essay: Exponents and Polynomials
Write an essay of at least two-three pages in which explain and illustrate examples of the four mathematical operations on polynomials. Include addition, subtraction, multiplication, and division (synthetic and long division).
Use APA to write the essay, include citations and references, and send the homework to NetTutor for feedback. The rubric of essays will be used to evaluate the task.
.
Essay Exam #3 The essays generated by this assignment will be co.docxrusselldayna
Essay Exam #3
The essays generated by this assignment will be collected to demonstrate satisfaction of
General Studies Attribute 8: Cultural Awareness. The attribute states that students will be
able to:
*Demonstrate a fundamental knowledge of world geography within specific global issues.
*Demonstrate knowledge of major historical and contemporary events affecting ones’ culture
and other cultures.
*Compare beliefs, belief systems, and ideologies that may be different from their own.
*Develop insight into the nature of language and culture.
*Investigate the variety of human cultures and demonstrate an understanding of the ways in
which cultures have changed.
*Analyze global and cultural arguments, identifying the underlying premises.
Choose one of the following questions and answer using your book/notes. Do not use outside
sources.
4. In Tayeb Salih’s “The Doum Tree of Wad Hamid,” Salih draws on Sudanese oral culture
and the Western literary tradition to write about the experiences of the Arab world in the
wake of colonialism. How does Salih use folklore to represent the conflict between
modernity and tradition?
.
Essay ElectionVoting ReformWrite a 4 page essay in which y.docxrusselldayna
Essay: Election/Voting Reform
Write a 4 page essay in which you explore and critically assess the topic of election reform in the
United States and/or California. The essay must address at least one proposed or alternative electoral
reform that would change current election and/or voting practices.
In deciding what reform you choose to write on, you should explore the websites of various policy
think tanks, organizations, political parties, interest groups, and/or news sources that address the
topic of election/voting reform. Select at least one proposed electoral reform policy and write a 3-4
page paper analyzing the main points of the policy (or policies). Compare the proposed policy to
current US or state election policy. Critically analyze and discuss how the new policy will change
current election practices. Provide arguments as to whether the new policies will enhance or hinder
current election/voting practices, such as the level of democracy or citizen representation.
Assignment Requirements
1. The essay must be between three to four pages, but no more than four.
2. The essay must analyze at least one election/voting reform and include an argument supporting or
opposing the reform(s).
3. The argument of the essay must be based upon research and evidence. The essay must include
references to at least four sources in its analysis.
4. All secondary sources must be cited, including the proper formatting for website sources.
5. The essay must follow the “Essay Requirements” below.
Possible Topics
• Changes in redistricting practices (gerrymandering)
• Same Day Voter Registration or automatic voter registration.
• Changes in FCC (Federal Communications Commission) policy
• Instant Runoff Voting (IRV) or Ranked Choice Voting
• Proportional representation
• Electoral college reform
• Campaign finance reform
• No-fault absentee voting
• Early voting
• Mail-in voting
• Election Day as a holiday or time off for voting
• Voter's Bill of Rights
• Changes in Presidential Debates to allow third parties.
• Increase the size of the U.S. Senate or the House of Representatives
Possible points to include in your analysis.
• How will such electoral reforms improve the level of democracy, representation or citizen
participation?
• What issues will such reforms resolve?
• How will such reforms be put into practice?
• What laws need to change? Will it be necessary to change either the California Constitution or the
U.S. Constitution?
• Compare U.S. voting practices with the practices of other countries.
• Will the implementation of a particular reform lively improve voter turnout? (compare with other
countries or voting systems)
• Will such electoral reforms provide more or less democracy, equality, justice, freedom, and/or
representation? (provide reasons why this would be the case)
• What politicians support and/or oppose the election reforms and why?
• What political parties support and/or oppose election ref.
Essay contentWhere did your storypoetry come from What specif.docxrusselldayna
Essay content:
Where did your story/poetry come from? What specific things did you use from your Alien Anthropology, Creator’s Subject, or other course writing to generate the idea or subject of your story/poetry? How did you move from those original snippets of writing to a story/poetry idea to the story/poetry itself?
What discourse community does your work speak to, or for? What subject, issue, or conversation might your work contribute to within that discourse community? What might your work add to that conversation? Be as specific as possible, here; I’m looking for detail and insight into how your work fits into a larger, already ongoing conversation within an established discourse community.
Describe the most significant revisions you made in your work, and the thinking behind those revisions (why you made the craft choices that you did, what you were experimenting with, or what you hoped to accomplish through your revisions). One thing you could do for this subtopic is look back at the workshop responses you received, and describe how/why you did/did not use those responses.
Describe the craft elements in your work that give it the most impact, and what you were trying to accomplish by using those craft elements the way you did. (Suggestion: This is where you show off your knowledge of writing craft, so use vocabulary terms you’ve learned, and be detailed with them. I encourage you to look at the discussion posts on craft elements to examine and reflect on how your knowledge and skills with writing craft have evolved, and how your knowledge/skills of craft elements are illustrated in your creative work. You might also cite any reading assignments that helped you learn about specific craft elements in your own work.)
In general, how did the writing process work for you? What challenges did you face as you wrote and revised? What risks did you take? What did you learn from any “mistakes” you made? What worked well for you? (Suggestion: This is where you might use vocabulary terms and concepts about creativity that we covered in this course, going all the way back to the beginning of the course.)
Explain the specific revisions you would/will make to your final draft in order to complete it, and why you think these revisions would make your story/poetry complete and effective.
Can you imagine situations where skills in creative thinking/innovation might be useful or necessary in your academic discipline or career field? What concepts or skills from ENG 226 might you apply in those situations to help you solve a problem, answer a complicated question, or innovate a new idea or solution? (Suggestion: look through the readings, etc., from our first unit to find specific ideas, skills, activities, etc., that can help you address this question.)
Final revision poem (add 500 words)
“Life as a teen”
Every chance I get,
I use it to look at the trends,
I do not pay attention to issues that are political,
Neither do I associate myself wit.
Essay contains at least six pages and includes an introduction, bo.docxrusselldayna
Essay contains at least six pages and includes an introduction, body
paragraphs and a conclusion. Essay includes in-text citations and
references formatted according to APA guidelines. Mechanical or
grammatical errors do not impede or disrupt overall meaning. Below
are the references to pull the essay from.
for kizangila only
.
Essay at least 1 page each paper, APA, with references. 1). Clif.docxrusselldayna
Essay at least 1 page each paper, APA, with references.
1). Clifford Stoll — lecturer, computer security expert, and author of
Silicon Snake Oil: Second Thoughts on the Information Superhighway
— notes a wide gap between data and information. “The Internet has great gobs of data,” Stoll maintains, “and little, little information.”
2).
A debate is raging at the IT consulting firm where you work. Some staff members believe that it is harder for experienced analysts to learn object-modeling techniques, because the analysts are accustomed to thinking about data and processes as separate entities. Others believe that solid analytical skills are easily transferable and do not see a problem in crossing over to the newer approach.
.
ESSAY CHOICE 1Develop a communication strategy to resolve confli.docxrusselldayna
ESSAY CHOICE 1
Develop a communication strategy to resolve conflict in the work environment.
One of the key challenges for managers is to find adaptive communication strategies that create an open, enabling work culture. Management have asked you to develop a communication strategy to improve staff morale following a meeting highlighting entrenched conflict in the workplace. Management is supportive of positive resolution and reluctant to lose staff members.
Management perceive that the conflict is the result of:
· discrimination issues due to diverse workplace
· harassment / bullying issues
· power issues.
The critical analysis of the work environment and the resultant communication strategy will demonstrate your understanding of:
· structural issues (mechanistic or organic structure or a hybrid of both)
· cultural ethos of the organisation (receptivity of management, acceptance of diversity, openness to innovation)
· characteristics of prevailing work culture of the organisation (e.g. embracive work culture and adaptivity of management)
· work relationship issues such as interpersonal and group communication
· ethical and legal best practice.
Select an organisation that you thoroughly investigated (minimum of twenty staff). This might be an organisation where you have worked. However, this organisation must be large enough and sufficiently complex to sustain a detailed analysis of these important conflict issues.
However, focus only on those elements that are most appropriate to the development of a communication strategy to improve staff morale.
At least six scholarly sources must be submitted. Referencing should be in either the Harvard or APA referencing system.
There is an excellent guide to referencing styles available through the Griffith University library website. Further guidelines and Criteria Sheet are available through the unit website.
Essays should be double spaced (or at least 1.5 minimum) using 12pt Times or the equivalent (eg. 11pt Arial) and presented as doc or docx files.
Always attach a completed Assignment Cover Sheet, available through the Assessment information on the course website.
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is r.
Essay Assignments Topic (How Should I be Governed d.docxrusselldayna
Essay Assignments
Topic: (How Should I be Governed during Ancient Greek Era)
ERA/Civilization:
The Classical Greek Period (Greek Political Thought: Plato and Aristotle)
"Great Question" to be answered and analyzed in the essay:
How should I be governed?
- The paper will argue how the people of the era/civilization (Ancient Greek)
answered the particular great question (How should I be governed?).
- All papers must carry a working thesis. This is not simply a report of different
historical perspectives, but a careful analysis and synthesis of the research you
conduct.
- Your final essay will include a title page and bibliography. The essay itself should
be no less than 2400 words and no more than 10 pages.
Note: introduction and Bibliography is already written, please see
attached file. Please continue writing the paper using this file.
ALL WRITTEN WORK TURNED IN FOR CORE HISTORY MUST FOLLOW THESE
BASIC RUBRICS:
• Typed work (word processor), neat and legible, 81/2” x 11” paper 1” margins
all sides
• Times New Roman font, 12 pt.
• Use Footnotes as opposed to endnotes
• All citations must conform to the Chicago Manual of Style
• Use only permitted sources.
- Papers must cite no fewer than FIVE scholarly sources, including at least THREE
primary sources approved by the instructor.
- Permitted secondary sources: Printed works that are scholarly (that is, peer-
reviewed) are the only permitted secondary sources. Peer-reviewed print journals
that are available electronically through library databases are included among
permitted sources. NO OTHER ELECTRONIC SOURCES are permitted Your
instructor may, at his/her discretion, reject or fail any paper that has used one or
more non-permitted sources.
Evidence of academic dishonesty or plagiarism on any part of the assignments will
result in failure of the course and referral to the dean for expulsion.
Essay Grading Rubric
1. Strong Thesis Statement - Is argued coherently and forcefully throughout
the paper. Includes appropriate introductory and concluding paragraphs. The
entire body of the paper is argument driven.
2. Use of Appropriate Scholarly Secondary Sources and Primary Sources -
There is depth and breadth to the research. No false citations. N0 fluff added
to bibliography.
3. Correct use of historical facts and examples to further the argument -
Paper does not give incorrect information, all facts serve the argument and
are not used as mere filler, historical context is maintained.
4. Mechanics and Grammar - No grammatical or spelling errors, proper
formatting, formality of language.
5. Adheres to assignment instructions - Chicago Manual of Style, Word
Count, etc.
Complex Regional Pain Disorder
White Male With Hip Pain
BACKGROUND
This week, a 43-year-old white male presents at the office with a chief complaint of pain. He is assisted in his ambulation with a set of crutches. At the b.
Essay Assignment Students are tasked with completing an e.docxrusselldayna
Essay Assignment
:
Students are tasked with completing an essay assignment from a list of 3 potential topics.
- Topic #1:
Culture
– Over the past couple of months, people all over the world have had to undertake ‘social distancing’ which has seen contact even between close family members seriously curtailed, if not prohibited, outside of their homes. This has meant that many of the cultural rituals that have historically punctuated and gave meaning to our lives have had to be delayed, modified or cancelled altogether. This has included birthdays, graduations, weddings and funerals in addition to various religious celebrations that happen daily, weekly, annually or otherwise. How have you had to modify, delay or cancel cultural activities over this time and what, if anything, have you learned about the meaning/significance of these events as a result? How might have ‘social distancing’ practices affected other groups or cultures differently from what you have experienced? To what extent do you feel virtual participation can replace physical presence at cultural events?
Topic #2:
political Economy
– The Covid-19 pandemic has forced governments around the world, including Canada’s, to make interventions into their economies in ways which may have never seemed possible just a few months ago. This has included paying most of the wages of workers in private enterprises, curtailing the legal rights of landlords to evict or punish their renters, and closing large parts of their economies altogether. This has happened in countries who perceive themselves to be in favour of a limited role of government, such as the United States, and others which are officially socialist, such as China. What have these actions taught you about the differences in the political and economic ideologies of countries? Have your opinions on what the role of the ‘state’ should be in the economies of countries?
Topic #3:
Trade
– The Covid-19 pandemic has illustrated how interconnected the world is with respect to the trade in goods and the flow of people. While countries, such as Canada, have closed their borders to all but essential travel by people, they have remained open to trade. While people have been required to ‘stay home’ and even ‘shelter in place’, Amazon has had to hire 100,000 workers to keep the flow of goods moving internationally. How has international trade assisted in the international response to the pandemic? Has this strengthened the arguments in favour of international trade? What, if any, weaknesses in the global trading system has the pandemic identified?
Marks for the essay assignment are awarded as followed:
Use of Course Materials and Additional Research - 5 marks
Students are required to support their arguments by referencing materials from both within and outside of the course
3500-3600 words (7 pages long single spaced with 1” margins and 12 point font) Students are expected to conduct a significant amount of research Per.
essay assignmentTechnology and Education”How have new tec.docxrusselldayna
essay assignment
“Technology and Education”
How have new technologies had an impact on education? What impact might they have the future? While change can always have both positive and negative effects, has the impact of specific technologies on education been
mostly
positive or
mostly
negative, and for whom? To have a more specific and focused paper, choose a specific type of technology
and
a specific level of education (primary, high school, college).
Sample Topics/Ideas for the Technology and Education Option:
Should more assistive/adaptive technology for people with disabilities be incorporated into schools? What schools would most benefit from greater assistive technologies? Why are these technologies important?
Should teachers incorporate social media/cell phones/computers into the classrooms? Are these new methods of communication a neglected and vital resource that most teachers are simply too old-fashioned to take advantage of? Or are they mostly a dangerous distraction?
How important is it for students to have technology in the classroom? Is it
essential
to a modern student’s education, or are there more important things on which we should spend our education budget?
Essay Structure:
Introduction: includes background and context—makes the reader interested in your topic
Thesis: your main claim
Body Paragraphs (as many as you need, but at least 3 or 4): research and support for each of your claims and reasons, explanation and support for your assumptions, answers to possible objections (counterarguments).
Conclusion: review major points, a summary of what you learned, and/or a call to action and possible solutions.
Essay Requirements:
4-5 pages in length, and at 1200 words (minimum). MLA format, 12 pt. Times New Roman font.
At least 3 different outside sources, all sources MUST be quoted and cited. No individual quotes may be longer than 4 lines. No block quotations are permitted.
.
Essay Assignment – A Textual Analysis of the Royal Proclamation of 1.docxrusselldayna
Essay Assignment – A Textual Analysis of the Royal Proclamation of 1763
Introduction
:
With the conclusion of the Seven Years War, Great Britain became the dominant power in North America. However, having taken over French colonial possessions, the British were not welcomed by many of the First Nations who had been allied with the French (review Pontiac’s War). In order to establish peaceful relationships with the First Nations (and the French settlers), the British negotiated with the First Nations that resulted in the Royal Proclamation of 1763 – which ended the hostilities, for the most part, between the British and the First Nations. This document, the Proclamation, is an enormously important document in Canadian history and its significance reverberates into modern days as First Nations continue to rely on the document when making legal claims about land ownership.
For this assignment, the Learning Objectives are:
• The Reading of excerpts of a primary document/historical document (the Proclamation)• The Contextualizing of said document, taking a British and First Nations’ perspective of the time and formulating your own stance/viewpoint• The Researching and incorporating of one secondary source related to this topic
Prompt Questions:
Write an essay that incorporates and answers the following questions:
Who benefited most from the issuance of the Royal Proclamation? European settlers or First Nations?
Why did the Proclamation of 1763 contribute to a “souring of the relationship” between Great Britain and her subjects (British settlers) in the thirteen colonies?
The document appears to show great concern for the welfare of First Nations. To what extent was this document designed with the intention of supporting and protecting the interests of the indigenous peoples?
