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Forum Rubric Information This rubric below outlines the scoring method for weekly forum posts and participation. Basic Forum Participation Exemplary 33-38 pts (C-level) Accomplished 11-30 pts (D-level) Developing 1-10 pts (F-level) Unsatisfactory 0 points Initial post ____/38pts Initial post is thoughtful, complete, and thoroughly addresses the assignment. The post meets specific assignment requirements, including length. Initial post meets specific assignment requirements, including length. The post addresses the topic in adequate detail. Initial post is incomplete or does not address the assignment. Initial post is missing, no participation on the forum. Initial post may be plagiarized. Responses ____/38pts Responses are timely, substantive, and thorough. The writing is clear and organized. You exhibit care and consideration in your responses to others. Responses are timely and thorough, but may lack complete development of ideas. One response may be missing. Responses are short or perfunctory (one line posts) and/or do not encourage substantive conversation, or are argumentative or inhibit academic discourse. Responses are missing, no participation on the forum. Forum Extension The above rubric details how to earn a C, or average, grade for the forum each week. In order to earn a higher grade, students must post additional responses for more credit. A fourth forum response that meets the above standards will earn an additional 12 points, bringing that week’s forum grade to a B. A fifth forum response that meets the above standards will earn an additional 12 points, bringing that week’s forum grade to an A. Exemplary 10-12 pts Accomplished 6-10 pts Developing 1-5 pts Unsatisfactory 0 points Extended Replies ____/12pts Initial post is thoughtful, complete, and thoroughly addresses the assignment. The post meets specific assignment requirements, including length. Initial post meets specific assignment requirements, including length. The post addresses the topic in adequate detail. Initial post is incomplete or does not address the assignment. Initial post is missing, no participation on the forum. Initial post may be plagiarized. Posting on Three Different Days Students are expected to post on three different days each week. Initial posts are due by Wednesday of each week. Replies are to be completed by Sunday. Late or single-day posts are cause for a deduction. Initial posts that are completed after Wednesday without instructor approval lose 5 points. In addition, if a student has three or more posts, deduct 5 points from the week’s total if a student has posted on only two days. Deduct 10 points if a student has posted only on one day. Historic American Works Catt, Carrie Chapman. "Address to the Congress on Women's Suffrage" King, Mart ...
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Rubric Detail A rubric lists grading criteria that instruct.docx
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
Name: Nursing Discussion Rubric
Description: This rubric is used by your instructor to assess the quality of your primary discussion response, as well as your responses to your peers. Keep in mind, because your Discussions are Pass/Fail, they will not be reflected in your Weekly Summary/Combined Grade Columns. However, you must successfully complete these discussion posts/replies to meet your course requirements.
Grid ViewList View
Excellent
Satisfactory
Needs Improvement
Initial Post - Content/Comprehension
Post demonstrates depth of understanding of course content; Addresses discussion prompt completely; offers clear point of view and detail
Feedback:
Post demonstrates adequate depth of understanding, but does not address all of discussion prompt; point of view is somewhat unclear and detail is limited
Feedback:
Post does not demonstrate depth of understanding of course content; Discussion prompt is minimally addressed; Point of view is unclear and detail is under-developed
Feedback:
Initial Post - Timelines
Submits initial post by Wednesday deadline
Feedback:
Submits initial post one to three days late (after Wednesday before Sunday)
Feedback:
No initial post
Feedback:
Initial Post - Spelling/Grammar/Mechanics
Post has 0-1 spelling or grammatical errors; Properly cites work in APA format where required
Feedback:
Post has 2-3 spelling or grammatical errors; Cites work in APA format where required with few errors
Feedback:
Posts have 3 or more spelling or grammatical errors; Does not cite work where required
Feedback:
Peer Responses - Engagement/Classroom Interaction
Submits required number of response posts; Responses extend the discussion by making connections, relating to others’ ideas and adding supporting detail
Feedback:
Submits required number of response posts; Some connections are made with relevant explanation and detail
Feedback:
Responses are not submitted; Responses are generic, limited, do not extend the discussion or add detail
Feedback:
Peer Responses - Timeliness
Submits peer response posts by Sunday deadline
Feedback:
Submits peer response posts late (after Sunday)
Feedback:
Submits peer response posts late (after Sunday)
Feedback:
Peer Responses - Spelling/Grammar/Mechanics
Posts have 0-1 spelling or grammatical errors; Properly cites work in APA format where required
Feedback:
.
Unit 3 Assignment 2 Interview Analysis For this As.docx
Unit 3 Assignment 2: Interview Analysis
For this Assignment, please interview at least two (or more) friends, relatives, colleagues, etc. to ascertain
answers to the following questions:
1. What impact did the events of 9/11 have on their sense of security/vulnerability?
2. Do they agree or disagree with the U.S. response to the attacks?
Which aspects of the U.S. response do they feel have been most successful and effective?
Which aspects of the U.S. response do they feel have been least effective or even counter-
productive?
Do they feel safer now than they did after 9/11? Why, or why not?
What areas of vulnerability do they think have not been addressed that should be?
3. The U.S. is a melting pot; do you believe interaction with people with different religious practices help
to enrich the cultural life of our country? Do you feel the events of 9/11 stimulated more interaction
with Muslims?
Be sure to ask detailed follow-up questions. Here are some suggestions to get you started.
Do they agree or disagree with the term “War on Terrorism”? Do they think the “war” will ever be
“won,” and all terrorist threats completely eliminated? If they disagree on the term, what would they
suggest as an alternative?
Do they feel civil liberties, including privacy rights, have been curtailed significantly in the wake of the
U.S. response? If so, in what way? Is some curtailment of some civil liberties for some individuals a
necessary step, even if not ideal? Do they agree with the government’s justifications for
wiretapping, etc.?
Do they agree with holding captured suspects indefinitely without charge? Or do they think suspects
should enjoy due process and be tried in civilian courts?
What are their thoughts on secret prisons, extraordinary rendition, and the enemy combatants at
Guantanamo Bay?
Do they agree with the rationale behind the invasion of either Afghanistan or Iraq or both?
Are citizens of other countries at all justified in their negative view of America’s stand in the world?
Write a 3−5-page paper identifying the specific questions on which your interview subjects differ, and
articulate the interviewee’s reasoning behind those answers.
Share your opinion on the same questions, and on the subjects’ answers. Did any of their answers
change your mind, or cause you to rethink your own opinion? If so, how? If not, why not?
As you analyze your responses to the same questions, think about how these feelings will impact your
current or future organization. How will your perspectives toward other cultures and diversity impact
your day-to-day actions with an organization?
Directions
In addition to fulfilling the specifics of the Assignment, a successful paper must also meet the following
criteria:
• Include a cover page and references page in 10–12 point font (Arial, Courier, and Times New
Unit 3 [CJ355: Homeland Security]
Roman are acceptable)
...
English 1102 Critical Reading and WritingInstructor Mr. To.docx
English 1102: Critical Reading and Writing
Instructor: Mr. Topper
Email: [email protected]
Location: England
Please recognize timezone difference during correspondence.
Course Description
This course is designed to help prepare you for academic reading and writing. Through activities
that emphasize both collaborative, process-oriented learning as well as individual, self-motivated
learning, you will be introduced to the following three skills:
Critical Reading This course is reading-heavy. You will read multiple essays nearly every
week. Some essays will be challenging to grasp, but thoughtful writing
begins with thoughtful reading.
Critical Writing This course is also writing-heavy. Like any craft, strong writing is produced
through rigorous practice. You will write every week, sometimes formally
and sometimes informally, through discussion board posts, journal entries,
and essays.
Critical Thinking By focusing on reading and writing, this course is centered around critical
thought. Whether you are responding to an assigned reading, responding to
a fellow student, or articulating your own argument, the depth of your
thought will weigh heavily on your grade.
Course Values
Empathy Always consider other points of view, whether that be from an author or a
classmate.
Honesty Read and write honestly: questioning, challenging, and developing
your own worldview.
Community This course is a digital community. Play your part by posting
meaningful contributions to discussion board conversations.
Close Reading Read meticulously. Move to generalizations only after you have
lingered over the intricate details of a text.
Clarity Support your claims with evidence, organize your thoughts effectively, and
utilize proper punctuation to write concise, legible prose.
Rhetoric Always keep in mind your audience, your purpose, and your overall
rhetorical situation.
1
Idaho State University, Department of English and Philosophy, Spring, 2015
mailto:[email protected]
mailto:[email protected]
Course Goals and Learning Objectives
Each student should display competence in all three skills mentioned in the course description:
critical reading, critical writing, and critical thinking. Likewise, each student’s work should reflect all
six of the course values: empathy, honesty, community, close reading, clarity, and rhetoric. Each
student’s competence in these three skills will be judged by the ways in which each student’s work
reflects these six values.
