Running head: DOWN SYNDROME
Taking care of people with Down syndrome
Mary Katz
Colombia Southern University
Down syndrome
The topic
Down syndrome has been researched over the years by different writers, however, there are still so many unanswered questions regarding the same. Down syndrome is a genetic disease that some people are born with. The disease is also known as trisomy 21 and occurs randomly during the formation of reproductive cells. This means that it can either be caused by the egg cell or the sperm cell (Lott, 2012). This results in a condition that leads to intellectual disability, weak muscles or a characteristic facial appearance. The fact that the disease occurs randomly underlines the fact that it can affect anyone. It is due to that reason that most countries worldwide have dedicated their researchers to try and know more about how it can be prevented so as to reduce the number of people having that type of disability.
The controversy
Over the years there have been some common misconceptions on how down syndrome manifests itself, this has led to misconceptions on either the parents of the infected child or the child himself. This has made people suffering from down syndrome to be victimized and even despised basing on their physical features (Lott,2012). This meant that the people living with the syndrome would be isolated. This just showed how people with this disability were not given the care they needed, some families even took their children with the syndrome to inhumane institutions where people with the syndrome were to live (Epstein, 2013). Whereas the king hearted families would go beyond their means to take care of the infected.
Pro side of the controversy
Whereas their developmental rate is so slow, there have been a number of institutions that have helped families know how to take care of their loved ones who have the syndrome. Some of the institutions have been seen to help the infected people since they are placed together where they can be easily taken care of by specialists.
Con side of the controversy
Despite the fact that the infected people are being handled by trained people, the fact that they are segregated means that they are not being given equal opportunity to enjoy the pleasures of the world as well as being with their loved ones. Therefore as much as these individuals require constant support from the specialized people, with them being isolated, they develop a negative perspective whereby they feel they are not wanted in the society which is contrary to what we all stand for.
Tentative Thesis statement
Individuals with Down syndrome should be afforded equal treatment as any other individual.
References
Epstein, C. J. (2013). Of Down Syndrome. Molecular Genetic Medicine, 2, 106-110.
Canick, J. A., , G. E. (2012). DNA sequencing of maternal plasma to identify Down syndrome and other trisomies in multiple gestations. Prenatal diagnosis, 32(8), 730-734.
Yo ...
Running head DOWN’S SYNDROME-REVISION OF LITERATURE REVIEW 1.docxsusanschei
Running head: DOWN’S SYNDROME-REVISION OF LITERATURE REVIEW 1
DOWN’S SYNDROME-REVISION OF LITERATURE REVIEW 2
Down’s Syndrome-Revision of Literature Review
Mary Katz
Columbia Southern University
Down’s Syndrome-Revision of Literature Review
Down’s syndrome is a genetic disorder in human beings characterized by a diminished mental ability, distinctive features on the face, and muscle weakness. Such patients have a lot of difficulties in coping up with the world and the society in it. They put their family members in a fixed predicament. Some patients are therefore taken to health institutions which are supposed to make them “better.” However, according to a variety of literature, the mental facilitates have both their advantages and disadvantages. This has led to a debate about whether the institutions are the perfect environment for “curing” patients with the Down’s syndrome. The pro side is that the mental facilities have trained professionals that offer ideal treatment and rehabilitation services to the patients. The treatment sometimes guarantees the physical well-being of the patients. The recovered patients have been known to take part in many social activities like sports and also art. They have been known to come up with unique artistic works. This is because the rehabilitation centers let them focus on their passions. However, on the con side, the institutions are meant to separate the patients from the rest of the society, including their immediate family members. Segregating patients with the Downs’ syndrome may lead to the development of antisocial behavior. For example, patients may tend to seclude themselves and fear to talk to other people despite being physically treated of the condition. The antisocial behavior makes them be termed as “weirdos” in the society. They are thus avoided and neglected by the other members due to their strange behaviors. The con side appeals to the humane behavior of people associating with patients of the Down’s syndrome. The literature review provides adequate knowledge on the subject; it emphasizes on developing empathy for the patients rather than sympathizing with them. This essay is a revision of the literature review of this study; it discusses the terminology, history and the two sides of the controversy (cons and pros).
The primary objective of the literature review provided in this study is to find out the pros and cons associated with treating people with the Down’s syndrome. The research can, therefore, be used as a platform to recommend the appropriate treatment procedures to be used by people associated with patients with this disorder. The research made was adequate to support the conclusion that the current institutions need modification to ensure that children coming out of the facilities are all rounded. Learning from Graaf (2002), it is clear that integrating both types of children (those with the condition and those without) is a terrible idea. This is because the ...
This document provides information and resources for students taking a writing workshop course at Massey University. It includes links to online presentations, videos, skills workshops and other academic support services available through the university library. Sample documents are also presented to demonstrate effective and ineffective writing styles, with feedback on how to structure assignments, incorporate references, and address ethical dilemmas by applying relevant principles and frameworks. Students are encouraged to view additional materials and tutorials online and to seek individual assistance from the university's learning center.
EH 1020, English Composition II 1 Course Description .docxSALU18
EH 1020, English Composition II 1
Course Description
Provides an advanced introduction to the basic concepts and requirements of college-level writing. The course includes
additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Implement ideas of the writing situation, genre, and audience learned in English Composition I.
2. Develop an academically valid research topic.
3. Identify parts of an argument through persuasive writing.
4. Conduct research resulting in an annotated bibliography.
5. Produce an argumentative research paper.
6. Utilize the accepted APA style and conventions.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources. Be sure to open the study guide documents in each
unit of this course as all of the course content is found in the study guides.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson composed of interactive Adobe Captivate lessons, that discuss
lesson material. Transcripts for each of the lessons are also available in each unit.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
5. Journals: Students are required to submit Journals in Units I-VIII. Journals provide students the opportunity to
reflect critically on course concepts and ideas. Specific information about accessing the Journal rubric is provided
below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
8. Student Break Room: This communication forum allows for casual conversation with your classmates.
EH 1020, English Composition II
Course Syllabus
EH 1020, English Composition II 2
CSU Online Library
The CSU Online Library is available to support your courses and programs. The online library includes databases,
journals, e-books, and research guides. These resources are always accessible and can be reached through the library
webpage. To access the library, log into the myCSU St ...
Lesson 12: Introductions And Conclusionsbsimoneaux
This document provides guidance on writing introductions and conclusions for essays. It discusses common methods for developing introductions, including providing definitions, comparisons/contrasts, and briefly defining major issues. Developing introductions in these ways can help achieve the general goals of capturing the audience's attention, giving background on the topic, developing interest, and guiding the reader to the thesis statement.
Academic Discourse Essay
Perfect World Research Paper
Essay about English Academic Writing
Gac Compare and Contrast Essay
What I Have Learned About Research
Academic Ethics And Academic Integrity Essay
Reflection On Academic Reading
Importance And Purpose Of Research Essay
Essay On Academic Reflection
Perfect World Research Paper
My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
A Research Study On An Academic Research Essay
Popular Press Vs Academic Research Essay
Academic Background And Career Interest Essay
Essay about The Importance of Academic Integrity
Principles to practice in teaching readingJoe McVeigh
Jennifer Bixby and Joe McVeigh present principles for teaching reading to English language learners and supply practical applications. Download the handout at www.joemcveigh.org
PSY 1010, General Psychology 1 Course Descript.docxamrit47
PSY 1010, General Psychology 1
Course Description
This course is an introductory survey of the principles, theories, and methods of psychology as a basis for the
understanding of human behavior and mental processes.
Prerequisites
None
Course Textbook
Wade, C., & Tavris, C. (2011). Psychology (10th ed.). Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Define psychology and discuss the history of the field.
2. Describe the research methodology used in the field of psychology.
3. Explain how genes, evolution, and the environment influence human behaviors and cognitions.
4. Describe the structure and function of the brain.
5. Determine biological rhythms and their effects on human functioning.
6. Describe different ways in which humans learn new behaviors.
7. Explain how the social environment influences human behaviors and cognitions.
8. Describe the basic cognitive functions such as attention, reasoning, and memory.
9. Appraise how human emotions influence our behaviors and cognitions.
10. Explain different methods of coping with stress.
11. Describe human motivation and drive.
12. Analyze human development over the life span.
13. Describe theories of personality.
14. Compare and contrast the symptoms and treatment of various abnormal behaviors.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Chapter presentations and supplemental readings are provided in each unit study guide as supplemental reading
to aid students their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units IV and V to aid
students in their course of study.
PSY 1010, General Psychology
Course Syllabus
PSY 1010, General Psychology 2
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Unit Quizzes: This course contains eight Unit Quizzes, one to be completed at the end of each unit. It is
suggested that the quizzes be completed before students complete the Unit Assessments. Quizzes are used to
give students quick feedback on their understanding of the unit material and are composed of multiple-choice
questions.
