Investigate the history of socialmovements in a specificcountry and write10questions that youwouldlike to ask
For fthis final project I want you to investigate the history of social movements in a specific country. For example,you pick USA, you talk about some of the main movements that have been fighting for equal opportunities.It has to be something related to the class.Lat’ say equal education opportunities for all.This means that you chose the pillar of education.I have included the link to the economic I statute of peace where you will find more information on the pillars of peace.Lastly,you have to write 10 questions that you would like to ask, let’ s say to our president,in regards to education.
First write the project proposal and include these informations below:
2. SOCIAL MOVEMENT related to the place you selected
3. ANY TOPIC (e.g. Education) related to the movement you chose
4. PILLAR/S OF PEACE from which you will conduct your research
5. PERSON TO INTERVIEW
You can pick any topic related to our class content (ace and ethnicity, Prejudice, Discrimination, Immigration, Ethnicity and religion, Nation as a Kaleidoscope), anything that you can analyze from a sociological perspective. It should be something you want to write on and something you can maintain interest in over the course of the writing process.
TELL Me:
While writing down ideas for your project think about the following questions:
For the first part of this project, students will investigate the history of ethnic/racial social movements in a country of their choice and write a brief summary (write at least 2 pages). Search for a minimum of 4 academic articles, books or book chapters. The books and articles should come from sociology, history, and the different social science disciplines). Some of the questions students want to consider are: What does the literature say about social movements in the country you chose and about breaking social norms? What is the on the ground evidence about how activists have worked to ensure the success of the movement? What role does identity play for the movement? How technology has been used to intimidate people? How technology has helped the subordinate movements to effectively move people to act?
2)Second Part.
For the second part of this assignment, students will visit the Institute for Economics and Peace website
and write at least two paragraphs (or no more than 2 pages) to 1. explain how they can use the pillars of peace to measure peace in the country they have chosen 2. How they can use the pillars of peace to describe the impact of technology to activism, protest and dissent movements in the chosen country?
3)Third Part.
For the third part of this assignment, students will first research the life of the governor/president of the country they have chosen (write at least one page). Second, gather public opinion (write at least one page) to develop ten questions to ask to the governor/president. The first and second part of the project are necessary for students to come up with the interview questions. They have to research social media, history books, newspaper articles and documentaries to generate good interview questions.
Select an ethnic minority group that is represented in the United States (American Indian/Alaskan Native, Asian American, Black/African American, Hispanic/Latino, Native Hawaiian, or Pacific Islander). Using health information available from Healthy People, the CDC, and other relevant government websites, analyze the health status for this group.
In a paper of 1,000-1,250 words, compare and contrast the health status of your selected minority group to the national average. Include the following:
Describe the ethnic minority group selected. Describe the current health status of this group. How do race and ethnicity influence health for this group?
What are the health disparities that exist for this group? What are the nutritional challenges for this group?
What health promotion activities are often practiced by this group?
Describe at least one approach using the three levels of health promotion prevention (primary, secondary, and tertiary) that is likely to be the most effective in a care plan given the unique needs of the minority group you have selected. Provide an explanation of why it might be the most effective choice.
What cultural beliefs or practices must be considered when creating a care plan? What cultural theory or model would be best to support culturally competent health promotion for this population? Why?
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria and public health content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Complete an in-depth comparative analysis of two policies developed on an issue.
Cooperative Analysis Power Point
Complete an in-depth comparative analysis of two policies developed on an issue. This can be a comparison across state policies on an issue, or a comparison of the evolution of a policy. Examples include drug policy, capital punishment, and domestic violence.
Create a 10- to 12-slide Microsoft® PowerPoint® presentation with detailed speaker notes. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation.
Include the following in your presentation:
Create a chart or table that compares aspects of each policy side-by-side.
Answer the following questions:
What is the issue?
What are the two policies developed? Be sure to clearly explain these policies: goal, objectives, and measures.
Tittle: Change in mental health due to COVID-19
Choose Topic: English
Select number of pages: 5
Question Description: Instructions
This assignment is a full draft of your Argument Research PaperPreview the document. This draft will demonstrate the argument and writing techniques studied in the course and will build upon the steps you have taken in all the previous weeks toward developing your Argument Research Paper. This draft is expected to meet all of the Argument Research Essay requirements for writing, content, length, and sources.
Correct use of APA guidelines for the following:
Headers with pagination
Title Page
Margins, spacing, and paragraph indentation
APA in-text citation and referencing for all sources
Do not divide your essay into sections.
Do not use headings within your paper to indicate changes in topic. While longer APA essays and particular types of APA writing, such as scholarly articles, employ APA-style bolded headings to divide portions of the writing, you are writing a shorter academic essay. Your shift from one paragraph to the next should be signaled through your use of the effective transition and topic sentence rules we have practiced.