Required Text
The Norton Reader, 13th Edition.
Homework Submission
All assignments will be submitted on Moodle, not via email. All discussion board posts will be
submitted on the corresponding week’s discussion board. All assignments are due by 11:55 pm
(Mountain Timezone) on the day they are scheduled as due. NO LATE ASSIGNMENTS WILL BE
ACCEPTED. If you find yourself i ...
D14-EWRT 2-S18
This document provides guidance to students on developing a focused research question for their research paper assignment. It begins by listing some example broad or vague research topics and questions and suggests ways to narrow the focus and make the questions more open-ended and analytical. The document emphasizes that students should aim to analyze and evaluate sources rather than just report facts, and develop a research question that investigates an issue rather than one that already has a settled or easily-answered conclusion. It provides tips on committing to a research topic and question while allowing for refinement as research is conducted. Students are assigned homework and peer review tasks to continue progressing on their research papers.
2 civil war
The document provides instructions for an activity analyzing the Gettysburg Address. Students will be divided into groups to create questions about the speech at different levels of complexity. Each group member will create one question, either relying only on the text, integrating their own thoughts, or requiring judgment beyond the text. The groups will then exchange questions with another group, and each member will answer one of the received questions. Upon receiving the answered questions back, each member will leave a comment evaluating the response to their question. The activity aims to develop critical thinking and deeper understanding of historical texts.
D15-EWRT 2-S18
This summary provides an overview of assignments and deadlines for Week 9 of the CREM EWRT 2 class:
HW 7 is due along with responses to Paper 3, Part 1. Paper 3, Part 2 is due Saturday, and Journal 5 is due Tuesday. Participation scores so far show a mean of 210.3 and median of 217, with most students earning a B or higher. Annotations for Paper 3 need formatting fixes and to meet requirements for credibility, usefulness, and sources. The class will discuss rhetorical appeals of ethos, pathos, and logos and how to identify them in an assigned editorial. Homework for Wednesday includes readings on logical fallacies and rhetorical devices along with preparing for a NY
How to Create Kick Ass E-blasts
Learn how to write e-blasts to help further your organizations' goals. This presentation is based on a terrific Netroots training I attended.
Developing A Research Question
The document provides guidance on developing a strong research question for a social studies project. It explains that a good research question addresses an issue or problem that cannot be answered by a single fact or source. Students are instructed to consider a broad topic, narrow it to a specific aspect, and write 3-4 open-ended questions to help select the best research question. Examples of potential research topics related to the Progressive Era are given to help students generate their own questions.
Recommended
Rubric Detail A rubric lists grading criteria that instruct.docx
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
Name: Nursing Discussion Rubric
Description: This rubric is used by your instructor to assess the quality of your primary discussion response, as well as your responses to your peers. Keep in mind, because your Discussions are Pass/Fail, they will not be reflected in your Weekly Summary/Combined Grade Columns. However, you must successfully complete these discussion posts/replies to meet your course requirements.
Grid ViewList View
Excellent
Satisfactory
Needs Improvement
Initial Post - Content/Comprehension
Post demonstrates depth of understanding of course content; Addresses discussion prompt completely; offers clear point of view and detail
Feedback:
Post demonstrates adequate depth of understanding, but does not address all of discussion prompt; point of view is somewhat unclear and detail is limited
Feedback:
Post does not demonstrate depth of understanding of course content; Discussion prompt is minimally addressed; Point of view is unclear and detail is under-developed
Feedback:
Initial Post - Timelines
Submits initial post by Wednesday deadline
Feedback:
Submits initial post one to three days late (after Wednesday before Sunday)
Feedback:
No initial post
Feedback:
Initial Post - Spelling/Grammar/Mechanics
Post has 0-1 spelling or grammatical errors; Properly cites work in APA format where required
Feedback:
Post has 2-3 spelling or grammatical errors; Cites work in APA format where required with few errors
Feedback:
Posts have 3 or more spelling or grammatical errors; Does not cite work where required
Feedback:
Peer Responses - Engagement/Classroom Interaction
Submits required number of response posts; Responses extend the discussion by making connections, relating to others’ ideas and adding supporting detail
Feedback:
Submits required number of response posts; Some connections are made with relevant explanation and detail
Feedback:
Responses are not submitted; Responses are generic, limited, do not extend the discussion or add detail
Feedback:
Peer Responses - Timeliness
Submits peer response posts by Sunday deadline
Feedback:
Submits peer response posts late (after Sunday)
Feedback:
Submits peer response posts late (after Sunday)
Feedback:
Peer Responses - Spelling/Grammar/Mechanics
Posts have 0-1 spelling or grammatical errors; Properly cites work in APA format where required
Feedback:
.
Unit 3 Assignment 2 Interview Analysis For this As.docx
Unit 3 Assignment 2: Interview Analysis
For this Assignment, please interview at least two (or more) friends, relatives, colleagues, etc. to ascertain
answers to the following questions:
1. What impact did the events of 9/11 have on their sense of security/vulnerability?
2. Do they agree or disagree with the U.S. response to the attacks?
Which aspects of the U.S. response do they feel have been most successful and effective?
Which aspects of the U.S. response do they feel have been least effective or even counter-
productive?
Do they feel safer now than they did after 9/11? Why, or why not?
What areas of vulnerability do they think have not been addressed that should be?
3. The U.S. is a melting pot; do you believe interaction with people with different religious practices help
to enrich the cultural life of our country? Do you feel the events of 9/11 stimulated more interaction
with Muslims?
Be sure to ask detailed follow-up questions. Here are some suggestions to get you started.
Do they agree or disagree with the term “War on Terrorism”? Do they think the “war” will ever be
“won,” and all terrorist threats completely eliminated? If they disagree on the term, what would they
suggest as an alternative?
Do they feel civil liberties, including privacy rights, have been curtailed significantly in the wake of the
U.S. response? If so, in what way? Is some curtailment of some civil liberties for some individuals a
necessary step, even if not ideal? Do they agree with the government’s justifications for
wiretapping, etc.?
Do they agree with holding captured suspects indefinitely without charge? Or do they think suspects
should enjoy due process and be tried in civilian courts?
What are their thoughts on secret prisons, extraordinary rendition, and the enemy combatants at
Guantanamo Bay?
Do they agree with the rationale behind the invasion of either Afghanistan or Iraq or both?
Are citizens of other countries at all justified in their negative view of America’s stand in the world?
Write a 3−5-page paper identifying the specific questions on which your interview subjects differ, and
articulate the interviewee’s reasoning behind those answers.
Share your opinion on the same questions, and on the subjects’ answers. Did any of their answers
change your mind, or cause you to rethink your own opinion? If so, how? If not, why not?
As you analyze your responses to the same questions, think about how these feelings will impact your
current or future organization. How will your perspectives toward other cultures and diversity impact
your day-to-day actions with an organization?
Directions
In addition to fulfilling the specifics of the Assignment, a successful paper must also meet the following
criteria:
• Include a cover page and references page in 10–12 point font (Arial, Courier, and Times New
Unit 3 [CJ355: Homeland Security]
Roman are acceptable)
...
English 1102 Critical Reading and WritingInstructor Mr. To.docx
English 1102: Critical Reading and Writing
Instructor: Mr. Topper
Email: [email protected]
Location: England
Please recognize timezone difference during correspondence.
Course Description
This course is designed to help prepare you for academic reading and writing. Through activities
that emphasize both collaborative, process-oriented learning as well as individual, self-motivated
learning, you will be introduced to the following three skills:
Critical Reading This course is reading-heavy. You will read multiple essays nearly every
week. Some essays will be challenging to grasp, but thoughtful writing
begins with thoughtful reading.
Critical Writing This course is also writing-heavy. Like any craft, strong writing is produced
through rigorous practice. You will write every week, sometimes formally
and sometimes informally, through discussion board posts, journal entries,
and essays.
Critical Thinking By focusing on reading and writing, this course is centered around critical
thought. Whether you are responding to an assigned reading, responding to
a fellow student, or articulating your own argument, the depth of your
thought will weigh heavily on your grade.
Course Values
Empathy Always consider other points of view, whether that be from an author or a
classmate.
Honesty Read and write honestly: questioning, challenging, and developing
your own worldview.
Community This course is a digital community. Play your part by posting
meaningful contributions to discussion board conversations.
Close Reading Read meticulously. Move to generalizations only after you have
lingered over the intricate details of a text.
Clarity Support your claims with evidence, organize your thoughts effectively, and
utilize proper punctuation to write concise, legible prose.
Rhetoric Always keep in mind your audience, your purpose, and your overall
rhetorical situation.
