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Running head: ESSAY TITLE 3 ESSAY TITLE Essay Title: Brief Explanation of Title First and Last Name Trafalgar Castle School Introductory Sentence: ____________________________________________________________________________________________________________________________________ Thesis: ______________________________________________________________________________________________________________________________________________________________________________________________________ Concluding Sentence: ____________________________________________________________________________________________________________________________________ First Argument Point: _____________________________________________________________ __________________________________________________________________ · Evidence / Proof: · Point: _____________________________________________________________ __________________________________________________________________ · Evidence / Proof: · Point: _____________________________________________________________ __________________________________________________________________ · Evidence / Proof: · Second Argument Point: _____________________________________________________________ __________________________________________________________________ · Evidence / Proof: · Point: _____________________________________________________________ __________________________________________________________________ · Evidence / Proof: · Point: _____________________________________________________________ __________________________________________________________________ · Evidence / Proof: · Third Argument Point: _____________________________________________________________ __________________________________________________________________ · Evidence / Proof: · Point: _____________________________________________________________ __________________________________________________________________ · Evidence / Proof: · Point: _____________________________________________________________ __________________________________________________________________ · Evidence / Proof: · Conclusion Introductory Sentence: ____________________________________________________________________________________________________________________________________ Thesis Restatement: ______________________________________________________________________________________________________________________________________________________________________________________________________ Concluding Sentence: ____________________________________________________________________________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Works Cited Citations for any sources used in your essay. CHY 4U The West and the World: Globalization In-Class Essay Choose one question to answer in the form of a.
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The expository paragraph
This document provides an overview of expository paragraphs, including their purpose, structure, and common approaches. Expository paragraphs aim to explain or analyze a topic using specific details and examples. They can be organized in various ways, such as by description, sequence, cause/effect, comparison/contrast, or problem/solution. Strong expository paragraphs use specific details and examples to support the controlling idea stated in the topic sentence, and ensure coherence through logical organization and transitional phrases.
15017207 MAN4154M
This document contains a student submission and the corresponding grading report from an instructor. The 5027 word report received an overall grade of 80. The instructor provided positive feedback, noting the report was comprehensive and covered the topic accurately with a good critical evaluation. Areas for improvement included making the conclusions sharper and ensuring the report is written in the third person. The attached grading rubric provides details on how the submission met various criteria related to content, structure, analysis and other categories.
Aa100bحل واجب aa100b - 00966597837185 - aa100b حلول واجبات aa100b الجامعة aa1...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
حل اسايمنت aa100b 00966597837185 حلول اسايمنتات aa100b مهندس احمد الجامعة الع...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
aa100b المهندس أحمد:00966597837185 حل واجب aa100b , واجبات الجامعة العربية ال...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
aa100b ~ حل واجب aa100b ** 00966597837185 ~المهندس أحمد~ حلول,واجبات,الجامعة,...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
حل واجب aa100b ** 00966597837185 <المهندس أحمد> حلول,واجبات,الجامعة,العربية,ا...
This document provides guidance and assessment criteria for a TMA (Tutor Marked Assignment) on the topic of cultural encounters for a course on The Arts Past and Present II. The TMA assignment asks students to analyze how cultural encounters are manifested in V.S. Naipaul's short story "One Out of Many" by addressing 5 sub-questions. Students are expected to submit an essay of around 1200 words using proper Harvard referencing style. The document also provides a marking descriptor that will be used to grade the TMA based on the student's mastery of content knowledge, language and organization.
#حل aa100b واجب aa100b 00966597837185 حل واجبات aa100b الجامعة العربية المفتوحة
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
Recommended
The expository paragraph
This document provides an overview of expository paragraphs, including their purpose, structure, and common approaches. Expository paragraphs aim to explain or analyze a topic using specific details and examples. They can be organized in various ways, such as by description, sequence, cause/effect, comparison/contrast, or problem/solution. Strong expository paragraphs use specific details and examples to support the controlling idea stated in the topic sentence, and ensure coherence through logical organization and transitional phrases.
15017207 MAN4154M
This document contains a student submission and the corresponding grading report from an instructor. The 5027 word report received an overall grade of 80. The instructor provided positive feedback, noting the report was comprehensive and covered the topic accurately with a good critical evaluation. Areas for improvement included making the conclusions sharper and ensuring the report is written in the third person. The attached grading rubric provides details on how the submission met various criteria related to content, structure, analysis and other categories.
Aa100bحل واجب aa100b - 00966597837185 - aa100b حلول واجبات aa100b الجامعة aa1...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
حل اسايمنت aa100b 00966597837185 حلول اسايمنتات aa100b مهندس احمد الجامعة الع...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
aa100b المهندس أحمد:00966597837185 حل واجب aa100b , واجبات الجامعة العربية ال...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
aa100b ~ حل واجب aa100b ** 00966597837185 ~المهندس أحمد~ حلول,واجبات,الجامعة,...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
حل واجب aa100b ** 00966597837185 <المهندس أحمد> حلول,واجبات,الجامعة,العربية,ا...
This document provides guidance and assessment criteria for a TMA (Tutor Marked Assignment) on the topic of cultural encounters for a course on The Arts Past and Present II. The TMA assignment asks students to analyze how cultural encounters are manifested in V.S. Naipaul's short story "One Out of Many" by addressing 5 sub-questions. Students are expected to submit an essay of around 1200 words using proper Harvard referencing style. The document also provides a marking descriptor that will be used to grade the TMA based on the student's mastery of content knowledge, language and organization.
#حل aa100b واجب aa100b 00966597837185 حل واجبات aa100b الجامعة العربية المفتوحة
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
aa100b TMA Answers 00966597837185 ENG.Ahmed حل واجب aa100b
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
# حل aa100b واجب aa100b 00966597837185 حل واجبات aa100b الجامعة العربية المفتوحة
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
aa100b 00966597837185 TMA حل واجبات aa100b المهندس أحمد @ الجامعة العربية الم...
This document provides guidance and assessment criteria for a TMA (Tutor Marked Assignment) on the topic of cultural encounters for a course on The Arts Past and Present II. The TMA asks students to analyze how cultural encounters are portrayed in the short story "One Out of Many" by V.S. Naipaul by addressing 5 sub-questions. Students are advised to consult additional sources and properly reference their work using the Harvard referencing system. The rubric evaluates students on their mastery of course content, the organization and structure of their writing, and their use of language.
aa100b 00966597837185 TMA حل واجبات aa100b المهندس أحمد @ الجامعة العربية الم...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
APUSH_LEQ_Writing_Guide.pptx
The document provides guidance on writing Long Essay Questions (LEQs) for AP US History exams. It outlines the format, elements, and scoring rubric for LEQs. It also offers tips for writing a strong thesis statement, addressing the prompt, creating an outline, and general writing skills. Students are advised to analyze the prompt, understand what historical thinking skill is being tested, take a clear position in their thesis, and support it with specific evidence while synthesizing elements into a persuasive essay.
ENGL 102Use the following template as a cover page for each writ.docx
ENGL 102
Use the following template as a cover page for each written essay:
Title of Assignment
COURSE # and TITLE_________________________________________
(e.g., ENGL 102: Literature and Composition)
SEMESTER OF ENROLLMENT_______________________
(e.g., Fall D 2017)
NAME_________________________________________ID #____________
WRITING STYLE USED_____________________________________________________
(e.g., MLA)
Page 1 of 1
ENGL 102
Research Paper Instructions
You must complete the required textbook readings in preparation for the Research Paper. This will equip you to objectively respond to the readings by compiling information from a variety of sources in order to compose a persuasive analysis of a literary work. You will also learn to follow standard usage in English grammar and sentence structure; proceed independently through the various stages of research and integrate sources accurately and effectively; identify the theme and structure of each literary selection as well as the significant characteristics or elements of each genre studied; and evaluate the literary merit of a work (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2).
In Module/Week 7, you will write a 1,500-word (approximately 5 pages) paper that addresses 1 of the plays from the Drama Unit. At least 6 citations, including the primary source and at least 5 secondary, scholarly sources, are required for this assignment. Before you begin writing the paper, carefully read the below guidelines for developing your paper topic. Review the Research Paper Grading Rubric to see how your submission will be graded. Gather all of your information, plan the direction of your paper, organize your ideas by developing a 1-page thesis statement and outline, draft your paper, and compile sources used. Format the thesis/outline, draft, and works cited/references/bibliography using current MLA, APA, or Turabian style, (whichever corresponds to your degree program); check your Harbrace Essentials Handbook pp. 106–158 (MLA); pp. 159–192 (APA); pp. 193–220 (Turabian), and/or the link contained in the Assignment Instructions Folder, to ensure the correct citation format is used.
The final paper must include a title page, thesis statement, and outline, followed by the research paper, and your correctly documented sources page.
You must submit your thesis, outline, rough draft, and works cited/references/bibliography by 11:59 p.m. (ET) on Monday of Module/Week 6 for instructor feedback.
You must submit the Research Paper by 11:59 p.m. (ET) on Monday of Module/Week 7.
Guidelines for Developing Your Paper Topic
The “Writing about Literature” section of your Perrine’s Literature textbook (pp. 1–54) and the “Writing” section of Harbrace Essentials (pp. 1–12, 15–16, 18–21, 22–28) provide helpful pointers for writing your literary essay and for academic writing in general. Be sure that you have read this section before doing any further work for this assignment. Ta ...
Essay 4 Speculating about Causes Quality Criteria NoL.docx
Essay 4: Speculating about Causes
Quality Criteria No/Limited Proficiency
(1)
Minimal Proficiency (2) Proficiency (3) High Proficiency (4)
A focused, well-
defined
phenomenon and
thesis
Phenomenon is not
explained. Thesis is
missing.
Reader cannot
determine
phenomenon/thesis and
purpose or thesis has no
relation to the writing
task.
Phenomenon is not well-
developed.
Phenomenon/Thesis and
topic are somewhat
vague or only loosely
related to the writing
task.
Phenomenon is
competently developed,
but still has some
weaknesses.
Phenomenon/Thesis and
purpose are fairly clear
and match the writing
task.
Substantially, logically, and
concretely defined
phenomenon. Details are
germane, original, and
convincingly interpreted.
Phenomenon/Thesis is clear
and specific. Develops fresh
insight.
Well-argued causes Offers simplistic,
undeveloped, or cryptic
causes. Inappropriate or
off topic generalizations.
Causes are irrelevant to
thesis. There are faulty
assumptions and errors
of fact.
Offers a cause(s) that are
too underdeveloped.
Details are too general,
not interpreted, or
inappropriately
repetitive.
Offers a solid cause(s).
Assumptions are not
always recognized or
made explicit. Contains
mostly appropriate details
or examples.
Develops fresh insight.
Substantial, logical, and
concrete development of
causes. Details are
germane, original, and
convincingly interpreted.
An effective
response to
objections
Fails to include a
response to readers’
objections.
Responses to readers’
objections are
underdeveloped or
vague. Perhaps only
offers an objection but
no response to that
objection.
Offers solid objections and
responses to objections.
Contains mostly
appropriate responses but
some might not be
germane or original.
Effectively anticipates and
appropriately responds to
readers' likely objections in
a detailed manner.
A clear, logical
organization
Unclear organization. No
or very few transitions.
No or very few topic
sentences. Paragraphs
aren’t focused. Flow
between topics and
paragraphs is confusing.
Some signs of logical
organization. May have
abrupt or illogical shifts
and ineffective flow or
ideas. Weak topic
sentences. Paragraph
structure could be
improved.
Organization supports
thesis and purpose.
Transitions are mostly
appropriate. But sequence
of ideas or paragraph
structure could still be
improved.
Fully and imaginatively
supports thesis and
purpose. Sequence of ideas
is effective. Transitions,
topic sentences, and
paragraph structure are
effective.
Use of sources/APA
format and English
grammar and
vocabulary
Neglects important
sources. Uses 0 sources.
Possibly uses source
material without
acknowledgement. Does
not demonstrate
proficiency in English
grammar, vocabulary,
and sentence structure.
No or little
understanding of APA.
Uses a somewhat
relevant source.
Quotations and
parap ...
How To Write French Essay
This document provides guidance on how to write a French essay. It discusses that French essays can be about topics related to the French language, culture, history and more. It also notes that French language students may need to discuss French culture and vice versa. The document then outlines the key steps to writing a French essay: analyzing the question, collecting relevant references, creating an outline, and writing the essay by beginning with the conclusion and then discussing supporting points. Help from friends or French essay writing services is also recommended.
Toulmin Model of Argument The twentieth-century British .docx
Toulmin Model of Argument:
The twentieth-century British philosopher Stephen Toulmin noticed that good, realistic arguments typically
will consist of six parts. He used these terms to describe the items.
Data: The facts or evidence used to prove the argument
Claim: The statement being argued (a thesis)
Warrants: The general, hypothetical (and often implicit) logical statements that serve as bridges between the
claim and the data.
Qualifiers: Statements that limit the strength of the argument or statements that propose the conditions under
which the argument is true.
Rebuttals: Counter-arguments or statements indicating circumstances when the general argument does not
hold true.
Backing: Statements that serve to support the warrants (i.e., arguments that don't necessarily prove the main
point being argued, but which do prove the warrants are true.)