6-8 full pages for the essay itself, not including title page or references
Effective structure, including your introduction paragraph, your body paragraphs, and your conclusion paragraph
Use of third-person throughout. Focus on the topic, not on you nor on the essay. In other words: no first-person “I,” and no referring to the essay, such as “In this essay.”
At least 5 scholarly sources visibly used, cited, and referenced
Refer to the full Argument Research Essay Rubric
Your instructor will grade and offer feedback on this draft to help set you up toward additional success with your final draft in Week 7. In Week 6, you will post your draft to your peer review group area in discussion to also receive their feedback.
Grading: This activity will be graded using the Argument Research Essay Rubric.
Course Outcomes (CO): 3, 5, 6
Due Date: By 11:59 p.m. MT on Sunday
Rubric
ENGL147 Week 5 Assignment Rubric (90 pts)
ENGL147 Week 5 Assignment Rubric (90 pts)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeLength
5.0 pts
Meets length requirement (6-8 pages, not including title page or references).
4.25 pts
Length is 5 pages, not including title page or references.
3.75 pts
Length is 4 pages, not included title page or references.
3.0 pts
Length is 3 pages, not including title page or references.
0.0 pts
Length is fewer than 3 pages, not including title page or references.
5.0 pts
This criterion is linked to a Learning OutcomeAPA Paper Format
5.0 pts
The essay is formatted in correct APA Style for the following items: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.
4.25 pts
The essay is missing or has errors in 1-2 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.
3.75 pts
The essay is missing or has errors in 3-4 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.
3.0 pts
The essay is missing or has errors in 5 or more elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.
0.0 pts
No effort
5.0 pts
This criterion is linked to a Learning OutcomeIntroduction and Thesis Statement
8.0 pts
The introduction paragraph is highly effective and clear. The introduction paragraph begins with a viable, appropriate attention-getting technique, offers a clear but brief overview of the existing debate, and presents a narrow argument thesis in which the writer takes a clear stance within the debate. The writer avoids using first-person and second-person and avoids referring to the paper itself.
6.8 pts
The introduction paragraph includes the necessary components but may be lacking in clarity, strength, or appeal in one of the following areas: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. Or, the writer may use first-person or second-person or may refer to the paper itself.
6.0 pts
The introduction paragraph does not include one of the required components, or the paragraph needs much work in one or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may use first-person or second-person or may refer to the paper itself.
4.8 pts
The introduction paragraph does not include one or more of the required components, or the paragraph needs much work in two or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may also use first-person or second-person or may refer to the paper itself.
0.0 pts
No effort
8.0 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Argument
12.0 pts
In each body paragraph, the thesis argument is forwarded with strong and effective use of multiple argument techniques. Supporting and opposing arguments are richly developed and are presented and analyzed with the writer’s voice as the driving force of each paragraph. The writer avoids using first-person and second-person and avoids referring to the paper itself.
10.2 pts
Body paragraphs forward the thesis argument well but could be more effective in one of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force. Or, the writer may sometimes use first-person or second-person or may refer to the paper itself.
9.0 pts
Body paragraphs forward the thesis argument but could be more effective in some of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force.The writer may use first-person or second-person or may refer to the paper itself.
7.2 pts
Body paragraphs fall short of fully forwarding the central argument because of notable deficits in the use of multiple argument techniques, in rich development of supporting and opposing arguments, or in the writer’s voice as the driving force. The writer may use first-person or second-person or may refer to the paper itself.
0.0 pts
No effort
12.0 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Paragraph Development
10.0 pts
The student’s voice is the driving force of each paragraph. Each paragraph includes all of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
8.5 pts
The student’s voice is often the driving force of each paragraph, but some paragraphs may be missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
7.5 pts
The student’s voice is often the driving force of each paragraph, but many paragraphs are missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
6.0 pts
The student’s voice is not often the driving force of all paragraphs because most paragraphs are missing much of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.
0.0 pts
No effort
10.0 pts
This criterion is linked to a Learning OutcomeBody of the Essay: Organization and Flow
8.0 pts
Throughout the essay, the writing flows smoothly with effective transitions. The writing employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay is organized effectively and logically from start to finish.
6.8 pts
Throughout most of the essay, the writing flows smoothly with effective transitions. The writing usually employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay reflects that an organizational plan has been employed.
6.0 pts
In some places throughout the essay, the writing flows smoothly with effective transitions. There is some evidence of clear, varied word choice and sentence variety. The organization of paragraphs may not be optimal.
