This document discusses the mission and purpose of an Ethnic Studies college. It was founded on principles of community-based research and teaching, student leadership and activism, and self-determination of communities of color. It provides safe spaces to learn histories and cultures of Native and minority communities in the US. The Race and Resistance Studies department examines how institutions oppress these groups and their responses of resistance. It explores how issues are shaped by intersections of race, class, gender and sexuality. The college emerged from struggles for self-determination and this continues to guide its work.
Compare and Contrast Essay AssignmentA Compare and Contrast essaLynellBull52
Compare and Contrast Essay Assignment
A Compare and Contrast essay explores the similarities and differences between two or more items, ideas, topics, trends, works, etc. When we compare, we point out the similarities between two items, and when we contrast, we show their differences. In fact, Compare and Contrast is one of the main rhetorical strategies that writers use to develop ideas and support their arguments.
For this assignment, you will write a Compare and Contrast essay in which you will
explore the similarities and differences between two of the following topics:
1. Generation Z vs. Millennials
2. Generation Z vs. Generation X
3. How Generation Z is perceived vs How Generation Z really is according to you
The American Family Then and Now
1. Compare and Contrast the way and times in which you were raised to that of children today. Do you think that your parent’s were more strict or concerned than today’s parents? Do you think that kids today expect too much? Provide specific examples as to how kids today are being raised similarly and differently than you.
2. How has the role of the woman changed in the family? Is this change good for families? How has the emergence of women in the workforce and their becoming "bread winners" affected the family?
3. As I look at the male figures in my own family, I can see that the role of the male has changed in two generations. My grandfather, for example, has never changed a diaper or cooked a meal in fifty-two years of marriage, yet I do these two things often. In your own family, how has the role of your gender changed in the last two generations. While the changes are probably many, there are still some things that have probably stayed the same. In considering this topic, be sure to include some of the things that are similar regarding the role of your gender in your family structure.
4. More and more couples are choosing not to be married. How and why is this different from the past? Why are people not getting married? How does the affect the family?
5. Non-traditional families are becoming the new normal in the United States. Discuss and compare the traditional family and non-traditional families.
Your purpose for this essay will be to simply inform your audience on their similarities and differences, on the relative merits of the items discussed, and establish the significance of this comparison and contrast. This last point will be expressed in the thesis of your essay which will also strengthen your essay and clarify its purpose.
Process
The first thing you want to do is brainstorm everything you know about each topic, research both of them, go back and look for connections that show similarities and differences, and then develop your thesis. Remember to select only those aspects that are explicitly comparable or contrastable. After you have formulated your thesis statement, established your basis of comparison, and selected your points for discussion, you are ready to organ ...
Essay #2 Source Integration Paper Rhetorical Situati.docxSALU18
Essay #2: Source Integration Paper
Rhetorical Situation:
You are a member of an academic community and you want to publish an article in a prestigious
newspaper to discuss a specific and compelling issue your academic group faces. You have
spoken to the chief editor of the newspaper, and he has asked you to further educate him and his
team on what exactly is the issue, and what is the current state of research and discussion on the
issue?
Assignment Overview
Your task is to write a well-developed essay to uncover the issue that exists in your chosen
academic community. Use minimum five sources to support your claim. At least three of these
sources should be academic, peer-reviewed sources from the University databases. The other
two can be credible web sources.
Don’t just create an imaginary issue. Do your research and try to understand the actual problem
being faced by an academic group of your interest. Once you understand the issue, your task is to
explain that issue to your audience. Try to avoid an argumentative tone. Be more informative.
Use your sources to educate your audience about what research shows to be the current state of
the issue.
Put the five sources into conversation. In putting the sources into conversation with each other,
the paper might explore five types of relationships:
1. Agreement/Similarity (do most of your sources agree on what is being said about the
issue? If so, what is the factor that most sources agree upon?
2. Disagreement/Contrast (Is there any discrepancy of thoughts? If so, what is it that the
sources disagree about?)
3. Corroboration (a source provides evidence that supports the argument of another source)
4. Contradiction (a source provides evidence that undermines the argument of another
source)
5. Cause/Effect (a source explores the causes or effects of something that is observed or
identified in another source)
Understanding and locating these relationships in your sources will help you develop your paper.
In simple words recognizing and showing these relationships in your paper is what the
assignment is asking for.
Assignment Outcomes
Identify and effectively describe a specific and compelling issue for a particular
academic community.
Identify academic and non-academic sources and reference them appropriately. You are
required to use three peer-reviewed, academic sources and two credible and reputable web
sources.
Effectively summarize, paraphrase, and quote material from academic and non-academic
source material using APA guidelines
Accurately identify and analyze relationships between sources
Organize an effective review of the literature on a specific issue
Compile a proper references page using APA guidelines. Your paper should have title page;
but, the essay summary page is not required.
What is an academic community?
Academic means, related to education. An ac ...
Class, please see the MS Word attachment. This document has my expVinaOconner450
Class, please see the MS Word attachment. This document has my expectations towards evaluating your work. It is your responsibility to review this weekly to ensure that any additional expectations for the assignment are known, as well as lessons learned from other terms from the past. If you have any questions or concerns, please feel free to contact me.
The following areas are addressed. I would recommend using the "Find" function in the home tab and you can quickly navigate to the sections in seconds.
Determining Credible Sources
This is by far the most important skill in higher education—selecting credible sources. The reason is that opinions based on the experience of one (usually the person giving the opinion) do not have as much academic credibility as the experience of many. For example, the first sentence in this paragraph is my opinion. It sounds good, but readers must challenge its validity. If that sentence was to be supported by a credible source based on scientific research, then it can almost be taken at face value. Unfortunately, Shen and Liu (2011) disagree with me in a quasi-experimental research study with a sample of fifty college students which concluded that metacognitive skills are most important in higher education. The experiences of 50 seem to have more validity than the experience of one!
In master's studies knowledge of the truth about the world in the industry of the chosen program of study must be of high academic quality (Roberts & Shambrook, 2012). And in academia, quality is widely thought of through a peer review process by “subjecting an author’s scholarly work to scrutiny of others who are considered experts in the same subject area” (Roberts & Shambrook, 2012, p. 34). Students must use primary sources (Wallace, 2008) to support their claims or understanding of a subject.
Peer reviewed material undergo a rigorous process (Roberts & Shambrook, 2012; Wallace, 2008) unlike information found in places like Wikipedia. This is not to say that information found in Wikipedia, or sites like it, is bad and should not be used. It just cannot be used to support claims in academia. I use Wikipedia as my first source of understanding and a starting point to gather my thoughts, but peer-reviewed articles are the ones to provide the necessary support. Wikipedia is a place to quickly find information about anything and everything and it may be the reason why technology savvy students use it as a source of quick information.
Similar to Wikipedia are many sites on the internet. In the courses I teach I have often seen websites which provide students quick information—sometimes in the form of entire essays! Places like MyPaper Writer, MyEssays, and OPPapers are places where information flows from other students who have already submitted their assignments to other universities. I realize that this is more of a plagiarism problem than seeking information from sources of questionable validity, but the bottom line is the same— ...
Methodology ProjectThis project will be completed in steps wi.docxbuffydtesurina
Methodology Project:
This project will be completed in steps with several due dates throughout the semester in order to facilitate understanding of the process involved in a research project. For this project you will be responsible for writing an annotated bibliography, creating hypotheses, operationalizing variables, creating survey questions, and creating an interview guide for your chosen topic.
All steps of the project must abide by the following guidelines:
· Project must have a cover sheet with: title, name, date of submission.
· Pages must be numbered.
· Written in Times New Roman 12-point font, double spaced, with one inch margins on all sides (NOTE: default in word is 1.25).
· Spell-check and grammar-check the document prior to submission.
· Proof-read the document prior to submission.
· Cite sources using the APA format.
The entire project is worth a maximum of 200 points or 50% of your final grade!
Step One ~ Annotated Bibliography:
When searching for sources, you must find relevant academic journal/periodical articles. This means you cannot use popular magazines, newspaper articles, or other non-academic sources! You also cannot use books for this assignment.
Scholarly journal article
Non-scholarly sources
content
original research or comprehensive review of existing research
general information, typically current events, broad overview of the topic
format
structured article with abstract, literature review, methodology, conclusion, and bibliography
no structured format
audience
professionals/students in a particular field of study
general public
authors
scholars or experts in the field; articles are signed and credentials are provided
hired journalists or professional writers
evidence
thorough bibliography or "cited references" provided
No bibliography; research/reports may be mentioned in the article
purpose
inform of scholarly/scientific research
to entertain or inform general public
examples
Criminology; Criminology & Public Policy; Social Problems; Criminal Justice Review
Time; Newsweek; Sports Illustrated; Rolling Stone; National Geographic
It will be useful for you to search for articles using a computerized search program such as EbscoHost or Sociofile, both of which can be accessed through the MSU library’s database section using the instructions provided below. When in doubt, the library reference section personnel can usually be of assistance. You want to be careful in relying on your favorite search engine (such as google) to find academic sources, unless you are using a search engine oriented toward scholarly work (such as http://scholar.google.com/).
How to Access the MSU Databases to Find Scholarly Articles
(1) Go to the MSU homepage (www.montclair.edu) and under “Menu” click on “Library.”
(2) Click on “databases” on the right.
(3) On the right click on “Academic Search Complete.”
(4) You will be prompted to enter your username and password.
(5) You will now see the Ebsco.
Essay 3 Is College the Best OptionAssignmentThe authors oTanaMaeskm
Essay 3: Is College the Best Option?
Assignment:
The authors of the readings/videos (listed below) from Unit 3 explore whether college is the best option for everyone. For Essay 3, you will choose a topic from one (or more) of these readings/videos that you would like to explore in depth. Next, you will extensively research your topic. During this process, you should consider your opinions about your topic and begin to formulate a thesis for your final paper. Your thesis must be argumentative. You will not inform the reader about the topic; you will persuade the reader.
In your essay, you will persuade the reader to accept the argument set forth in your thesis using a combination of your own opinions and the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Requirements:
1. Length: 1,200-1,500 words (which is longer than the previous essays)
2. Your essay must relate to the topics presented in the readings for Unit 3: Is College the Best Option?
3. Your thesis must be argumentative (i.e., persuasive).
4. You must include at least four scholarly sources.
5. You must include at least onequote from each of your four sources.
6. You must use only articles from peer-reviewed scholarly journals for this essay. Failing to use scholarly sources will result in a 10-point deduction for each non-scholarly source. For example, if you include two non-scholarly sources in your essay, there will be a 20-point deduction. Therefore, it is crucial that you use scholarly sources.
Note: If you are using Google to locate sources, then it is highly unlikely that you are choosing scholarly articles. Your safest option is to use the library databases (e.g., ProQuest, JStor, and Academic OneFile) to find sources. If you do not know how to access/use the library databases, please see the "Library Research Tutorials" section in Content. If you do not know how to distinguish scholarly journals from popular periodicals, please see the "Evaluating Research Sources" module under Content. In addition, you will want to review the Vanderbilt University Video Tutorial about Scholarly vs. Non-Scholarly Sources, which is posted under Content.
7. You must include a Works Cited page that conforms to TheMLA Handbook, 8th edition citation style.
8. You must include correct MLA parenthetical/in-text citations.
9. You must properly introduce, present, and cite all direct quotes.
10. Your tone should be formal.
· Avoid first person pronouns (i.e., I, me, my, we, us)
· Avoid second person (i.e., you, your) pronouns.
· Avoid contractions (i.e., isn’t, doesn’t, won’t, etc.)
· Avoid slang.
· Avoid clichés.
· Use correct grammar, spelling, and punctuation.
· State your opinions as facts. Phrases like the following weaken your argument:
· In my research, I found that . . .
· In this essay, I will discuss . . .
· I believe that . . .
Deductions:
As with all assignments in this course, your submissions ...
InstructionsThis assignment has several warm-up activities and.docxLaticiaGrissomzz
Instructions
This assignment has several warm-up activities and one main task. Please ensure you have completed each warm-up activity before completing the main task. The main task requires you to search for, and then analyze research from the library on a topic of interest in social work. This can be a topic you have investigated during your previous coursework.
Warm-up Activity 1: Getting Acquainted with the NCU Library
NCU Library is committed to supporting the academic research needs of students, faculty, and staff. The Library does this by providing timely access to quality, scholarly, and appropriate information resources and library services, such as reference, information literacy instruction, and inter-library loan services. Students also have access to highly qualified and experienced Library staff.
Library services include:
Research Databases
- Access to A - Z databases list from the library’s home page containing thousands of journals, magazines, newspapers, e-Books, dissertations, financial data, and other information resources available in the Library.
Inter-library Loan Service
(ILL) - Students needing articles, and book chapters not in the Library collection can submit an inter-library loan request. Students can register for the ILL service by clicking the “Request Inter-library Loan Items” link on the Library homepage. Students will need to utilize local libraries for print-only materials.
Ask a Librarian
- Students can receive library assistance 24/7 via the “Ask a Librarian” service. Ask a Librarian allows patrons to search an ever-expanding knowledge bank of frequently asked Library questions and their responses, conveniently located at the bottom of the blue, left-side toolbar located on every Library Guide. NCU Students, faculty, and staff may also complete an
Ask a Librarian Form
. Questions are answered promptly during Library Staffed Hours.
Research Consultations
- The Library offers a research consultation service for students, faculty, and staff. This is an in-depth, personalized, one-on-one meeting with a reference librarian to discuss possible information resources and search strategies for class assignments, papers, presentations, Masters theses, and doctoral dissertations.
Library Workshops
- Library workshops provide in-depth information about using library resources and services. Recorded workshops are available from the Learn the Library page. Students are strongly encouraged to view a Library workshop before beginning coursework.
Warm-up Activity 2: Considering Information Literacy
Read the Northcentral University Library page called
Research Process
and review various links and tutorials to prepare for using the library.
As you go through the rest of this assignment, you will be asked to use the Northcentral University Library to locate books, articles, and other appropriate online resources about family therapy. For this purpose, it is necessary for you to identify a topic that you wo.
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COMalbert0048
Submit your paper electronically to the Soc 140 Canvas site. Background: This quarter we critically examine the belief that U.S society is a meritocracy where social mobility
and status attainment are determined solely by talent, hard work, ambition, and perseverance.
Contents of Final Paper The final paper summarizing the s.docxbobbywlane695641
Contents of Final Paper: The final paper summarizing the service learning experience will contain the following elements:
• Identification
o Identification of the agency or organization for which service was performed
. o Description of the purpose or mission of the agency or organization. o Description of the work done by the learner.
o Description of the area or department of the organization observed by the learner.
• Organizational Behavior Concepts In this section, the learner will address organizational behavior aspects of the organization. The learner will select two organizational behavior topics from those we study in this course and apply the concepts and principles of those two (2) topics to the organization. Suggested areas for observation and evaluation may include, but are not limited to:
o Systems theory as applied to the organization
o Organizational culture
o How the culture is being sustained or changed
o Socialization of members
o The role of personality
o Perceptions
o Motivational theories
o Psychological contract
o Job design
o Use of evaluation, feedback and rewards
o Misbehavior
o Individual or organizational stress
o Group development
o Group behavior(s)
o Use of teams
o Management of conflict
o Power and politics
o Communication o Decision making
o Organizational structure
o Organizational leadership
o Organizational change
• Details: The following points should guide the learner in completion of this project. o The paper will contain 3,500 words of content. The cover sheet, abstract (not required but may be used), table of contents (if used) and references do not count toward the length of the paper. o The paper, including citations, references and general format will be APA compliant. o In addition to the text and the Bible, the paper will contain at least five additional references, two of which must be from peer-reviewed sources. References should be from high-quality sources such as peer-reviewed sources, trade journals and business journals. While sources such as Wikipedia, e-How, blogs or similar sites may occasionally be used, they will not count toward the minimum number of references. o The learner will obtain a letter from an officer or manager in the organization verifying that at least 8 hours of service were performed for the organization. The letter will state where the service was performed and the nature of the service. The letter will also contain the name and contact information of organization’s contact providing the letter. This letter will be submitted with the project. This letter does not count toward the page content of the paper. o In addressing the organizational behavior topics chosen, it is recommended that the analysis include the following aspects (you don’t have to use them all, but these are good places to start): A description of the topic (a must) The theoretical foundation of the topic (a must) How the topic manifested itself in the organization (eviden.
Compare and Contrast Essay AssignmentA Compare and Contrast essaLynellBull52
Compare and Contrast Essay Assignment
A Compare and Contrast essay explores the similarities and differences between two or more items, ideas, topics, trends, works, etc. When we compare, we point out the similarities between two items, and when we contrast, we show their differences. In fact, Compare and Contrast is one of the main rhetorical strategies that writers use to develop ideas and support their arguments.
For this assignment, you will write a Compare and Contrast essay in which you will
explore the similarities and differences between two of the following topics:
1. Generation Z vs. Millennials
2. Generation Z vs. Generation X
3. How Generation Z is perceived vs How Generation Z really is according to you
The American Family Then and Now
1. Compare and Contrast the way and times in which you were raised to that of children today. Do you think that your parent’s were more strict or concerned than today’s parents? Do you think that kids today expect too much? Provide specific examples as to how kids today are being raised similarly and differently than you.
2. How has the role of the woman changed in the family? Is this change good for families? How has the emergence of women in the workforce and their becoming "bread winners" affected the family?
3. As I look at the male figures in my own family, I can see that the role of the male has changed in two generations. My grandfather, for example, has never changed a diaper or cooked a meal in fifty-two years of marriage, yet I do these two things often. In your own family, how has the role of your gender changed in the last two generations. While the changes are probably many, there are still some things that have probably stayed the same. In considering this topic, be sure to include some of the things that are similar regarding the role of your gender in your family structure.
4. More and more couples are choosing not to be married. How and why is this different from the past? Why are people not getting married? How does the affect the family?
5. Non-traditional families are becoming the new normal in the United States. Discuss and compare the traditional family and non-traditional families.
Your purpose for this essay will be to simply inform your audience on their similarities and differences, on the relative merits of the items discussed, and establish the significance of this comparison and contrast. This last point will be expressed in the thesis of your essay which will also strengthen your essay and clarify its purpose.
Process
The first thing you want to do is brainstorm everything you know about each topic, research both of them, go back and look for connections that show similarities and differences, and then develop your thesis. Remember to select only those aspects that are explicitly comparable or contrastable. After you have formulated your thesis statement, established your basis of comparison, and selected your points for discussion, you are ready to organ ...