Toulmin's diagram of arguments typically looks something like this example:
An argument written in this manner unfolds to reveal both the strengths and limits of the argument. This is as
it should be. No argument should pretend to be stronger than it is or apply further than it is meant to. The
point here isn't to "win" or "beat" all the counter-arguments; the point is to come as close to the truth or as
close to a realistic and feasible solution as we possibly can. Note that opening structure of "Data" leads to
"Claim with qualifiers" is similar to the structure of a thesis in the form of an enthymeme, in which [one
clause presenting a reason or evidence] leads to [another clause presenting an argument.]
Toulmin's model reminds us that arguments are generally expressed with qualifiers and rebuttals rather than
asserted as absolutes. This lets the reader know how to take the reasoning, how far it is meant to be applied,
and how general it is meant to be. Here is an example from John Gage's The Shape of Reason in which the
various parts of an argument are labeled:
Congress should ban animal research (Claim #1) because animals are tortured in experiments that
have no necessary benefit for humans such as the testing of cosmetics (Data). The well being of
animals is more important than the profits of the cosmetics industry (Warrant). Only congress has the
authority to make such a law (Warrant) because the corporations can simply move from state to state
to avoid legal penalties (Backing). Of course, this ban should not apply to medical research (Qualifier). A
law to ban all research would go too far (Rebuttal).
So, the law would probably (qualifier) have to be carefully written to define the kinds of research
intended (claim #2).
The Toulmin model is useful for analyzing an argument you are reading. That was Toulmin's original
purpose--the analysis of how arguments work. On the other hand, some students find it useful to use the
Toulmin model as a basis for structure and organization. We might organize our essay in the following
manner:
I. I ...
Protein determination FLR - Feedback.docx
This lab report summarizes an experiment comparing the Biuret and UV methods for determining protein concentration. The Biuret method involves adding copper ions to protein samples, forming a complex with a proportional color change. The UV method measures protein absorption of UV light due to amino acids. Bovine serum albumin (BSA) standards and an unknown sample X were analyzed in triplicate using both methods. Accuracy, precision, and sensitivity were assessed by comparing mean values, standard deviations, and coefficients of variation between methods. Statistical analysis of the results was performed to calculate concentrations of sample X and quality controls. The hypothesis was that the Biuret method would provide more accurate, precise, and sensitive measurements than the UV method.
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docx
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
Name Date1984 Research EssayAssessment OF Learning.docx
Name: Date:
1984 Research Essay
Assessment OF Learning:
The Task: You will write a multi-source essay based on the novel 1984 by George Orwell.
Pick one of the topics explored in 1984 and comment on whether or not these issues are still relevant today or were an issue in the past.
Topics:
1. The dangers of totalitarian governments.
2. The consequences of controlling information and history.
3. The ethics of psychological manipulation.
4. The ethics of manipulation through violence.
5. The ethics of language as a form of mind control.
6. The struggle of classes and their lack of mobility.
7. The ethics of alienating citizens through the control of love.
8. The use of surveillance to control citizens.
Sample thesis:
The United States NSA and Big Brother both use surveillance technology unethically by gathering private information to suppress freedom of speech and thought.
Your essay...
· Must be at least 4 pages long (this does not include your works cited page).
· Include 1 introduction, 1 conclusion and 3 body paragraphs with 4 quotations/pieces of evidence per body paragraph.
· Written in Times New Roman, size 12 font, double spaced.
· Use at least 3 other sources besides the novel.
· Must use MLA formatting throughout your essay and include a Works Cited page.
PLAGIARISM
If any plagiarism is detected in your work, a mark of zero will be issued.
Research ESSAY RUBRIC
Assessment OF Learning
Knowledge
R(0-49%)
Level 1(50-59%)
Level 2(60-69%)
Level 3(70-79%)
Level 4(80-100%)
Total
-Is the description of the novel complete and correct?
-Is the research complete and correct?
Little to no information is given about the novel.
Little to no information is given about the real-world connection.
Limited understanding of novel. Little information is accurate.
Limited understanding of real-world connection. Little information is accurate.
Some understanding of novel. Some information is accurate.
Some understanding of real-world connection. Some information is accurate.
Good understanding of novel. Most information is accurate.
Good understanding of real-world connection. Most information is accurate.
Excellent understanding of novel. All information is accurate.
Excellent understanding of real-world connection. All information is accurate.
/10
/10
Thinking/Inquiry
-Do your explanations prove the thesis?
-Are the examples relevant and helpful in supporting your thesis?
Examples are not analyzed.
Little to no examples provided.
Examples are analyzed with limited effectiveness.
Few quotations selected effectively support the argument.
Examples are analyzed with some effectiveness.
Some quotations selected effectively support the argument.
Examples are analyzed with moderate effectiveness.
Most quotations selected effectively support the argument.
Examples are analyzed with a high degree of effectiveness.
All quotations selected effectively support the argument.
/10
/10
Communication
-Does the student use formal language? Ex: do t.
EXPOSITORY ESSAY.pptx
The document provides an overview of the key components of an expository essay. It explains that an expository essay relies on explaining or clarifying a topic for readers using facts and evidence. It also outlines the typical structure of an expository essay, including an introduction with a clear thesis statement, body paragraphs that support the thesis with evidence, and a conclusion that restates the main points. Additionally, it discusses developing a strong thesis statement, gathering quality information from sources, and getting peer feedback to refine drafts.
Writing project reports
The document provides guidance on writing project reports, including:
- Project reports should have a clear structure and academic style, documenting research in an organized manner.
- Key parts include an introduction outlining objectives, literature review, methodology, results, discussion, conclusions and recommendations.
- Academic writing is formal with precise language, third-person perspective, and references to support points. It differs from casual writing.
ComponentExemplaryAccomplished Developing BeginningDoes .docx
Component
Exemplary
Accomplished
Developing
Beginning
Does not attempt
Description of at least 3 ethical and/or legal issues
25 Points Possible
Student provides a thorough, accurate description of 3-4 ethical and/or legal issues. Description demonstrates knowledge of course concepts.
Student provides a thorough, accurate description of 3 ethical and/or legal issues. At times description lacks coherence. Description demonstrates knowledge of course concepts.
Student provides a thorough, accurate description 2 ethical and/or legal issues. OR Student provides a marginal description of 2-3 ethical and/or legal issues. Inaccuracies are present. Sufficient details and supporting evidence are lacking.
Student provides a thorough, accurate description 1 ethical and/or legal issue. OR Student provides a marginal description of 1-2 ethical and/or legal issues. Inaccuracies are present. Sufficient details and supporting evidence are lacking.
Student does not include a description of ethical issues.
Identification of Ethical Codes
20 Points Possible
Student identifies 3-4 relevant ethical codes that reflect understanding of course concepts.
Student identifies 3 relevant ethical codes that reflect understanding of course concepts.
Student identifies 2-3 ethical codes that are mostly accurate and reflect some course concepts.
Student identifies 1-2 ethical codes that are mostly accurate and reflect some course concepts.
Student does not identify ethical codes
Explanation of 3 Courses of Action
20 Points Possible
Student provides 3 courses of action that reflect understanding of course concepts. Courses of action are insightful, thorough, and accurate.
Student provides 3 courses of action that reflect understanding of course concepts. Courses of action are detailed. Minor inaccuracies present.
Student provides 2 courses of action that reflect understanding of course concepts. Courses of action are detailed. Minor inaccuracies present. OR Student provides marginal explanation of 2-3 courses of action. Sufficient details and supporting evidence are lacking.
Student provides 1 course of action that reflects understanding of course concepts. Courses of action are detailed. Minor inaccuracies present. OR Student provides marginal explanation of 1-2 courses of action. Sufficient details and supporting evidence are lacking.
Student does not explain courses of action.
Description of decision making process for each course of action
35 Points Possible
Student provides insightful, thorough, and accurate description of decision-making process for 3 courses of action.
Student provides detailed description of decision-making process for 3 courses of action. At times description lacks coherence.
Student provides a marginal description of decision-making process for 2-3 courses of action. Inaccuracies are present. Sufficient details and supporting evidence are lacking.
OR Student provides detailed description of decision-making proces ...
Unit 3 project rubric
This rubric evaluates student projects on four criteria: content, lyrics, primary and secondary sources, and creativity. For each criterion, it provides descriptors to assess work as excellent, good, satisfactory, or poor. For content, it evaluates the level of detail, explanations, historical accuracy, and analysis. For lyrics, it considers rhyme, memorability, understandability. For sources, it examines inclusion of accurate primary and secondary sources and inclusion in a bibliography. For creativity, it judges originality, engagement, visual appeal.
HIS 113 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/HIS-113
For more classes visit
http://www.uopassignments.com/
ENG 112 Essay #2 Rubric ENG 112 Essay #2W.docx
ENG 112 Essay #2 Rubric ENG 112 Essay #2
Write an analytical essay of at least 750 words in response to one of the following prompts.
· Theme: If tragedy is meant to be morally instructive, as the ancient Greeks believed, what is the message the audience is supposed to take away from Fences? Why is this tale told, and why is it told the way it is? Be sure to demonstrate how Wilson uses specific literary techniques to convey this theme to the reader. Incorporate support from at least one weighty and credible academic secondary source to back up your argument.
· Character: Does Troy Maxson deserve the bad things that happen to him? Does he bring on those negative consequences through his own actions, or is he a sympathetic victim of external forces? [It’s perfectly acceptable to argue something in between these extreme positions, but your overall argument should put forth a firm claim about how Wilson wants readers to view Troy.] Be sure to provide detailed textual support for your argument. Incorporate support from at least one weighty and credible academic secondary source to back up your argument.
Purpose and audience
Your purpose is to present an analytical argument about the selected topic that provides supporting textual evidence from both a primary and secondary text, and your audience is the academic community. Because academic writing should be as objective and impersonal as possible, avoid personal statements (“I,” “me,” “my,” etc.) and uses of the second person (“you”).
Format
The final essay must be at least 750 words in length (not counting headers, Works Cited pages, etc.) and must be submitted electronically (on the course website) as a Microsoft Word document. All essays must follow the conventions of formal academic writing: double spacing, a standard font, 12 pt font size, and standard margins. Students must include the following information in the upper left-hand corner of the first page: Name, Date, Course Number and Section, and Assignment Number. For example:
John Smith
February 15, 2019
ENG112-789
Essay #2
Document all source material according to MLA guidelines, providing both in-text citations and a Works Cited page. NOTE: Proper documentation is one of the main skills that will be evaluated in this essay.
Schedule
See the course calendar for specific due dates for the following steps:
Peer review: Submit a complete draft of the essay by the date specified in the course. When drafts are submitted, follow the course instructions for peer review, in which students will read each other’s drafts and make helpful suggestions for revision. Your performance in peer review is evaluated and is part of your participation grade.
Final submission: Submit your final essay in the appropriate place on the due date. Any papers received after midnight on that day will be penalized for lateness. Essays are docked seven points for each day they are late, and essays more than a week late will not be a.
Case Study Rubric .docx
Case Study Rubric Criteria / Score
Distinguished
Competent
Basic/Pass
Poor
Failing
Content Knowledge
20
18
15
13
0
Case is addressed expansively in reference to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions but does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is addressed but does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is not addressed and/or does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Use of Evidence
10
9
8
6
0
Ideas are supported with evidence and demonstrate a clear understanding of the research and theory behind the topic.
Ideas are somewhat supported with evidence to demonstrate a basic understanding of the research and theory behind the topic.
Ideas are not fully supported with evidence and demonstrate some confusion about the research and theory that support the case study topic.
Ideas are not fully supported with evidence and lack understanding of the research and theory behind the topic.
Ideas are not supported with evidence.
Writing
10
9
8
6
0
Assignment is well written and well organized. Mechanics (spelling and punctuation) and grammar are excellent.
Assignment is well written and well organized and contains few minor errors in mechanics and/or grammar.
Assignment is well written and well organized but contains some minor errors in mechanics and/or grammar.
Assignment is not clear and/or lacks organization and/or contains several errors in mechanics and/or grammar.
Assignment lacks evidence of clear, organized scholarly writing and needs extensive additional work to meet assignment needs.
Standard Writing Style
6
5
4.5
4
0
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style and contains few minor formatting errors.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style but contains some minor formatting errors.
Assignment does not provide either in-text citations (where appropriate) or reference sources and/or contains several formatting errors.
Timeliness
4
3.5
3
2.5
0
*Students who initiate communication regarding individual circumstances for lateness will be graded at instructor’s discretion.
Assignment submitted on time.
Assignment submitted one day late.
Assignment submitted two days late.
Assignment submitted three days late.
Assig.
Imperialism, Colonialism andRacialisationanonymous marking
Imperialism, Colonialism and
Racialisation
anonymous marking enabled
Submission date: 15-Apr-2020 09:27PM (UTC+0100)
Submission ID: 124210341
File name: Imperialism_colonialism_and_racialisation.docx (24.58K)
Word count: 2100
Character count: 11209
1
2
3
4
5
6
7
good
8
FINAL GRADE
80/100
Imperialism, Colonialism and Racialisation
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
It is clear that a great deal of work has gone into this
essay. It is well researched and exceptionally well-
written. You do a good job of connecting together your
three chosen concepts, and your theorization of 'waste'
places and populations is interesting and imaginative
(there's quite a lot of contemporary work that deals with
the intersection of race and waste - see the article I
have linked to in the text for an example).
A very strong engagement with key module themes.
Well done.
PAGE 1
Comment 1
A nice, clear introduction.
