Category: Essays

Essay: For this portion of the test, you will write an essay of approximately six substantial paragraphs. The essay should have a good introduction with a sophisticated thesis statement that doesn’t repeat the question, body paragraphs that each contain an idea that supports the thesis statement and answers the question, evidence and examples to support these ideas, and a conclusion that summarizes without being merely repetitious. For this part of the test, we do expect you to refer to evidence and examples from the lectures and the readings. To prepare for this part of the exam, be sure to look over the readings for broad themes and understand key concepts.

* IMPORTANT: There are three single topics, please put every topic in a single page.(Around 300 words)

Typical questions might be:
1. While U. S. popular culture is enjoyed throughout the world, some critics argue that its spread has negative effects. What are these negative effects? Why do some people in other parts of the world want to “de-Americanize”?

2. Does the United States have a “brand”? Describe the US’s brand, especially in relationship to civic values. Do you think the US brand could use improvement? Why or why not?

3. How does Superman represent the United States? What does the comic book hero have to do with American exceptionalism?

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After you have read this week’s assigned article (Pasmore, 2009), complete the following:

Analyse Pasmore’s article and review the author’s Model for Leadership Strategy. Do you agree with this model? How does it relate to your own company? Explain your answer with relevant examples if possible. Limit your assignment to 500 to 1,000

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How the US meets the needs of the elderly population

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The essay in response to this question should be 4 double-spaced pages in length, and contain citations in ‘scientific notation’ form for quoted and paraphrased materials — example: (Lifton/Mitchell, p.29) or (Hiroshima, p.29). Note: there is no need of a bibliography or ‘works cited’ page because students will be using only materials available within the course! I need someone who has the book Hiroshima in America by Robert Jay Lifton & Greg Mitchell because only in text citation is allowed for the essay and it has to be from this book.

Here is the Essay Question and brief summary about the question. You can find the question at the very bottom.

As described in Gar Alperovitz’s Atomic Diplomacy, at the time of the bombing of Hiroshima and Nagasaki there was a significant and persistent opposition to that bombing from within the narrow community of individuals aware of the Manhattan Project whose patriotism was above reproach. However, five years later and still to the present, that same criticism would be viewed as heresy or worse, participated in exclusively by malcontents or worse. The characteristics of this perspective were identified by historian Alan Theoharis in the following quotation:

“Indeed by 1950 many Americans had come to believe that: (1) the Soviet Union had a definite strategy for the eventual communization of the world; (2) Soviet actions directly threatened the security of the United States; (3) that threat could assume the form of direct aggression or subversion; (4) the basic impetus to any revolutionary or radical political change was a Moscow- directed Communist conspiracy; (5) superior military power was essential to achieving peace and security; (6) a diplomacy of compromise and concession was in effect a form of appeasement and betrayal; (7) American objectives were altruistic and humanitarian; (8) the United States – because omnipotent – could shape the world to conform to American ideals and principles; (9) the God-fearing United States had to triumph over godless communism; (10) international options were clear-cut and definable in terms of good versus evil; (11) the U.S. confrontation with the Soviet Union demanded not only the containment of Soviet expansion but the liberation of ‘enslaved peoples;’ and (12) Communist leaders whether in the Soviet Union, Eastern Europe, or China, lacked a popular base of support and were able to remain in power only through terror and subversion.”

The Truman Doctrine began the American pursuit of communist containment. Since that time this doctrine has been extended to a global policy (NSC-68); however, though that policy has been the consensus policy of the United States Government officially since 1947, it was developed in the knowledge that the American people would not have consented to the U.S.’s intervention in Greece unless it was presented as a global threat, which would, in the words of Republican Senator Arthur Vandenburg, “Scare the hell out of the American people.” As one historian has stated the case, “while it is gratifying to think that the government has believed it necessary to lie to the American public while conducting dubious policies, it is much less flattering that it has been so easy.”

Considering the consensus agenda outlined in the Theoharis quotation above, evaluate the extent to which the public’s knowledge of truth in America’s ‘free society’ has been the foundation of that created popular consensus on the national public policy surrounding the time from the use of the Atomic Bomb to the Truman Doctrine (March, 1947). Though the implications of this question may extend to present events, please confine your analysis to the period from the use of the bomb on Hiroshima to the Truman Doctrine using evidence available from lecture and Lifton/Mitchell’s Hiroshima in America. The essay is not to be a referendum on whether or not the bomb should have been used, but rather how that use and the policies founded as a consequence of the bomb were presented to create a national consensus on foreign policy. Basically, were the American people told the truth, in the creation of that national consensus described by Theoharis as existing by 1950?
Note: Though analogies can serve as an encouragement to analysis, they can never stand as a replacement for it. Please avoid analogies, and stick to the evidence available, and your evaluation of it!