Context
:
At the end of the Seven Years’ War in 1763, France surrendered Canada and much of the Ohio and Mississippi valleys—two-thirds of eastern North America—to England. The British Proclamation of 1763 "preserved to the said Indians" the lands west of the Appalachian Mountains and ordered white settlers "there forthwith to remove themselves from such Settlements," forbade white settlement, and restricted commerce with the American Indians to traders licensed by the British government, requiring settlers to "take out a License for carrying on such Trade from the Governor or Commander in Chief of any of Our Colonies respectively." Power over westward expansion was in the hands of British officials, outside the colonists’ control. By preventing the colonial population from moving inland the British ministry hoped to avoid costly wars, protect the western fur trade, and keep western land speculation under the control of the crown. To enforce the proclamation, Britain authorized positioning 10,000 troops along the frontier, with the costs of 250,000 pounds sterling per year to be paid by the colonists. The British settlers, who looked at the new land as an opportunit.
Essay Arugment on Julius Caesar play. essay question is 2In.docxrusselldayna
Essay Arugment on Julius Caesar play. essay question is:
2
In
Julius Caesar
, there are no moral absolutes: no character is entirely good or entirely bad.
Throughout the play, Julius Caesar, it is evident that Marcus Brutus is entirely good proving the statement there are no moral absolutes in the play to be false. The only action that Brutus does that is perceived as “bad” is justifiable, rendering it as “good.” With no other bad action or thing done by Brutus in the rest of the play, Brutus is irrefragably entirely good. The only action that Brutus does that was perceived as bad was the assassination of Julius Caesar. This action, however, is actually not bad and is a good action as it was justifiable. The reason that Brutus killed Julius Caesar was not for personal gain and was for the benefit of Rome. Brutus clearly exhibits that he did not kill Caesar for personal reasons in the line, “It must be by his death And for my part I know no personal cause to spurn at him…” Due to Brutus having a justifiable reason for killing Caesar that is “good” and is of benefit to others and not just Brutus, then the action of killing Caesar is a good one. The argument could be brought up that murder is never justifiable, and therefore Brutus is not entirely good. The argument that murder is never justifiable does not apply to more ancient times when the play is set and is thus not relevant to the play. This is to killing being more acceptable in ancient times than in modern times of which this notion originates from particularly due to a very violent 20
th
century. Therefore, as Brutus’ only action that is perceived as “bad” is actually good, and he has no other bad actions in the play, then Brutus is entirely good. Thus, the statement that there are no moral absolutes in Julius Caesar is incorrect as exhibited by Marcus Brutus.
.
Essay Assignment #3Required length 5-7 pages, not including th.docxrusselldayna
Essay Assignment #3
Required length: 5-7 pages, not including the Works Cited
This assignment requires students to use the ideas from our readings to develop a research project on the experiences of the children of immigrants and college in the United States. Your purpose in Assignment #3 is to devise your own argument about your chosen subject and to support your argument using various sources (and your own ethnographic research if you would like to). This assignment requires you to identify a specific topic on your own and to do library research (and ethnographic research) in developing your argument: you must include direct citations from at least one (1) course reading and at least three (3) sources from the library databases. It is optional to use your own ethnographic research. In your essay, you should formulate a clear and focused thesis and provide a detailed account of your evidence.
As mentioned earlier, this assignment is to be driven largely by your own research and thinking. You should be doing library research as you write, not after you’ve completed a first draft. Research and writing are thoroughly connected. Your research process will involve reading, thinking, taking notes, and perusing the databases and other sources until you have figured out what you want to write. Then, as you continue writing, you should go back into the research process again to get new ideas or to find additional sources. Sometimes your argument shifts or changes as you find new sources, and this is a good sign that you are doing research-based writing correctly. Don’t be afraid to change direction in writing the first draft—you can always improve or clarify your draft in your revision process.
Remember that, in a short paper like this, you cannot write something meaningful about all aspects of the experiences of the children of immigrants and college in the United States, but you can make a significant argument about one or two issues in connection with this topic.
In Essay 3, you need to develop your own argument in connection with the experiences of the children of immigrants and college in the United States. You may pursue any argumentative angle that you would like. You may want to consider some of the topics raised by the authors that we read:
· Parental expectations/influence regarding education, college major, career choice
· Other influences on students’ pursuit of a college degree, choice of major/career
· Connection between parents’ work situation/financial status/work ethic and the choice to pursue a college education Comment by Zahraa Alquraini: I choose this topic
· Differences in educational attainment among different second-generation immigrant populations
· Reasons for a particular second-generation immigrant population’s high (or low) educational attainment
· Obstacles some second-generation individuals experience regarding going to college (such as poor high school education, lack of parental educational attainment, lack of .
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Essay for ENG 213 21st century and e.docxrusselldayna
Essay for ENG 213: 21st century and everything before
Source Material:
Reading resources in Units 1
through 5 Viewing resources in
Units 1 through 5
Background:
You have read, viewed, and discussed resources on different genres and eras of
poems and poets as well as resources on how compare and contrast topics
effectively. Now, it is time to combine those two subjects into one assignment.
Prompt:
Choose a poet from the 21st century and compare his/her poems and writing
styles to a poet that was presented in Units 1 through 4.
Task:
Choose a poet that is presented in Unit 5 (Miranda, Angelou, Heaney, Collins).
Choose a poet in that is presented in Units 1 through 4.
Use the resources available in all the units on writing styles, devices,
imagery, and history to create a plan for similarities and differences in your
chosen authors’ poems and in their writing styles.
You will be writing a 2-3 page essay that analyzes these similarities and
differences. Be sure to include a supporting section that addresses similarities
and differences in the poems (theme, subjects, structure, rhyme scheme) as
well as a section that addresses the writing styles (use of imagery and poetic
devices).
Instructions:
Analyze the two poets and their poems for similarities and differences in the
poems and in the authors’ writing styles.
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from both stories to support your own
ideas. Be sure to format these citations according to APA formatting
guidelines.
Your audience for this response will be people who have read the poems but
not compared and contrasted the elements. This will eliminate the need to
summarize or add plot-heavy detail.
Compare & Contrast: 21st Century and Everything Before
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for Compare and Contrast of Poets and Poems
Does Not
Meet
Expectatio
ns 0-11
Below
Expectatio
ns 12-13
Needs
Improveme
nt 14-15
Satisfactory
16-17
Meets
Expectatio
ns 18-20
Thesis
Statement
(Controlling
Idea)
Thesis is
not
present.
Thesis is
confusing,
vague or
unclear.
Thesis is
loosely
related to the
paper or not
present.
Thesis is
attempted with
little .
Essay for ENG Unit 3 Breaking out Poe.docxrusselldayna
Essay for ENG Unit 3: Breaking out Poet Study
Source Material:
Resources in Unit
3 Research
sources
Background:
In Unit 3, you have read, viewed, and discussed resources on authors who have
broken out of their traditional styles and formats.
Prompt:
Choose one of the authors from Unit 3 and research how your author “broke
away” from his/her previously accepted norms of poetry writing.
You will need to have at least two outside sources (in addition to the poetry
sources) that you will incorporate into your response. These sources must be
valuable and reliable.
Task:
Choose a poet that is presented in Unit 3 (Whitman, Emerson, Thoreau, or Dickenson)
Use the resources available and at least two research resources and analyze
how your chosen author’s writing style and poems break away from the norms
that were followed prior to his/her break out poetry
You will be writing a 2-3 page essay that analyzes this prompt. Be sure to
include information on
o The structures, themes, and writing styles that were the norm prior
to your author.
o How your chosen author broke away from this norm. Use both your
resources and text examples from the poems to support your
response.
Instructions:
Write a 2-3 page essay with a thesis statement that asserts your main
answer to the prompt.
Use ideas, paraphrases, and quotes from researched sources and poetry
sources to support your own ideas. Be sure to format these citations according
to APA formatting guidelines. Remember that these sources need to be valid
and reliable.
Your audience for this response will be people who are familiar with the
author and his/her poems, but have not researched how the author broke
away from the prior norms. This will eliminate the need to summarize or
add plot-heavy detail.
Literary Analysis Essay: Breaking out Poet Study
ENG213—Poetry
Requirements:
Your response should be 2-3 pages.
Your response should have a properly APA formatted title page.
Your response should have properly formatted in-text citations.
Your response should have a properly formatted reference page
It should also be double spaced, written in Times New Roman, in 12 point font
and with 1 inch margins.
Use the third-person, objective voice, avoiding personal pronouns such as
“I,” “you,” “we,” etc.
Please be cautious about plagiarism. Make sure to use internal citations
for direct quotes, paraphrases, and new information.
Students: Be sure to read before you write, and again after you write.
Rubric for the Literary Analysis Essay: Breaking Out Poet Study
Does Not
Meet
Expectation
s 0-11
Meet
Expectation
s 12-13
Needs
Improveme
nt 14-15
Satisfactor
y
16-17
Meets
Expectation
s 18-20
Approach/Struct
ure
The essay
does not have
a clear
approach and
the structure is
varied so that
the essay
information
cannot be
understood.
The essay’s
approach is
confu.
essay I wrote need to be fixedHEADING-should write Essay One S.docxrusselldayna
essay I wrote need to be fixed:HEADING?-should write Essay One: Sedaris and Anzaldua
INDENTThe process of learning is an inevitable one for every human being as he/she goes about doing his./her daily tasks. Many are the occasions when we find ourselves compelled to learn new things whether formally or informally so as to fit in to a given situation. Learning of languages is one example of a very common learning process undertaken by many people. Whatever one is learning, he/she may end up enjoying it and doing it as fun rather than a punishment if the teacher is friendly. However, the experience will be a complete opposite if the teacher is disgusting. Disgusting hung? You give a lot of power to other people, and very little to learners. I wonder students who get through 12-14 years of school are able to complete their studies if they delineate power this way. Learning languages, especially foreign ones, can be quite a costly affair and affect humans negatively by lowering confidence in their abilities to do everyday activities. Your thesis is arguing that humans should not learn foreign languages because it is costly and lowers confidence? Wouldn’t that also be the cost of learning anything… or going to college? Maybe something to think of moving forward.
INDENTLearning languages can be an avenue for one to be humiliated and scolded by those who are supposed to teach him/her. When we embark on learning a second, third, or even forth language, we often hope that this would earn us additional experience, skills, and the aptitude COMMA which increases our chances of getting a job. Some educators may be hell-bent to discourage you or they may be simply seeing you as a nuisance because of your lack of knowledge in that language. CIRCUMSTANIAL…. MAYLEAVES THIS ARGUMENT WISHY WASHY. IT ALSO IMPLIES YOU KNOW INTENT, WHICH YOU NEED TO PROVE. This is demonstrated by David Sedaris in his story "Me Talk Pretty One Day" when he says what his French teacher told him. The teacher said to him "I hate you...I really hate you" (Sedaris par. 20). GOOD MLA APPLICATION. The teacher hated Sedaris because, according to her, he was lazy. This is very insensitive of the teacher and can make the student lose self-esteem.BUT THIS SELF ESTEEM ISSUE WAS ONE STRENTHENED BY HIS EXPERIENCE IN THE END. Low self esteem may have a negative impact not only on his class performance, but also affect his everyday interactions with others. Whenever he goes out in the course of his daily activities, Sedaris may findit HERE IS THAT MAY AGAIN….hard to start conversations because he feels he is not up to the task of communicating in French.
INDENTOften, some people may be compelledto learn a second language for the single reason that they are doubtful of the legitimacy of their first language. Such fellows feel that their language is MORE backward and unsophisticated than the language they want to learn or are in the process of learning. In the story "How To Tame a Wild Toungue" by.
Essay help on congressional committesslegislation assignmentI.docxrusselldayna
Essay help on congressional committess/legislation assignment
Identify and choose two
congressional committees (Links to an external site.)
. Identify one from the House and one from the Senate
that are the same committee
, for example: the House Armed Services Committee and the Senate Armed Services Committee.
Please note, some committees that perform the same function have different names in the House and Senate. The
House Ways and Means Committee
relates to the
Senate Finance Committee
for example.
Write a full research/informative essay using the below format:
Provide a complete and detailed background of each committee (leadership, composition, subcommittees, scope, history, etc)
Briefly compare and contrast the two committees.
Identify what each committee is working on currently.
Explain why a Representative/Senator would want to be on each respective committee. How can they exercise power? What decisions can they influence?
Notes
You can emphasize different aspects of this assignment to your own style:
Maybe give in depth biographies of each member
or detail all the work they did in a given time frame
Be sure to cover each aspect, and always err on the side of more detail than less
organize the content. avoid mashing together members, history, and subcommittees, etc all in the same paragraph
GovTrack (Links to an external site.)
is a good website for committees. Use multiple sources
Avoid plagiarism
Essay is graded on structure, clarity of writing, and completeness of analysis
SAMPLE THESIS:
In order to understand the importance of Congressional committees, in-depth research presents an overview of two similar committees in the United States Congress. By informing on the _______ committee in the Senate and the ________ committee in the House, curious readers learn about the leadership, history, composition, function, and overall purpose of the committees and Congress as a whole.
.
Essay Format-Persuasive EssayIntroduction Paragraph with Thesis .docxrusselldayna
Essay Format-Persuasive Essay
Introduction Paragraph with Thesis Statement (Remember, the thesis statement will be the last line in this paragraph.)
What could make this invention any better? It is free for most shoppers, it is convenient for carrying materials, it is lightweight, and it has multiple purposes. These are some benefits of plastic shopping bags. According to Kinnelon Conserves.net, plastic bags are made from crude oil, which is heated and releases ethylene gas, leaving polyethylene as a byproduct (2018). This gel-like material is what makes plastic bags. Ever since its beginnings in the 1960s, plastic shopping bags can be seen in many places: in shopping carts, in trunks of cars, and in kitchens. Katherine Mangu-Ward states, “In 2010, Guinness World Records named plasticbagsthe most ubiquitous consumer item in the world” (2015). But, the problem is that we also see plastic bags floating in oceans and trapped inside aquatic organisms. So, the question becomes, do we ban plastic bags in all fifty states, or do we continue using them in shopping centers?
________________________________________________________________________
(Thesis)_Considering many factors, plastic bags should be banned from stores in all fifty states due to the negative effect they have on the environment when they are produced and after they are produced, along with the fact that many countries and cities have already successfully banned them and reaped the positive environmental benefits of doing so. __
Body Paragraph # 1
Topic Sentence : One reason lawmakers should ban plastic bags in all fifty states, is due to the negative environmental ramifications, when they are produced.
Major Supporting Detail # 1: __Plastic bags are made from an already depleting fossil fuel: oil, which takes thousands of years to form. Oil already has many uses, including being used for gasoline and diesel in vehicles and homes, jet fuel, and for roads and roofs, among many other uses. Eliminating plastic bags will make better use of this limited oil resource.
Evidence/Quote/Paraphrase—“Quotation Sandwich”
_ The Kinnelon Conserves website states that “five trillion plastic bags are produced each year, which accounts for .2% of the earth’s oil consumption each year…it takes 12 million barrels of oil just to make enough plastic bags for America!” That is a lot of wasted oil on a product we usually only use one time for about 15 minutes. Oil is already being used up at an alarming rate for energy, construction, and other types of plastics like for toys and many household items, so we should not waste it on one-use plastic bags, and further negatively affect our environment.
Major Detail # 2: _When we extract oil from our land to make plastic bags, we also release methane into the atmosphere, which traps heat, and increases global warming. So, oil extraction, also induces air pollution. __________________
Evidence/Quote/Paraphr.
Essay format APA Style of Writing. No less than 150 words per answ.docxrusselldayna
Essay format APA Style of Writing.
No less than 150 words per answer.
Need to be done by 8:00pm Oct. 14, 2013
Answer questions 1 through 4.
1) Why is it necessary to plan? How is most planning conducted?
2) Describe the differences between objectives, policies, procedures, and rules.
3) What are the three stages in the decision-making process?
4) Should a manager make planning decisions on the basis of gut instinct? Why or why not?
.
essay format that discuss all three has to be 3-4 pagesDiscus.docxrusselldayna
essay format that discuss all three has to be 3-4 pages
Discuss the importance of the following in understanding foreign policy in the opening decades of the 20th century- Immigration and the issues concerning the millions who came to america- their hopes and the many issues and questions it created such as assimilation and the ghetto; imperialism and colonialism- include the Spanish American war and philippine insurrection in your essay
-Compare and contrast Teddy Roosevelt and Woodrow Wilson- their personalities; values, leadership world view, and issues they faced
- Discuss the issues that moved America into WWI
.