Comment 2
clearly put, and backed up with a quotation. Good.
Comment 3
Good
PAGE 2
Comment 4
Again, a very clearly written summary.
PAGE 3
Comment 5
Good
QM
Good
Comment 6
A useful definition. Good.
Comment 7
Hmm. Well it depends what we're counting as race. Anti-essentialist approaches do not deny the
existence of genetic differences between human beings. What we contest is their extrapolation into
racial categories.
PAGE 4
good
good
Comment 8
Great connection.
There is much more that can be said about the intersection between race and waste. This, for
example.
PAGE 5
PAGE 6
https://onlinelibrary.wiley.com/doi/full/10.1111/anti.12501?casa_token=N6PRZplfVboAAAAA%3Ab1J3u_PwsGea5F54xcnxh4rJ698zu9gktbrQ3tbUqNWY1Ow6RihFvwKfLdQv65O3z5C-0p-nIzIEqA
RUBRIC: SOCIOLOGY ESSAY RUBRIC
IDEAS (20%)
/
(100)
FIRST
(75)
2:1
(65)
2:2
(55)
3RD
(45)
FAIL
(35)
MATERIAL (20%)
/
(100)
FIRST
(75)
2:1
(65)
2:2
(55)
3RD
(45)
FAIL
(35)
ANALYSIS (20%)
/
(100)
FIRST
75 / 100
75 / 100
Engagement with key ideas and concepts
Cannot be improved upon.
Demonstrates excellent critical engagement with and focus on the question, drawing on
relevant ideas and concepts.
Demonstrates good critical engagement with and focus on the question, drawing on
relevant ideas and concepts.
Demonstrates reasonable engagement with and focus on the question, drawing on some
relevant ideas and concepts.
Does not sufficiently engage with or focus on the question or draw on relevant ideas and
concepts.
Insufficient engagement with and focus on the question and with relevant ideas and
concepts.
75 / 100
Use of sociological and theoretical material
Cannot be improved upon.
Uses extensive range of appropriate sociological/theoretical sources and employs these
persuasively to develop and support the points made.
Uses wide range of appropriate sociological/theoretical sources and employs these
persuasively to develop and support the points made.
Uses some appropriate sociological/theoretical sources and employs th ...
Running head CRIMINOLOGICAL THEORIES 1CRIMINOLOGICAL THEOR.docx
Running head: CRIMINOLOGICAL THEORIES
1
CRIMINOLOGICAL THEORIES
5
Criminological Theories
MCJ 5135 Theory of Crime and Criminology
The Relevance of Psychological Theories in Criminology
The engagement of an individual in criminal activities is often influenced by various underlying factors. As such various theories have been developed to explain the behavioral patterns of criminals and enable the criminal justice departments to operate effectively. Among the developed theories, the psychological theories are perhaps the most accurate in the field of criminology. Psychological theories are based on an interaction between biological and social-cultural factors that either promote or deter criminal behavior, (Walters, 2016). Classical theories of criminology did not account for the state of mind of criminals. As such, many criminals in the past were convicted of crimes they committed unknowingly. This has changed since the adoption of psychological theories. Both individuals as well as criminal justice officials now understand that psychological factors influence criminal behavior. Appropriate measures have been implemented to ensure that the criminal justice department treats all persons fairly by assessing underlying psychological factors. As such, psychological theories have not only promoted the work of the criminal justice department but also promoted individual awareness about underlying mental conditions that affect an individual’s behavior, (Byrne & Hummer, 2016).
Review of the Literature
1. Byrne, J., & Hummer, D. (2016). An examination of the impact of criminological theory on community corrections practice. Fed. Probation, 80, 15.
According toByrne & Hummer (2016), psychological theories have the most direct influence on probation and parole compared to other theories of criminology. The authors have comprehensively analyzed the impact of various theories used to evaluate criminal behavior. They suggest that behavior is intertwined with unconscious motives. Therefore, understanding the reasons behind a crime requires a psychological evaluation to understand the interaction of the two factors. This article is suitable for this research because it captures the relevance of psychological theories in criminology.
2. Dippong, J., & Fitch, C. (2017). Emotions in criminological theory: Insights from social psychology. Sociology Compass, 11(4), e12473.
Few formal theories have been developed to capture the role of emotional processes as facilitators or inhibitors of crime, (Dippong & Fitch, 2017). According to the authors, gaps in criminology can be filled by focusing on the underlying psychological factors of the offenders. The article highlights the effect that practices such as interrogation have on the mental state of an individual thus resulting in inaccurate findings during criminal investigations. As such, this article is a reliable source of information about the relevance of applying psychological theories in criminology. .
Running head COMPARATIVE ANALYSIS 1COMPARATIVE ANALYSIS .docx
Running head: COMPARATIVE ANALYSIS 1
COMPARATIVE ANALYSIS 3
A comparative analysis between Korean melodrama and other local melodrama
Student name
Institution
Most studies in recent times have discovered that Korean dramas have come with a “Korean wave” in media in the global stage. Audiences have been reconceptualised due to the availability of internet and computer that have facilitated the digital revolution. Korean melodrama has earned more views than local melodrama, a result of its marketing its content without owning a means of distribution.
Korean melodrama is a representation of a product that is a hybrid of Hollywood, since Korean melodrama makes use of practices, tools, and conventions in the narrative that comes with the preoccupation of the Korean socio-political and historical aspects. The aspect of familiarity that lacks in local melodrama exists in Korean melodrama. Studies in have shown that audiences tend to respond positively to things they are familiar to and that is exactly what Korean melodrama is.
The use of genre by Korean melodrama is a huge success to its big audiences from the west, as a study by the Korean Creative Content Agency (KOCCA) back in 2015 estimated that around 19 million Americans enjoy Korean melodrama compared to five million who preferred local melodrama as they are a definition of what the world is in reality. The aspect of what is good and what is bad entangled with emotional narratives that give the audience an opportunity to select a hero or a heroine (Martin, 2019).
Korean melodrama are structured in a way that the audience can critique structures of institutional powers and explore a world with aspects of complex social issues. Korean melodrama has a vital element of their characters not being complex and this does not place a huge burden of danger or any sort of conflict in their existing world (Smith, 2017). The study also found out that Korean dramas have integrated aspects of adventures, romance and included professional fields like doctors and police, and lawyer, which are familiar genres to the audience. The structure of the Korean melodrama comes along with themes and selective iconography that make Korean melodrama suitable for global audiences.
Korean drama has earned viewers more than local dramas in the local stage given the Korean dramas depict the actual Korean culture. Most people are attracted to Korean melodrama since they are interested with the reality. A study by a Korean television found out that their supervisor had received more than five hundred emails from people who were not Korean to include English subtitles in their videos. This proves to be a massive support comparing people have less interest in their local drama. Korean drama have earned a huge fan base due to the license agreement of online streaming that was agreed by Korea (Moon, 2019). Studies have recorded that the market of Korean melodrama has around 12% of them wh.
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aa100b TMA Answers 00966597837185 ENG.Ahmed حل واجب aa100b
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
# حل aa100b واجب aa100b 00966597837185 حل واجبات aa100b الجامعة العربية المفتوحة
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
aa100b 00966597837185 TMA حل واجبات aa100b المهندس أحمد @ الجامعة العربية الم...
This document provides guidance and assessment criteria for a TMA (Tutor Marked Assignment) on the topic of cultural encounters for a course on The Arts Past and Present II. The TMA asks students to analyze how cultural encounters are portrayed in the short story "One Out of Many" by V.S. Naipaul by addressing 5 sub-questions. Students are advised to consult additional sources and properly reference their work using the Harvard referencing system. The rubric evaluates students on their mastery of course content, the organization and structure of their writing, and their use of language.
aa100b 00966597837185 TMA حل واجبات aa100b المهندس أحمد @ الجامعة العربية الم...
aa100b حل واجبات 00966597837185 الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه حل واجبات الجامعة العربية المفتوحة 00966597837185 ,, حلو ل واجبات الجامعة العربية المفتوحة ,, جروب الإمتياز المهندس أحمد حل واجب aa100b حلول واجبات aa100b حل الواجب aa100b حلول الواجبات aa100b TMA بدون تشابه
Writing and Discussion Topic:
Cultural encounters are a common occurrence in human history. Their impact varies on cultures and individuals especially as they relate to questions of identity and self-worth. The cultural encounter in such a case becomes fundamental to one’s perception of oneself and the cultures to which s/he relates.Explore how cultural encounters are manifested in literary works, specifically short stories from AnAnthology of Short Stories from Five Continents, with particular reference to “One Out of Many”byV.S. Naipaul.
In the process of answering the TMA, you should make sure to include the below five sub questions:
1) How is the concept of cultural encounter treated in the short story? Is it a mere encounter, or does it develop into something more?
2) Is the author aware of the cultural encounter theme? How does he manifest that awareness in terms of ideas and his selection of words or scenarios?
3) Is themain character in the short storyaware of the cultural encounter theme? How does he express his awareness?
4)Are the other characters in the short story aware of the cultural encounter theme? How do they express their awareness?
5) How is the concept of “people colour”used to highlight the theme of cultural encounter in the story?
APUSH_LEQ_Writing_Guide.pptx
The document provides guidance on writing Long Essay Questions (LEQs) for AP US History exams. It outlines the format, elements, and scoring rubric for LEQs. It also offers tips for writing a strong thesis statement, addressing the prompt, creating an outline, and general writing skills. Students are advised to analyze the prompt, understand what historical thinking skill is being tested, take a clear position in their thesis, and support it with specific evidence while synthesizing elements into a persuasive essay.
ENGL 102Use the following template as a cover page for each writ.docx
ENGL 102
Use the following template as a cover page for each written essay:
Title of Assignment
COURSE # and TITLE_________________________________________
(e.g., ENGL 102: Literature and Composition)
SEMESTER OF ENROLLMENT_______________________
(e.g., Fall D 2017)
NAME_________________________________________ID #____________
WRITING STYLE USED_____________________________________________________
(e.g., MLA)
Page 1 of 1
ENGL 102
Research Paper Instructions
You must complete the required textbook readings in preparation for the Research Paper. This will equip you to objectively respond to the readings by compiling information from a variety of sources in order to compose a persuasive analysis of a literary work. You will also learn to follow standard usage in English grammar and sentence structure; proceed independently through the various stages of research and integrate sources accurately and effectively; identify the theme and structure of each literary selection as well as the significant characteristics or elements of each genre studied; and evaluate the literary merit of a work (Syllabus MLOs: A, B, C, D, E, F, G and Module/Week 8 LOs: 1, 2).
In Module/Week 7, you will write a 1,500-word (approximately 5 pages) paper that addresses 1 of the plays from the Drama Unit. At least 6 citations, including the primary source and at least 5 secondary, scholarly sources, are required for this assignment. Before you begin writing the paper, carefully read the below guidelines for developing your paper topic. Review the Research Paper Grading Rubric to see how your submission will be graded. Gather all of your information, plan the direction of your paper, organize your ideas by developing a 1-page thesis statement and outline, draft your paper, and compile sources used. Format the thesis/outline, draft, and works cited/references/bibliography using current MLA, APA, or Turabian style, (whichever corresponds to your degree program); check your Harbrace Essentials Handbook pp. 106–158 (MLA); pp. 159–192 (APA); pp. 193–220 (Turabian), and/or the link contained in the Assignment Instructions Folder, to ensure the correct citation format is used.
The final paper must include a title page, thesis statement, and outline, followed by the research paper, and your correctly documented sources page.
You must submit your thesis, outline, rough draft, and works cited/references/bibliography by 11:59 p.m. (ET) on Monday of Module/Week 6 for instructor feedback.
You must submit the Research Paper by 11:59 p.m. (ET) on Monday of Module/Week 7.
Guidelines for Developing Your Paper Topic
The “Writing about Literature” section of your Perrine’s Literature textbook (pp. 1–54) and the “Writing” section of Harbrace Essentials (pp. 1–12, 15–16, 18–21, 22–28) provide helpful pointers for writing your literary essay and for academic writing in general. Be sure that you have read this section before doing any further work for this assignment. Ta ...
Essay 4 Speculating about Causes Quality Criteria NoL.docx
Essay 4: Speculating about Causes
Quality Criteria No/Limited Proficiency
(1)
Minimal Proficiency (2) Proficiency (3) High Proficiency (4)
A focused, well-
defined
phenomenon and
thesis
Phenomenon is not
explained. Thesis is
missing.
Reader cannot
determine
phenomenon/thesis and
purpose or thesis has no
relation to the writing
task.
Phenomenon is not well-
developed.
Phenomenon/Thesis and
topic are somewhat
vague or only loosely
related to the writing
task.
Phenomenon is
competently developed,
but still has some
weaknesses.
Phenomenon/Thesis and
purpose are fairly clear
and match the writing
task.
Substantially, logically, and
concretely defined
phenomenon. Details are
germane, original, and
convincingly interpreted.
Phenomenon/Thesis is clear
and specific. Develops fresh
insight.
Well-argued causes Offers simplistic,
undeveloped, or cryptic
causes. Inappropriate or
off topic generalizations.
Causes are irrelevant to
thesis. There are faulty
assumptions and errors
of fact.
Offers a cause(s) that are
too underdeveloped.
Details are too general,
not interpreted, or
inappropriately
repetitive.
Offers a solid cause(s).
Assumptions are not
always recognized or
made explicit. Contains
mostly appropriate details
or examples.
