two years are better than four .rtfd/runnerup.png
__MACOSX/two years are better than four .rtfd/._runnerup.png
two years are better than four .rtfd/TXT.rtf
Two Years Are Better Than Four
runnerup.png ¬
Liz Addison, 38, is a biology major whose goal is to become a large animal veterinarian. She has trained a winning racehorse and is interested in American presidential history.
Oh, the hand wringing. “College as America used to understand it is coming to an end,” bemoans Rick Perlstein and his beatnik friend of fallen face. Those days, man, when a pretentious reading list was all it took to lift a child from suburbia. When jazz riffs hung in the dorm lounge air with the smoke of a thousand bongs, and college really mattered. Really mattered?
Rick Perlstein thinks so. It mattered so much to him that he never got over his four years at the University of Privilege. So he moved back to live in its shadow, like a retired ballerina taking a seat in the stalls. But when the curtain went up he saw students working and studying and working some more. Adults before their time. Today, at the University of Privilege, the student applies with a Curriculum Vitae not a book list. Shudder.
Thus, Mr. Perlstein concludes, the college experience – a rite of passage as it was meant it to be – must have come to an end. But he is wrong. For Mr. Perlstein, so rooted in his own nostalgia, is looking for himself – and he would never think to look for himself in the one place left where the college experience of self-discovery does still matter to those who get there. My guess, reading between the lines, is that Mr. Perlstein has never set foot in an American community college.
The philosophy of the community college, and I have been to two of them, is one that unconditionally allows its students to begin. Just begin. Implicit in this belief is the understanding that anything and everything is possible. Just follow any one of the 1,655 road signs, and pop your head inside – yes, they let anyone in – and there you will find discoveries of a first independent film, a first independent thought, a first independent study. This college experience remains as it should. This college brochure is not marketing for the parents – because the parents, nor grandparents, probably never went to college themselves.
Upon entry to my first community college I had but one O’level to my name. These now disbanded qualifications once marked the transition from lower to upper high school in the Great British education system. It was customary for the average student to proceed forward with a clutch of O’levels, say eight or nine. On a score of one, I left school hurriedly at sixteen. Thomas Jefferson once wrote, “Everybody should have an education proportional to their life.” In my case, my life became proportional to my education. But, in doing so, it had the good fortune to land me in an American community college and now, from that priceless springboard, I too seek admission to the Univ ...
COLLEGE PRESSURES -- William ZinsserAn Article from The Norton R.docxclarebernice
COLLEGE PRESSURES -- William Zinsser
An Article from The Norton Reader, Norton-Simon Publishing, 1978
Dear Carlos: I desperately need a dean's excuse for my chem midterm which will begin in about 1 hour. All I can say is that I totally blew it this week. I've fallen incredibly, inconceivably behind.
Carlos: Help! I'm anxious to hear from you. I'll be in my room and won't leave it until I hear from you. Tomorrow is the last day for .......
Carlos: I left town because I started bugging out again. I stayed up all night to finish a take-home make-up exam and am typing it to hand in on the 10th. It was due on the 5th. P.S. I'm going to the dentist. Pain is pretty bad.
Carlos: Probably by Friday I'll be able to get back to my studies. Right now I'm going to take a long walk. This whole thing has taken a lot out of me.
Carlos: I'm really up the proverbial creek. The problem is I really bombed the history final. Since I need that course for my major I ....
Carlos: Here follows a tale of woe. I went home this weekend, had to help my Mom, and caught a fever so didn't have much time to study. My professor .....
Carlos: Aargh!! Trouble. Nothing original but everything's piling up at once. To be brief, my job interview .....
Hey Carlos, good news! I've got mononucleosis.
Who are these wretched supplicants, scribbling notes so laden with anxiety, seeking such miracles of postponement and balm? They are men and women who belong to Branford College, one of the twelve residential colleges at Yale University, and the messages are just a few of the hundreds that they left for their dean, Carlos Hortas -- often slipped under his door at 4 a.m. -- last year.
But students like the ones who wrote those notes can also be found on campuses from coast to coast -- especially in New England, and at many other private colleges across the country that have high academic standards and highly motivated students. Nobody could doubt that the notes are real. In their urgency and their gallows humor they are authentic voices of a generation that is panicky to succeed.
My own connection with the message writers is that I am master of Branford College. I live in its Gothic quadrangle and know the students well. (We have 485 of them.) I am privy to their hopes and fears -- and also to their stereo music and their piercing cries in the dead of night ("Does anybody ca-a-are?"). If they went to Carlos to ask how to get through tomorrow, they come to me to ask how to get through the rest of their lives.
Mainly I try to remind them that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don't want to hear such liberating news. They want a map -- right now -- that they can follow unswervingly to career security, financial security, social security and, presumably, a prepaid grave.
What I wish for all students is some release from the clammy grip ...
Zinsser 1 COLLEGE PRESSURES by William Zinsser Dear.docxdanielfoster65629
Zinsser 1
COLLEGE PRESSURES by William Zinsser
Dear Carlos: I desperately need a dean's excuse for my chem midterm which will begin in about
1 hour. All I can say is that I totally blew it this week. I've fallen incredibly, inconceivably
behind.
Carlos: Help! I'm anxious to hear from you. I'll be in my room and won't leave it until I hear
from you. Tomorrow is the last day for .......
Carlos: I left town because I started bugging out again. I stayed up all night to finish a take-
home make-up exam and am typing it to hand in on the 10th. It was due on the 5th. P.S. I'm
going to the dentist. Pain is pretty bad.
Carlos: Probably by Friday I'll be able to get back to my studies. Right now I'm going to take a
long walk. This whole thing has taken a lot out of me.
Carlos: I'm really up the proverbial creek. The problem is I really bombed the history final.
Since I need that course for my major I ....
Carlos: Here follows a tale of woe. I went home this weekend, had to help my Mom, and caught
a fever so didn't have much time to study. My professor .....
Carlos: Aargh!! Trouble. Nothing original but everything's piling up at once. To be brief, my job
interview .....
Hey Carlos, good news! I've got mononucleosis.
Who are these wretched supplicants, scribbling notes so laden with anxiety, seeking such
miracles of postponement and balm? They are men and women who belong to Branford College,
one of the twelve residential colleges at Yale University, and the messages are just a few of the
hundreds that they left for their dean, Carlos Hortas -- often slipped under his door at 4 a.m. --
last year.
But students like the ones who wrote those notes can also be found on campuses from coast to
coast -- especially in New England, and at many other private colleges across the country that
have high academic standards and highly motivated students. Nobody could doubt that the notes
are real. In their urgency and their gallows humor they are authentic voices of a generation that is
panicky to succeed.
My own connection with the message writers is that I am master of Branford College. I live in its
Gothic quadrangle and know the students well. (We have 485 of them.) I am privy to their hopes
and fears -- and also to their stereo music and their piercing cries in the dead of night ("Does
anybody ca-a-are?"). If they went to Carlos to ask how to get through tomorrow, they come to
me to ask how to get through the rest of their lives.
Zinsser 2
Mainly I try to remind them that the road ahead is a long one and that it will have more
unexpected turns than they think. There will be plenty of time to change jobs, change careers,
change whole attitudes and approaches. They don't want to hear such liberating news. They want
a map -- right now -- that they can follow unswervingly to career security, financial security,
social security and, presumably, a prepaid grave.
What I wish for all students is some .
More and more Americans are going tocollege, but how many of.docxgilpinleeanna
More and more Americans are going to
college, but how many of them are actually
learning anything?
M
A CRITIC AT LARGE
LIVE AND LEARN
Why we have college.
by Louis Menand
JUNE 6, 2011
y first job as a professor was at an Ivy
League university. The students were happy
to be taught, and we, their teachers, were happy to
be teaching them. Whatever portion of their time
and energy was being eaten up by social
commitments—which may have been huge, but
about which I was ignorant—they seemed earnestly
and unproblematically engaged with the academic
experience. If I was naïve about this, they were
gracious enough not to disabuse me. None of us
ever questioned the importance of what we were
doing.
At a certain appointed hour, the university
decided to make its way in the world without me,
and we parted company. I was assured that there
were no hard feelings. I was fortunate to get a
position in a public university system, at a college
with an overworked faculty, an army of part-time instructors, and sixteen thousand students.
