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Creative Project For this week’s Assignment you will create a minimum 10 slide (excluding the title and reference slides) PowerPoint presentation. In your presentation, demonstrate how the Bill of Rights is applied in major criminal justice cases. You must incorporate speaker notes as part of this presentation which contains notes that you would utilize if presenting to a live audience. Include the following in your Presentation: Include at least one slide for each of the following Amendments explaining how each is applied to criminal cases. First Amendment Second Amendment Fourth Amendment Fifth Amendment Sixth Amendment Eighth Amendment Discuss the historical context of why these Amendments were created as rights to protect individuals. Research the Eighth Amendment and advocate a position both for and against capital punishment regardless of your personal beliefs. Based on your research and personal beliefs, conclude this presentation by choosing a position either for or against capital punishment (or possibly a combination of the two). Provide rationale for your reasoning. Describe how an attorneys' personal position on capital punishment might affect his or her approach to criminal cases. Formatting Directions: Use one basic slide design and layout. Limit slides to between six and eight lines of content. You may use pictures, charts, and graphs to supplement your material as long as they do not take up the entire slide. Use bullets for your main points. Use speaker notes to explain what is being discussed in the bullet points as though you are presenting to an audience. To learn more about using speaker notes, open PowerPoint and press F1. In the search box, type “create notes” and press Enter. The related topics on notes appear. Please note: This Project will require outside research (at least two outside resources). In your presentation, include a discussion on how you evaluated the credibility of the resources used. You may consult the Library, the internet, the textbook and other course material, and any other outside resources in supporting your task, using proper citations in APA style. .

Education

Research the Eighth Amendment and advocate a position both
for and against capital punishment regardless of your personal
beliefs.
Based on your research and personal beliefs, conclude this
presentation by choosing a position either for or against capital
punishment (or possibly a combination of the two). Provide
rationale for your reasoning.
Describe how an attorneys' personal position on capital
punishment might affect his or her approach to criminal cases.
Formatting Directions:
Use one basic slide design and layout.
Limit slides to between six and eight lines of content.
You may use pictures, charts, and graphs to supplement your
material as long as they do not take up the entire slide.
Use bullets for your main points.
Use speaker notes to explain what is being discussed in the
bullet points as though you are presenting to an audience.
To learn more about using speaker notes, open PowerPoint and
press F1. In the search box, type “create notes” and press Enter.
The related topics on notes appear.
Please note: This Project will require outside research (at least
two outside resources). In your presentation, include a

discussion on how you evaluated the credibility of the resources
used.
You may consult the Library, the internet, the textbook and
other course material, and any other outside resources in
supporting your task, using proper citations in APA style.

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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 Category 0 1 1.5 2 Timelin.docx

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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 .

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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.

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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.

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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 on the reading from Who Speaks for Justice, .docx

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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 Reflection ExerciseStudents are expected to have co.docx

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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.

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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 .

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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 .

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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 InfrastructuresIn terms of critical infrastructure and ke.docx

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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 Case StudyPower plants are an important .docx

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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 Infrastructure and a CyberattackPresidential Decisi.docx

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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 Evaluation of Qualitative or Quantitative Research Stud.docx

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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 Analysis of Phillips argument in her essay Zombie Studies.docx

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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 .

Critical Appraisal Process for Quantitative ResearchAs you cri.docx

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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.

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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.

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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. .

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