7. Unit Assessments: This course contains two Unit Assessments, one to be completed at the end of Units I and
III. Assessments are composed o ...
This document provides information and instructions for several assignments in an HCS 465 health care research course. It includes assignments on researching the research process and methods, sampling methodologies, components of a research study, research ethics and validity, and an ethical scenario involving a company using patient DNA without consent. Students are instructed to complete worksheets, annotated bibliographies, and presentations on these topics, citing peer-reviewed sources and following APA style guidelines. The course aims to help students understand and apply key concepts in health care research.
Running head DOWN’S SYNDROME-REVISION OF LITERATURE REVIEW 1.docxsusanschei
Running head: DOWN’S SYNDROME-REVISION OF LITERATURE REVIEW 1
DOWN’S SYNDROME-REVISION OF LITERATURE REVIEW 2
Down’s Syndrome-Revision of Literature Review
Mary Katz
Columbia Southern University
Down’s Syndrome-Revision of Literature Review
Down’s syndrome is a genetic disorder in human beings characterized by a diminished mental ability, distinctive features on the face, and muscle weakness. Such patients have a lot of difficulties in coping up with the world and the society in it. They put their family members in a fixed predicament. Some patients are therefore taken to health institutions which are supposed to make them “better.” However, according to a variety of literature, the mental facilitates have both their advantages and disadvantages. This has led to a debate about whether the institutions are the perfect environment for “curing” patients with the Down’s syndrome. The pro side is that the mental facilities have trained professionals that offer ideal treatment and rehabilitation services to the patients. The treatment sometimes guarantees the physical well-being of the patients. The recovered patients have been known to take part in many social activities like sports and also art. They have been known to come up with unique artistic works. This is because the rehabilitation centers let them focus on their passions. However, on the con side, the institutions are meant to separate the patients from the rest of the society, including their immediate family members. Segregating patients with the Downs’ syndrome may lead to the development of antisocial behavior. For example, patients may tend to seclude themselves and fear to talk to other people despite being physically treated of the condition. The antisocial behavior makes them be termed as “weirdos” in the society. They are thus avoided and neglected by the other members due to their strange behaviors. The con side appeals to the humane behavior of people associating with patients of the Down’s syndrome. The literature review provides adequate knowledge on the subject; it emphasizes on developing empathy for the patients rather than sympathizing with them. This essay is a revision of the literature review of this study; it discusses the terminology, history and the two sides of the controversy (cons and pros).
The primary objective of the literature review provided in this study is to find out the pros and cons associated with treating people with the Down’s syndrome. The research can, therefore, be used as a platform to recommend the appropriate treatment procedures to be used by people associated with patients with this disorder. The research made was adequate to support the conclusion that the current institutions need modification to ensure that children coming out of the facilities are all rounded. Learning from Graaf (2002), it is clear that integrating both types of children (those with the condition and those without) is a terrible idea. This is because the ...
This document provides information and resources for students taking a writing workshop course at Massey University. It includes links to online presentations, videos, skills workshops and other academic support services available through the university library. Sample documents are also presented to demonstrate effective and ineffective writing styles, with feedback on how to structure assignments, incorporate references, and address ethical dilemmas by applying relevant principles and frameworks. Students are encouraged to view additional materials and tutorials online and to seek individual assistance from the university's learning center.
EH 1020, English Composition II 1 Course Description .docxSALU18
EH 1020, English Composition II 1
Course Description
Provides an advanced introduction to the basic concepts and requirements of college-level writing. The course includes
additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Implement ideas of the writing situation, genre, and audience learned in English Composition I.
2. Develop an academically valid research topic.
3. Identify parts of an argument through persuasive writing.
4. Conduct research resulting in an annotated bibliography.
5. Produce an argumentative research paper.
6. Utilize the accepted APA style and conventions.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources. Be sure to open the study guide documents in each
unit of this course as all of the course content is found in the study guides.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson composed of interactive Adobe Captivate lessons, that discuss
lesson material. Transcripts for each of the lessons are also available in each unit.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
5. Journals: Students are required to submit Journals in Units I-VIII. Journals provide students the opportunity to
reflect critically on course concepts and ideas. Specific information about accessing the Journal rubric is provided
below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
8. Student Break Room: This communication forum allows for casual conversation with your classmates.
EH 1020, English Composition II
Course Syllabus
EH 1020, English Composition II 2
CSU Online Library
The CSU Online Library is available to support your courses and programs. The online library includes databases,
journals, e-books, and research guides. These resources are always accessible and can be reached through the library
webpage. To access the library, log into the myCSU St ...
Lesson 12: Introductions And Conclusionsbsimoneaux
This document provides guidance on writing introductions and conclusions for essays. It discusses common methods for developing introductions, including providing definitions, comparisons/contrasts, and briefly defining major issues. Developing introductions in these ways can help achieve the general goals of capturing the audience's attention, giving background on the topic, developing interest, and guiding the reader to the thesis statement.
Academic Discourse Essay
Perfect World Research Paper
Essay about English Academic Writing
Gac Compare and Contrast Essay
What I Have Learned About Research
Academic Ethics And Academic Integrity Essay
Reflection On Academic Reading
Importance And Purpose Of Research Essay
Essay On Academic Reflection
Perfect World Research Paper
My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
A Research Study On An Academic Research Essay
Popular Press Vs Academic Research Essay
Academic Background And Career Interest Essay
Essay about The Importance of Academic Integrity
Principles to practice in teaching readingJoe McVeigh
Jennifer Bixby and Joe McVeigh present principles for teaching reading to English language learners and supply practical applications. Download the handout at www.joemcveigh.org
PSY 1010, General Psychology 1 Course Descript.docxamrit47
PSY 1010, General Psychology 1
Course Description
This course is an introductory survey of the principles, theories, and methods of psychology as a basis for the
understanding of human behavior and mental processes.
Prerequisites
None
Course Textbook
Wade, C., & Tavris, C. (2011). Psychology (10th ed.). Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Define psychology and discuss the history of the field.
2. Describe the research methodology used in the field of psychology.
3. Explain how genes, evolution, and the environment influence human behaviors and cognitions.
4. Describe the structure and function of the brain.
5. Determine biological rhythms and their effects on human functioning.
6. Describe different ways in which humans learn new behaviors.
7. Explain how the social environment influences human behaviors and cognitions.
8. Describe the basic cognitive functions such as attention, reasoning, and memory.
9. Appraise how human emotions influence our behaviors and cognitions.
10. Explain different methods of coping with stress.
11. Describe human motivation and drive.
12. Analyze human development over the life span.
13. Describe theories of personality.
14. Compare and contrast the symptoms and treatment of various abnormal behaviors.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Chapter presentations and supplemental readings are provided in each unit study guide as supplemental reading
to aid students their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units IV and V to aid
students in their course of study.
PSY 1010, General Psychology
Course Syllabus
PSY 1010, General Psychology 2
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Unit Quizzes: This course contains eight Unit Quizzes, one to be completed at the end of each unit. It is
suggested that the quizzes be completed before students complete the Unit Assessments. Quizzes are used to
give students quick feedback on their understanding of the unit material and are composed of multiple-choice
questions.
7. Unit Assessments: This course contains two Unit Assessments, one to be completed at the end of Units I and
III. Assessments are composed o ...
This document provides information and instructions for several assignments in an HCS 465 health care research course. It includes assignments on researching the research process and methods, sampling methodologies, components of a research study, research ethics and validity, and an ethical scenario involving a company using patient DNA without consent. Students are instructed to complete worksheets, annotated bibliographies, and presentations on these topics, citing peer-reviewed sources and following APA style guidelines. The course aims to help students understand and apply key concepts in health care research.
1
3
Title
Author Name
Professional Studies, Southwestern CollegeCourse ID: Course Title
Instructor’s Name and Title
Assignment Due Date
Abstract
If the assignment calls for an abstract, the page with the abstract is placed between the title page and the first page of the paper as is placed in this template. If an abstract is not required for the assignment, remove this page for your assignment. Note that the first sentence of the abstract is not indented as is otherwise required for the rest of the paper. Please consult the APA Seventh Edition Student Sample Paper for an example and explanation of what is expected in an abstract and its format.
Title of Paper
Start the paper here in paragraph format. Times New Roman 12-point font is preferred. Other sans serif or serif fonts such as 11-point Calibri, Arial, and Georgia, and 10-point Lucida Sans Unicode and Computer Modern may be used. The font selected must be used throughout the paper. Be sure to use one space after the period or question mark at the end of a sentence. All new paragraphs are indented. Double space the text throughout the paper with no extra spaces between paragraphs.