Many of these students were the first in their families to attend college, and any distractions
they had were not social. Many of them worked, and some had complicated family
responsibilities.
I didn’t regard this as my business any more than I had the social lives of my Ivy League
students. I assigned my new students the same readings I had assigned the old ones. I
understood that the new students would not be as well prepared, but, out of faith or ego, I
thought that I could tell them what they needed to know, and open up the texts for them. Soon
Debating the Value of College in America : The New Yorker http://www.newyorker.com/arts/critics/atlarge/2011/06/06/1106...
1 of 11 8/5/11 8:40 AM
after I started teaching there, someone raised his hand and asked, about a text I had assigned,
“Why did we have to buy this book?”
I got the question in that form only once, but I heard it a number of times in the
unmonetized form of “Why did we have to read this book?” I could see that this was not only a
perfectly legitimate question; it was a very interesting question. The students were asking me to
justify the return on investment in a college education. I just had never been called upon to think
about this before. It wasn’t part of my training. We took the value of the business we were in for
granted.
I could have said, “You are reading these books because you’re in college, and these are the
kinds of books that people in college read.” If you hold a certain theory of education, that
answer is not as circular as it sounds. The theory goes like this: In any group of people, it’s easy
to determine who is the fastest or the strongest or even the best-looking. But picking out the
most intelligent person is difficult, because intelligence involves many attributes that can’t be
captured in a one-time assessment, like an I.Q. test. There is no intellectual equivalent of the
hundred-yard dash. An intelligent person is open-minded ...
146 EducationBenjamin R. Barber is the Gershon and Carro.docxmoggdede
146 * Education
Benjamin R. Barber is the Gershon and Carrol Kekst Professor of Civil
Society at the University of Maryland. He has written numerous schol
arly and popular books which consistently explore the issues ofpolitics,
education, democracy, community, and citizenship. He regularly con
tributes to the Atlantic Monthly, the New York Times, and Harper s,
where the following argument appeared in 1993. An educational and
political progressive, in the traditional sense of the term, Barber’s main
concern is with .sustaining a healthy democracy. His best known hook is
An Aristocracy of Even'one, in which he argues for fundamental changes
in the ways Americans view the role of education in sustaining political
and social life.
Benjamiti R. Barber
America Skips School
On September 8, the day most of the nation’s children were scheduled
to return to school, the Department of Education Statistics issued a re
port, commissioned hy Congress, on adult literacy and numeracy in
the United States. The results? More than 90 million adult Americans
lacked simple literacy. Fewer than 20 percent of those surveyed cordd
compare two metaphors in a poem; not 4 percent could calculate the
cost of carpeting at a given price for a room of a given size, using a cal
culator. As the DOE report was being issued, as if to echo its findings,
two of the nation’s largest school systems had delayed their openings;
in New York, to remove asbestos from aging buildings; in Chicago, be
cause of a battle over the budget.
Inspired by the report and the delays, pundits once again began
chanting the familiar litany of the education crisis. We’ve heard it all
many times before: 130,000 children bring guns along with their pen
cils and books to school each morning; juvenile arrests for murder in
creased by 85 percent from 1987 to 1991; more than 3,000 youngsters
will drop out today and every day for the rest of the school year, until
about 600.000 are lost by June—in many urban schools, perhaps half
the enrollment. A lot of the dropouts will end up in prison, which is a
surer bet for young black males tlian college; one in four will pass
through the correctional system, and at least two out of three of those
wall be dropouts.
R. Barbek America Skip.s School • 147
In quiet counterpoint to those staggering facts is another set of
statistics: teachers make less than accountants, architects, doctors,
lawyers, engineers, judges, health professionals, auditors, and survev-
ors. They can cam higher salaries teaching in Berlin, Tokyo. Ottawa,
or Amsterdam than in New York or Chicago. American children are in
school only about 180 days a year, as against 240 days or more for
children in Europe or Japan. The richest school districts (school fi
nancing is local, not federal) spend twice as much per student as
poorer ones do. The poorer ones seem almost beyond help; children
with venereal disease or AIDS (2.5 million adolescents annuallv con
trac ...
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docxwillcoxjanay
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
.
COLLEGE PRESSURES -- William ZinsserAn Article from The Norton R.docxclarebernice
COLLEGE PRESSURES -- William Zinsser
An Article from The Norton Reader, Norton-Simon Publishing, 1978
Dear Carlos: I desperately need a dean's excuse for my chem midterm which will begin in about 1 hour. All I can say is that I totally blew it this week. I've fallen incredibly, inconceivably behind.
Carlos: Help! I'm anxious to hear from you. I'll be in my room and won't leave it until I hear from you. Tomorrow is the last day for .......
Carlos: I left town because I started bugging out again. I stayed up all night to finish a take-home make-up exam and am typing it to hand in on the 10th. It was due on the 5th. P.S. I'm going to the dentist. Pain is pretty bad.
Carlos: Probably by Friday I'll be able to get back to my studies. Right now I'm going to take a long walk. This whole thing has taken a lot out of me.
Carlos: I'm really up the proverbial creek. The problem is I really bombed the history final. Since I need that course for my major I ....
Carlos: Here follows a tale of woe. I went home this weekend, had to help my Mom, and caught a fever so didn't have much time to study. My professor .....
Carlos: Aargh!! Trouble. Nothing original but everything's piling up at once. To be brief, my job interview .....
Hey Carlos, good news! I've got mononucleosis.
Who are these wretched supplicants, scribbling notes so laden with anxiety, seeking such miracles of postponement and balm? They are men and women who belong to Branford College, one of the twelve residential colleges at Yale University, and the messages are just a few of the hundreds that they left for their dean, Carlos Hortas -- often slipped under his door at 4 a.m. -- last year.
But students like the ones who wrote those notes can also be found on campuses from coast to coast -- especially in New England, and at many other private colleges across the country that have high academic standards and highly motivated students. Nobody could doubt that the notes are real. In their urgency and their gallows humor they are authentic voices of a generation that is panicky to succeed.
My own connection with the message writers is that I am master of Branford College. I live in its Gothic quadrangle and know the students well. (We have 485 of them.) I am privy to their hopes and fears -- and also to their stereo music and their piercing cries in the dead of night ("Does anybody ca-a-are?"). If they went to Carlos to ask how to get through tomorrow, they come to me to ask how to get through the rest of their lives.
Mainly I try to remind them that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don't want to hear such liberating news. They want a map -- right now -- that they can follow unswervingly to career security, financial security, social security and, presumably, a prepaid grave.
What I wish for all students is some release from the clammy grip ...
Zinsser 1 COLLEGE PRESSURES by William Zinsser Dear.docxdanielfoster65629
Zinsser 1
COLLEGE PRESSURES by William Zinsser
Dear Carlos: I desperately need a dean's excuse for my chem midterm which will begin in about
1 hour. All I can say is that I totally blew it this week. I've fallen incredibly, inconceivably
behind.
Carlos: Help! I'm anxious to hear from you. I'll be in my room and won't leave it until I hear
from you. Tomorrow is the last day for .......
Carlos: I left town because I started bugging out again. I stayed up all night to finish a take-
home make-up exam and am typing it to hand in on the 10th. It was due on the 5th. P.S. I'm
going to the dentist. Pain is pretty bad.
Carlos: Probably by Friday I'll be able to get back to my studies. Right now I'm going to take a
long walk. This whole thing has taken a lot out of me.
Carlos: I'm really up the proverbial creek. The problem is I really bombed the history final.
Since I need that course for my major I ....
Carlos: Here follows a tale of woe. I went home this weekend, had to help my Mom, and caught
a fever so didn't have much time to study. My professor .....
Carlos: Aargh!! Trouble. Nothing original but everything's piling up at once. To be brief, my job
interview .....
Hey Carlos, good news! I've got mononucleosis.
Who are these wretched supplicants, scribbling notes so laden with anxiety, seeking such
miracles of postponement and balm? They are men and women who belong to Branford College,
one of the twelve residential colleges at Yale University, and the messages are just a few of the
hundreds that they left for their dean, Carlos Hortas -- often slipped under his door at 4 a.m. --
last year.