Essay Exponents and PolynomialsWrite an essay of at least t.docxrusselldayna
Essay: Exponents and Polynomials
Write an essay of at least two-three pages in which explain and illustrate examples of the four mathematical operations on polynomials. Include addition, subtraction, multiplication, and division (synthetic and long division).
Use APA to write the essay, include citations and references, and send the homework to NetTutor for feedback. The rubric of essays will be used to evaluate the task.
.
Essay Exam #3 The essays generated by this assignment will be co.docxrusselldayna
Essay Exam #3
The essays generated by this assignment will be collected to demonstrate satisfaction of
General Studies Attribute 8: Cultural Awareness. The attribute states that students will be
able to:
*Demonstrate a fundamental knowledge of world geography within specific global issues.
*Demonstrate knowledge of major historical and contemporary events affecting ones’ culture
and other cultures.
*Compare beliefs, belief systems, and ideologies that may be different from their own.
*Develop insight into the nature of language and culture.
*Investigate the variety of human cultures and demonstrate an understanding of the ways in
which cultures have changed.
*Analyze global and cultural arguments, identifying the underlying premises.
Choose one of the following questions and answer using your book/notes. Do not use outside
sources.
4. In Tayeb Salih’s “The Doum Tree of Wad Hamid,” Salih draws on Sudanese oral culture
and the Western literary tradition to write about the experiences of the Arab world in the
wake of colonialism. How does Salih use folklore to represent the conflict between
modernity and tradition?
.
Essay ElectionVoting ReformWrite a 4 page essay in which y.docxrusselldayna
Essay: Election/Voting Reform
Write a 4 page essay in which you explore and critically assess the topic of election reform in the
United States and/or California. The essay must address at least one proposed or alternative electoral
reform that would change current election and/or voting practices.
In deciding what reform you choose to write on, you should explore the websites of various policy
think tanks, organizations, political parties, interest groups, and/or news sources that address the
topic of election/voting reform. Select at least one proposed electoral reform policy and write a 3-4
page paper analyzing the main points of the policy (or policies). Compare the proposed policy to
current US or state election policy. Critically analyze and discuss how the new policy will change
current election practices. Provide arguments as to whether the new policies will enhance or hinder
current election/voting practices, such as the level of democracy or citizen representation.
Assignment Requirements
1. The essay must be between three to four pages, but no more than four.
2. The essay must analyze at least one election/voting reform and include an argument supporting or
opposing the reform(s).
3. The argument of the essay must be based upon research and evidence. The essay must include
references to at least four sources in its analysis.
4. All secondary sources must be cited, including the proper formatting for website sources.
5. The essay must follow the “Essay Requirements” below.
Possible Topics
• Changes in redistricting practices (gerrymandering)
• Same Day Voter Registration or automatic voter registration.
• Changes in FCC (Federal Communications Commission) policy
• Instant Runoff Voting (IRV) or Ranked Choice Voting
• Proportional representation
• Electoral college reform
• Campaign finance reform
• No-fault absentee voting
• Early voting
• Mail-in voting
• Election Day as a holiday or time off for voting
• Voter's Bill of Rights
• Changes in Presidential Debates to allow third parties.
• Increase the size of the U.S. Senate or the House of Representatives
Possible points to include in your analysis.
• How will such electoral reforms improve the level of democracy, representation or citizen
participation?
• What issues will such reforms resolve?
• How will such reforms be put into practice?
• What laws need to change? Will it be necessary to change either the California Constitution or the
U.S. Constitution?
• Compare U.S. voting practices with the practices of other countries.
• Will the implementation of a particular reform lively improve voter turnout? (compare with other
countries or voting systems)
• Will such electoral reforms provide more or less democracy, equality, justice, freedom, and/or
representation? (provide reasons why this would be the case)
• What politicians support and/or oppose the election reforms and why?
• What political parties support and/or oppose election ref.
Essay contentWhere did your storypoetry come from What specif.docxrusselldayna
Essay content:
Where did your story/poetry come from? What specific things did you use from your Alien Anthropology, Creator’s Subject, or other course writing to generate the idea or subject of your story/poetry? How did you move from those original snippets of writing to a story/poetry idea to the story/poetry itself?
What discourse community does your work speak to, or for? What subject, issue, or conversation might your work contribute to within that discourse community? What might your work add to that conversation? Be as specific as possible, here; I’m looking for detail and insight into how your work fits into a larger, already ongoing conversation within an established discourse community.
Describe the most significant revisions you made in your work, and the thinking behind those revisions (why you made the craft choices that you did, what you were experimenting with, or what you hoped to accomplish through your revisions). One thing you could do for this subtopic is look back at the workshop responses you received, and describe how/why you did/did not use those responses.
Describe the craft elements in your work that give it the most impact, and what you were trying to accomplish by using those craft elements the way you did. (Suggestion: This is where you show off your knowledge of writing craft, so use vocabulary terms you’ve learned, and be detailed with them. I encourage you to look at the discussion posts on craft elements to examine and reflect on how your knowledge and skills with writing craft have evolved, and how your knowledge/skills of craft elements are illustrated in your creative work. You might also cite any reading assignments that helped you learn about specific craft elements in your own work.)
In general, how did the writing process work for you? What challenges did you face as you wrote and revised? What risks did you take? What did you learn from any “mistakes” you made? What worked well for you? (Suggestion: This is where you might use vocabulary terms and concepts about creativity that we covered in this course, going all the way back to the beginning of the course.)
Explain the specific revisions you would/will make to your final draft in order to complete it, and why you think these revisions would make your story/poetry complete and effective.
Can you imagine situations where skills in creative thinking/innovation might be useful or necessary in your academic discipline or career field? What concepts or skills from ENG 226 might you apply in those situations to help you solve a problem, answer a complicated question, or innovate a new idea or solution? (Suggestion: look through the readings, etc., from our first unit to find specific ideas, skills, activities, etc., that can help you address this question.)
Final revision poem (add 500 words)
“Life as a teen”
Every chance I get,
I use it to look at the trends,
I do not pay attention to issues that are political,
Neither do I associate myself wit.
Essay contains at least six pages and includes an introduction, bo.docxrusselldayna
Essay contains at least six pages and includes an introduction, body
paragraphs and a conclusion. Essay includes in-text citations and
references formatted according to APA guidelines. Mechanical or
grammatical errors do not impede or disrupt overall meaning. Below
are the references to pull the essay from.
for kizangila only
.
Essay at least 1 page each paper, APA, with references. 1). Clif.docxrusselldayna
Essay at least 1 page each paper, APA, with references.
1). Clifford Stoll — lecturer, computer security expert, and author of
Silicon Snake Oil: Second Thoughts on the Information Superhighway
— notes a wide gap between data and information. “The Internet has great gobs of data,” Stoll maintains, “and little, little information.”
2).
A debate is raging at the IT consulting firm where you work. Some staff members believe that it is harder for experienced analysts to learn object-modeling techniques, because the analysts are accustomed to thinking about data and processes as separate entities. Others believe that solid analytical skills are easily transferable and do not see a problem in crossing over to the newer approach.
.
ESSAY CHOICE 1Develop a communication strategy to resolve confli.docxrusselldayna
ESSAY CHOICE 1
Develop a communication strategy to resolve conflict in the work environment.
One of the key challenges for managers is to find adaptive communication strategies that create an open, enabling work culture. Management have asked you to develop a communication strategy to improve staff morale following a meeting highlighting entrenched conflict in the workplace. Management is supportive of positive resolution and reluctant to lose staff members.
Management perceive that the conflict is the result of:
· discrimination issues due to diverse workplace
· harassment / bullying issues
· power issues.
The critical analysis of the work environment and the resultant communication strategy will demonstrate your understanding of:
· structural issues (mechanistic or organic structure or a hybrid of both)
· cultural ethos of the organisation (receptivity of management, acceptance of diversity, openness to innovation)
· characteristics of prevailing work culture of the organisation (e.g. embracive work culture and adaptivity of management)
· work relationship issues such as interpersonal and group communication
· ethical and legal best practice.
Select an organisation that you thoroughly investigated (minimum of twenty staff). This might be an organisation where you have worked. However, this organisation must be large enough and sufficiently complex to sustain a detailed analysis of these important conflict issues.
However, focus only on those elements that are most appropriate to the development of a communication strategy to improve staff morale.
At least six scholarly sources must be submitted. Referencing should be in either the Harvard or APA referencing system.
There is an excellent guide to referencing styles available through the Griffith University library website. Further guidelines and Criteria Sheet are available through the unit website.
Essays should be double spaced (or at least 1.5 minimum) using 12pt Times or the equivalent (eg. 11pt Arial) and presented as doc or docx files.
Always attach a completed Assignment Cover Sheet, available through the Assessment information on the course website.
BIZ102 Assessment 1 Brief Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 1: Emotional Intelligence
Individual/Group Individual
Length 600 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 2.2 (week 4)
Weighting 15%
Total Marks 100 marks
Context
A key to self-directed learning is r.
Essay Assignments Topic (How Should I be Governed d.docxrusselldayna
Essay Assignments
Topic: (How Should I be Governed during Ancient Greek Era)
ERA/Civilization:
The Classical Greek Period (Greek Political Thought: Plato and Aristotle)
"Great Question" to be answered and analyzed in the essay:
How should I be governed?
- The paper will argue how the people of the era/civilization (Ancient Greek)
answered the particular great question (How should I be governed?).
- All papers must carry a working thesis. This is not simply a report of different
historical perspectives, but a careful analysis and synthesis of the research you
conduct.
- Your final essay will include a title page and bibliography. The essay itself should
be no less than 2400 words and no more than 10 pages.
Note: introduction and Bibliography is already written, please see
attached file. Please continue writing the paper using this file.
ALL WRITTEN WORK TURNED IN FOR CORE HISTORY MUST FOLLOW THESE
BASIC RUBRICS:
• Typed work (word processor), neat and legible, 81/2” x 11” paper 1” margins
all sides
• Times New Roman font, 12 pt.
• Use Footnotes as opposed to endnotes
• All citations must conform to the Chicago Manual of Style
• Use only permitted sources.
- Papers must cite no fewer than FIVE scholarly sources, including at least THREE
primary sources approved by the instructor.
- Permitted secondary sources: Printed works that are scholarly (that is, peer-
reviewed) are the only permitted secondary sources. Peer-reviewed print journals
that are available electronically through library databases are included among
permitted sources. NO OTHER ELECTRONIC SOURCES are permitted Your
instructor may, at his/her discretion, reject or fail any paper that has used one or
more non-permitted sources.
Evidence of academic dishonesty or plagiarism on any part of the assignments will
result in failure of the course and referral to the dean for expulsion.
Essay Grading Rubric
1. Strong Thesis Statement - Is argued coherently and forcefully throughout
the paper. Includes appropriate introductory and concluding paragraphs. The
entire body of the paper is argument driven.
2. Use of Appropriate Scholarly Secondary Sources and Primary Sources -
There is depth and breadth to the research. No false citations. N0 fluff added
to bibliography.
3. Correct use of historical facts and examples to further the argument -
Paper does not give incorrect information, all facts serve the argument and
are not used as mere filler, historical context is maintained.
4. Mechanics and Grammar - No grammatical or spelling errors, proper
formatting, formality of language.
5. Adheres to assignment instructions - Chicago Manual of Style, Word
Count, etc.
Complex Regional Pain Disorder
White Male With Hip Pain
BACKGROUND
This week, a 43-year-old white male presents at the office with a chief complaint of pain. He is assisted in his ambulation with a set of crutches. At the b.
Essay Assignment Students are tasked with completing an e.docxrusselldayna
Essay Assignment
:
Students are tasked with completing an essay assignment from a list of 3 potential topics.
- Topic #1:
Culture
– Over the past couple of months, people all over the world have had to undertake ‘social distancing’ which has seen contact even between close family members seriously curtailed, if not prohibited, outside of their homes. This has meant that many of the cultural rituals that have historically punctuated and gave meaning to our lives have had to be delayed, modified or cancelled altogether. This has included birthdays, graduations, weddings and funerals in addition to various religious celebrations that happen daily, weekly, annually or otherwise. How have you had to modify, delay or cancel cultural activities over this time and what, if anything, have you learned about the meaning/significance of these events as a result? How might have ‘social distancing’ practices affected other groups or cultures differently from what you have experienced? To what extent do you feel virtual participation can replace physical presence at cultural events?
Topic #2:
political Economy
– The Covid-19 pandemic has forced governments around the world, including Canada’s, to make interventions into their economies in ways which may have never seemed possible just a few months ago. This has included paying most of the wages of workers in private enterprises, curtailing the legal rights of landlords to evict or punish their renters, and closing large parts of their economies altogether. This has happened in countries who perceive themselves to be in favour of a limited role of government, such as the United States, and others which are officially socialist, such as China. What have these actions taught you about the differences in the political and economic ideologies of countries? Have your opinions on what the role of the ‘state’ should be in the economies of countries?
Topic #3:
Trade
– The Covid-19 pandemic has illustrated how interconnected the world is with respect to the trade in goods and the flow of people. While countries, such as Canada, have closed their borders to all but essential travel by people, they have remained open to trade. While people have been required to ‘stay home’ and even ‘shelter in place’, Amazon has had to hire 100,000 workers to keep the flow of goods moving internationally. How has international trade assisted in the international response to the pandemic? Has this strengthened the arguments in favour of international trade? What, if any, weaknesses in the global trading system has the pandemic identified?
Marks for the essay assignment are awarded as followed:
Use of Course Materials and Additional Research - 5 marks
Students are required to support their arguments by referencing materials from both within and outside of the course
3500-3600 words (7 pages long single spaced with 1” margins and 12 point font) Students are expected to conduct a significant amount of research Per.
essay assignmentTechnology and Education”How have new tec.docxrusselldayna
essay assignment
“Technology and Education”
How have new technologies had an impact on education? What impact might they have the future? While change can always have both positive and negative effects, has the impact of specific technologies on education been
mostly
positive or
mostly
negative, and for whom? To have a more specific and focused paper, choose a specific type of technology
and
a specific level of education (primary, high school, college).
Sample Topics/Ideas for the Technology and Education Option:
Should more assistive/adaptive technology for people with disabilities be incorporated into schools? What schools would most benefit from greater assistive technologies? Why are these technologies important?
Should teachers incorporate social media/cell phones/computers into the classrooms? Are these new methods of communication a neglected and vital resource that most teachers are simply too old-fashioned to take advantage of? Or are they mostly a dangerous distraction?
How important is it for students to have technology in the classroom? Is it
essential
to a modern student’s education, or are there more important things on which we should spend our education budget?
Essay Structure:
Introduction: includes background and context—makes the reader interested in your topic
Thesis: your main claim
Body Paragraphs (as many as you need, but at least 3 or 4): research and support for each of your claims and reasons, explanation and support for your assumptions, answers to possible objections (counterarguments).
Conclusion: review major points, a summary of what you learned, and/or a call to action and possible solutions.
Essay Requirements:
4-5 pages in length, and at 1200 words (minimum). MLA format, 12 pt. Times New Roman font.
At least 3 different outside sources, all sources MUST be quoted and cited. No individual quotes may be longer than 4 lines. No block quotations are permitted.
.
Essay Assignment – A Textual Analysis of the Royal Proclamation of 1.docxrusselldayna
Essay Assignment – A Textual Analysis of the Royal Proclamation of 1763
Introduction
:
With the conclusion of the Seven Years War, Great Britain became the dominant power in North America. However, having taken over French colonial possessions, the British were not welcomed by many of the First Nations who had been allied with the French (review Pontiac’s War). In order to establish peaceful relationships with the First Nations (and the French settlers), the British negotiated with the First Nations that resulted in the Royal Proclamation of 1763 – which ended the hostilities, for the most part, between the British and the First Nations. This document, the Proclamation, is an enormously important document in Canadian history and its significance reverberates into modern days as First Nations continue to rely on the document when making legal claims about land ownership.
For this assignment, the Learning Objectives are:
• The Reading of excerpts of a primary document/historical document (the Proclamation)• The Contextualizing of said document, taking a British and First Nations’ perspective of the time and formulating your own stance/viewpoint• The Researching and incorporating of one secondary source related to this topic
Prompt Questions:
Write an essay that incorporates and answers the following questions:
Who benefited most from the issuance of the Royal Proclamation? European settlers or First Nations?