1
Idaho State University, Department of English and Philosophy, Spring, 2015
mailto:[email protected]
mailto:[email protected]
Course Goals and Learning Objectives
Each student should display competence in all three skills mentioned in the course description:
critical reading, critical writing, and critical thinking. Likewise, each student’s work should reflect all
six of the course values: empathy, honesty, community, close reading, clarity, and rhetoric. Each
student’s competence in these three skills will be judged by the ways in which each student’s work
reflects these six values.
Required Text
The Norton Reader, 13th Edition.
Homework Submission
All assignments will be submitted on Moodle, not via email. All discussion board posts will be
submitted on the corresponding week’s discussion board. All assignments are due by 11:55 pm
(Mountain Timezone) on the day they are scheduled as due. NO LATE ASSIGNMENTS WILL BE
ACCEPTED. If you find yourself i ...
D14-EWRT 2-S18
This document provides guidance to students on developing a focused research question for their research paper assignment. It begins by listing some example broad or vague research topics and questions and suggests ways to narrow the focus and make the questions more open-ended and analytical. The document emphasizes that students should aim to analyze and evaluate sources rather than just report facts, and develop a research question that investigates an issue rather than one that already has a settled or easily-answered conclusion. It provides tips on committing to a research topic and question while allowing for refinement as research is conducted. Students are assigned homework and peer review tasks to continue progressing on their research papers.
2 civil war
The document provides instructions for an activity analyzing the Gettysburg Address. Students will be divided into groups to create questions about the speech at different levels of complexity. Each group member will create one question, either relying only on the text, integrating their own thoughts, or requiring judgment beyond the text. The groups will then exchange questions with another group, and each member will answer one of the received questions. Upon receiving the answered questions back, each member will leave a comment evaluating the response to their question. The activity aims to develop critical thinking and deeper understanding of historical texts.
D15-EWRT 2-S18
This summary provides an overview of assignments and deadlines for Week 9 of the CREM EWRT 2 class:
HW 7 is due along with responses to Paper 3, Part 1. Paper 3, Part 2 is due Saturday, and Journal 5 is due Tuesday. Participation scores so far show a mean of 210.3 and median of 217, with most students earning a B or higher. Annotations for Paper 3 need formatting fixes and to meet requirements for credibility, usefulness, and sources. The class will discuss rhetorical appeals of ethos, pathos, and logos and how to identify them in an assigned editorial. Homework for Wednesday includes readings on logical fallacies and rhetorical devices along with preparing for a NY
How to Create Kick Ass E-blasts
Learn how to write e-blasts to help further your organizations' goals. This presentation is based on a terrific Netroots training I attended.
Developing A Research Question
The document provides guidance on developing a strong research question for a social studies project. It explains that a good research question addresses an issue or problem that cannot be answered by a single fact or source. Students are instructed to consider a broad topic, narrow it to a specific aspect, and write 3-4 open-ended questions to help select the best research question. Examples of potential research topics related to the Progressive Era are given to help students generate their own questions.
D11-EWRT 1A
This document outlines the agenda for a class that covers several topics: a parable quiz, discussion of chapters in Parable of the Sower, checking participation grades, reviewing the requirements for Paper 3, learning about paragraph structure, and planning a game for a global issues conference. Students will split into teams to design different components of an interactive game about disaster preparedness and survival in community for the conference. The document provides frameworks and guidelines for the game and assigns students to roles on various teams to collaborate on the project.
Thesis Statements Any paper you write in college will requ
Thesis Statements
Any paper you write in college will require a thesis statement in some form. These are general
expectations and guidelines for writing and revising a strong thesis.
Basics
Roles of a Thesis: A thesis (1) answers a question, (2) makes an argument, and (3) presents a
road map for the rest of your paper.
Thesis Components: A thesis is comprised of a topic and a comment on the topic and answers
the questions: What? Why? How?
Generally, the comment portion is your argument; however, if a prompt is simply expository or
analytical, you can still give a comment on how you are explaining or analyzing the topic. Since
most college essays are argumentative in nature, we will focus on constructing analytical
theses.
Thesis Conventions: The thesis typically appears at the end of your first paragraph
(introduction), is 1-3 sentences long, and avoids first person (unless the writer is instructed
otherwise).
Examples with Notes
1) In the “Ethics of Living Jim Crow,” Richard Wright fights segregation [what] by using
irony [how] to show that Jim Crow’s “ethics” are unethical [why].
a. Topic: Richard Wright’s “Ethics of Living with Jim Crow”…
b. Comment: …shows Jim Crow “ethics” are unethical.
2) The film Rebel without a Cause reflects the anxieties surrounding changing family values
in 1950s America [what]. The main conflicts are set against the “dysfunctional” family lives of
the characters Jim, Judy, and Plato [how] to show the danger of these degrading values and a
desire to return to a traditional family structure [why].
a. Topic: Rebel without a Cause…
b. Comment: …reflects anxieties about changing family values.
3) Because of the change in demographics and population distribution across the United
States (how), the Electoral College no longer realizes its original intention of ensuring fair
representation (why) and should be abandoned or altered to give more power to the popular
vote (what).
a. Topic: The Electoral College…
b. Comment: …should be abandoned.
For all three examples above, notice that the how and why elements make the paper more
specific and argumentative than if the writer had just introduced the topic to be discussed.
Build Your Thesis
Working Thesis: Your working thesis is your tentative topic plus your comment on that topic.
Example: The Electoral College should be abandoned.
Your Topic: ______________________________________________________________________
Comment: ______________________________________________________________________
Working thesis: __________________________________________________________________
Revised Thesis: Your revised thesis is a more complex, specific version of your working thesis
and considers the questions why and how.
Example: Because of the change in demographics and population distribution, the Electoral
College no longer realizes its original intention of ensuring fai ...
Unit V ProjectPortfolio Project 3The third portfolio entry re.docx
Unit V Project
Portfolio Project 3:
The third portfolio entry requires the construction of a document that reflects the information you have learned in Unit V.
The assignment will also test your ability to think critically about the concepts within the unit. This portfolio entry should be in one word document with proper headings for each section.
This project allows you to develop some interviewing skills, generate tables, create a timeline, and write a debate. These different mini projects allow you to think outside of the box of the traditional assignment and assessment format, stretching your academic capabilities and applying them to the sociology discipline.
1. Ask five people how they would define racism, religion, and family, and then summarize the definitions. Identify the similarities and differences in the definitions. Provide your own definitions of each and how they relate to each other.
a. You can use any means you want to interview people. Social media (Facebook, Twitter,
etc.), email, or personal interviews are all acceptable.
2. Generate a table with a list of the different patterns of interaction between minority and majority groups. The table should have three columns:
a. One column for the models
b. One column providing three facts about each model
c. One column providing two different examples for each model
3. Develop a K-W-L table for each of the racial/ethnic groups in the United States. Create three columns for each table with the following categories: What I KNOW (K), what I WANT to know (W), and what I LEARNED (L).
Complete the “K” and “W” sections, listing at least three things you know and three things that you want to know about each of the racial/ethnic groups in the United States. Then, perform research on the different associated cultures, and list three things you learned about the different cultures, and fill them in the “L” section.
4. Create a timeline listing the different stages of family life. Make note of any events, significant milestones, or problems that may occur.
5. Argue both sides (supporting and rejecting) the following statement in one to two paragraphs: The religions in the world will never get along because they are too different.
Soc1010: Unit V Project
The third portfolio entry requires the construction of a document that reflects the information you have learned in Unit V. See the course syllabus for the assignment overview.
Important Note: This assignment is time consuming and a little complex. It is more manageable if you break it down into parts.
Please do not hesitate to ask me questions about this assignment. It is confusing and often students run into trouble with this one! Also, see below. I have reduced the requirements for the KWL table.
My Expectations & Clarification for this Assignment
This assignment is worth 100 points. There are 5 sections/questions for this assignment
IMPORTANT:You must answer all 5 questions for full credit. Below I will expla ...
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This document outlines the instructions for a take home exam in social philosophy. It is divided into 4 parts:
Part 1 involves answering 3 essay questions from a set of questions worth 15% each. Part 2 involves answering 4 short answer questions from another set worth 5% each. Part 3 is a group presentation worth 30%. Part 4 provides bonuses for early submission. Students must follow specific formatting guidelines when submitting their answers.
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This document is a syllabus for a sociology course titled "How Race and Ethnicity Shape American Social Life". The course will examine key concepts related to race and ethnicity, explore the historical experiences of various minority groups, analyze media representations of minorities, and address contemporary issues like segregation and inequality. Requirements include introductory assignments, response papers, exams, projects, and activities. The goal is for students to develop a sociological understanding of how race shapes social life and to critically engage with course materials.