But students like the ones who wrote those notes can also be found on campuses from coast to
coast -- especially in New England, and at many other private colleges across the country that
have high academic standards and highly motivated students. Nobody could doubt that the notes
are real. In their urgency and their gallows humor they are authentic voices of a generation that is
panicky to succeed.
My own connection with the message writers is that I am master of Branford College. I live in its
Gothic quadrangle and know the students well. (We have 485 of them.) I am privy to their hopes
and fears -- and also to their stereo music and their piercing cries in the dead of night ("Does
anybody ca-a-are?"). If they went to Carlos to ask how to get through tomorrow, they come to
me to ask how to get through the rest of their lives.
Zinsser 2
Mainly I try to remind them that the road ahead is a long one and that it will have more
unexpected turns than they think. There will be plenty of time to change jobs, change careers,
change whole attitudes and approaches. They don't want to hear such liberating news. They want
a map -- right now -- that they can follow unswervingly to career security, financial security,
social security and, presumably, a prepaid grave.
What I wish for all students is some .
More and more Americans are going tocollege, but how many of.docxgilpinleeanna
More and more Americans are going to
college, but how many of them are actually
learning anything?
M
A CRITIC AT LARGE
LIVE AND LEARN
Why we have college.
by Louis Menand
JUNE 6, 2011
y first job as a professor was at an Ivy
League university. The students were happy
to be taught, and we, their teachers, were happy to
be teaching them. Whatever portion of their time
and energy was being eaten up by social
commitments—which may have been huge, but
about which I was ignorant—they seemed earnestly
and unproblematically engaged with the academic
experience. If I was naïve about this, they were
gracious enough not to disabuse me. None of us
ever questioned the importance of what we were
doing.
At a certain appointed hour, the university
decided to make its way in the world without me,
and we parted company. I was assured that there
were no hard feelings. I was fortunate to get a
position in a public university system, at a college
with an overworked faculty, an army of part-time instructors, and sixteen thousand students.
Many of these students were the first in their families to attend college, and any distractions
they had were not social. Many of them worked, and some had complicated family
responsibilities.
I didn’t regard this as my business any more than I had the social lives of my Ivy League
students. I assigned my new students the same readings I had assigned the old ones. I
understood that the new students would not be as well prepared, but, out of faith or ego, I
thought that I could tell them what they needed to know, and open up the texts for them. Soon
Debating the Value of College in America : The New Yorker http://www.newyorker.com/arts/critics/atlarge/2011/06/06/1106...
1 of 11 8/5/11 8:40 AM
after I started teaching there, someone raised his hand and asked, about a text I had assigned,
“Why did we have to buy this book?”
I got the question in that form only once, but I heard it a number of times in the
unmonetized form of “Why did we have to read this book?” I could see that this was not only a
perfectly legitimate question; it was a very interesting question. The students were asking me to
justify the return on investment in a college education. I just had never been called upon to think
about this before. It wasn’t part of my training. We took the value of the business we were in for
granted.
I could have said, “You are reading these books because you’re in college, and these are the
kinds of books that people in college read.” If you hold a certain theory of education, that
answer is not as circular as it sounds. The theory goes like this: In any group of people, it’s easy
to determine who is the fastest or the strongest or even the best-looking. But picking out the
most intelligent person is difficult, because intelligence involves many attributes that can’t be
captured in a one-time assessment, like an I.Q. test. There is no intellectual equivalent of the
hundred-yard dash. An intelligent person is open-minded ...
146 EducationBenjamin R. Barber is the Gershon and Carro.docxmoggdede
146 * Education
Benjamin R. Barber is the Gershon and Carrol Kekst Professor of Civil
Society at the University of Maryland. He has written numerous schol
arly and popular books which consistently explore the issues ofpolitics,
education, democracy, community, and citizenship. He regularly con
tributes to the Atlantic Monthly, the New York Times, and Harper s,
where the following argument appeared in 1993. An educational and
political progressive, in the traditional sense of the term, Barber’s main
concern is with .sustaining a healthy democracy. His best known hook is
An Aristocracy of Even'one, in which he argues for fundamental changes
in the ways Americans view the role of education in sustaining political
and social life.
Benjamiti R. Barber
America Skips School
On September 8, the day most of the nation’s children were scheduled
to return to school, the Department of Education Statistics issued a re
port, commissioned hy Congress, on adult literacy and numeracy in
the United States. The results? More than 90 million adult Americans
lacked simple literacy. Fewer than 20 percent of those surveyed cordd
compare two metaphors in a poem; not 4 percent could calculate the
cost of carpeting at a given price for a room of a given size, using a cal
culator. As the DOE report was being issued, as if to echo its findings,
two of the nation’s largest school systems had delayed their openings;
in New York, to remove asbestos from aging buildings; in Chicago, be
cause of a battle over the budget.
Inspired by the report and the delays, pundits once again began
chanting the familiar litany of the education crisis. We’ve heard it all
many times before: 130,000 children bring guns along with their pen
cils and books to school each morning; juvenile arrests for murder in
creased by 85 percent from 1987 to 1991; more than 3,000 youngsters
will drop out today and every day for the rest of the school year, until
about 600.000 are lost by June—in many urban schools, perhaps half
the enrollment. A lot of the dropouts will end up in prison, which is a
surer bet for young black males tlian college; one in four will pass
through the correctional system, and at least two out of three of those
wall be dropouts.
R. Barbek America Skip.s School • 147
In quiet counterpoint to those staggering facts is another set of
statistics: teachers make less than accountants, architects, doctors,
lawyers, engineers, judges, health professionals, auditors, and survev-
ors. They can cam higher salaries teaching in Berlin, Tokyo. Ottawa,
or Amsterdam than in New York or Chicago. American children are in
school only about 180 days a year, as against 240 days or more for
children in Europe or Japan. The richest school districts (school fi
nancing is local, not federal) spend twice as much per student as
poorer ones do. The poorer ones seem almost beyond help; children
with venereal disease or AIDS (2.5 million adolescents annuallv con
trac ...
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docxwillcoxjanay
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
.
Critical Reflective AnalysisIn developing your genogram and learni.docxwillcoxjanay
Critical Reflective Analysis
In developing your genogram and learning plan you were required to collect significant personal data that has influenced your lifestyle and consequently your personal health and wellness. Looking at this information and your personal learning plan a meaningful event must have come to mind. This event would have been an incident that probably impacted your lifestyle in a negative fashion; as an example a divorce, an accident or a sudden death of a family member from familial links. How did this affect your overall health using the six dimensions of wellness? How does the research support the findings? What does this mean for you? With the knowledge you have gained how has this changed your perspective? Why? What changes will you make?Using the LEARN
headings
write a critical analyses highlighting the abstract ideas underlying your reflection. Use specific details and at least
three references
to defend your conclusions.
Criteria for Evaluation and GradingFormat:
5 pages (excluding title and reference page)
12 font Arial or Times New Roman
Double spaced
Minimum of 3-4 references
APA format (link)
Submit in a Word.doc document
LEARN HEADINGS
Look Back
Present a meaningful event
Outline event concisely
Elaborate
Summarize event in detail (what happened, who was involved, where the event occurred, your involvement)
Describe personal feelings and perceptions of self and others
Analyze
Identify
one key
issue to analyze
Use literature as a guide with at least 3 evidence based journal articles
Compare and contrast the event with knowledge acquired in reading
Discuss the new perspective (view) you have acquired through the literature
Revise
Refer back to your acquired knowledge and analysis
Explain how you would preserve or change your perspective
Discuss rationale for considering the change in your life
Suggest alternative strategies you are presently using as a result of this analysis
New Perspective
Identify recommendations for future revision of your lifestyle
Guidelines to assist reflective writing:
Occasion for reflection: (an experience – seen, read, heard)
Presents experience through use of concrete, sensory language, quotations and narrative accounts
Shows depth of thought
Indicates creativity
Reflection ( exploration and analyzes)
Reveals feelings and thoughts through presentation of the experience
Conveys evidence of a personal response to the experience
Enables reader to understand the abstract ideas underlying the reflection through use of specific detail
Demonstrates good meta-cognition
Writing Strategies
Uses convincing language and scenarios to detail reflection
Uses comparison and imagery
Enhances reflection through contrasting and explaining possibilities
Makes inferences
Develops new ways of reflecting upon nursing and nursing practice
Coherence and style:
Demonstrates insight through natural flow of ideas
P.