Why did the Proclamation of 1763 contribute to a “souring of the relationship” between Great Britain and her subjects (British settlers) in the thirteen colonies?
The document appears to show great concern for the welfare of First Nations. To what extent was this document designed with the intention of supporting and protecting the interests of the indigenous peoples?
Context
:
At the end of the Seven Years’ War in 1763, France surrendered Canada and much of the Ohio and Mississippi valleys—two-thirds of eastern North America—to England. The British Proclamation of 1763 "preserved to the said Indians" the lands west of the Appalachian Mountains and ordered white settlers "there forthwith to remove themselves from such Settlements," forbade white settlement, and restricted commerce with the American Indians to traders licensed by the British government, requiring settlers to "take out a License for carrying on such Trade from the Governor or Commander in Chief of any of Our Colonies respectively." Power over westward expansion was in the hands of British officials, outside the colonists’ control. By preventing the colonial population from moving inland the British ministry hoped to avoid costly wars, protect the western fur trade, and keep western land speculation under the control of the crown. To enforce the proclamation, Britain authorized positioning 10,000 troops along the frontier, with the costs of 250,000 pounds sterling per year to be paid by the colonists. The British settlers, who looked at the new land as an opportunit.
Essay Arugment on Julius Caesar play. essay question is 2In.docxrusselldayna
Essay Arugment on Julius Caesar play. essay question is:
2
In
Julius Caesar
, there are no moral absolutes: no character is entirely good or entirely bad.
Throughout the play, Julius Caesar, it is evident that Marcus Brutus is entirely good proving the statement there are no moral absolutes in the play to be false. The only action that Brutus does that is perceived as “bad” is justifiable, rendering it as “good.” With no other bad action or thing done by Brutus in the rest of the play, Brutus is irrefragably entirely good. The only action that Brutus does that was perceived as bad was the assassination of Julius Caesar. This action, however, is actually not bad and is a good action as it was justifiable. The reason that Brutus killed Julius Caesar was not for personal gain and was for the benefit of Rome. Brutus clearly exhibits that he did not kill Caesar for personal reasons in the line, “It must be by his death And for my part I know no personal cause to spurn at him…” Due to Brutus having a justifiable reason for killing Caesar that is “good” and is of benefit to others and not just Brutus, then the action of killing Caesar is a good one. The argument could be brought up that murder is never justifiable, and therefore Brutus is not entirely good. The argument that murder is never justifiable does not apply to more ancient times when the play is set and is thus not relevant to the play. This is to killing being more acceptable in ancient times than in modern times of which this notion originates from particularly due to a very violent 20
th
century. Therefore, as Brutus’ only action that is perceived as “bad” is actually good, and he has no other bad actions in the play, then Brutus is entirely good. Thus, the statement that there are no moral absolutes in Julius Caesar is incorrect as exhibited by Marcus Brutus.
.
Essay Assignment #3Required length 5-7 pages, not including th.docxrusselldayna
Essay Assignment #3
Required length: 5-7 pages, not including the Works Cited
This assignment requires students to use the ideas from our readings to develop a research project on the experiences of the children of immigrants and college in the United States. Your purpose in Assignment #3 is to devise your own argument about your chosen subject and to support your argument using various sources (and your own ethnographic research if you would like to). This assignment requires you to identify a specific topic on your own and to do library research (and ethnographic research) in developing your argument: you must include direct citations from at least one (1) course reading and at least three (3) sources from the library databases. It is optional to use your own ethnographic research. In your essay, you should formulate a clear and focused thesis and provide a detailed account of your evidence.
As mentioned earlier, this assignment is to be driven largely by your own research and thinking. You should be doing library research as you write, not after you’ve completed a first draft. Research and writing are thoroughly connected. Your research process will involve reading, thinking, taking notes, and perusing the databases and other sources until you have figured out what you want to write. Then, as you continue writing, you should go back into the research process again to get new ideas or to find additional sources. Sometimes your argument shifts or changes as you find new sources, and this is a good sign that you are doing research-based writing correctly. Don’t be afraid to change direction in writing the first draft—you can always improve or clarify your draft in your revision process.
Remember that, in a short paper like this, you cannot write something meaningful about all aspects of the experiences of the children of immigrants and college in the United States, but you can make a significant argument about one or two issues in connection with this topic.
In Essay 3, you need to develop your own argument in connection with the experiences of the children of immigrants and college in the United States. You may pursue any argumentative angle that you would like. You may want to consider some of the topics raised by the authors that we read:
· Parental expectations/influence regarding education, college major, career choice
· Other influences on students’ pursuit of a college degree, choice of major/career
· Connection between parents’ work situation/financial status/work ethic and the choice to pursue a college education Comment by Zahraa Alquraini: I choose this topic
· Differences in educational attainment among different second-generation immigrant populations
· Reasons for a particular second-generation immigrant population’s high (or low) educational attainment
· Obstacles some second-generation individuals experience regarding going to college (such as poor high school education, lack of parental educational attainment, lack of .
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Essay #2 Instructions For Essay #2 you will need to choos.docx
1. Essay #2 Instructions
For Essay #2 you will need to choose ONE of the two options
listed below, related to Chapter 12 and
Chapter 14 (respectively), and write an essay addressing the
topic.
Option 1: You are working for a weight-loss clinic. The clinic
management has decided that they want to
develop a new obesity treatment based on brain plasticity and
modifying the hypothalamus. What brain
areas would the company target to control obesity? Why is this
not a good idea?
Option 2: Considering the symptoms of Wernicke's Aphasia,
Broca's Aphasia, and Anomia, which would
be most difficult for a patient? Which would be most difficult
for a caregiver? What specific symptoms
would cause difficulty?
Your essay should be based primarily on information from the
class textbook and other assigned
materials. Other sources may be used sparingly. All sources
(including the textbook and assigned
class materials) should be cited using correct APA style and you
should include an APA style
reference page following your essay (even if it only has one
reference).
Submit your assignment as a Word (.doc or .docx) file; other
formats are not acceptable. Your response
should be about 500 words (450-550, not counting citations),
2. typed using Time New Roman 12 point
font, with 1-inch margins. The text should be left aligned with a
right ragged edge and double spaced
throughout. NO direct quotes are permitted; all information
should be correctly paraphrased.
Use the automatic numbering feature of Word to add right
aligned page numbers in the header of your
document. Do not include a title page. On the first line of the
first page, type your name (no other
information required; not included in the word count). On the
next line, type the topic you’ve chosen
(option 1 or option 2; not included in the word count). Begin
your response on the next line and type your
response. The last page of your document should include your
APA-style reference section (not included
in word count). A submission that fails to include citations and
reference(s) constitutes plagiarism; see
below. Save your as LastnameF_3106_Essay2.docx (where you
substitute your last name and the first
initial of your first name). Upload the file in eLearning before
10AM on Monday, May 4, 2020.
Plagiarism
Plagiarism is presenting someone else's work as your own.
Many students are not aware that there are
different types of plagiarism. You are responsible for being
familiar with the following information
regarding plagiarism as it relates to your work in this class.
Intentional plagiarism involves knowingly and deliberately
presenting someone else’s work or ideas
3. as your own. Copying work from a website is an example of
intentional plagiarism. Copying work from
the textbook is an example of intentional plagiarism. Copying
work from another student is an example of
intentional plagiarism. Engaging in plagiarism is a violation of
the Savannah State University Code of
Conduct instances of intentional plagiarism in this class will be
handled as academic dishonesty.
Unintentional plagiarism occurs when you fail to give proper
credit for someone else's ideas or
work even if you did not intend to present them as your own.
Writers sometimes do this without being
aware of it, when they fail to follow proper scholarly
procedures for citation. To avoid unintentional
plagiarism, it is important to remember that you must give
credit to all of the original sources of
information that influence your work, including direct quotes as
well as paraphrased material.
• Generally, direct quotations should be used sparingly;
typically, only in cases where the exact
phrasing of the original material is crucial to your point. When
including direct quotes of fewer than
40 words, use quotation marks around the words you are
borrowing directly and provide an
appropriate citation in APA style. Direct quotations that are 40
words or longer should be placed in a
free-standing block of typewritten lines without quotation marks
and be accompanied by an
4. appropriate citation in APA style. NOTE: You may not include
direct quotations in your work for
this class.
• Paraphrasing means restating information from original
sources in your own words using your own
syntactical structure. When paraphrasing, it is important to
make sure that you are doing so
appropriately. Inappropriate paraphrasing probably is the most
common type of unintentional
plagiarism. It occurs when an author only makes cosmetic
changes to the source text, such as using
synonyms to replace one or two words, rearranging the order of
the original text, using passive
instead of active voice, or changing the verb tense. You should
work hard to make sure you are
paraphrasing appropriately in all of the work submitted for this
class.
As you have been instructed to include citations and references,
the content of essays that do not
include both APA style citations and APA style references will
not be scored and a score of 0 will be
assigned. Including direct quotes and instances of unintentional
plagiarism will result in reduced scores
for the submitted work. More than two instances will result in a
maximum of 50% earned credit on the
assignment.
The scoring rubrics for the two options appear on the pages that
follow.
5. Option 1: Obesity Essay Rubric
Obesity Essay Exemplary Average Fair Poor
Missing/Unacceptable
Development of Ideas
50%
How clear and
focused is the essay?
How well does the
writer know the
topic? Is there a clear
main idea?
Response correctly
describes brain areas
believed involved in
controlling eating
behaviors. • Lateral
hypothalamus believed to
initiate feeding behavior. •
Lesioning LH would
prevent eating. •
Ventromedial
hypothalamus believed to
generate satiety signals. •
Stimulating VH would
prevent eating. • Evidence
disproves these ideas.
Response correctly
describes some brain areas
believed involved in
6. controlling eating
behaviors. • Lateral
hypothalamus believed to
initiate feeding behavior. •
Lesioning LH would
prevent eating. •
Ventromedial
hypothalamus believed to
generate satiety signals. •
Stimulating VH would
prevent eating. • Evidence
disproves these ideas.
Response correctly describes
brain areas believed involved
in controlling eating
behaviors. • Lateral
hypothalamus believed to
initiate feeding behavior.•
Lesioning LH would prevent
eating. • Ventromedial
hypothalamus believed to
generate satiety signals. •
Stimulating VH would
prevent eating. • Fails to state
later evidence disproves these
ideas.
Response fails to
describe brain areas
believed involved in
controlling eating
behaviors. • Lateral
hypothalamus believed
to initiate feeding
behavior. • Lesioning
7. LH would prevent
eating. • Ventromedial
hypothalamus believed
to generate satiety
signals. • Stimulating
VH would prevent
eating. • Fails to state
later evidence disproves
these ideas.
Unrelated to the topic or
missing
Organization 10%
Is the essay well
structured? Does the
organization enhance
understanding? How
well are transitions
used? Are the
introduction and
conclusion clear?
Organization is effective
and supports the logical
flow of the response. •
Transitions effectively
connect concepts. • May
contain an effective
introduction and/or
conclusion.
Organization is clear and
appropriate. • Transitions
appropriately connect
concepts. • May contain an
8. appropriate introduction
and/or conclusion.
Organization is skeletal or
otherwise limited, which may
detract from the reader’s
ability to follow the response.
• Some simple or basic
transitions are used, but they
do not necessarily support the
response. • May contain a
minimal introduction and/or
conclusion.
Response lacks a clear
sense of direction. •
Transitions are lacking
or do not help the reader
follow the essay. • Both
the introduction and
conclusion are minimal
and/or absent.
Incomprehensible or
missing
Conventions 10%
Is the essay well-
edited? Does the
writer use a wide
variety of conventions
that enhance the text?
How much do errors
interfere with
meaning?
9. Demonstrates
sophistication and skill
with a wide variety of
conventions. • Response
may contain minor editing
errors in grammar,
spelling, punctuation, or
sentence construction. •
Errors do not interfere with
the reader’s understanding.
Demonstrates adequate
control over a variety of
conventions. • Response
may contain some errors in
grammar, spelling,
punctuation, and/or
sentence construction. •
Most errors do not interfere
with the reader’s
understanding.
Although basic conventions
may be mostly controlled,
overall the response
demonstrates inconsistent
control over conventions.
Response may not use a
variety of conventions (or
only basic conventions may
be used.) • Response may
contain a substantial number
of errors in grammar, spelling,
punctuation, and/or sentence
construction. • Some errors
10. interfere with the reader’s
understanding.
Demonstrates a lack of
control over basic
conventions. • Response
may contain a large
number of errors in
grammar, spelling,
punctuation, and/or
sentence structure OR
the errors are severe. •
Errors interfere with the
reader’s understanding
OR the response is
minimal with a density
of errors.
Complete disregard for
conventions or missing
Option 1: Obesity Essay Rubric continued
Obesity Essay Exemplary Average Fair Poor
Missing/Unacceptable
Voice 10%
Is the writer’s voice
distinctive? Does the
voice enhance the
essay? Does the essay
beg to be read aloud?
11. Is the voice
appropriate for the
audience (not too
formal or informal)?
Voice is appropriately
authoritative indicating a
high level of comfort with
the material. • Words used
are precise and well-
chosen. • Sentences are
varied and have a natural
fluidity.
Voice is appropriate and
clear. • Word choice is
appropriate to the subject
matter and functional. •
Sentences are appropriate
and varied, making the
response easy to read.
Voice may be artificial or
uneven. • Word choice may be
correct for the subject matter,
but original material be
limited or may demonstrate a
limited vocabulary range. •
Sentences may be choppy,
rambling, or repetitive in a
way that limits fluency.
Voice may be lacking or
inappropriate. • Original
12. word choices may be
simplistic, vague,
inappropriate, or
incorrect. • Sentences
may be limited in variety
or be comprised of
awkward fragments or
run-ons which produce a
halting voice.
Complete disregard for
appropriate voice or
missing
Focus and Coherence
15%
The extent to which
the document
establishes and
maintains a
controlling idea or
bottom line, and an
understanding of
purpose and
audience, and
completes all parts of
the task.
Response persuasively
justifies its conclusions
through logic, examples,
and illustrative language.
References to concepts,
theories, etc. effectively
13. demonstrate a strong
command of the
biopsychology of obesity.
Response justifies its
conclusions through some
combination of logic,
examples, and illustrative
language. References to
concepts, theories, etc.
effectively demonstrate a
good command of the
biopsychology of obesity.
Response provides some
justification for its
conclusions.
Some combination of logic,
examples, and illustrative
language are present but are
inconsistent or somewhat
ineffective. References to
concepts, theories, etc.
effectively demonstrate a
partial command of the
biopsychology of obesity.
Response provides no
significant justification
for its conclusions.
Logic, examples, and
illustrative language are
absent, inconsistent,
and/or ineffective.
References to concepts,
theories, etc. effectively
14. demonstrate a weak
grasp of the
biopsychology of
obesity.
Complete lack of focus
and coherence or missing
Following
Instructions 5%
Follows all instructions Failed to follow 1-2
instructions
Failed to follow 3-4
instructions
Failed to follow 5-6
instructions
Fails to follow more than
6 instructions.
Option 2: Aphasias Essay Rubric
Aphasias Essay Exemplary Average Fair Poor
Missing/Unacceptable
Development of Ideas
50%
How clear and
focused is the essay?
15. How well does the
writer know the
topic? Is there a clear
main idea?