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TEMPLATE FOR A QUALITATIVE STUDY
1. Dissertation Title:
2. Purpose:
3. Problem Statement:
4. Sample (NOTE: Describe the location of organization, population and sample)
a. Location:
b. Population:
c. Sample:
d. Number of observations for each principal in the sample:
5. Research Questions:
a. R1:
6. Hypotheses (for a quantitative study only):
a.
7. Variables or phenomena being studied (NOTE: A quantitative study had dependent and independent variables that are being studied; a qualitative study has a phenomena rather than variables that is being studied)
a.
8. Data collection approaches (NOTE: Identify how you will collect the data for each variable or for the phenomena being studied)
a.
9. Methodology: (NOTE: Identify if it is Quantitative, Qualitative, or Mixed Methods. And identify the specific type)
a. This study uses
10. Data Analysis Approach(es) (NOTE: Identify at a high level)
a.

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Clinical trial methodology in the USA, a comparison between state and private funded studies. innovative medicine trials.
People benefits from trials

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Ethical Decision-Making Essay (10%-15% of overall course grade)
Overview
You will be given a case study by your instructor. The case study presents an ethical dilemma that requires an ethical decision. In a essay, you will analyze the situation using more than one ethical theory, briefly explain the ethical theories and concepts, and consider how these theories might be applied to this scenario. You will consider the implications or consequences if these ethical perspectives are applied. You will also analyze the situation from your own personal ethical perspective and clarify the values and beliefs that guide your ethical decision-making. A glossary of terms and references are listed on the last page of this assignment.
Essay Guidelines:
Create the Introduction (first paragraph)
• Clearly state the ethical dilemma that will be analyzed in the essay (topic sentence).
• Write as if you do not know who will be reading your essay.
• Provide all relevant information so the reader has a full understanding of the issue.
o Summarize the situation with fairness to all parties: Who were the people involved? What happened? Where and when did this take place?
o Acknowledge the complexities of the situation and why the context is important.
o Why is this an ethical issue? Is it significant enough to take action?
o Why is an ethical decision required?
• Clearly state the purpose (THESIS STATEMENT). Tell the readers what will follow and why they should continue reading.
Develop the Body (3-5 paragraphs)
• Analyze the situation using more than one ethical theory (given in lectures, online resources, and the course textbook).
o The Utilitarian Approach
o The Rights Approach
o The Fairness or Justice Approach
o The Common Good Approach
o The Virtue Approach
Reference: “A Framework for Thinking Ethically.” Markkula Center for Applied Ethics. Santa Clara University. May 2009.
o The NCA Credo for Ethical Communication p.13
o The Golden Rule p.34, 65
o 4 Principles of Interpersonal Ethics p. 151
o Ethical Group Decision-Making p. 204
Reference: Engleberg, Isa N. & Wynn, Dianna R. Think Communication. 3rd Edition. Pearson
;Education, Inc. 2015.