Critical Reflection Project
z
z
z
z
Major parts
Orient the reader
Identify the focus/purpose of the book
Outline the scope of your paper
Topic sentence 1
Discuses the theme (theme 1) with supporting details
Concluding sentence
Topic sentence 2
Discuses the theme (theme 2) with supporting details
Concluding sentence
Conclude by restating the thesis, summarizing the argument, and making application
Address the themes from biblical point of view
Paragraphs
Outline
Introduction
Body
Conclusion
z
Introduction (Example)
I am a White privileged, American, who is loved, and who is attending the college of her dreams. I live with three younger siblings who do not fit that description. We live in the same house; they are American, loved, attending an amazing high school, privileged, but what is missing? The answer is the color of their skin; I am White and they are Black. My three youngest siblings are adopted from various parts of the United States as well as Africa, and their lives are worlds apart from mine; yet, we live feet apart. I am never afraid to walk home from school or get arrested by the cops, and yet I will be walking home with my 6’0, line man sized, African American little brother and people will cross to the other side of the street. Whole families have crossed in the middle of the road to avoid passing next to us. I know for a fact most of my friends do not worry about their little brother coming home safe because he has the build of the boys you hear about on television being beaten to death—because he has the skin color of the boys on television.
The New York Times best seller, “The New Jim Crow: Mass Incarceration in the Age of Colorblindness” by Michelle Alexander works to give an explanation for the phenomenon that has been splashed across the news left and right. This movement is known as the “Black Lives Matter” movement that has the purpose of fighting back against the racism in our society: the human rights and dignity many people of color feel they are denied. There is a problem in our society that needs to be addressed because lives are on the line; and, I feel that the Black Lives Matter movement is not effectively or gracefully working to solve this problem as God intended. My purpose for this paper is to argue that our society is not seeing the new racism that is running rampant; that God did not intend for any sort of racism; and, finally conclude with our society should be called into action, especially the believers. For this paper, it will be broken up into three different sections: Michelle Alexander’s book, the corresponding Bible passages, and concluded with the application section.
z
Body (example)
“The New Jim Crow: Mass Incarceration in the Age of Colorblindness” is a book by Michelle Alexander, whose main argument is “that mass incarceration is, metaphorically, the New Jim Crow.” Some background to explain this statement is Jim Crow laws were a set of laws that barred African Americans from ha.
Critical reflection on the reading from Who Speaks for Justice, .docxwillcoxjanay
Critical reflection on the reading from
Who Speaks for Justice,
Part 5: Culture pages 161-219.
Cultural and social foundations provide no clear answers or guidance in why things are the way they are and requires students to become mindful of beliefs and patterns of behavior. Some things to think about Why instead of the What and When. What culture do you practice? Where did it come from? Are you paying attention to how culture impacts your behavior, actions and thinking? How does your culture impact others around you? Cultural and social foundations provide no clear answers or guidance in why things are the way they are and requires students to become mindful of beliefs and patterns of behavior.
.
Critical Reflection ExerciseStudents are expected to have co.docxwillcoxjanay
Critical Reflection Exercise
Students are expected to have completed the assigned readings each week and be prepared to comment critically.
Rather than providing mere summaries of course readings, students will be asked to analyze and synthesize information from the assigned readings while reflecting on their own lived experiences using personal examples, situations they observe in organizations and within their communities, and current events.
Students will submit a
three
page, double-spaced critical reflection of the assigned readings.
Assigned Readings: *
For the Second Reading, just Chapter 1 & 2
.
Critical Reading StrategiesThe University of Minnesota published.docxwillcoxjanay
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
Critical Qualitative Research Designpages 70–76Related to un.docxwillcoxjanay
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
Critical InfrastructuresThe U.S. Department of Homeland Security h.docxwillcoxjanay
Critical Infrastructures
The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities.
The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security.
Assignment Guidelines
Address the following in 3–4 pages:
What is the National Infrastructure Protection Plan (NIPP)?
When was it created?
Who created it?
Why was it created? Explain.
How important is the private sector with regard to critical infrastructure protection? Why?
What types of strategies can be used for critical infrastructure protection (CIP)?
What strengths currently exist in the United States with regard to CIP? Explain.
What weaknesses still need to be addressed? Why?
How can federal agencies effectively cooperate with private sector organizations? Explain.
What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain.
What types of information, if any, should be withheld from the private sector? Why?
ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK
.
Critical Infrastructure Protection
Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties?
Minimum of 350 words
APA Style with quotation and references
.
Critical InfrastructuresIn terms of critical infrastructure and ke.docxwillcoxjanay
Critical Infrastructures
In terms of critical infrastructure and key resources (CIKR), an
asset
is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset.
A
network
is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network.
A
system
is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector.
A
sector
consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems.
Address the following in 3–4 pages:
For each of the 18 CIKR sectors, identify 1
–
2 local examples of critical infrastructure.
Briefly describe the examples, and explain how they are operated and utilized.
Provide any information that you feel is unique to each sector.
In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster.
Are there any protective measures in place to ensure its safety?
.
Critical Infrastructure Case StudyPower plants are an important .docxwillcoxjanay
Critical Infrastructure Case Study
Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment.
.
Critical Infrastructure and a CyberattackPresidential Decisi.docxwillcoxjanay
Critical Infrastructure and a Cyberattack
Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service:
Communication Sector (voice communications, digital communications, or navigation)
Energy Sector (electric power grid)
Water and Wastewater Systems Sector (water supply or sewage)
Healthcare and Public Health Sector (hospitals)
Transportation Systems Sector (rail or air)
Financial Services Sector (banking )
It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future.
The Critical Infrastructure and a Cyberattack assignment
Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a
cover page (Links to an external site.)
with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion.
Must use at least three scholarly sources or official government sources in addition to the course text.
Must
document all sources in APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Must include a separate
references page that is formatted according to APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
.
Critical Incident Protection (CIP)Plans need to have your name o.docxwillcoxjanay
Critical Incident Protection (CIP)
Plans need to have your name on them and need to include at least 2 pages describing:
•The importance of the document
•How it pertains to your residency company
•How your role in the company can help the plan be successful
Note:ASAP FORMAT
references and citations required
.
Critical Evaluation of Qualitative or Quantitative Research Stud.docxwillcoxjanay
Critical Evaluation of Qualitative or Quantitative Research Study
Read:
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice.
Study 3 -
Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery
Study 4 -
Striving for independence: a qualitative study of women living with vertebral fracture
Suggested Reading
Schreiber, M. L. (2016). Evidence-Based Practice.
Negative Pressure Wound Therapy
.
MEDSURG Nursing, 25
(6), 425-428.
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Wakefield, A. (2014). Searching and critiquing the research literature.
Nursing Standard
,
28
(39), 49-57. doi:10.7748/ns.28.39.49.e8867
Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning
Qualitative Specific Resources
Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 9, p. 229-252
Chapter 14, p. 385-416
Chapter 15, p. 419-442
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options:
Choose One:
Instructions:
Paper
4 to 6-page paper. Include title and reference pages.
.
Critical Analysis of Phillips argument in her essay Zombie Studies.docxwillcoxjanay
Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses"
Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words)
What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses?
Who are the authorities that she presents to provide credibility to her argument.
Does she present you with facts or opinions? Is her information current?
Does her background give her any authority on the subject?
What are the strengths and weaknesses of her argument?
.
Critical Appraisal Process for Quantitative ResearchAs you cri.docxwillcoxjanay
Critical Appraisal Process for Quantitative Research
As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step.
Step I: Identifying the Steps of the Quantitative Research Process in Studies
Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct
you in the initial critical appraisal of a quantitative study.
Guidelines for Identifying the Steps of the Quantitative Research Process
The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined?
You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions:
I. Introduction
A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .
Criteria
Excellent
Superior
Good
Work needed
Failing
Introduction
20 points
Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant
18 points
Clear thesis with key points. Gives title and author. Takes a stance on analysis of story.
16 points
Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story.
14 points
Thesis too broad or not clear as analysis.
0 points
Needs thesis which will analyze story. Reader not clear about what to expect.
