Surname 2 Student’s Name Name of Instructor Course Title: English Date Research

English Composition Eng. 211C Argument Essay #4 Min. 2000 words Summer 2021

English Composition

Eng. 211C

Argument

Essay #4

Min. 2000 words

Summer 2021

For the fourth essay, you are to argue a position on a controversial issue within the topic you’ve used for essays #2 and #3. This argument requires research, at least 8 sources (one of which may be an interview with someone who works or studies primarily in that field and/or a survey of at least 100 people and one of which must be a book), and depth, at least 2000 words. In order to argue your position effectively, vary your types of evidence, use reliable research to support your claims, address the opposition, and apply sound logic. Be sure to include a strong, clear thesis that establishes your position and stay focused on your purpose and audience. Develop your points thoroughly and structure your argument clearly.

Follow MLA documentation faithfully and use the correct format. Revise carefully, proofreading closely for mechanical errors.

Outline: due in OneNote;

no later than 7/30

Rough Draft: due on Bb: 8/4

Peer review: due on Bb: 8/6

Final Draft: due on Bb: 8/8[supanova_question]

Teenage Sleep and Academic Performance Project This Project will consist of 3

Teenage Sleep and Academic Performance Project

This Project will consist of 3 short papers (100 pts each). While you won’t be revising and resubmitting these papers, you will get feedback on each paper.

It is expected that you will use the feedback from previous papers when writing subsequent ones. For example, if feedback indicates that you needed to cite sources more frequently, you would write your next papers with this in mind.

Writing objectives: Skills such as paraphrasing, citing sources within the text will be emphasized, as well as the organization of ideas and the ability to incorporate facts and findings to explain ideas or support arguments.

Audience: write each paper as if your reader is another college student.

While each paper is submitted separately, each one will build upon the earlier paper(s).

You will describe the sleep patterns of teens, discussing factors that influence these patterns and how the patterns compare to what is needed for teenagers.

You will summarize research on how teenagers’ sleep/wake patterns are related to academics and other measures, and expand on these findings.

You will discuss how the social policy of changing high school start times had an impact upon teenager sleep/wake behaviors in Minnesota and other states, and whether the evidence supports such a change.

Format:

Each paper will be a minimum of 2 pages of TEXT in length, and will include a separate title page (do not use an additional ‘header’ on the first page of text) and reference page (use 12-font, double-spaced text, in a Word or a PDF document) for a total of 4 pages minimum. Also read the “General Writing Instructions” document in the General Information section for information about formatting citations, etc.

Sources:

Students will be required to find 2 reputable sources per paper on their own per paper. If you have questions about a source, contact the instructor.

One source per paper will be provided for each paper, for a total of 3 sources as a minimum for each paper. You may also use the required sources for papers that they aren’t required to be in; for example, the reading for the last paper includes a lot of information that could be used in the first 2 papers. You may also use the source in the first assignment, which relates to the topic of teenage sleep. None of these sources would be considered to be a source you found on your own.

Individual paper instructions:

Teenage sleep patterns

Goal: Characterize teenage sleep needs, patterns, and causes

Required Source:

Sleep and Teens. Sleep and Teens – UCLA Sleep Disorders Center – Los Angeles, CA. (n.d.). https://www.uclahealth.org/sleepcenter/sleep-and-teens.

In this paper, you will describe a typical teenager’s sleep patterns, which will include a discussion of an average teenager’s total sleep duration and how this compares to what they should be getting. You should also look at sleep patterns, including when teens go to sleep, wake up, and how sleep varies between the weekend and the school week. Address why both the lack of sleep (indicated by sleep duration) and the inconsistent patterns are problematic. Students will explore the reasons why most teens aren’t getting enough sleep, and will discuss both biological and environmental influences on teen sleep patterns. This paper should include an explanation of the phenomenon called ‘phase delay’, which is a biological factor that influences the timing of sleep during adolescence. (This delay is different than the sleep disorder, which has a similar name) Students will consider how phase delay impacts the time a teen can fall asleep. A consideration of school start times and an exploration of the choices teens make concerning their sleep patterns should be included in the discussion of environmental factors.

Research into relationships between teen sleep and other measures.

Goal: Summarize the following research article in a readable and understandable manner. Students will also include research they find interesting regarding the relationship between teen sleep patterns and other measures to support the idea that teens need adequate sleep.

