Rubric for Essay #2 Criteria Ratings Pts THESIS view .docx

Rubric for Essay #2
Criteria Ratings Pts
THESIS
view longer description
15 pts
Full Marks
0 pts
No Marks
Comments
I think your thesis would benefit from a stronger
rationale.
10 /
15
pts
STRUCTURE/ORGANIZATION
15 pts
Full Marks
0 pts
No Marks
Comments
For the most part, your organization is good: your
paragraphs are focused and pretty well-
organized; however, there are some ideas that
don't fit in some paragraphs, and some of your
paragraphs would benefit from better transitions.

12 /
15
pts
CONTEXT
10 pts
Full Marks
0 pts
No Marks
Comments
Your sources all require more background
information. You must provide information about
the author, the article, and the surrounding
information of the quote.
5 /
10
pts
EVIDENCE
20 pts
Full Marks
0 pts
No Marks
Comments
Consider integrating your quotes better into your
writing. Also, be sure to use quotation marks
when quoting other authors.
15 /
20
pts

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Rubric for Essay #2
ANALYSIS
20 pts
Full Marks
0 pts
No Marks

Comments
You make some good points, but you must
connect all your points to the main argument.
There's a bit of development missing in your
essay because your ideas don't connect to the
argument.
15 /
20
pts
GRAMMAR
10 pts
Full Marks
0 pts
No Marks
Comments
While your language is easy to read, there are
several grammatical errors that would benefit
from revision.
7 /
10
pts
REQUIREMENTS
10 pts
Full Marks
0 pts
No Marks
Comments
Good research.

10 /
10
pts
Total Points: 74
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Guy’s Code
When most people are thinking about a man, they will always
think about toughness,
braveness, lack of emotions and successful. Men have been
raised in societies which believe that
for a man to be a man, he has to follow code of rules and
regulations considered socially
acceptable by other men. In “Bros Before Hos: The Guy Code,”
Michael Kimmel, talks out

manhood, man like traits and rules guys follow throughout their
life providing an idea of what a
real man should be like. Cheng Dianna states in her study that
the guy codes are stereotypical
ideas of what it means to be a guy or what some sociologists
call: hegemonic masculinity. The
code is perceived to be a norm that one should believe in and
follow in order to prove his
manhood to others. These codes sometimes work against man’s
best affecting them emotionally.
“Take it like a man” is one of Kimmel’s codes that I have grown
hearing most fathers
living in my rural area. I’ll never forget a football training
session in which a father berated his
son for crying about not making the football team. “Get over it.
Take it like a man,” the father
said. These words made the boy behave tough despite the
emotions he had after missing to be in
the team. In our society, showing vulnerability in boys was
always considered to be a sign of
weakness. A man who could not stand up for himself could be
scolded and criticized by others.
To be man in the society, you had to be aggressive, tough, show
no emotions, go to practice,

show no weakness and respond to bullies with no fear. In
reality, some us were not really who
we portrayed to be. It was the fear of rejection and mockery that
made sure we remained tough.
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what do you mean?
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talks about?
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a set
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Who are we? To whom are you referring here?
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from
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emotionally how?
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often
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out from
Nobody likes rejection. And for one not to face its wrath, one to
secure a place among others by
being a man.
One can either be born as a male or female. When we are
growing our society and
surroundings teach us to be men or women. “As children, and
later adults, learn the rules of
membership in society, they come to see themselves in terms of
what they have learned from the
people around them” (Aaron H. Devor). What the society thinks
to be wrong, how we run our
things and how we behave is all determined by the society.
Guys hear the voices of the men in
their lives—fathers, coaches, brothers, grandfathers, uncles,
priests—to inform their ideas of
masculinity (Kimmel, Michael, (47). Trust between the mentors
and boys contribute to a stronger
sense of the boy’s identity and a solid sense of their own
masculinity. Most guys will want to
please their fathers and mentors by following what they preach.
No one wants to take their