Body
20 points
Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance
18 points
Gives details and examples from text to analyze thesis concept.
16 points
Uses some examples from the story without much plot summary. Focuses on thesis concept.
14 points
Plot summary. Does not tie into thesis concept.
0 points
Plot summary or biography of author. Thesis not developed with details or key points.
Conclusion
15 points
Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification.
13 points
Summarizes points made. Restates thesis concept.
11 points
Summarizes points made in body of essay. Unifies the essay without new topics introduced.
9 points
Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body.
0 points
Lacks summary of points or sense of unity in essay.
Academic tone
10 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used.
8 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout.
6 points
Clear tone but may contain usage of first person, or occasional informal usage.
4 points
Too informal, usage of first person, and language usage does not reflect the academic reader.
0 points
Does not reflect the tone of academic writing.
Citations
25 points
Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s).
22 points
Accurate in-text and Works Cited citation(s).
19 points
In-text and end citations may have errors, but show patterns given in our textbook.
17 points
Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate.
0 points
Missing or invalid.
Mechanics
10 points
Free of errors in punctuation, spelling, grammar, and sentence structure
8 points
Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing.
7 points
Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices.
6 points
Too many errors. Problems with sentence constructions: fragments, fused senten.
Critical analysis of primary literature - PracticePurposeThis.docxwillcoxjanay
Critical analysis of primary literature - Practice
Purpose:
This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature.
Skills:
As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including:
· Identifying and rewording hypotheses and predictions
· Evaluating experimental methods within the context of the hypotheses and predictions
· Analyzing statistical tests and describing their meaning
· Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables
Tasks and Rubric:
· Select and read one of the provided papers that reports on original experimental research.
· Consider watching the Intro To Stats video lecture for help understanding the methods.
· Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article:
Commentary Part 1
Focus on the Abstract and Introduction of the publication:
1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study?
2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so.
Commentary Part 2
Focus on the Materials and Methods:
1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment).
2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic?
Commentary Part 3
Focus on the Results and Discussion:
1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results.
2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain.
Additional criteria and tips. To receive 15 points, you must:
· Use no smaller than 11 point font, 0.75 inch borders.
· Use correct grammar and punctuation and adhere to Standard English sentence st.
Critical analysis of one relevant curriculum approach or model..docxwillcoxjanay
Critical analysis of one relevant curriculum approach or model.
Recommended Reading
Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning.
Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson.
Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.
Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press.
Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.
Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education
File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge.
Fleer, M. (2013). Play in the early years, UK: Cambridge University.
Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf
Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play.
Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt.
Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy)
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education
Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press.
Department of Education, Employment and Workplace Relations (DEEWR). (2009).
Belonging, being and becoming: The early years learning framework for Australia
. Australian Capital Territory, Australia: Commonwealth of Australia.
Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London.
Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall.
Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage.
.
Critical Analyses 3CA 3ManagING Human ResourceS Social .docxwillcoxjanay
Critical Analyses 3
CA 3:
ManagING Human ResourceS
Social Contract
The Right Way with Employees?
As a senior manager for a global player in automobile production and sales, Jane Ellis had joined thousands of fellow employees in the excitement surrounding production of the company’s new hybrid vehicles.
But barely two years into production, embarrassing component shortages, delivery delays, and a recall of the first models had a ripple effect, presenting the company with mounting concerns. In the confusion, many customers canceled orders and turned to competitors for purchase of the eco-friendly vehicles. Ellis’s company was facing a financial downturn.
With three decades of service to the company, Jane led a contingent of managers intent upon keeping together as much of the company and as many employees as possible.
“We know there will be some necessary cuts,” Jane admitted. “But this company has a long history of sticking by its people. Our first priority should be internal streamlining of how we do things and making sure we have the right people on board.”
Many managers liked what they heard from Jane. She was well-respected and had a unequaled reputation for her leadership and collaborative skills and her ability to work with managers, as well as line workers on the factory floors. People marveled at the number of individuals she knew on a personal level throughout the company.
Drew Cunningham influenced a second contingent within the management group. A brash go-getter with a reputation for fixing companies in crisis, he proposed across-the-board cuts in employees in order to implement a solution as quickly as possible. He proposed the immediate creation of a forced ranking system in order to identify and get rid of lower-ranking employees.
Jane raised her hand and rose to her feet in objection. “So we’re going to create a system to
fire
…”
“I didn’t say
fire
…”
“OK,
cut
our own hard-working people? It sounds like some lame government commission,” Jane said. “We’ve got bright people. This thing simply got worse faster than we thought. We can work with the people we have in setting up more efficient workflow, establishing reasonable deadlines to increase output and …”
“Jane, these are not the days of knowing everyone in the plant,” Drew said. “You’re not throwing out your uncle Harry. We’re taking a serious look at what we do, how we do it, and streamlining everything by keeping the right people in the organization and cutting the rest.”
Apply Your Skills: Case for Critical Analysis
The Right Way with Employees?
1.
What kind of employee social contract is assumed by Jane Ellis and Drew Cunningham? Explain fully – what is the traditional social contract and what is the “new” social contract.
2.
If you were an HR manager at the company, which view would you support? Why?
3.
HR departments hire and develop human capital to serve the organization’s strategy and drive performance. Which approach—Jane Ellis’s or .
Critical Reflective AnalysisIn developing your genogram and learni.docxwillcoxjanay
Critical Reflective Analysis
In developing your genogram and learning plan you were required to collect significant personal data that has influenced your lifestyle and consequently your personal health and wellness. Looking at this information and your personal learning plan a meaningful event must have come to mind. This event would have been an incident that probably impacted your lifestyle in a negative fashion; as an example a divorce, an accident or a sudden death of a family member from familial links. How did this affect your overall health using the six dimensions of wellness? How does the research support the findings? What does this mean for you? With the knowledge you have gained how has this changed your perspective? Why? What changes will you make?Using the LEARN
headings
write a critical analyses highlighting the abstract ideas underlying your reflection. Use specific details and at least
three references
to defend your conclusions.
Criteria for Evaluation and GradingFormat:
5 pages (excluding title and reference page)
12 font Arial or Times New Roman
Double spaced
Minimum of 3-4 references
APA format (link)
Submit in a Word.doc document
LEARN HEADINGS
Look Back
Present a meaningful event
Outline event concisely
Elaborate
Summarize event in detail (what happened, who was involved, where the event occurred, your involvement)
Describe personal feelings and perceptions of self and others
Analyze
Identify
one key
issue to analyze
Use literature as a guide with at least 3 evidence based journal articles
Compare and contrast the event with knowledge acquired in reading
Discuss the new perspective (view) you have acquired through the literature
Revise
Refer back to your acquired knowledge and analysis
Explain how you would preserve or change your perspective
Discuss rationale for considering the change in your life
Suggest alternative strategies you are presently using as a result of this analysis
New Perspective
Identify recommendations for future revision of your lifestyle
Guidelines to assist reflective writing:
Occasion for reflection: (an experience – seen, read, heard)
Presents experience through use of concrete, sensory language, quotations and narrative accounts
Shows depth of thought
Indicates creativity
Reflection ( exploration and analyzes)
Reveals feelings and thoughts through presentation of the experience
Conveys evidence of a personal response to the experience
Enables reader to understand the abstract ideas underlying the reflection through use of specific detail
Demonstrates good meta-cognition
Writing Strategies
Uses convincing language and scenarios to detail reflection
Uses comparison and imagery
Enhances reflection through contrasting and explaining possibilities
Makes inferences
Develops new ways of reflecting upon nursing and nursing practice
Coherence and style:
Demonstrates insight through natural flow of ideas
P.