Develops fresh insight.
Substantial, logical, and
concrete development of
causes. Details are
germane, original, and
convincingly interpreted.
An effective
response to
objections
Fails to include a
response to readers’
objections.
Responses to readers’
objections are
underdeveloped or
vague. Perhaps only
offers an objection but
no response to that
objection.
Offers solid objections and
responses to objections.
Contains mostly
appropriate responses but
some might not be
germane or original.
Effectively anticipates and
appropriately responds to
readers' likely objections in
a detailed manner.
A clear, logical
organization
Unclear organization. No
or very few transitions.
No or very few topic
sentences. Paragraphs
aren’t focused. Flow
between topics and
paragraphs is confusing.
Some signs of logical
organization. May have
abrupt or illogical shifts
and ineffective flow or
ideas. Weak topic
sentences. Paragraph
structure could be
improved.
Organization supports
thesis and purpose.
Transitions are mostly
appropriate. But sequence
of ideas or paragraph
structure could still be
improved.
Fully and imaginatively
supports thesis and
purpose. Sequence of ideas
is effective. Transitions,
topic sentences, and
paragraph structure are
effective.
Use of sources/APA
format and English
grammar and
vocabulary
Neglects important
sources. Uses 0 sources.
Possibly uses source
material without
acknowledgement. Does
not demonstrate
proficiency in English
grammar, vocabulary,
and sentence structure.
No or little
understanding of APA.
Uses a somewhat
relevant source.
Quotations and
parap ...
How To Write French Essay
This document provides guidance on how to write a French essay. It discusses that French essays can be about topics related to the French language, culture, history and more. It also notes that French language students may need to discuss French culture and vice versa. The document then outlines the key steps to writing a French essay: analyzing the question, collecting relevant references, creating an outline, and writing the essay by beginning with the conclusion and then discussing supporting points. Help from friends or French essay writing services is also recommended.
Toulmin Model of Argument The twentieth-century British .docx
Toulmin Model of Argument:
The twentieth-century British philosopher Stephen Toulmin noticed that good, realistic arguments typically
will consist of six parts. He used these terms to describe the items.
Data: The facts or evidence used to prove the argument
Claim: The statement being argued (a thesis)
Warrants: The general, hypothetical (and often implicit) logical statements that serve as bridges between the
claim and the data.
Qualifiers: Statements that limit the strength of the argument or statements that propose the conditions under
which the argument is true.
Rebuttals: Counter-arguments or statements indicating circumstances when the general argument does not
hold true.
Backing: Statements that serve to support the warrants (i.e., arguments that don't necessarily prove the main
point being argued, but which do prove the warrants are true.)
Toulmin's diagram of arguments typically looks something like this example:
An argument written in this manner unfolds to reveal both the strengths and limits of the argument. This is as
it should be. No argument should pretend to be stronger than it is or apply further than it is meant to. The
point here isn't to "win" or "beat" all the counter-arguments; the point is to come as close to the truth or as
close to a realistic and feasible solution as we possibly can. Note that opening structure of "Data" leads to
"Claim with qualifiers" is similar to the structure of a thesis in the form of an enthymeme, in which [one
clause presenting a reason or evidence] leads to [another clause presenting an argument.]
Toulmin's model reminds us that arguments are generally expressed with qualifiers and rebuttals rather than
asserted as absolutes. This lets the reader know how to take the reasoning, how far it is meant to be applied,
and how general it is meant to be. Here is an example from John Gage's The Shape of Reason in which the
various parts of an argument are labeled:
Congress should ban animal research (Claim #1) because animals are tortured in experiments that
have no necessary benefit for humans such as the testing of cosmetics (Data). The well being of
animals is more important than the profits of the cosmetics industry (Warrant). Only congress has the
authority to make such a law (Warrant) because the corporations can simply move from state to state
to avoid legal penalties (Backing). Of course, this ban should not apply to medical research (Qualifier). A
law to ban all research would go too far (Rebuttal).
So, the law would probably (qualifier) have to be carefully written to define the kinds of research
intended (claim #2).
The Toulmin model is useful for analyzing an argument you are reading. That was Toulmin's original
purpose--the analysis of how arguments work. On the other hand, some students find it useful to use the
Toulmin model as a basis for structure and organization. We might organize our essay in the following
manner:
I. I ...
Protein determination FLR - Feedback.docx
This lab report summarizes an experiment comparing the Biuret and UV methods for determining protein concentration. The Biuret method involves adding copper ions to protein samples, forming a complex with a proportional color change. The UV method measures protein absorption of UV light due to amino acids. Bovine serum albumin (BSA) standards and an unknown sample X were analyzed in triplicate using both methods. Accuracy, precision, and sensitivity were assessed by comparing mean values, standard deviations, and coefficients of variation between methods. Statistical analysis of the results was performed to calculate concentrations of sample X and quality controls. The hypothesis was that the Biuret method would provide more accurate, precise, and sensitive measurements than the UV method.
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docx
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
Name Date1984 Research EssayAssessment OF Learning.docx
Name: Date:
1984 Research Essay
Assessment OF Learning:
The Task: You will write a multi-source essay based on the novel 1984 by George Orwell.
Pick one of the topics explored in 1984 and comment on whether or not these issues are still relevant today or were an issue in the past.
Topics:
1. The dangers of totalitarian governments.
2. The consequences of controlling information and history.
3. The ethics of psychological manipulation.
4. The ethics of manipulation through violence.
5. The ethics of language as a form of mind control.
6. The struggle of classes and their lack of mobility.
7. The ethics of alienating citizens through the control of love.
8. The use of surveillance to control citizens.
Sample thesis:
The United States NSA and Big Brother both use surveillance technology unethically by gathering private information to suppress freedom of speech and thought.
Your essay...
· Must be at least 4 pages long (this does not include your works cited page).
· Include 1 introduction, 1 conclusion and 3 body paragraphs with 4 quotations/pieces of evidence per body paragraph.
· Written in Times New Roman, size 12 font, double spaced.
· Use at least 3 other sources besides the novel.
· Must use MLA formatting throughout your essay and include a Works Cited page.
PLAGIARISM
If any plagiarism is detected in your work, a mark of zero will be issued.
Research ESSAY RUBRIC
Assessment OF Learning
Knowledge
R(0-49%)
Level 1(50-59%)
Level 2(60-69%)
Level 3(70-79%)
Level 4(80-100%)
Total
-Is the description of the novel complete and correct?
-Is the research complete and correct?
Little to no information is given about the novel.
Little to no information is given about the real-world connection.
Limited understanding of novel. Little information is accurate.
Limited understanding of real-world connection. Little information is accurate.
Some understanding of novel. Some information is accurate.
Some understanding of real-world connection. Some information is accurate.
Good understanding of novel. Most information is accurate.
Good understanding of real-world connection. Most information is accurate.
Excellent understanding of novel. All information is accurate.
Excellent understanding of real-world connection. All information is accurate.
/10
/10
Thinking/Inquiry
-Do your explanations prove the thesis?
-Are the examples relevant and helpful in supporting your thesis?
Examples are not analyzed.
Little to no examples provided.
Examples are analyzed with limited effectiveness.
Few quotations selected effectively support the argument.
Examples are analyzed with some effectiveness.
Some quotations selected effectively support the argument.
Examples are analyzed with moderate effectiveness.
Most quotations selected effectively support the argument.
Examples are analyzed with a high degree of effectiveness.
All quotations selected effectively support the argument.
/10
/10
Communication
-Does the student use formal language? Ex: do t.
EXPOSITORY ESSAY.pptx
The document provides an overview of the key components of an expository essay. It explains that an expository essay relies on explaining or clarifying a topic for readers using facts and evidence. It also outlines the typical structure of an expository essay, including an introduction with a clear thesis statement, body paragraphs that support the thesis with evidence, and a conclusion that restates the main points. Additionally, it discusses developing a strong thesis statement, gathering quality information from sources, and getting peer feedback to refine drafts.
Writing project reports
The document provides guidance on writing project reports, including:
- Project reports should have a clear structure and academic style, documenting research in an organized manner.
- Key parts include an introduction outlining objectives, literature review, methodology, results, discussion, conclusions and recommendations.
- Academic writing is formal with precise language, third-person perspective, and references to support points. It differs from casual writing.
ComponentExemplaryAccomplished Developing BeginningDoes .docx
Component
Exemplary
Accomplished
Developing
Beginning
Does not attempt
Description of at least 3 ethical and/or legal issues
25 Points Possible
Student provides a thorough, accurate description of 3-4 ethical and/or legal issues. Description demonstrates knowledge of course concepts.
Student provides a thorough, accurate description of 3 ethical and/or legal issues. At times description lacks coherence. Description demonstrates knowledge of course concepts.
Student provides a thorough, accurate description 2 ethical and/or legal issues. OR Student provides a marginal description of 2-3 ethical and/or legal issues. Inaccuracies are present. Sufficient details and supporting evidence are lacking.
Student provides a thorough, accurate description 1 ethical and/or legal issue. OR Student provides a marginal description of 1-2 ethical and/or legal issues. Inaccuracies are present. Sufficient details and supporting evidence are lacking.
Student does not include a description of ethical issues.
Identification of Ethical Codes
20 Points Possible
Student identifies 3-4 relevant ethical codes that reflect understanding of course concepts.
Student identifies 3 relevant ethical codes that reflect understanding of course concepts.
Student identifies 2-3 ethical codes that are mostly accurate and reflect some course concepts.
Student identifies 1-2 ethical codes that are mostly accurate and reflect some course concepts.
Student does not identify ethical codes
Explanation of 3 Courses of Action
20 Points Possible
Student provides 3 courses of action that reflect understanding of course concepts. Courses of action are insightful, thorough, and accurate.
Student provides 3 courses of action that reflect understanding of course concepts. Courses of action are detailed. Minor inaccuracies present.
Student provides 2 courses of action that reflect understanding of course concepts. Courses of action are detailed. Minor inaccuracies present. OR Student provides marginal explanation of 2-3 courses of action. Sufficient details and supporting evidence are lacking.
Student provides 1 course of action that reflects understanding of course concepts. Courses of action are detailed. Minor inaccuracies present. OR Student provides marginal explanation of 1-2 courses of action. Sufficient details and supporting evidence are lacking.
Student does not explain courses of action.
Description of decision making process for each course of action
35 Points Possible
Student provides insightful, thorough, and accurate description of decision-making process for 3 courses of action.
Student provides detailed description of decision-making process for 3 courses of action. At times description lacks coherence.
Student provides a marginal description of decision-making process for 2-3 courses of action. Inaccuracies are present. Sufficient details and supporting evidence are lacking.
OR Student provides detailed description of decision-making proces ...
Unit 3 project rubric
This rubric evaluates student projects on four criteria: content, lyrics, primary and secondary sources, and creativity. For each criterion, it provides descriptors to assess work as excellent, good, satisfactory, or poor. For content, it evaluates the level of detail, explanations, historical accuracy, and analysis. For lyrics, it considers rhyme, memorability, understandability. For sources, it examines inclusion of accurate primary and secondary sources and inclusion in a bibliography. For creativity, it judges originality, engagement, visual appeal.
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ENG 112 Essay #2 Rubric ENG 112 Essay #2W.docx
ENG 112 Essay #2 Rubric ENG 112 Essay #2
Write an analytical essay of at least 750 words in response to one of the following prompts.
· Theme: If tragedy is meant to be morally instructive, as the ancient Greeks believed, what is the message the audience is supposed to take away from Fences? Why is this tale told, and why is it told the way it is? Be sure to demonstrate how Wilson uses specific literary techniques to convey this theme to the reader. Incorporate support from at least one weighty and credible academic secondary source to back up your argument.
· Character: Does Troy Maxson deserve the bad things that happen to him? Does he bring on those negative consequences through his own actions, or is he a sympathetic victim of external forces? [It’s perfectly acceptable to argue something in between these extreme positions, but your overall argument should put forth a firm claim about how Wilson wants readers to view Troy.] Be sure to provide detailed textual support for your argument. Incorporate support from at least one weighty and credible academic secondary source to back up your argument.
Purpose and audience
Your purpose is to present an analytical argument about the selected topic that provides supporting textual evidence from both a primary and secondary text, and your audience is the academic community. Because academic writing should be as objective and impersonal as possible, avoid personal statements (“I,” “me,” “my,” etc.) and uses of the second person (“you”).
Format
The final essay must be at least 750 words in length (not counting headers, Works Cited pages, etc.) and must be submitted electronically (on the course website) as a Microsoft Word document. All essays must follow the conventions of formal academic writing: double spacing, a standard font, 12 pt font size, and standard margins. Students must include the following information in the upper left-hand corner of the first page: Name, Date, Course Number and Section, and Assignment Number. For example:
John Smith
February 15, 2019
ENG112-789
Essay #2
Document all source material according to MLA guidelines, providing both in-text citations and a Works Cited page. NOTE: Proper documentation is one of the main skills that will be evaluated in this essay.
Schedule
See the course calendar for specific due dates for the following steps:
Peer review: Submit a complete draft of the essay by the date specified in the course. When drafts are submitted, follow the course instructions for peer review, in which students will read each other’s drafts and make helpful suggestions for revision. Your performance in peer review is evaluated and is part of your participation grade.