Essay #2 Source Integration Paper Rhetorical Situati.docxSALU18
Essay #2: Source Integration Paper
Rhetorical Situation:
You are a member of an academic community and you want to publish an article in a prestigious
newspaper to discuss a specific and compelling issue your academic group faces. You have
spoken to the chief editor of the newspaper, and he has asked you to further educate him and his
team on what exactly is the issue, and what is the current state of research and discussion on the
issue?
Assignment Overview
Your task is to write a well-developed essay to uncover the issue that exists in your chosen
academic community. Use minimum five sources to support your claim. At least three of these
sources should be academic, peer-reviewed sources from the University databases. The other
two can be credible web sources.
Don’t just create an imaginary issue. Do your research and try to understand the actual problem
being faced by an academic group of your interest. Once you understand the issue, your task is to
explain that issue to your audience. Try to avoid an argumentative tone. Be more informative.
Use your sources to educate your audience about what research shows to be the current state of
the issue.
Put the five sources into conversation. In putting the sources into conversation with each other,
the paper might explore five types of relationships:
1. Agreement/Similarity (do most of your sources agree on what is being said about the
issue? If so, what is the factor that most sources agree upon?
2. Disagreement/Contrast (Is there any discrepancy of thoughts? If so, what is it that the
sources disagree about?)
3. Corroboration (a source provides evidence that supports the argument of another source)
4. Contradiction (a source provides evidence that undermines the argument of another
source)
5. Cause/Effect (a source explores the causes or effects of something that is observed or
identified in another source)
Understanding and locating these relationships in your sources will help you develop your paper.
In simple words recognizing and showing these relationships in your paper is what the
assignment is asking for.
Assignment Outcomes
Identify and effectively describe a specific and compelling issue for a particular
academic community.
Identify academic and non-academic sources and reference them appropriately. You are
required to use three peer-reviewed, academic sources and two credible and reputable web
sources.
Effectively summarize, paraphrase, and quote material from academic and non-academic
source material using APA guidelines
Accurately identify and analyze relationships between sources
Organize an effective review of the literature on a specific issue
Compile a proper references page using APA guidelines. Your paper should have title page;
but, the essay summary page is not required.
What is an academic community?
Academic means, related to education. An ac ...
Class, please see the MS Word attachment. This document has my expVinaOconner450
Class, please see the MS Word attachment. This document has my expectations towards evaluating your work. It is your responsibility to review this weekly to ensure that any additional expectations for the assignment are known, as well as lessons learned from other terms from the past. If you have any questions or concerns, please feel free to contact me.
The following areas are addressed. I would recommend using the "Find" function in the home tab and you can quickly navigate to the sections in seconds.
Determining Credible Sources
This is by far the most important skill in higher education—selecting credible sources. The reason is that opinions based on the experience of one (usually the person giving the opinion) do not have as much academic credibility as the experience of many. For example, the first sentence in this paragraph is my opinion. It sounds good, but readers must challenge its validity. If that sentence was to be supported by a credible source based on scientific research, then it can almost be taken at face value. Unfortunately, Shen and Liu (2011) disagree with me in a quasi-experimental research study with a sample of fifty college students which concluded that metacognitive skills are most important in higher education. The experiences of 50 seem to have more validity than the experience of one!
In master's studies knowledge of the truth about the world in the industry of the chosen program of study must be of high academic quality (Roberts & Shambrook, 2012). And in academia, quality is widely thought of through a peer review process by “subjecting an author’s scholarly work to scrutiny of others who are considered experts in the same subject area” (Roberts & Shambrook, 2012, p. 34). Students must use primary sources (Wallace, 2008) to support their claims or understanding of a subject.
Peer reviewed material undergo a rigorous process (Roberts & Shambrook, 2012; Wallace, 2008) unlike information found in places like Wikipedia. This is not to say that information found in Wikipedia, or sites like it, is bad and should not be used. It just cannot be used to support claims in academia. I use Wikipedia as my first source of understanding and a starting point to gather my thoughts, but peer-reviewed articles are the ones to provide the necessary support. Wikipedia is a place to quickly find information about anything and everything and it may be the reason why technology savvy students use it as a source of quick information.
Similar to Wikipedia are many sites on the internet. In the courses I teach I have often seen websites which provide students quick information—sometimes in the form of entire essays! Places like MyPaper Writer, MyEssays, and OPPapers are places where information flows from other students who have already submitted their assignments to other universities. I realize that this is more of a plagiarism problem than seeking information from sources of questionable validity, but the bottom line is the same— ...
Methodology ProjectThis project will be completed in steps wi.docxbuffydtesurina
Methodology Project:
This project will be completed in steps with several due dates throughout the semester in order to facilitate understanding of the process involved in a research project. For this project you will be responsible for writing an annotated bibliography, creating hypotheses, operationalizing variables, creating survey questions, and creating an interview guide for your chosen topic.
All steps of the project must abide by the following guidelines:
· Project must have a cover sheet with: title, name, date of submission.
· Pages must be numbered.
· Written in Times New Roman 12-point font, double spaced, with one inch margins on all sides (NOTE: default in word is 1.25).
· Spell-check and grammar-check the document prior to submission.
· Proof-read the document prior to submission.
· Cite sources using the APA format.
The entire project is worth a maximum of 200 points or 50% of your final grade!
Step One ~ Annotated Bibliography:
When searching for sources, you must find relevant academic journal/periodical articles. This means you cannot use popular magazines, newspaper articles, or other non-academic sources! You also cannot use books for this assignment.
Scholarly journal article
Non-scholarly sources
content
original research or comprehensive review of existing research
general information, typically current events, broad overview of the topic
format
structured article with abstract, literature review, methodology, conclusion, and bibliography
no structured format
audience
professionals/students in a particular field of study
general public
authors
scholars or experts in the field; articles are signed and credentials are provided
hired journalists or professional writers
evidence
thorough bibliography or "cited references" provided
No bibliography; research/reports may be mentioned in the article
purpose
inform of scholarly/scientific research
to entertain or inform general public
examples
Criminology; Criminology & Public Policy; Social Problems; Criminal Justice Review
Time; Newsweek; Sports Illustrated; Rolling Stone; National Geographic
It will be useful for you to search for articles using a computerized search program such as EbscoHost or Sociofile, both of which can be accessed through the MSU library’s database section using the instructions provided below. When in doubt, the library reference section personnel can usually be of assistance. You want to be careful in relying on your favorite search engine (such as google) to find academic sources, unless you are using a search engine oriented toward scholarly work (such as http://scholar.google.com/).
How to Access the MSU Databases to Find Scholarly Articles
(1) Go to the MSU homepage (www.montclair.edu) and under “Menu” click on “Library.”
(2) Click on “databases” on the right.
(3) On the right click on “Academic Search Complete.”
(4) You will be prompted to enter your username and password.
(5) You will now see the Ebsco.
Essay 3 Is College the Best OptionAssignmentThe authors oTanaMaeskm
Essay 3: Is College the Best Option?
Assignment:
The authors of the readings/videos (listed below) from Unit 3 explore whether college is the best option for everyone. For Essay 3, you will choose a topic from one (or more) of these readings/videos that you would like to explore in depth. Next, you will extensively research your topic. During this process, you should consider your opinions about your topic and begin to formulate a thesis for your final paper. Your thesis must be argumentative. You will not inform the reader about the topic; you will persuade the reader.
In your essay, you will persuade the reader to accept the argument set forth in your thesis using a combination of your own opinions and the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Requirements:
1. Length: 1,200-1,500 words (which is longer than the previous essays)
2. Your essay must relate to the topics presented in the readings for Unit 3: Is College the Best Option?
3. Your thesis must be argumentative (i.e., persuasive).
4. You must include at least four scholarly sources.
5. You must include at least onequote from each of your four sources.
6. You must use only articles from peer-reviewed scholarly journals for this essay. Failing to use scholarly sources will result in a 10-point deduction for each non-scholarly source. For example, if you include two non-scholarly sources in your essay, there will be a 20-point deduction. Therefore, it is crucial that you use scholarly sources.
Note: If you are using Google to locate sources, then it is highly unlikely that you are choosing scholarly articles. Your safest option is to use the library databases (e.g., ProQuest, JStor, and Academic OneFile) to find sources. If you do not know how to access/use the library databases, please see the "Library Research Tutorials" section in Content. If you do not know how to distinguish scholarly journals from popular periodicals, please see the "Evaluating Research Sources" module under Content. In addition, you will want to review the Vanderbilt University Video Tutorial about Scholarly vs. Non-Scholarly Sources, which is posted under Content.
7. You must include a Works Cited page that conforms to TheMLA Handbook, 8th edition citation style.
8. You must include correct MLA parenthetical/in-text citations.
9. You must properly introduce, present, and cite all direct quotes.
10. Your tone should be formal.
· Avoid first person pronouns (i.e., I, me, my, we, us)
· Avoid second person (i.e., you, your) pronouns.
· Avoid contractions (i.e., isn’t, doesn’t, won’t, etc.)
· Avoid slang.
· Avoid clichés.
· Use correct grammar, spelling, and punctuation.
· State your opinions as facts. Phrases like the following weaken your argument:
· In my research, I found that . . .
· In this essay, I will discuss . . .
· I believe that . . .
Deductions:
As with all assignments in this course, your submissions ...
InstructionsThis assignment has several warm-up activities and.docxLaticiaGrissomzz
Instructions
This assignment has several warm-up activities and one main task. Please ensure you have completed each warm-up activity before completing the main task. The main task requires you to search for, and then analyze research from the library on a topic of interest in social work. This can be a topic you have investigated during your previous coursework.
Warm-up Activity 1: Getting Acquainted with the NCU Library
NCU Library is committed to supporting the academic research needs of students, faculty, and staff. The Library does this by providing timely access to quality, scholarly, and appropriate information resources and library services, such as reference, information literacy instruction, and inter-library loan services. Students also have access to highly qualified and experienced Library staff.
Library services include:
Research Databases
- Access to A - Z databases list from the library’s home page containing thousands of journals, magazines, newspapers, e-Books, dissertations, financial data, and other information resources available in the Library.
Inter-library Loan Service
(ILL) - Students needing articles, and book chapters not in the Library collection can submit an inter-library loan request. Students can register for the ILL service by clicking the “Request Inter-library Loan Items” link on the Library homepage. Students will need to utilize local libraries for print-only materials.
Ask a Librarian
- Students can receive library assistance 24/7 via the “Ask a Librarian” service. Ask a Librarian allows patrons to search an ever-expanding knowledge bank of frequently asked Library questions and their responses, conveniently located at the bottom of the blue, left-side toolbar located on every Library Guide. NCU Students, faculty, and staff may also complete an
Ask a Librarian Form
. Questions are answered promptly during Library Staffed Hours.
Research Consultations
- The Library offers a research consultation service for students, faculty, and staff. This is an in-depth, personalized, one-on-one meeting with a reference librarian to discuss possible information resources and search strategies for class assignments, papers, presentations, Masters theses, and doctoral dissertations.
Library Workshops
- Library workshops provide in-depth information about using library resources and services. Recorded workshops are available from the Learn the Library page. Students are strongly encouraged to view a Library workshop before beginning coursework.
Warm-up Activity 2: Considering Information Literacy
Read the Northcentral University Library page called
Research Process
and review various links and tutorials to prepare for using the library.
As you go through the rest of this assignment, you will be asked to use the Northcentral University Library to locate books, articles, and other appropriate online resources about family therapy. For this purpose, it is necessary for you to identify a topic that you wo.
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COMalbert0048
Submit your paper electronically to the Soc 140 Canvas site. Background: This quarter we critically examine the belief that U.S society is a meritocracy where social mobility
and status attainment are determined solely by talent, hard work, ambition, and perseverance.
Contents of Final Paper The final paper summarizing the s.docxbobbywlane695641
Contents of Final Paper: The final paper summarizing the service learning experience will contain the following elements:
• Identification
o Identification of the agency or organization for which service was performed
. o Description of the purpose or mission of the agency or organization. o Description of the work done by the learner.
o Description of the area or department of the organization observed by the learner.
• Organizational Behavior Concepts In this section, the learner will address organizational behavior aspects of the organization. The learner will select two organizational behavior topics from those we study in this course and apply the concepts and principles of those two (2) topics to the organization. Suggested areas for observation and evaluation may include, but are not limited to:
o Systems theory as applied to the organization
o Organizational culture
o How the culture is being sustained or changed
o Socialization of members
o The role of personality
o Perceptions
o Motivational theories
o Psychological contract
o Job design
o Use of evaluation, feedback and rewards
o Misbehavior
o Individual or organizational stress
o Group development
o Group behavior(s)
o Use of teams
o Management of conflict
o Power and politics
o Communication o Decision making
o Organizational structure
o Organizational leadership
o Organizational change
• Details: The following points should guide the learner in completion of this project. o The paper will contain 3,500 words of content. The cover sheet, abstract (not required but may be used), table of contents (if used) and references do not count toward the length of the paper. o The paper, including citations, references and general format will be APA compliant. o In addition to the text and the Bible, the paper will contain at least five additional references, two of which must be from peer-reviewed sources. References should be from high-quality sources such as peer-reviewed sources, trade journals and business journals. While sources such as Wikipedia, e-How, blogs or similar sites may occasionally be used, they will not count toward the minimum number of references. o The learner will obtain a letter from an officer or manager in the organization verifying that at least 8 hours of service were performed for the organization. The letter will state where the service was performed and the nature of the service. The letter will also contain the name and contact information of organization’s contact providing the letter. This letter will be submitted with the project. This letter does not count toward the page content of the paper. o In addressing the organizational behavior topics chosen, it is recommended that the analysis include the following aspects (you don’t have to use them all, but these are good places to start): A description of the topic (a must) The theoretical foundation of the topic (a must) How the topic manifested itself in the organization (eviden.
The topic of my Literature Review is Gender and CompetitionLiter.docxssusera34210
The topic of my Literature Review is Gender and Competition
Literature Review Paper (25%)
What is a Literature Review?
It is very important that you know what a literature is, its purpose, and how it is organized. A literature review is a summary of previous research on a topic. Its' purpose is to review the scholarly literature relevant to the topic you are studying. Some questions you may think about as you develop your literature review:
· What is known about the subject?
· Are there any gaps in the knowledge of the subject?
· Is there consensus about the topic (subtopics)?
· What aspects have generated significant debate on the topic?
· What methods or problems were identified by others studying in the field?
· What is the current status of research in this area or what direction do researchers feel need to be addressed in the future?
How do you write a Literature Review?
Summarize and explain what research has been done on the topic, citing the sources as you mention them. Point out the different ways researchers have treated the topic. Point out any connections between the sources especially where one source built upon prior study. Explain how this past work fits together and where scholars believe future research is headed.
You will be required to write a literature review on a specific (pre-approved) gender communication topic. This paper is to be presented in proper APA format (with the exception that it must be single spaced NOT double spaced) and it should be six full single spaced pages in length (not including the title page and the references page). This paper should expand your knowledge of the subject area, clearly demonstrate your vast understanding of the topic to the professor and provide readers with the most current, scholarly research on the topic. I must approve your topic before you begin to gathering your research.
The research project requires you to:
· select a topic within gender communication to research (must receive my approval before you begin your research on your topic)
· provide a title page
· include an introduction section (generates interest in the topic, stresses the importance of the subject matter and includes a clear preview) 3/4 page in length
· provide a body section that is well organized with sub-sections of the various important aspects of your topics that are properly cited with in-text citations (use subheadings to organize the body of your paper) 5 pages in length
· end with your conclusion (provides closure to your paper) 1/4 page in length -be sure to label your conclusion
· provide a list of references in proper APA format (on a separate page entitled "References")
· Note the page requirements above and adhere to them. You may be over requirement for each section, but not under.
· Make sure the vast majority of your literature review is paraphrased (use direct quotations sparingly).
· You may site both texts, but you still need the additional 8 (minimum) scholarly ...
The purpose of this assignment is to provide you with the opportunity to select a topic in the particular area in which you have an occupational or research interest, and to complete a literature review of the topic, using a minimum of ten scholarly references. This will allow you to demonstrate mastery of the program outcomes for the B.S. criminal justice program at University.
The purpose of this assignment is to provide you with the opportunity to select a topic in the particular area in which you have an occupational or research interest, and to complete a literature review of the topic, using a minimum of ten scholarly references. This will allow you to demonstrate mastery of the program outcomes for the B.S. criminal justice program at University.
Sources1.Looking for your source.· Use the Laredo Commun.docxrafbolet0
Sources
1.Looking for your source.
· Use the Laredo Community College Library homepage.
· -Click on link http://lccl.ent.sirsi.net/client/lcclibrary/
· (You can use this to access your sources ranging from books to articles)
Off-Campus Access
1. EBSCO
· http://search.ebscohost.com/login.asp
· User ID: lcc
· Password: silcc
2. CQ Researcher
· http://library.cqpress.com/cqresearcher
· User ID: laredocc
· Password: cqel
(These are electronic databases you can use for your Research Paper : Your sources must be credible sources.
Sources you cannot use
1.No encyclopedias
2. No other internet articles
Remember 4-5 sources.
Sources you cannot use:
1. Wiki Pedia
2. Encyclopedia.
3. .com websites
Requirements
• 4-5 pages
• 4 sources
• Typed, double spaced
• Original title
• MLA format
• Include specific examples from secondary sources,either in direct quotes, or paraphrasing
• Clear argument with evidence to prove your stance
• Use LCC or TAMIU databases or books
• No websites
Review Essay Instructions
Sexuality Studies 400/Psychology 450/Sociology 400:
(All students in the course must submit a complete paper or they will not be able to pass
the course).
I. Due Date and Submission Requirements:
Monday, May 4th in class at 11:10. We do not accept late work. Students will submit
both an electronic copy to ILearn and a hard copy to your TA. The written and the
electronic versions must be EXACTLY the same or we will not consider any points for the
paper.
The electronic copy must also be submitted to ILearn by Monday, May 4th by 10am. The
hard copy is due one hour later at the beginning of class.
II. Essay Topic/Content Expectations for the seven-page paper.
A. Carefully follow these steps:
1. Read the following article recently published in the New York Times Magazine
about the Richard Thomas hate crimes case in Oakland, CA. You will be
analyzing the case and providing a social scientific explanation accounting for the
dynamics at work in the case.
2. Read Dr. Sear’s book Arresting Dress: Cross-dressing, law, and fascination in
Nineteenth-Century San Francisco. You will need to be familiar with the major
concepts and the empirical research reviewed in Sears.