Critical Reflection Project
z
z
z
z
Major parts
Orient the reader
Identify the focus/purpose of the book
Outline the scope of your paper
Topic sentence 1
Discuses the theme (theme 1) with supporting details
Concluding sentence
Topic sentence 2
Discuses the theme (theme 2) with supporting details
Concluding sentence
Conclude by restating the thesis, summarizing the argument, and making application
Address the themes from biblical point of view
Paragraphs
Outline
Introduction
Body
Conclusion
z
Introduction (Example)
I am a White privileged, American, who is loved, and who is attending the college of her dreams. I live with three younger siblings who do not fit that description. We live in the same house; they are American, loved, attending an amazing high school, privileged, but what is missing? The answer is the color of their skin; I am White and they are Black. My three youngest siblings are adopted from various parts of the United States as well as Africa, and their lives are worlds apart from mine; yet, we live feet apart. I am never afraid to walk home from school or get arrested by the cops, and yet I will be walking home with my 6’0, line man sized, African American little brother and people will cross to the other side of the street. Whole families have crossed in the middle of the road to avoid passing next to us. I know for a fact most of my friends do not worry about their little brother coming home safe because he has the build of the boys you hear about on television being beaten to death—because he has the skin color of the boys on television.
The New York Times best seller, “The New Jim Crow: Mass Incarceration in the Age of Colorblindness” by Michelle Alexander works to give an explanation for the phenomenon that has been splashed across the news left and right. This movement is known as the “Black Lives Matter” movement that has the purpose of fighting back against the racism in our society: the human rights and dignity many people of color feel they are denied. There is a problem in our society that needs to be addressed because lives are on the line; and, I feel that the Black Lives Matter movement is not effectively or gracefully working to solve this problem as God intended. My purpose for this paper is to argue that our society is not seeing the new racism that is running rampant; that God did not intend for any sort of racism; and, finally conclude with our society should be called into action, especially the believers. For this paper, it will be broken up into three different sections: Michelle Alexander’s book, the corresponding Bible passages, and concluded with the application section.
z
Body (example)
“The New Jim Crow: Mass Incarceration in the Age of Colorblindness” is a book by Michelle Alexander, whose main argument is “that mass incarceration is, metaphorically, the New Jim Crow.” Some background to explain this statement is Jim Crow laws were a set of laws that barred African Americans from ha.
Critical reflection on the reading from Who Speaks for Justice, .docxwillcoxjanay
Critical reflection on the reading from
Who Speaks for Justice,
Part 5: Culture pages 161-219.
Cultural and social foundations provide no clear answers or guidance in why things are the way they are and requires students to become mindful of beliefs and patterns of behavior. Some things to think about Why instead of the What and When. What culture do you practice? Where did it come from? Are you paying attention to how culture impacts your behavior, actions and thinking? How does your culture impact others around you? Cultural and social foundations provide no clear answers or guidance in why things are the way they are and requires students to become mindful of beliefs and patterns of behavior.
.
Critical Reflection ExerciseStudents are expected to have co.docxwillcoxjanay
Critical Reflection Exercise
Students are expected to have completed the assigned readings each week and be prepared to comment critically.
Rather than providing mere summaries of course readings, students will be asked to analyze and synthesize information from the assigned readings while reflecting on their own lived experiences using personal examples, situations they observe in organizations and within their communities, and current events.
Students will submit a
three
page, double-spaced critical reflection of the assigned readings.
Assigned Readings: *
For the Second Reading, just Chapter 1 & 2
.
Critical Reading StrategiesThe University of Minnesota published.docxwillcoxjanay
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
Critical Qualitative Research Designpages 70–76Related to un.docxwillcoxjanay
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
Critical InfrastructuresThe U.S. Department of Homeland Security h.docxwillcoxjanay
Critical Infrastructures
The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities.
The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security.
Assignment Guidelines
Address the following in 3–4 pages:
What is the National Infrastructure Protection Plan (NIPP)?
When was it created?
Who created it?
Why was it created? Explain.
How important is the private sector with regard to critical infrastructure protection? Why?
What types of strategies can be used for critical infrastructure protection (CIP)?
What strengths currently exist in the United States with regard to CIP? Explain.
What weaknesses still need to be addressed? Why?
How can federal agencies effectively cooperate with private sector organizations? Explain.
What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain.
What types of information, if any, should be withheld from the private sector? Why?
ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK
.
Critical Infrastructure Protection
Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties?
Minimum of 350 words
APA Style with quotation and references
.
Critical InfrastructuresIn terms of critical infrastructure and ke.docxwillcoxjanay
Critical Infrastructures
In terms of critical infrastructure and key resources (CIKR), an
asset
is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset.
A
network
is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network.
A
system
is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector.
A
sector
consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems.
Address the following in 3–4 pages:
For each of the 18 CIKR sectors, identify 1
–
2 local examples of critical infrastructure.
Briefly describe the examples, and explain how they are operated and utilized.
Provide any information that you feel is unique to each sector.
In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster.
Are there any protective measures in place to ensure its safety?
.
Critical Infrastructure Case StudyPower plants are an important .docxwillcoxjanay
Critical Infrastructure Case Study
Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment.
.
Critical Infrastructure and a CyberattackPresidential Decisi.docxwillcoxjanay
Critical Infrastructure and a Cyberattack
Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service:
Communication Sector (voice communications, digital communications, or navigation)
Energy Sector (electric power grid)
Water and Wastewater Systems Sector (water supply or sewage)
Healthcare and Public Health Sector (hospitals)
Transportation Systems Sector (rail or air)
Financial Services Sector (banking )
It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future.
The Critical Infrastructure and a Cyberattack assignment
Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a
cover page (Links to an external site.)
with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion.
Must use at least three scholarly sources or official government sources in addition to the course text.
Must
document all sources in APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Must include a separate
references page that is formatted according to APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
.
Critical Incident Protection (CIP)Plans need to have your name o.docxwillcoxjanay
Critical Incident Protection (CIP)
Plans need to have your name on them and need to include at least 2 pages describing:
•The importance of the document
•How it pertains to your residency company
•How your role in the company can help the plan be successful
Note:ASAP FORMAT
references and citations required
.
Critical Evaluation of Qualitative or Quantitative Research Stud.docxwillcoxjanay
Critical Evaluation of Qualitative or Quantitative Research Study
Read:
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice.
Study 3 -
Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery
Study 4 -
Striving for independence: a qualitative study of women living with vertebral fracture
Suggested Reading
Schreiber, M. L. (2016). Evidence-Based Practice.
Negative Pressure Wound Therapy
.
MEDSURG Nursing, 25
(6), 425-428.
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Wakefield, A. (2014). Searching and critiquing the research literature.
Nursing Standard
,
28
(39), 49-57. doi:10.7748/ns.28.39.49.e8867
Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning
Qualitative Specific Resources
Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 9, p. 229-252
Chapter 14, p. 385-416
Chapter 15, p. 419-442
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options:
Choose One:
Instructions:
Paper
4 to 6-page paper. Include title and reference pages.
.
Critical Analysis of Phillips argument in her essay Zombie Studies.docxwillcoxjanay
Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses"
Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words)
What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses?
Who are the authorities that she presents to provide credibility to her argument.
Does she present you with facts or opinions? Is her information current?
Does her background give her any authority on the subject?
What are the strengths and weaknesses of her argument?
.
Critical Appraisal Process for Quantitative ResearchAs you cri.docxwillcoxjanay
Critical Appraisal Process for Quantitative Research
As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step.
Step I: Identifying the Steps of the Quantitative Research Process in Studies
Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct
you in the initial critical appraisal of a quantitative study.
Guidelines for Identifying the Steps of the Quantitative Research Process
The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined?
You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions:
I. Introduction
A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .
Criteria
Excellent
Superior
Good
Work needed
Failing
Introduction
20 points
Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant
18 points
Clear thesis with key points. Gives title and author. Takes a stance on analysis of story.
16 points
Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story.
14 points
Thesis too broad or not clear as analysis.
0 points
Needs thesis which will analyze story. Reader not clear about what to expect.
Body
20 points
Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance
18 points
Gives details and examples from text to analyze thesis concept.
16 points
Uses some examples from the story without much plot summary. Focuses on thesis concept.
14 points
Plot summary. Does not tie into thesis concept.
0 points
Plot summary or biography of author. Thesis not developed with details or key points.
Conclusion
15 points
Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification.
13 points
Summarizes points made. Restates thesis concept.
11 points
Summarizes points made in body of essay. Unifies the essay without new topics introduced.
9 points
Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body.
0 points
Lacks summary of points or sense of unity in essay.
Academic tone
10 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used.
8 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout.
6 points
Clear tone but may contain usage of first person, or occasional informal usage.
4 points
Too informal, usage of first person, and language usage does not reflect the academic reader.