EDLD 633 History of Higher Education Spring 2014
This document outlines the syllabus for an online course on the history of American higher education. The course will include 3 face-to-face Saturday sessions in March and April and online discussions. Requirements include participation in discussions, 2 reaction papers, a group presentation, and an individual research paper. The goal is for students to understand how higher education has evolved and influences their work.
Directions for discussion for h.m. and his doctor listen to t
H.M. has unusual memory loss due to surgery to treat his epilepsy. While he can form new procedural memories, he cannot form new declarative memories. Losing one's memory from a night's sleep to ten years later would be profoundly disorienting and difficult for both the individual and their friends and family who retained their memories. This case demonstrates the importance of memory for forming new experiences and maintaining a sense of identity and relationships over time.
Take home exam
This document outlines the instructions for a take home exam in social philosophy. It is divided into 4 parts. Part 1 involves answering 3 out of 5 questions from Set A for 45% of the grade. Part 2 involves answering 4 out of 6 questions from Set B for 20% of the grade. Part 3 is completing a final report on political ideologies for 30% of the grade. Part 4 gives bonus points to the first 5 and next 5 students who submit their exams. The exam must be typed in MS Word and follow specific formatting guidelines.
Extra credit for cja 104 intro to corrections
This document outlines the requirements for an extra credit assignment. Students can answer up to five questions for extra credit worth 5 points each, for a total of 25 extra credit points. Answers must be at least one page single-spaced in 12-point font and cite at least two sources. For pre-approved absences from quizzes, students will answer one question per missed exam following the same requirements. The document provides 10 sample questions that could be answered for extra credit.
Lesson Plan in Oral Communication.docx
This lesson plan aims to teach students about different types of speeches. It includes activities to differentiate speeches according to purpose and delivery method. For the purpose activity, students will pick topics related to gender issues and present informative, persuasive, or entertainment speeches. They will then analyze the activities and discuss how gender issues affect society. The lesson emphasizes expressing oneself through oral communication to address discrimination.
D14-CREM EWRT 1A
This document outlines an agenda for a class on creative writing. It includes a quiz, discussions on a reading from Solnit, and exercises to help students narrow a problem they will write about and understand its causes and consequences. Students are asked to find a source to provide information on their chosen problem. The document provides guidance on choosing a problem and defining it, and finding an appropriate outside source to incorporate into their writing. It also lists participation points available and homework due for the next class.
Student-Driven Critical Thinking in Online Discussions
Discussion forums are commonly used in online courses as a medium for students to develop critical thinking, communication, and information literacy skills. An effective way to meet these objectives is to use an explicit critical thinking framework, in which students are given specific instructions on how to structure their posts.
http://www.criticalthinking.org
COTE NOTE: http://bit.ly/COTENOTEcriticalthinking
Group Discussion Rubric – Methods II Group Assignment Di.docx
Group Discussion Rubric – Methods II
Group Assignment Discussion Rubric (Up to 5 Points)
Category
0 points
.25 point (per
category)
.5 points (per
category)
.75 points (per
category)
1 point (per
category)
Promptness and
Initiative
Does Not
Post
Does not
respond to
most postings;
rarely
participates or
waits until the
last minute
Responds to
most postings
several days
after initial
discussion;
limited
initiative
Responds to
most postings
within a 48
hour period;
requires
occasional
prompting to
post
Consistently
responds to
postings in less
than 48 hours (24
hours when
facilitating);
demonstrates good
self-initiative
Delivery of Post
Does Not
Post
Utilizes poor
spelling and
grammar in
most posts;
posts appear
"hasty"
Errors in
spelling and
grammar
evidenced in
several posts
Few
grammatical or
spelling errors
are noted in
posts
Consistently uses
grammatically
correct posts with
rare misspellings
Quality/Relevance
of Post
Does Not
Post
Posts topics
which do not
relate to the
discussion
content;
makes short or
irrelevant
remarks
Occasionally
posts off topic;
most posts are
short in length
and offer no
further insight
into the topic
Frequently
posts topics
that are related
to discussion
content;
prompts further
discussion of
topic
Consistently posts
topics related to
discussion topic;
cites additional
references related
to topic
Contribution to
the Learning
Community
Does Not
Post
Does not
make effort to
participate in
learning
community as
it develops;
seems
indifferent
Occasionally
makes
meaningful
reflection on
group's efforts;
marginal effort
to become
involved with
group
Frequently
attempts to
direct the
discussion and
to present
relevant
viewpoints for
consideration
by group;
interacts freely
Aware of needs of
community;
frequently
attempts to
motivate the group
discussion;
presents creative
approaches to
topic
Participants'
Quantity of Posts
Does Not
Post
Participants'
Quantity of
Posts
Posts only 1
message and
does not
respond to
peers or posts
only short
agreement
messages
Posts 1
thorough (1-3
paragraphs)
message and 1
reply to a peers
message
Posts 2 or 3
thorough (1-3
paragraphs)
messages/replies
to peers
FAQ’s about group “Slackers, Freeloaders and Just Wrong-Wrong-Wrong Responders”
1). So what happens if a group member either fails or is late in providing an individual
assignment?
Well … that student loses 5 points for the individual assignment, which cannot be
made up. This individual can still work with the group on the group discussion
and receive 10 points for Part II, but the most they can get for the chapter is 10
out of 15 points.
2). What if I submit my individual assign ...
15Research Topic and QuestionStuden
1
5
Research Topic and Question
Student Name
University of Arizona Global Campus
GEN103: Information Literacy
Instructor Name
Month Day, Year
Research Topic and Question
Refer to Module 1.3 of your textbook as you complete this assignment.
In the box below, provide a 2-3 sentence description of your research topic and how it is related to your major. You may refer to the GEN103 Possible Topics for Research handout in the classroom for research topic ideas.
Important: “Prayer in school” is not an acceptable topic for your annotated bibliography because it is used for the assignment examples throughout this class.
Research Topic and its Relation to Your Major:
To help you explore your topic, fill in the KWHL chart below.
1. Write at least three specific thing you know about your topic in the first column, K (K = know).
2. Write at least three specific questions about your topic that you would like to know the answers to in the second column, W (W = what do I want to know).
3. Write at least three specific tools you might use to find out more about your topic in the third column, H (H = how do I find out).
4. At this point, you need to do background research before you can fill out the fourth column. Use the tools you wrote down in H to find out more about your topic. Focus on the questions you wrote in W:
a. When you do background research, it’s fine to do a Google search or to use Wikipedia or other encyclopedias or general reference works; you will not use these sources in your annotated bibliography.
b. The 4 Easy Steps to Using the UAGC Library for Background Research provides directions for using the references sources in the UAGC Library
5. After doing your background research, write at least three specific things you have learned about your topic in the fourth column, L (L = what have I learned).
You must have at least three distinct items listed in each column to get full credit for this portion of the assignment.
K
What do I know?
W
What do I want to know?
H
How do I find out?
L
What have I learned?
Now that you have done some simple background research, it’s time to write a formal research question. Your research question will help you focus your research by defining the information you are looking for as you research your topic for your annotated bibliography.
A quality formal research question must be:
· Open-ended (Review the How to Ask Open-Ended Questions handout)
· Clear
· Concise
· Detailed
Remember that research questions should generate the kind of research that is suitable for an academic paper. Avoid questions that:
· Are yes/no questions (Often begin with “are” or “do”.)
· Ask for number or date (Often begin with “how many” or “when”.)
· Ask for a list
· Ask for an opinion (Often begin with “what do you think”.)
· Can be answered with a brief explanation or by referring to a single source.
Tip: Open-ended questions usually start with “what,” “why” and “how.” ...
You have been asked to explain the differences between certain categ.docx
You have been asked to explain the differences between certain categories of crimes. For each of the following categories of crime, provide a general definition of the category of crime and give at least two detailed examples of specific crimes that fall into each category:
Crimes against persons
Crimes against property
Crimes of public morality
White-collar crime
Cyber crime
Then for the following scenarios, discuss the categories of crimes involved in each scenario and explain the specific criminal charges that you would apply to each scenario. You can utilize the Library, Internet and other resources to research the criminal statutes of a state of your choice in order to help you determine which criminal charges should be applied:
David S. was running around a public park without his clothes on, singing and shouting loudly, at 3 in the morning. Police arrived after neighbors called to complain. They saw David S. tipping over a garbage can and when they shouted for him to stop, he threw the garbage can into a car, breaking one of its side windows. The police arrested David S, His blood alcohol level was twice the legal limit.
Gary M. was arrested by the FBI when he showed up at a local mall to meet a "14 year old girl" for a date, which he arranged over the Internet. He didn't know that the "14 year old girl" was actually a 35-year old male FBI agent.