3. Locate a research article focused on violence towards sexual and gender
minorities using the SFSU Library article databases.
4. You will be using Google Scholar to locate the article. Read the entry in
Wikipedia about “Google Scholar”. This entry will help you understand how
Google Scholar works: http://en.wikipedia.org/wiki/Google_Scholar. Read this
entry before conducting a search in Google Scholar.
5. Log into your SFSU Library account. You will be able to access full articles for
free from your computer at home, as well as on campus. Here are instructions for
on and off campus access to library materials:
http://www.library.sfsu.edu/servi.
DISCUSSION 1 Elements of Critical Thinking [WLOs 2, 3, 4] .docxcharlieppalmer35273
DISCUSSION 1
\
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
DISCUSSION 2
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4] (I WANT TO WORK WITH CHILDREN - CHILDCARE CENTER - DAYCARE CENTER)
.
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, read the articles
Teaching Writing S.
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
Recognizing the fact usernames passwords are the weakest link in an.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
An Integrated Approach of Physical Biometric Authentication System
Objective
Per Fennelly (2017), every human being is created differently with physical and behavioral traits that are unique; and everyone’s fingerprints, iris, facial feature and body types are entirely different from one another. The effective and efficient use of biometric technology will play a key role in automating a new method of identifying living person based on individual physiological and behavioral characteristics. Protecting sensitive information from vulnerable access by unauthorized users is paramount in our digital world and attempting to identify and mitigating such operation is becoming very challenging and troubling to the entire human society.
Biometric authentication-based identity is playing a vital role in security operations. Traditional authentication approach used to identity logon, logout, username, passwords are no longer enough to battle the identity and security crisis. Physical Biometric processes often allow the authentication of an individual personal data to be stored in a document format for future references. The comparison is often used to determine whether the biometric characteristics of individual match the previously information recorded in the document. Physical biometric systems have proven to be very effective in verification and identification processes.
Physical biometric identification and recognition processes are classified in three groupings including acquisition, feature extraction and comparison. Traditionally, biometric characteristics are acquired through measurements, such as a camera, microphone, fingerprint scanner, gathering of specific characteristics and creation of digital representation, photograph, a voice recording and scanned fingerprint. Most naturally significant areas supporting physical biometric process include corners of the eyes, mouth, nose, chin and likely to be identified by human inspection and through an automated biometric process.
Biometric Access Control is a security system used to provides conditional access after scanning for unique physical characteristics including installing Biometric Access at ATM’s and other public facilities to safeguard financial data. Indeed, when faces, fingers, irises and veins are scanned such data are converted into digital format and a complex algorithm is used to make a match. Such physical biometric processes .
Recognizing Fallacies
Constructing sound arguments requires valid logic and reasoning. If your premises (reasoning) are incorrect they are considered to be “fallacies”. There are several different types of fallacies that exist. Once you recognize the fallacies you are more likely to avoid them in your reasoning.
(Hint: refer to textbook Chapter 11 for more information on fallacies.)
1.
Match
each fallacy with its definition in the chart below.
A. Begging the question
G. Appeal to fear
H. Questionable cause
B. Hasty generalization
C. False dilemma
I. Two wrongs make a right
D Slippery slope J. Misidentification of the cause
E. Appeal to authority
F. Bandwagon
___
.
Also known as circular reasoning because the reasoning assumes the conclusion is true.
___
.
Sometimes occurs due to “peer pressure” or groupthink phenomenon when you may be influenced to conform to the opinion of the group.
___
.
A causal situation where we are unsure of the actual root cause of the issue. It’s possible to ignore a possible cause or to incorrectly assume a common cause.
___
.
This argument states that the action (or conclusion) is a justified response to another wrong action (or conclusion).
___
.
This occurs when there is no real evidence for the argument. Superstitions are a good example of this.
___
.
The “either/or” fallacy – the argument presents only two extreme alternatives and does not allow for alternative options.
___
.
Indicates that one negative action will lead to another, and then another worse one, and so on and so forth all leading to a terrible end result
___
.
Basing a belief on a source or person who is not qualified to give an expert opinion on the subject.
___
.
The argument supports its conclusion not by evidence, but by demands or threats of punishment or misfortune.
___
.
A general conclusion is reached based on a very small sample, so the reasons provide weak support for the conclusion.
Deductive Argument
In a deductive argument, the premises (reasoning) provide such strong support for the conclusion that, if the premises are true, then it would be impossible for the conclusion to be false. Deductive arguments are VALID or INVALID.
EXAMPLE:
Valid
– All children are young.
Johnny is a child.
Therefore, Johnny is young.
Invalid – All children are young.
Johnny is a child.
Therefore, all children are Johnny.
Complete each deductive argument below with a valid conclusion.
2.
Premise 1: All humans are mortal.
Premise 2: I am human.
Conclusion: Therefore, I am _______________
3.
Premise 1: All birds have feathers.
Premise 2: Cardinals are birds.
Conclusion: Therefore, cardinals have _______________
4.
Premise 1: There is a party at work today.
Premise 2: Jimmy is sick and not at work today.
Con.
Recognizing Written ArgumentFor this weeks discussion, Id like.docxdanas19
Recognizing Written Argument
For this week's discussion, I'd like you to respond to ONE of the short articles that appear at the end of Chapter 3: Marybeth Gasman's "To Educate a Diverse Nation, Topple the Ivory Tower," (92-93), Randy Cohen's "When Texting is Wrong" (96-97), or "Flag Protection: A Brief History of Recent Supreme Court Decisions" (101-102) . After reading the articles, select one to analyze, focusing on a few (not all) of the following questions:
1) What is the main issue in the article? 2) What are the author's attitudes toward the subject at issue? 3) What supporting material favors the author's point of view? 4) What is the author's intention in this article? To explain? To convince? 5) What does the author hope you will conclude when you finish reading? 6) How does the author establish his or her authority? 7) What qualities make the article effective or ineffective as an argument? 8) What are your personal reactions to the essay? 9) How much common ground do you have with the author? 10) What do you like or dislike about it? Justify your answer with evidence from the article.
(page 92-93) ESSAY #2 TO EDUCATE A DIVERSE NATION, TOPPLE THE IVORY TOWER*
*“To Educate a Diverse Nation, Topple the Ivory Tower,” by Marybeth Gasman, from The Huffington Post, November 2, 2015. Reproduced by permission.
Marybeth Gasman
The author is a professor of education at the University of Pennsylvania’s Graduate School of Education and is also a regular contributor to The Huffington Post.
Visit a U.S. college campus today and you’ll see a more diverse student body than ever before. Over the last 30 years, the number of Hispanic students has risen five-fold, Asian and Pacific Islander enrollment has tripled, black enrollment has risen 150 percent and Native American enrollment has doubled.
But the graduation rate for minority students falls far below the nationwide average. Our colleges and universities are not succeeding at educating students with diverse backgrounds. In an increasingly competitive global economy, our country cannot afford this waste of time, money and talent.
There are solutions to this problem, but they’re found outside the ivory tower. Over the past three years, we visited a dozen minority-serving institutions or MSIs—from Paul Quinn, a historically black college in Dallas, to Salish Kootenai, a tribal college in Montana, and San Diego City College. We learned a number of lessons—all of which run counter to mainstream higher education thinking.
First and most important, these colleges acknowledge that traditionally underrepresented students face challenges that go far beyond paying tuition. These range from family obligations to fear and uncertainty about the meaning of college to “math shame” and speaking English as a second language. In response, the colleges have toppled the traditional hierarchies and responsibilities of faculty, staff, and students. Everyone is expected to understand the challenges.
Recognizing the fact usernames passwords are the weakest link in.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
.
Recognizing ArgumentsIn this assignment, you will apply key co.docxdanas19
Recognizing Arguments
In this assignment, you will apply key concepts covered in the module readings. You will identify the component parts of arguments and differentiate between various types of arguments such as strict, loose, inductive, and deductive. You will then construct specific, original arguments.
There are
two
parts to the assignment. Complete both parts.
Part 1
1a: Identify Components of Arguments
Identify the component parts of the argument, premises and conclusion, for the following passages. Where applicable, highlight key words or phrases that identify a claim as a premise or a conclusion.
Refer to the following example:
“All men are mortal. Socrates is a man. Therefore, Socrates is mortal.”
All men are mortal.
Premise
Socrates is a man.
Premise
Therefore
, Socrates is mortal.
Conclusion
“Therefore” is a key word indicating the claim is the conclusion.
1.
Sue is pregnant and will give birth to one child. We know already this child has no genetic anomalies. If Sue’s baby is a boy, he will be named Mark. If Sue’s baby is a girl, she will be named Margaret. Sue will have either a boy or a girl. So we know Sue’s baby will be named Mark or Margaret.
2.
If the library has
The
Lord of the Rings,
you won’t find it on the first floor. This is because all fantasy novels are fiction and all works of fiction are housed on the second floor of the library. Of course, I am assuming that all the books are properly shelved at this time.
3.
“After a year, brain scans showed that among the walkers, the hippocampus had increased in volume by about 2 percent on average; in the others, it had declined by about 1.4 percent. Since such a decline is normal in older adults, ’a 2 percent increase is fairly significant,’ said the lead author, Kirk Erickson, a psychologist at the University of Pittsburgh. Both groups also improved on a test of spatial memory, but the walkers improved more. While it is hard to generalize from this study to other populations, the researchers were delighted to learn that the hippocampus might expand with exercise” (Span, 2011).
Reference
Span, P. (2011, February 7). Fitness: A walk to remember? Study says yes.
The New York Times
. Retrieved from
http://www.nytimes.com/2011/02/08/health/research/08fitness.html?src=me&ref=general
1b: Identify Arguments as Strict or Loose
Identify the arguments as strict or loose for the following passages:
1.
I was late for class because my car ran out of gas and I could not find a gas station.
2.
It’s a good idea to drink more cranberry juice. It’s a good source of vitamin C and they say it helps keep the kidneys healthy.
3.
“Researchers from the National Institutes of Health have found that less than an hour of cell phone use can speed up brain activity in the area closest to the phone antenna, raising new questions about the health effects of low levels of radiation emitted from cell phones.
Recognition, Reification, and Practices of ForgettingEthica.docxdanas19
Recognition, Reification, and Practices of Forgetting:
Ethical Implications of Human Resource Management
Gazi Islam
Received: 3 June 2011 / Accepted: 28 July 2012 / Published online: 17 August 2012
� Springer Science+Business Media B.V. 2012
Abstract This article examines the ethical framing of
employment in contemporary human resource management
(HRM). Using Axel Honneth’s theory of recognition and
classical critical notions of reification, I contrast recogni-
tion and reifying stances on labor. The recognition
approach embeds work in its emotive and social particu-
larity, positively affirming the basic dignity of social
actors. Reifying views, by contrast, exhibit a forgetfulness
of recognition, removing action from its existential and
social moorings, and imagining workers as bundles of
discrete resources or capacities. After discussing why
reification is a problem, I stress that recognition and reifi-
cation embody different ethical standpoints with regards to
organizational practices. Thus, I argue paradoxically that
many current HRM best practices can be maintained while
cultivating an attitude of recognition. If reification is a type
of forgetting, cultivating a recognition attitude involves
processes of ‘‘remembering’’ to foster work relations that
reinforce employee dignity.
Keywords Human resources � Recognition � Dignity �
Frankfurt School � Critical theory � Reification
Introduction
The rapid growth of Human Resource Management (HRM)
has involved attempts to frame HRM’s role in under-
standing the human consequences of the contemporary
world of work (Heery 2008). Such attempts have generated
discussions around the ethics of HRM (Pinnington et al.
2007), varying from principled and ‘‘purist’’ perspectives
drawn from moral theory and philosophy (Rowan 2000) to
more ‘‘user-friendly’’ approaches that mix ethical-theoret-
ical foundations and formulate managerial guidelines for
practice (Winstanley and Woodall 2000; Heery 2008).
More recent approaches to HRM have begun to emerge
from critical theory, focusing on ideological and exploit-
ative aspects of HRM, and challenging mainstream
approaches to ethics by combining a practice-based
approach with a critical lens (Greenwood 2002).
The growing importance of critical ethical approaches
brings with it an increased focus on ‘‘macro’’ critiques of
HRM (Townley 1993; Islam and Zyphur 2008), calling into
question the ethical grounding of the field in general
(Greenwood 2002). While traditional views frame human
resources as costs to be minimized or resources to be
deployed strategically, critical ethical views highlight the
potentially problematic idea of ‘‘using’’ people (Green-
wood 2002), inherent in such framings. In Simon’s (1951)
seminal work, the employee is defined as one who ‘‘permits
his behavior to be guided by a decision reached by another,
irrespective of his own judgment as to the merits of that
decision’’ (p. 21), a characte.
Recipe Format for Café Laura (and HM courses)Header Information.docxdanas19
Recipe Format for Café Laura (and HM courses)
Header Information:
Name of Recipe and Author – recipe name should have enough detail to clearly describe the item in simple terms.
Yield Information - # of Portions (how many people this will serve), Recipe Yield (total volume or weight of the recipe), Portion Size (how much each person will be served), any special notes in “yield description” box. Portion size needs to be specifically detailed so employee would know the exact portion size of all parts of the recipe that will be served. Eg. Turkey = 4 oz, Gravy = ¼ cup NOTE: “1 ea.” typically does not work.
Mise En Place:
Small Equipment: Small equipment and tools for preparation and serving, measuring tools, all holding pans or containers, serving utensils, and dishes, etc. This is listed in the Mise en Place section (Excel) or “author notes” after the Plate and Garnish stage in CulinarE Companion - CEC)
Ingredients: Ingredient mise en place: EP amounts of ingredients, clearly described, listed in order of use in Ingredient Section (Excel) or under Preparation Stage (CEC), with specific preparation instructions for each ingredient. Eg. Red Bell Pepper, fresh, medium dice or Black Pepper, course grind
List all with EP amounts – this is a measure that would be exactly the same every time you make the recipe! Don’t forget the garnish! CEC - you must choose ingredients from the pop-up menus…you can’t just type the ingredient name in the box. Additional detailed ingredient information and simple or minor ingredient preparation can be given in the “preparation” space to the right of each ingredient. Eg. Fresh, Canned, Frozen, Peeled and ½” dice, lightly beaten, brunoise, julienne, or other information specific to just the ingredient.
Procedures:
Preparation (Title of First Stage):
Procedures are consecutively numbered steps to be implemented in the preparation of the recipe up until service time. Think: Anything that you can do ahead of time that doesn’t negatively affect the quality of the end product!
These steps typically should NOT include ingredient amounts, except for batch amounts, if needed. Remember steps include – doing something to ingredient(s), putting in a specific pan or container that will be stored or go to the line, and instructions for taking to a specific location in the kitchen (Café Laura in this case.) Don’t forget CCPs and limits. Also remember any pre-heating of equipment or heating/chilling plates, etc. needs to go in this section if it hasn’t already been detailed under mise en place.
If you find a specific procedure is too complicated to explain in words you can use something like “see kitchen manager for demonstration”, but then be prepared to demonstrate! You can also use sub-stages if necessary for more complicated preps.
Line Prep/Service (Title of a Stage):
This is what is happening during the hours Café Laura is open for service! This section has instructions for batch amounts/instructions fo.
Recently, several flyers were found near the campus of the Universit.docxdanas19
Recently, several flyers were found near the campus of the University of Colorado Denver advertising a coming "Unite the Right" rally in downtown Denver. Organizers were in the process of filing permits to hold the rally in City Park. The mayor's office responded that the organizers' First Amendment rights would be protected but that violence and/or property destruction would not be tolerated. Recognizing that this is a delicate situation, the mayor's office has called on you to find a way to resolve this situation, and, if possible, to de-escalate tensions before the event even begins.
Your task, for this assignment, is to work in one of three teams representing three groups identified in the
Group Violence Intervention document from the National Network for Safe Communities
. The three groups are: the Law Enforcement Representatives, the Social Service Representatives, and Community Moral Voices. You must work on how best to resolve the situation described above.
Questions to answer: 3 pages
How will your group interact with the organizers and/or attendees of the event?
How will your group interact with any counter-protestors at the event?
For the above two questions, also consider any communication you might have with those groups either before or after the event.
.
Recently, Kathy Smith, a project manager for a large industrial cons.docxdanas19
Recently, Kathy Smith, a project manager for a large industrial construction organization, was assigned to oversee a multimillion-dollar chemical plant construction project in Southeast Asia. Kathy had earned this assignment after completing a number of smaller construction assignments in North America over the past three years. This was her first overseas assignment and she was eager to make a good impression, particularly given the size and scope of the project. Successfully completing this project would increase her visibility within the organization dramatically and earmark her as a candidate for upper management. Kathy had good project management skills; in particular, she was organized and highly self-motivated. Team members at her last two project assignments used to joke that just trying to keep up with her was a full-time job. Kathy wasted no time settling in to oversee the development of the chemical plant. Operating under her normal work approach, Kathy routinely required her staff and the senior members of the project team to work long hours, ignoring weekend breaks if important milestones were coming up, and generally adopting a round the-clock work approach for the project. Unfortunately, in expecting her team, made up of local
residents, to change their work habits to accommodate her expectations, Kathy completely misread the individuals
on her team. They bitterly resented her overbearing style, unwillingness to consult them on key
questions, and aloof nature. Rather than directly confront her, however, team members began a campaign
of passive resistance to her leadership. They would purposely drag their feet on important assignments
or cite insurmountable problems when none, in fact, existed. Kathy’s standard response was to push herself
and her project team harder, barraging subordinates with increasingly urgent communications demanding
faster performance. To her bewilderment, nothing seemed to work. The project quickly became bogged down due
to poor team performance and ended up costing the project organization large penalties for late delivery.
Although Kathy had many traits that worked in her favor, she was seriously lacking in the ability to recognize
the feelings and expectations of others and take them into consideration.
Questions
1. Discuss how Kathy lacked sufficient emotional
intelligence to be effective in her new project
manager assignment.
2. Of the various dimensions of emotional intelligence,
which dimension(s) did she appear to lack
most? What evidence can you cite to support this
contention?
This assignment involves that the student read the case study and answer all questions at the end of the case study in a
4-5 page paper
. Your answers must include substantial support from at least two (2) scholarly journal articles on project management.
Should be written in should be in APA formatting (title page, reference page, NO abstract page, in-text citations, running head, page numbers, Ti.
Recently your facility has had patient complaints about staff posing.docxdanas19
Recently your facility has had patient complaints about staff posing with patents and posting these pictures on social media. You have also noticed many staff members "friending" patients and/or their families.