mentors for granted. There goals and perception about
everything become yours and this has
made it easy to pass guy’s code from one generation to another.
Media representations has also played a major role in
supporting ideas of masculinity.
Over time, the ideal male lead has shifted somewhat from a
handsome, debonair, and
untouchable hero to something more relatable, albeit still
remarkable in his own way (Myers
Jack). A TV series by the name The Big Bang Theory represents
masculinity. The characters are
unabashedly dorky, and yet, the ones we idealize most
(Sheldon) are confident in themselves and
their abilities — a trait we’ve long identified as manly (Myers
Jack). These types of movies we
watch as children will affect how we view our gender identity.
In this series, the character gets
the girl after all the struggles proving on of the Kimmel’s guy
code, “Give ’em Hell.” Men
advertisements are made by men with abs, expensive clothing
and good looking with women
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what struggles?

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Is this a quote? Also, where is this from? Offer more
background.
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Unclear wording. What do you mean?
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integrate the quote better.
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Big Bang Theory is a TV Show
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one
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what do you mean by "our things?" Unclear.
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connect this to the main argument.
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must
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you only need the last name and the page # - See the Quote
Integration Workshop for more detail.
drooling over them. These false ideas in advertisements creates
pressure on guy’s who start
doubting their confidence.
The media and social definition of who a man is has affected
men emotionally. One will
strive to prove his manhood even in difficult situations.
Kancigor, Laureen shares that guys are
expected to follow this code of masculinity in order to fit it, but
often times this suppression
leads to depression from the lack of self-expression and
freedom to be one’s true self. “Take it
has a man” has ruined some of the boy’s life. The urge to fight
to win and never loose has
destroyed some of the guys who were forcing their personality.
A man will risk everything if
only they will get a chance to prove their manhood. These
include health risks, life and
psychological risks. About 90% of men will prefer attending
football practice to going for a
medical checkup because they don’t want to be excluded in the
school team. An analysis of the

Orlando nightclub shooting tragedy in 2017 described toxic
masculinity as a specific model of
manhood geared toward dominance and control (Kastner
Laura,2018)
Masculinity test is not a one-day test. It continues to the day
when one cannot help
proving his manhood. It will be more elusive the more it
pursued. Some of these acts are
sometimes of risk but men will prefer doing them because so
that they can prove themselves.
Exceeding speed limits, driving under the influence of alcohol
or (in the case of motorcycles)
without a helmet, and showing skills like driving on a single
wheel were described as typically
male forms of behavior; that is, forms of social representation
of manhood through which men
seek attention and recognition from their peer group (Marcos,
Calvente, Aviles NR et al). Men
will take any test “as a man” because they have grown to
believe a man can never fail. Some of
the men tend to acquire resistance to anything that they do not
feel is right. They do not care if
their actions are right but whatever is right to them, should be
right for the society. All of them

https://www.theatlantic.com/health/archive/2016/06/toxic-
masculinity-and-mass-murder/486983/
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lose
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Why? Analyze how these TV shows make men doubt their
confidence.
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proofread
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boys'
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How? Explain and then analyze.
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great source; provide background for this source.
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like

want to fell in control and invulnerable. When they aren’t, they
are ashamed. The shame turns
into resentfulness, hate and self-loathing — a toxic brew,
especially when guns and social media
get into the mix (Kastner Laura,2018)
On the other hand, take it as a man can be an important code in
men. It is this code that
helps men take big risks without the fear of losing enabling
them win to wealth. This code helps
men who are in difficult situation keep fighting because they
see a good end at long last.
Diseases such as cancer and HIV/ AIDS treatment is not a small
thing but because of masculinity,
most men keep fighting the disease longer compared to women.
Several recent studies have
highlighted that norms of masculinity such as self-reliance and
strength present important
barriers to men engaging in each of these behaviors and that
men initiate HIV testing, care and
treatment less than women in many African settings (Fleming,
Paul J, and Shari L Dworkin).
Most men have the urge to find medication despite what people
say about them.
In education sector, male students who fail are encouraged to