Required source:

Wolfson, A. R., & Carskadon, M. A. (1998). Sleep schedules and daytime functioning in adolescents. Child Development, 69(4), 875-887.

http://dx.doi.org/10.2307/1132351

In this paper, students will look at the relationships between sleep and other behaviors in teenagers by summarizing the study by Wolfson and Carskadon (1998). While they didn’t manipulate anything in their study, their results and other studies started people thinking about high school start times and how they impact teen sleep. The paper will include details of how the study was conducted (who was studied, what was studied, how was it measured?) and what the findings were. In addition to the general findings, students will discuss the differences found between students who had “adequate sleep” versus those that had “less than adequate sleep” on a variety of measures, and in doing so, will describe how group membership was determined. Students should find additional research in which teen sleep patterns are related to an area of their interest (which could also be about academics, but could also include such topics as depression, delinquent behavior, obesity, accidents, etc.).

Later High School Start Times. What are the ‘pro’s’ and ‘cons’ to this social policy?

Goal: The multi-site study (Wahlstrom, et al., 2014) will be described in this paper, and from this and other sources, both the pros and cons of changing high school start times will be described. After presenting both the advantages and disadvantages of changing start times, the student will make an argument either for or against this type of change, based on which policy would benefit teenagers the most.

Wahlstrom, K.; Dretzke, B.; Gordon, M.; Peterson, K.; Edwards, K. & Gdula, J. (2014). Examining the Impact of Later High School Start Times on the Health and Academic Performance of High School Students: A Multi-Site Study. Retrieved from the University of Minnesota Digital Conservancy, http://hdl.handle.net/11299/162769.

This paper will include an explanation on how the study was conducted. The explanation will include a brief description of the participants, what measures were collected, and a discussion of the results (which should focus on what changes were seen after the times were altered). Students are expected to present the advantages and disadvantages to implementing later high school start times within a community. Students will conclude by arguing either for or against later high school start times, after critically examining the evidence about the impacts of such a policy. Students’ independent research might include explorations of other places this policy has been implemented.[supanova_question]

Annotated Bibliography Instructions: 1. Create an APA7 bibliographic reference entry. List this

Writing Assignment Help Annotated Bibliography Instructions:

1. Create an APA7 bibliographic reference entry.  List this reference above the two (2) summary paragraphs.

2. The annotation consists of two paragraphs using the following parameters: a summary paragraph and an analysis paragraph. This assignment should not exceed one double-spaced page. NOTE: If the worksheet and / or PPT slide does not accept the AB indentations according to APA7 format, just follow correct APA7 order with the reference listed, and your two (2) paragraphs.

 Paragraph 1 (Summary):  Briefly summarize the article using complete sentences. The following questions will guide you as you write your summary:

What is the article about?

What kind of study/review was done (i.e., RCT, descriptive, case study, or Systematic Review of similarly designed studies, etc.)?

What is the author’s purpose?

Is the text difficult to read or understand?

Does the author introduce the article’s problem statement? (briefly state)

How and to whom (i.e. population of interest) was the study done?

What main findings are clinically relevant?

Paragraph 2 (Analysis): Explain how this article (source) is clinically relevant to the problem question:

What are the best Personal Protective safety practices for healthcare staff?

Explain how this article (source) is clinically relevant.  How does this article add to the evidence to inform you on personal protection safety practices and/or your problem statement?

Use excellent APA 7th ed. qualities (paragraph organization, excellent sentence structure, grammar, spelling, references (including https://doi. (Links to an external site.).”etc.).     

After your worksheet AB is scored, revise it, if needed, and submit your final AB onto your PPT slide presentation.

To submit: [supanova_question]

Education Undergraduate Assignment Cover Page Student ID: Module Code EDUC1060 Module Name:

Education Undergraduate Assignment Cover Page

Student ID:

Module Code

EDUC1060

Module Name:

Researching Learning

Assignment Title:

Referral Assignment 3: Individual Research Report

Module Tutor:

Julie Reynolds

Word Count:

Date:

27/08/2021

Consent to share your assignment as an exemplar.

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If you agree, your work or excerpts of your work and assignment feedback may be shared with other students. In most cases this will not include your name, but in some cases, where a module does not use anonymous submission your name may be shared with your work.

Your specific provisional / final mark will not be disclosed but the broad category (1st; 2:1; 2:2 and 3rd) and feedback may be shared with others.

Should you wish to withdraw your consent please do so as soon as possible informing the Module Tutor and the Student Office otherwise we cannot guarantee that work will not be shared. If you do not wish to give your consent, please leave the box below EMPTY.