Your facility has decided to form a social media policy committee to consider establishing policy about the use of social media by staff at your facility.
***Write a policy that covers the following areas. (and the file that I uploaded)***
1. Is posting on social media a violation of any Federal or State Law? Be sure to cite appropriate law in your policy
2. Do you think your facility needs a social media policy?
3. What departments should be included on the social media policy committee?
4. Are there any hospital departments or staff that should be excluded on the social media policy committee?
5. How will you present this new policy to new employees? Existing employees?
6. How will you address social media as an organization? Who will have ownership of this policy?
7. How will you address staff who wish to express their opinions or views about health care issues on social media.
Use correct policy format to include:
Title
Date
Affected
Content
Procedure as applicable
Signature page
.
Recently, I built a floating bed frame for my room. I watched a qu.docxdanas19
Recently, I built a "floating" bed frame for my room. I watched a quick YouTube video and jotted down the dimensions of the bed, the materials I needed, and a mini blue print for how it was going to end up. My notes allowed for me to get everything I needed in one shot at the hardware store and instead of referring back to the video I could just look at my notes. While assembling, I was able to remind myself how certain things went together by looking at my notes allowing for me to complete the bed frame quickly and in an enjoyable way.
While looking at the rubric, I found that the 4 points on the project addressing the course outcomes is most important. it allows for me to understand the main points of the projects before doing it. Also, I believe these will be helpful notes when doing the project to keep me on track of the topic.
Actively listening is something that will be critical while pursuing a business administration degree. It is something that I struggle with and need to work on. I am a visual learner by all means and have trouble actually listening to people when they talk. In the business world, being able to converse and hear others ideas and thoughts is paramount.
.
Recently, a US Circuit Court upheld the enforceability of Website .docxdanas19
Recently, a
US Circuit Court upheld the enforceability of Website Terms of Service (ToS)
, even though the user did not have to click-through to agree.
Identify one positive and one negative implication of this finding.
What terms do you believe are ethically appropriate for such agreements? Explain your position.
.
Recently police departments across the nation has been accused o.docxdanas19
Recently police departments across the nation has been accused on targeting and murdering innocent black men. These departments are now in a position to have to rebuild their reputations. Your job is to analyze this situation and determine ways for them to establish their credibility Use the EBSCO and the INTERNET to locate material on this company. Make sure you integrate the text material.
1) Identify the specific problems the organization faces: support this material with research.
2) What should management’s role be? Relate this section specifically to the text material and apply that material.
3) Determine who their audiences are and what they need to say to each of them.
4) What media should use to get this message across? Be specific.
5) How will the organization evaluate the success of their public relations?
Remember that the point of this assignment is to demonstrate that you understand and can apply the text material. Please write out the questions and then answer them individually. Use the APA method of documentation.
.
More Related Content
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The topic of my Literature Review is Gender and CompetitionLiter.docxssusera34210
The topic of my Literature Review is Gender and Competition
Literature Review Paper (25%)
What is a Literature Review?
It is very important that you know what a literature is, its purpose, and how it is organized. A literature review is a summary of previous research on a topic. Its' purpose is to review the scholarly literature relevant to the topic you are studying. Some questions you may think about as you develop your literature review:
· What is known about the subject?
· Are there any gaps in the knowledge of the subject?
· Is there consensus about the topic (subtopics)?
· What aspects have generated significant debate on the topic?
· What methods or problems were identified by others studying in the field?
· What is the current status of research in this area or what direction do researchers feel need to be addressed in the future?
How do you write a Literature Review?
Summarize and explain what research has been done on the topic, citing the sources as you mention them. Point out the different ways researchers have treated the topic. Point out any connections between the sources especially where one source built upon prior study. Explain how this past work fits together and where scholars believe future research is headed.
You will be required to write a literature review on a specific (pre-approved) gender communication topic. This paper is to be presented in proper APA format (with the exception that it must be single spaced NOT double spaced) and it should be six full single spaced pages in length (not including the title page and the references page). This paper should expand your knowledge of the subject area, clearly demonstrate your vast understanding of the topic to the professor and provide readers with the most current, scholarly research on the topic. I must approve your topic before you begin to gathering your research.
The research project requires you to:
· select a topic within gender communication to research (must receive my approval before you begin your research on your topic)
· provide a title page
· include an introduction section (generates interest in the topic, stresses the importance of the subject matter and includes a clear preview) 3/4 page in length
· provide a body section that is well organized with sub-sections of the various important aspects of your topics that are properly cited with in-text citations (use subheadings to organize the body of your paper) 5 pages in length
· end with your conclusion (provides closure to your paper) 1/4 page in length -be sure to label your conclusion
· provide a list of references in proper APA format (on a separate page entitled "References")
· Note the page requirements above and adhere to them. You may be over requirement for each section, but not under.
· Make sure the vast majority of your literature review is paraphrased (use direct quotations sparingly).
· You may site both texts, but you still need the additional 8 (minimum) scholarly ...
The purpose of this assignment is to provide you with the opportunity to select a topic in the particular area in which you have an occupational or research interest, and to complete a literature review of the topic, using a minimum of ten scholarly references. This will allow you to demonstrate mastery of the program outcomes for the B.S. criminal justice program at University.
The purpose of this assignment is to provide you with the opportunity to select a topic in the particular area in which you have an occupational or research interest, and to complete a literature review of the topic, using a minimum of ten scholarly references. This will allow you to demonstrate mastery of the program outcomes for the B.S. criminal justice program at University.
Sources1.Looking for your source.· Use the Laredo Commun.docxrafbolet0
Sources
1.Looking for your source.
· Use the Laredo Community College Library homepage.
· -Click on link http://lccl.ent.sirsi.net/client/lcclibrary/
· (You can use this to access your sources ranging from books to articles)
Off-Campus Access
1. EBSCO
· http://search.ebscohost.com/login.asp
· User ID: lcc
· Password: silcc
2. CQ Researcher
· http://library.cqpress.com/cqresearcher
· User ID: laredocc
· Password: cqel
(These are electronic databases you can use for your Research Paper : Your sources must be credible sources.
Sources you cannot use
1.No encyclopedias
2. No other internet articles
Remember 4-5 sources.
Sources you cannot use:
1. Wiki Pedia
2. Encyclopedia.
3. .com websites
Requirements
• 4-5 pages
• 4 sources
• Typed, double spaced
• Original title
• MLA format
• Include specific examples from secondary sources,either in direct quotes, or paraphrasing
• Clear argument with evidence to prove your stance
• Use LCC or TAMIU databases or books
• No websites
Review Essay Instructions
Sexuality Studies 400/Psychology 450/Sociology 400:
(All students in the course must submit a complete paper or they will not be able to pass
the course).
I. Due Date and Submission Requirements:
Monday, May 4th in class at 11:10. We do not accept late work. Students will submit
both an electronic copy to ILearn and a hard copy to your TA. The written and the
electronic versions must be EXACTLY the same or we will not consider any points for the
paper.
The electronic copy must also be submitted to ILearn by Monday, May 4th by 10am. The
hard copy is due one hour later at the beginning of class.
II. Essay Topic/Content Expectations for the seven-page paper.
A. Carefully follow these steps:
1. Read the following article recently published in the New York Times Magazine
about the Richard Thomas hate crimes case in Oakland, CA. You will be
analyzing the case and providing a social scientific explanation accounting for the
dynamics at work in the case.
2. Read Dr. Sear’s book Arresting Dress: Cross-dressing, law, and fascination in
Nineteenth-Century San Francisco. You will need to be familiar with the major
concepts and the empirical research reviewed in Sears.
3. Locate a research article focused on violence towards sexual and gender
minorities using the SFSU Library article databases.
4. You will be using Google Scholar to locate the article. Read the entry in
Wikipedia about “Google Scholar”. This entry will help you understand how
Google Scholar works: http://en.wikipedia.org/wiki/Google_Scholar. Read this
entry before conducting a search in Google Scholar.
5. Log into your SFSU Library account. You will be able to access full articles for
free from your computer at home, as well as on campus. Here are instructions for
on and off campus access to library materials:
http://www.library.sfsu.edu/servi.
DISCUSSION 1 Elements of Critical Thinking [WLOs 2, 3, 4] .docxcharlieppalmer35273
DISCUSSION 1
\
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
DISCUSSION 2
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4] (I WANT TO WORK WITH CHILDREN - CHILDCARE CENTER - DAYCARE CENTER)
.
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
Elements of Critical Thinking [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, in preparation for discussing the importance of critical thinking skills,
Read the articles
Common Misconceptions of Critical Thinking
Combating Fake News in the Digital Age
6 Critical Thinking Skills You Need to Master Now (Links to an external site.)
Teaching and Learning in a Post-Truth world: It’s Time for Schools to Upgrade and Reinvest in Media Literacy Lessons
Critical Thinking and the Challenges of Internet (Links to an external site.)
Watch the videos
Fake News: Part 1 (Links to an external site.)
Critical Thinking
(Links to an external site.)
Review the resources
Critical Thinking Skills (Links to an external site.)
Valuable Intellectual Traits (Links to an external site.)
Critical Thinking Web (Links to an external site.)
Reflect:
Reflect on the characteristics of a critical thinker. Critical thinking gets you involved in a dialogue with the ideas you read from others in this class. To be a critical thinker, you need to be able to summarize, analyze, hypothesize, and evaluate new information that you encounter.
Write:
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to your Final Paper topic. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
Explain at least five elements of critical thinking that you found in the reading material.
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference entries of all sources cited at the end of your response. Please use correct APA format when writing in-text citations (see
In-Text Citation Helper (Links to an external site.)
) and references (see
Formatting Your References List (Links to an external site.)
).
Reflecting on General Education and Career [WLOs: 2, 3, 4] [CLOs: 2, 3, 4]
Prepare:
Prior to beginning work on this discussion forum, read the articles
Teaching Writing S.
SOCI 403 Social ChangeAmerican Public University SystemWri.docxjensgosney
SOCI 403 Social Change
American Public University System
Written Assignment Four: Final Paper (Due Week 8)
IMPORTANT NOTE: This assignment is due in Week 8 to give you ample time to explore our class topics and create a thorough and informed paper. It must be turned in by 11:55 pm (EST) on Sunday of Week 8. Because this is the end of class, NO EXTENSIONS can be given for this paper. When class ends, all assignments must be in! Please plan your time carefully and turn this paper in early if at all possible.
In this assignment, you will construct a 10-12 page final research paper. Your paper should utilize sound critical thought and it should provide appropriate APA in-text citations and APA full-reference citations. The overall assignment is worth 20% of your final course grade. Be sure to read the directions for Submitting the Assignment.
Your paper will adhere to the general standards of the APA-formatting guidelines. It will include a title page, a short abstract, body of paper (Introduction/Thesis, Analysis, Application of Research, Summary and Conclusion) and a reference page. Comment by mothertao: Where the APA guidelines and the rules of this assignment diverge, stick to the rules of the assignment.
The Purdue Online Writing Lab offers information about APA guidelines and formatting:
http://owl.english.purdue.edu/owl/resource/560/01/
This site offers you answers to the most frequently asked questions on APA style as well as other useful APA information:
http://www.apastyle.org/learn/faqs/index.aspx
ALL Written assignments (i.e. Your Paper assignments) must be submitted TWICE: 1) Through the Sakai assignment submission link, and 2) Through www.turnitin.com. See Turnitin.com Directions
Format, Length and Content of Paper:
Title (First whole page of paper)
Abstract (Separate page)
Body of Paper: (10 -12 pages total) Clearly mark each part of the body of your paper with the following four section headings. Watch the page requirements carefully as you will be graded on them.
I. Introduction and Thesis Questions/Statement (1 page):
Introduce your topic and explain its relevance to you personally. Summarize the significance of this topic for others (e.g., the reader, groups, society). Describe the research questions that will guide your inquiry or the thesis statement that you will explore.
II. Analysis Using Concepts/Theories (2 – 3 pages):
Clearly and significantly apply at least five concepts/theories from our text to your research topic. While this sounds like what you did in Assignment One, this is no longer an exploration of how these might apply. Rather, these applications should be strong and well-supported in the final draft.
III. Application of Research (6 - 7 pages):
Clearly and significantly apply findings from at least 8 meaningful, up-to-date resources, 5 of which are from reputable academic journals. Your research in Assignment Two should help you with this, but remember that the final pape.
Similar to Read An Indigenous Peoples History of the United States Introdu.docx (9)
Recognizing the fact usernames passwords are the weakest link in an.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
An Integrated Approach of Physical Biometric Authentication System
Objective
Per Fennelly (2017), every human being is created differently with physical and behavioral traits that are unique; and everyone’s fingerprints, iris, facial feature and body types are entirely different from one another. The effective and efficient use of biometric technology will play a key role in automating a new method of identifying living person based on individual physiological and behavioral characteristics. Protecting sensitive information from vulnerable access by unauthorized users is paramount in our digital world and attempting to identify and mitigating such operation is becoming very challenging and troubling to the entire human society.
Biometric authentication-based identity is playing a vital role in security operations. Traditional authentication approach used to identity logon, logout, username, passwords are no longer enough to battle the identity and security crisis. Physical Biometric processes often allow the authentication of an individual personal data to be stored in a document format for future references. The comparison is often used to determine whether the biometric characteristics of individual match the previously information recorded in the document. Physical biometric systems have proven to be very effective in verification and identification processes.
Physical biometric identification and recognition processes are classified in three groupings including acquisition, feature extraction and comparison. Traditionally, biometric characteristics are acquired through measurements, such as a camera, microphone, fingerprint scanner, gathering of specific characteristics and creation of digital representation, photograph, a voice recording and scanned fingerprint. Most naturally significant areas supporting physical biometric process include corners of the eyes, mouth, nose, chin and likely to be identified by human inspection and through an automated biometric process.
Biometric Access Control is a security system used to provides conditional access after scanning for unique physical characteristics including installing Biometric Access at ATM’s and other public facilities to safeguard financial data. Indeed, when faces, fingers, irises and veins are scanned such data are converted into digital format and a complex algorithm is used to make a match. Such physical biometric processes .
Recognizing Fallacies
Constructing sound arguments requires valid logic and reasoning. If your premises (reasoning) are incorrect they are considered to be “fallacies”. There are several different types of fallacies that exist. Once you recognize the fallacies you are more likely to avoid them in your reasoning.
(Hint: refer to textbook Chapter 11 for more information on fallacies.)
1.
Match
each fallacy with its definition in the chart below.
A. Begging the question
G. Appeal to fear
H. Questionable cause
B. Hasty generalization
C. False dilemma
I. Two wrongs make a right
D Slippery slope J. Misidentification of the cause
E. Appeal to authority
F. Bandwagon
___
.
Also known as circular reasoning because the reasoning assumes the conclusion is true.
___
.
Sometimes occurs due to “peer pressure” or groupthink phenomenon when you may be influenced to conform to the opinion of the group.
___
.
A causal situation where we are unsure of the actual root cause of the issue. It’s possible to ignore a possible cause or to incorrectly assume a common cause.
___
.
This argument states that the action (or conclusion) is a justified response to another wrong action (or conclusion).
___
.
This occurs when there is no real evidence for the argument. Superstitions are a good example of this.
___
.
The “either/or” fallacy – the argument presents only two extreme alternatives and does not allow for alternative options.
___
.
Indicates that one negative action will lead to another, and then another worse one, and so on and so forth all leading to a terrible end result
___
.
Basing a belief on a source or person who is not qualified to give an expert opinion on the subject.
___
.
The argument supports its conclusion not by evidence, but by demands or threats of punishment or misfortune.
___
.
A general conclusion is reached based on a very small sample, so the reasons provide weak support for the conclusion.
Deductive Argument
In a deductive argument, the premises (reasoning) provide such strong support for the conclusion that, if the premises are true, then it would be impossible for the conclusion to be false. Deductive arguments are VALID or INVALID.
EXAMPLE:
Valid
– All children are young.
Johnny is a child.
Therefore, Johnny is young.
Invalid – All children are young.
Johnny is a child.
Therefore, all children are Johnny.
Complete each deductive argument below with a valid conclusion.
2.
Premise 1: All humans are mortal.
Premise 2: I am human.
Conclusion: Therefore, I am _______________
3.
Premise 1: All birds have feathers.
Premise 2: Cardinals are birds.
Conclusion: Therefore, cardinals have _______________
4.
Premise 1: There is a party at work today.
Premise 2: Jimmy is sick and not at work today.
Con.
Recognizing Written ArgumentFor this weeks discussion, Id like.docxdanas19
Recognizing Written Argument
For this week's discussion, I'd like you to respond to ONE of the short articles that appear at the end of Chapter 3: Marybeth Gasman's "To Educate a Diverse Nation, Topple the Ivory Tower," (92-93), Randy Cohen's "When Texting is Wrong" (96-97), or "Flag Protection: A Brief History of Recent Supreme Court Decisions" (101-102) . After reading the articles, select one to analyze, focusing on a few (not all) of the following questions:
1) What is the main issue in the article? 2) What are the author's attitudes toward the subject at issue? 3) What supporting material favors the author's point of view? 4) What is the author's intention in this article? To explain? To convince? 5) What does the author hope you will conclude when you finish reading? 6) How does the author establish his or her authority? 7) What qualities make the article effective or ineffective as an argument? 8) What are your personal reactions to the essay? 9) How much common ground do you have with the author? 10) What do you like or dislike about it? Justify your answer with evidence from the article.
(page 92-93) ESSAY #2 TO EDUCATE A DIVERSE NATION, TOPPLE THE IVORY TOWER*
*“To Educate a Diverse Nation, Topple the Ivory Tower,” by Marybeth Gasman, from The Huffington Post, November 2, 2015. Reproduced by permission.
Marybeth Gasman
The author is a professor of education at the University of Pennsylvania’s Graduate School of Education and is also a regular contributor to The Huffington Post.
Visit a U.S. college campus today and you’ll see a more diverse student body than ever before. Over the last 30 years, the number of Hispanic students has risen five-fold, Asian and Pacific Islander enrollment has tripled, black enrollment has risen 150 percent and Native American enrollment has doubled.
But the graduation rate for minority students falls far below the nationwide average. Our colleges and universities are not succeeding at educating students with diverse backgrounds. In an increasingly competitive global economy, our country cannot afford this waste of time, money and talent.