Response correctly
identifies key symptoms in
each disorder and relates
those symptoms to the
communication between
patient and caregiver. •
Wernicke’s Aphasia
represents a lack of
comprehension •
Wernicke’s Aphasia
patients are not aware of
their communication
difficulty • Wernicke’s
Aphasia patients expect
caregivers to understand
them • Broca’s Aphasia
patients are unable to
produce fluent speech •
Broca’s Aphasia patients
are aware of their
communication difficulty •
Broca’s Aphasia patients
understand caregivers are
not receiving information •
Anomia patients have
trouble with word-finding •
Anomia patients are aware
of their communication
difficulty • Anomia
patients and caregivers can
find work-arounds for
16. missing words
Response correctly
identifies key symptoms in
referenced disorders and
relates those symptoms to
the communication between
patient and caregiver. •
Wernicke’s Aphasia
represents a lack of
comprehension •
Wernicke’s Aphasia
patients are not aware of
their communication
difficulty • Wernicke’s
Aphasia patients expect
caregivers to understand
them • Broca’s Aphasia
patients are unable to
produce fluent speech •
Broca’s Aphasia patients
are aware of their
communication difficulty •
Broca’s Aphasia patients
understand caregivers are
not receiving information •
Anomia patients have
trouble with word-finding •
Anomia patients are aware
of their communication
difficulty • Anomia patients
and caregivers can find
work- arounds for missing
words
Response correctly identifies
17. some symptoms in
referenced disorders and
relates those symptoms to
the communication between
patient and caregiver. •
Wernicke’s Aphasia
represents a lack of
comprehension • Wernicke’s
Aphasia patients are not
aware of their
communication difficulty •
Wernicke’s Aphasia patients
expect caregivers to
understand them • Broca’s
Aphasia patients are unable
to produce fluent speech •
Broca’s Aphasia patients are
aware of their
communication difficulty •
Broca’s Aphasia patients
understand caregivers are not
receiving information •
Anomia patients have
trouble with word-finding •
Anomia patients are aware of
their communication
difficulty • Anomia patients
and caregivers can find
work- arounds for missing
words
Response fails to identify
key symptoms in referenced
disorders and/or fails to
relate those symptoms to the
communication between
18. patient and caregiver. •
Wernicke’s Aphasia
represents a lack of
comprehension • Wernicke’s
Aphasia patients are not
aware of their
communication difficulty •
Wernicke’s Aphasia patients
expect caregivers to
understand them • Broca’s
Aphasia patients are unable
to produce fluent speech •
Broca’s Aphasia patients are
aware of their
communication difficulty •
Broca’s Aphasia patients
understand caregivers are
not receiving information •
Anomia patients have
trouble with word-finding •
Anomia patients are aware
of their communication
difficulty • Anomia patients
and caregivers can find
work- arounds for missing
words
Unrelated to the topic
or missing
Organization 10%
Is the essay well
structured? Does the
organization enhance
understanding? How
well are transitions
19. used? Are the
introduction and
conclusion clear?
Organization is effective
and supports the logical
flow of the response. •
Transitions effectively
connect concepts. • May
contain an effective
introduction and/or
conclusion.
Organization is clear and
appropriate. • Transitions
appropriately connect
concepts. • May contain an
appropriate introduction
and/or conclusion.
Organization is skeletal or
otherwise limited, which
may detract from the
reader’s ability to follow the
response. • Some simple or
basic transitions are used,
but they do not necessarily
support the response. • May
contain a minimal
introduction and/or
conclusion.
Response lacks a clear sense
of direction. • Transitions
are lacking or do not help
the reader follow the essay. •
20. Both the introduction and
conclusion are minimal
and/or absent.
Incomprehensible or
missing
Option 2: Aphasias Essay Rubric continued
Aphasias Essay Exemplary Average Fair Poor
Missing/Unacceptable
Conventions 10%
Is the essay well-
edited? Does the
writer use a wide
variety of conventions
that enhance the text?
How much do errors
interfere with
meaning?
Demonstrates
sophistication and skill
with a wide variety of
conventions. • Response
may contain minor editing
errors in grammar,
spelling, punctuation, or
sentence construction. •
Errors do not interfere with
the reader’s understanding.
21. Demonstrates adequate
control over a variety of
conventions. • Response
may contain some errors in
grammar, spelling,
punctuation, and/or
sentence construction. •
Most errors do not interfere
with the reader’s
understanding.
Although basic conventions
may be mostly controlled,
overall the response
demonstrates inconsistent
control over conventions.
Response may not use a
variety of conventions (or
only basic conventions may
be used.) • Response may
contain a substantial number
of errors in grammar,
spelling, punctuation, and/or
sentence construction. •
Some errors interfere with
the reader’s understanding.
Demonstrates a lack of
control over basic
conventions. • Response
may contain a large number
of errors in grammar,
spelling, punctuation, and/or
sentence structure OR the
errors are severe. • Errors
22. interfere with the reader’s
understanding OR the
response is minimal with a
density of errors.
Complete disregard for
conventions or missing
Voice 10%
Is the writer’s voice
distinctive? Does the
voice enhance the
essay? Does the essay
beg to be read aloud?
Is the voice
appropriate for the
audience (not too
formal or informal)?
Voice is appropriately
authoritative indicating a
high level of comfort with
the material. • Words used
are precise and well-
chosen. • Sentences are
varied and have a natural
fluidity.
Voice is appropriate and
clear. • Word choice is
appropriate to the subject
matter and functional. •
Sentences are appropriate
and varied, making the
response easy to read.
23. Voice may be artificial or
uneven. • Word choice may be
correct for the subject matter,
but original material be
limited or may demonstrate a
limited vocabulary range. •
Sentences may be choppy,
rambling, or repetitive in a
way that limits fluency.
Voice may be lacking or
inappropriate. • Original
word choices may be
simplistic, vague,
inappropriate, or
incorrect. • Sentences
may be limited in variety
or be comprised of
awkward fragments or
run-ons which produce a
halting voice.
Complete disregard for
appropriate voice or
missing
Focus and Coherence
15%
The extent to which
the document
establishes and
maintains a
24. controlling idea or
bottom line, and an
understanding of
purpose and
audience, and
completes all parts of
the task.
Response persuasively
justifies its conclusions
through logic, examples,
and illustrative language.
References to concepts,
theories, etc. effectively
demonstrate a strong
command of language
physiology and
communication.
Response justifies its
conclusions through some
combination of logic,
examples, and illustrative
language. References to
concepts, theories, etc.
effectively demonstrate a
good command of language
physiology and
communication.
Response provides some
justification for its
conclusions.
Some combination of logic,
examples, and illustrative
language are present but are
25. inconsistent or somewhat
ineffective. References to
concepts, theories, etc.
effectively demonstrate a
partial command of language
physiology and
communication.
Response provides no
significant justification
for its conclusions.
Logic, examples, and
illustrative language are
absent, inconsistent,
and/or ineffective.
References to concepts,
theories, etc. effectively
demonstrate a weak
grasp of language
physiology and
communication.
Complete lack of focus
and coherence or missing
Following
Instructions 5%
Follows all instructions Failed to follow 1-2
instructions
Failed to follow 3-4
instructions
Failed to follow 5-6
instructions
26. Fails to follow more than
6 instructions.
What Political Institutions Does Large-Scale Democracy
Require?
Author(s): Robert A. Dahl
Source: Political Science Quarterly, Vol. 120, No. 2 (Summer,
2005), pp. 187-197
Published by: The Academy of Political Science
Stable URL: https://www.jstor.org/stable/20202514
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The Academy of Political Science is collaborating with JSTOR
27. to digitize, preserve and
extend access to Political Science Quarterly
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2020 15:52:51 UTC
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What Political Institutions
Does Large-Scale
Democracy Require?
ROBERT A. DAHL
What does it mean to say that a country is governed democrati
cally? Here, we will focus on the political institutions of
democracy on a large
scale, that is, the political institutions necessary for a
democratic country. We
are not concerned here, then, with what democracy in a very
small group might
require, as in a committee. We also need to keep in mind that
every actual de
mocracy has always fallen short of democratic criteria. Finally,
we should be
aware that in ordinary language, we use the word democracy to
refer both to
a goal or ideal and to an actuality that is only a partial
attainment of the goal.
For the time being, therefore, I'll count on the reader to make
the necessary
distinctions when I use the words democracy, democratically,
democratic gov
ernment, democratic country, and so on.1
28. How Can We Know?
How can we reasonably determine what political institutions
are necessary for
large-scale democracy? We might examine the history of
countries that have
changed their political institutions in response, at least in part,
to demands for
broader popular inclusion and effective participation in
government and politi
1 Political arrangements sound as if they might be rather
provisional, which they could well be in a
country that has just moved away from nondemocratic rule. We
tend to think of practices as more
habitual and therefore more durable. We usually think of
institutions as having settled in for the long
haul, passed on from one generation to the next. As a country
moves from a nondemocratic to a demo
cratic government, the early democratic arrangements gradually
become practices, which in due time
turn into settled institutions. Helpful though these distinction
may be, however, for our purposes it will
be more convenient if we put them aside and settle for
institutions.
ROBERT A. DAHL is Sterling Professor Emeritus of Political
Science, Yale University. He has pub
lished many books on democratic theory and practice, including
A Preface to Democratic Theory (1956)
and Democracy and Its Critics (1989). This article was adapted
from his recent book, On Democracy,
Yale University Press.
Political Science Quarterly Volume 120 Number 2 2005 187
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188 I POLITICAL SCIENCE QUARTERLY
FIGURE 1
What Political Institutions Does Large-Scale Democracy
Require?
Large-scale democracy requires:
1. Elected officials
2. Free, fair, and frequent elections
3. Freedom of expression
4. Alternative sources of information
5. Associational autonomy
6. Inclusive citizenship
cal life. Although in earlier times those who sought to gain
inclusion and partici
pation were not necessarily inspired by democratic ideas, from
about the eigh
teenth century onward they tended to justify their demands by
appealing to
democratic and republican ideas. What political institutions did
they seek, and
what were actually adopted in these countries?
Alternatively, we could examine countries where the
government is gener
ally referred to as democratic by most of the people in that
country, by many
persons in other countries, and by scholars, journalists, and the
30. like. In other
words, in ordinary speech and scholarly discussion the country
is called a de
mocracy.
Third, we could reflect on a specific country or group of
countries, or per
haps even a hypothetical country, in order to imagine, as
realistically as possi
ble, what political institutions would be required in order to
achieve democratic
goals to a substantial degree. We would undertake a mental
experiment, so to
speak, in which we would reflect carefully on human
experiences, tendencies,
possibilities, and limitations and design a set of political
institutions that would
be necessary for large-scale democracy to exist and yet feasible
and attainable
within the limits of human capacities.
Fortunately, all three methods converge on the same set of
democratic
political institutions. These, then, are minimal requirements for
a democratic
country (Figure 1).
The Political Institutions of Modern
Representative Democracy
Briefly, the political institutions of modern representative
democratic govern
ment are
Elected officials. Control over government decisions about
policy is consti
31. tutionally vested in officials elected by citizens. Thus modern,
large-scale
democratic governments are representative.
Free, fair and frequent elections. Elected officials are chosen in
frequent and
fairly conducted elections in which coercion is comparatively
uncommon.
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POLITICAL INSTITUTIONS AND DEMOCRACY | 189
Freedom of expression. Citizens have a right to express
themselves without
danger of severe punishment on political matters broadly
defined, includ
ing criticism of officials, the government, the regime, the
socioeconomic or
der, and the prevailing ideology.
Access to alternative sources of information. Citizens have a
right to seek
out alternative and independent sources of information from
other citizens,
experts, newspapers, magazines, books, telecommunications,
and the like.
Moreover, alternative sources of information actually exist that
are not un
der the control of the government or any other single political
group at
tempting to influence public political beliefs and attitudes, and
these alter
32. native sources are effectively protected by law.
Associational autonomy. To achieve their various rights,
including those re
quired for the effective operation of democratic political
institutions, citi
zens also have a right to form relatively independent
associations or organi
zations, including independent political parties and interest
groups.
Inclusive citizenship. No adult permanently residing in the
country and sub
ject to its laws can be denied the rights that are available to
others and are
necessary to the five political institutions just listed. These
include the right
to vote in the election of officials in free and fair elections; to
run for elec
tive office; to free expression; to form and participate in
independent politi
cal organizations; to have access to independent sources of
information;
and rights to other liberties and opportunities that may be
necessary to the
effective operation of the political institutions of large-scale
democracy.
The Political Institutions in Perspective
Ordinarily these institutions do not arrive in a country all at
once; the last two
are distinctly latecomers. Until the twentieth century, universal
suffrage was
denied in both the theory and practice of democratic and
33. republican govern
ment. More than any other single feature, universal suffrage
distinguishes mod
ern representative democracy from earlier forms of democracy.
The time of arrival and the sequence in which the institutions
have been
introduced have varied tremendously. In countries where the
full set of demo
cratic institutions arrived earliest and have endured to the
present day, the
"older" democracies, elements of a common pattern emerge.
Elections to a leg
islature arrived early on?in Britain as early as the thirteenth
century, in the
United States during its colonial period in the seventeenth and
eighteenth cen
turies. The practice of electing higher lawmaking officials was
followed by a
gradual expansion of the rights of citizens to express
themselves on political
matters and to seek out and exchange information. The right to
form associa
tions with explicit political goals tended to follow still later.
Political "factions"
and partisan organization were generally viewed as dangerous,
divisive, subver
sive of political order and stability, and injurious to the public
good. Yet be
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34. 190 I POLITICAL SCIENCE QUARTERLY
cause political associations could not be suppressed without a
degree of co
ercion that an increasingly large and influential number of
citizens regarded as
intolerable, they were often able to exist as more or less
clandestine associa
tions until they emerged from the shadows into the full light of
day. In the legis
lative bodies, what once were "factions" became political
parties. The "ins" who
served in the government of the day were opposed by the
"outs," or what in
Britain came to be officially styled His (or Her) Majesty's
Loyal Opposition.
In eighteenth-century Britain, the faction supporting the
monarch and the op
posing faction supported by much of the gentry in the
"country" were gradually
transformed into Tories and Whigs. During that same century
in Sweden, parti
san adversaries in Parliament somewhat facetiously called
themselves the Hats
and the Caps.2
During the final years of the eighteenth century in the newly
formed repub
lic of the United States, Thomas Jefferson, the vice president,
and James Madi
son, leader of the House of Representatives, organized their
followers in Con
gress to oppose the policies of the Federalist president, John
Adams, and his
secretary of the treasury, Alexander Hamilton. To succeed in
35. their opposition,
they soon realized that they would have to do more than oppose
the Federalists
in the Congress and the cabinet: they would need to remove
their opponents
from office. To do that, they had to win national elections, and
to win national
elections they had to organize their followers throughout the
country. In less
than a decade, Jefferson, Madison, and others sympathetic with
their views cre
ated a political party that was organized all the way down to
the smallest voting
precincts, districts, and municipalities, an organization that
would reinforce the
loyalty of their followers between and during election
campaigns and make
sure they came to the polls. Their Republican Party (soon
renamed Democratic
Republican and, a generation later, Democratic) became the
first popularly
based electoral party in the world. As a result, one of the most
fundamental and
distinctive political institutions of modern democracy, the
political party, had
burst beyond its confines in parliaments and legislatures in
order to organize
the citizens themselves and mobilize party supporters in
national elections.
By the time the young French aristocrat Alexis de Tocqueville
visited the
United States in the 1830s, the first five democratic political
institutions de
scribed above had already arrived in America. The institutions
seemed to him
36. so deeply planted and pervasive that he had no hesitation in
referring to the
United States as a democracy. In that country, he said, the
people were sover
eign, "society governs itself for itself," and the power of the
majority was unlim
ited.3 He was astounded by the multiplicity of associations into
which Ameri
cans organized themselves, for every purpose, it seemed. And
towering among
these associations were the two major political parties. In the
United States, it
appeared to Tocqueville, democracy was about as complete as
one could imag
ine it ever becoming.
2 "The Hats assumed their name for being like the dashing
fellows in the tricorne of the day_The
Caps were nicknamed because of the charge that they were like
timid old ladies in nightcaps." Franklin D.
Scott, Sweden: The Nation's History (Minneapolis: University
of Minnesota Press, 1977), 243.
3 Alexis de Tocqueville, Democracy in America, vol. 1 (New
York: Schocken Books, 1961), 51.
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POLITICAL INSTITUTIONS AND DEMOCRACY | 191
During the century that followed, all five of the basic
democratic institu
37. tions Tocqueville observed during his visit to America were
consolidated in
more than a dozen other countries. Many observers in Europe
and the United
States concluded that any country that aspired to be civilized
and progressive
would necessarily have to adopt a democratic form of
government.