If you agree please put a mark (a tick or cross ) in the box below:

I consent to the use of my assignment, the broad category of mark and feedback being made available as an exemplar for other students to view.

To what extent does the maths attainment of Year 1 pupils vary according to whether or not they receive Free School Meals (FSM)?

1. Background/Introduction

This study considers the extent to which the maths attainment of Year 1 pupils in England is associated with their receipt of Free School Meals (FSM). This is a pressing issue given recent reforms to education in England, recent reforms to how the provision of FSM works in England, plus the fact that 2 million UK children live in poverty and that poverty is associated with poorer home nutrition (Sahota, Woodward, Molinari, & Pike, 2014).

In 2014, the provision of Free School Meals to children in England changed as part of a government strategy to provide greater nutrition to greater numbers of children. The current system of provision now entitles all children – regardless of household income – in Reception, Year 1, and Year 2 classes (at rising ages 5, 6, and 7 years) to the receipt of Free School Meals (Nelson, 2014). This new system of provision is also different to the provision that is still in place for older children where FSM are offered to children whose parents receive certain benefits. Eligible benefits include a number related to household income (e.g. income support), state pensions, and benefits received under Part VI of the Immigration and Asylum Act 1999 (Long, 2017).

However, Academies that opened in England between 2010 and 2014 are not bound by law to provide the same quality of nutritional food to their pupils as are other types of school (Long, 2017). As a result, if there is a link between FSM and pupil attainment, then FSM pupils attending these academies may be being disadvantaged compared to their peers who attend other types of school as they may receive less nutritious school meals. This paper aims to inform this possibility by providing an analysis of the link between a pupil’s receipt of Free School Meals and their maths attainment in Year 1 (when they are rising age 6 years).

1.1 The Current Study

This study addresses the following research question:

Is there a difference between the average maths attainment of Year 1 pupils in England who receive Free School Meals (FSM) and those who do not?

2. Method

2.1 Sample/Participants

This study analyses data from a longitudinal survey study that took place in England and began in 1997. Within this study, stratified random sampling was used to recruit a sample of 3,172 children as they started one of 141 preschools at mean age 3 years (see Sylva et al. 1999). Past research has shown that this sample is broadly representative of similar aged children in England at the time (Sammons et al. 1999). This paper considers the sample of children when they were in Year 1 primary school classes in the school year 1999-2000.

2.2 Research Design

The data for this study come from The Effective Provision of Pre-school, Primary and Secondary Education (EPPSE) project after being downloaded from the UK data service (Sylva, Melhuish, Sammons, Siraj, & Taggart, 2014). The EPPSE project explored the home, pre-school, primary and secondary school factors that influence, cognitive, educational and social development from birth to age 16 years (see Sylva et al. 2010). Data for this longitudinal study were collected over the period from 1997 to 2013.

2.3 Measures

The data reported on in this study come from home visits that were carried out by a team of researchers at the end of the sampled children’s first year of primary school (when they were rising six years old). Parents/guardians completed questionnaires that provided demographic (background) information on themselves, their household, and their children. This included information on whether a child was in receipt of Free School Meals (FSM). Data on the children’s maths attainment at the end of Year 1 came from a researcher-administered standardised assessment called the “Maths 6 Test” (Hagues, Caspall, Clayden, NFER-NELSON, & Patilla, 1997). For each child, their receipt of FSM was recorded as a dichotomous variable and their Year 1 maths attainment was recorded as a continuous variable that was “internally standardised” such that the mean score was set to 100 and the standard deviation was set to 15.

2.4 Analytic Approach (For students to write; maximum words: 500; you do not have to reach this total)

3. Results (For students to write; maximum words: 1000; you do not have to reach this total)

4. Discussion (For students to write; maximum words: 1000; you do not have to reach this total)

4.1 Conclusions (For students to write; maximum words: 500; you do not have to reach this total)

5. References (For students to add to with new references within the list below as needed; All references, existing and new, are excluded from the total word count; use either APA or Harvard, not both. Ensure all references in the below list are in the style that you choose.)

Hagues, N., Caspall, L., Clayden, H., NFER-NELSON, & Patilla, P., 1997. Mathematics 6. Windsor, UK: NFER-NELSON.

Long, R., 2017. House of Commons Library: Briefing paper: Number 04195, 21 November 2017: School meals and nutritional standards (England).