Headings
There are four types of headings that one may have within the body of a paper. Level 1 headings define the sections of the paper, are in bold title case, and are centered on the page. Use of this Template below is an example of a Level 1 heading. Note that there is not an introduction heading as the text after the paper’s title is considered the introduction. Level 1 headings may be defined by the assignment. As one example, level 1 headings may align with the assignment’s objectives with conclusions or recommendations being the last section, which aligns with what is expected with a formal report in a professional setting. An essay, on the other hand, may not expect level 1 headings as it requires a different style of writing.
Headings, above, is an example of a level 2 or second-level heading. Second-level headings are sub-sections. Please consult the APA Seventh Edition Student Sample Paper for examples and explanations about how to use and format second, third, and fourth-level headings as may be required for the assignment.
Use of this Template
The college’s recommendation is that you save two copies of this template at the beginning of each course as there may be enhancements to it. Keep one copy with the instructions for reference. Keep the other copy as the template for assignments but remove the text with instructions and leave the title page paper headers in place. The headers will be changed as each assignment is prepared. Please also consult the APA Seventh Edition Student Sample Paper for additional information and a more detailed example of the format of an APA Seventh Edition paper.
References
Solomon, A., Wilson, G., & Taylor, T. (2012). 100% information literacy success. (2nd ed.). Wadsworth Cengage.
The above is an example so please replace it with your own reference ...
The document provides instructions for a journal entry assignment on bipolar disorder. It includes required readings from textbooks and peer-reviewed articles on psychotherapy approaches and treatment of adolescents. Students must submit at least 250-word initial discussion responses citing scholarly sources, along with at least three peer replies per week. The paper should follow APA format and cite all sources to avoid plagiarism. Late submissions will be penalized per university policy. Communication with the instructor is emphasized for any questions.
The document provides guidance for an educational research assignment involving quantitative data collection. It discusses selecting a sample of university students in Quito to study why students give up their careers. Permissions, instruments, and the types of quantitative data that would be collected are outlined. The document also reviews sections of a journal article such as the abstract, introduction, method, results, and references. An example journal article on teaching English is described addressing its purpose, justification, and use of a mixed quantitative and qualitative methodology.
The document provides guidance for an educational research assignment involving quantitative data collection. It discusses selecting a sample of university students in Quito to study why students give up their careers. Permissions, instruments, and the types of quantitative data that would be collected are outlined. The document also reviews sections of a journal article such as the abstract, introduction, method, results, and references. An example journal article on teaching English is described addressing its purpose, justification, and use of a mixed quantitative and qualitative methodology.
How to Get a Perfect 12 on the ACT Writing Essay. ACT Writing Prep: How to Write an Argumentative Essay — The Prepared .... ACT Essay Examples sample, Bookwormlab. The ACT Essay: A Brand New Assignment - Compass Education Group. 012 How To Write The Act Essay Example Sample Structure High Scoring .... Exceptional Act Essay Format ~ Thatsnotus. Act Essay How To Write - Abbyo Essay. 013 Act Essay Sample Essays ~ Thatsnotus. The ACT Writing section (aka the essay) is new for the 2015-2016 school .... What is the ACT Exactly? - Precision Test Prep. New Vision Learning – The ACT Essay: What you Need to Know. How to Write the new ACT Essay - YouTube. 6 Sample ACT Essay Prompts - Google Docs. Act essay examples. ACT Writing Prompts. 2022-11-05.
This document provides guidance on redesigning course syllabi to make them more engaging for students. The traditional black and white text-heavy syllabus is described as intimidating and unengaging for students. Recommendations are given to incorporate color, images, and technology to create a more visually appealing and informative syllabus. Specific suggestions include using Word and PDF to design multi-page syllabi that cover course descriptions, objectives, assignments, grades, policies, and resources on separate pages with headings and text boxes. The redesigned syllabus should be personalized, interactive, and engage students in the course material from the first page. Proper syllabus design is described as taking significant time but providing benefits to student understanding and experience.
1Swinburne University of Technology, LilydalePSS110 In.docxeugeniadean34240
1
Swinburne University of Technology, Lilydale
PSS110 Introduction to Psychology I, Study Period 3, 2012
Assignment 1
______________________________________________________________________
Length: 800 words (+/- 10%)
Date Due: End of Week 4 – Sunday September 23rd by 11.55pm
Method of Submission: Electronically through Blackboard
Assessment Value: 15% of your PSS110 mark
______________________________________________________________________
As part of your assessment in PSS110 you are expected to complete two written
assignments. Assignment 1 and Assignment 2 combined will make a complete research
report (also called a laboratory report or lab report). Research reports provide a
standardised writing format which all psychologists utilise to explain their research
findings. This standardised format allows psychologists to communicate their findings
to other psychologists in a concise and efficient way. To help you with the write up of
your assignments, time has been set aside in each of your online tutorials, and
discussion forums are available on the Blackboard website.
Aims of the two assignments:
1. To teach you design, analysis, interpretation, and reporting of experiments in
Psychology.
2. To teach you how to present research in a standardised format.
3. To raise your awareness of stress and coping.
What are the assignments investigating?
The full research report (a combination of Assignments 1 and 2) will consist of a report
on the differences that exist between two personality domains (Neuroticism and
Openness) in how they relate to two approaches to learning (Deep and Surface). It has
been shown that deep approaches to learning result in better learning outcomes (Biggs
& Tang, 2007) and that personality is one factor that can affect whether a student adopts
a deep learning approach (Chamorro-Premuzic & Furnham, 2009). The current research
project investigates relationships between personality and learning approaches in a
sample of undergraduate students studying psychology online.
Swinburne University of Technology, Lilydale! ! PSS110 Introduction to
Psychology I, SP3, 2012.
2
Information on Neuroticism, Openness, and the different approaches to learning can be
found in your text book, or in the articles that you have been referred to (details under
References below), and perhaps in the other article that you are required to find using
Swinburne’s library resources such as the electronic databases.
Data for your assignment is being collected via the survey that you are asked to
complete in Week 1 of the study period in PSS110 Introduction to Psychology 1. The
survey can be found under the SURVEY button on the Blackboard menu. Participation
in the survey is voluntary. You are free to omit any questions you do not wish to answer
and you can withdraw at any time during the survey. Your decision to participate (or
not) will not affect your .
In developmental psychology, the focus of research is often to examine change over time. Developmental psychologists have some special research designs that allow them to accomplish this. Two such research designs are the cross-sectional design and the longitudinal design. A cross-sectional design measures different groups of people of different ages at the same time. A longitudinal design measures the same group of people at different ages and also, therefore, at different times.
GRAD 5124: English Language & Literature Research Skills SyllabusRebecca Kate Miller
This document provides information about an online graduate course called GRAD 5124 English Language and Literature Research Skills taught in the fall of 2011. The course is intended to guide students in learning research strategies and tools for literary research. It will be conducted entirely online through the Scholar platform. There are no required textbooks, and readings will be provided online. The course objectives are for students to learn about the structure of literary information, identify and use research tools, create effective search strategies, evaluate information sources, and recognize technical and ethical issues in research. Students will complete weekly assignments and participate in a class blog to earn their grade on a pass/fail basis.
This document provides instructions for students on an assignment to analyze major health problems among homeless populations and discuss the impact of disasters on communities. Students are asked to write a minimum 600-word essay for each of two questions, citing at least three references. The document outlines APA formatting guidelines and expectations for original work, writing quality, and timely submission. It also reviews requirements for weekly discussion question responses and participation with peers in the online course.
The material for this moduleweek has led us from Europe, through fi.docxSUBHI7
The material for this module/week has led us from Europe, through first contacts, to the establishment of a solid English presence in the Americas. After reading and thinking about the Reading & Study materials for this module/week, what strikes you most about the founding of the American colonies? Did anything surprise you? Did your reading challenge your ideas or visions about colonial America?
.
The media informs many viewers of deviance and crime, victims of cri.docxSUBHI7
The media informs many viewers of deviance and crime, victims of crime, and justice in society. Consider and describe the following:
Where do you get your information about:
Deviant behavior
Crime
Victims of crime
Justice for victims
Describe your perception of
Deviant behavior
What behavior is deviant according to your values?
Crime
What do you believe is the root or cause of crime?
What types of crimes do you believe happen most?
Who do you believe commits crime?
Victims of crime
Who do you believe is likely to be a victim?
Have you ever been fearful of a crime occurring to you or your family?
What do you believe about victims that you hear about?
Justice for victims
How do you see justice handled in our society?
What form of punishment do you see as being effective or ineffective?
Did you learn anything specific from the textbook that has changed your perception? What did you learn and which perception did it change?
Write a 500 or more word paper that addresses the above questions.
.
The midterm is already late. I would like to submit ASAP.Illust.docxSUBHI7
The midterm is already late. I would like to submit ASAP.
Illustrate common and unique features of localization vs standardization using a Venn Diagram or similar chart, be sure that the chart or graph shows specific examples.