Yet everywhere, the sixth fundamental institution?inclusive
citizenship?
was missing. Although Tocqueville affirmed that "the state of
Maryland, which
had been founded by men of rank, was the first to proclaim
universal suffrage,"
like almost all other men (and many women) of his time he
tacitly assumed
that "universal" did not include women.4 Nor, indeed, some
men. Maryland's
"universal suffrage," it so happened, also excluded most
African Americans. Else
where, in countries that were otherwise more or less
democratic, as in America,
a full half of all adults were completely excluded from national
political life
simply because they were women; in addition, large numbers of
men were de
nied suffrage because they could not meet literacy or property
requirements,
an exclusion supported by many people who considered
themselves advocates
of democratic or republican government. Although New
Zealand extended suf
frage to women in national elections in 1893 and Australia in
1902, in countries
38. otherwise democratic, women did not gain suffrage in national
elections until
about 1920; in Belgium, France, and Switzerland, countries
that most people
would have called highly democratic, women could not vote
until after World
War II.
Because it is difficult for many today to grasp what
"democracy" meant to
our predecessors, let me reemphasize the difference: in all
democracies and re
publics throughout twenty-five centuries, the rights to engage
fully in political
life were restricted to a minority of adults. "Democratic"
government was gov
ernment by males only?and not all of them. It was not until the
twentieth cen
tury that in both theory and practice democracy came to require
that the rights
to engage fully in political life must be extended, with very
few if any excep
tions, to the entire population of adults permanently residing in
a country.
Taken in their entirety, then, these six political institutions
constitute not
only a new type of political system but a new kind of popular
government, a
type of "democracy" that had never existed throughout the
twenty-five centu
ries of experience since the inauguration of "democracy" in
Athens and a "re
public" in Rome. Because the institutions of modern
representative democratic
government, taken in their entirety, are historically unique, it is
39. convenient to
give them their own name. This modern type of large-scale
democratic govern
ment is sometimes called polyarchal democracy.
Although other factors were often at work, the six political
institutions of
polyarchal democracy came about, in part at least, in response
to demands for
inclusion and participation in political life. In countries that
are widely referred
to as democracies today, all six exist. Yet you might well ask:
Are some of these
institutions no more than past products of historical struggles?
Are they no
4 Tocqueville, Democracy in America, 50.
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192 I POLITICAL SCIENCE QUARTERLY
longer necessary for democratic government? And if they are
still necessary
today, why?5
The Factor of Size
Before answering these questions, I need to call attention to an
important qual
ification. We are considering institutions necessary for the
government of a
40. democratic country. Why "country"? Because all the
institutions necessary for
a democratic country would not always be required for a unit
much smaller than
a country.
Consider a democratically governed committee, or a club, or a
very small
town. Although equality in voting would seem to be necessary,
small units like
these might manage without many elected officials: perhaps a
moderator to pre
side over meetings, a secretary-treasurer to keep minutes and
accounts. The
participants themselves could decide just about everything
directly during their
meetings, leaving details to the secretary-treasurer.
Governments of small or
ganizations would not have to be full-fledged representative
governments in
which citizens elect representatives charged with enacting laws
and policies.
Yet these governments could be democratic, perhaps highly
democratic. So,
too, even though they lacked political parties or other
independent political
associations, they might be highly democratic. In fact, we
might concur with the
classical democratic and republican view that in small
associations, organized
"factions" are not only unnecessary but downright harmful.
Instead of conflicts
exacerbated by factionalism, caucuses, political parties, and so
on, we might
prefer unity, consensus, agreement achieved by discussion and
mutual respect.
41. The political institutions strictly required for democratic
government de
pend, then, on the size of the unit. The six institutions listed
above developed
because they are necessary for governing countries, not smaller
units. Poly
archal democracy is democratic government on the large scale
of the nation
state or country.
To return to our questions: Are the political institutions of
polyarchal de
mocracy actually necessary for democracy on the large scale of
a country? If
so, why? To answer these twin questions, let us recall what a
democratic process
requires (Figure 2).
5 Polyarchy is derived from Greek words meaning "many" and
"rule," thus "rule by the many," as
distinguished from rule by the one, or monarchy, and rule by
the few, oligarchy or aristocracy. Al
though the term had been rarely used, a colleague and I
introduced it in 1953 as a handy way of refer
ring to a modern representative democracy with universal
suffrage. Hereafter I shall use it in that sense.
More precisely, a polyarchal democracy is a political system
with the six democratic institutions Usted
above. Polyarchal democracy, then, is different from
representative democracy with restricted suf
frage, as in the nineteenth century. It is also different from
older democracies and republics that not
only had a restricted suffrage but lacked many of the other
crucial characteristics of polyarchal democ
42. racy, such as political parties, rights to form political
organizations to influence or oppose the existing
government, organized interest groups, and so on. It is
different, too, from the democratic practices
in units so small that members can assemble directly and make
(or recommend) policies or laws.
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POLITICAL INSTITUTIONS AND DEMOCRACY | 193
FIGURE 2
Why the Institutions Are Necessary
In a unit as large as a country, are necessary to satisfy
these political institutions the following democratic
of polyarchal democracy ... criteria:
1. Elected representatives... Effective participation
Control of the agenda
2. Free, fair and frequent elections... Voting equality
Control of the agenda
3. Freedom of expression... Effective participation
Enlightened understanding
Control of the agenda
4. Alternative information... Effective participation
Enlightened understanding
Control of the agenda
43. 5. Associational autonomy... Effective participation
Enlightened understanding
Control of the agenda
6. Inclusive citizenship... Full inclusion
Why (and When) Does Democracy Require
Elected Representatives?
As the focus of democratic government shifted to large-scale
units like nations
or countries, the question arose: How can citizens participate
effectively when
the number of citizens becomes too numerous or too widely
dispersed geo
graphically (or both, as in the case of a country) for them to
participate conve
niently in making laws by assembling in one place? And how
can they make
sure that matters with which they are most concerned are
adequately consid
ered by officials?that is, how can citizens control the agenda of
government
decisions?
How best to meet these democratic requirements in a political
unit as large
as a country is, of course, enormously difficult, indeed to some
extent unachiev
able. Yet just as with the other highly demanding democratic
criteria, this, too,
can serve as a standard for evaluating alternative possibilities
and solutions.
Clearly the requirements could not be met if the top officials of
the government
could set the agenda and adopt policies independently of the
44. wishes of citizens.
The only feasible solution, though it is highly imperfect, is for
citizens to elect
their top officials and hold them more or less accountable
through elections by
dismissing them, so to speak, in subsequent elections.
To us that solution seems obvious. But what may appear self-
evident to us
was not at all obvious to our predecessors.
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194 I POLITICAL SCIENCE QUARTERLY
Until fairly recently the possibility that citizens could, by
means of elections,
choose and reject representatives with the authority to make
laws remained
largely foreign to both the theory and practice of democracy.
The election of
representatives mainly developed during the Middle Ages,
when monarchs real
ized that in order to impose taxes, raise armies, and make laws,
they needed to
win the consent of the nobility, the higher clergy, and a few
not-so-common
commoners in the larger towns and cities.
Until the eighteenth century, then, the standard view was that
democratic
45. or republican government meant rule by the people, and if the
people were to
rule, they had to assemble in one place and vote on decrees,
laws, or policies.
Democracy would have to be town meeting democracy;
representative democ
racy was a contradiction in terms. By implication, whether
explicit or implicit,
a republic or a democracy could actually exist only in a small
unit, like a town or
city. Writers who held this view, such as Montesquieu and
Jean-Jacques Rous
seau, were perfectly aware of the disadvantages of a small
state, particularly
when it confronted the military superiority of a much larger
state, and were
therefore extremely pessimistic about the future prospects for
genuine de
mocracy.
Yet the standard view was swiftly overpowered and swept aside
by the on
rushing force of the national state. Rousseau himself clearly
understood that
for a government of a country as large as Poland (for which he
proposed a con
stitution), representation would be necessary. And shortly
thereafter, the stan
dard view was driven off the stage of history by the arrival of
democracy in
America.
As late as 1787, when the Constitutional Convention met in
Philadelphia
to design a constitution appropriate for a large country with an
46. ever-increasing
population, the delegates were acutely aware of the historical
tradition. Could
a republic possibly exist on the huge scale the United States
had already at
tained, not to mention the even grander scale the delegates
foresaw?6 Yet no
one questioned that if a republic were to exist in America, it
would have to take
the form of a representative republic. Because of the lengthy
experience with
representation in colonial and state legislatures and in the
Continental Con
gress, the feasibility of representative government was
practically beyond debate.
By the middle of the nineteenth century, the traditional view
was ignored,
forgotten, or, if remembered at all, treated as irrelevant. "It is
evident," John
Stuart Mill wrote in 1861
that the only government which can fully satisfy all the
exigencies of the social state
is one in which the whole people participate; that any
participation, even in the
smallest public function, is useful; that the participation should
everywhere be as
great as the general degree of improvement of the community
will allow; and that
nothing less can be ultimately desirable than the admission of
all to share in the sov
6 A few delegates daringly forecast that the United States
might ultimately have as many as one
hundred million inhabitants. This number was reached in 1915.
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POLITICAL INSTITUTIONS AND DEMOCRACY | 195
ereign power of the state. But since all cannot, in a community
exceeding a single
small town, participate personally in any but some very minor
portions of the public
business, it follows that the ideal type of a perfect government
must be represen
tative.7
Why Does Democracy Require Free, Fair,
and Frequent Elections?
As we have seen, if we accept the desirability of political
equality, then every
citizen must have an equal and effective opportunity to vote,
and all votes must
be counted as equal. If equality in voting is to be implemented,
then clearly,
elections must be free and fair. To be free means that citizens
can go to the
polls without fear of reprisal; and if they are to be fair, then all
votes must be
counted as equal. Yet free and fair elections are not enough.
Imagine electing
representatives for a term of, say, twenty years! If citizens are
to retain final
control over the agenda, then elections must also be frequent.
48. How best to implement free and fair elections is not obvious. In
the late
nineteenth century, the secret ballot began to replace a public
show of hands.
Although open voting still has a few defenders, secrecy has
become the general
standard; a country in which it is widely violated would be
judged as lacking
free and fair elections. But debate continues as to the kind of
voting system
that best meets standards of fairness. Is a system of
proportional representation
(PR), like that employed in most democratic countries, fairer
than the first
past-the-post system used in Great Britain and the United
States? Reasonable
arguments can be made for both. In discussions about different
voting systems,
however, the need for a fair system is assumed; how best to
achieve fairness
and other reasonable objectives is simply a technical question.
How frequent should elections be? Judging from twentieth-
century prac
tices in democratic countries, a rough answer might be that
annual elections for
legislative representatives would be a bit too frequent and
anything more than
five years would be too long. Obviously, however, democrats
can reasonably
disagree about the specific interval and how it might vary with
different offices
and different traditional practices. The point is that without
frequent elections,
citizens would lose a substantial degree of control over their
elected officials.
49. Why Does Democracy Require Free Expression?
To begin with, freedom of expression is required in order for
citizens to partici
pate effectively in political life. How can citizens make their
views known and
persuade their fellow citizens and representatives to adopt them
unless they
can express themselves freely about all matters bearing on the
conduct of the
government? And if they are to take the views of others into
account, they must
7 John Stuart Mill, Considerations on Representative
Government [1861] (New York: Liberal Arts
Press, 1958), 55.
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196 I POLITICAL SCIENCE QUARTERLY
be able to hear what others have to say. Free expression means
not just that
you have a right to be heard. It also means that you have a right
to hear what
others have to say.
To acquire an enlightened understanding of possible
government actions
and policies also requires freedom of expression. To acquire
civic competence,
50. citizens need opportunities to express their own views; learn
from one another;
engage in discussion and deliberation; read, hear, and question
experts, politi
cal candidates, and persons whose judgments they trust; and
learn in other ways
that depend on freedom of expression.
Finally, without freedom of expression, citizens would soon
lose their ca
pacity to influence the agenda of government decisions. Silent
citizens may be
perfect subjects for an authoritarian ruler; they would be a
disaster for a de
mocracy.
Why Does Democracy Require the Availability of …
Comparative Politics and the Comparative Method
Author(s): Arend Lijphart
Source: The American Political Science Review, Vol. 65, No. 3
(Sep., 1971), pp. 682-693
Published by: American Political Science Association
Stable URL: https://www.jstor.org/stable/1955513
Accessed: 18-03-2020 15:36 UTC
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Comparative Politics and the Comparative Method*
AREND LIJPHART
University of Leiden
Among the several fields or subdisciplines
into which the discipline of political science is
usually divided, comparative politics is the only
one that carries a methodological instead of a
52. substantive label. The term "comparative poli-
tics" indicates the how but does not specify the
what of the analysis. The label is somewhat
misleading because both explicit methodologi-
cal concern and implicit methodological aware-
ness among students of comparative politics
have generally not been very high.1 Indeed, too
many students of the field have been what
Giovanni Sartori calls "unconscious thinkers"
-unaware of and not guided by the logic and
methods of empirical science, although perhaps
well versed in quantitative research techniques.
One reason for this unconscious thinking is un-
doubtedly that the comparative method is such
a basic, and basically simple, approach, that a
methodology of comparative political analysis
does not really exist. As Sartori points out, the
other extreme-that of the "overconscious
thinkers," whose "standards of method and the-
ory are drawn from the physical paradigmatic
sciences" -is equally unsound.2 The purpose of
this paper is to contribute to "conscious think-
ing" in comparative politics by focusing on
comparison as a method of political inquiry.
The paper will attempt to analyze not only the
inevitable weaknesses and limitations of the
comparative method but also its great strengths
and potentialities.
* This article is a revised version of a paper pre-
sented to the Round Table Conference on Compara-
tive Politics of the International Political Science
Association, held in Turin, Italy, September 10-14,
1969. I am very grateful to David E. Apter, Donald
T. Campbell, Robert A. Dahl, Giuseppe Di Palma,
Harry Eckstein, Lewis J. Edinger, Samuel E. Finer,
53. Galen A. Irwin, Jean Laponce, Juan J. Linz, Stefano
Passigli, Austin Ranney, Stein Rokkan, Dankwart A.
Rustow, and Kurt Sontheimer for their comments and
suggestions on earlier drafts of the paper, which were
very helpful in the preparation of the revision.
1 The reverse applies to the relatively new field of
"political behavior": its name indicates a substantive
field of inquiry, but especially the derivative "be-
haviorism" has come to stand for a general approach
or set of methods. See Robert A. Dahl, "The Be-
havioral Approach in Political Science: Epitaph for a
Monument to a Successful Protest," American Politi-
cal Science Review, 55 (December, 1961), pp. 763-
72.
2 Giovanni Sartori, "Concept Misformation in Com-
parative Politics," American Political Science Review,
64 (December, 1970), p. 1033.
In the literature of comparative politics,
a wide variety of meanings is attached to
the terms "comparison" and "comparative
method." The comparative method is defined
here as one of the basic methods-the others
being the experimental, statistical, and case
study methods-of establishing general empiri-
cal propositions. It is, in the first place, defi-
nitely a method, not just "a convenient term
vaguely symbolizing the focus of one's research
interests."3 Nor is it a special set of substantive
concerns in the sense of Shmuel N. Eisenstadt's
definition of the comparative approach in social
research; he states that the term does not
"properly designate a specific method. .., but
rather a special focus on cross-societal, institu-
54. tional, or macrosocietal aspects of societies and
social analysis."4
Second, the comparative method is here de-
fined as one of the basic scientific methods, not
the scientific method. It is, therefore, narrower
in scope than what Harold D. Lasswell has in
mind when he argues that "for anyone with a
scientific approach to political phenomena the
idea of an independent comparative method
seems redundant," because the scientific ap-
proach is "unavoidably comparative."5 Like-
wise, the definition used here differs from the
very similar broad interpretation given by Ga-
briel A. Almond, who also equates the compar-
ative with the scientific method: "It makes no
sense to speak of a comparative politics in po-
litical science since if it is a science, it goes
without saying that it is comparative in its ap-
proach."6
"Arthur L. Kalleberg, "The Logic of Comparison:
A Methodological Note on the Comparative Study of
Political Systems," World Politics, 19 (October 1966),
p. 72.
4Shmuel N. Eisenstadt, "Social Institutions: Com-
parative Study," in David L. Sills, ed., International
Encyclopedia of the Social Sciences (New York:
Macmillan & Free Press, 1968), Vol. 14, p. 423. See
also Eisenstadt, "Problems in the Comparative Analy-
sis of Total Societies," Transactions of the Sixth
World Congress of Sociology (Evian: International
Sociological Association, 1966), Vol. 1, esp. p. 188.
"Harold D. Lasswell, "The Future of the Com-
55. parative Method," Comparative Politics, 1 (October,
1968), p. 3.