take it as a man. This gives
hope to keep fighting so they can win next time. A father who
encourages his son to take it as a
man when he keeps him working. He doesn’t spend most of his
time being emotional and crying
because he has failed but uses that time to try improving. The
masculinity in them keeps ringing
in their mind that men are not losers, and this keeps them
working. They develop both skills and
confidence by recovering from their own mistakes and try not to
repeat the same mistakes again.
A boy whose parents do not have finances to cater for his
education has more chances of
succeeding than a girl. Boys can use take it as a man to develop
other strategies so as to get
finances for his education or start life outside school.
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Analyze this passage. How does this connect to your main
argument?
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transition more smoothly into the next paragraph.
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connect this back to the main argument.
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feel
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unclear wording.
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I'm not sure this supports your claim. It says that they initiate
the care and treatment LESS than women.
Kimmel: Guys Code was successful in his study. He was able to
convince men to face all
the struggles by avoiding being weak. He was able to put an
emphasize how guy code influences
the growth of a young boy in the society. Children will always
learn from their older siblings or
people who they admire. We are vulnerable to these
assumptions as young children and grow up
to believe these assumptions are true (Michelle). What we see
and learn from what surrounds us
is what we will accept to be true. However, the more men

understand masculinity, the more
competition we will see in our daily life. This will get the
situation worse with increased risks on
men’s life. A documentary released in 2015, The Mask You
Live in (Netflix), films boys from
every kind of background describing the way they suffer from
our culture’s definition of
masculinity. Masculinity should not be forced on guys. They
should be allowed to make their
decisions on their own perception of masculinity.
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the
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I think an analysis of this example would be great in the main
body (argument) of your essay.
Works Cited
Cheng, Dianna. "The Guy Code Isn't Always a Good Thing."
Canadian Men's Health
Foundation.Published 2016 Jan 25.Retrieved From
https://menshealthfoundation.ca/the-
guy-code-isnt-always-a-good-thing

Devor, Aaron. H." Becoming Members of Society: Learning the
Social Meanings of Gender.”
From Gender Blending: Confronting the Limits of Duality by
Holly 5. Devor. Copyright
1998 by Indiana University Press. Retrieved From
https://www.freeonlineresearchpapers.com/the-role-of-gender
Kimmel, Michael. “Bros Before Hos”: The Guy Code”.
Retrieved From
https://rowanucomp.files.wordpress.com/2015/09/kimmel-
guyland-ch-3.pdf
Myers, Jack." How Media is Redefining Men and How Men Are
Redefining Media.” HuffPost.
Published 2017 July 9. Retrieved From
https://www.huffpost.com/entry/how-media-is-
redefining-men-and-how-men-are-
redefining_b_59b18166e4b0c50640cd657f
Kancigor, E. Laureen."Bros Before HOS": The Guy Code".
Published on 2017 Nov 7. Retrieved
From https://laurenkancigor.wordpress.com/2017/11/07/bros-
before-hos-the-guy-code/
Marcos J, Aviles NR, del Río Lozano M, Cuadros JP, García
Calvente Mdel M. Performing
masculinity, influencing health: a qualitative mixed-methods

study of young Spanish men.
Glob Health Action. 2013; 6:21134. Published 2013 Sep 16.
doi:10.3402/gha.v6i0.21134.
Retrieved From
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3776322/
Kastner Lura. How Boys Suffer: The Boy Code and Toxic
Masculinity. ParentMap. Published
on 2018 March 07. Retrieved From
https://www.parentmap.com/article/how-boys-suffer-
the-boy-code-and-toxic-masculinity
Fleming, Paul J, and Shari L Dworkin. “The importance of
masculinity and gender norms for
understanding institutional responses to HIV testing and
treatment strategies.” AIDS
(London, England) vol. 30,1 (2016): 157-8.
doi:10.1097/QAD.0000000000000899.
Retrieved From
Michelle, Yang. "Becoming members of society: Learning the
social meanings of gender"
Michelle's Blog. Published On 2011 November 9.Retrieved
From