Compare the human resources philosophy of two companies from the same industry. Comparison should include their similarities, differences and at least one item that gives that company a competitive advantage.
Relate how behavioral norms, attitudes and values define a country’s culture.
Culture can be defined as accepted norms, attitude, value, or traditional behavior within an organization or group.
Examine and provide a detailed example of norm of reciprocity in a multinational company.
Elaborate on the impact of communication in a MNC. Create a detailed example of good communication and a detailed example of a time that communication was not good.
Good communication is vital in any business and more prevalent in a MNC.
There are a few generations that are currently in workplace.
In order to effective
Without effective communication
.
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The minimum length for this assignment is 1,200 wordsMust use APA .docxSUBHI7
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Must use APA format
Eukaryotic cells are the most structurally advanced of the major cell types. Describe the structure and function of each of the eukaryotic organelles. Distinguish between those that are and are not membranous. Most are membranous. Explain the importance of membrane structure and function in the organization of living processes within cells.
.
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•Compare these with three characteristics of the current American military.
•How are they similar?
How are they different?
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.
The Mini Project Task Instructions Read about validity and reliab.docxSUBHI7
The Mini Project Task
Instructions: Read about validity and reliability starting on page 324 of the textbook.
Your assignment is to create a 5-page paper addressing the following questions:
a. What is the difference between reliability and validity? Which is more important? Why?
b. What are the different ways of assessing reliability?
c. What are the different ways of assessing validity?
d. What are the different ways of obtaining validity evidence?
The analysis requires the additional components:
APA formatted paper including:
o Font: Times New Roman, 12 point, and double spaced.
o Margins: One inch margins, all around.
o Indents: One-half inch indent as to begin a paragraph.
o Proper APA citations and references.
o Proper use of Level 1 headings as to label the
introduction, main body,
and
conclusions
segments.
o Proper use of Level 2 headings as to label the sections within the
main body
and
conclusions
.
o A proper title page.
o A reference page utilizing hanging indents and alphabetized by the last name of the first author.
Free of spelling errors and minimal use of passive voice.
Page 324
In general, reliabilities less than 0.60 are considered to be poor, those in the 0.70 range, acceptable, and those over 0.80 good. Thus, the internal consistency reliability of the measures used in this study can be considered to be acceptable for the job enrichment measure and good for the other measures.
It is important to note that all the negatively worded items in the questionnaire should first be reversed before the items are submitted for reliability tests. Unless all the items measuring a variable are in the same direction, the reliabilities obtained will be incorrect.
A sample of the result obtained for the Cronbach’s alpha test for job enrichment, together with instructions on how it is obtained, is shown in Output 11.3.
The reliability of the job enrichment measure is presented in the first table in Output 11.3. The second table provides an overview of the alphas if we take one of the items out of the measure. For instance, it is shown that if the first item (Jobchar1) is taken out, Cronbach’s alpha of the new three-item measure will be 0.577. This means that the alpha will go down if we take item 1 out of our measure. On the other hand, if we take out item 3, our alpha will go up and become 0.851. Note that, in this case, we would not take out item 3 for two reasons. First, our alpha is above 0.7 so we do not have to take any remedial actions. Second, if we took item 3 out, the validity of our measure would probably decrease. We did not include item 3 for nothing in the original measure!
If, however, our Cronbach’s alpha was too low (under 0.60) then we could use this table to find out which of the items would have to be removed from our measure to increase the interitem consistency. Note that, usually, taking out an item, although improving the reliability of our measure, affects the validity of our measure .
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The Mexican ceramics folk-art firm signs a contract for the Mexican firm to deliver 1500 pieces of artwork to an Italian firm within the next 120 days. The contract is denominated in pesos. During this time the Mexican peso strengthens against the euro. What is the net profitability effect on the Mexican firm? What international market concept is demonstrated in this example? Discuss the risks associated with changing exchange rates and international commerce and provide a scenario demonstrating these risks.
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The maximum size of the Layer 2 frame has become a source of inefficiency in terms of modern wide area network (WAN) speeds, which have increased some 400 times over those prevailing when Transmission Control Protocol/Internet Protocol (TCP/IP) was first introduced as a protocol. One solution to this problem is known as
WAN acceleration
, which uses oversized frames at Layer 2 to increase network throughput.
Discuss available WAN acceleration solutions, and provide a short description of how such solutions are implemented through alteration of the Layer 2 frame format.
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The menu structure for Holiday Travel Vehicle"s existing character-based system is shown here....
Interface x 904
Function x 9541
user interface x 297
Functions x 1487
The menu structure for Holiday Travel Vehicle’s existing character-based system is shown here. Develop and prototype a new interface design for the system’s functions, using a graphical user interface. Assume that the new system will need to include the same functions as those shown in the menus provided. Include any messages that will be produced as a user interacts with your interface (error, confirmation, status, etc.). Also, prepare a written summary that describes how your interface implements the principles of good interface design as presented in the textbook.
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3
Title
Author Name
Professional Studies, Southwestern CollegeCourse ID: Course Title
Instructor’s Name and Title
Assignment Due Date
Abstract
If the assignment calls for an abstract, the page with the abstract is placed between the title page and the first page of the paper as is placed in this template. If an abstract is not required for the assignment, remove this page for your assignment. Note that the first sentence of the abstract is not indented as is otherwise required for the rest of the paper. Please consult the APA Seventh Edition Student Sample Paper for an example and explanation of what is expected in an abstract and its format.
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Start the paper here in paragraph format. Times New Roman 12-point font is preferred. Other sans serif or serif fonts such as 11-point Calibri, Arial, and Georgia, and 10-point Lucida Sans Unicode and Computer Modern may be used. The font selected must be used throughout the paper. Be sure to use one space after the period or question mark at the end of a sentence. All new paragraphs are indented. Double space the text throughout the paper with no extra spaces between paragraphs.
Headings
There are four types of headings that one may have within the body of a paper. Level 1 headings define the sections of the paper, are in bold title case, and are centered on the page. Use of this Template below is an example of a Level 1 heading. Note that there is not an introduction heading as the text after the paper’s title is considered the introduction. Level 1 headings may be defined by the assignment. As one example, level 1 headings may align with the assignment’s objectives with conclusions or recommendations being the last section, which aligns with what is expected with a formal report in a professional setting. An essay, on the other hand, may not expect level 1 headings as it requires a different style of writing.
Headings, above, is an example of a level 2 or second-level heading. Second-level headings are sub-sections. Please consult the APA Seventh Edition Student Sample Paper for examples and explanations about how to use and format second, third, and fourth-level headings as may be required for the assignment.
Use of this Template
The college’s recommendation is that you save two copies of this template at the beginning of each course as there may be enhancements to it. Keep one copy with the instructions for reference. Keep the other copy as the template for assignments but remove the text with instructions and leave the title page paper headers in place. The headers will be changed as each assignment is prepared. Please also consult the APA Seventh Edition Student Sample Paper for additional information and a more detailed example of the format of an APA Seventh Edition paper.
References
Solomon, A., Wilson, G., & Taylor, T. (2012). 100% information literacy success. (2nd ed.). Wadsworth Cengage.
The above is an example so please replace it with your own reference ...
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The document provides guidance for an educational research assignment involving quantitative data collection. It discusses selecting a sample of university students in Quito to study why students give up their careers. Permissions, instruments, and the types of quantitative data that would be collected are outlined. The document also reviews sections of a journal article such as the abstract, introduction, method, results, and references. An example journal article on teaching English is described addressing its purpose, justification, and use of a mixed quantitative and qualitative methodology.
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1Swinburne University of Technology, LilydalePSS110 In.docxeugeniadean34240
1
Swinburne University of Technology, Lilydale
PSS110 Introduction to Psychology I, Study Period 3, 2012
Assignment 1
______________________________________________________________________
Length: 800 words (+/- 10%)
Date Due: End of Week 4 – Sunday September 23rd by 11.55pm
Method of Submission: Electronically through Blackboard
Assessment Value: 15% of your PSS110 mark
______________________________________________________________________
As part of your assessment in PSS110 you are expected to complete two written
assignments. Assignment 1 and Assignment 2 combined will make a complete research
report (also called a laboratory report or lab report). Research reports provide a
standardised writing format which all psychologists utilise to explain their research
findings. This standardised format allows psychologists to communicate their findings
to other psychologists in a concise and efficient way. To help you with the write up of
your assignments, time has been set aside in each of your online tutorials, and
discussion forums are available on the Blackboard website.
Aims of the two assignments:
1. To teach you design, analysis, interpretation, and reporting of experiments in
Psychology.
2. To teach you how to present research in a standardised format.
3. To raise your awareness of stress and coping.
What are the assignments investigating?