Nelson, M., 2014. School food in England: Are we getting it right? Nutrition Bulletin, vol. 39, no. 1, pp.1-3. doi: 10.1111/nbu.12072

Sahota, P., Woodward, J., Molinari, R., & Pike, J., 2014. Factors influencing take-up of free school meals in primary- and secondary-school children in England. Public Health Nutrition, vol. 17, no.6, pp.1271-1279. doi:10.1017/S136898001300092X

Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., et al., 1999. EPPE Technical Paper 2: Characteristics of the EPPE project sample at entry to the study. London, UK: DfES/Institute of Education.

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B., 2010. Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education project, Abingdon, UK: Routledge.

Sylva, K., Melhuish, E., Sammons, P., Siraj, I., & Taggart, B., 2014, Effective Provision of Pre-School, Primary and Secondary Education, 1997-2013, [data collection], UK Data Service, SN: 7540. Accessed 09 July 2021. doi:10.5255/UKDA-SN-7540-1

Sylva, K., Siraj-Blatchford, I., Melhuish, E., Sammons, P., Taggart, B., Evans, E. et al., 1999. EPPE Technical Paper 6: Characteristics of the centres in the EPPE sample: Observational profiles. London, UK: DfES/Institute of Education.

1[supanova_question]

Page | 9 Page | 10 Syllabus MISSISSIPPI VALLEY STATE UNIVERSITY Academic

Page | 9

Page | 10

Syllabus

MISSISSIPPI VALLEY STATE UNIVERSITY

Academic Term and Year

Summer 2021

Course Prefix and Number

CJ 603

Course Title

Seminar In Rehabilitation and Resocialization (Reentry)

Days, Time and Location of Class Meeting

Online

Instructor’s Contact Information

Name:

O. Oko Elechi, Ph.D.

Office Location:

Social Science Building: Dept. of Criminal Justice

Office Hours:

Office Phone Number:

662-254-3369

E-Mail Address:

Blackboard Mail and/or [email protected]

Course Prerequisites

Technology skills:

Basic computer skills, working within Windows system environment, navigating the internet, and familiarity with E-mail.

Mission of the Criminal Justice Program

The Criminal Justice Master’s Degree Program prepares students for both entry and supervisory level career positions in the federal, state, and local criminal justice and juvenile justice agencies. Students who graduate from the program have the competence to assume policy, research and instructional responsibilities. A strong foundation is also laid for students who plan to pursue a doctorate degree in the discipline or related fields. In line with the student-centered focus of the University, course schedules are designed to be flexible. And most of the graduate classes are offered in the evening and on-line.

Course Description

Catalogue Description: Detailed examination of the rehabilitative and resocialization process within the criminal justice system.

Course Description: This course examines the problem of mass incarceration and recidivism in America. It further examines the role criminal justice agencies, the community and corporations can play to facilitate the rehabilitation and reentry of ex-offenders..

Expected Student Learning Outcomes:

COURSE OBJECTIVES

Upon completion of this course, the student should demonstrate:

An understanding of the services corrections agencies should provide reentering offenders

Understand the role of employment in offender reintegration

Understand the benefit of men’s strong-tie network relationships to reentry experiences

Identify factors that help parolees reestablish or strengthen strong-tie networks when released from prison

Understand how mental illness contribute to the recidivism problem

Understand how the community can facilitate the rehabilitation and resocialization agenda

Understand the role mentoring plays in the juvenile reentry program

Course Requirements

Required textbook(s):

Supplemental Textbooks (optional):

Mears, D. P. & Cochran, J.C. (2015). Prisoner Reentry in the Era of Mass Incarceration. Los Angeles, LA.: Sage Publications.

Crow, M. S. & Smykla, J.O. (2014). Offender Reentry: Rethinking Criminology and Criminal Justice. Burlington, MA.: Jones and Bartlett Learning.

Schlager, M. D. (2013). Rethinking the Reentry Paradigm: A Blueprint for Action. Durham, NC.: Carolina Academic Press.

Class attendance policy:

Each student is required to participate in using Canvas Communication Tools, taking online exams, and other aspects of Canvas.

You are expected to log in regularly (daily, perhaps several times per day) to submit assignments, check grades, personal messages, and view course materials.

Student(s) who fail to participate in the online course during a course week will be deemed absent for that week. The absence will be annotated as absent unexcused (AU), unless the instructor has been informed beforehand and deemed the absence as absent excused (AE). The instructor shall report all absences to the main campus as required. A student who has not participated for 7 consecutive days regardless if the absences were deemed AU or AE shall be recommended for administrative withdrawal to the main campus. In a traditional classroom just because a student contacts the instructor and is excused from a scheduled class meeting does not mean the student is given credit for participation or attendance. The student is still annotated as AU or AE. The online classroom shall be no different in this respect. It is the instructor’s sole discretion as to what he/she shall consider AU or AE.