http://michelleyyang.blogspot.com/2011/11/becoming-members-
of-society-learning.html.
Health 104 requires the student to write one research paper on a
contemporary health topic. The topic that you choose should
have personal significance to you, so that your research may
benefit you. Your paper should include the following
characteristics:
· Typed and Double Spaced
· Six complete pages in length.
· Bibliography that includes five sources of information /
references.
· Done in an organized, neat, and scholarly fashion.
Your research paper will be evaluated on the following criteria:
· Meets the above Characteristics
· Is on a contemporary health related topic.
· A quality report, with all material factual and informative.
· Includes a bibliography.
· Reference materials are from publications since 2010.
· Personalized
***Your paper must be on a topic that relates to you personally.
You must include your own personal views of the topic and
explain how this information will effect you own lifestyle and
why.***
Rubric for Essay #1
THESIS

15 pts
Full Marks
0 pts
No Marks
Comments
I see your thesis in your second paragraph, but I
think you can still revise the thesis more for it to
better fit the argument you are making. You main
focus is on the idea that unequal education is
given to students in the US based on race, and
schools that have a predominant minority
population have less funding, and so on. Make that
clearer in your thesis so that your essay is more
unified and focused.
12
/
15
pts
15 pts
Full Marks
0 pts
No Marks
Comments
There seems to be a bit of organization lacking in
this essay. I think with a stronger thesis and better
topic sentences, your organization can improve.
13
/

15
pts
CONTEXT
10 pts
Full Marks
0 pts
No Marks
Comments
Because you don't really quote enough from the
texts, and you simply paraphrase, it's hard to rate
you in this category. Consider providing more
detailed quotes from the texts.
9 /
10
pts
EVIDENCE
20 pts
Full Marks
0 pts
No Marks
Comments
You are missing a great deal of evidence in this
argument. You do reference the texts, but I want
more detailed examples/evidence to prove your
argument.
12
/
20

pts
Rubric for Essay #1
ANALYSIS
20 pts
Full Marks
0 pts
No Marks
Comments
In order to have a stronger argument, you must
analyze more. Connect all your points to your
main argument and explain what they prove. How
do your points prove that we have an unequal
education? With better evidence, this category
will improve as well.
14
/
20
pts
GRAMMAR
10 pts
Full Marks
0 pts
No Marks
Comments
There are some unclear sentences which hurt the
flow of your writing, but overall, your language is

easy to read and understand.
8 /
10
pts
REQUIREMENTS
10 pts
Full Marks
0 pts
No Marks
Comments
Be sure to quote more from the readings in order
to meet the essay requirements.
8 /
10
pts
Total Points: 76
Access to Quality Education in the US
Formal education is a very important aspect in today’s age and
era that all children
should access. That is why many countries around the world,
aspire to provide basic education
for children of school going age for purposes of improving
quality of life, growth and

development of an individual as well that of a nation. In the US,
the constitution provides for the
right to education for all children and emphasizes that none
should experience discrimination
regarding accessibility to education. Despite laying emphasis on
education for all, it fails to
highlight on the quality of the same. Consequently, not all-
American children have access to
high quality education and this influences classroom
performance of children especially the
underprivileged ones (Kozol 50). Precisely, not all Americans
have access to quality formal
education today for various reasons.
The system of formal education in the US provides for learners
to pursue the same in
public, private, as well as home-based schools depending on the
choice of an individual. The
quality of education offered in these learning institutions
considerably varies even if curriculum
remains the same. Public schools draw most of their financial
and material support from state
and local governments, which in many occasions are not enough
to sustain a high quality-

learning environment compared to private learning institutions
(Chapman, Masters, & Pedulla
243). Since social and economic statuses of parents differ, it
would therefore dictate which
learning institution a child enrolls in to pursue education.
Generally, the main contributing
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the
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unclear wording.
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the same what?
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revise wording
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state the main reasons you will be arguing in your essay; avoid
vagueness in your thesis.
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factors towards inaccessibility of quality education for all
learners’ hinges around racial
segregation, inadequate funds, and lack of attention for some
selected schools coupled with lack
of importance attached to such learning institutions.