The full research report (a combination of Assignments 1 and 2) will consist of a report
on the differences that exist between two personality domains (Neuroticism and
Openness) in how they relate to two approaches to learning (Deep and Surface). It has
been shown that deep approaches to learning result in better learning outcomes (Biggs
& Tang, 2007) and that personality is one factor that can affect whether a student adopts
a deep learning approach (Chamorro-Premuzic & Furnham, 2009). The current research
project investigates relationships between personality and learning approaches in a
sample of undergraduate students studying psychology online.
Swinburne University of Technology, Lilydale! ! PSS110 Introduction to
Psychology I, SP3, 2012.
2
Information on Neuroticism, Openness, and the different approaches to learning can be
found in your text book, or in the articles that you have been referred to (details under
References below), and perhaps in the other article that you are required to find using
Swinburne’s library resources such as the electronic databases.
Data for your assignment is being collected via the survey that you are asked to
complete in Week 1 of the study period in PSS110 Introduction to Psychology 1. The
survey can be found under the SURVEY button on the Blackboard menu. Participation
in the survey is voluntary. You are free to omit any questions you do not wish to answer
and you can withdraw at any time during the survey. Your decision to participate (or
not) will not affect your .
In developmental psychology, the focus of research is often to examine change over time. Developmental psychologists have some special research designs that allow them to accomplish this. Two such research designs are the cross-sectional design and the longitudinal design. A cross-sectional design measures different groups of people of different ages at the same time. A longitudinal design measures the same group of people at different ages and also, therefore, at different times.
GRAD 5124: English Language & Literature Research Skills SyllabusRebecca Kate Miller
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Deviant behavior
What behavior is deviant according to your values?
Crime
What do you believe is the root or cause of crime?
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Instructions: Read about validity and reliability starting on page 324 of the textbook.
Your assignment is to create a 5-page paper addressing the following questions:
a. What is the difference between reliability and validity? Which is more important? Why?
b. What are the different ways of assessing reliability?
c. What are the different ways of assessing validity?
d. What are the different ways of obtaining validity evidence?
The analysis requires the additional components:
APA formatted paper including:
o Font: Times New Roman, 12 point, and double spaced.
o Margins: One inch margins, all around.
o Indents: One-half inch indent as to begin a paragraph.
o Proper APA citations and references.
o Proper use of Level 1 headings as to label the
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and
conclusions
segments.
o Proper use of Level 2 headings as to label the sections within the
main body
and
conclusions
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o A proper title page.
o A reference page utilizing hanging indents and alphabetized by the last name of the first author.
Free of spelling errors and minimal use of passive voice.
Page 324
In general, reliabilities less than 0.60 are considered to be poor, those in the 0.70 range, acceptable, and those over 0.80 good. Thus, the internal consistency reliability of the measures used in this study can be considered to be acceptable for the job enrichment measure and good for the other measures.
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A sample of the result obtained for the Cronbach’s alpha test for job enrichment, together with instructions on how it is obtained, is shown in Output 11.3.
The reliability of the job enrichment measure is presented in the first table in Output 11.3. The second table provides an overview of the alphas if we take one of the items out of the measure. For instance, it is shown that if the first item (Jobchar1) is taken out, Cronbach’s alpha of the new three-item measure will be 0.577. This means that the alpha will go down if we take item 1 out of our measure. On the other hand, if we take out item 3, our alpha will go up and become 0.851. Note that, in this case, we would not take out item 3 for two reasons. First, our alpha is above 0.7 so we do not have to take any remedial actions. Second, if we took item 3 out, the validity of our measure would probably decrease. We did not include item 3 for nothing in the original measure!
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So, if any body wants me to do this work for him, kindly message me. Thanks
Question 1
10 out of 10 points
A business that selects a differentiation strategy would ________.
Question 2
10 out of 10 points
________ information is information that directly pertains both to the context and to the subject.
Question 3
10 out of 10 points
In a database, a table, which is a group of similar rows, is also called a ________.
Question 4
10 out of 10 points
The ________ group's purpose is to protect information assets by establishing standards and management practices and policies.
Question 5
10 out of 10 points
________ is a suite of software applications that consolidates existing systems by providing layers of software that connect applications together.
Question 6
10 out of 10 points
Normal processing procedures for system users are ________.
Question 7
10 out of 10 points
Which of the following is an open-source operating system?
Question 8
10 out of 10 points
Which of the following uses an individual's personal physical characteristics such as fingerprints, facial features, and retinal scans for verification purposes?
Question 9
10 out of 10 points
________ is the dynamic social media process of employing users to participate in product design or product redesign.
Question 10
10 out of 10 points
Each stage of the value chain not only adds value to the product but also ________.
Question 11
10 out of 10 points
One of the important functions of a DBMS is to provide the necessary tools for ________.
Question 12
10 out of 10 points
Which of the following is true of a VPN (virtual private network)?
Question 13
10 out of 10 points
Which of the following departments in an organization is supported by information systems applications such as recruitment and compensation?
Question 14
10 out of 10 points
Which of the following statements is true about cloud services?
Question 15
10 out of 10 points
The first phase in the customer life cycle involves ________.
Question 16
10 out of 10 points
Which of the following is a technical safeguard against security threats?
Question 17
10 out of 10 points
An internal information system built using Web services ________.
Question 18
10 out of 10 points
The two strength factors that relate to all three competitive forces are ________ and customer loyalty.
Question 19
10 out of 10 points
Which of the following is true of Web services?
Question 20
10 out of 10 points
With HTTPS, data are encrypted using a protocol called the ________.
Question 21
10 out of 10 points
Why is it important for business professionals to take an active role in developing and managing information systems?
Question 22
0 out of 10 points
Which of the following is a major problem posed by multi-user processing of a database?
Question 23
10 out of 10 points
Which of the following elements of a datab.
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Formal Essay #3: Reporting Information/The Expository Essay
Expository writing is a staple of academic writing. Throughout your academic and professional career, you will be called on to write hundreds of expository articles, reports and essays. A thorough knowledge of this writing form will hold you in good stead all through your career.
What is Expository Writing?
‘Expository’ is a synonym of ‘explanatory’. An expository essay is a piece of writing that explains or informs. It should be based on fact and free of the writer’s prejudices. Opinion is often expressed, but only if it is backed by fact. For example, if someone asked you to write an essay on the causes of World War II, you would write about Germany’s losses in World War I, the Treaty of Versailles, the fall of the Weimar Republic, and the rise of Hitler led Nazism. In other words, everything would be based on verifiable fact.
The expository writing process centers on four activities:
Generate a rough idea or hypothesis.
Find evidence to back up this idea.
Expound on the idea.
Present an argument to back up the idea.
Thus, if you were to say that the Treaty of Versailles was the chief cause of World War II, you would first talk about the conditions of the Treaty of Versailles, the financial condition of Germany after WWI, the ineffectiveness of the Weimar Republic, and how they all led to the rise of Nazism.
Structurally, a piece of expository writing has the following components:
An
introduction
that introduces the central idea you will discuss in the essay.
The
main body
that presents evidence to back up the idea. This is the meat of the essay.
A
conclusion
that presents your idea again in the light of the evidence.
Thus, the central thrust of expository writing should be to build towards proving an argument, fact by fact, piece of evidence by piece of evidence. You will use expository writing a lot throughout your academic life. Most essays that you write in college will be expository in nature. Most writing that you will do in your professional life will involve a lot of expository content as well. In other words, sharpening up this skill will serve you well throughout your life.
Required Essay Format:
All response papers must be typed, double-spaced, and stapled. Font size should be 12 point Times New Roman font.
***AT MINIMUM, YOUR WORKS CITED PAGE WILL CONTAIN 3-4 SOURCES!!!!
Essays should demonstrate the following kinds of understanding. Essays should meet assignment requirements of page length and number of sources, quotes, and summaries/paraphrases. The w.
The minimum length for this assignment is 1,500 words. Cellular .docxSUBHI7
The minimum length for this assignment is 1,500 words.
Cellular respiration and photosynthesis form a critical cycle of energy and matter that supports the continued existence of life on earth. Describe the stages of cellular respiration and photosynthesis and their interaction and interdependence including raw materials, products, and amount of ATP or glucose produced during each phase. How is each linked to specific organelles within the eukaryotic cell. What has been the importance and significance of these processes and their cyclic interaction to the evolution and diversity of life?
.
The Main Post needs to be 3-5 Paragraphs At a minimum, each stud.docxSUBHI7
The Main Post needs to be 3-5 Paragraphs
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
Many organizations have established policies to remedy discrimination when hiring women and minorities. Discuss whether you feel that affirmative action programs, reverse discrimination, and criteria of comparable worth are appropriate forms of remedy.
You should conduct research on this topic before making your posts.