Final submission: Submit your final essay in the appropriate place on the due date. Any papers received after midnight on that day will be penalized for lateness. Essays are docked seven points for each day they are late, and essays more than a week late will not be a.
Case Study Rubric .docx
Case Study Rubric Criteria / Score
Distinguished
Competent
Basic/Pass
Poor
Failing
Content Knowledge
20
18
15
13
0
Case is addressed expansively in reference to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions but does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is addressed but does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is not addressed and/or does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Use of Evidence
10
9
8
6
0
Ideas are supported with evidence and demonstrate a clear understanding of the research and theory behind the topic.
Ideas are somewhat supported with evidence to demonstrate a basic understanding of the research and theory behind the topic.
Ideas are not fully supported with evidence and demonstrate some confusion about the research and theory that support the case study topic.
Ideas are not fully supported with evidence and lack understanding of the research and theory behind the topic.
Ideas are not supported with evidence.
Writing
10
9
8
6
0
Assignment is well written and well organized. Mechanics (spelling and punctuation) and grammar are excellent.
Assignment is well written and well organized and contains few minor errors in mechanics and/or grammar.
Assignment is well written and well organized but contains some minor errors in mechanics and/or grammar.
Assignment is not clear and/or lacks organization and/or contains several errors in mechanics and/or grammar.
Assignment lacks evidence of clear, organized scholarly writing and needs extensive additional work to meet assignment needs.
Standard Writing Style
6
5
4.5
4
0
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style and contains few minor formatting errors.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style but contains some minor formatting errors.
Assignment does not provide either in-text citations (where appropriate) or reference sources and/or contains several formatting errors.
Timeliness
4
3.5
3
2.5
0
*Students who initiate communication regarding individual circumstances for lateness will be graded at instructor’s discretion.
Assignment submitted on time.
Assignment submitted one day late.
Assignment submitted two days late.
Assignment submitted three days late.
Assig.
Imperialism, Colonialism andRacialisationanonymous marking
Imperialism, Colonialism and
Racialisation
anonymous marking enabled
Submission date: 15-Apr-2020 09:27PM (UTC+0100)
Submission ID: 124210341
File name: Imperialism_colonialism_and_racialisation.docx (24.58K)
Word count: 2100
Character count: 11209
1
2
3
4
5
6
7
good
8
FINAL GRADE
80/100
Imperialism, Colonialism and Racialisation
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
It is clear that a great deal of work has gone into this
essay. It is well researched and exceptionally well-
written. You do a good job of connecting together your
three chosen concepts, and your theorization of 'waste'
places and populations is interesting and imaginative
(there's quite a lot of contemporary work that deals with
the intersection of race and waste - see the article I
have linked to in the text for an example).
A very strong engagement with key module themes.
Well done.
PAGE 1
Comment 1
A nice, clear introduction.
Comment 2
clearly put, and backed up with a quotation. Good.
Comment 3
Good
PAGE 2
Comment 4
Again, a very clearly written summary.
PAGE 3
Comment 5
Good
QM
Good
Comment 6
A useful definition. Good.
Comment 7
Hmm. Well it depends what we're counting as race. Anti-essentialist approaches do not deny the
existence of genetic differences between human beings. What we contest is their extrapolation into
racial categories.
PAGE 4
good
good
Comment 8
Great connection.
There is much more that can be said about the intersection between race and waste. This, for
example.
PAGE 5
PAGE 6
https://onlinelibrary.wiley.com/doi/full/10.1111/anti.12501?casa_token=N6PRZplfVboAAAAA%3Ab1J3u_PwsGea5F54xcnxh4rJ698zu9gktbrQ3tbUqNWY1Ow6RihFvwKfLdQv65O3z5C-0p-nIzIEqA
RUBRIC: SOCIOLOGY ESSAY RUBRIC
IDEAS (20%)
/
(100)
FIRST
(75)
2:1
(65)
2:2
(55)
3RD
(45)
FAIL
(35)
MATERIAL (20%)
/
(100)
FIRST
(75)
2:1
(65)
2:2
(55)
3RD
(45)
FAIL
(35)
ANALYSIS (20%)
/
(100)
FIRST
75 / 100
75 / 100
Engagement with key ideas and concepts
Cannot be improved upon.
Demonstrates excellent critical engagement with and focus on the question, drawing on
relevant ideas and concepts.
Demonstrates good critical engagement with and focus on the question, drawing on
relevant ideas and concepts.
Demonstrates reasonable engagement with and focus on the question, drawing on some
relevant ideas and concepts.
Does not sufficiently engage with or focus on the question or draw on relevant ideas and
concepts.
Insufficient engagement with and focus on the question and with relevant ideas and
concepts.
75 / 100
Use of sociological and theoretical material
Cannot be improved upon.
Uses extensive range of appropriate sociological/theoretical sources and employs these
persuasively to develop and support the points made.
Uses wide range of appropriate sociological/theoretical sources and employs these
persuasively to develop and support the points made.
Uses some appropriate sociological/theoretical sources and employs th ...
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Running head CRIMINOLOGICAL THEORIES 1CRIMINOLOGICAL THEOR.docx
Running head: CRIMINOLOGICAL THEORIES
1
CRIMINOLOGICAL THEORIES
5
Criminological Theories
MCJ 5135 Theory of Crime and Criminology
The Relevance of Psychological Theories in Criminology
The engagement of an individual in criminal activities is often influenced by various underlying factors. As such various theories have been developed to explain the behavioral patterns of criminals and enable the criminal justice departments to operate effectively. Among the developed theories, the psychological theories are perhaps the most accurate in the field of criminology. Psychological theories are based on an interaction between biological and social-cultural factors that either promote or deter criminal behavior, (Walters, 2016). Classical theories of criminology did not account for the state of mind of criminals. As such, many criminals in the past were convicted of crimes they committed unknowingly. This has changed since the adoption of psychological theories. Both individuals as well as criminal justice officials now understand that psychological factors influence criminal behavior. Appropriate measures have been implemented to ensure that the criminal justice department treats all persons fairly by assessing underlying psychological factors. As such, psychological theories have not only promoted the work of the criminal justice department but also promoted individual awareness about underlying mental conditions that affect an individual’s behavior, (Byrne & Hummer, 2016).
Review of the Literature
1. Byrne, J., & Hummer, D. (2016). An examination of the impact of criminological theory on community corrections practice. Fed. Probation, 80, 15.
According toByrne & Hummer (2016), psychological theories have the most direct influence on probation and parole compared to other theories of criminology. The authors have comprehensively analyzed the impact of various theories used to evaluate criminal behavior. They suggest that behavior is intertwined with unconscious motives. Therefore, understanding the reasons behind a crime requires a psychological evaluation to understand the interaction of the two factors. This article is suitable for this research because it captures the relevance of psychological theories in criminology.
2. Dippong, J., & Fitch, C. (2017). Emotions in criminological theory: Insights from social psychology. Sociology Compass, 11(4), e12473.
Few formal theories have been developed to capture the role of emotional processes as facilitators or inhibitors of crime, (Dippong & Fitch, 2017). According to the authors, gaps in criminology can be filled by focusing on the underlying psychological factors of the offenders. The article highlights the effect that practices such as interrogation have on the mental state of an individual thus resulting in inaccurate findings during criminal investigations. As such, this article is a reliable source of information about the relevance of applying psychological theories in criminology. .
Running head COMPARATIVE ANALYSIS 1COMPARATIVE ANALYSIS .docx
Running head: COMPARATIVE ANALYSIS 1
COMPARATIVE ANALYSIS 3
A comparative analysis between Korean melodrama and other local melodrama
Student name
Institution
Most studies in recent times have discovered that Korean dramas have come with a “Korean wave” in media in the global stage. Audiences have been reconceptualised due to the availability of internet and computer that have facilitated the digital revolution. Korean melodrama has earned more views than local melodrama, a result of its marketing its content without owning a means of distribution.
Korean melodrama is a representation of a product that is a hybrid of Hollywood, since Korean melodrama makes use of practices, tools, and conventions in the narrative that comes with the preoccupation of the Korean socio-political and historical aspects. The aspect of familiarity that lacks in local melodrama exists in Korean melodrama. Studies in have shown that audiences tend to respond positively to things they are familiar to and that is exactly what Korean melodrama is.
The use of genre by Korean melodrama is a huge success to its big audiences from the west, as a study by the Korean Creative Content Agency (KOCCA) back in 2015 estimated that around 19 million Americans enjoy Korean melodrama compared to five million who preferred local melodrama as they are a definition of what the world is in reality. The aspect of what is good and what is bad entangled with emotional narratives that give the audience an opportunity to select a hero or a heroine (Martin, 2019).
Korean melodrama are structured in a way that the audience can critique structures of institutional powers and explore a world with aspects of complex social issues. Korean melodrama has a vital element of their characters not being complex and this does not place a huge burden of danger or any sort of conflict in their existing world (Smith, 2017). The study also found out that Korean dramas have integrated aspects of adventures, romance and included professional fields like doctors and police, and lawyer, which are familiar genres to the audience. The structure of the Korean melodrama comes along with themes and selective iconography that make Korean melodrama suitable for global audiences.
Korean drama has earned viewers more than local dramas in the local stage given the Korean dramas depict the actual Korean culture. Most people are attracted to Korean melodrama since they are interested with the reality. A study by a Korean television found out that their supervisor had received more than five hundred emails from people who were not Korean to include English subtitles in their videos. This proves to be a massive support comparing people have less interest in their local drama. Korean drama have earned a huge fan base due to the license agreement of online streaming that was agreed by Korea (Moon, 2019). Studies have recorded that the market of Korean melodrama has around 12% of them wh.
Running Head Critical Evaluation on Note Taking1Critical Ev.docx
Running Head: Critical Evaluation on Note Taking
1
Critical Evaluation of Four Articles On Note Taking
Critical Evaluation of Four Articles On Note Taking
Note taking is the process of recording information from another source and is an integral part of university studies. Comprehensive studies have been conducted to underline the cognitive process of note taking. This essay aims to critique four research articles pertaining to the study of note taking namely by highlighting several pros and cons of certain methodologies used, to improve future researches done on the topic of note taking.
The first article aims to examine whether the use of laptops in note taking impairs learning compared to people who were using the longhand method (Mueller & Oppenheimer, 2014). They conducted three experiments to investigate whether taking notes on a laptop versus writing longhand would affect academic performance, and to explore the potential mechanism of verbatim overlap as a proxy for the depth of processing. They used an experimental design in order to achieve a quantitative result. Using five 15 minutes TED talks lectures, the use of either laptop or longhand method for note taking as a categorical variable, and 67 participant samples from different university research subject pools, they concluded that participants using laptops were more inclined to take verbatim notes than participants using the longhand method. An overlooked procedure of this methodology is that in their first study, either one or two students were placed in an enclosed room.Mueller & Oppenheimer (2014) unknowingly made this a variable in their experiment. Additionally, typical university lectures are done in an occupied lecture hall. Mueller and Oppenheimer (2014) should have had his experiments in a lecture hall with students while testing his participants, emulating an environment similar to the real world. Doing so would increase external validity without sacrificing internal validity. Participants were taken randomly from a pool of voluntary university students, which is a good representation of the larger population for their hypothesis of the experiment. Mueller and Oppenheimer (2014) did not account for how the participants usually took notes in their classes. Instructing the participants to take down notes in a medium they are not used to could have affected their implicit processing of information, affecting results. The experimenters should have divided the participants into two separate groups based on which medium they were more comfortable in using. A third control group whereby participants did not take notes would have been beneficial to this experiment, eliminating compromising factors such as selection threats (Trochim, 2006).
The next article alleviates most of the previously stated concerns. This experiment was conducted to determine whether students’ note-taking and online chatting can influence their recalls of lecture content and note quality (Wei , Wang .
Running head CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS.docx
Running head: CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
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CRITIQUE OF QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
Critiquing Quantitative, Qualitative, or Mixed Methods Studies
Adenike George
Walden University
NURS 6052: Essentials of Evidence-Based Practice
April 11, 2019
Critique of Quantitative, Qualitative, or Mixed Method Design
Both quantitative and qualitative methods play a pivotal role in nursing research. Qualitative research helps nurses and other healthcare workers to understand the experiences of the patients on health and illness. Quantitative data allows researchers to use an accurate approach in data collection and analysis. When using quantitative techniques, data can be analyzed using either descriptive statistics or inferential statistics which allows the researchers to derive important facts like demographics, preference trends, and differences between the groups. The paper comprehensively critiques quantitative and quantitative techniques of research. Furthermore, the author will also give reasons as to why qualitative methods should be regarded as scientific.
The overall value of quantitative and Qualitative Research
Quantitative studies allow the researchers to present data in terms of numbers. Since data is in numeric form, researchers can apply statistical techniques in analyzing it. These include descriptive statistics like mean, mode, median, standard deviation and inferential statistics such as ANOVA, t-tests, correlation and regression analysis. Statistical analysis allows us to derive important facts from data such as preference trends, demographics, and differences between groups. For instance, by conducting a mixed methods study to determine the feeding experiences of infants among teen mothers in North Carolina, Tucker and colleagues were able to compare breastfeeding trends among various population groups. The multiple groups compared were likely to initiate breastfeeding as follows: Hispanic teens 89%, Black American teens 41%, and White teens 52% (Tucker et al., 2011).