There are solutions to this problem, but they’re found outside the ivory tower. Over the past three years, we visited a dozen minority-serving institutions or MSIs—from Paul Quinn, a historically black college in Dallas, to Salish Kootenai, a tribal college in Montana, and San Diego City College. We learned a number of lessons—all of which run counter to mainstream higher education thinking.
First and most important, these colleges acknowledge that traditionally underrepresented students face challenges that go far beyond paying tuition. These range from family obligations to fear and uncertainty about the meaning of college to “math shame” and speaking English as a second language. In response, the colleges have toppled the traditional hierarchies and responsibilities of faculty, staff, and students. Everyone is expected to understand the challenges.
Recognizing the fact usernames passwords are the weakest link in.docxdanas19
Recognizing the fact usernames passwords are the weakest link in an organization’s security system because username and password are shareable, and most passwords and usernames are vulnerable and ready to be cracked with a variety of methods using adopting a record number of devices and platforms connected to the Internet of Things daily and at an alarming rate.
Provide the all-inclusive and systematic narratives of the impact of physical biometric operations on the current and future generation.
.
Recognizing ArgumentsIn this assignment, you will apply key co.docxdanas19
Recognizing Arguments
In this assignment, you will apply key concepts covered in the module readings. You will identify the component parts of arguments and differentiate between various types of arguments such as strict, loose, inductive, and deductive. You will then construct specific, original arguments.
There are
two
parts to the assignment. Complete both parts.
Part 1
1a: Identify Components of Arguments
Identify the component parts of the argument, premises and conclusion, for the following passages. Where applicable, highlight key words or phrases that identify a claim as a premise or a conclusion.
Refer to the following example:
“All men are mortal. Socrates is a man. Therefore, Socrates is mortal.”
All men are mortal.
Premise
Socrates is a man.
Premise
Therefore
, Socrates is mortal.
Conclusion
“Therefore” is a key word indicating the claim is the conclusion.
1.
Sue is pregnant and will give birth to one child. We know already this child has no genetic anomalies. If Sue’s baby is a boy, he will be named Mark. If Sue’s baby is a girl, she will be named Margaret. Sue will have either a boy or a girl. So we know Sue’s baby will be named Mark or Margaret.
2.
If the library has
The
Lord of the Rings,
you won’t find it on the first floor. This is because all fantasy novels are fiction and all works of fiction are housed on the second floor of the library. Of course, I am assuming that all the books are properly shelved at this time.
3.
“After a year, brain scans showed that among the walkers, the hippocampus had increased in volume by about 2 percent on average; in the others, it had declined by about 1.4 percent. Since such a decline is normal in older adults, ’a 2 percent increase is fairly significant,’ said the lead author, Kirk Erickson, a psychologist at the University of Pittsburgh. Both groups also improved on a test of spatial memory, but the walkers improved more. While it is hard to generalize from this study to other populations, the researchers were delighted to learn that the hippocampus might expand with exercise” (Span, 2011).
Reference
Span, P. (2011, February 7). Fitness: A walk to remember? Study says yes.
The New York Times
. Retrieved from
http://www.nytimes.com/2011/02/08/health/research/08fitness.html?src=me&ref=general
1b: Identify Arguments as Strict or Loose
Identify the arguments as strict or loose for the following passages:
1.
I was late for class because my car ran out of gas and I could not find a gas station.
2.
It’s a good idea to drink more cranberry juice. It’s a good source of vitamin C and they say it helps keep the kidneys healthy.
3.
“Researchers from the National Institutes of Health have found that less than an hour of cell phone use can speed up brain activity in the area closest to the phone antenna, raising new questions about the health effects of low levels of radiation emitted from cell phones.
Recognition, Reification, and Practices of ForgettingEthica.docxdanas19
Recognition, Reification, and Practices of Forgetting:
Ethical Implications of Human Resource Management
Gazi Islam
Received: 3 June 2011 / Accepted: 28 July 2012 / Published online: 17 August 2012
� Springer Science+Business Media B.V. 2012
Abstract This article examines the ethical framing of
employment in contemporary human resource management
(HRM). Using Axel Honneth’s theory of recognition and
classical critical notions of reification, I contrast recogni-
tion and reifying stances on labor. The recognition
approach embeds work in its emotive and social particu-
larity, positively affirming the basic dignity of social
actors. Reifying views, by contrast, exhibit a forgetfulness
of recognition, removing action from its existential and
social moorings, and imagining workers as bundles of
discrete resources or capacities. After discussing why
reification is a problem, I stress that recognition and reifi-
cation embody different ethical standpoints with regards to
organizational practices. Thus, I argue paradoxically that
many current HRM best practices can be maintained while
cultivating an attitude of recognition. If reification is a type
of forgetting, cultivating a recognition attitude involves
processes of ‘‘remembering’’ to foster work relations that
reinforce employee dignity.
Keywords Human resources � Recognition � Dignity �
Frankfurt School � Critical theory � Reification
Introduction
The rapid growth of Human Resource Management (HRM)
has involved attempts to frame HRM’s role in under-
standing the human consequences of the contemporary
world of work (Heery 2008). Such attempts have generated
discussions around the ethics of HRM (Pinnington et al.
2007), varying from principled and ‘‘purist’’ perspectives
drawn from moral theory and philosophy (Rowan 2000) to
more ‘‘user-friendly’’ approaches that mix ethical-theoret-
ical foundations and formulate managerial guidelines for
practice (Winstanley and Woodall 2000; Heery 2008).
More recent approaches to HRM have begun to emerge
from critical theory, focusing on ideological and exploit-
ative aspects of HRM, and challenging mainstream
approaches to ethics by combining a practice-based
approach with a critical lens (Greenwood 2002).
The growing importance of critical ethical approaches
brings with it an increased focus on ‘‘macro’’ critiques of
HRM (Townley 1993; Islam and Zyphur 2008), calling into
question the ethical grounding of the field in general
(Greenwood 2002). While traditional views frame human
resources as costs to be minimized or resources to be
deployed strategically, critical ethical views highlight the
potentially problematic idea of ‘‘using’’ people (Green-
wood 2002), inherent in such framings. In Simon’s (1951)
seminal work, the employee is defined as one who ‘‘permits
his behavior to be guided by a decision reached by another,
irrespective of his own judgment as to the merits of that
decision’’ (p. 21), a characte.
Recipe Format for Café Laura (and HM courses)Header Information.docxdanas19
Recipe Format for Café Laura (and HM courses)
Header Information:
Name of Recipe and Author – recipe name should have enough detail to clearly describe the item in simple terms.
Yield Information - # of Portions (how many people this will serve), Recipe Yield (total volume or weight of the recipe), Portion Size (how much each person will be served), any special notes in “yield description” box. Portion size needs to be specifically detailed so employee would know the exact portion size of all parts of the recipe that will be served. Eg. Turkey = 4 oz, Gravy = ¼ cup NOTE: “1 ea.” typically does not work.
Mise En Place:
Small Equipment: Small equipment and tools for preparation and serving, measuring tools, all holding pans or containers, serving utensils, and dishes, etc. This is listed in the Mise en Place section (Excel) or “author notes” after the Plate and Garnish stage in CulinarE Companion - CEC)
Ingredients: Ingredient mise en place: EP amounts of ingredients, clearly described, listed in order of use in Ingredient Section (Excel) or under Preparation Stage (CEC), with specific preparation instructions for each ingredient. Eg. Red Bell Pepper, fresh, medium dice or Black Pepper, course grind
List all with EP amounts – this is a measure that would be exactly the same every time you make the recipe! Don’t forget the garnish! CEC - you must choose ingredients from the pop-up menus…you can’t just type the ingredient name in the box. Additional detailed ingredient information and simple or minor ingredient preparation can be given in the “preparation” space to the right of each ingredient. Eg. Fresh, Canned, Frozen, Peeled and ½” dice, lightly beaten, brunoise, julienne, or other information specific to just the ingredient.
Procedures:
Preparation (Title of First Stage):
Procedures are consecutively numbered steps to be implemented in the preparation of the recipe up until service time. Think: Anything that you can do ahead of time that doesn’t negatively affect the quality of the end product!
These steps typically should NOT include ingredient amounts, except for batch amounts, if needed. Remember steps include – doing something to ingredient(s), putting in a specific pan or container that will be stored or go to the line, and instructions for taking to a specific location in the kitchen (Café Laura in this case.) Don’t forget CCPs and limits. Also remember any pre-heating of equipment or heating/chilling plates, etc. needs to go in this section if it hasn’t already been detailed under mise en place.
If you find a specific procedure is too complicated to explain in words you can use something like “see kitchen manager for demonstration”, but then be prepared to demonstrate! You can also use sub-stages if necessary for more complicated preps.
Line Prep/Service (Title of a Stage):
This is what is happening during the hours Café Laura is open for service! This section has instructions for batch amounts/instructions fo.
Recently, several flyers were found near the campus of the Universit.docxdanas19
Recently, several flyers were found near the campus of the University of Colorado Denver advertising a coming "Unite the Right" rally in downtown Denver. Organizers were in the process of filing permits to hold the rally in City Park. The mayor's office responded that the organizers' First Amendment rights would be protected but that violence and/or property destruction would not be tolerated. Recognizing that this is a delicate situation, the mayor's office has called on you to find a way to resolve this situation, and, if possible, to de-escalate tensions before the event even begins.
Your task, for this assignment, is to work in one of three teams representing three groups identified in the
Group Violence Intervention document from the National Network for Safe Communities
. The three groups are: the Law Enforcement Representatives, the Social Service Representatives, and Community Moral Voices. You must work on how best to resolve the situation described above.
Questions to answer: 3 pages
How will your group interact with the organizers and/or attendees of the event?
How will your group interact with any counter-protestors at the event?
For the above two questions, also consider any communication you might have with those groups either before or after the event.
.
Recently, Kathy Smith, a project manager for a large industrial cons.docxdanas19
Recently, Kathy Smith, a project manager for a large industrial construction organization, was assigned to oversee a multimillion-dollar chemical plant construction project in Southeast Asia. Kathy had earned this assignment after completing a number of smaller construction assignments in North America over the past three years. This was her first overseas assignment and she was eager to make a good impression, particularly given the size and scope of the project. Successfully completing this project would increase her visibility within the organization dramatically and earmark her as a candidate for upper management. Kathy had good project management skills; in particular, she was organized and highly self-motivated. Team members at her last two project assignments used to joke that just trying to keep up with her was a full-time job. Kathy wasted no time settling in to oversee the development of the chemical plant. Operating under her normal work approach, Kathy routinely required her staff and the senior members of the project team to work long hours, ignoring weekend breaks if important milestones were coming up, and generally adopting a round the-clock work approach for the project. Unfortunately, in expecting her team, made up of local
residents, to change their work habits to accommodate her expectations, Kathy completely misread the individuals
on her team. They bitterly resented her overbearing style, unwillingness to consult them on key
questions, and aloof nature. Rather than directly confront her, however, team members began a campaign
of passive resistance to her leadership. They would purposely drag their feet on important assignments
or cite insurmountable problems when none, in fact, existed. Kathy’s standard response was to push herself
and her project team harder, barraging subordinates with increasingly urgent communications demanding
faster performance. To her bewilderment, nothing seemed to work. The project quickly became bogged down due
to poor team performance and ended up costing the project organization large penalties for late delivery.
Although Kathy had many traits that worked in her favor, she was seriously lacking in the ability to recognize
the feelings and expectations of others and take them into consideration.
Questions
1. Discuss how Kathy lacked sufficient emotional
intelligence to be effective in her new project
manager assignment.
2. Of the various dimensions of emotional intelligence,
which dimension(s) did she appear to lack
most? What evidence can you cite to support this
contention?
This assignment involves that the student read the case study and answer all questions at the end of the case study in a
4-5 page paper
. Your answers must include substantial support from at least two (2) scholarly journal articles on project management.
Should be written in should be in APA formatting (title page, reference page, NO abstract page, in-text citations, running head, page numbers, Ti.
Recently your facility has had patient complaints about staff posing.docxdanas19
Recently your facility has had patient complaints about staff posing with patents and posting these pictures on social media. You have also noticed many staff members "friending" patients and/or their families.
Your facility has decided to form a social media policy committee to consider establishing policy about the use of social media by staff at your facility.
***Write a policy that covers the following areas. (and the file that I uploaded)***
1. Is posting on social media a violation of any Federal or State Law? Be sure to cite appropriate law in your policy
2. Do you think your facility needs a social media policy?
3. What departments should be included on the social media policy committee?
4. Are there any hospital departments or staff that should be excluded on the social media policy committee?
5. How will you present this new policy to new employees? Existing employees?
6. How will you address social media as an organization? Who will have ownership of this policy?
7. How will you address staff who wish to express their opinions or views about health care issues on social media.
Use correct policy format to include:
Title
Date
Affected
Content
Procedure as applicable
Signature page
.
Recently, I built a floating bed frame for my room. I watched a qu.docxdanas19
Recently, I built a "floating" bed frame for my room. I watched a quick YouTube video and jotted down the dimensions of the bed, the materials I needed, and a mini blue print for how it was going to end up. My notes allowed for me to get everything I needed in one shot at the hardware store and instead of referring back to the video I could just look at my notes. While assembling, I was able to remind myself how certain things went together by looking at my notes allowing for me to complete the bed frame quickly and in an enjoyable way.
While looking at the rubric, I found that the 4 points on the project addressing the course outcomes is most important. it allows for me to understand the main points of the projects before doing it. Also, I believe these will be helpful notes when doing the project to keep me on track of the topic.
Actively listening is something that will be critical while pursuing a business administration degree. It is something that I struggle with and need to work on. I am a visual learner by all means and have trouble actually listening to people when they talk. In the business world, being able to converse and hear others ideas and thoughts is paramount.
.
Recently, a US Circuit Court upheld the enforceability of Website .docxdanas19
Recently, a
US Circuit Court upheld the enforceability of Website Terms of Service (ToS)
, even though the user did not have to click-through to agree.
Identify one positive and one negative implication of this finding.
What terms do you believe are ethically appropriate for such agreements? Explain your position.
.
Recently police departments across the nation has been accused o.docxdanas19
Recently police departments across the nation has been accused on targeting and murdering innocent black men. These departments are now in a position to have to rebuild their reputations. Your job is to analyze this situation and determine ways for them to establish their credibility Use the EBSCO and the INTERNET to locate material on this company. Make sure you integrate the text material.
1) Identify the specific problems the organization faces: support this material with research.
2) What should management’s role be? Relate this section specifically to the text material and apply that material.
3) Determine who their audiences are and what they need to say to each of them.
4) What media should use to get this message across? Be specific.
5) How will the organization evaluate the success of their public relations?
Remember that the point of this assignment is to demonstrate that you understand and can apply the text material. Please write out the questions and then answer them individually. Use the APA method of documentation.
.
Recently Capital One experienced scandal1. Understand what.docxdanas19
Recently Capital One experienced scandal:
1. Understand what happened at
Capital One
– What risks were impacted
2. Understand the
redflags/signs/indications
in this case
3. What did Capital One
fail to do
4. What
could Capital One have done better to protect itself
.
Please prepare
a 10-minute presentation on this topic
.
.
Recall a time when you received bad news, either in your academic or.docxdanas19
Recall a time when you received bad news, either in your academic or professional experience, which was not delivered in a very tactful manner. Or, recall a time when you delivered bad news, which you might have delivered in a more sensitive way. What were the circumstances of the event? What bad news buffering strategies could have lightened the blow of the bad news you received, or, how might you have better buffered the bad news you delivered? Finally, comment on why you think it is important to be sensitive when delivering bad news within organizations and to other organizations? Obviously, there are individual’s feelings to consider, but what are some other important considerations?
.
Recent genetics research on leadership by Dr. Richard Avey suggests .docxdanas19
Recent genetics research on leadership by Dr. Richard Avey suggests about 30% of leadership is born (genetic), 30% is made in the formative years (young in life), and about 30% of leadership is "made" throughout one's life. A quote by Warren Bennis informs this discussion when he said "more leaders have been made by accident, circumstance, sheer grit, or will than have been made by all the leadership courses put together." Do you agree or disagree with this statement, and why? If you agree, how would you design a leadership course differently?
.
Receiving funding from a grant or other source of funds is a great a.docxdanas19
Receiving funding from a grant or other source of funds is a great accomplishment. Once the funding is received, the human services organization must be able to manage the funds effectively. The organization must also develop a plan to sustain the program after the funding period ends or the potential for change from the funded program may be limited.
For this Discussion, review the budget provided in the grant proposal that you discussed in Discussion 1 of this Week. Consider how you would prioritize budgetary needs and fundraise to continue covering costs of this program after the grant period has ended.
By Day 4
Post
a brief description of the budget presented in the grant proposal you selected. Describe how you might alter the budget after the grant ended or which budget items you would prioritize as you sought additional funding to continue the program. Explain why you would make these changes or prioritize specific budget items. Finally, explain how you would fundraise to meet the budget priorities.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
Required Readings
Lauffer, A. (2011).
Understanding your social agency
(3rd ed.). Washington, DC: Sage.
Chapter 9, “Fundraising and Development” (pp. 285–320)
Bowman, W. (2011). Financial capacity and sustainability of ordinary nonprofits.
Nonprofit Management & Leadership
,
22
(1), 37–51.
LeRoux, K. (2009). Managing stakeholder demands: Balancing responsiveness to clients and funding agents in nonprofit social service organizations.
Administration & Society, 41
(2), 158–184.
Barasa, E. W., Cleary, S., Molyneux, S., & English, M. (2017). Setting healthcare priorities: a description and evaluation of the budgeting and planning process in county hospitals in Kenya.
Health policy and planning, 32
(3), 329-337.
Nelson, D., & Ruffalo, L. (2017). Grant writing: Moving from generating ideas to applying to grants that matter.
The International Journal of Psychiatry in Medicine, 52
(3), 236-244.
Foundation Center. (2018). GrantSpace: Sample documents. Retrieved from https://grantspace.org/resources/sample-documents/
Note:
You will need to create a log-in to the website to access and download the documents. This is a free service.
Required Media
Foundation Center. (2015, September 10).
Introduction to project budgets
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-project-budgets/
Foundation Center. (2015, April 21).
Introduction to proposal writing
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-proposal-writing-3/
Foundation Center. (2015, September 10).
Introduction to fundraising planning
[Video file]. Retrieved from https://grantspace.org/training/introduction-to-fundraising-planning/
Optional Resources
Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA). (2012). Retrieved from http://www.arnova.org/
Wald.