Public learning institutions are normally cheaper than private
schools since they are
meant to ensure that all school going age children access formal
education irrespective of social
and economic status. Additionally, even in these public-learning
institutions, quality also varies
depending on resources available to support learning programs
and activities hence influencing
quality of learning (Phillips & Chin 507). Therefore, the idea of
equal opportunity for all
enshrined in the constitution being a well-intentioned move,
fails to factor in high quality
education for all children as should be. In America, diverse
cultures and racial groups exist.
There are majority white racial population groups as well as
minority population groups such as
Blacks, Asians, and Hispanics among others.
Previously and even today, some habits of xenophobic and
stereotypical attitudes prevail,
which affects equal opportunities for all learners especially
regarding formal education (Kozol
43). For long, a good number of minority population groups in
the US have lower incomes

associated with institutionalized discrimination. Since a well-
paying job goes hand in hand with
a high level of educational attainments, these minority groups
are unable to secure such lucrative
job opportunities because of lower educational attainments.
Consequently, they are unable to
take their children to luxurious and upper market private
learning institutions. It is therefore
circumstantially compelling for them to take their children to
public schools. Private schools
usually provide high quality education compared to public
learning institutions, with some
offering different curriculum. Consequently, despite the country
providing formal education for
all, it is usually not of high quality for all learners in the nation.
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Okay, I see you thesis here. This definitely works as a thesis.
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revise wording.
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Because of? Connect to the main idea of this paragraph.
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evidence?

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develop this idea. Prove that racial segregation is one of the
factors of unequal access to education.
Moreover, even in public schools meant to enhance equal
opportunity for all learners as a
right, some discrepancies exist, which tends to bring about the
wide margin regarding access to
quality formal education witnessed in the country. An enabling
or conducive learning
environment contributes to high quality of education, which
some schools lack. Public learning
institutions dominated by learners from minority population
groups register a problem of funds
accessibility meant to develop and improve quality formal
education. Learning in some of these
institutions takes place in dilapidated structures that seriously
affect quality-learning processes
and quality service delivery by teachers (Kozol 45). In other
words, lack of proper attention as
well as importance attached to some learning institutions tends
to influence overall quality
service delivery and this greatly influences performance.
Aside from that, some of the learning institutions that minority
population learners

dominate normally lack essential learning facilities that enhance
quality of learning. These
institutions also lack the required number of personnel to handle
learners alongside healthcare
personnel to take care of them. In certain instances, teachers
handling public learning institutions
predominantly minority communities sometimes go to work ill
prepared and offer substandard
services to learners unlike in predominantly white racial schools
(Phillips & Chin 469). In other
words, since racial discrimination still prevails in the country,
public learning institutions
dominated by minority population groups appears to experience
social and economic
discrimination that eventually affect quality of learning. In
contrast, the opposite situation is
usually the case in private learning institutions dominated by
white racial groups. Consequently,
this leads to the imbalance regarding provision of quality
education in the US.
The aspect of access to quality education in the US does not
affect the minority
communities alone but some few white racial population groups
as well. Social and economic