The high strength of quantitative analysis lies in providing data that is descriptive. The descriptive statistics helps us to capture a snapshot of the population. When analyzed appropriate, the descriptive data enables us to make general conclusions concerning the population. For instance, through detailed data analysis, Tucker and co-researchers were able to observe that there were a large number of adolescents who ceased breastfeeding within the first month drawing the need for nurses to conduct individualized follow-ups the early days after hospital discharge. These follow-ups would significantly assist in addressing the conventional technical problems and offer support in managing back to school transition (Tucker et al., 2011).
Qualitative research allows researchers to determine the client’s perspective on healthcare. It enables researchers to observe certain behaviors and experiences amo.
Running head CRIME ANALYSIS TECHNOLOGY .docx
Running head: CRIME ANALYSIS TECHNOLOGY 1
CRIME ANALYSIS TECHNOLOGY 9
Crime Analysis Technology
Student’s Name
Institutional Affiliation
Crime Analysis Technology
Peer-Reviewed Article Analysis
Technology has evolved over the years in various sectors, with new technological innovations being developed. One of the areas that has witnessed great applications of technological evolution is in the detection and prevention of crime. This article will analyze the various technologies that are used to prevent and detect crime.
Byrne and Marx (2011) in their article reviews the topic in detail and gives insight in the role of technology in combating crime.
The key data that will be used in this research is secondary data from various peer-reviewed sources that review the topic of Crime Analysis Technology from various perspectives. Byrne and Marx (2011) presents various data on crime and the use of Information Technology in crime detection and prevention. For instance, it highlights that the percentage of schools in the United States that deploy metal detectors is approximately 2%. The article also approximates that as of 2006, one million CCTV cameras had been deployed in the United States, although the article does not provide current estimates on the same.
The article plays a great role in my final research. It gives a highlight of the various technological applications for crime prevention and detection. This can provide a background for further research, especially the technological innovations that are currently being developed. The article also presents figures about various elements of technology in crime prevention and detection such as the number of CCTV cameras, the crime rates such as the registered sex offenders, among others. Projections can therefore be made to the future.
The article mentions several significant facts. First, it classifies technological innovations in criminal justice as hard technology versus soft technology. Hard technology innovations include hardware and materials while soft technology innovations include information systems and computer software. Examples of hard technology is the CCTV cameras, metal detectors, and security systems at homes and schools. Examples of soft technology include predictive policing technology, crime analysis techniques, software, and data sharing techniques, among others. Both of the two categories of technological innovations are important in criminal justice. Another fact is the new technology of policing. The article identifies hard policing technological tools such as non-lethal weaponry and technologies for officer safety. It highlights soft policing technologies such as data-driven policies in policing and information sharing. Another important fact that the article mentions is the issues that should be con.
Running head CRIMINAL JUSTICE FLOWCHART1CRIMINAL JUSTICE FL.docx
Running head: CRIMINAL JUSTICE FLOWCHART 1
CRIMINAL JUSTICE FLOWCHART 11
Introduction
The purpose of a flowchart is to graphically present information in a logical pattern according to whatis.com (2018), usually showing the progression within a process from beginning to end. This flowchart will illustrate the pattern of progression in the criminal justice systems of Canada and India. In most countries policing, the courts, and the correctional systems are interdependent in this relationship, the police are the first step and the other steps follow in a logical progression. The purpose of mapping the steps of these countries criminal justice systems is to give visual context to this progression.
Criminal Justice of Canada
Police
Canada’s criminal justice system is not that different from other systems from around the world. The Canadian system comprised of the police who investigate crimes, collects evidence, and apprehend suspects for trial in the court system. Canada’s policing uses a decentralized multiple coordination model. In Canada, the federal government is constitutionally responsible for legislating in all areas that relate to criminal matters Braiden (2006), but legislating police activity is the responsibility of the provinces.
Each province has passed a Police Act to meet their responsibilities. Police forces in Canada deal with all types of crimes, from Crimes against Persons to Crimes Against Property according to the Canadian Department of Justice (2017). The crime being investigated will dictate the course of the investigation that will follow. To satisfy their role in the criminal justice flowchart the police must collect evidence and this evidence will be used at trial.
The gathering and preserving of evidence according to rules established within the Police Act and federal legislation spelled out in the Canadian Constitution Canadian Department of Justice (2017). Once an investigation occurs with the collection of evidence, and this evidence obtained through interviews and legally issued search warrants the police will develop a most likely and viable suspect and the police will request an arrest warrant for the suspect spelling out who they are looking to arrest and for what crime they wish to arrest them for.
Courts
The arrest is one of the final steps for the police in this matter and the beginning of the court process. The first step in this process is to put the person in custody into a holding cell usually at a detention center, the person is typically seen by a judge or a justice of the peace as soon as possible, this is usually done in twenty-four hours according to the Canadian Department of Justice (2017). At this point, the judge determines a pre-trial date in some cases will release the party on bail.
A bail hearing allows the prosecution to present evidence in hopes to keep the accused in custody. In the Canadian system, the state has all the expense of investigatio.
Running head COMPANY OVERVIEW1COMPANY OVERVIEW2Co.docx
Running head: COMPANY OVERVIEW
1
COMPANY OVERVIEW
2
Company Overview
Name: John Blair
Institutional Affiliation: Rasmussen College
Founded in 2001, Global Inc. is one of the leading manufacturers of consumer electronics such as personal computers, smartphones, and household appliances among other products. As a limited liability company members are not liable for the organization’s liabilities or debts (Deering & Murphy, 2003). It has experienced growth currently with approximately 13, 500 workers and an annual revenue of $14 billion as of December 2017. Smartphones and personal computers form its major source of revenue which currently comprises 45% of all the revenues. Starting 2009, the company expanded to the international market and has since experienced a growing revenue due to the expanding market share. More so, due to benefits such as cheap and readily available labor, the organization moved some of its manufacturing processes to Indonesia, Bhutan and Hong Kong which has greatly impacted the operational cost enabling it to provide goods at competitive prices.
In 2016, the company faced issues related to labor management as it was established that some of its suppliers employ underage workers and also utilizes bonded labor. It has been an ethical issue faced by the organization whether it should cut ties with the suppliers and find other suppliers. The company did not have any policies that controlled labor management practices by the suppliers hence it was not likely for the organization to act with speed. On the other hand, in the established manufacturing plants in Asian countries, it emerged that some workers received wages lower than the minimum wages in the said countries. These have been the two major issues that have recently tarnished the organization’s public image. However, it has put efforts to turn around the situation and regain its previous public image.
Reference
Deering, A., & Murphy, A. (2003). The Partnering Imperative: Making Business Partnerships Work (1st ed.). New York, NY: Wiley.
Running head: ETHICAL ISSUES IN CONSUMER ELECTRONICS INDUSTRY
1
ETHICAL ISSUES IN CONSUMER ELECTRONICS INDUSTRY
4
Trending Ethical Issues in Consumer Electronics Industry
Name: John Blair
Institutional Affiliation: Rasmussen College
Trending Ethical Issues in Consumer Electronics Industry
In the consumer electronics industry, players are competing with each other to create cutting edge devices that are more appealing to the consumers. Due to this need, majority of the manufacturers have employed various strategies such as partnering with third party manufacturers in a bid to lower operational costs hence being able to present consumers with competitively priced devices. However, it is imperative to note that adoption of the various strategies by the industry players has led to a number of ethical issues such as unfair labor practices as looked into in the following section.
One, partnering with third party manufacturers.
Running head CRIMINAL BACKGROUND CHECKS 1CRIMINAL BACKGROUND .docx
Running head: CRIMINAL BACKGROUND CHECKS 1
CRIMINAL BACKGROUND CHECKS
2
Criminal Background CheckNameENG/100
Erica Letourneau
September 1, 2019
Thesis Statement:
Criminal background checks help in determining a new employee’s behavior on the job, aids in identifying illegal immigration or harbored a fugitives, and acts as a societal norm.
Determining the behaviors of a new employee
One-way Criminal background checks helps employers is through acting as a guide in determining employee behavior before joining their task force. The character of an employee is a factor that should be considered before the employee is offered an opportunity to work for any organisation (Harris & Keller, 2005).
Hiring a criminal puts the security of the customers and employees at risk. Without past information about an employee, an organization is likely to employ a criminal. In this respect, a background check comes in place to make sure that the potential employee has no tarnished background.
Aids in illegal immigration or harboring a fugitive
Criminal background checks can also aid identifying illegal immigrants or harbored fugitives in workplaces. In the modern day, illegal immigration has become a norm in the society. Considering that the illegal immigrants are not citizens of the country, it is evident that any person cannot access their records. A criminal background check does not only help to know the previous criminal engagement activities of a person, but it also helps to know if a person is in the country's system or not.
Acts as a societal norm
Criminal background checks act as a social norm which can help in a nation’s economic growth. The productivity of its citizens dictates the economy of any nation. Ethics and productivity go hand in hand. When one is involved in criminal activities, it is evident that the level of his or her productivity can be questioned (Blumstein & Nakamura, 2009). It has become a norm for the society to try and look if one is associated with shady dealings in the past. The norm has been essential in two different ways. The first way is associated with the aspect of making sure that the people who are engaged in business activities are people with a good reputation and trustworthy (Harris & Keller, 2005). The second way is associated with the influence that the background check has on the members of the society. Most members of the society try as much as they can to avoid engaging in criminal activities because such can affect their future and that promotes a norm of avoiding and staying away from crime.
References
Blumstein, A., & Nakamura, K. (2009). Redemption in the presence of widespread criminal background checks. Criminology, 47(2), 327-359.
Harris, P. M., & Keller, K. S. (2005). Ex-offenders need not apply: The criminal background checks in hiring decisions. Journal of Contemporary Criminal Justice, 21(1), 6-30.
Concerns
Areas that Need Work
Criteria
Standards for This Performance
Strengths
Evidence.
Running head CRIME ANALYSIS .docx
Running head: CRIME ANALYSIS 1
CRIME ANALYSIS TECHNOLOGY 2
Crime analysis is a function that usually involves the systemic analysis in identifying as well as analyzing the crime patterns and trends. Crime analysis is very important for law enforcement agencies as it helps law enforcers effectively deploy the available resources in a better and effective manner, which enables them to identify and apprehend suspects. Crime analysis is also very significant when it comes to arriving at solutions devised to come up with the right solution to solve the current crime problem and issues as well as coming up with the right prevention strategies. Since the year 2014, crime rates in the USA have increased steadily as per a study done by USAFacts, which is a non-partisan initiative (Osborne & Wernicke, 2013). With this increase in crime rates, which has majorly resulted in massive growth in technology, it is essential to come up with better means and ways of dealing with the increased crime rates. With the current advancement in technology, better law enforcement tools developed, which has enabled better crime deterrence in better and efficient ways. All this has been facilitated by the efforts of crime analysts who have come up with better tools and thus enabling the law enforcers to better deal with the crimes (Osborne & Wernicke, 2013). In this paper, I will consider the application of crime analysis technology and techniques in fighting crimes. Application of crime analysis technology and techniques used to make crime analysis more accurate and efficient.
Currently, the two technological tools that are used in predictive policing software have enabled security agencies to effectively use predictive policing ("Crime Analysis: Fighting Crime with Data," 2017). Application of this software has enabled better crime prevention as with data obtained in the previous crimes have been used to predict possible future severe crimes in a specific area.
Through the adoption and use of crime analysis, law enforcement agencies have been able to fight against crimes as when compared with the past effectively. The use of crime analysis comes at the right time, where there has been an increase in crime rates in the current digital error. In a survey done by Wynyard group in 2015, the study revealed that for every 10 law enforcement officials 9 of them believe that the use of current technology in crime analysis has had positive effects in helping the agencies in solving crimes as they can identify essential links and trends in crimes ("Crime Analysis: Fighting Crime with Data," 2017). In the same way, other sectors have benefited from data analysis with spreadsheets, databases, and mapping, law enforcers have been able to use data analysis to come up with a better decision. Crime analysis ha.
Running head CRITICAL THINKING ASSIGNMENT1CRITICAL THINK.docx
Running head: CRITICAL THINKING ASSIGNMENT 1
CRITICAL THINKING ASSIGNMENT 8
Appendix:
Harmful Purpose
Helpful Purpose
Figure 1 shows SWOT Analysis Diagram of Saudi Central Board for Accreditation of Healthcare Institutions (CBAHI)
Internal Origin
External Origin
SWOT Analysis
.
Running Head CRIMINOLOGY USE OF COMPUTER APPLICATIONS .docx
Running Head: CRIMINOLOGY USE OF COMPUTER APPLICATIONS 2
CRIMINOLOGY USE OF COMPUTER APPLICATIONS 2
In the wake of technological advances, the use of computers has played a major role especially in criminal justice (Moriarty, (2017). This paper has focused on the use of computer application technologies in criminology and the potential it has in legal systems. From enabling easy access for witnesses to search for accused peoples’ photographs on the screen and go through the whole court procedural activities. Moreover, criminals’ records can be monitored using databases and it is easy to make a follow-up on crimes they have committed in the past and the charges against them. Forensics can also be conducted and investigations can now be carried out easily and very fast. Also, when one is linked to cases, they can be easily identified using forensics and fingerprints. Portable laptops have also helped police officers in getting information and any important details related to a crime at any place without having to go back to their working stations. James (2017), argues that unlike in the past, investigations are done faster due to internet connections and ease of communication between community members and investigative officers through the use of phone gadgets.