4.8 pts
Throughout the essay, the writing may be choppy due to a lack of sentence variety, word choice, or transitions. The organization of paragraphs from start to finish in the essay might be confusing or otherwise ineffective.
0.0 pts
No effort
8.0 pts
This criterion is linked to a Learning OutcomeSources: Quality and Number
10.0 pts
Five scholarly sources are visibly used in the essay itself and are all referenced and cited with enough information needed to determine their scholarly nature.
8.5 pts
Five sources are visibly used in the essay itself, but some may not include enough information needed to determine their scholarly nature.
7.5 pts
Five sources may be used, but 1-2 may not be scholarly. Or, fewer than five sources are used or some are not visibly integrated into the writing.
6.0 pts
Five sources may be used, but 3 or more may not be scholarly. Or, fewer than five sources are used and many or most are not visibly integrated into the writing.
0.0 pts
No effort
10.0 pts
This criterion is linked to a Learning OutcomeSources: Application and Integration
8.0 pts
Each time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. Each time a source is used, it is highly relevant to the point at hand and is effective in the context of the argument. The student has chosen to paraphrase or quote according to best practices. Sources comprise a small portion of each paragraph and are never used in the topic sentence or final sentence of a paragraph. Sources are cited directly after use, never at the end of the paragraph.
6.8 pts
Almost every time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. The source may not be clearly relevant to the point at hand or in the context of the argument. The student may need to make better choices between paraphrasing or quoting according to best practices. Sources may be over-used in some paragraphs or may be used in the topic sentence or final sentence of a paragraph. Sources may be cited at the end of a paragraph vs. directly after their use.
6.0 pts
Source application and integration may fall short and may require work to meet some of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.
4.8 pts
Source application and integration may fall short and may require work to meet many of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.
0.0 pts
No effort
8.0 pts
This criterion is linked to a Learning OutcomeEssay Conclusion
8.0 pts
The conclusion is succinct and powerful, avoiding verbatim repetition of material from the introduction or from the paper. The conclusion flows well from the final body paragraph, reiterates the thesis concept in a unique way, and leaves the reader thinking with a look at larger contexts while staying keenly on-topic. The writer avoids using first-person and second-person and does not refer to the essay itself.
6.8 pts
The conclusion is succinct and powerful, but may include a small amount of verbatim repetition of material from the introduction or from the paper. The conclusion may flow well from the final body paragraph and addresses larger contexts, but in a way that may not be effective or powerful. The writer may use first-person or second-person or may refer to the esay itself.
6.0 pts
The conclusion is ineffective in some of the following areas: power and conciseness, unique wording, smooth flow, a thought-provoking ending, third-person point of view.
4.8 pts
The conclusion is missing multiple required elements or is highly ineffective due to wordiness, repetition, length (too short or too long), choppiness, a lack of impact, and/or the use of first-person or referring to the essay itself.
0.0 pts
Sources are not cited.
8.0 pts
This criterion is linked to a Learning OutcomeAPA Citation and Referencing
8.0 pts
All in-text citations and references are formatted in correct APA Style, and the references page is formatted correctly: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
6.8 pts
In-text citations and references may have minor errors in APA Style, and the references page may show errors in 1-2 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
6.0 pts
In-text citations and references may have persistent errors in APA Style, or the references page may show errors in 3 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
4.8 pts
In-text citations and references may have major errors in APA Style, may not include enough information to fully identify the source, or 4 or more of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.
0.0 pts
Sources are not cited or are cited poorly enough that the nature of the sources is overwhelmingly unclear.
8.0 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage
8.0 pts
The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.
6.8 pts
The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.
6.0 pts
The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.
4.8 pts
The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.
0.0 pts
No effort
8.0 pts
Total Points: 90.0
Two journal assignmnets on HR management – only 200 words each
Question 1:
Recruiters are beginning to heavily use artificial intelligence (AI) and other smart technology recruiting tools in their jobs. One of the major selling points besides the fact that these programs save significant amounts of recruiter time is that artificial intelligence can make better decisions than human recruiters because of the lack of bias. However, most of the companies selling this software also note that AI programs are only as good as their programming.
Would you like AI to be used if you were applying for a job position? Why, or why not? How would you prepare your resume to ensure that, when AI is used, your resume if chosen?
Your journal entry must be at least 200 words in length. No references or citations are necessary.
They are just journal questions so no real research needed and no references required.
Question 2:
The three primary options for what to evaluate in performance appraisals are traits, behaviors, and results. What are the pros and cons of measuring each of these options? As a manager, which option would you choose? Do you think your option would vary at all by employee, rank, or industry?
Your journal entry must be at least 200 words in length. No references or citations are necessary.