0 points
Does not reflect the tone of academic writing.
Citations
25 points
Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s).
22 points
Accurate in-text and Works Cited citation(s).
19 points
In-text and end citations may have errors, but show patterns given in our textbook.
17 points
Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate.
0 points
Missing or invalid.
Mechanics
10 points
Free of errors in punctuation, spelling, grammar, and sentence structure
8 points
Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing.
7 points
Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices.
6 points
Too many errors. Problems with sentence constructions: fragments, fused senten.
Critical analysis of primary literature - PracticePurposeThis.docxwillcoxjanay
Critical analysis of primary literature - Practice
Purpose:
This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature.
Skills:
As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including:
· Identifying and rewording hypotheses and predictions
· Evaluating experimental methods within the context of the hypotheses and predictions
· Analyzing statistical tests and describing their meaning
· Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables
Tasks and Rubric:
· Select and read one of the provided papers that reports on original experimental research.
· Consider watching the Intro To Stats video lecture for help understanding the methods.
· Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article:
Commentary Part 1
Focus on the Abstract and Introduction of the publication:
1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study?
2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so.
Commentary Part 2
Focus on the Materials and Methods:
1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment).
2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic?
Commentary Part 3
Focus on the Results and Discussion:
1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results.
2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain.
Additional criteria and tips. To receive 15 points, you must:
· Use no smaller than 11 point font, 0.75 inch borders.
· Use correct grammar and punctuation and adhere to Standard English sentence st.
Critical analysis of one relevant curriculum approach or model..docxwillcoxjanay
Critical analysis of one relevant curriculum approach or model.
Recommended Reading
Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning.
Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson.
Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.
Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press.
Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.
Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education
File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge.
Fleer, M. (2013). Play in the early years, UK: Cambridge University.
Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf
Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play.
Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt.
Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy)
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education
Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press.
Department of Education, Employment and Workplace Relations (DEEWR). (2009).
Belonging, being and becoming: The early years learning framework for Australia
. Australian Capital Territory, Australia: Commonwealth of Australia.
Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London.
Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall.
Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage.
.
Critical Analyses 3CA 3ManagING Human ResourceS Social .docxwillcoxjanay
Critical Analyses 3
CA 3:
ManagING Human ResourceS
Social Contract
The Right Way with Employees?
As a senior manager for a global player in automobile production and sales, Jane Ellis had joined thousands of fellow employees in the excitement surrounding production of the company’s new hybrid vehicles.
But barely two years into production, embarrassing component shortages, delivery delays, and a recall of the first models had a ripple effect, presenting the company with mounting concerns. In the confusion, many customers canceled orders and turned to competitors for purchase of the eco-friendly vehicles. Ellis’s company was facing a financial downturn.
With three decades of service to the company, Jane led a contingent of managers intent upon keeping together as much of the company and as many employees as possible.
“We know there will be some necessary cuts,” Jane admitted. “But this company has a long history of sticking by its people. Our first priority should be internal streamlining of how we do things and making sure we have the right people on board.”
Many managers liked what they heard from Jane. She was well-respected and had a unequaled reputation for her leadership and collaborative skills and her ability to work with managers, as well as line workers on the factory floors. People marveled at the number of individuals she knew on a personal level throughout the company.
Drew Cunningham influenced a second contingent within the management group. A brash go-getter with a reputation for fixing companies in crisis, he proposed across-the-board cuts in employees in order to implement a solution as quickly as possible. He proposed the immediate creation of a forced ranking system in order to identify and get rid of lower-ranking employees.
Jane raised her hand and rose to her feet in objection. “So we’re going to create a system to
fire
…”
“I didn’t say
fire
…”
“OK,
cut
our own hard-working people? It sounds like some lame government commission,” Jane said. “We’ve got bright people. This thing simply got worse faster than we thought. We can work with the people we have in setting up more efficient workflow, establishing reasonable deadlines to increase output and …”
“Jane, these are not the days of knowing everyone in the plant,” Drew said. “You’re not throwing out your uncle Harry. We’re taking a serious look at what we do, how we do it, and streamlining everything by keeping the right people in the organization and cutting the rest.”
Apply Your Skills: Case for Critical Analysis
The Right Way with Employees?
1.
What kind of employee social contract is assumed by Jane Ellis and Drew Cunningham? Explain fully – what is the traditional social contract and what is the “new” social contract.
2.
If you were an HR manager at the company, which view would you support? Why?
3.
HR departments hire and develop human capital to serve the organization’s strategy and drive performance. Which approach—Jane Ellis’s or .
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
two years are better than four .rtfdrunnerup.png__MACOSXtw.docx
1. two years are better than four .rtfd/runnerup.png
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two years are better than four .rtfd/TXT.rtf
Two Years Are Better Than Four
runnerup.png ¬
Liz Addison, 38, is a biology major whose goal is to become a
large animal veterinarian. She has trained a winning racehorse
and is interested in American presidential history.
Oh, the hand wringing. “College as America used to understand
it is coming to an end,” bemoans Rick Perlstein and his beatnik
friend of fallen face. Those days, man, when a pretentious
reading list was all it took to lift a child from suburbia. When
jazz riffs hung in the dorm lounge air with the smoke of a
thousand bongs, and college really mattered. Really mattered?
Rick Perlstein thinks so. It mattered so much to him that he
never got over his four years at the University of Privilege. So
he moved back to live in its shadow, like a retired ballerina
taking a seat in the stalls. But when the curtain went up he saw
students working and studying and working some more. Adults
before their time. Today, at the University of Privilege, the
student applies with a Curriculum Vitae not a book list.
Shudder.
Thus, Mr. Perlstein concludes, the college experience – a rite of
passage as it was meant it to be – must have come to an end.
But he is wrong. For Mr. Perlstein, so rooted in his own
nostalgia, is looking for himself – and he would never think to
look for himself in the one place left where the college
experience of self-discovery does still matter to those who get
there. My guess, reading between the lines, is that Mr. Perlstein
has never set foot in an American community college.
2. The philosophy of the community college, and I have been to
two of them, is one that unconditionally allows its students to
begin. Just begin. Implicit in this belief is the understanding
that anything and everything is possible. Just follow any one of
the 1,655 road signs, and pop your head inside – yes, they let
anyone in – and there you will find discoveries of a first
independent film, a first independent thought, a first
independent study. This college experience remains as it should.
This college brochure is not marketing for the parents – because
the parents, nor grandparents, probably never went to college
themselves.
Upon entry to my first community college I had but one O’level
to my name. These now disbanded qualifications once marked
the transition from lower to upper high school in the Great
British education system. It was customary for the average
student to proceed forward with a clutch of O’levels, say eight
or nine. On a score of one, I left school hurriedly at sixteen.
Thomas Jefferson once wrote, “Everybody should have an
education proportional to their life.” In my case, my life became
proportional to my education. But, in doing so, it had the good
fortune to land me in an American community college and now,
from that priceless springboard, I too seek admission to the
University of Privilege. Enter on empty and leave with a head
full of dreams? How can Mr. Perlstein say college does not
matter anymore?
The community college system is America’s hidden public
service gem. If I were a candidate for office I would campaign
from every campus. Not to score political points, but simply to
make sure that anyone who is looking to go to college in this
country knows where to find one. Just recently, I read an article
in the New York Times describing a ‘college application essay’
workshop for low-income students. I was strangely disturbed
that those interviewed made no mention of community college.
Mr Perlstien might have been equally disturbed, for the thrust of
the workshop was no different to that of an essay coach to the
affluent. “Make Life Stories Shine,” beams the headline. Or, in
3. other words, prove yourself worldly, insightful, cultured,
mature, before you get to college.
Yet, down at X.Y.C.C. it is still possible to enter the college
experience as a rookie. That is the understanding – that you will
grow up a little bit with your first English class, a bit more with
your first psychology class, a whole lot more with your first
biology, physics, chemistry. That you may shoot through the
roof with calculus, philosophy, or genetics. “College is the
key,” a young African-American student writes for the
umpteenth torturous revision of his college essay, “as well as
hope.” Oh, I wanted desperately to say, please tell him about
community college. Please tell him that hope can begin with
just one placement test.