Elaine R. was an accountant working for a large corporation. She had been falsifying the accounting records and sending some of the corporate funds to her own bank accounts in an offshore bank. The corporation found out what she had been doing and reported her to the police.
Please submit your assignment.
.
You have been asked to help secure the information system and users .docx
You have been asked to help secure the information system and users against hacking attempts. Complete the following:
Take this opportunity to describe the 4 different approaches and techniques a hacker would use to steal the organization's data.
For each approach, discuss what methods can be used to circumvent the attack, prevent it, or minimize the disruption caused by the event.
Include 2–3 pages of material covering the 3 discussion areas in Section 5 of your Key Assignment document (including the completed previous 4 sections).
social engineering,dumpster diving,identify theft,cyberterrorist
.
You have been asked to participate in a local radio program to add.docx
You have been asked to participate in a local radio program to discuss the role of corrections in the community. The audience will debate whether the focus should be on rehabilitating offenders, punishing offenders, or isolating chronic offenders. You must decide which role should be the focus of the community's corrections policy and prepare to explain your viewpoint on the role of corrections by anticipating questions from callers and relating corrections issues to the topic you are researching.
You have been hired asa cons.docx
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You have been appointed as a system analyst in the IT department of .docx
You have been appointed as a system analyst in the IT department of a selected university in Malaysia. You are responsible to develop an online admission system for the university. For this reason, you have to do an analysis and design to model the online system that could be developed later. Identify the requirements for the system and produce a software requirement specification (SRS) to document all the details.
.
You choose one and I will upload the materials for u.Choose 1 of.docx
You choose one and I will upload the materials for u.
Choose 1 of the following 3 questions, and answer it in a paper of no more than 1000 words. Submit that paper by
November 4
at midnight PST in the appropriate IICS515 Moodle dropbox.
4. Monday October 27 lecture
Themes: Global Media Governance and Regulation; The Internet and Digital Media
Readings: Chapter 5, “The Medium: Global Technologies and Organizations,” and Chapter 6, “The Internet”
In this lecture, we discussed the definition and history of communication rights as one element or dimension of communication policy, and used it to bring to life a subject—policy—that sometimes seems abstract and technical in nature.
In doing so, we noted the evolution from a “negative” rights view of communication rights, as expressed in Article 19 of the United Nations Universal Declaration of Human Rights in 1948, to the more “positive” definition of communication rights explained in the lecture content derived from the work of Marc Raboy (and Jeremy Shtern).
Remember that “negative” does not mean “bad” here nor “positive” good. “Negative” and “positive” rights—which are ways of thinking about all human rights, not just communication rights—are instead ways of characterizing the orientation of rights toward individuals and society. Negative rights are defined in terms of freedom
from
things, and positive rights in terms of freedom
to
have or do certain things. Both negative and positive rights derive their legitimacy from fundamental and universal consideration of what it means to be human and to be treat people as human beings.
In our case study at the end of the lecture, we then discussed how a “positive” approach to communication rights could help us better understand and perhaps act against cyberbullying.
In your paper, and in your own words, define “communication rights,” and then briefly explain the evolution from the negative to the positive rights approach to communication rights.
Once you have done that, and with reference to the cyberbullying pamphlet from the Canadian government attached to your lecture notes, demonstrate how a “positive” rights approach to communication rights can help us better understand and prevent cyberbullying. In other words, what are the limitations of approaching cyberbullying from a “negative” rights perspective, and what does a “positive” approach to communication rights do to help us understand and perhaps act against cyberbullying?
Cyberbullying is a problem in international communication that affects many, especially vulnerable teenagers, as illustrated in the case of the late Amanda Todd (from British Columbia).
You do not need to use the McPhail chapter here, as it is not directly relevant to this question. Rather, draw on the lecture notes and the podcast as your sources here.
5. Wednesday October 29 lecture
Themes: Global Media Case Study in Media and the Arab World; Orientalism
Readings: Said, Edward (1978)..
More Related Content
Similar to Forum Rubric Information This rubric below outlines the sc.docx
D11-EWRT 1A
This document outlines the agenda for a class that covers several topics: a parable quiz, discussion of chapters in Parable of the Sower, checking participation grades, reviewing the requirements for Paper 3, learning about paragraph structure, and planning a game for a global issues conference. Students will split into teams to design different components of an interactive game about disaster preparedness and survival in community for the conference. The document provides frameworks and guidelines for the game and assigns students to roles on various teams to collaborate on the project.
Thesis Statements Any paper you write in college will requ
Thesis Statements
Any paper you write in college will require a thesis statement in some form. These are general
expectations and guidelines for writing and revising a strong thesis.
Basics
Roles of a Thesis: A thesis (1) answers a question, (2) makes an argument, and (3) presents a
road map for the rest of your paper.
Thesis Components: A thesis is comprised of a topic and a comment on the topic and answers
the questions: What? Why? How?
Generally, the comment portion is your argument; however, if a prompt is simply expository or
analytical, you can still give a comment on how you are explaining or analyzing the topic. Since
most college essays are argumentative in nature, we will focus on constructing analytical
theses.
Thesis Conventions: The thesis typically appears at the end of your first paragraph
(introduction), is 1-3 sentences long, and avoids first person (unless the writer is instructed
otherwise).
Examples with Notes
1) In the “Ethics of Living Jim Crow,” Richard Wright fights segregation [what] by using
irony [how] to show that Jim Crow’s “ethics” are unethical [why].
a. Topic: Richard Wright’s “Ethics of Living with Jim Crow”…
b. Comment: …shows Jim Crow “ethics” are unethical.
2) The film Rebel without a Cause reflects the anxieties surrounding changing family values
in 1950s America [what]. The main conflicts are set against the “dysfunctional” family lives of
the characters Jim, Judy, and Plato [how] to show the danger of these degrading values and a
desire to return to a traditional family structure [why].
a. Topic: Rebel without a Cause…
b. Comment: …reflects anxieties about changing family values.
3) Because of the change in demographics and population distribution across the United
States (how), the Electoral College no longer realizes its original intention of ensuring fair
representation (why) and should be abandoned or altered to give more power to the popular
vote (what).
a. Topic: The Electoral College…
b. Comment: …should be abandoned.
For all three examples above, notice that the how and why elements make the paper more
specific and argumentative than if the writer had just introduced the topic to be discussed.
Build Your Thesis
Working Thesis: Your working thesis is your tentative topic plus your comment on that topic.
Example: The Electoral College should be abandoned.
Your Topic: ______________________________________________________________________
Comment: ______________________________________________________________________
Working thesis: __________________________________________________________________
Revised Thesis: Your revised thesis is a more complex, specific version of your working thesis
and considers the questions why and how.
Example: Because of the change in demographics and population distribution, the Electoral
College no longer realizes its original intention of ensuring fai ...
Unit V ProjectPortfolio Project 3The third portfolio entry re.docx
Unit V Project
Portfolio Project 3:
The third portfolio entry requires the construction of a document that reflects the information you have learned in Unit V.
The assignment will also test your ability to think critically about the concepts within the unit. This portfolio entry should be in one word document with proper headings for each section.
This project allows you to develop some interviewing skills, generate tables, create a timeline, and write a debate. These different mini projects allow you to think outside of the box of the traditional assignment and assessment format, stretching your academic capabilities and applying them to the sociology discipline.
1. Ask five people how they would define racism, religion, and family, and then summarize the definitions. Identify the similarities and differences in the definitions. Provide your own definitions of each and how they relate to each other.
a. You can use any means you want to interview people. Social media (Facebook, Twitter,
etc.), email, or personal interviews are all acceptable.
2. Generate a table with a list of the different patterns of interaction between minority and majority groups. The table should have three columns:
a. One column for the models
b. One column providing three facts about each model
c. One column providing two different examples for each model
3. Develop a K-W-L table for each of the racial/ethnic groups in the United States. Create three columns for each table with the following categories: What I KNOW (K), what I WANT to know (W), and what I LEARNED (L).
Complete the “K” and “W” sections, listing at least three things you know and three things that you want to know about each of the racial/ethnic groups in the United States. Then, perform research on the different associated cultures, and list three things you learned about the different cultures, and fill them in the “L” section.
4. Create a timeline listing the different stages of family life. Make note of any events, significant milestones, or problems that may occur.
5. Argue both sides (supporting and rejecting) the following statement in one to two paragraphs: The religions in the world will never get along because they are too different.
Soc1010: Unit V Project
The third portfolio entry requires the construction of a document that reflects the information you have learned in Unit V. See the course syllabus for the assignment overview.
Important Note: This assignment is time consuming and a little complex. It is more manageable if you break it down into parts.
Please do not hesitate to ask me questions about this assignment. It is confusing and often students run into trouble with this one! Also, see below. I have reduced the requirements for the KWL table.