Computers have broad variance in usage which has been enhanced by computer applications. For instance, massive record keeping systems have relied for reference on criminal accounts, case records and unresolved warranties. Incorporation of technology in criminology has just made the career easy and also improved livelihoods. Many police units now use computerized applications to keep up with the ever-rising crimes. There are different applications being used nowadays, from mobile technology, to use in-car computers, CCTV camera installations and also software such as the Computer Aided Dispatch. Investigators often use programmed record management systems to monitor information they obtain and guard it properly. With the current technology, it is possible to detect impending crimes, track stolen goods and the culprits, tell which time a crime occurred and also who committed it and where.
Computer applications:
1. In-Car Computer installations in police cars.
Blumstein (2018), contends that this application that allows traffic patrol police to effectively carry out their activities especially when vehicles violate traffic rules. In the current world, things are drifting toward being more computerized than handwritten (Maxfield & Babbie, 2014). Thus event arrest reports are being typed. It also means that after traffic references are written down, they are generated by the computers installed duplicating a copy to the person who breaks the rules. This is seen to reduce paperwork and improve the efficiency of police officers' work.
2. Computer Aided Dispatch
In the past, correspondents would use hand.
Running Head CRITICAL ANALYSIS OF THE WHISTLEBLOWER INCENTIVES .docx
Running Head: CRITICAL ANALYSIS OF THE WHISTLEBLOWER INCENTIVES 1
CRITICAL ANALYSIS OF THE WHISTLEBLOWER INCENTIVES AND PROTECTION 5
Doctor of Business Administration- Finance
Track- ADRP
Flexible Design Methods
Critical Analysis of the Whistleblower incentives and protection: Are a way of applying investment banking incentives to control management unethical and illegal practices
Introduction
Whistleblower incentives and protection refers to the monetary reward as well as protection which the United States Government offers to the individuals who exposes certain wrongdoings in the community more especially in government institutions. The Federal law requires the government to reward the whistleblowers a certain percentage of money that is recovered following their tips of exposing the wrongdoing acts. This percentage may go up to 30 percent of the total recovered money. In this paper, I will critically analyze whether Whistleblower Incentives and Protection are ways of applying investment banking incentives to control management unethical and illegal practices. And maybe are the whistleblowers rewarded accordingly in terms of security and money.
Problem Statement
What happened?? This is not anything like what was approved or what was in the white paper. Follow the instructions and make a paragraph out of the bullet outline problem
The Problem statement, which will be addressed in this paper, is that, whistle blowers are not given adequate incentives and protection resulting in the difficulty of reporting wrongdoing, misconduct and unethical behaviors. According to Andon, et al., (2018), Lack of whistle blower incentives and protection makes it difficult for whistle blowers to report wrongdoing, as they feel insecure. “The current whistle blowing system is not effective and therefore does not provide the basis for investigation of corruption cases and any misconduct within a company (Ballan, 2017). In support of Ballan’s views on the whistle blowing system, Keith, Todd & Oliver, (2016) indicated that the managers aren’t empowered to sanction employees involved in unethical behaviors because of lack of whistle blower incentives which are reinforced by the Federal laws.
Specifically, failure of finance department to offer adequate whistleblowers incentives as well as protection within the investment – banking sector in the United States. As per Keith, Todd & Oliver, (2016), in their recent research, they recommended that the finance department in any organization is a very critical area that can determine the overall performance of an organization. Failure to provide whistleblower incentives and protection to finance staff makes it difficult for them to report unethical behaviors.
Research Questions
What happened here? Where is the list of approved RQs Where are the numbers
It’s important to note that integrity and corruption free environment can be enhanced if specifically the involved organizations are audited or watch.
Running head CRITICAL APPRAISAL OF RESEARCH ARTICLES .docx
Running head: CRITICAL APPRAISAL OF RESEARCH ARTICLES 1
CRITICAL APPRAISAL OF RESEARCH ARTICLES 10
Critical Appraisal of Research Articles on Evidence-Based Practice
Name
Institution
Course
Date
Critical Appraisal of Research Articles on Evidence-Based Practice
Full APA formatted citation of the selected article
Article 1
Article 2
Article 3
Article 4
Barakat-Johnson M., Lai M., Wand T. & White K. (2019). A qualitative study of the thoughts and experiences of hospital nurses providing pressure injury prevention and management. Collegian, 26(1), 95-102.
Park S. H., Lee Y. S. and Kwon, Y. M. (2016). Predictive validity of pressure ulcer risk assessment tools for the elderly: A meta-analysis. Western Journal of Nursing Research, 38(4), 459-483.
Boyko T., Longaker M. T., and Yang G. (February 1, 2018). Review of the current management of Pressure Ulcers. Journal of Advances in Wound Care, vol. 7, issue No. 2. Pages 57-67.
Ferris, A., Price, A., & Harding K. (2019). Pressure ulcers in patients receiving palliative care: A systematic review. Palliative Medicine, 33(7), 770-782.
Level of evidence of the article
Level 4 evidence. The article provides a summary of the individual thoughts and experiences regarding the issue of pressure ulcers
Level 2 evidence. The information comes from the meta-analysis of all the relevant and randomized, as well as the controlled trials.
Level 1 evidence. The article offers evidence from the systematic review of the randomized as well as the controlled trials from the experiments.
Level 1 evidence. The information is evidence from the systematic reviews of trials that have been relevant and controlled while the researchers were trying to carry out the research.
Conceptual Framework
The theoretical basis that led to the research was an increased number of injuries resulting from pressure ulcers, and this led to the need for having a study to find the ways that were effective for preventing such occurrences.
The theoretical framework that led to this study was that pressure ulcers have become a major challenge and a challenging goal when it came to providing healthcare for pressure ulcer patients. Therefore, it led to the need to have a study that could deal with the challenge.
The theoretical framework that necessitated this research was the incidence of pressure ulcers that were increasing because of the poor and aging population as well as the elderly that were living with incidences of disability.
Pressure ulcers were highly associated with significant mortality and morbidity and high costs of healthcare services, and this led to the need for a study to review the situation.
Design/Method
A qualitative and exploratory design using semi-structured interviews. Sampling was also done and used for obtaining the participants and information from the relevant individuals of the study.
A qualitative study w.
Running Head COMPARATIVE ARGUMENT2COMPARATIVE ARGUMENT2.docx
Running Head: COMPARATIVE ARGUMENT 2
COMPARATIVE ARGUMENT 2
Shouq Alqu.
CWL 200 SEC 03
Feb / 23 / 2020
Comparative Argumentative Critical analysis
Introduction
Plato’s allegory of the cave is a notion about human perception. Plato argued that knowledge acquired through the senses is just an opinion but for one to acquire knowledge then it must be through philosophical cognitive. Plato gives an analogy of the prisoners tied to some rocks in a cave since they were born. They cannot see anything except shadows of objects carried by people walking in the walkway. Since the prisoners had not seen the real objects ever since they were born, they believe that these shadows are real. Fortunately, one prison escapes from the cave and meets the real world and recognizes that his perception of reality was mistaken. He goes back to the cave and informs the other prisoners what he found. Unfortunately, they don’t believe him (Alam 5).
Overview of Gogol’s Overcoat and Lahiri’s Namesake
The overcoat is a story written by Nikolai Gogol about Akaky Akakievich, an underprivileged government clerk in Russia. Though he is devoted to his work, his hard work goes unrecognized by his colleagues who joke about his overcoat. When his overcoat is worn out he decides to get it fixed but his tailor advises him to get a new one because the old one was beyond repair. His tailor finally makes a new coat for Akaky which makes his colleagues celebrate him by throwing a party for him. His coat does not last long because it is stolen and Akaky’s efforts to get it back do not bear fruit. He dies of fever (Yilmaz 195).
Namesake is a story about Indian immigrants who settle in the US. Soon after, they get a baby boy who is given a temporal pet name by his father: Gogol. When he starts kindergarten Gogol is given his good name, Nikhil, which he rejects and clings to his pet name. But when he grows up Gogol knows the meaning of his name and starts to despise it. At the age of eighteen, he changes his legal name to Nikhil. He becomes acculturated and adopts the American way of life. That way he feels comfortable around his friends and especially the girlfriend. It was after his father’s death that he knew the true meaning of his name and changed it again to Gogol (Jaya 158).
The relevance of Plato’s Allegory of the cave on Gogol’s ‘Overcoat’ and Lahiri’s ‘Namesake’
The most significant insinuation of these stories is how the two main characters change their identity. Both of them were not named after they were born. Coincidentally, their fathers picked their names for them. As the writers of these two stories put it, these two characters could not be given any other names. These two characters are comfortable with their identities just like the prisoners in the cave (Ledbetter 130).
Akaky is afraid of changing his old ways of doing things. He was seen in the same position and place with the same uniform, his overcoat, and this made his supervisors believe that he was born as a r.
Running Head CREATING A GROUP WIKI1CREATING A GROUP WIKI .docx
Running Head: CREATING A GROUP WIKI 1
CREATING A GROUP WIKI 3
Title: CREATING A GROUP WIKI
Student’s Name:
Institution:
As far as the definition to my words is concerned, metacommunication can be defined as all nonverbal cues experienced by different people. Some of the metacommunications experienced by people include; tone of voice, gestures, facial expression and body language. On matters related to the facial expression, it can be used to show the feelings of the people involved in an incident. However, different people should be encouraged to understand the use of the metacommunication in ensuring that the society is able to operate in an effective manner. Again, gestures can be used in ensuring that communication is enhanced amongst different people. The use of gestures plays important roles in ensuring that different ideas are shared in the best way possible (Hazari, 2019).
On the other hand, evaluative communication can be used for the purposes of causing defensiveness by ensuring that judgment is passed. It is through that whereby majority of the people are enabled to focus on the problem experienced hence making it easy for the right solution to be found. The ability of people to focus on the problem can be used in ensuring that the required solution is identified therefore reducing the issues experienced by the people. However, majority of people should be encouraged to engage in evaluative communication for the purposes of ensuring that the solution to the issues experienced is found (Ma, 2020).
References
Hazari, S., North, A., & Moreland, D. (2019). Investigating pedagogical value of wiki technology. Journal of Information Systems Education, 20(2), 8.
Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning, 33(3), 197-216.
Running Head: MATRILOCAL AND CONJUGAL FAMILY 1
MATRILOCAL AND CONJUGAL FAMILY 3
Title: MATRILOCAL AND CONJUGAL FAMILY
Student’s Name:
Institution:
My first term I chose is matrilocal family. However, matrilocal family is a family whereby the husband goes to live with the family of the wife. This is a culture which allows the man to move to live with the mother and the father in law. As a result, the man is required to change his social life their living according to the cultures of the parents in law (Brown, 2020).
As far as the episode is concerned, the man had to go and hence live with the female’s family. It is through that whereby the man was required to change his lifestyle and hence adapt the live from the female’s family. Moreover, when not controlled, matrilocal family might end up bringing about conflicts amongst the people and their care has to be taken so as to ensure that the cases of misunderstanding are not experienced.
On the other hand, conjugal family is the other term which should be considered in different aspects. However, this is a term in which the marred coup.
Running Head CRITICAL ANALYSIS 1 C.docx
Running Head: CRITICAL ANALYSIS 1
CRITICAL ANALYSIS PAPER 7
Critical Analysis Paper #2
Professor McMahon
Waffa Elsayed
HBSE
03-25-2019
Introduction
In this paper, I will argue that “Intimate Partner” is used to represent any inclusive romantic or sexual relationship between two non-biologically-related people. Ideally, these kinds of relationships show lots of love and support for each other. Unfortunately, some people do not act like the ideal condition and abuse their partners cause considerable emotional or physical pain and injury (Belknap, Chu, & Deprince, 2012). Sometimes abusing behavior brings violence and makes the worse situation ever. Different type of abuses such as emotional abuse, economic abuse, social isolation, physical abuses takes place in case of creating intimate partner violence. Sometimes some people start to stalk their partners with generating a different motive such as anger, hostility, paranoia, and delusion towards their partners (Belknap, Chu, & Deprince, 2012). One partner verbally threats his/her partner through using emails, text messaging, and social network Internet sites. In 2012, 4th February, a 21-year-old California boyfriend had bound legs of his girlfriend with tape and threatened her with pointing a gun towards her and beaten her, and kept her for nine days. This situation occurred as the girl received a text message from another man on her cellphone (Belknap, Chu, & Deprince, 2012). It is clear that technology can lead to intimate partner abuse. In this paper, I will argue that technology in terms of electronic devices can be used as the trigger for more intimate partner violent abuse. Comment by Sarah McMahon: I would suggest having someone review your writing to help improve your ability to convey your ideas. Comment by Sarah McMahon: I am wondering what this means- different from what? From IPV? It seems to me that it is a similar motive so I am unclear. Comment by Sarah McMahon: The purpose of this assignment is: “Develop an argument that compares these types of violence in a specific way(s), such as the root causes, the impact on victims, society's perception of the crime, or our response to the crime. How are they similar or different?” I am not sure your thesis answers that question?
Causes and Impact of Intimate Partner Violence and Stalking and Electronic Abuse
These days, out of ten women, one lady murdered or badly injured by her intimate partner. Life threatening matters are the most common factor which can create physical violence among intimate partners. Comment by Sarah McMahon: This is not a full sentence. I would suggest having someone proofread your paper as I suggested last time. Comment by Sarah McMahon: I am unclear on what this means. What are the life-threatening matters and what is the most common factor that causes physical violence? If you are talking about the causes of IPV .