6 Gabriel A. Almond, "Political Theory and Po-
litical Science," American Political Science Review,
60 (December, 1966), pp. 877-78. Almond also ar-
gues that comparative politics is a "movement" in
political science rather than a subdiscipline. See his
682
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1971 Comparative Politics and the Comparative Method 683
Third, the comparative method is here re-
garded as a method of discovering empirical re-
lationships among variables, not as a method of
measurement. These two kinds of methods
should be clearly distinguished. It is the latter
that Kalleberg has in mind when he discusses
the "logic of comparison." He defines the com-
parative method as "a form of measurement";
comparison means "nonmetrical ordering," or
in other words, ordinal measurement.7 Simi-
larly, Sartori is thinking in terms of measure-
ment on nominal, ordinal (or comparative),
and cardinal scales when he describes the con-
scious thinker as "the man that realizes the lim-
itations of not having a thermometer and still
manages to say a great deal simply by saying
hot and cold, warmer and cooler."8 This impor-
56. tant step of measuring variables is logically
prior to the step of finding relationships among
them. It is the second of these steps to which
the term "comparative method" refers in this
paper.
Finally, a clear distinction should be made
between method and technique. The comparative
method is a broad-gauge, general method, not a
narrow, specialized technique. In this vein,
Gunnar Heckscher cautiously refers to "the
method (or at least the procedure) of compari-
son,"9 and Walter Goldschmidt prefers the
term comparative approach, because "it lacks
the preciseness to call it a method."'0 The com-
parative method may also be thought of as a
basic research strategy, in contrast with a mere
tactical aid to research. This will become clear
in the discussion that follows.
The Experimental, Statistical, and
Comparative Methods
The nature of the comparative method can
be understood best if it is compared and con-
"Comparative Politics," in International Encyclopedia
of the Social Sciences, Vol. 12, pp. 331-36.
TKalleberg, op. cit., pp. 72-73; see also pp. 75-78.
"Sartori, op. cit., p. 1033. See also Paul F. Lazars-
feld and Allen H. Barton, "Qualitative Measurement
in the Social Sciences: Classification, Typologies, and
Indices," in Daniel Lerner and Harold D. Lasswell,
eds., The Policy Sciences: Recent Developments in
57. Scope and Method (Stanford: Stanford University
Press, 1951), pp. 155-92.
9Gunnar Heckscher, The Study of Comparative
Government and Politics (London: Allen and Un-
win, 1957), p. 68 (italics added).
"Walter Goldschmidt, Comparative Functionalism:
An Essay in Anthropological Theory (Berkeley: Uni-
versity of California Press, 1966), p. 4. Oscar Lewis
argues that "there is no distinctive 'comparative meth-
od' in anthropology," and that he therefore prefers to
discuss "comparisons in anthropology rather than the
comparative method." See his "Comparisons in Cul-
tural Anthropology" in William L. Thomas, Jr., ed.,
Current Anthropology (Chicago: University of Chi-
cago Press, 1956), p. 259.
trasted with the two other fundamental strate-
gies of research; these will be referred to,
following Neil J. Smelser's example, as the ex-
perimental and the statistical methods." All
three methods (as well as certain forms of the
case study method'2) aim at scientific explana-
tion, which consists of two basic elements: (1)
the establishment of general empirical relation-
ships among two or more variables,'3 while (2)
all other variables are controlled, that is, held
constant. These two elements are inseparable:
one cannot be sure that a relationship is a true
one unless the influence of other variables is
controlled. The ceteris paribus condition is vital
to empirical generalizations.
The experimental method, in its simplest
form, uses two equivalent groups, one of which
58. (the experimental group) is exposed to a stim-
ulus while the other (the control group) is not.
The two groups are then compared, and any
difference can be attributed to the stimulus.
Thus one knows the relationship between two
variables-with the important assurance that
no other variables were involved, because in all
respects but one the two groups were alike.
Equivalence-that is, the condition that the
cetera are indeed paria-can be achieved by a
process of deliberate randomization. The exper-
imental method is the most nearly ideal method
for scientific explanation, but unfortunately it
u For the idea of discussing the comparative meth-
od in relation to these other basic methods, I am in-
debted to Neil J. Smelser's outstanding and most en-
lightening article "Notes on the Methodology of
Comparative Analysis of Economic Activity," Trans-
actions of the Sixth World Congress of Sociology
(Evian: International Sociological Association, 1966),
Vol. 2, pp. 101-17. For other general discussions of
the comparative method, see LUo Moulin, "La Moth-
ode comparative en Science Politique," Revue Inter-
nationale d'Histoire Politique et Constitutionelle, 7
(January-June, 1957), pp. 57-71; S. F. Nadel, The
Foundations of Social Anthropology (London: Cohen
and West, 1951), pp. 222-55; Maurice Duverger,
MAthodes des Sciences Sociales (3rd ed., Paris:
Presses Universitaires de France, 1964), pp. 375-99;
John W. M. Whiting, "The Cross-Cultural Method,"
in Gardner Lindzey, ed., Handbook of Social Psy-
chology (Reading, Mass.: Addison-Wesley, 1954), Vol.
1, pp. 523-31; Frank W. Moore, ed., Readings in
Cross-Cultural Methodology (New Haven, Conn.:
HRAF Press, 1961); Adam Przeworski and Henry
59. Teune, The Logic of Comparative Social Inquiry
(New York: Wiley-Interscience, 1970); and Robert T.
Holt and John E. Turner, "The Methodology of Com-
parative Research," in Holt and Turner, eds., The
Methodology of Comparative Research (New York:
Free Press, 1970), pp. 1-20.
13 The case study method will be discussed below.
" Eugene J. Meehan, The Theory and Method of
Political Analysis (Homewood, Ill.: Dorsey Press,
1965). He expresses this idea in three short sentences:
"Science seeks to establish relationships" (p. 35);
"Science . . . is empirical" (p. 37); "Science is a
generalizing activity" (p. 43).
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684 The American Political Science Review Vol. 65
can only rarely be used in political science be-
cause of practical and ethical impediments.
An alternative to the experimental method is
the statistical method. It entails the conceptual
(mathematical) manipulation of empiricially ob-
served data-which cannot be manipulated sit-
uationally as in experimental design-in order
to discover controlled relationships among vari-
ables. It handles the problem of control by
means of partial correlations. For instance,
when one wants to inquire into the relationship
60. between political participation and level of edu-
cation attained, one should control for the in-
fluence of age because younger generations have
received more education than older genera-
tions. This can be done by partialing-dividing
the sample into a number of different age
groups and looking at the correlations between
participation and education within each sepa-
rate age group. Paul F. Lazarsfeld states that
this is such a basic research procedure that it
"is applied almost automatically in empirical
research. Whenever an investigator finds him-
self faced with the relationship between two
variables, he immediately starts to 'cross-tabu-
late,' i.e., to consider the role of further vari-
ables."114
The statistical method can be regarded,
therefore, as an approximation of the experi-
mental method. As Ernest Nagel emphasizes,
"every branch of inquiry aiming at reliable gen-
eral laws concerning empirical subject matter
must employ a procedure that, if it is not
strictly controlled experimentation, has the es-
sential logical functions of experiment in in-
quiry."15 The statistical method does have these
essential logical functions, but it is not as
strong a method as experimentation because it
cannot handle the problem of control as well. It
cannot control for all other variables, merely
for the other key variables that are known or
suspected to exert influence. Strictly speaking,
14 Paul F. Lazarsfeld, "Interpretation of Statistical
Relations as a Research Operation," in Lazarsfeld and
Morris Rosenberg, eds., The Language of Social Re-
61. search: A Reader in the Methodology of Social Re-
search (Glencoe, Ill.: Free Press, 1955), p. 115. How-
ever, control by means of partial correlations does not
allow for the effects of measurement error or unique
factor components; see Marilynn B. Brewer, William
D. Crano and Donald T. Campbell, "Testing a Single-
Factor Model as an Alternative to the Misuse of Par-
tial Correlations in Hypothesis-Testing Research, Soci-
ometry, 33 (March, 1970), pp. 1-11. Moreover, par-
tial correlations do not resolve the problem of the
codiffusion of characteristics, known in anthropology
as "Galton's problem"; see Raoul Naroll, "Two So-
lutions to Galton's Problem," Philosophy of Science,
28 (January, 1961), pp. 15-39, and Przeworski and
Teune, op. cit., pp. 51-53.
16 Ernest Nagel, The Structure of Science (New
York: Harcourt, Brace, and World, 1961), pp. 452f.
even the experimental method does not handle
the problem of control perfectly, because the
investigator can never be completely sure that
his groups are actually alike in every respect.16
But experimental design provides the closest
approximation to this ideal. The statistical
method, in turn, is an approximation-not the
equivalent-of the experimental method. Con-
versely, one can also argue, as Lazarsfeld does,
that the experimental method constitutes a spe-
cial form of the statistical method, but only if
one adds that it is an especially potent form.'7
The logic of the comparative method is, in
accordance with the general standard ex-
pounded by Nagel, also the same as the logic of
the experimental method. The comparative
62. method resembles the statistical method in all
respects except one. The crucial difference is
that the number of cases it deals with is too
small to permit systematic control by means of
partial correlations. This problem occurs in sta-
tistical operations, too; especially when one
wants to control simultaneously for many vari-
ables, one quickly "runs out of cases." The com-
parative method should be resorted to when the
number of cases available for analysis is so
small that cross-tabulating them further in or-
der to establish credible controls is not feasible.
There is, consequently, no clear dividing line
between the statistical and comparative meth-
ods; the difference depends entirely on the
number of cases.'8 It follows that in many re-
16 For instance, if the groups are made equivalent
by means of deliberate randomization, the investigator
knows that they are alike with a very high degree of
probability, but not with absolute certainty. More-
over, as Hubert M. Blalock, Jr., states, so-called
"forcing variables" cannot be controlled by randomi-
zation. See his Causal Inferences in Nonexperimental
Research (Chapel Hill: University of North Carolina
Press, 1964), pp. 23-26. In general, Blalock empha-
sizes "the underlying similarity between the logic of
making causal inferences on the basis of experimental
and nonexperimental designs" (p. 26).
17Lazarsfeld, "Interpretation of Statistical Relations
as a Research Operation," p. 119. Talcott Parsons
makes a similar statement with regard to the com-
parative method: "Experiment is . . . nothing but the
comparative method where the cases to be compared
are produced to order and under controlled condi-
63. tions." See his The Structure of Social Action (2nd
ed., New York: Free Press, 1949), p. 743. Another
advantage of the experimental method is that the time
variable is controlled, which is especially important if
one seeks to establish causal relationships. In statistical
design, this control can be approximated by means of
the panel method.
18In order to highlight the special problems arising
from the availability of only a small number of cases,
the comparative method is discussed as a distinct
method. Of course, it can be argued with equal justice
that the comparative and statistical methods should be
regarded as two aspects of a single method. Many
authors use the term "comparative method" in the
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1971 Comparative Politics and the Comparative Method 685
search situations, with an intermediate number
of cases, a combination of the statistical and
comparative methods is appropriate. Where the
cases are national political systems, as they of-
ten are in the field of comparative politics, the
number of cases is necessarily so restricted that
the comparative method has to be used.
From the vantage point of the general aims
and the alternative methods of scientific in-
quiry, one can consider the comparative
method in proper perspective and answer such
64. questions as the following, raised by Samuel H.
Beer and by Harry Eckstein: Can comparison
be regarded as "the social scientist's equivalent
of the natural scientist's laboratory?"'9 and: "Is
the comparative method in the social sciences
. . . really an adequate substitute for experimen-
tation in the natural sciences, as has sometimes
been claimed?"20 The answer is that the com-
parative method is not the equivalent of the ex-
perimental method but only a very imperfect
substitute. A clear awareness of the limitations
of the comparative method is necessary but
need not be disabling, because, as we shall see,
these weaknesses can be minimized. The
"conscious thinker" in comparative politics
should realize the limitations of the compara-
tive method, but he should also recognize and
take advantage of its possibilities.
broad sense of the method of multivariate empirical,
but nonexperimental, analysis, i.e., including both the
comparative and statistical methods as defined in this
paper. This is how A. R. Radcliffe-Brown uses the
term when he argues that "only the comparative
method can give us general propositions." (Brown,
"The Comparative Method in Social Anthropology,"
Journal of the Royal Anthropological Institute of
Great Britain and Ireland, 81 [1951], p. 22.) Pmile
Durkheim also follows this usage when he declares
that "comparative sociology is not a particular branch
of sociology; it is sociology itself, in so far as it ceases
to be purely descriptive and aspires to account for
facts." (Durkheim, The Rules of Sociological Method,
translated by Sarah A. Solovay and John H. Mueller,
[8th ed., Glencoe, Ill.: Free Press, 1938], p. 139.) See
also the statements by Lasswell and Almond cited
65. above. Rodney Needham combines the two terms, and
speaks of "large-scale statistical comparison," i.e., the
statistical method. (Needham, "Notes on Compara-
tive Method and Prescriptive Alliance," Bijdragen tot
de Taal-, Land- en Volkenkunde, 118 [1962], pp. 160-
82.) On the other hand, E. E. Evans-Pritchard uses
exactly the same terminology as used by Smelser and
as adopted in this paper, when he makes a distinction
between "small-scale comparative studies" and "large-
scale statistical ones." See his The Comparative Meth-
od in Social Anthropology (London: Athlone Press,
1963), p. 22.
"'Samuel H. Beer, "The Comparative Method and
the Study of British Politics," Comparative Politics, 1
(October, 1968), p. 19.
20Harry Eckstein, "A Perspective on Comparative
Politics, Past and Present," in Eckstein and David E.
Apter, eds., Comparative Politics: A Reader (New
York: Free Press of Glencoe, 1963), p. 3.
The Comparative Method: Weaknesses
and Strengths
The principal problems facing the compara-
tive method can be succinctly stated as: many
variables, small number of cases. These two
problems are closely interrelated. The former is
common to virtually all social science research
regardless of the particular method applied to
it; the latter is peculiar to the comparative
method and renders the problem of handling
many variables more difficult to solve.
Before turning to a discussion of specific sug-
66. gestions for minimizing these problems, two
general comments are in order. First, if at all
possible one should generally use the statistical
(or perhaps even the experimental) method in-
stead of the weaker comparative method. But
often, given the inevitable scarcity of time, en-
ergy, and financial resources, the intensive
comparative analysis of a few cases may be
more promising than a more superficial statisti-
cal analysis of many cases. In such a situation,
the most fruitful approach would be to regard
the comparative analysis as the first stage of re-
search, in which hypotheses are carefully for-
mulated, and the statistical analysis as the sec-
ond stage, in which these hypotheses are tested
in as large a sample as possible.
In one type of comparative cross-national re-
search, it is logically possible and may be ad-
vantageous to shift from the comparative to the
statistical method. Stein Rokkan distinguishes
two aims of cross-national analysis. One is the
testing of "macro hypotheses" concerning the
"interrelations of structural elements of total
systems"; here the number of cases tends to be
limited, and one has to rely on the comparative
method. The other is "micro replications," de-
signed "to test out in other national and cul-
tural settings a proposition already validated in
one setting."21 Here, too, one can use the com-
parative method, but if the proposition in ques-
tion focuses on individuals as units of analysis,
one can also use the statistical method; as Mer-
ritt and Rokkan point out, instead of the "one-
nation, one-case" approach, nationality can
simply be treated as an additional variable on a
67. par with other individual attributes such as oc-
cupation, age, sex, type of neighborhood, etc.22
21 Stein Rokkan, "Comparative Cross-National Re-
search: The Context of Current Efforts," in Richard
L. Merritt and Rokkan, eds., Comparing Nations: The
Use of Quantitative Data in Cross-National Research
(New Haven: Yale University Press, 1966), pp. 19-
20. Rokkan specifically recommends the use of "paired
comparisons" for this purpose; see his "Methods and
Models in the Comparative Study of Nation-Build-
ing," in Citizens, Elections, Parties: Approaches to the
Comparative Study of the Processes of Development
(Oslo: Universitetsforlaget, 1970), p. 52.
22Merritt and Rokkan, op. cit., p. 193.