My Expectations & Clarification for this Assignment
This assignment is worth 100 points. There are 5 sections/questions for this assignment
IMPORTANT:You must answer all 5 questions for full credit. Below I will expla ...
Take home exam
This document outlines the instructions for a take home exam in social philosophy. It is divided into 4 parts:
Part 1 involves answering 3 essay questions from a set of questions worth 15% each. Part 2 involves answering 4 short answer questions from another set worth 5% each. Part 3 is a group presentation worth 30%. Part 4 provides bonuses for early submission. Students must follow specific formatting guidelines when submitting their answers.
How'd you do that?
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Life of the Mind_Olsen
Presentation on the LOM discussion leader training for 2011 at the University of Tennessee Knoxville.
final student syllabus
This document is a syllabus for a sociology course titled "How Race and Ethnicity Shape American Social Life". The course will examine key concepts related to race and ethnicity, explore the historical experiences of various minority groups, analyze media representations of minorities, and address contemporary issues like segregation and inequality. Requirements include introductory assignments, response papers, exams, projects, and activities. The goal is for students to develop a sociological understanding of how race shapes social life and to critically engage with course materials.
EDLD 633 History of Higher Education Spring 2014
This document outlines the syllabus for an online course on the history of American higher education. The course will include 3 face-to-face Saturday sessions in March and April and online discussions. Requirements include participation in discussions, 2 reaction papers, a group presentation, and an individual research paper. The goal is for students to understand how higher education has evolved and influences their work.
Directions for discussion for h.m. and his doctor listen to t
H.M. has unusual memory loss due to surgery to treat his epilepsy. While he can form new procedural memories, he cannot form new declarative memories. Losing one's memory from a night's sleep to ten years later would be profoundly disorienting and difficult for both the individual and their friends and family who retained their memories. This case demonstrates the importance of memory for forming new experiences and maintaining a sense of identity and relationships over time.
Take home exam
This document outlines the instructions for a take home exam in social philosophy. It is divided into 4 parts. Part 1 involves answering 3 out of 5 questions from Set A for 45% of the grade. Part 2 involves answering 4 out of 6 questions from Set B for 20% of the grade. Part 3 is completing a final report on political ideologies for 30% of the grade. Part 4 gives bonus points to the first 5 and next 5 students who submit their exams. The exam must be typed in MS Word and follow specific formatting guidelines.
Extra credit for cja 104 intro to corrections
This document outlines the requirements for an extra credit assignment. Students can answer up to five questions for extra credit worth 5 points each, for a total of 25 extra credit points. Answers must be at least one page single-spaced in 12-point font and cite at least two sources. For pre-approved absences from quizzes, students will answer one question per missed exam following the same requirements. The document provides 10 sample questions that could be answered for extra credit.
Lesson Plan in Oral Communication.docx
This lesson plan aims to teach students about different types of speeches. It includes activities to differentiate speeches according to purpose and delivery method. For the purpose activity, students will pick topics related to gender issues and present informative, persuasive, or entertainment speeches. They will then analyze the activities and discuss how gender issues affect society. The lesson emphasizes expressing oneself through oral communication to address discrimination.
D14-CREM EWRT 1A
This document outlines an agenda for a class on creative writing. It includes a quiz, discussions on a reading from Solnit, and exercises to help students narrow a problem they will write about and understand its causes and consequences. Students are asked to find a source to provide information on their chosen problem. The document provides guidance on choosing a problem and defining it, and finding an appropriate outside source to incorporate into their writing. It also lists participation points available and homework due for the next class.
Student-Driven Critical Thinking in Online Discussions
Discussion forums are commonly used in online courses as a medium for students to develop critical thinking, communication, and information literacy skills. An effective way to meet these objectives is to use an explicit critical thinking framework, in which students are given specific instructions on how to structure their posts.
http://www.criticalthinking.org
COTE NOTE: http://bit.ly/COTENOTEcriticalthinking
Group Discussion Rubric – Methods II Group Assignment Di.docx
Group Discussion Rubric – Methods II
Group Assignment Discussion Rubric (Up to 5 Points)
Category
0 points
.25 point (per
category)
.5 points (per
category)
.75 points (per
category)
1 point (per
category)
Promptness and
Initiative
Does Not
Post
Does not
respond to
most postings;
rarely
participates or
waits until the
last minute
Responds to
most postings
several days
after initial
discussion;
limited
initiative
Responds to
most postings
within a 48
hour period;
requires
occasional
prompting to
post
Consistently
responds to
postings in less
than 48 hours (24
hours when
facilitating);
demonstrates good
self-initiative
Delivery of Post
Does Not
Post
Utilizes poor
spelling and
grammar in
most posts;
posts appear
"hasty"
Errors in
spelling and
grammar
evidenced in
several posts
Few
grammatical or
spelling errors
are noted in
posts
Consistently uses
grammatically
correct posts with
rare misspellings
Quality/Relevance
of Post
Does Not
Post
Posts topics
which do not
relate to the
discussion
content;
makes short or
irrelevant
remarks
Occasionally
posts off topic;
most posts are
short in length
and offer no
further insight
into the topic
Frequently
posts topics
that are related
to discussion
content;
prompts further
discussion of
topic
Consistently posts
topics related to
discussion topic;
cites additional
references related
to topic
Contribution to
the Learning
Community
Does Not
Post
Does not
make effort to
participate in
learning
community as
it develops;
seems
indifferent
Occasionally
makes
meaningful
reflection on
group's efforts;
marginal effort
to become
involved with
group
Frequently
attempts to
direct the
discussion and
to present
relevant
viewpoints for
consideration
by group;
interacts freely
Aware of needs of
community;
frequently
attempts to
motivate the group
discussion;
presents creative
approaches to
topic
Participants'
Quantity of Posts
Does Not
Post
Participants'
Quantity of
Posts
Posts only 1
message and
does not
respond to
peers or posts
only short
agreement
messages
Posts 1
thorough (1-3
paragraphs)
message and 1
reply to a peers
message
Posts 2 or 3
thorough (1-3
paragraphs)
messages/replies
to peers
FAQ’s about group “Slackers, Freeloaders and Just Wrong-Wrong-Wrong Responders”
1). So what happens if a group member either fails or is late in providing an individual
assignment?
Well … that student loses 5 points for the individual assignment, which cannot be
made up. This individual can still work with the group on the group discussion
and receive 10 points for Part II, but the most they can get for the chapter is 10
out of 15 points.
2). What if I submit my individual assign ...
15Research Topic and QuestionStuden
1
5
Research Topic and Question
Student Name
University of Arizona Global Campus
GEN103: Information Literacy
Instructor Name
Month Day, Year
Research Topic and Question
Refer to Module 1.3 of your textbook as you complete this assignment.
In the box below, provide a 2-3 sentence description of your research topic and how it is related to your major. You may refer to the GEN103 Possible Topics for Research handout in the classroom for research topic ideas.
Important: “Prayer in school” is not an acceptable topic for your annotated bibliography because it is used for the assignment examples throughout this class.
Research Topic and its Relation to Your Major:
To help you explore your topic, fill in the KWHL chart below.
1. Write at least three specific thing you know about your topic in the first column, K (K = know).
2. Write at least three specific questions about your topic that you would like to know the answers to in the second column, W (W = what do I want to know).
3. Write at least three specific tools you might use to find out more about your topic in the third column, H (H = how do I find out).
4. At this point, you need to do background research before you can fill out the fourth column. Use the tools you wrote down in H to find out more about your topic. Focus on the questions you wrote in W:
a. When you do background research, it’s fine to do a Google search or to use Wikipedia or other encyclopedias or general reference works; you will not use these sources in your annotated bibliography.
b. The 4 Easy Steps to Using the UAGC Library for Background Research provides directions for using the references sources in the UAGC Library
5. After doing your background research, write at least three specific things you have learned about your topic in the fourth column, L (L = what have I learned).
You must have at least three distinct items listed in each column to get full credit for this portion of the assignment.
K
What do I know?
W
What do I want to know?
H
How do I find out?
L
What have I learned?
Now that you have done some simple background research, it’s time to write a formal research question. Your research question will help you focus your research by defining the information you are looking for as you research your topic for your annotated bibliography.
A quality formal research question must be:
· Open-ended (Review the How to Ask Open-Ended Questions handout)
· Clear
· Concise
· Detailed
Remember that research questions should generate the kind of research that is suitable for an academic paper. Avoid questions that:
· Are yes/no questions (Often begin with “are” or “do”.)
· Ask for number or date (Often begin with “how many” or “when”.)
· Ask for a list
· Ask for an opinion (Often begin with “what do you think”.)
· Can be answered with a brief explanation or by referring to a single source.