Running head COUNSELOR ETHICS 1PAGE .docx
Running head: COUNSELOR ETHICS
1
PAGE
7
COUNSELOR ETHICS
Counselor Ethics and Responsibilities
Grand Canyon University: PCN 505
Dr
November 15, 2017
Counselor Ethics and Responsibilities
To be a successful counselor and abide within the ethical and legal guidelines, counselors must take into consideration what is involved in providing sound and ethical judgements. Being a counselor should not be taken lightly, someone is trusting us to provide them with the best care possible and assist in finding solutions that will possibly work for the betterment of their livelihood. Counselors must ensure that their clients confidentiality will not be misused and counselor’s guarantee that appropriate measures are in place to provide a professional, safe, nonjudgmental environment.
Client Rights
Principles of Ethical Practice
There are five key principles of ethical practices, and Davis and Miller (2014), references Kitchener (2000) models on the following five principles:
a.) Autonomy addresses the concept of independence. Counselors should make sure they are not pushing their own values and beliefs onto clients, but rather encourage them to make their own decisions and act within their values. He/She would ensure clients fully understand how their differences may affect others whether positive or negative. He/She would also ensure they are competent to understand the choices they are making are theirs without any other influences. Clients who are children or persons with mental limitations, he/she need to make sure they have a well-informed, competent adult making decisions in their best interest.
b.) Nonmaleficence is the concept of not causing harm to others. Professionals should ensure clients are positively engaged during sessions and are not misconstruing information given to them.
c.) Beneficence shows the responsibility of the counselor contributing to the safety of the client. Incorporate positive outlooks and thinking in sessions. Periodically asking clients about their feelings, depending on the circumstances to make sure they have no intentions on harming themselves and be proactive when necessary.
d.) Justice in counseling means “treating equals equally and unequals unequally” (Davis & Walker, 2016). If I am providing services to two clients who are depressed. One is depressed and suicidal and the other client is not, more attention would be devoted to the client who is suicidal, and the proper steps would be taken to ensure the client does no harm to himself.
e.) Fidelity includes being, loyal, faithful and committed. Maintaining and having trust within the client-counselor relationship is crucial to successful progress, once that trust is broken, the client may leave and seek treatment elsewhere, or worse harm themselves or others. Clients need to be able to talk to about their feelings no matter how bad they think their situation is.
(Davis & Miller, 2016).
Informed Consent Process
Informed consent .
Running Head COMMUNICATION TRAINING PLANCOMMUNICATION TR.docx
Running Head: COMMUNICATION TRAINING PLAN
COMMUNICATION TRAINING PLAN
Communication Training Plan
Student’s Name
Institutional Affiliations
Company Culture and Communication Obstacle
Northwest Valley Community College has a culture of providing the best learning environment to its students and ensuring that school staff communicate effectively without experiencing unauthorized access to their data and information. Also, its culture is ingrained in ensuring its students are working in an environment that is healthy and safe. The management of Northwest Community understands the importance of having a healthy learning environment and effective communication network inside and outside the school premises. As such, Kelsey Elementary school is setting up measures to implement a detailed communication training plan for staff and students to gain information safety skills.
This plan will be developed by a strategic communication team selected by the school. This plan will be designed in a way that it provides a framework to manage and coordinate communication among the students, instructors and parents. The plan will identify efficient communication channels, standards, appropriate audience, and frequency. This plan will require a shared responsibility among management, students, communication team and students. After the implementation of this communication plan, the team will measure its effectiveness to ensure it meets the expected objectives and goals.
Needs and Tasks Analysis
Northwest Valley Community Collwgw communication team will conduct a needs and analysis task to determine the training needs. The management will be able to know who needs the training and the kind of training required. The following are the steps the company will use to conduct training needs analysis.
· Organizational Analysis: The school management should work with the teachers to identify the priorities of student training. In this case, the management will conduct an evaluation to ensure the training goes hand-in-hand with the school’s goals and objectives.
· Secondly, the management will list specific types of communication channels to be utilized within the school environment. Also, they will specify the skills and competencies needed by employees to ensure they clearly understand how to utilize these communication channels. By doing this, they will have a solid foundation on who should conduct the training and how it should be conducted. (Liaw, 2014)
· The last step will involve the identification of staff members who need to undergo communication training. However, since it is a learning institution, every staff member and students will be subject to training.
Research Technique
Northwest Valley management has decided to implement an external training program to address the training plan. Therefore, they need to identify and understand the organization’s communication training needs. As such, they should start by hiring an e.
Running head Commitment to Professionalism1Commitment to Prof.docx
Running head: Commitment to Professionalism 1
Commitment to Professionalism
3
Commitment to Professionalism
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Commitment to Professionalism
Advocating for _________
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate. You may want to start off with something like: A great passion of mine is to advocate for __________ because___________. Research shows that this is a critical issue______________.
In the next few paragraphs be sure to:
· Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
· Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
· Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
· Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue. These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Commitment to the Profession
In this section be sure to
· Describe how you will advocate on behalf of young children, their families, and the profession.
· Describe how you will support the development of future practitioners and leaders in the field.
· Referring to to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals.
Don’t forget specific details, examples, and citations to help you get a top grade
References (Text and at least TWO outside sources)
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal Name, Volume(Issue), page range. doi:# or Retrieved from journal’s homepage URL
**When including a URL for an online journal, you must search for the journal’s home page and include this in your reference entry. You may not include the URL found through your university library, as readers will not have access to this library.
Examples:
Churchill, S. D., & Mruk, C. J. (2014). Practicing what we preach in humanistic and positive psychology. American Psychologist, 69(1), 90-92. doi:10.1037/a0034868
Santovec, M. (2008). Easing the transition improves grad retention at Trinity U. Women in Higher Education, 17(10), 32. Retr.
Running head COVER LETTER15Cover Lett.docx
Running head: COVER LETTER 1
5
Cover Letter for Grant Proposal
Pasqualina L. Anderson
Walden University
HUMN 6207-3, Grant Writing
Dr. Frances Mills
January 17, 2019
Abstract
The homeless population in communities across the United States is vulnerable to physical and mental illnesses, largely due to a lack of medical treatment resources and harsh environmental conditions. Rehabilitation centers and programs aimed at closing the gap between this population’s lack of resources and medical needs can help address many of the problems this population faces. Social programs aimed at reducing homelessness or intervening in the lives of homeless populations do not necessarily extend beyond providing food, shelter, and a means to economically transition from being homeless to being a non-homeless member of society. Mental illness is one of the barriers to economic sustainability and sustenance that have been recorded in this population. The aim of the proposed program is to offer a means of treatment for this population, using a sample size of 20. Another vital aim of the program is to examine the correlation between the homeless population, their environmental circumstances, and mental illness. It is the program leaders’ hope that the program’s analyzation of the data will lead to new intervention, treatment methods, and deep understanding of how mental illness plays a role in homelessness.
Keywords: homelessness, mental illness, intervention treatments
Cover Letter
To Whom It May Concern,
An estimated 500,000 individuals are homeless in our community and are at risk of developing serious, uncontrollable health issues (Rogers, 2018). Our grant proposal’s main objective is to improve the well-being of the homeless population within our community. Besides physical ailments and diseases that may impact the homeless population, mental health issues and challenges will need to be addressed as part of this proposal. Specifically, our project seeks to reduce the prevalence of drug addiction and substance abuse amongst the homeless.
Utilizing a case study research design, our project will aim to analyze data pertaining to the relationship(s) between our community’s homeless population and drug addiction/substance abuse. A sample size of 20 will be selected from the Homeless Health Education Group. The projected timeline for the project is three years. It will focus on providing psychiatric intervention, reduce health problems, and provide mental health care. A rehabilitation center will be established to meet these objectives. Technology assets will be necessary to enhance efficiency and collect data reports from the 20 members of the sample population (Gitilin & Lyons, 2014; Marchewka, 2014).
Management and oversight will need to be incorporated into the proposal to ensure the project achieves its mission (Burke, 2013). The project’s projected budget expenditures total $1.638 million and its projected revenues total approx.
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Running head ESSAY TITLE3ESSAY TITLEEssay.docx
- 1. Running head: ESSAY TITLE 3 ESSAY TITLE Essay Title: Brief Explanation of Title First and Last Name Trafalgar Castle School Introductory Sentence: _____________________________________________________ _____________________________________________________ __________________________ Thesis: _____________________________________________________ _____________________________________________________ _____________________________________________________ _______________________________________ Concluding Sentence: _____________________________________________________ _____________________________________________________ __________________________
- 2. First Argument Point: _____________________________________________________ ________ _____________________________________________________ _____________ · Evidence / Proof: · Point: _____________________________________________________ ________ _____________________________________________________ _____________ · Evidence / Proof: · Point: _____________________________________________________ ________ _____________________________________________________ _____________ · Evidence / Proof: · Second Argument Point: _____________________________________________________ ________ _____________________________________________________ _____________ · Evidence / Proof: · Point: _____________________________________________________
- 3. ________ _____________________________________________________ _____________ · Evidence / Proof: · Point: _____________________________________________________ ________ _____________________________________________________ _____________ · Evidence / Proof: · Third Argument Point: _____________________________________________________ ________ _____________________________________________________ _____________ · Evidence / Proof: · Point: _____________________________________________________ ________ _____________________________________________________ _____________ · Evidence / Proof: · Point: _____________________________________________________ ________ _____________________________________________________ _____________ · Evidence / Proof: ·
- 4. Conclusion Introductory Sentence: _____________________________________________________ _____________________________________________________ __________________________ Thesis Restatement: _____________________________________________________ _____________________________________________________ _____________________________________________________ _______________________________________ Concluding Sentence: _____________________________________________________ _____________________________________________________ __________________________ _____________________________________________________ _____________ _____________________________________________________ _____________ Works Cited Citations for any sources used in your essay. CHY 4U
- 5. The West and the World: Globalization In-Class Essay Choose one question to answer in the form of an argumentative essay. Each question requires an examination of the French Revolution and the reign of Napoleon. You are required to express an opinion. Your essay must have: · a strong, decisive thesis · clear, logical arguments · sufficient evidence to prove your points · good overall essay form (structure, formal writing style etc.) 1. “Enlightenment ideas may have started the Revolution, but it was the moderate/radical phases of the Revolution and the violence of Napoleon which ultimately saved those ideas from destruction.” Write an essay to support, reject, or modify the quote above. OR 2. “The Declaration of the Rights of Man and the Constitution of 1791 represented real revolutionary progress based on the ideas of the Enlightenment. That progress was betrayed by the radical phase of the Revolution and the actions of Napoleon.” Write an essay to support, reject, or modify the quote above. OR 3. “A Bourbon King sat on the throne of France in 1788 and 1815. During that period very little was accomplished, except for the death of four million people. The Revolution and the reign of Napoleon were largely failures.” Write an essay to support, reject, or modify the quote above.
- 6. OR 4. “One cannot understand the misguided ideas or wars of Napoleon without a thorough understanding of the French Revolution.” Write an essay to support, reject, or modify the quote above. IN-CLASS ESSAY RUBRICAchievement Criteria (0-49%) Level 1 (50-59%) Level 2 (60-69%)Level 3 (70-79%) Level 4 (80-100%) Knowledge and Understanding /25 - errors in facts and terms used - lacks evidence related to argument - does not reflect understanding of time period and context for events - shows basic knowledge of facts and terms - includes general, somewhat relevant evidence - shows basic understanding of time period and context for events - shows some knowledge of facts and terms - includes general but relevant pieces of evidence - shows some understanding of time period and context for events - shows considerable knowledge of facts and terms
- 7. - includes several specific pieces of evidence - shows considerable understanding of time period and context for events - shows thorough knowledge of facts and terms - includes several dates and specific pieces of evidence - shows thorough understanding of time period and context for eventsThinking and Inquiry /30 - simplistic development of ideas - information is presented without analysis, does not draw conclusions - lacks evidence - develops ideas with limited logic and coherence - analyses basic information to form simplistic conclusions - incorporates minimal evidence - develops ideas with some logic and coherence - analyses information to form some logical conclusions - incorporates some well-chosen, relevant evidence - develops ideas with considerable logic and coherence - analyses information to form some logical and perceptive conclusions - incorporates considerable well-chosen, relevant evidence - develops ideas with a high degree of logic and coherence - analyses information to form insightful conclusions - incorporates highly effective, well-chosen, relevant evidence
- 8. Communication /25 - difficult to follow, lacks organization - language & voice contain frequent slang & major errors - grammar, spelling, and punctuation are difficult to understand - writing is mostly choppy, ideas are grouped by topic - language & voice are often inconsistent and sometimes inappropriate - applies grammar, spelling and punctuation with limited accuracy and effectiveness - writing is somewhat choppy, some effort to organize ideas - language & voice are mostly appropriate and consistent - applies grammar, spelling and punctuation with some accuracy and effectiveness - good flow & organization - language & voice are appropriate and consistent - applies grammar, spelling and punctuation with considerable accuracy and effectiveness - excellent flow & organization - language & voice are highly effective - applies grammar, spelling and punctuation with a high degree of accuracy and effectivenessApplication /20 - lacks evidence to support points - limited application of evidence - somewhat applies evidence to argument - applies evidence to argument effectively - applies evidence to argument highly effectively