Using the textbook, course materials, and Web resources, research affirmative action, reverse discrimination, and comparable worth and answer the following questions:
Do you feel that these concepts are appropriate forms of remedy in the workplace? Explain.
What else do you think could be done to eliminate discrimination in the workplace?
You must use at least one credible source from either the Library's full-text database or the Web. Include your reference(s) that you used in APA format with your Discussion Board post. Post a new topic to the Discussion Board that contains your answers to the questions, and respond to 2 other students' posts on the Discussion Board. Be sure to explain to them why you agree or disagree with their arguments.
Your submitted assignment (
60 points
) should include the following:
40 Points Your Discussion Board topic containing your responses to the questions and your listed reference(s) in APA format
20 Points Your responses to two other students' Discussion Board posts
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
Response to Classmates posts:
Classmate #1 post:
Attempt at Eliminating Discrimination
After the civil war, the African American, Hispanics and minorities suffered great discrimination in the workplace in particular and life generally. Precisely during the 1960s these groups went through denial of employment or appropriate wages irrespective of their standard of education being higher than that of their majority counterparts. There was a great debate about discrimination on the basis of color, race, gender or religion. Over the years, some programs have been developed in order to handle or to try and e.
The main characters in Tay Garnetts film The Postman Always Rings.docxSUBHI7
The main characters in Tay Garnett's film
The Postman Always Rings Twice
and the Coen Brothers'
The Man Who
Wasn't There
follow a pattern of behavior that is inane and ultimately self-destructive, as can be seen in how they end up -- either dead, wrongly accused and imprisoned for a crime they didn't commit, or ironically not convicted for a crime they did commit. What do you think these films are saying about the pattern of behavior they followed to get them where they wound up in the end, as well as why they followed these patterns of behavior in the first place? In other words, what is the way of thinking or belief system that lead to these characters' behaviors, and what does the film tell us about this way of thinking or belief system? And finally, does the film propose an alternative way of thinking or life narrative that might have proven more salutory for these characters in the end?
.
The minimum length for this assignment is 2,000 words and MUST inclu.docxSUBHI7
The minimum length for this assignment is 2,000 words and MUST include in-text citation and references.
Discoveries in DNA, cell biology, evolution, biotechnology have been among the major achievements in biology over the past 200 years with accelerated discoveries and insights over the last 50 years. Consider the progress we have made in these areas of human knowledge. Present at least three of the discoveries you find to be most important and describe their significance to society, health, and the culture of modern life.
.
The mafia is a well organized enterprise that deals with drugs, pros.docxSUBHI7
The mafia is a well-organized criminal enterprise that deals in illegal activities like drugs, prostitution, and loan sharking. They also operate legal cash businesses to launder money from illegal operations. Ponzi schemes are another type of organized criminal racket. Members caught participating in these activities can be charged under the RICO Act.
The minimum length for this assignment is 1,500 words. Be sure to ch.docxSUBHI7
The minimum length for this assignment is 1,500 words. Be sure to check your Turnitin report for your post and to make corrections before the deadline of 11:59 pm Mountain Time of the due date to avoid lack of originality problems in your work.
Describe the historical pattern of growth of the worldwide human population since our origin. Include in this historic overview the changes that have happened technologically, medically, culturally and nutritionally to result in major population changes over time. Relate the growth of the human population to our ecological footprint and explain the idea of limits to population growth known as the carrying capacity. Relative to carrying capacity, what may result from unbridled continued growth of our population? How does the size of the human population contribute to environmental degradation? Why must we take the human population size into account when we attempt to develop environmental restoration projects?
Assignment 2 Grading Criteria
Maximum Points
Quality of initial posting:
Initial posting should reveal a solid understanding of all aspects of the task; use factual and relevant information;
and
demonstratefull development of concepts.
80
Connections and higher order thinking:
Multiple connections should be demonstrated showing a clear understanding of the material with clear and correct examples.
40
Reference to supporting readings:
Refer to and properly cite (i.e., APA) either course and/or outside readings.
40
Language and Grammar:
There should be no spelling, structure, or grammatical errors in any posting. Writing should be clear and organized.
40
Total:
200
.
The madrigal was a very popular musical genre in the Renaissance. Ex.docxSUBHI7
The madrigal was a very popular musical genre in the Renaissance. Explain in detail the madrigal, and include the instrumentation, (the number and type of voices used), and the musical elements that the composers used to make the text in the pieces come alive. Choose one of the musical examples of the madrigal in this unit: Arcadelt�s
II bianco e dolce cigno
, or John Farmer�s
Fair Phyllis
, and explain how the composer unites the poetry and music.
Your response should be at least 200 words in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Running head DOWN SYNDROME Taking ca.docx
1. Running head: DOWN SYNDROME
Taking care of people with Down syndrome
Mary Katz
Colombia Southern University
Down syndrome
The topic
Down syndrome has been researched over the years by different
writers, however, there are still so many unanswered questions
regarding the same. Down syndrome is a genetic disease that
some people are born with. The disease is also known as
trisomy 21 and occurs randomly during the formation of
2. reproductive cells. This means that it can either be caused by
the egg cell or the sperm cell (Lott, 2012). This results in a
condition that leads to intellectual disability, weak muscles or a
characteristic facial appearance. The fact that the disease occurs
randomly underlines the fact that it can affect anyone. It is due
to that reason that most countries worldwide have dedicated
their researchers to try and know more about how it can be
prevented so as to reduce the number of people having that type
of disability.
The controversy
Over the years there have been some common misconceptions
on how down syndrome manifests itself, this has led to
misconceptions on either the parents of the infected child or the
child himself. This has made people suffering from down
syndrome to be victimized and even despised basing on their
physical features (Lott,2012). This meant that the people living
with the syndrome would be isolated. This just showed how
people with this disability were not given the care they needed,
some families even took their children with the syndrome to
inhumane institutions where people with the syndrome were to
live (Epstein, 2013). Whereas the king hearted families would
go beyond their means to take care of the infected.
Pro side of the controversy
Whereas their developmental rate is so slow, there have been a
number of institutions that have helped families know how to
take care of their loved ones who have the syndrome. Some of
the institutions have been seen to help the infected people since
they are placed together where they can be easily taken care of
by specialists.
Con side of the controversy
Despite the fact that the infected people are being handled
by trained people, the fact that they are segregated means that
they are not being given equal opportunity to enjoy the
pleasures of the world as well as being with their loved ones.
Therefore as much as these individuals require constant support
3. from the specialized people, with them being isolated, they
develop a negative perspective whereby they feel they are not
wanted in the society which is contrary to what we all stand for.
Tentative Thesis statement
Individuals with Down syndrome should be afforded equal
treatment as any other individual.
References
Epstein, C. J. (2013). Of Down Syndrome. Molecular Genetic
Medicine, 2, 106-110.
Canick, J. A., , G. E. (2012). DNA sequencing of maternal
plasma to identify Down syndrome and other trisomies in
multiple gestations. Prenatal diagnosis, 32(8), 730-734.
Yoshida, K., Toki, T., Okuno, Y., Kanezaki, R., Shiraishi, Y.,
Sato-Otsubo, A., ... & Kon, A. (2013). The landscape of somatic
mutations in Down syndrome-related myeloid disorders. Nature
Genetics, 45(11), 1293-1299.
Lott, I. T. (2012). Neurological phenotypes for Down syndrome
across the life span. Progress in brain research, 197, 101.
Course Syllabus
Course Description
Provides an advanced introduction to the basic concepts and
requirements of
4. college-level writing. The course includes additional skills,
methods, and techniques
to improve and polish the student’s completed written
documents.
Course Textbook(s)
No physical textbook is required; resources are integrated
within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Implement ideas of the writing situation, genre, and audience
learned in English Composition I.
2. Develop an academically valid research topic.
3. Identify parts of an argument through persuasive writing.
4. Conduct research resulting in an annotated bibliography.
5. Produce an argumentative research paper.
6. Utilize the accepted APA style and conventions.
Prerequisite(s)
EH 1010 - English Composition I or equivalent
Credits
Upon completion of this course, the students will earn 3 hours
of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that
provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
5. 2. Learning Outcomes: Each unit contains Learning Outcomes
that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study
Guide, discuss lesson material.
4. Learning Activities (Non-Graded): Non-Graded Learning
Activities are provided to aid students in their course of
study.
5. Discussion Boards: Discussion Boards are part of all CSU
Term courses. More information and specifications can
be found in the Student Resources link listed in the Course
Menu bar.
6. Unit Assignments: Students are required to submit for
grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below.
Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided
below.
7. Ask the Professor: This communication forum provides you
with an opportunity to ask your professor general or
course content related questions.
8. Student Break Room: This communication forum allows for
casual conversation with your classmates.