• Explain the key concepts and rules of each theory citing the sources in-text. What ethical rule from each theory might apply to this situation? (1-2 paragraphs)
• Consider the implications and consequences of each decision if the character applied these perspectives or rules to this situation. Consider alternate perspectives and reasons why the character may decide not to act in an ethical manner. (1-2 paragraphs)
• If you were involved in a situation like this, what would you do? Analyze the situation from your own ethical perspective. Clarify the beliefs and values that guide your ethical thinking, conduct, and decision-making. (1 paragraph)
• Follow these writing guidelines:
o Start each paragraph with a topic sentence that effectively states the purpose of the paragraph (a claim, statement, assertion, argument).
o Develop sentences that are logical and clear. Ideas should flow logically. Paragraphs should be unified and work together to support the thesis.
o Make paragraphs coherent by using effective and appropriate transitions between ideas and paragraphs.
o Develop main ideas in depth by using a variety of supporting material: examples and illustrations, expert opinion, statistics, reasons and research evidence.
o Stay focused on the purpose and stick to the questions throughout the essay.
o Show how each point is relevant to that question.
Write the Conclusion
• Restate the thesis.
• Provide closure:
o A link to the introduction.
o A challenge to the reader.
o A personal idea that relates to the ethical issue.
o An appeal to the reader’s needs or values.
Essay Checklist and Important Reminders
• The essay should not sound as if the writer is answering a series of questions.
• The purpose of the essay should be clear to the reader.
• The thesis should be clearly stated in the introduction.
• Relevant background information should be provided in the introduction so the audience has a clear understanding of the ethical issue and why an ethical decision is required.
• The introduction should engage the reader.
• Essay is well-organized.
• Essay is written in Standard English.
• Essay is free of grammatical and syntax errors.
• Word choice and phrases are appropriate and effective.
• Main ideas are fully developed, supported, and show critical thinking.
• Ideas flow logically. Sentence structure is correct, coherent, and varied.
• Outside sources are integrated smoothly in the essay. The essay includes correctly formatted in-text citations and a correct Works Cited page.
• The essay follows MLA guidelines.
• The conclusion provides closure and restates the thesis.
• The essay reflects a sense of audience.
• The tone and style are appropriate for the essay’s purpose and audience.
• There is a clear voice and point of view. The writer is identified with a quality (honesty, sincerity, intelligence). The audience should get a sense of the writer.
• Facts are distinguished from opinions.
• Opinions are supported and qualified.
• Opposing views are represented fairly.
• If plagiarism is evident in the essay, .. .………. (instructor adds his or her policy)
• Essay is spell-checked and edited.
Sources: Rubric for English 1301 Assessment, Brookhaven College 2008-2009; Brookhaven College Grading Standards for English Essays
Format Requirements
• Your name and section number on the top of the first page
• Double-spaced
• 12-point Times New Roman (no script or bold)
• 600 – 800 words total; the equivalent of 2 ½ – 3 ½ pages
• Effective usage, word, and phrase choices; proper spelling, syntax, and grammar
Glossary of Ethical Terms
• A core belief is a principle or fundamental belief which guides a person’s actions or decisions. A core belief can change over time.
• Ethics refer to standards of right and wrong that influence our core beliefs and values, our ethical conduct and ethical thinking. Our ethics guide our daily actions and behavior, including our communication with family, friends, co-workers, and the community. Ethics also refers to the study and development of one’s ethical standards.
• Character traits associated with ethics include honesty, truth-seeking, integrity, responsibility, respect, compassion and empathy.
• An ethical issue is a problem or situation that requires a person to choose between alternatives based on standards of moral conduct.
• Ethical standards impose obligations to “do the right thing,” to stand up for our rights and the rights of others.
• Ethical perspectives/concepts are the different theoretical means through which ethical issues are analyzed, such as ethical theories (e.g. utilitarian, natural law, virtue) or ethical concepts (e.g. rights, justice, duty).
• Ethical Reasoning is reasoning about right and wrong human conduct. It requires students to be able to assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to ethical dilemmas and consider the ramifications of alternative actions. Students’ ethical self-identity evolves as they practice ethical decision-making skills and learn how to describe and analyze positions on ethical issues.
• Context is the historical, cultural, professional, or political situation, background, or environment that applies to a given ethical issue.
• A perspective is a world view that informs core beliefs and ethical opinions. It is how one sees oneself, other people, and the world. Perspectives are not limited to theories and concepts in ethical philosophy. They may also include political and religious convictions, cultural assumptions, and attitudes shaped by one’s family, background, and experiences.
Glossary from the Ethical Reasoning VALUE Rubric copyrighted 2010 by the Association of Colleges and Universities, Stephen F. Austin State University’s Personal Responsibility Rubric 2014, and the Ethics Resource Center website.
Resources
Baldwin, John R. “Ethics: Can We Determine What Is Right or Wrong Across Cultures?” School of
Communication. Illinois State University. Updated May 20, 2013. Accessed Web 1 August 2014.
http://my.ilstu.edu/~jrbaldw/372/Ethics.htm
This is reading material that Baldwin posts for his class, COM 372, Theory and Research in Intercultural Communication. Besides defining ethics, he describes five classical approaches to ethics and three principles of ethical communication, which piggyback on the NCA Code of Ethics. He cites numerous authors and ends with case studies.