ADA Statement

Any student requiring accommodations or services due to a disability must contact the University College, Office of the ADA Coordinator. The coordinator can be contacted directly at 662.254.8376 or through the University College office number at 662.254.3442. The student requiring special instructional strategies should, in writing, make these special needs known to the instructor during the first week of the course.

Submission of Work:

Scheduled assignments MUST be completed and successfully submitted through the Blackboard Assignment Tool (drop box) by due date and time. Assignments automatically become unavailable after the due date/time expires.

All assignments MUST be written in MS Word and saved as a .DOC file and submitted as an attached file document. Failure to submit your term paper as an attachment will be considered NON COMPLETION and your score will be an automatic ZERO!

TERM PAPER – Due August 4, 2021

Listed below are suggested topics for your term paper. The topic you choose for the term paper must be one of those listed below unless you had a prior approval from me to research a particular issue. It helps to choose a topic that touches you personally – that is one that you can relate with for one reason or the other. You may find it more motivating also to choose a topic that addresses a problem that is relevant to your political/social interests, community or gender interests or one that speaks to the needs of the agency where you work.

The term paper should be at least 10 pages long, and should include the following sections: Introduction, Literature Review, Methodology, Discussion and Conclusion. Your paper must be typewritten, using 1.5 line spacing, and must be properly referenced using the APA referencing style. Ensure that your work conforms to proper use of grammar, spelling and sentence structure. Your paper should read like a very well written journal article.

I encourage you to discuss the research project with each other. You must however, submit a work that is truly yours. In other words, while two or more people can write on the same topic, the paper you submit must reflect individual enterprise, that is, you are not allowed to collaborate on the actual writing of the assignment.

The following are suggested outlines for your term paper:

Introduction (Problem statement)

Literature Review (Review of extant literature on the subject).

Research Design (Methods applied to obtain materials for the study)

Research Findings

Discussion of Research Findings

Implications of Study/Research Findings for policy/solving of real life problem.

The following are good sources for data for your term paper: (The University Library will be your best place to start your inquiry. Do not also forget that I remain your other source for guidance, and I am available to assist you when you call on me. To complete a good research paper, you must give yourself time. Start now to put your materials and thoughts together. It is not possible to write a good research paper within 24 hours).

Refereed Academic/ Professional Journals

Books published by Academic Presses

Magazines or Newspapers that are highly regarded

The Mainstream Popular Press

Internet sources (etc).

TERM PAPER – SUGGESTED TOPICS

The Cultural Challenges to Implementing Reentry Reform

Employment and Reentry Programs

Men’s Network Relationships and Reentry Experiences

Parole and Reentry

Education and Reentry

Housing and Reentry

Families and Children and Reentry

Mental Health and Reentry

The Community and Reentry

EVALUATION RUBRIC FOR COURSE TERM PAPER

The following are the criteria I will base my evaluation of your Term Paper. The relevance of the content to the subject matter, and how you organize, present ideas, apply the relevant theoretical framework, creatively interject your opinions and your English usage. In addition to evaluating the different elements of the paper, a holistic view on how these features are brought together to form a total work is important.

For a paper to score an A it must meet the following criteria. The paper comprehensively addresses the subject matter. The thesis, arguments and all supporting evidence show a clear understanding of the issues. The paper clearly, effectively and insightfully develops and conveys a point of view. Its organization and focus is also very clear, coherent, and ideas smoothly progress from one to the other, and also demonstrating excellent critical thinking and supported with appropriate examples. There are no major errors in vocabulary, sentence structure, spelling, citation, punctuation and paragraphing. It must meet the APA format and present a complete Bibliography in a separate page.

A paper in the B grade range must meet the following criteria:

Show significant mastery of the subject matter; however, showing occasional errors in thought and quality; the paper is clearly and effectively developed and presented, demonstrating reasonable critical thinking, coherence in thought, and progression of ideas; occasional mistakes which do not impede the meaning and clarity of the statement in grammar, word selection, sentence structure, spelling, paragraphing. Appropriate evidences are provided to support paper thesis, arguments and opinions. The References must be complete and the APA writing format followed.