EH 1020, English Composition II
EH 1020, English Composition II 1
6. CSU Online Library
The CSU Online Library is available to support your courses
and programs. The online library includes databases, journals,
e-books, and research guides. These resources are always
accessible and can be reached through the library webpage.
To access the library, log into the myCSU Student Portal, and
click on “CSU Online Library.” You can also access the CSU
Online Library from the “My Library” button on the course
menu for each course in Blackboard.
The CSU Online Library offers several reference services. E-
mail ([email protected]) and telephone
(1.877.268.8046) assistance is available Monday – Thursday
from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s
chat reference service, Ask a Librarian, is available 24/7; look
for the chat box on the online library page.
Librarians can help you develop your research plan or assist you
in finding relevant, appropriate, and timely information.
Reference requests can include customized keyword search
strategies, links to articles, database help, and other services.
Unit Assignments
Unit II Annotated Bibliography
Follow the directions below for the completion of the Annotated
Bibliography assignment for Unit II. If you have questions,
please email your professor for assistance.
Purpose: The purpose of the annotated bibliography is to
summarize the sources that you have gathered to support your
research proposal project. These summaries help you to think
about the complex arguments presented in your sources.
7. Description: In this assignment, you will create an annotated
bibliography consisting of seven sources. Each entry will
consist of a reference list citation, a summary of the source’s
information, and a one-sentence assessment. Each
annotation should be between 150 to 200 words. If an entry is
shorter than 150 words, it is likely you have not fully
developed your summary, and this lack of development can
severely impact your grade for this assignment.
Example: Click here to access the annotated bibliography
example.
As always, you may also seek out the guidance of the Writing
Center; the Writing specialists are always there to assist you
with your writing, comprehension, and APA formatting. You
may submit writing assignments to the Writing Center by using
a “Writing Center Request form” located in the myCSU Student
Portal. To submit a Writing Center Request, log in to the
myCSU Student Portal, click on University Forms in the top
right menu. Then click on Courses. Towards the bottom of the
list, you will find the Writing Center Request. You can fill out
this form and attach your paper for assistance. Be advised that
Writing Specialist require up to two business days to return
requests. If you have questions concerning APA style or your
writing assignment, you can contact the Writing Center at
[email protected] or by phone at ext. 6538.
Information about accessing the grading rubric for this
assignment is provided below.
Unit III Research Proposal
Follow the directions below for the completion of the Research
Proposal assignment for Unit III. If you have questions,
please email your professor for assistance.
Purpose: The purpose of the research proposal is to help you to
8. understand your project, to gain direction and feedback
on your project, and to establish a blueprint for your project.
Description: In this assignment, you will create a research
proposal consisting of three sections:
Section 1: What is the topic? (100-150 words)
Section 2: What is the controversy? Include paragraphs that
detail both sides of the controversy. (300-400 words)
Section 3: Your tentative thesis statement (one to two
sentences)
Click here to access the research proposal example.
All sources must be documented via APA citations and
references. You may also seek out the guidance of the Success
Center; the specialists are always there to assist you with your
writing and comprehension.
Information about accessing the grading rubric for this
assignment is provided below.
Unit IV Literature Review
Draft of Introduction and Literature Review
Follow the directions below for the completion of the
introduction and literature review draft assignment for Unit IV.
If you
have questions, please email your professor for assistance.
Purpose: The purpose of this assignment is to begin drafting
your academic argumentative research paper.
Description: In this assignment, you will first write your
literature review; then, you will write your introduction. Please
see
9. "Lesson 4: The Introduction" for details on why it is suggested
that you begin the drafting process with the literature review
instead of the introduction. The following details are
requirements of the assignment:
Introduction (9-12 well-developed sentences/approximately 350
words): For more details about what is expected for each
of the following sentences, please see "Lesson 4: The
Introduction." You may also want to review the "Example
Introduction and Literature Review (with comments)." The
following components must be included in the introduction (in
the following order).
EH 1020, English Composition II 2
mailto:[email protected]
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/EH/EH1020/15G/Annotated Bib_w_bubbles.pdf
mailto:[email protected]
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/EH/EH1020/15G/UIII_RPExample.pdf
Sentence 1: Introduce the general topic
Sentence 2: Pro side (general)
Sentence 3: Con side (general)
Sentence 4: Narrow the scope (1)
Sentence 5: Examples of the narrowed topic
Sentence 6: Narrow the scope (2)
Sentence 7: Specific controversy
Sentence 8: Pro side (specific)
Sentence 9: Con side (specific)
Sentence 10: The thesis
Literature Review (800-900 words): For details about the
structure of the literature review, you will want to review
10. "Lesson 3: The Literature Review: The Process." You may also
want to review the "Example Introduction and Literature
Review (with comments)." The link is below.
Literature review preface: This paragraph acts as a guide to
what the reader can expect in the literature review.
Literature review body: This section includes three to four body
paragraphs that discuss the history, terminology, and
both sides of the controversy (pro and con).
Literature review conclusion: The conclusion signals that the
literature review is ending, but it also acts as a kind of
preface for the body of the paper by restating the thesis
statement and establishing your argument once again.
Demonstrate how to summarize and paraphrase source
materials.
Demonstrate the avoidance of plagiarism through proper use of
APA citations and references for all paraphrased and
quoted material.
Example: Click here to access the example introduction and
literature review. Note: The conclusion is not presented in this
example; however, the literature review conclusion is a
requirement of the assignment.
You may also seek out the guidance of the Success Center; the
specialists are always there to assist you with your writing
and comprehension.
Information about accessing the grading rubric for this
assignment is provided below.
Unit V Assignment
Revision of Literature Review and Introduction
11. Follow the directions below for the completion of the
introduction and literature review revision assignment for Unit
V. If you
have questions, please email your professor for assistance.
Purpose: The purpose of this assignment is to revise the
introduction and literature review of your academic
argumentative
research paper, which you created a draft of in Unit IV.
Description: In this assignment, you will revise the introduction
and literature review that you wrote for the Unit IV
assignment. Revisions must be substantive and should be made
in accordance with the professor’s instructions. The
following parts of the assignment must be revised:
Introduction (9-12 well-developed sentences/approximately 350
words): For more details about what is expected for each
of the following sentences, please see "Lesson 4: The
Introduction." You may also want to review the "Example
Introduction and Literature Review (with comments)." The
following components must be included in the introduction (in
the following order).
Sentence 1: Introduce the general topic
Sentence 2: Pro side (general)
Sentence 3: Con side (general)
Sentence 4: Narrow the scope (1)
Sentence 5: Examples of the narrowed topic
Sentence 6: Narrow the scope (2)
Sentence 7: Specific controversy
Sentence 8: Pro side (specific)
Sentence 9: Con side (specific)
Sentence 10: The thesis
Literature Review (800-900 words): For details about the
12. structure of the literature review, you will want to review
"Lesson 3: The Literature Review: The Process." You may also
want to review the "Example Introduction and Literature
Review (with comments)." The link is below.
Literature review preface: This paragraph acts as a guide to
what the reader can expect in the literature review.
Literature review body: This section includes three to four body
paragraphs that discuss the history, terminology, and
both sides of the controversy (pro and con).
Literature review conclusion: The conclusion signals that the
literature review is ending, but it also acts as a kind of
preface for the body of the paper by restating the thesis
statement and establishing your argument once again.
Demonstrate the avoidance of plagiarism through proper use of
APA citations and references for all paraphrased and
quoted material.
Implement techniques of editing and revising.
Example: Click here to access the example introduction and
literature review. Note: The conclusion is not presented in this
example; however, the literature review conclusion is a
requirement of the assignment.
You may also seek out the guidance of the Success Center; the
specialists are always there to assist you with your writing
and comprehension.
EH 1020, English Composition II 3
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/EH/EH1020/15G/UnitIVExampleLitRevwNotes.pdf
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/EH/EH1020/15G/UnitIVExampleLitRevwNotes.pdf
13. Information about accessing the grading rubric for this
assignment is provided below.
Unit VI Assignment
Body of Research Paper
Follow the directions below for the completion of the body
paragraphs draft assignment for Unit VI. If you have questions,
please email your professor for assistance.
Purpose: The purpose of this assignment is to continue drafting
your academic argumentative research paper.
Description: In this assignment, you will write three to four
body paragraphs according to the form that is explained in
"Lesson 3: The Body Paragraphs." The following requirements
must be included in the assignment:
Body Paragraphs: You will construct three to four paragraphs
comprised of five to seven sentences each. Each
paragraph should be between 150-200 words. At a minimum,
this portion of the paper should be around 450-600 words
(for three to four paragraphs); a body section of this length will
meet the minimum requirements of the assignment. The
following components must be included in each body paragraph
(in the following order).
Sentence 1: Point/reason sentence: This topic sentence will
contain one of your reasons.
Sentence 2: Explanation: In this sentence, you provide
information that further develops or explains Sentence 1.