http://www.ethics.org/page/ethics-toolkit
The Ethics Resource Center primarily focuses on business ethics or workplace ethics. If you open the “Resources” link and click “Ethics Toolkit,” you will find an excellent glossary of ethical terms, definition of values, and an ethical decision-making link which goes above and beyond the basic decision-making model and applies each step to an ethical dilemma in an organization. It is extensive and in-depth.
Frey, William. “Ethics of Teamwork.” Connexions. December 2, 2013. Rice University. Web. 28.July.2014 Accessed. http://cnx.org/content/m13760/latest/
Sternberg, Robert J. “Teaching for Ethical Reasoning in Liberal Education.” Liberal Education. Summer 2010.
This article really helped me understand the purpose of this assignment. Sternberg gives a good rationale why ethical reasoning should be taught across disciplines. He makes it clear that we are not teaching ethics or values. We are teaching a process of reasoning or a way of thinking about issues of right and wrong. He is much more concerned about the reasoning processes that lead students to a conclusion as opposed to the conclusions they reach.
Velasquez Manuel, Moberg, Dennis, Meyer, Michael J., Shanks, Thomas, McLean, Margaret R., DeCosse, David, André, Claire, Hanson, Kirk O. “A Framework for Thinking Ethically.” Markkula Center for Applied Ethics. Santa Clara University. May 2009. Web 7 August 2014 Accessed.
USC Levan Institute Online Ethics Resource Center. University of Southern California. http://dornsife.usc.edu/usc-levan-institute-online-ethics-center/
This website provides faculty with strategies for incorporating ethics into their courses. Includes an Ethics Toolkit, Teaching Ethics, and Moral Education Research.
Wilson, Chloe. “Picking Up the Slack.” The Big Q. Markkula Center for Applied Ethics. March 11, 2013. Santa Clara University. Web. 28 July 2014 Accessed.

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Load gss.sav in SPSS. Using a chi-square analysis, determine the association strength for the variables agecat and degree as well the major contributing cells. Submit both your SPSS output and your answers. 300 words

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Step 1. Please read the file called Reflection Question and prepare to answer it.

Step 2. Please read file called Ballard & Kirsch and READ!!

Step 3. Read both papers and read the file called [Reflection Sample]

Step 4. if you get an idea from sample reflection you can now start !

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Before writing please read module guide and assignment requirement.
Following are the guide and activities for this assignment:
MODULE 4 GUIDE

In this module we focus on the technological implications of educating young people in the era of global media. More specifically, we look at the ways in which new technologies are reshaping childhoods and even children’s bodies themselves – and consider the implications for education.

Prof. Deborah Lupton will be our guest lecturer for this module. Prof. Lupton is an internationally renowned researcher. She specialises in researching and writing about the ‘assemblage’ of digital technologies and bodies. Her lecture, and accompanying reading, will focus upon children’s digital bodies. I strongly urge you to come along to hear this lecture and have a discussion with Prof. Lupton afterwards.

Please follow these steps to complete your tasks for this 2 week module, and to prepare you to make your Module 4 discussion forum and wiki postings.

Week One.

Read the Lupton article ‘Digital Bodies’. As you read, pay particular attention to the concepts that she is using to describe the emergence of new human–digital technology assemblages.
Watch the Case TEDS lecture ‘We are all cyborgs now’ https://www.ted.com/talks/amber_case_we_are_all_cyborgs_now
Read Williamson’s ‘Smart Schools in Sentient Cities’ online article. Consider the significance of the notion of schools and other educational institutions as ‘sensing environments’ which ‘datafy the learning process’ and produce ‘quantified students’. http://dmlcentral.net/smart-schools-in-sentient-cities/

Week Two

If you want to extend your understanding about the interface of technologies-childhoods-pedagogies undertake additional readings within the Supplementary Materials (Optional)
Research key concepts from the following list. Some of these concepts were introduced by Lucy in her Module 3 lecture, but are still relevant to Module 4. Others are new to Module 4: Embodiment; relationality; hybridity; cyborgs; human-technology assemblages, sensing environments; smart schools.
Make your wiki posting based upon your web research into the meaning and/or application of one of these key concepts.
Draft your discussion forum posting. Make sure you closely follow the instructions within the discussion forum site and that you address all of the marking criteria.

Activity 1
Please make a 350 word contribution to this wiki.

Chose one concept from the list in the Module 4 Guide and already entered as a section in this wiki. Research it on the internet. Click on ‘edit section’ (of your chosen concept). Using your own words,

either

Offer a working definition of the key concept
or

Discuss the application of on of the key concepts by offering a real life example of it
Provide the URL link to any website from which you have taken your information.

Activity 2
Discussion Forum
How are new technologies reshaping childhood and/or education? What do you think about this in relation to your own context?
Answer this question in a 600 word posting. Frame your answer around one of the key concepts researched in the Module 4 wiki and one of the readings. Do not just quote from the wiki or from the reading. Include your own opinions about and/or a critical appraisal of the issues raised and discuss their relevance in relation to your own educational context. Please write on educational context of Bhutan. You can find more information about Bhutan and issues in Google.
Before you make this posting, please refer to the instructions in the unit outline (5b) paying particular attention to the marking criteria.
You will receive a mark and feedback on your posting following these marking criteria.

Marking Rubric for Wiki and Forum Online Postings

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