When Mr. Perlstein and friends say college no longer holds
importance, they mourn for both the individual and society. Yet,
arguably, the community college experience is more critical to
the nation than that of former beatnik types who, lest we forget,
did not change the world. The community colleges of America
cover this country college by college and community by
community. They offer a network of affordable future, of
accessible hope, and an option to dream. In the cold light of
day, is it perhaps not more important to foster students with
dreams rather than a building take-over?
I believe so. I believe the community college system to be one
of America’s uniquely great institutions. I believe it should be
celebrated as such. “For those who find it necessary to go to a
two-year college,” begins one University of Privilege
admissions paragraph. None too subtle in its implication, but
very true. For some students, from many backgrounds, would
never breathe the college experience if it were not for the
community college. Yes, it is here that Mr. Perlstein will find
his college years of self-discovery, and it is here he will find
that college does still matter.
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4. Web Field Trip
For this week's Assignment, perform research on current
proposed tax legislation.
Go to or www.irs.gov to find current tax legislation.
http://www.lexisnexis.com/
Identify and summarize a current proposed tax legislation
change or tax bill. Your summarization should be a minimum of
250 words and should include an APA reference page. Submit
your completed file in Microsoft Word.
Website Source: Internal Revenue Service: Retrieved from
http://www.irs.gov/
Why Do You Think They're Called For-Profit Colleges?
By Kevin Carey
Michael Clifford believes that education is the only path to
world peace. He never went to college, but sometimes he calls
himself "Doctor." Jerry Falwell is one of his heroes. Clifford
has made millions of dollars from government programs but
doesn't seem to see the windfall that way. Improbably, he has
come to symbolize the contradictions at the heart of the growing
national debate over for-profit higher education.
Until recently, for-profits were mostly mom-and-pop trade
schools. Twenty years ago, a series of high-profile
Congressional hearings, led by Senator Sam Nunn, revealed
widespread fraud in the industry, and the resulting reforms
almost wiped the schools out. But they hung on and returned
with a vengeance in the form of publicly traded giants like the
University of Phoenix.
Entrepreneurs like Clifford, meanwhile, have been snapping up
dying nonprofit colleges and quickly turning them into money-
making machines.
Most of that money comes from the federal government, in the
form of Pell Grants and subsidized student loans. Phoenix alone
is on pace to reap $1-billion from Pell Grants this year, along
with $4-billion from federal loans. A quarter of all federal aid
5. goes to for-profits, while they enroll only 10 percent of
students.
Unfortunately, a large and growing number of graduates of for-
profit colleges are having trouble paying those loans back.
Horror stories of aggressive recruiters' inducing students to take
out huge loans for nearly worthless degrees are filling the news.
The Obama administration, flush with victory after vanquishing
the student-loan industry this year, has proposed cutting off
federal aid to for-profits that saddle students with
unmanageable debt. Congress has rolled out the TV cameras for
a new round of hearings that are putting for-profits on the hot
seat. One observer called the event "the Nunn hearings on
steroids."
The new scrutiny of for-profits is welcome. Without oversight,
the combination of government subsidies and financially
unsophisticated consumers guarantees outright fraud or
programs that, while technically legitimate, are so substandard
that the distinction of legitimacy has no meaning. For-profit
owners and advocates have a hard time admitting that.
I spoke with Michael Clifford recently as he was driving down
the California coast to meet with a higher-education charity he
runs. He's an interesting man—sincere, optimistic, a true
believer in higher education and his role as a force for good. A
musician and born-again Christian, he learned at the knee of the
University of Phoenix's founder, John Sperling. In 2004,
Clifford led the sale of a destitute Baptist institution called
Grand Canyon University to investors. Six years later,
enrollment has increased substantially, much of it online. The
ownership company started selling shares to the public in 2008
and is worth nearly $1-billion today, making Clifford a wealthy
man. He has since repeated the formula elsewhere, partnering
with notables like General Electric's former chief executive,
Jack Welch. Some of the colleges that Clifford has purchased
have given him honorary degrees (thus "Doctor" Michael
Clifford).
Clifford will concede, in the abstract, to abuses in the for-profit
6. industry. But he rejects the Obama administration's proposal to
cut off federal aid to for-profits at which student-debt payments
after graduation exceed a certain percentage of the graduates'
income. In fact, he denies that colleges have any responsibility
whatsoever for how much students borrow and whether they can
pay it back. He won't even acknowledge that student borrowing
is related to how much colleges charge.
That refusal is the industry line, and it is crazy nonsense. As a
rule, for-profits charge much more than public colleges and
universities. Many of their students come from moderate- and
low-income backgrounds. You don't need a college degree to
know that large debt plus small income equals high risk of
default. The for-profit Corinthian Colleges (as of mid-July,
market cap: $923-million) estimated in official documents filed
with the Securities and Exchange Commission that more than
half the loans it makes to its own students will go bad.
Corinthian still makes a profit, because it gets most of its
money from loans guaranteed by Uncle Sam.
Other industry officials, like the for-profit lobbyist Harris
Miller, would have you believe that government money that
technically passes through the hands of students on its way from
the public treasury to the for-profit bottom line isn't a
government subsidy at all. In that regard, for-profits lately have
been trying to rebrand themselves as "market based" higher
education. To understand how wrong this is, look no further
than the "90/10 rule," a federal rule that bars for-profits from
receiving more than 90 percent of their revenue from federal
aid. The fact that the rule exists at all, and that Miller is
working to water it down (it used to be the 85/15 rule), shows
that for-profits operate in nothing like a subsidy-free market.
The federal government has every right to regulate the billions
of taxpayer dollars it is pouring into the pockets of for-profit
shareholders. The sooner abusive colleges are prevented from
loading students with crushing debt in exchange for low-value
degrees, the better.
But that doesn't mean for-profit higher education is inherently
7. bad. The reputable parts of the industry are at the forefront of
much technological and organizational innovation. For-profits
exist in large part to fix educational market failures left by
traditional institutions, and they profit by serving students that
public and private nonprofit institutions too often ignore. While
old-line research universities were gilding their walled-off
academic city-states, the University of Phoenix was building
no-frills campuses near freeway exits so working students could
take classes in the evening. Who was more focused on the
public interest? Some of the colleges Clifford bought have
legacies that stretch back decades. Who else was willing to save
them? Not the government, or the church, or the more fortunate
colleges with their wealthy alumni and endowments that reach
the sky.
The for-profit Kaplan University recently struck a deal with the
California community-college system to provide courses that
the bankrupt public colleges cannot. The president of the
system's faculty senate objected: The deal was not "favorable to
faculty," she said. Whose fault is that? Kaplan, or the feckless
voters and incompetent politicians who have driven California
to ruin?
Wal-Mart recently announced a deal with the for-profit
American Public University to teach the giant retailer's
employees. What ambitious president or provost is planning to
make her reputation educating $9-an-hour cashiers?
Traditional institutions tend to respond to such ventures by
indicting the quality of for-profit degrees. The trouble is, they
have very little evidence beyond the real issue of default rates
to prove it. That's because traditional institutions have long
resisted subjecting themselves to any objective measures of
academic quality. They've pointed instead to regional
accreditation, which conveniently allows colleges to decide for
themselves whether they're doing a good job.
But many for-profit institutions have regional accreditation,
too. That's what people like Clifford are buying when they
invest in troubled colleges. Accreditation has become like a
8. taxicab medallion, available for bidding on the open market. As
a result, long-established public and private nonprofit colleges
are left with no standards with which to make the case against
their for-profit competitors. At one recent Congressional
hearing, the Senate education committee's chairman, Tom
Harkin, said of the for-profits, "We don't know how many
students graduate, how many get jobs, how schools that are not
publicly traded spend their [federal] dollars, and how many for-
profit students default over the long term." All true—and just as
true when the words "for profit" are removed. There's no doubt
that the worst for-profits are ruthlessly exploiting the
commodified college degree. But they didn't commodify it in
the first place.
For-profits fill a void left by traditional institutions that once
believed their world was constant. Fast-developing methods of
teaching students over the Internet have given the velocity of
change a turbo boost. In such a volatile situation, all kinds of
unexpected people make their way into the picture. And once
they get there, they tend to stick around. Traditional institutions
hoping that Congress will rid them of for-profit competition
will very likely be disappointed