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consider quoting directly from the text, and use quotation marks
when doing so.
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Analyze this more. What does this prove?
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Is this a direct quote? The language seems different from yours.
Quote directly and use quotations.
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evidence?
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can you offer more evidence for this? detailed examples from
the readings perhaps?
stratification in the community tends to affect all people
including the dominant white race. It
therefore follows that even some few financially
underprivileged white racial populations also
take their children to public learning institutions. Those who
take their children to public schools
dominated by minority communities equally withstand the worst
in line with access to quality
education. That is why nearly all whites aim at ensuring that
their children learn in segregated

learning institutions be it private or public to acquire quality
education (Kozol 45). A white child
may board a vehicle to a distance white dominated school and
leave a nearby learning institution
primarily for minority racial learners in an attempt to seek
quality education.
Generally, despite the constitution enshrining education for all
without discrimination
that is not enough since elements of discrimination persists
along the lines of race and economic
status (Phillips & Chin 502). No one bars a child of a minority
racial group from learning in high
end or prestigious private learning institutions provided he or
she can afford the same. The
problem lies in poverty, which eventually denies all learners
access to quality education and
performance. Therefore, there is urgent need to think about
policies and programs that would
enhance quality in public schools so that the aspect of quality
discrepancies comes under control.
Nevertheless, racial stereotype alongside poverty are some
issues that needs addressing to help
handle the problem of high-quality education for all learners,
which is currently available in

exclusively in private learning institutions.
In conclusion, accessing formal education for all children is
vital for purposes of
improving their quality of life as well as helping substantially
grow and develop the economy of
the nation. Establishment of public learning institutions helped
realize this end. Unfortunately, it
failed to address the issue of high-quality education for all
learners. Presently, there is no high-
quality education in most public schools instead, the same
remains exclusively in high-end
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evidence?
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proofread and revise language.
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Analyze more. What does this prove?
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private schools. Precisely, not all Americans have access to
quality formal education today for
various reasons.

Works Cited
Chapman, Lauren, Jessica Masters, and Joseph Pedulla. "Do
digital divisions still persist in
schools? Access to technology and technical skills of teachers
in high needs schools in
the United States of America." Journal of education for
teaching36.2 (2010): 239-249.
Kozol, Jonathan. "Still separate, still unequal." Harper's
Magazine 9 (2005): 41-55.
Phillips, Meredith, and Tiffani Chin. "School inequality: What
do we know." Social
inequality (2004): 467-519.
Finance Institutions assignment
References need to come from the textbook as much as possible.
1)Describe the six components of the CAMELS rating system
a. Capital Adequacy
b. Asset Quality
c. Management Quality
d. Earnings Quality
e. Liquidity
f. Sensitivity to Market Risk
2)Explain the following commercial bank balance sheet items
a. Assets
· Cash and Due from depository institutions
· Investment Securities
· Loans and Leases

· Other Assets
b. Liabilities
· Deposits
· Borrowed Funds
· Other Liabilities
c. Equity
· Common and Preferred Stock
· Surplus and Additional Paid -in Capital
· Retained Earnings
3)Describe the following types of Commercial Bank regulation
a. Safety and Soundness
b. Investor and Consumer Protection
c. Credit Allocation
4)Explain the differences between the two major types of
Insurance Companies
a. Life Insurance
b. Property and Casualty
5)Describe the major types of Mutual Funds and identify the
primary goals of some of the specific products
a. Short-term Funds
b. Long-term Funds
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Essay #2 on True Women and Real Men
Essay #2: True Women and Real Men
Purpose: This assignment allows you to take a strong position
and explore various interpretation strategies as
well as evidence types. The goal is to convince your audience of
your argument using vivid, concrete examples
and backing up those examples with insightful interpretations.