Sentence 3: Illustration: This sentence introduces evidence that
supports the reason that is presented in Sentence 1.
Sentence 4: Explanation of the illustration: Because the
14. evidence does not necessarily stand on its own, you need to
provide explanation so that the reader will understand how you
interpreted the evidence to come to your reason.
Sentences 5-6: Second illustration and explanation (optional):
You may choose to include a second piece of evidence
that is then followed by an explanation.
Last Sentence: Transition: In this sentence, you will signal to
the reader that you will be moving on to another point in
the next paragraph. You do this to ease the movement from one
point to another.
Be sure to include the introduction and literature review you
have already created and revised.
Use APA conventions to cite and reference all sources used to
support your argument.
Example: For an example of a body paragraph, please see the
example in "Lesson 3: The Body Paragraphs."
You may also seek out the guidance of the Success Center; the
specialists are always there to assist you with your writing
and comprehension.
Information about accessing the grading rubric for this
assignment is provided below.
Unit VII Assignment
The Body Revision
Follow the directions below for the completion of the body
paragraphs revision assignment for Unit VII. If you have
questions,
please email your professor for assistance.
Purpose: The purpose of this assignment is to revise the body of
15. your academic argumentative research paper, which you
created a draft of in Unit VI.
Description: In this assignment, you will revise the three to four
body paragraphs you wrote in Unit VI. The following
requirements must be included in the assignment:
Body Paragraphs: You will revise the body section of your
paper based on feedback received from your professor in Unit
VI. Please review here the guidelines for the body section of
your research paper: This section will include three to four
paragraphs comprised of five to seven sentences each. Each
paragraph should be between 150-200 words. At a
minimum, this portion of the paper should be 450-600 words
(for three to four paragraphs); a body section of this length
will meet the minimum requirements of the assignment.
Revisions must be substantive and should be made in
accordance with the direction given by the professor's feedback.
The following components must be included in each
body paragraph (in the following order).
Sentence 1: Point/reason sentence: This topic sentence will
contain one of your reasons.
Sentence 2: Explanation: In this sentence, you will provide
information that further develops or explains Sentence 1.
Sentence 3: Illustration: This sentence introduces evidence that
supports the reason that is presented in Sentence 1.
Sentence 4: Explanation of the illustration: Because the
evidence does not necessarily stand on its own, you need to
provide explanation so that the reader will understand how you
interpreted the evidence to come to your reason.
Sentences 5-6: Second illustration and explanation (optional):
You may choose to include a second piece of evidence
that is then followed by an explanation.
Last Sentence: Transition: In this sentence, you will signal to
the reader that you will be moving on to another point in
16. the next paragraph. You do this to ease the movement from one
point to another.
Be sure to include the introduction and literature review you
have already created and revised.
Use APA conventions to cite and reference all sources used to
support your argument.
Example: For an example of a body paragraph, please see the
example in "Lesson 3: The Body Paragraphs."
You may also seek out the guidance of the Success Center; the
specialists are always there to assist you with your writing
and comprehension.
Information about accessing the grading rubric for this
assignment is provided below.
EH 1020, English Composition II 4
Unit VIII Research Paper
Conclusion and Abstract
Follow the directions below for the completion of the
conclusion and abstract assignment for Unit VIII. If you have
questions,
please email your professor for assistance.
Purpose: The purpose of this assignment is to complete your
academic argumentative research paper.
Description: In this assignment, you will first write your
conclusion; then, you will write your abstract. The following
17. components are requirements of the assignment:
Conclusion (150-200 words):
Revisit the controversy.
Emphasize the seriousness of the controversy.
Answer the “So what?” question.
Suggest a general solution (optional).
Call for awareness/action.
Leave the reader with a final thought.
Abstract (200 words or less): For this assignment, you may not
exceed 200 words.
Restatement of the controversy (one to two sentences)
Your thesis (one sentence)
Reasons (three to four sentences)
Conclusion sentence (one sentence)
Add the conclusion and abstract to the rest of your paper so that
you are turning in a complete research paper. The
paper should include all of the following components (in order):
Title page
Abstract
Introduction
Literature review
Body paragraphs
Conclusion
References page
You may also seek out the guidance of the Success Center; the
specialists are always there to assist you with your writing
and comprehension.
Information about accessing the grading rubric for this
assignment is provided below.
18. APA Guidelines
The application of the APA writing style shall be practical,
functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources.
CSU requires that students use APA style for certain papers
and projects. Students should always carefully read and follow
assignment directions and review the associated grading
rubric when available. Students can find CSU’s Citation Guide
by clicking here. This document includes examples and
sample papers and provides information on how to contact the
CSU Success Center.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your
professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of
the learning activity and describes the criteria for each level
of achievement. In addition, a rubric is a reference tool that
lists evaluation criteria and can help you organize your efforts
to
meet the requirements of that learning activity. It is imperative
for you to familiarize yourself with these rubrics because
these are the primary tools your professor uses for assessing
learning activities.
Rubric categories include: (1) Discussion Board, (2) Assessment
(Written Response), and (3) Assignment. However, it is
possible that not all of the listed rubric types will be used in a
single course (e.g., some courses may not have
Assessments).
The Discussion Board rubric can be found within Unit I’s
Discussion Board submission instructions.
19. The Assessment (Written Response) rubric can be found
embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when
written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study,
research paper) will have its own rubric. The Assignment
rubrics
are built into Blackboard, allowing students to review them
prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the
Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the
course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with
these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the
method by which your instructor assigns all grades.
EH 1020, English Composition II 5
http://www.columbiasouthern.edu/downloads/pdf/success/citatio
n-guide
Communication Forums
These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required. You can access these forums with the buttons in
the Course Menu.
Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
20. Ask the Professor
This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to e-mail your professor.
Responses to your post will be addressed or e-mailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
Student Break Room
This communication forum allows for casual conversation with
your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.
Schedule/Grading
The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule, you
will be assured that you will complete the course within the
21. time allotted.
Unit I Foundations of the Argumentative Research Paper [
Weight: 2% ]
Read/View: Unit I Study Guide
Video Unit Lessons 1.1 – 1.6: See Study Guide
Discuss: Unit I Discussion Board 2%
Unit II Beginning the Research Process [ Weight: 14% ]
Read/View: Unit II Study Guide
Video Unit Lessons 2.1 – 2.8: See Study Guide
"Summarizing Sources" document found in Lesson 7
Discuss: Unit II Discussion Board 2%
Submit: Unit II Annotated Bibliography 12%
Unit III The Project Takes Form: Writing a Proposal [ Weight:
12% ]
Read/View: Unit III Study Guide
Video Unit Lessons 3.1 – 3.6: See Study Guide
Discuss: Unit III Discussion Board 2%
Submit: Unit III Research Proposal 10%
EH 1020, English Composition II 6
https://online.columbiasouthern.edu/CSU_Content/common_file
s/instructions/DB/Create_New_Thread_Subscribe.pdf
22. Unit IV Beginning the Drafting Process [ Weight: 17% ]
Read/View: Unit IV Study Guide
Video Unit Lessons 4.1 – 4.5: See Study Guide
Discuss: Unit IV Discussion Board 2%
Submit: Unit IV Literature Review 15%
Unit V Understanding Editing and Revising as a Process [
Weight: 12% ]
Read/View: Unit V Study Guide
Video Unit Lessons 5.1 – 5.6: See Study Guide
Discuss: Unit V Discussion Board 2%
Submit: Unit V Assignment 10%
Unit VI Drafting the Argument [ Weight: 17% ]
Read/View: Unit VI Study Guide
Video Unit Lessons 6.1 – 6.4: See Study Guide
Discuss: Unit VI Discussion Board 2%
Submit: Unit VI Assignment 15%
Unit VII Revisiting the Structure [ Weight: 12% ]
Read/View: Unit VII Study Guide
Video Unit Lessons 7.1 – 7.4: See Study Guide
Discuss: Unit VII Discussion Board 2%
Submit: Unit VII Assignment 10%
23. Unit VIII Pulling It All Together [ Weight: 14% ]
Read/View: Unit VIII Study Guide
Video Unit Lessons 8.1 – 8.3: See Study Guide
Discuss: Unit VIII Discussion Board 2%
Submit: Unit VIII Research Paper 12%
EH 1020, English Composition II 7
EH 1020, English Composition IICourse SyllabusCourse
DescriptionCourse Textbook(s)Course Learning
OutcomesPrerequisite(s)CreditsCourse StructureCSU Online
LibraryUnit AssignmentsUnit II Annotated BibliographyUnit III
Research ProposalUnit IV Literature ReviewUnit V
AssignmentUnit VI AssignmentUnit VII AssignmentUnit VIII
Research PaperAPA GuidelinesGrading RubricsCommunication
ForumsSchedule/Grading