Tip: Open-ended questions usually start with “what,” “why” and “how.” ...
Similar to Forum Rubric Information This rubric below outlines the sc.docx (16)
Thesis Statements Any paper you write in college will requ
Thesis Statements Any paper you write in college will requ
Unit V ProjectPortfolio Project 3The third portfolio entry re.docx
Unit V ProjectPortfolio Project 3The third portfolio entry re.docx
Directions for discussion for h.m. and his doctor listen to t
Directions for discussion for h.m. and his doctor listen to t
Student-Driven Critical Thinking in Online Discussions
Student-Driven Critical Thinking in Online Discussions
Group Discussion Rubric – Methods II Group Assignment Di.docx
Group Discussion Rubric – Methods II Group Assignment Di.docx
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You have been asked to explain the differences between certain categ.docx
You have been asked to explain the differences between certain categories of crimes. For each of the following categories of crime, provide a general definition of the category of crime and give at least two detailed examples of specific crimes that fall into each category:
Crimes against persons
Crimes against property
Crimes of public morality
White-collar crime
Cyber crime
Then for the following scenarios, discuss the categories of crimes involved in each scenario and explain the specific criminal charges that you would apply to each scenario. You can utilize the Library, Internet and other resources to research the criminal statutes of a state of your choice in order to help you determine which criminal charges should be applied:
David S. was running around a public park without his clothes on, singing and shouting loudly, at 3 in the morning. Police arrived after neighbors called to complain. They saw David S. tipping over a garbage can and when they shouted for him to stop, he threw the garbage can into a car, breaking one of its side windows. The police arrested David S, His blood alcohol level was twice the legal limit.
Gary M. was arrested by the FBI when he showed up at a local mall to meet a "14 year old girl" for a date, which he arranged over the Internet. He didn't know that the "14 year old girl" was actually a 35-year old male FBI agent.
Elaine R. was an accountant working for a large corporation. She had been falsifying the accounting records and sending some of the corporate funds to her own bank accounts in an offshore bank. The corporation found out what she had been doing and reported her to the police.
Please submit your assignment.
.
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You have been asked to help secure the information system and users against hacking attempts. Complete the following:
Take this opportunity to describe the 4 different approaches and techniques a hacker would use to steal the organization's data.
For each approach, discuss what methods can be used to circumvent the attack, prevent it, or minimize the disruption caused by the event.
Include 2–3 pages of material covering the 3 discussion areas in Section 5 of your Key Assignment document (including the completed previous 4 sections).
social engineering,dumpster diving,identify theft,cyberterrorist
.
You have been asked to participate in a local radio program to add.docx
You have been asked to participate in a local radio program to discuss the role of corrections in the community. The audience will debate whether the focus should be on rehabilitating offenders, punishing offenders, or isolating chronic offenders. You must decide which role should be the focus of the community's corrections policy and prepare to explain your viewpoint on the role of corrections by anticipating questions from callers and relating corrections issues to the topic you are researching.
You have been hired asa cons.docx
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You have been appointed as a system analyst in the IT department of .docx
You have been appointed as a system analyst in the IT department of a selected university in Malaysia. You are responsible to develop an online admission system for the university. For this reason, you have to do an analysis and design to model the online system that could be developed later. Identify the requirements for the system and produce a software requirement specification (SRS) to document all the details.
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You choose one and I will upload the materials for u.Choose 1 of.docx
You choose one and I will upload the materials for u.
Choose 1 of the following 3 questions, and answer it in a paper of no more than 1000 words. Submit that paper by
November 4
at midnight PST in the appropriate IICS515 Moodle dropbox.
4. Monday October 27 lecture
Themes: Global Media Governance and Regulation; The Internet and Digital Media
Readings: Chapter 5, “The Medium: Global Technologies and Organizations,” and Chapter 6, “The Internet”
In this lecture, we discussed the definition and history of communication rights as one element or dimension of communication policy, and used it to bring to life a subject—policy—that sometimes seems abstract and technical in nature.
In doing so, we noted the evolution from a “negative” rights view of communication rights, as expressed in Article 19 of the United Nations Universal Declaration of Human Rights in 1948, to the more “positive” definition of communication rights explained in the lecture content derived from the work of Marc Raboy (and Jeremy Shtern).
Remember that “negative” does not mean “bad” here nor “positive” good. “Negative” and “positive” rights—which are ways of thinking about all human rights, not just communication rights—are instead ways of characterizing the orientation of rights toward individuals and society. Negative rights are defined in terms of freedom
from
things, and positive rights in terms of freedom
to
have or do certain things. Both negative and positive rights derive their legitimacy from fundamental and universal consideration of what it means to be human and to be treat people as human beings.
In our case study at the end of the lecture, we then discussed how a “positive” approach to communication rights could help us better understand and perhaps act against cyberbullying.
In your paper, and in your own words, define “communication rights,” and then briefly explain the evolution from the negative to the positive rights approach to communication rights.
Once you have done that, and with reference to the cyberbullying pamphlet from the Canadian government attached to your lecture notes, demonstrate how a “positive” rights approach to communication rights can help us better understand and prevent cyberbullying. In other words, what are the limitations of approaching cyberbullying from a “negative” rights perspective, and what does a “positive” approach to communication rights do to help us understand and perhaps act against cyberbullying?
Cyberbullying is a problem in international communication that affects many, especially vulnerable teenagers, as illustrated in the case of the late Amanda Todd (from British Columbia).
You do not need to use the McPhail chapter here, as it is not directly relevant to this question. Rather, draw on the lecture notes and the podcast as your sources here.
5. Wednesday October 29 lecture
Themes: Global Media Case Study in Media and the Arab World; Orientalism
Readings: Said, Edward (1978)..
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You are Incident Commander and
principal planner for the DRNC event. As you commence the planning process, consider the two fundamental types of error committed by policy makers in their reliance on intelligence reports to formulate policy. What would you do to minimize these errors from occurring and adversely affecting your policy decisions?
Min 500 words, In text references, APA format
.
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You Decide
Cryptographic Tunneling and the OSI Model
Write a paper consisting of 500-1,000 words (double-spaced) on the security effects of cryptographic tunneling based on an understanding of the OSI (Open Systems Interconnect) model (Review the OSI Simulation in the Week 3 Lecture).
Provide input on the type of cryptographic tunneling protocols (e.g., L2TP, IPSEC, SSL, etc.) that may be used, the layer(s) of the OSI at which each operates, and also recommend how they may be implemented. Cryptographic tunneling is inherent in building any common virtual private network (VPN).
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You are working as a behavioral health specialist in a neurological research center and are responsible for participant education. There are three participants to choose from: Stephanie has experienced a stroke; Jamie has experienced an amputation; and Robert has experienced a traumatic brain injury. Choose one participant to work with.
We are chosing Robert and his traumatic brain injury
Prepare
a 1,000- to 1,200-word paper that explains the functions and limitations of neural plasticity in the participant's recovery process.
Include
two to three peer-reviewed sources.
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You are to write up a reflection (longer than 2 pages) that discusses what happened in the prisoner's dilemma activity we did in class on Monday, April 20. Some points to cover include why you took the action you took, what you thought others were going to do and why, and what actually happened. And what implications this has for situations in the work place where individuals may take different actions than might be the most beneficial for the team as a whole.
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You can only take this assignment if you have the book Discovering the Humanities. This homework needs to be done by reading Chapter Nine. It needs to be a minimum of 150 to 200 words. It needs citations and referances.
Western art and architecture has influenced and been influenced by cultures in India, China, and Japan.
Part I:
Using examples provided from this unit's reading, discuss how the artistic culture in either India, China, or Japan (select one) exhibits influence from Western cultures. Discuss, too, the reciprocal connection, specifically explaining how India, China, or Japan influenced Western art and architecture.
Part II:
Add to your post by discussing the similarities and differences between art from your selected culture (India, China, or Japan) and ancient Greek sculpture. Use examples and images to support your ideas.
.
You are to interview a woman 50 and older and write up the interview.docx
You are to interview a woman 50 and older and write up the interview
in a 5 page MLA paper. You ask questions intended to elicit information about her life
and how it relates to the history of women in the late 20th century. Your paper
should be normal margins, 10-12 pt. font, typed and double-spaced. It should
include the approximate age of your interviewee—it does not have to include her
name.
EXAMPLE QUESTIONS ..........
What’s your first, most vivid memory? Going to my grandma and grandpa’s farm and making grandma walk me out to the outhouse for fear of a mean bannie rooster would peck me to death. He was afraid of grandma.
What was the apartment or house like that you grew up in? How many bedrooms did it have? Bathrooms? I lived with my mother and father mostly in a house in the city that had 2 bedrooms, 1 bathroom. I had to share a room with my older brother that was upstairs.