Readings: The readings in this unit highlight the expectations
for each gender enforced by either media or
society. Here are the list of readings for this unit:
* “Becoming Members of Society: Learning the Social
Meanings of Gender” by Aaron H. Devor
* “’Two Ways a Woman Can Get Hurt’: Advertising and
Violence” by Jean Kilbourne
* Killing Us Softly 4 by Jean Kilbourne
* “The Longest War” by Rebecca Solnit
* “From Fly-Girls to Bitches and Hos” by Joan Morgan
* “’Bros Before Hos’: The Guy Code” by Michael Kimmel
Writing Task: In a thesis-oriented and well-developed essay,
answer ONE of the following questions:
1. Choose one example in media (a song, an episode from a TV
show, a movie, an advertisement, and
so on) and analyze whether or not you think women are
exploited in that media. Do not forget to
explore the counterargument.
2. Choose one of Kimmel’s guy codes and argue whether or not
it is emotionally damaging for guys
and/or girls. Do not forget to explore the counterargument.
3. Do you believe there is truly a battle of the sexes? Do not
forget to explore the counterargument.
Tips:

* For option #1, be careful not to generalize all media. Instead,
choose one type (like songs or movies or
advertisements), and then from that media type, select ONE
example. The reason why I want you to only focus
on one is to give you the opportunity of analyzing it insightfully
and in detail. After choosing the example you
wish to focus on, create a working thesis to support your
position (Are women exploited in this example? Why
or why not?) For this option, you need to use specific details
from your example (for instance, if using a song,
Rubric for Essay #2
then quote lyrics; if using an episode of a TV show, quote
dialogue; if using an ad, copy/paste the ad in an
appendix page).
* For option #2, you are asked to evaluate ONE code out of the
list Kimmel provides. A general position would
be to answer a yes or no (yes, guys are emotionally damaged by
these rules), but this would not be a strong
answer. Instead, focus your attention on just one code and give
a well-rounded analysis, considering how guys
are influenced by: other men, media, culture, family customs
and traditions, and so on. (For example, a student
can argue that guys for the most part benefit from the “nice
guys finish last” code simply because it allows
them to survive in this critical and competitive society, or a
student can argue that guys are emotionally
debilitated by the code “boys don’t cry” from a young age,
which cripples their ability to feel and thus form
meaningful relationships in the future). Whatever position you
take, make sure your main focus is on just one

of these codes.
* For option #3, consider movements like MeToo or the
Women’s March as contemporary examples of what
seems to be a problem in our society. Yet, there are so many
arguments that deny sexism in our society. What
do you think? Is there really an invisible battle we are waging
everyday? If yes, what is causing this battle? If
no, then what is the true problem you see? Is it the media
poisoning our minds? This argument allows you to
dig deep into unresolved conflicts that may or may not exist
between the sexes today.
Tips:
* Essays should be in the MLA format, 4-5 pages long, typed,
double-spaced, in 12 pt Times New Roman font.
Essays without a Works Cited will be penalized one full grade.
* You must use 4 Sources in this essay: two of your sources
must be from our unit and the third source must
be a credible web article from a newspaper, magazine or online
journal.
Total Points: 100.0
15.0 pts
15.0 pts
10.0 pts

20.0 pts
20.0 pts
10.0 pts
10.0 pts
THESIS
Essay has a strong thesis (with a distinct claim and at least one
rationale) that student
consistently and effectively develops.
15.0 pts
Full
Marks
0.0 pts
No
Marks
Paragraphs are focused on one dominant idea, have strong
transitions, clear unity, and
ideas are properly developed.
15.0 pts
Full
Marks
0.0 pts
No
Marks

CONTEXT
Examples are set up appropriately and with enough background
to not confuse readers.
10.0 pts
Full
Marks
0.0 pts
No
Marks
EVIDENCE
Student has chosen two strong sources from our unit as well as
one credible web source
(like an article from a newspaper, magazine or online journal).
The evidence from these
sources is relevant and integrated correctly.
20.0 pts
Full
Marks
0.0 pts
No
Marks
ANALYSIS
Student provides thought-provoking analysis that brings insight,
clarity and better
understanding of the evidence by attempting to use a few
strategies for interpretation
(doesn't just repeat but explores, comments on and reacts to the
evidence in meaningful

ways). Student also successfully addresses the counterargument
for the issue.
20.0 pts
Full
Marks
0.0 pts
No
Marks
GRAMMAR
Writing is mostly clear and understandable. The errors do not
detract much from the
meaning of the essay.
10.0 pts
Full
Marks
0.0 pts
No
Marks
REQUIREMENTS
Essay meets the basic requirements for this assignment (it is 3-4
pages, MLA format, with
a Works Cited page, has the three required sources, and a strong
thesis).
10.0 pts
Full
Marks