Recall that the goal of the Kyoto Protocol was to cut developed co.docxdanas19
Recall that the goal of the Kyoto Protocol was to cut developed countries’ carbon dioxide emission to about 5% to 7% below 1990 levels by 2012. This was a crucial first goal, but the IPCC is calling for carbon dioxide emissions in 2050 to be 60%less than the carbon dioxide emission in 1990.
Many countries were previously condemning the United States because the Bush administration and Congress refused to ratify the Kyoto Protocol. Although the U.S. population in 2010 was only 5% of the world population, 18% of world carbon dioxide emissions that year was produced by the United States (see Table 3). The Obama administration has taken a very different path, assumed responsibility, and took numerous actions that led to a significant decrease of the CO2 emission in the US. This course again changed dramatically by the Trump administration.
Critics of the Kyoto Protocol say that a fairer pact would be for all countries to commit to the same level of carbon dioxide emission per person. Recommendations are by 0.9 metric ton per person in 2050. Average annual carbon dioxide emission in 2010 for developing countries was 2.7 metric ton per person, which is 3 times the IPCC’s recommendation. However, the average annual carbon dioxide emission for developed countries was 10.2 metric tons per person, for US 18 (!) metric tons per person, far above IPCC’s recommendation (see Table 4). GNP, the gross national product, is a measure of a country’s economic strength.
With annual carbon dioxide emissions of 18.1 metric tons per person in 2010, the United States would have to reduce emissions by 95% to meet the standard of 0.9 metric ton per person. This means that Americans would be allowed to emit only 5% of the carbon dioxide that they are currently emitting. Imagine driving your car, heating and cooling your home, using your appliances, using your computer, using your lights, and watching TV only 5% (one-twentieth) of the time that you currently do.
Table 3 Table 4
United States and World Population GNP Ranks and Per-Person Carbon Dioxide Emissions
In the strongest action ever taken in the United States to combat climate change, in August 2015 President Obama unveiled a set of environmental actions devised to sharply cut planet-warming greenhouse gas emissions from the nation’s power plants and ultimately transform America’s electricity industry. These new rules alone will not be enough to shave off that future described above. But experts say that if the rules are combined with similar action from the world’s other major economies, as well as additional action by the future administrations, emissions could level off enough to prevent the worst effects of climate change.
The main argument against stronger actions was that the economy would suffer. Many arguments however show that it is possible for emissions to be significantly reduced without harming a country’s economy. Switzerland, Denmark, J.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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!
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Read An Indigenous Peoples History of the United States Introdu.docx
1. Read: An Indigenous Peoples History of the United
States: Introduction-Chapter 2
An Overview of Ethnic Studies/Race & Resistance StudiesPage
Ethnic Studies!
Mission & Purpose: The College of Ethnic Studies provides safe
academic spaces for all to learn the histories, cultures, and
intellectual traditions of Native peoples and communities of
color in the U.S. in the first-person and also practice theories of
resistance and liberation to eliminate racism and other forms of
oppression.
The College was founded on principles of community
based research and teaching, student leadership and activism,
and the self-determination of communities of color. Its work is
anchored in, but not limited to, social justice movements among
indigenous and oppressed peoples of the United States. More
than forty years ago the College of Ethnic Studies emerged from
a collective struggle for self-determination and this quest
continues to be the organizing principle of the college.
We recognize the validity of multiple paradigms in the
construction of knowledge and encourage the integrated study
of all aspects of the human experience. Our commitment to self-
determination is reflected in the College's founding curricular
emphases on liberatory student-centered pedagogies and
community participatory learning that promote creative thinking
on combating social problems and disparities in communities of
color and indigenous peoples.
Race and Resistance Studies Department:
The program in Race and Resistance Studies offers coursework
that examines how institutions such as education, healthcare,
penal systems, and popular culture affect and oppress
communities of color and Native peoples. More importantly,
students examine the creative and complex ways in communities
of color and Native peoples respond and resist institutional and
2. social inequality. In doing so, program curriculum explores how
domestic issues are shaped by transnational processes and how
oppressions and resistances are shaped by intersections of race,
ethnicity, class, gender, and sexuality. The Race and Resistance
Studies Program offers a minor undergraduate degree.
Additionally, the program houses new areas of study that may
become free-standing units. Currently, we are in the midst of
implementing our newest initiative in Arab and Muslim
Ethnicities and Diaspora (AMED) Studies. (SFSU
Website) http://ethnicstudies.sfsu.edu/depts2
Type a 1 page, double space essay: How does this book offer a
Counter-Narrative perspective in understanding U.S. hxstory?
Use examples from reading while connecting to the
definitions of Counter-Narrative.
Helpful Resources:
1. If you have not used the FSW Library database system
before, the librarians have provided a wonderful tutorial on how
to use their system: Library Research Tutorial (Links to an
external site.)Links to an external site.
2. In the early stages of your research, you may find the FSW
Library's Research Guide for Composition II (Links to an
external site.)Links to an external site.useful as well.
3. The Purdue OWL website provides an entire sample research
essay (Links to an external site.)Links to an external site.; you
may find this sample helpful as you begin revising and editing
your paper.
Use this topic:
-Alcohol Should the U.S. lower the drinking age to 18?
Once professor approves topic you will do the Research Paper
Rough Draft
You must submit 250-750 words of your draft.do not pass 750
words. I am most interested in seeing the hook you use to catch
your audience's interest in the introductory section and in your
3. thesis statement (make sure you underline your thesis). You
must include at least one source in this draft; you should
display the correct usage of MLA in-text citations. Please also
use basic MLA format (headers, double spacing, etc.). At the
top of the draft, you may write 2-3 specific questions that you
would like me to address when I look at your draft. If you do
not list any questions or if they are not listed at the top, I will
comment on issues such as focus and development.
Research Paper Final Draft once professor comments on rough
draft above.
For the research project, you will select your own topic for a
1400-1600 word research paper in MLA format. Please note that
your final draft should fit within the word count, which includes
the works-cited list, given above.
You should include at least 5 sources that fit all the criteria
outlined in Chapter 8. At least two of these sources must
originate from the FSW Library database system. If you are
using the Internet for your other two sources, I recommend
using .edu sites do not use .coms Your paper should reflect
sound critical and analytical thinking.
one more time before submitting your essay. Check that you
have met the word count and research requirements, and make
sure the works-cited list appears at the end of the file use here
to help cite work http://www.easybib.com/
Follow the Rubix here:
Rubric
Preview: Research Paper Final Draft Rubric
Preview: Research Paper Final Draft Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeFOCUS
The 1-3 sentence thesis should be an underlined, well-phrased
argument that clearly analyzes the problem to be explored
within the paper. If appropriate to the topic, a solution may also
4. be identified within the thesis. The idea offered in the thesis
reflects sound critical, analytical thinking.
25.0 pts
Full Marks
0.0 pts
No Marks
25.0 pts
This criterion is linked to a Learning OutcomeORGANIZATION
The examples and ideas developed in the essay should relate
directly to the thesis so that the essay does not stray from the
central idea. The writer should maintain focus and control of
argument so that the point of each paragraph is always clear.
The essay should flow from one idea to the next through the use
of strong topic sentences, transitions between paragraphs and
ideas, and repetition of key ideas, phrases, or images throughout
the entire essay.
20.0 pts
Full Marks
0.0 pts
No Marks
20.0 pts
This criterion is linked to a Learning OutcomeSTYLE
Writing is academic in tone, demonstrating a clear sense of
purpose and audience; writer's voice is evident -- confident and
sophisticated. Vocabulary and phrasing are academically
appropriate, persuasive, and sophisticated.
20.0 pts
Full Marks
0.0 pts
No Marks
20.0 pts
This criterion is linked to a Learning OutcomeDEVELOPMENT
The body of the essay, should fully and completely develop the
5. thesis of the essay and relate to the AUDIENCE and PURPOSE.
The writing should reflect a critical, analytical understanding of
the text. Each claim should be supported by clear evidence.
20.0 pts
Full Marks
0.0 pts
No Marks
20.0 pts
This criterion is linked to a Learning OutcomeRESEARCH
You are required to include 5 outside sources in your paper. At
least two of these sources must originate from the FSW Library
database system. If you are using the Internet for your other two
sources, I recommend using .edu sites and avoiding .coms (if
you are including a .com site, contact me before submitting the
paper).
25.0 pts
Full Marks
0.0 pts
No Marks
25.0 pts
This criterion is linked to a Learning OutcomeMECHANICS
AND PRESENTATION
The essay should display evidence of the writing/revision
process. The essay should include a variety of sentences marked
by varying opening words and structure; also, it should use
effective syntax and grammar, demonstrate a mastery of writing
conventions, and serve the author’s purpose. Finally, the essay
should meet the word count requirement, using appropriate font
and margin sizes.
20.0 pts
Full Marks
0.0 pts
No Marks
6. 20.0 pts
This criterion is linked to a Learning OutcomeMLA
The essay should demonstrate consistent adherence to MLA
guidelines and have an accurate Works Cited page.
20.0 pts
Full Marks
0.0 pts
No Marks
20.0 pts
Total Points: 150.0
Chapter 8
6 Criteria for Evaluating Sources:
· Accuracy- information should be factual and free of errors
· Credibility- review the differences between popular and
scholarly sources; I recommend confining most of you academic
research to peer reviewed sources
· Objectivity- review what bias is- note that all sources have
some bias, but reputable authors try to remain as objective as
possible
· Currency- make sure you know when your source was
published
· Comprehensiveness- make sure your sources thoroughly
covers the topic under review
· Authority- try to identify your source's credentials- make sure
the source is qualified to write about the chosen topic.
Additional Criteria for Evaluating Websites
· Design- does the page’s design look professional? The
graphics and colors should not distract the reader from the
content
· Navigation- can you easily find the information that you need?
Reputable sites such as the Purdue OWL (Links to an external
site.)Links to an external site.include clear menus and a Site
Map to help readers browse their content
· Search engines- is the site searchable? Purdue OWL includes a
7. search box, FAQs, Fact Sheets, and a page entitled “How to use
the OWL” (Links to an external site.)Links to an external site.
When Experts Disagree
· If conflicting sources seem equally reliable, then continue
reading other authorities to determine whether a greater number
of experts support one opinion over another.
· If you are unable to decide, you may conclude that the
argument must remain unsettled. This is not failure. It is the
nature of controversy.
Helpful Resources:
1. If you have not used the FSW Library database system befor
e, the librarians have
provided a wonderful tutorial on how to use their system:
Library Research
Tutorial
(Links
to
an
external
site.)Links
to
an
external
8. site.
2. In the earl
y stages of your research, you may find the
FSW Library's Research Guide
for Composition II
(Links
to
an
external
site.)Links
to
an
external
site.
useful as well.
3. The Purdue OWL website p
rovides an entire
sample research essay
(Links
to
9. an
external
site.)Links
to
an
external
site.
; you may find this sample helpful as you begin
revising and editing your paper.
Use
this topic
:
-
Alcohol Should the U.S. lower the drinking age to 18?
Once professor approves topic you will do the
Research Paper Rough
Draft
You must submit 250
-
750 words of your draft.
do not pass 750 words.
I am most interested in
seeing the hook you use to catch your audience's interest in the
introductory section and in your
thesis statement
10. (make sure you underline your thesis
). You m
ust include at least one
source in this draft; you should display the correct usage of
MLA in
-
text citations. Please also
use basic MLA format (headers, double spacing, etc.). At the
top of the draft, you may write 2
-
3
specific questions that you would lik
e me to address when I look at your draft. If you do not list
any questions or if they are not listed at the top, I will comment
on issues such as focus and
development.
R
esearch Paper Final Draft
once professor comments on rough draft above.
For the research project, you will select your own topic for a
1400
-
1600 word research
paper in MLA format. Please note that your final draft should
fit wit
hin the word count,
which includes the works
-
cited list, given above.
You should include at least
5 sources that fit all the criteria outlined in Chapter 8
.
11. At
least two of these sources must originate from the FSW Library
database system
. If you
are using
the Internet for your other two sources, I recommend using .edu
sites
do not
use
.coms Your paper should reflect sound critical and analytical
thinking.
o
ne more time before submitting your essay. Check that you have
met the word count
and research requi
rements, and make sure the works
-
cited list appears at the end of
the file
use here to help cite work
http://www.easybib.com/
Follow the Rubix here:
Rubric
Helpful Resources:
1. If you have not used the FSW Library database system
12. before, the librarians have
provided a wonderful tutorial on how to use their system:
Library Research
Tutorial (Links to an external site.)Links to an external site.
2. In the early stages of your research, you may find the FSW
Library's Research Guide
for Composition II (Links to an external site.)Links to an
external site.useful as well.
3. The Purdue OWL website provides an entire sample research
essay (Links to an
external site.)Links to an external site.; you may find this
sample helpful as you begin
revising and editing your paper.
Use this topic:
-Alcohol Should the U.S. lower the drinking age to 18?
Once professor approves topic you will do the Research Paper
Rough Draft
You must submit 250-750 words of your draft.do not pass 750
words. I am most interested in
seeing the hook you use to catch your audience's interest in the
introductory section and in your
thesis statement (make sure you underline your thesis). You
must include at least one
source in this draft; you should display the correct usage of
MLA in-text citations. Please also
use basic MLA format (headers, double spacing, etc.). At the
top of the draft, you may write 2-3
specific questions that you would like me to address when I
look at your draft. If you do not list
any questions or if they are not listed at the top, I will comment
on issues such as focus and
development.
Research Paper Final Draft once professor comments on rough
draft above.
For the research project, you will select your own topic for a
1400-1600 word research
13. paper in MLA format. Please note that your final draft should
fit within the word count,
which includes the works-cited list, given above.
You should include at least 5 sources that fit all the criteria
outlined in Chapter 8. At
least two of these sources must originate from the FSW Library
database system. If you
are using the Internet for your other two sources, I recommend
using .edu sites do not
use .coms Your paper should reflect sound critical and
analytical thinking.
one more time before submitting your essay. Check that you
have met the word count
and research requirements, and make sure the works-cited list
appears at the end of
the file use here to help cite work http://www.easybib.com/
Follow the Rubix here:
Rubric
Will Increasing Alcohol Availability By Lowering the Minimum
Legal Drinking Age Decrease Drinking and Related
Consequences Among Youths?
Alcohol use health con-
sequences are consider-
able; prevention efforts are
needed, particularly for
adolescents and college stu-
14. dents. The national mini-
mum legal drinking age of
21 years is a primary alco-
hol-control policy in the
United States. An advocacy
group supported by some
college presidents seeks
public debate on the mini-
mum legal drinking age and
proposes reducing it to 18
years.
We reviewedrecenttrends
in drinking and related con-
sequences, evidence on ef-
fectiveness of the minimum
legal drinking age of 21
years, research on drinking
among college students re-
15. lated to the minimum legal
drinking age, and the case to
lower the minimum legal
drinking age.
Evidence supporting the
minimum legal drinking age
of 21 years is strong and
growing. A wide range of
empirically supported inter-
ventions is available to re-
duce underage drinking.
Public health professionals
can play a role in advocating
these interventions. (Am J
Public Health. 2010;100:986–
992. doi:10.2105/AJPH.2009.
178004)
Henry Wechsler, PhD, and Toben F. Nelson, ScD
16. SINCE 1984 THE NATIONAL
minimum legal drinking age in the
United States has been 21 years.
During the intervening 25 years
there have been periodic efforts to
lower the minimum legal drinking
age, including recent legislation
introduced in 7 states, although
none of these bills have been
enacted. In 2008 a group of uni-
versity and college presidents
expressed their discontent with
the minimum legal drinking age of
21 years by signing on to the
Amethyst Initiative, a much pub-
licized advocacy effort to encour-
age public debate about lowering
the drinking age. This group of
college presidents, and their part-
ner organization, Choose Respon-
sibility, propose reducing the
minimum legal drinking age to
18 years. This policy change is
a central feature of a campaign
its organizers contend will help
young adults aged 18 to 20 years
make healthy decisions about al-
cohol and lead to reductions in
drinking and its negative effects.
Because the consequences of al-
cohol use are considerable, and
changes in the minimum legal
drinking age may have important
ramifications for health and safety,
this issue requires serious consid-
17. eration and participation from the
public health community.
ALCOHOL AND PUBLIC
HEALTH
Alcohol consumption is the
third leading actual cause of death
in the United States, a major
contributing factor to uninten-
tional injuries, the leading cause of
death for youths and young adults,
and accounts for an estimated
75 000 or more total deaths in the
United States annually.1–3 Alcohol
use is associated with a wide range
of adverse health and social con-
sequences, including physical and
sexual assault, unintended preg-
nancy, sexually transmitted infec-
tion, violence, vandalism, crime,
overdose, other substance use,
and high-risk behavior, resulting
in a heavy burden of social and
health costs.2,4,5 Drinking alcohol
most commonly begins during
adolescence and early initiation
of alcohol use is associated with
alcohol problems in adulthood.6,7
Underage drinkers drink on fewer
occasions, but when they drink
they are more likely to binge
drink.8,9 In recognition of the
harms caused by underage drink-
18. ing the US Surgeon General issued
a Call to Action in 2007 to pre-
vent and reduce drinking among
youths.5
MINIMUM LEGAL
DRINKING AGE IN THE
UNITED STATES
Minimum legal drinking age
laws have been a primary alcohol-
control strategy in the United
States for 75 years. When the 21st
Amendment to the US Constitu-
tion repealed Prohibition in 1933,
most states set a minimum legal
drinking age of 21 years, although
the specific provisions of the law in
each state varied.10 These laws
began to change in the 1970s
when many states lowered the
minimum legal drinking age along
with reducing the minimum age to
vote during the Vietnam War.11
The lower minimum legal
drinking age was followed by
increases in the sale and con-
sumption of alcohol and in
alcohol-involved traffic fatalities,
particularly among young adults
aged 18–20 years.12–14 On the
basis of these unintended health
consequences of the lower drinking
age, some states reinstated the
19. minimum legal drinking age of 21
years.15 By the early 1980s, this
situation created a patchwork of
differential legal restrictions across
states and contributed to the prob-
lem of underage youths in states
with a minimum legal drinking age
of 21 years driving to states with
a lower minimum legal drinking
age to purchase and consume al-
cohol. In direct response to these
concerns, Congress and President
Ronald Reagan worked to create
a consistent national drinking age.
The National Minimum Drinking
Age Act became law in 1984, re-
quiring that states prohibit the
purchase and public possession of
alcohol for persons aged younger
than 21 years in order to receive all
of their federal highway funds.16 By
1988 all states had a minimum
legal drinking age of 21 years.