What was your bedroom like? Very simple. It had 2 beds made of feathers, a desk with a lamp and one dresser for our clothes. Dallas (my brother got the bottom 2 and I got the top 2)
Can you describe the neighborhood you grew up in? Not really. Every chance I got I went to grandma and grandpas and spent time with them. They lived deep in the country. I had one friend out there that lived about 3 miles away on the next farm. His name was Carl.
Tell me about your parents. Where were they born? When were they born? What memories do you have of them? Both parents were born in Richmond, IN. Memories include more of my mother than my father. He was a drunk that stayed out all the time. He only came home when he was ready to pass out or to beat us.
Who was more strict: your mother or your father? Do you have a vivid memory of something you did that you were disciplined for? Since mom was the main one around I would say that she was more strict. I remember one instance when I was about 16 and mom had kicked me out of the house because she was forced to work with dad being gone all the time and I was telling her that I no longer wanted to take care of my little brother because I felt like I was his mother rather than her and that I didn’t want to do anymore of the house work. It was her house she should have to clean it. She kicked me out. I was sitting on the porch crying and dad came home (sober for once) and sat on the porch with me, got me calmed down and offered to give me a ride to grandma and grandpa’s.
Did your parents have a good marriage? No they had a horrible marriage.
How did your family earn money? How did your family compare to others in the neighborhood – richer,
poorer, the same? My family earned money from my mother working in a diner. Dad worked in a mill but we rarely saw his money. We did alright but I would say that we were on the poorer end of society.
What kinds of things did your family spend money on? The necessities and that was it.
How many brothers and sisters do you have? When were they born? What memories do yo.
You are to complete TWO essays and answer the following questions. .docx
You are to complete TWO essays and answer the following questions. Here are your questions:
1) How has the information provided in this class changed or reinforced your perspective on an issue(S). Please provide details.
2) What do you believe is the biggest challenge facing our nation and why? Be specific and detailed. What can be done to address this challenge? Be realistic and detailed in your responses.
750 - 800 words each essay
no plagiarism
.
You are the vice president of a human resources department and Susan.docx
The vice president of HR wants to conduct a performance evaluation of Susan, who has worked as an executive assistant for one year. While Susan completes assignments efficiently and is well-liked, the vice president wants her to be more proactive in taking on additional responsibilities through professional development opportunities. The performance evaluation will provide feedback on Susan's performance, set goals for the future, and determine compensation. It will address areas like professional development, job duties, communication, work relationships, and recommendations for pay.
You are the purchasing manager of a company that has relationships w.docx
You are the purchasing manager of a company that has relationships with many different suppliers. All information about orders, shipments, etc. is still manually exchanged. You have discussed incorporating Internet technologies to help manage the supply chain.
In 1-2 pages, summarize the advantages of using Internet technologies versus traditional methods in supply chain management.
.
You are to briefly describe how the Bible is related to the topics c.docx
You are to briefly describe how the Bible is related to the topics covered in the course. An integration of the Bible must be explicitly shown, in relation to a course topic, in order to receive points. In addition, at least two other outside scholarly sources (the text may count as one) should be used to substantiate the group’s position.
.
You are the manager of an accounting department and would like to hi.docx
The accounting department manager wants to hire a managerial accountant to focus on internal accounting. However, the CEO is not convinced such a position is needed. A 2-page memo should explain that an internal accounting system tracks financial transactions within a company, provides timely financial reports for management decision making, and ensures compliance with internal controls and procedures.
You are the new chief financial officer (CFO) hired by a company. .docx
You are the new chief financial officer (CFO) hired by a company. The chief executive officer (CEO) indicates that in the past, there was little rhyme or reason for the prior CFO to approve or disapprove of large capital projects or investments that various managers proposed. You mentioned to the CEO that there are three primary methods of capital budgeting, and they are as follows:
Simple payback method
Net present value method
Internal rate of return (IRR) method
Discuss the following topics on the Group Discussion Board and write a group paper between 700–850 words. Assign topics to be written by each group member and compile it all together before submitting your group paper:
A company's cost of capital and how it is calculated
What the marginal cost of capital is and how it differs from the weighted average cost of capital
.
You are the manager of a team of six proposal-writing professionals..docx
You are the manager of a team of six proposal-writing professionals. You are tasked with completing one 50 page formal proposal as well as a 1-2 page summary advocating funding for a new sports arena. Your supervisor, a member of the senior leadership team, wants to know how you plan to successfully accomplish the assignment. Prepare a PowerPoint Presentation to your supervisor that conveys the following information:
As manager, how will you organize the work to prepare a proposal?
What tasks will each professional be assigned and why?
What three or four communication tools will you propose be used to effectively articulate the proposal and why? (For example, formal paper-based, PowerPoint Presentation, blog, Twitter, Facebook, LinkedIn, etc.)
.
You are the environmental compliance officer at a company that is .docx
You are the environmental compliance officer at a company that is setting up a new paint coating line. Describe the steps you would take to determine if any hazardous wastes will be generated during processing which will need disposal. If there are any, what steps would you take to properly dispose of them? Explain you reasoning
Question 1
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_________________ is the length of time it takes for revenues from a project to equal investment cost.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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- 6. two days. Deduct 10 points if a student has posted only on one day. Historic American Works Catt, Carrie Chapman. "Address to the Congress on Women's Suffrage" King, Martin Luther, Jr. "I Have a Dream" Jefferson, Thomas. “The Unanimous Declaration of the Thirteen United States of America” Lincoln, Abraham. "Gettysburg Address" Weisel, Elie. "Indifference" Issues Facing America Rothkopf, David. "Age Boom: Why Now is the Time to Retire the Idea of Retirement" Gunter, Kimberly K. "In Our Names": Rewriting The U.S. Death Penalty." Rosen, Meghan. "Misfires in the Gun Control Debate." Smiley, Lauren. "Canary in the Code Mine." Walt, Stephen M. "The Myth of American Exceptionalism."
- 7. Issues Facing the International Community Ahmed, Leila. "Veil of Ignorance" Caldeira, Ken. "The Great Climate Experiment" Colin, Nicholas and Bruno Palier. "The Next Safety Net: Social Policy for a Digital Age" Jenkins, Mark. "The Healing Fields" Haass, Richard N. "Where To Go From Here" http://www.americanrhetoric.com/speeches/carriechapmancattsu ffragespeech.htm http://www.americanrhetoric.com/speeches/mlkihaveadream.htm http://www.archives.gov/exhibits/charters/declaration_transcript .html http://www.archives.gov/exhibits/charters/declaration_transcript .html https://www.ourdocuments.gov/doc.php?flash=true&doc=36&pa ge=transcript http://www.historyplace.com/speeches/wiesel.htm http://ezproxy.apus.edu/login?url=http://search.ebscohost.com./l ogin.aspx?direct=true&db=aph&AN=120929424&site=ehost- live&scope=site http://search.ebscohost.com.ezproxy1.apus.edu/login.aspx?direc t=true&db=ehh&AN=60305236&site=ehost-live&scope=site http://ezproxy.apus.edu/login?url=http://search.ebscohost.com/l ogin.aspx?direct=true&db=eih&AN=114917474&site=ehost- live&scope=site https://medium.com/backchannel/canary-in-the-code-mine- 903884eca853
- 8. http://search.ebscohost.com.ezproxy1.apus.edu/login.aspx?direc t=true&db=aph&AN=67185213&site=ehost-live&scope=site http://search.proquest.com.ezproxy1.apus.edu/docview/8679194 48?accountid=8289 http://search.ebscohost.com.ezproxy1.apus.edu/login.aspx?direc t=true&db=aph&AN=78960318&site=ehost-live&scope=site http://ezproxy.apus.edu/login?url=http://search.proquest.com./d ocview/1691576728?accountid=8289 http://search.ebscohost.com.ezproxy1.apus.edu/login.aspx?direc t=true&db=aph&AN=70082268&site=ehost-live&scope=site http://www.washingtonspeakers.com/images/pdfs/Haass%20FA %20Piece_Where%20to%20Go%20From%20Here.pdf Persuasive American Speeches Anthony, Susan B. “On Women’s Right to Vote.” Darrow, Clarence. “Mercy for Leopold and Loeb.” Douglas, Frederick. “The Meaning of July Fourth for the Negro.” Eisenhower, Dwight. “Farewell Speech.” Kennedy, John F. “Inauguration Address.” http://www.emersonkent.com/speeches/on_womens_right_to_vo te.htm http://www.americanrhetoric.com/speeches/cdarrowpleaformerc y.htm http://www.historyisaweapon.com/defcon1/douglassjuly4.html http://mcadams.posc.mu.edu/ike.htm http://www.bartleby.com/124/pres56.html