0.0 pts
No
Marks
Killing Us Softly 4:
Advertising’s Image of
Women cover photo
Killing Us So�ly 4:
Advertising’s Image of Women
2010
Distributed by Distributed by Media Education Foundation, 60
Masonic St.,
Northampton, MA 01060; 800-897-0089
Produced by Produced by Jeremy Earp
Directed by Directed by Sut Jhally
DVD , color, 88 min.
Sr. High - Adult
Japan, Popular Culture, Music Trade, Singers
Date Entered: 08/27/2010
ALA Notable:
Reviewed by: Reviewed by Sandy River, Architecture and
Humanities
Librarian, Texas Tech University
In this fourth �lm of the Killing Us Softly series, Jean
Kilbourne continues
her crusade against advertising that objecti�es women and
sexualizes girls.
Filmed speaking before an audience of college-age students,

Kilbourne
indicates that the problems she has long identi�ed in both print
and
television ads have actually gotten worse, but she is hopeful
because more
people are now paying attention and taking advertising
seriously. She
presents ads that show women as beautiful and sexy but also
passive,
vulnerable, and silenced; ads in which the women virtually
become the
product; ads in which images of abused women are used to sell;
ads that
suggest that sexual violence is normal. That men are also
stereotyped and
open access reviews
ABOUT SUBMIT MATERIALS| RECENT REVIEWS|
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objecti�ed in ads is acknowledged, but Kilbourne says that for
men there are
fewer consequences. What men may lose – and the loss is also
felt by

women – is their ability to form authentic relationships with the
women in
their lives.
Because Killing us Softly 3 is owned by many libraries and is
still available
for purchase, those doing collection development may wonder
whether they
should purchase this DVD. The themes are basically the same,
and some of
the material from 3 is repeated here. However, a lot has changed
in the last
ten years, and many of those changes are seen in this edition of
the series.
There are more television ads than before and a more complete
discussion
of how PhotoShop means that no one appearing in ads need ever
again be
less than perfect. There is somewhat more discussion of the
place of non-
white women in advertising and some mention of the place of
gays and
lesbians. There is also more discussion of obesity and weight
loss and
passing remarks on ideas about ugliness and aging in our
society. Kilbourne
also suggests that the availability of child porn on the Internet
makes the
sexualization of girls more acceptable. Finally, she presents
examples of
worldwide recognition that images like those she displays are
harmful to
women.
As with the last �lm, the editing is excellent, and there are no
technical

issues. The lecture here, at 45 minutes, is about ten minutes
longer than in
3. This allows greater development of the themes and is still a
good �t for a
standard class period. In addition to the lecture, 3 includes an
interview with
Kilbourne in which she describes in more detail how she began
her
examination of images of women in advertising, how her work
has been
received, and what can be done to promote change. If the money
is
available, however, this new �lm is worth considering because
the more fully
developed themes will be very familiar and of current interest to
students
today.
The themes developed in this video are important. As Kilbourne
states, these
are public health issues. For media studies and women’s studies
classes, her
presentation will be enlightening and a great springboard into
additional
discussion of the in�uence of advertising on society.
Database supp
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https://www.facebook.com/EMRO.ub
https://twitter.com/edmediareviews

Rubric for Essay #2 Criteria Ratings Pts THESIS view .docx

Rubric for Essay #2 Criteria Ratings Pts THESIS view .docx

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