TRENDS IN ALCOHOL USE
AND RELATED PROBLEMS
Overall in the United States,
alcohol consumption, heavy
COMMENTARY
986 | Commentary | Peer Reviewed | Wechsler and Nelson
American Journal of Public Health | June 2010, Vol 100, No. 6
20. drinking, and daily alcohol use
have declined among young adults
aged 18–20 years since the early
1980s, whereas shifts in drinking
behavior among young adults
aged 21 to 24 years have been
more gradual and less consis-
tent.17,18 Increases in binge drink-
ing have been observed among
young adults aged 21–24 years
in the past decade, but drinking
among those aged 18–20 years
has remained stable during this
time period for both college stu-
dents and their peers who were
not in college.19 Consistent with
declining trends in consumption,
the percentage of traffic fatalities
involving alcohol declined dra-
matically from the early 1980s
(when reliable national data first
existed) through 1997, when
rates leveled off.13 Figure 1 shows
these national trends in alcohol-
involved motor vehicle fatalities
for youths aged 16 to 20 years and
those aged 21–24 years with data
from the National Highway Traffic
Safety Administration Fatality
Analysis Reporting System, a cen-
sus of deaths from traffic fatalities
in the United States.
COLLEGE STUDENTS AND
21. THE MINIMUM LEGAL
DRINKING AGE
Although heavy drinking
among older adolescents and
young adults has declined over the
past decades, no such declines
have occurred among college stu-
dents.17,18,20,21 College students
are more likely to engage in heavy
drinking than their peers who do
not attend college,19,22–24 with 2
in 5 students nationally engaging
in binge drinking on at least 1
occasion in the past 2 weeks.18,21
Approximately three quarters of
college students aged 18–20 years
drank alcohol in the past year,
although they are less likely than
their peers of legal drinking age
to drink and to engage in binge
drinking.8,19 The heaviest-drinking
college students are more likely
to have been heavy drinkers in
high school.25–29
College students are heavy
drinkers as a group, but drinking
behavior varies widely by col-
lege.30,31 College environments
that afford easy access to low-cost
alcohol, have few policies restrict-
ing accessibility to alcohol, and
have lax enforcement of existing
22. policies create the conditions for
heavy drinking among college
students.8,30,32–43 The Safe and
Drug-Free Schools and Commu-
nities Act requires college admin-
istrators to enforce the minimum
legal drinking age of 21 years,
a restriction that targets approxi-
mately half of the traditional col-
lege student population. However,
surveys of college administrators
indicate that enforcement of alco-
hol policies at most colleges is
limited, and colleges tend to focus
their prevention efforts on educa-
tional programs for students.44,45
One national survey found that
fewer than 1 in 10 underage stu-
dents who drink alcohol reported
experiencing any consequences
for violating alcohol policies im-
posed by their college.8
Although the level of enforce-
ment of the minimum legal
drinking age of 21 years is low
nationally, enforcement and com-
prehensiveness of policy restric-
tions do make a difference. At
colleges where campus security
strongly enforces the alcohol pol-
icy, students perceive the stronger
enforcement efforts and are less
likely to binge drink.34 Underage
23. students who attend college in
states with a comprehensive set of
control policies restricting under-
age drinking are less likely to
binge drink than underage stu-
dents in states with no similar
policies.8
THE AMETHYST
INITIATIVE ARGUMENT
The overall lack of progress in
reducing drinking and related
problems among college students
nationally is of concern to many
college officials.44 As of November
2009, presidents and chancellors of
135 colleges and universities have
signed on to the Amethyst Initiative
(http://www.amethystinitiative.org)
calling for a public debate about
lowering the minimum legal
drinking age to 18 years.46 Spe-
cifically, they suggest that the
current minimum legal drinking
age of 21 years is not working to
prevent youths from using alcohol
and experiencing the negative
consequences of drinking. The
Amethyst Initiative suggests that
the observed declines in drinking,
Source. National Highway Traffic Safety Administration
Fatality Analysis Reporting System.
FIGURE 1—Percentage of alcohol-related motor vehicle
24. fatalities among young adults aged 16 to 24
years, by age group: United States, 1982–2007.
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Wechsler and Nelson | Peer Reviewed | Commentary | 987
traffic fatalities, and related harms
since the minimum legal drinking
age of 21 years became law are
a result of other factors, such as
improvements in motor vehicle
safety, and not the change in the
minimum legal drinking age. Fur-
thermore, they contend that
drinking among young adults aged
18–20 years is being driven un-
derground by the minimum legal
drinking age away from bars—
where it is more carefully moni-
tored—to private parties, which
are less safe. Some college presi-
dents have expressed concern that
these unsafe drinking environ-
ments have contributed to an in-
crease in alcohol poisoning deaths
among youths and young adults.
They also argue that young adults
aged 18–20 years drink more re-
sponsibly in Western European
countries where the minimum le-
gal drinking age is lower.
25. Several researchers have
examined these and other asser-
tions regarding the minimum
legal drinking age of 21 years in
detail with available scientific
evidence.46–48 Public health pro-
fessionals should become familiar
with these arguments and the ev-
idence to advocate effective public
policy.
RESEARCH ON THE
MINIMUM LEGAL
DRINKING AGE
The minimum legal drinking
age has been perhaps the single
most studied alcohol-control pol-
icy.12,46,48,49 Differences in laws
among states and within states
over time have allowed re-
searchers to study the effect of this
policy and come to some reliable
conclusions. A review of 241
studies published between 1960
and 2000 that examined the
effects of lowering or raising min-
imum drinking age laws identified
135 high-quality studies in terms
of sampling, research design, and
having an appropriate comparison
group.12 Of the 79 quality studies
that examined the relationship
between the minimum legal
26. drinking age and traffic crashes,
58% found fewer crashes associ-
ated with a higher minimum legal
drinking age, whereas no study
found fewer crashes associated
with a lower minimum legal
drinking age.12 Consistent with
these findings, a higher minimum
legal drinking age was associated
with lower rates of alcohol con-
sumption and other alcohol-
related problems.12
Similar conclusions have been
reached by subsequent studies
that have accounted for other
prevention policies and demo-
graphic shifts over time.13,50–52
Although 1 recent study cited by
proponents of lowering the mini-
mum legal drinking age concluded
that the minimum legal drinking
age does not save lives, the au-
thors used methods that differed
from those of other studies.53 The
study compared states that adop-
ted the minimum legal drinking
age of 21 years early with those
who adopted it later and con-
cluded that later-adopting states
(i.e., states that were compelled by
the national policy) had no signif-
icant reduction in traffic fatalities.
The analysis shows that early and
late adopting states both had de-
27. clines that were similar in magni-
tude, but these trends were not
directly compared. They also ex-
amined overall fatalities, including
those that did not involve alcohol,
which would not be sensitive to
changes in the minimum legal
drinking age.
Another study of adults in the
United States found that those
who were legally able to purchase
alcohol before age 21 years were
more likely than those who could
not to meet criteria for alcohol
use disorder or another drug use
disorder later in life.54 Despite
uneven and sometimes lax en-
forcement, the best available
evidence suggests that the mini-
mum legal drinking age of 21
years has saved more than 800
lives annually among young adults
aged 18–20 years in the United
States.55,56
The minimum legal drinking
age is not a single law or the sole
policy designed to reduce heavy
drinking and related harms among
youths. It works in concert with
other laws and alcohol-control
policies. In addition to the effect of
the primary restrictions on pos-
sessing and purchasing alcohol,
28. other state laws that are designed
to restrict underage drinking in-
clude zero tolerance laws for
drinking and driving, administra-
tive driver’s license revocation,
restrictions on possession of a false
age identification, and mandatory
training for servers on policies and
procedures to prevent alcohol
sales to minors and persons who
are obviously intoxicated. In 1982,
only 36 laws of this type were
passed in all states. By 1997 the
cumulative total grew to 204 and
reached 245 in 2005.13
Recent research has examined
the relative contribution of these
policies and found that, in addition
to the effect of the national mini-
mum legal drinking age of 21
years, each of these policy restric-
tions is independently associated
with lower levels of drinking and
alcohol-involved fatalities among
youths aged younger than 21
years.8,12,13,50–52 Drinking among
youths and college students varies
by state and is strongly associated
with the level of drinking among
adults and state alcohol control
policies.33,57 States that had more
alcohol control policies and laws
to complement the minimum legal
drinking age of 21 years had lower
29. levels of drinking and related
problems among underage
youths.8,33,50,51
Private, off-campus residences
and bars are the most frequently
cited venues for heavy drinking
among underage college stu-
dents.8,58 However, licensed es-
tablishments are not the safe and
controlled venues for drinking
claimed by the Amethyst Initia-
tive. Despite state-level restrictions
on the purchase and consump-
tion of alcohol for persons aged
younger than 21 years, many col-
lege communities have local ordi-
nances that allow persons aged
18–20 years entry into bars. Un-
derage patrons are frequently able
to obtain alcohol and drink
heavily in off-campus bars, and
heavy drinking is associated with
disruptive and aggressive behav-
ior and physical altercations in
these venues.58,59 Studies in li-
censed establishments across
multiple communities have shown
that a high level of purchase at-
tempts by underage and obviously
intoxicated patrons are success-
ful.60–63 Yet when establishment
staff are trained and policies are
enforced, illegal alcohol sales to
these patrons are reduced.60,62
30. Countries with lower minimum
legal drinking ages do not fare
better. Contrary to the assertion
of the Amethyst Initiative, heavy
alcohol use among adolescents is a
common problem across Europe.
Frequent binge drinking among
adolescents aged 15 to 16 years
in many countries occurs at more
than double the rate as in the
United States.5,64,65 The Euro-
pean region has the highest overall
consumption of alcohol among
adults and the highest proportion
of alcohol-attributable deaths in
the world.65 Further, the experience
with lowering the minimum legal
drinking age in other countries is
COMMENTARY
988 | Commentary | Peer Reviewed | Wechsler and Nelson
American Journal of Public Health | June 2010, Vol 100, No. 6
consistent with what occurred in
the United States in the 1970s. In
1999 New Zealand lowered its
national drinking age from 20
years to 18 years, resulting in
significant increases in the occur-
rence of alcohol-involved emer-
gency room admissions and traffic
crashes among youths aged 15 to
19 years.66,67
31. One impetus for the reduction
in the US minimum legal drinking
age to 18 years in the 1970s was
the institution of the Selective
Service System to draft eligible
males aged 18 to 25 years into
compulsory military service dur-
ing the Vietnam War. The ratio-
nale was that men old enough to
serve in the military were old
enough to drink alcohol. Recent
research has pointed to the signif-
icant problem of binge drinking
among active duty military per-
sonnel, particularly among per-
sonnel who are underage, and
prompted concern over the nega-
tive impact drinking has on job
performance and preparedness.68
Alcohol-related deaths among
adolescents and young adults have
increased in recent years. The
Centers for Disease Control and
Prevention provides the Alcohol-
Related Disease Impact software
to assess alcohol-attributable
mortality trends with data from
the National Vital Statistics System
(https://apps.nccd.cdc.gov/ardi/
HomePage.aspx). Table 1 shows
that alcohol deaths rose among
young adults aged 18 to 24 years
for 2001 to 2006, with slightly
32. higher increases among those
aged 21–24 years. Most of the
increase in deaths resulted from
poisonings attributable to alcohol
mixed with other substances,
including opioids and other nar-
cotics. However, alcohol poisoning
deaths for young adults aged
18–20 years in this category did
not increase and remain at about
9 or 10 deaths per year. Although
a limitation of the ARDI system
is that it assumes that the pro-
portion of poisoning deaths over
time that are attributable to alco-
hol is constant, these findings
are consistent with an observed
increase in the use of prescrip-
tion drugs such as Vicodin
and OxyContin among young
adults.18
The public discussion about
the minimum legal drinking age
has focused on such arguments
as whether the minimum legal
drinking age was indeed respon-
sible for observed declines in
drinking and related problems.
Less attention has been given to
the central tenet of the Amethyst
Initiative that a lower drinking
age would lead to declines in
drinking among college students
and related problems. There is no
33. scientific evidence to suggest that
a lower minimum legal drinking
age would create conditions for
responsible drinking or would
lead young adults aged 18–20
years to make healthy decisions
about drinking.
EXPERTS ASSESS THE
MINIMUM LEGAL
DRINKING AGE
The minimum legal drinking
age of 21 years has a strong legal
basis and considerable political
and empirical support.46 On the
basis of the collective weight of
evidence about the minimum legal
drinking age, panels of experts
and government agencies have
consistently concluded that the
national minimum legal drinking
age of 21 years is effective public
policy for reducing drinking and
related problems and recommend
closing loopholes in the law and
strengthening enforcement. A
report issued by the National In-
stitute on Alcohol Abuse and
Alcoholism (NIAAA) in 2002
recognized the distinct problem of
drinking among college students
and outlined a set of empirically
based interventions to prevent
and reduce drinking by college
34. students.69 A prominent recom-
mendation of this report was to
increase enforcement of minimum
drinking age laws.69 Other groups
that have concluded that the
minimum legal drinking age of
21 years is an effective policy
include the National Highway
Traffic Safety Administration, the
Substance Abuse and Mental
Health Services Administration,
the National Research Council and
TABLE 1—Trends in Alcohol-Attributable Mortality Among
Young Adults Aged 18–24 Years: United States, 2001–2006
No. of Alcohol-Attributable Deaths Among Young Adults Aged
18–20 Years No. of Alcohol-Attributable Deaths Among Young
Adults Aged 21–24 Years
Alcohol-Attributable
Deaths 2001 2002 2003 2004 2005 2006
% Change
2001 to 2006 2001 2002 2003 2004 2005 2006
% Change
2001 to 2006
Chronic conditionsa 56 53 54 55 51 51 –9.3 281 264 271 274
253 254 –9.8
Acute conditions
36. considered
are available at: https://apps.nccd.cdc.gov/ardi.
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Wechsler and Nelson | Peer Reviewed | Commentary | 989
Institute of Medicine of the Na-
tional Academies, the Centers
for Disease Control and Preven-
tion, the Office of the US Sur-
geon General, and the Governors
Highway Safety Association. The
American Public Health Associa-
tion has been vocal on this issue
as well,70 and in 2008 members
supported Policy Statement LB-
08-02: ‘‘Maintaining and Enforc-
ing the Age-21 Legal Drinking
Age.’’
REDUCING UNDERAGE
DRINKING AND RELATED
CONSEQUENCES
The Amethyst Initiative high-
lights the important and challeng-
ing problem of heavy drinking
among college students. Despite
considerable attention to this issue
since the early 1990s, very little
progress has been made in reduc-
37. ing drinking and binge drinking
among students.18,20,21 Colleges
and communities can do a number
of things to reduce and prevent
underage drinking. The NIAAA
College Drinking Task Force rec-
ommendations included imple-
mentation of public information
campaigns about, and enforce-
ment of, laws to prevent alcohol-
impaired driving, restrictions on
alcohol retail outlets, increasing
prices and excise taxes on alco-
holic beverages, and implement-
ing responsible beverage service
policies at on- and off-campus
venues.69 Few colleges have
implemented these recommended
policies and practices since the
release of that report (T. F. Nelson,
ScD, unpublished data, 2009).
The Amethyst Initiative has not
advocated, or taken a position on,
any of these empirically based
initiatives.46 It is difficult to imag-
ine how the college presidents
who may question the minimum
legal drinking age of 21 years
can enforce it on their campuses.
Public health professionals can
partner with colleges and help
acquaint administrators with ef-
fective alcohol-control strategies,
including policies such as the
minimum legal drinking age,
38. and counter the misleading mes-
sages issued by the Amethyst Ini-
tiative.
A major challenge to under-
standing and evaluating the best
available interventions is the lack
of consistent, ongoing surveillance
research from a national perspec-
tive. The Monitoring the Future
Study and the National Survey on
Drug Use and Health collect data
on young people of college age,
but, because of their designs, these
surveys lack the depth to evaluate
changes at the college level that
can reduce student drinking. The
Harvard School of Public Health
College Alcohol Study has con-
tributed to the understanding of
these issues because it specifically
studied students within colleges
and assessed the college environ-
ments, including policy and pro-
grammatic initiatives.30 However,
the most recent nationally repre-
sentative study of the College
Alcohol Study was conducted in
2001. A dedicated, ongoing sur-
vey is needed to understand
whether progress is being made to
reduce heavy drinking among
college students.
The weight of the scientific ev-
idence, evaluated by many experts
39. and government agencies, dem-
onstrates that the minimum legal
drinking age of 21 years is effec-
tive public policy for reducing
underage drinking and preventing
the negative consequences that
can result from underage drinking.
The evidence suggests that making
alcohol more available by reduc-
ing the minimum legal drinking
age to 18 years will lead to an
increase in drinking and related
harms. The evidence shows in-
stead that strengthening enforce-
ment and establishing policies to
support the existing minimum le-
gal drinking age are effective ap-
proaches to lower alcohol-related
morbidity and mortality among
youths. Public health professionals
can play an important leadership
role to prevent and reduce the
impact alcohol has on health by
advocating effective, empirically
supported alcohol-control policy
initiatives at the local, state, and
national level. j
About the Authors
Henry Wechsler is with the Department of
Society, Human Development and Health,
Harvard School of Public Health, Boston,
MA. Toben F. Nelson is with the University
of Minnesota School of Public Health
Alcohol Epidemiology Program,
40. Minneapolis.
Correspondence should be sent to Toben
Nelson, University of Minnesota, Division of
Epidemiology and Community Health, 1300
S Second St, Minneapolis, MN 55454
(e-mail: [email protected]). Reprints can be
ordered at http://www.ajph.org by clicking the
‘‘Reprints/Eprints’’ link.
This article was accepted December 21,
2009.
Contributors
H. Wechsler was the principal
investigator of the College Alcohol Study.
T. F. Nelson was a co-investigator of the
College Alcohol Study. Both authors
contributed to the conceptualization,
writing, editing, and approval of the
article.
Acknowledgments
The Harvard School of Public Health
College Alcohol Study was generously
supported by multiple grants from the
Robert Wood Johnson Foundation.
We thank M. Stahre of the Centers for
Disease Control and Prevention Alcohol
Team for analysis of the Alcohol-Related
Disease Impact system.
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COMMENTARY
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American Journal of Public Health | June 2010, Vol 100, No. 6
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Alcohol related fatalities: is the drinking age the real issue?
James E. Peters
Restaurant Business. 85 (June 10, 1986): p326+.