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686 The American Political Science Review Vol. 65
Terence K. Hopkins and Immanuel Wallerstein
make a similar distinction between truly "cross-
national studies" in which total systems are the
units of analysis, and "multi-national but cross-
individual research."23
The second general comment concerns a
dangerous but tempting fallacy in the applica-
tion of the comparative method: the fallacy of
attaching too much significance to negative
findings. The comparative method should not
68. lapse into what Johan Galtung calls "the tradi-
tional quotation/ illustration methodology,
where cases are picked that are in accordance
with the hypothesis-and hypotheses are re-
jected if one deviant case is found."24 All cases
should, of course, be selected systematically,
and the scientific search should be aimed at
probabilistic, not universal, generalizations.
The erroneous tendency to reject a hypothesis
on the basis of a single deviant case is rare
when the statistical method is used to analyze a
large sample, but in the comparative analysis of
a small number of cases even a single deviant
fitiding tends to loom large. One or two deviant
cases obviously constitute a much less serious
problem in a statistical analysis of very many
cases than in a comparative study of only a few
-perhaps less than ten-cases. But it is never-
theless a mistake to reject a hypothesis "be-
cause one can think pretty quickly of a con-
trary case."25 Deviant cases weaken a probabi-
listic hypothesis, but they can only invalidate it
if they turn up in sufficient numbers to make
the hypothesized relationship disappear alto-
gether.26
23 Terence K. Hopkins and Immanuel Wallerstein,
"The Comparative Study of National Societies," So-
cfrzl Science Information, 6 (October, 1967), pp. 27-
33 (italics added). See also Przeworski and Teune,
op. cit., pp. 34-43.
24He adds: "This is a very naive conception of so-
cial science propositions; if only perfect correlations
should be permitted social science would not have
come very far." Johan Galtung, Theory and Methods
69. of Social Research (Oslo: Universitetsforlaget, 1967),
p. 505. The functions of deviant case analysis will be
discussed below.
25W. J. M. Mackenzie, Politics and Social Science
(Harmondsworth: Penguin Books, 1967), p. 52. I
have been guilty of committing this fallacy myself. In
my critique of Giovanni Sartori's proposition relating
political instability to extreme multipartism (systems
with six or more significant parties), one of my argu-
ments consists of the deviance of a single historical
case: the stable six-party system of the Netherlands
during the interwar years. See Arend Lijphart, "Typol-
ogies of Democratic Systems," Comparative Political
Studies, 1 (April, 1968), pp. 32-35.
26 t is clearly incorrect, therefore, to argue that on
logical grounds a probabilistic generalization can
never be invalidated; cf. Guenter Lewy's statement:
"To be sure, a finding of a very large number of . . .
(deviant cases would cast doubt upon the value of the
After these introductory observations, let us
turn to a discussion of specific ways and means
of minimizing the "many variables, small N"
problem of the comparative method. These
may be divided into four categories:
(1) Increase the number of cases …
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Setting the rules of the game: The choice of electoral systems in
70. advanced democracies
Boix, Carles
The American Political Science Review; Sep 1999; 93, 3;
ProQuest Central
pg. 609
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Why is Democracy
Performing so Poorly?
Francis Fukuyama
Francis Fukuyama is Olivier Nomellini Senior Fellow at the
Center
on Democracy, Development and the Rule of Law at Stanford.
His most
recent book is Political Order and Political Decay: From the
Industrial
Revolution to the Globalization of Democracy (2014).
The Journal of Democracy published its inaugural issue a bit
past the
midpoint of what Samuel P. Huntington labeled the “third
wave” of de-
mocratization, right after the fall of the Berlin Wall and just
before the
breakup of the former Soviet Union.1 The transitions in
Southern Europe
and most of those in Latin America had already happened, and
Eastern
Europe was moving at dizzying speed away from communism,
73. while the
democratic transitions in sub-Saharan Africa and the former
USSR were
just getting underway. Overall, there has been remarkable
worldwide
progress in democratization over a period of almost 45 years,
raising
the number of electoral democracies from about 35 in 1970 to
well over
110 in 2014.
But as Larry Diamond has pointed out, there has been a
democratic
recession since 2006, with a decline in aggregate Freedom
House scores
every year since then.2 The year 2014 has not been good for
democracy,
with two big authoritarian powers, Russia and China, on the
move at
either end of Eurasia. The “Arab Spring” of 2011, which raised
expecta-
tions that the Arab exception to the third wave might end, has
degener-
ated into renewed dictatorship in the case of Egypt, and into
anarchy
in Libya, Yemen, and also Syria, which along with Iraq has seen
the
emergence of a new radical Islamist movement, the Islamic
State in Iraq
and Syria (ISIS).
It is hard to know whether we are experiencing a momentary
setback
in a general movement toward greater democracy around the
world, simi-
lar to a stock-market correction, or whether the events of this
75. functioning
democracies. It is worth asking why the performance of
democracy
around the world has been so disappointing.
In my view, a single important factor lies at the core of many
demo-
cratic setbacks over the past generation. It has to do with a
failure of
institutionalization—the fact that state capacity in many new
and ex-
isting democracies has not kept pace with popular demands for
demo-
cratic accountability. It is much harder to move from a
patrimonial or
neopatrimonial state to a modern, impersonal one than it is to
move
from an authoritarian regime to one that holds regular, free, and
fair
elections. It is the failure to establish modern, well-governed
states
that has been the Achilles heel of recent democratic transitions.
Some Definitions
Modern liberal democracies combine three basic institutions:
the
state, rule of law, and democratic accountability.
The first of these, the state, is a legitimate monopoly of
coercive
power that exercises its authority over a defined territory. States
con-
centrate and employ power to keep the peace, defend
communities from
external enemies, enforce laws, and provide basic public goods.
76. The rule of law is a set of rules, reflecting community values,
that are
binding not just on citizens, but also on the elites who wield
coercive
power. If law does not constrain the powerful, it amounts to
commands
of the executive and constitutes merely rule by law.
Finally, democratic accountability seeks to ensure that
government
acts in the interests of the whole community, rather than simply
in the
self-interest of the rulers. It is usually achieved through
procedures such
as free and fair multiparty elections, though procedural
accountability is
not always coincident with substantive accountability.
A liberal democracy balances these potentially contradictory
institu-
tions. The state generates and employs power, while rule of law
and
democratic accountability seek to constrain power and ensure
that it is
used in the public interest. A state without constraining
institutions is a
dictatorship. And a polity that is all constraint and no power is
anarchic.
13Francis Fukuyama
As Samuel Huntington used to argue, before a polity can
constrain
77. power, it must be able to employ it. In the words of Alexander
Hamilton,
“A feeble execution is but another phrase for a bad execution;
and a gov-
ernment ill executed, whatever it may be in theory, must be, in
practice,
a bad government.”3
There is a further critical distinction to be made between
patrimonial
and modern states. A modern state aspires to be impersonal,
treating
people equally on the basis of citizenship rather than on
whether they
have a personal relationship to the ruler. By contrast,
patrimonial states
are ones in which the polity is regarded as a species of personal
prop-
erty, and in which there is no distinction between the public
interest
and the ruler’s private interest. Today there are no fully
patrimonial
societies, since no one dares any longer to claim ownership of
an entire
country, as kings and queens did in ages past. There are,
however, many
neopatrimonial states that pretend to be modern polities, but
these in
fact constitute rent-sharing kleptocracies run for the private
benefit of
the insiders. Neopatrimonialism can coexist with democracy,
producing
widespread patronage and clientelism in which politicians share
state
resources with networks of political supporters. In such
societies, indi-
78. viduals go into politics not to pursue a vision of public good,
but rather
to enrich themselves.
Coercion remains central to the functioning of the state, which
is
why state power so often generates fear and hatred. Michael
Mann has
famously distinguished between “despotic” and “infrastructural”
power,
the former related to coercion and the latter to the ability to
provide
public goods and look after the public interest.4 This distinction
might
tempt us to say that “good” states have infrastructural power,
while
“bad” states make use of despotic power. But, in fact, coercion
is impor-
tant to all states. Successful states convert power into
authority—that is,
into voluntary compliance by citizens based on the belief that
the state’s
actions are legitimate. But not all citizens agree to obey the
law, and
even the most legitimate democracies require police power to
enforce
the law. It is impossible to control corruption, for example, or
to collect
taxes if nobody goes to jail for violating the law. Enforcement
capac-
ity does not emerge simply through passing laws; it also
requires in-
vestment in manpower and training, and in establishing the
institutional
rules that govern its exercise.
79. If there is anything that the experience of the past 25 years
should
have taught us, it is that the democratic leg of this tripod is
much easier
to construct than the rule of law or the modern state. Or to put it
slightly
differently, the development of modern states has not kept pace
with
the development of democratic institutions, leading to
unbalanced situa-
tions in which new (and sometimes even well-established)
democracies
have not been able to keep up with their citizens’ demand for
high-
quality government services. This has led, in turn, to the
delegitima-
14 Journal of Democracy
tion of democracy as such. Conversely, the fact that
authoritarian states
like China and Singapore have been able to provide such
services has
increased their prestige relative to that of democracy in many
parts of
the world.
The recent experiences of Afghanistan and Iraq illustrate this
prob-
lem. After the U.S. invasion and occupation of these countries
in 2001
and 2003, respectively, the United States was able, with some
interna-
tional help, to organize democratic elections that led to the
80. seating of
new governments in both countries. The quality of democracy in
both
places—especially in Afghanistan, where the presidential
elections of
2009 and 2014 were marred by serious allegations of fraud5—
was ques-
tioned by many, but at least a democratic process was in place
to provide
leadership that had some semblance of legitimacy.
What did not occur in either place was the development of a
modern
state that could defend the country’s territory from internal and
exter-
nal enemies and deliver public services in a fair and impartial
manner.
Both countries were beset by internal insurgencies, and in 2014
the
U.S.-trained Iraqi army collapsed in the north under the
onslaught of
ISIS. Both countries were plagued by extremely high levels of
cor-
ruption, which in turn undermined their ability to deliver
government
services and undercut their legitimacy. The huge investments in
state-
building in both places by the United States and its coalition
partners
seem to have had limited effect.
State-building failures also played a key role in events in
Ukraine.
Western friends of democracy cheered when the Orange
Revolution
forced a new presidential election in 2004, leading to the defeat
81. of in-
cumbent prime minister Viktor Yanukovych by Viktor
Yushchenko. But
the new Orange Coalition proved feckless and corrupt, and did
nothing
to improve the overall quality of governance in Ukraine. As a
result,
Yanukovych defeated Yushchenko in 2010 in what most
observers cred-
ited as a free and fair election. Yanukovych’s presidency was
marked
by even higher levels of predatory behavior, generating a new
round
of protests in Kyiv after his announcement in late 2013 that he
would
pursue association with Vladimir Putin’s Eurasian Union rather
than
with the European Union. In the meantime, Putin had
consolidated his
increasingly illiberal rule in Russia and strengthened his state’s
position
vis-`a-vis the outside world, making possible the outright
annexation of
Crimea following Yanukovych’s ouster in February 2014.
I would argue that the current conflict pitting Russia against the
new
Ukrainian government and its Western backers is less one over
democ-
racy per se than over modern versus neopatrimonial political
orders.
There is little question that, in the wake of the Crimean
annexation,
Vladimir Putin has become very popular in Russia and would be
likely
to win overwhelmingly if a new election were to be held. The
82. real choice
facing people in this region is a different one—whether their
societies
15Francis Fukuyama
are to be based on governments seeking to serve the public
interest in
an impersonal manner, or are to be ruled by a corrupt coalition
of elites
who seek to use the state as a route to personal enrichment.
The legitimacy of many democracies around the world depends
less
on the deepening of their democratic institutions than on their
ability
to provide high-quality governance. The new Ukrainian state
will not
survive if it does not address the problem of pervasive
corruption that
brought down its Orange Coalition predecessor. Democracy has
become
deeply entrenched in most of Latin America over the past
generation;
what is lacking now in countries such as Brazil, Colombia, and
Mexico
is the capacity to deliver basic public goods like education,
infrastruc-
ture, and citizen security. The same can be said of the world’s
largest
democracy, India, which suffers from pervasive clientelism and
corrup-
tion. In 2014, it decisively turned to the BJP’s Narendra Modi
in hopes
83. that he would provide decisive leadership and strong
government in
place of the feckless and corrupt Congress-led coalition that had
been in
power for the past decade.
How to Get to a Modern State
There is by now a huge literature on democratic transitions,
much of
it published originally in the Journal of Democracy. There is a
much
smaller literature available on the question of how to make the
transition
from a neopatrimonial to a modern state, though some progress
has been
made over the past decade and a half. This reflects a conceptual
deficit,
rooted in misconceptions of the nature of the underlying
problem.
For example, there is a tendency to associate state modernity
with the
absence of corruption. Corruption, of course, is a huge problem
in many
societies and has generated its own large literature. But while
there is a
high degree of correlation between levels of corruption and poor
state
performance, they are not the same thing. A state may be
relatively un-
corrupt and yet be incapable of delivering basic services due to
a lack of
capacity. No one has argued, for example, that Guinea, Sierra
Leone, or
Liberia has been unable to deal with the recent Ebola epidemic
84. because
of pervasive corruption in their respective public-health
systems; rather,
the problem is one of insufficient human and material
resources—doc-
tors, nurses, and hospitals with electricity, clean water, and the
like.
“State capacity” therefore comes much closer than the absence
of
corruption to describing what is at the core of state modernity.
Modern
states provide a bewildering array of complex services, from
keeping
economic and social statistics to providing disaster relief,
forecasting
the weather, and controlling the flight paths of airplanes. All
these ac-
tivities require huge investments in human resources and in the
material
conditions that allow agents of the state to operate; the simple
absence
of corruption does not mean that these will exist. Yet even the
term
16 Journal of Democracy
“state capacity” fails to capture the ends that this capacity
serves and the
degree to which it is being employed impersonally.
There is, moreover, a serious lack of clarity about the ways in
which
strong state capacity has been generated in the past. At the
85. moment,
there is something of a consensus within the international donor
com-
munity on how to pursue good gover-
nance, a consensus that is embedded in
programs like participatory budgeting,
the Open Government Partnership,
and the initiatives of the numerous
organizations promoting government
transparency around the world. Under-
lying these approaches is the theory
that good governance is the product
of greater transparency and account-
ability. These approaches assume that
more information about government
corruption or malfeasance will lead to
citizen anger and demands for better state performance, which
will in
turn push governments to reform themselves. Better-quality
democracy,
in other words, is seen as the solution to the problem of
corruption and
weak state capacity.
The only problem with this strategy is that there is strikingly
little
empirical evidence demonstrating that such an approach is how
existing
high-performing governments have been created, either
historically or
under contemporary circumstances. Many states with relatively
high-
performing governments—China, Japan, Germany, France, and
Den-
86. mark, for example—created modern “Weberian” bureaucracies
under
authoritarian conditions; those that subsequently went on to
become
democracies inherited meritocratic state apparatuses that simply
sur-
vived the transition. The motive for creating modern
governments was
not grassroots pressure from informed and mobilized citizens
but rather
elite pressure, often for reasons of national security. Charles
Tilly’s fa-
mous aphorism that “war makes the state and the state makes
war” sums
up the experience not just of much of early modern Europe, but
also of
China during the Spring and Autumn and Warring States
periods, lead-
ing to the emergence of an impersonal state during the Qin
unification
in the third century B.C.E.6
Similarly, there is strikingly little evidence that current donor
and
NGO efforts to promote good governance through increasing
transpar-
ency and accountability have had a measurable impact on state
perfor-
mance.7 The theory that there should be a correlation between
the in-
creased availability of information about government
performance and
the quality of final government outputs rests on a number of
heroic as-
sumptions—that citizens will care about poor government
performance
87. Although democracy is
a driver of clientelism
at low levels of per
capita income, it may
open a path toward the
creation of higher-quality
government as nations
grow richer.
17Francis Fukuyama
(as opposed to being content to benefit from practices like
ethnic-based
patronage); that they are capable of organizing politically to put
pres-
sure on the government; that the country’s political institutions
are ones
that accurately transmit grassroots sentiment to politicians in
ways that
make the latter accountable; and finally, that the government
actually
has the capacity to perform as citizens demand.
The actual history of the relationship between state modernity
and
democracy is far more complicated than the contemporary
theory sug-
gests. Following the framework first established by Martin
Shefter, I
have argued elsewhere that the sequence by which democracy
(mea-
sured by the degree of universality of the franchise) and state
modernity