Copyright: COPYRIGHT 1986 CSP, LLC
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55. IS THE 21 DRINKING AGE THE REAL ISSUE?
As the nation raises its drinking age to 21, questions begin to
emerge regarding the long-term impact
of what some view as a form of Prohibition.
Advocates believe that the saving of lives is worth more than
the inconvenience placed upon the
public. Enforcement officials complain of an increased
responsibility without a simultaneous increase
in personnel or resources. Public policy researchers wonder if
we are creating a new class of
criminals, encouraging a disregard for the law and pressure to
move to other, more accessible drugs.
Restaurant operators and retailers feel singled out in "sting" and
"decoy" operations, believing that this
form of "entrapment" does not address the true problem--lack of
education and parental supervision of
youth.
"Federal legislation linking state highway funds to a drinking
age of 21 is another example of
government's use of cannon to kill a mosquito," says James
Schaefer, director of Alcohol and Other
Drug Abuse Programing at the University of Minnesota. "Our
research shows that less than one
percent of teenagers are ever involved in an alcohol-related
accident or fatality. To attribute the decline
in auto fatalities to the raising of the drinking age ignores the
tremendous amount of resources
dedicated to enforcement, public awareness campaigns, and
alcohol education in schools."
Alexander Wagenaar, associate research scientist for the
Transportation Research Institute, and one
56. of nation's leading research experts on the "21 issue" does not
necessarily agree. "From a research
perspective, the past decade and a half has provided us with a
very unique natural experiment. The
various changes in drinking ages in many states have been very
amenable to research. This provides
us with data on changes in the drinking age and the relationship
to highway accidents.
"Raising the drinking age has a significant effect in reducing
some alcohol-related problems in young
people," continues Wagenaar, "particularly in highway
accidents, where we have substantial data."
AGE IS A COMPONENT. Though Wagenaar does not attribute
the total effect to the age, he believes
it is an important component. "A policy which makes alcohol
more difficult to acquire for this high risk
population is part of a broad-based prevention orientation."
Recent statistics from the National Commission on Drunk
Driving seem to support raising the drinking
age. Between 1980 and 1984, there was a cumulative reduction
of 7,700 youthful (age 15-24) Alcohol
Related Fatalities (ARF). However, although ARF among 15- to
24-year-olds declined 25 percent,
non-ARF also declined 16 percent. While these changes are
significant, the general population had a
similar decline in ARF of 16 percent. What proportion of these
decreases can be attributed to drinking
age and drunk driving laws, and how much to other factors such
as safer cars, seat belt usage, and
improved emergency medical care is an important distinction.
An additional factor which seems to be excluded from many
studies is the effect of the aging of the
57. population. During the late '60s and early '70s, when drinking
ages were lowered, the "baby boom"
generation was in the middle of its adolescence period. Many
studies show that alcohol abuse is not
prevelant in males aged 15-24. Except for alcoholics, people's
drinking habits generally change after
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this age period. The question to ask today is, did the raising of
the drinking age during the late '70s
and early '80s have more of an impact than the general aging of
the population?
Furthermore, in addition to alcohol, use of marijuana and other
drugs by young people increased
during the time when most of these statistics about drunk
driving accidents were compiled. What
proportion of the accidents attributed to alcohol were really
related to these other drugs?
Wagenaar asserts that the method of evaluating the data was
controlled for the aging of the
population. However, Schaefer cites several recent studies
which indicate that the rate of accidents
among 19- to 20- year-olds has actually increased since the
drinking age was raised to 21. For
instance, in Illinois, where the drinking age was raised in 1980,
the number of all auto fatalities
declined 13 percent. But ARF of 19 to 20-year-olds increased
58. from 52 per year to 61 per year. This is
despite a decline in the number of licensed drivers in that age
group by almost six percent per
100,000 licensed drivers.
Data from the National Commission's report is based on the 15-
state sample from the Fatal Alcohol
Reporting System, which consistently tested 80 to 90 percent of
drivers killed in crashes from 1980-
1984. Since data from this sample was used to predict national
trends, it is interesting to note that
seven of the 15 states did not have 21 as the purchasing age
during the reporting period.
If the 21 purchasing age law is going to work, then it will have
to be accepted by the public as being of
substantial benefit, it must be complied with, and there must be
enforcement.
James Goldberg, general counsel to the National Alcoholic
Beverage Control Association, reports that
with the age increase, there has been an increased burden on
enforcement agencies. But these
agencies are not always getting increases in the number of
enforcement personnel, and are subject to
the same budgetary constraints as other governmental
organizations.
Because of these restrictions, ABC agencies are using selective
enforcement techniques for the public
exposure. Sting or decoy operations, using undercover minors to
attempt to procure alcohol illegally,
have been implemented throughout the country. Adverse
publicity in a local newspaper or radio report
about a bar or package store selling to a minor serves as an
effective deterrent to future violations--
59. especially, as in Florida, when the clerk or server is arrested,
facing fines up to $500.
Howard Rasmussen, commissioner of the Florida ABC, said that
his commission has received nine
additional investigators. With the drinking age going up to 21,
they have also added a toll free phone
number--1-800-AGE-IS21--for local citizens to report sales to
underage people.
Florida's "Strike program" is a sting operation. The first
violation for selling to an underage person
leads to a warning; the second, a final letter; the third, a $1,000
fine and a 20-day suspension; the
fourth, license revocation.
The Commission also rewards responsible business practices. A
clerk or a server who refuses to sell
to the undercover agent "receives a letter of congratulations
from the Florida Commission," points out
Rasmussen.
Underage drinking can be broken into two component parts:
purchasing alcohol through legal outlets,
both on- and off-premise; and obtaining alcohol from friends
who are of the legal drinking age.
Sting operations, increased awareness, and threats of lawsuits
for selling to underage persons has
increased the deterrent effect for the selling industry. However,
more needs to be done to equalize
enforcement. What should be done with the 18-, 19-, or 20-year-
old--legally an adult except for
purchasing alcohol--who commits an act of fraud by forging an
identification or in other ways
misrepresents his or her age in order to obtain alcohol?
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"Have them arrested," asserts David Waddington, owner of
Graffiti Lounge in Connecticut. "When the
drinking age went up, we decided to change our marketing and
go after an older, more responsible
drinking crowd. We also wanted to improve our image in the
community. By going to the police, and
working out an action plan with them, whenever an underage
person attempted to get in using a false
identification, we would have them arrested. Detain them, call
the police, and prosecute. The word
spread quickly, and we had our goal."
INCONSISTENT ENFORCEMENT. But not all police and
judges are as cooperative as in
Waddington's community. Many restaurant operators report that
a minor arrested for using a false
identification is usually given a slap on the wrist and sent away.
There is no deterrent for the underage
person, nor in many cases, for the adult who buys for them.
In Florida, House Bill 128, filed by Representatives McEwan
and Martinez, would create a penalty of
driver's license suspension for any person who misrepresents his
or her age to obtain beverage
alcohol. Adults who provide alcohol to underage persons can be
prosecuted under Chapter 827.04 of
Florida laws for Child Abuse, and upon conviction, could
receive one year in jail and a $1,000 fine.
61. How common is alteration and falsification of identification?
Keither Doerge, president of the Drivers
License Guide Company in California, believes that for the bar
or restaurant, counterfeit identifications
are more of a problem. "Although a driver's license can be
altered with new type and lamination, these
changes are easy to detect with a minimal amount of
observation. It is an out-of-state or foreign
identification that causes the most problems. The person
checking the identification needs to know if it
is valid for the state or country. They need to understand what
items should be checked, such as state
seal, camera numbers, signatures, etc."
EDUCATION IS NEEDED. Whether they are for or against
raising the drinking age to 21, most experts
and operators alike agree that what is needed most is more
education for young people about alcohol.
Yet how can educators overcome the contradictions created by
the new laws?
In most states where the drinking age was raised to 21, those
between the ages of 18 and 20 can still
be employed in a position where they "serve and sell" beverage
alcohol. A person in that age group is
considered responsible enough to determine when someone else
is able to drink, and to refuse
service to someone who has had too much. Is it realistic and fair
for the law to recognize responsibility
in one area and ignore it in another?
At the Second Northeast Conference on Responsible Beverage
Service held in Boston last November,
Judge William Bair Griffith, representing the National Council
of Juvenile and Family Court Judges,
62. suggested that it is important that everyone start with the same
understanding that there is no such
thing as responsible drinking for the underage drinker. "There is
no right way," says Judge Griffith, "to
do a wrong thing."
Yet this is what we are asking educators to do. Karen Jacobus,
director of the Western Massachusetts
Primary Prevention Center, must work within the constraints of
federal and state mandates which state
that drinking alcohol by underage persons is not appropriate--
and the reality that adolescents do drink.
Moreover, research has shown that they now begin drinking at a
younger age than ever before.
"We encourage responsible decision making rather than
responsible drinking," says Jacobus. "This is
more palatable to parents, especially knowing that strict rules
about not drinking do not allow for
discussion of the common question of what kids are supposed to
do in difficult situations."
Jacobus believes that a change in the law is not enough.
"Adolescents always test the limits of any
rules. Education is important, but it needs policy and
enforcement support from schools, communities
and parents."
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The 21 debate will undoubtedly continue for many years to
63. come. But, we have to ask if we are
creating the very situations we have been working to correct for
the past two decades, namely,
disrespect for the use of alcohol; sneaking and lying about
consumption; underground and after-hours
partying with lack of public peer pressure to control it; and a
necessity to consume large quantities in a
short time period to avoid apprehension.
Schaefer believes these are all part of the behavior we saw
during Prohibition--sneaking, gulping, and
covering up. "Are we prescribing increased problem drinking
and drug use for young people? If they
fear getting busted if caught carrying a fifth of vodka or a case
of beer into a party, they may feel that a
gram of cocaine or several joints are easier to use."
Police and judges complain about the overcrowded legal system.
Will increasing penalties for
underage drinkers and third party purchasers do nothing more
than inspire police leniency because of
lack of time and space? Will they begin to excuse other deviant
behavior so as to avoid becoming
involved with alcohol possession?
Professionals and young people are beginning to recognize that
the problem is not just drinking, but
rather drinking and driving. A senior at Smith College recently
noted that during her trip to France,
where the drinking age is 16, "the challenge to drink was gone,
and few of her contemporaries noticed
if she was drinking or not." She noted, however, that the
problem of drinking and driving in France is
greatly reduced--not by controlling drinking, but rather by only
granting driver's license to people 18
years and older, and only after rigorous testing.
64. At the Second Northeast Conference on Responsible Beverage
Service, Robert Simpson, consultant
to the Addiction Research Foundation in Canada, also proposed
an alternative to focusing on the
"drinking end of the drinking and driving problem."
He suggested that more be done to extend the probationary
driver's license with a point system
encouraging good driving behavior. According to the plan, new
drivers would be issued a probationary
license with restricted privileges; it would take a minimum of
two years to become a non-probationary
driver. Convictions for alcohol-related offenses would add an
additional year to the process. The
advantage of such a plan, according to Simpson, is that it
rewards law-abiding behavior and it would
add little burden to the already overcrowded legal system and
present little conflict for police.
Despite the gains over the past few years in reducing alcohol
related fatalities, more than 8,000
youths lost their lives last year. We must continue to proceed in
developing strategies which will
reduce the occurrence of this national tragedy.
If the evidence continues to suggest that the 21 purchase age
has a significant impact on reducing the
loss of lives, then it should be continued, with public education,
increased enforcement, and equitable
sanctions.
However, if the hospitality industry continues to move in the
positive direction of recent years,
becoming more responsible in its service of beverage alcohol,
with diminishing tolerance for alcohol
65. abuse, then shouldn't we consider the positive benefits of
allowing young people to move away from
uncontrolled, illegal drinking situations to more controlled
environments?
Research must continue and a cooperative spirit expanded if we
are to truly eliminate this tragedy.
Source Citation (MLA 8th Edition)
Peters, James E. "Alcohol related fatalities: is the drinking age
the real issue?" Restaurant Business,
10 June 1986, p. 326+. SPJ.SP01,
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Gale Document Number: GALE|A4274791
Delgado 1
Eduardo Delgado
66. Dr. Sara Dustin
ENC 1102
07 February 2019
Should The U.S. Lower The Drinking Age To 18?
Since 1984, the legal drinking age has been 21 in the United
States. It was passed as the
National Drinking Age Act by President Reagan when he signed
the act into law and issued a
requirement that all states should raise their drinking age. Any
state that would go against the
directive would lose highway funding from the federal
government (Should the Drinking Age Be
Lowered From 21 To a Younger Age 1). The law has not
discouraged teenagers from drinking. It
has instead promoted underage binge drinking as the teens get
drunk in less controlled and
private environments. This has led to health and life-threatening
behaviors by young adults.
Should The U.S. Lower The Drinking Age to 18? is a topic that
keeps coming into question. The
article in procon.org tries to explain why the United States
government should lower the national
minimum drinking age from 21 to 18.
67. Before the act passed into law, every state had its drinking
age limit. Some states had
separate rules for hard liquor and beer. For instance, one would
be able to enjoy a cold beer at
age 18 but was not allowed to drink vodka until they reached
21. In the 1970s, teenagers living in
Western PA would drive to Ohio, where the drinking age was
18, and drink their hearts out
without having to worry about breaking the law. It was common
for teenagers to cross the border
and drink all night. Some also crossed to the other side, bought
alcohol and smuggled it back to
Western PA. The above example indicates that before the law
passed, teenagers went through
Sara Dustin
10990000000630973
Condense (don't use the full title) and use quotation marks
around article titles
Sara Dustin
10990000000630973
You need to provide evidence that the law has caused binge
drinking- this type of argument should appear in a body
paragraph and be supported by 1-2 authoritative sources
Sara Dustin
10990000000630973
68. I'm not sure how this supports your argument- it's best to
provide neutral facts/statistics. This type of example wouldn't
persuade an academic audience
Sara Dustin
10990000000630973
However, the law (use transitions to improve flow)
Sara Dustin
10990000000630973
Is this the thesis? If so, it should be a concrete statement and
appear at the end of the introduction. A complete sentence
should be underlined. Provide a clear proposal argument related
to the drinking age
Delgado 2
great lengths while trying to have a good time. Even though the
minimum age for drinking is
currently at 21, most people between ages 18 and 20 still take
alcoholic drinks.
Additionally, underage drinking is every day among university
and college students. The high
age of drinking leads to more young people consuming alcohol.
Something is satisfying about
doing forbidden things. It is has been said that the legal age of
21 does not limit teenagers from
drinking (Should the Drinking Age Be Lowered From 21 To a
Younger Age 1). It only makes
69. the teenagers drink while hiding, which causes extreme drinking
and they end up being
irresponsible.
Despite the law indicating that any person below the age of
21 should not be drinking,
17% of the total consumer spending for alcoholic beverages is
under the legal age. Also, almost
90% of underage drinking is done through binge drinking. That
shows that despite the legal limit
being 21 years, alcohol abuse is still prevalent among the youth
in the United States (Should the
Drinking Age Be Lowered From 21 To a Younger Age 2). Such
practices may be the reason why
there has been an increase in the number of alcoholics in the
past several years.
At 18 a person is considered an adult; if they commit an
offense, they are treated as an
adult not a minor or teenager. That shows that the law
recognizes any person who is 18 and over
to being an adult responsible for their actions (Wechsler and
Nelson 986). Therefore, they should
not be banned from drinking alcohol. If the age limit is lowered,
18-year-olds will be given the
rights and recognition they deserve. That will also end an
70. ineffective law that does not seem to
work since it is repeatedly broken. Critics have even compared
the drinking age in the United
States with other countries and confirmed that the law is too
harsh.
Sara Dustin
10990000000630973
What rights and recognition are you referring to?
Sara Dustin
10990000000630973
Be careful here with this comparison- see my comment on the
topic proposal
Sara Dustin
10990000000630973
Again, you need to show evidence that there is a correlation
between the drinking age and alcoholism
Sara Dustin
10990000000630973
Pronoun agreement error- you switch from singular to plural
Sara Dustin
10990000000630973
Use your own wording/ideas in topic sentences
Delgado 3
Works Cited
71. "Should the Drinking Age Be Lowered From 21 To a Younger
Age." 9 October 2018.
ProCon.org. 4 February 2019 <https://drinkingage.procon.org/>.
Wechsler, Henry and Toben F. Nelson. "Will Increasing Alcohol
Availability By Lowering the
Minimum Legal Drinking Age Decrease Drinking and Related
Consequences Among
Youths?" American Journal of Public Health (2010): 986-992.
Sara Dustin
10990000000630973
Is this a database source? If so, you must provide the database
name to receive credit
Delgado 1
Eduardo Delgado
Dr. Sara Dustin
ENC 1102
15 January 2019
Should the U.S. lower the drinking age to 18?
1. The topic I selected focuses on explaining if the U.S.
government should lower the
72. drinking age to eighteen years old. In the United States, a
person who has reached the
age of 18 is allowed to operate a vehicle, vote, marry, own a
gun and even serve in
the military. Some of these things bear more responsibility than
drinking alcoholic
beverages. However, the legal drinking age in the country
stands at 21, a number that
is the highest in the world. President Reagan introduced the age
limit in 1984.
2. In Europe, the minimum drinking age is lower than 21, and
no one can stand and say
that Europeans are irresponsible since they start drinking at the
age of 18. I have
friends that at 18 they travelled to France as a group for a
couple of months. The way
they drank is not the same way European teenagers drink. My
friends being American
drank irresponsibly because they knew once they got back home
they would not drink
again until 21. The European teenagers drank less quantity in a
more social manner.
3. Before the law was passed, the legal drinking age varied from
one state to the other,
73. with some separating the age of drinking beer and hard liquor. I
know a family that
when they were teenagers lived in Pennsylvania and would
drive to Ohio where the
drinking age was 18. According to the stories they told me, kids
living near the border
used to cross over and drink the whole night. If the drinking age
is minimized, young
Delgado 2
people will not have to go through such hustle to have a good
time. Underage
drinking will also reduce drastically. They would also drink less
since it is readily
available legally.
4. This is an important topic because underage drinking is an
epidemic in the US. The
CDC reports that 11% of alcohol consumed in the US is from
illegal underage
drinking. World Health Organization in 2015 did a report that
showed in the United
States, 31% of road traffic deaths involve alcohol. This
percentage is higher than
74. many countries with a drinking age lower than 21 such as
France (29%), Great
Britain (16%), Germany (9%), China (4%), and Israel (3%).