A paper in the C or lower range has the following weaknesses:

The paper shows some understanding of the subject matter however with significant errors that compromises the quality of the paper. The theories selected for analysis do not fit or are misapplied. One or more of the important elements of the paper is missing. The paper in significant respects is unfocused and or disjointed and incoherent. There are several grammatical, sentence structure and spelling mistakes. The citations and references are either lacking and or not properly done.

Grading Matrix

Instrument Value (points or percentages) Total

Mid-term Exam. 100 points

Final Exam. 100 points

Term Paper 200 points

Weekly Paper Review 100 points

Total: 100% 50

Grading Scale:

A = 500 – 450 points (100 – 90%)

B = 449 – 400 points (89 – 80%)

C = 399 – 350 points (79 – 70%)

D = 349 – 300 points (69 – 60%)

F = 299 points or below (59 – 0%)

Grade Appeals:

Any student who believes that s/he has been graded unfairly, even after talking with me about the grade, may appeal that grade by following University procedures as explained in the Student Handbook. Please keep records of all graded assignments and make all appeals in writing with the proper documentation. It is the student’s responsibility to prove that s/he has been graded unfairly.

Attendance and Participation Policy:

You earn grades for class attendance and participation in all class activities and discussions.

To earn grades for participation, you must do your readings and show you understand what was presented in the class readings.

Special Needs and Accommodations:

Students with special needs/disabilities of any type who require special accommodation in the classroom and during instruction and/or testing should notify the instructor during their first full week of class. Students should also have written confirmation by qualified experts of the disability on file with the Office of Academic Affairs and the ADA office on MVSU campus. For help with papers, please use your University Writing Center often

Academic Integrity:

All acts of academic dishonesty, including, but not limited to, cheating on exams, plagiarism, internet papers, paraphrasing internet papers, presenting someone else’s work as your own, failing to meet academic and professional requirements, will result in an automatic “F”. The University’s academic honesty and plagiarism policies are enforced in this course.

EVALUATION RUBRIC FOR THE TERM PAPER AND WEEKLY REVIEW ASSIGNMENTS

The following are the criteria I will base my evaluation of your Term Paper. The relevance of the content to the subject matter, and how you organize, present ideas, apply the relevant theoretical frame-work, creatively interject your opinions and your English usage. In addition to evaluating the different elements of the paper, a holistic view on how these features are brought together to form a total work is important.

For a paper to score an A it must meet the following criteria. The paper comprehensively addresses the subject matter. The thesis, arguments and all supporting evidence show a clear understanding of the issues. The paper clearly, effectively and insightfully develops and conveys a point of view. Its organization and focus is also very clear, coherent, and ideas smoothly progress from one to the other, and also demonstrating excellent critical thinking and supported with appropriate examples. There are no major errors in vocabulary, sentence structure, spelling, citation, punctuation and paragraphing. It must meet the APA format and present a complete Bibliography in a separate page.

A paper in the B grade range must meet the following criteria:

Show significant mastery of the subject matter; however, showing occasional errors in thought and quality; the paper is clearly and effectively developed and presented, demonstrating reasonable critical thinking, coherence in thought, and progression of ideas; occasional mistakes which do not impede the meaning and clarity of the statement in grammar, word selection, sentence structure, spelling, paragraphing. Appropriate evidences are provided to support paper thesis, arguments and opinions. The References must be complete and the APA writing format followed.

A paper in the C or lower range has the following weaknesses:

The paper shows some understanding of the subject matter however with significant errors that compromises the quality of the paper. The theories selected for analysis do not fit or are misapplied. One or more of the important elements of the paper is missing. The paper in significant respects is unfocused and or disjointed and incoherent. There are several grammatical, sentence structure and spelling mistakes. The citations and references are either lacking and or not properly done

The paper must be written in APA format. For information on APA style, consult:

http://www.owl.english.purdue.edu; Or http://www.wisc.edu/writing/handbook/DocAPAReferences.html.

Make-up policy:

Make-up Assignments/Exams

Make up maybe allowed, depending on the circumstances, with a documented excuse, per University policy. Makeup format is at the instructor’s discretion.

Course Drops/Incompletes:

Students not completing the course for any reason are required to submit official drop notices to the Registrar’s Office prior to the deadline date. This is your responsibility. Failure to comply with the procedure WILL result in your receiving a letter grade of “F”. See the deadline for add/drop in your class schedule.

Cheating and plagiarism policy:

Cheating in any fashion will not be tolerated, including but not limited to plagiarizing another’s words, work or ideas on individual class assignments.

To address the situation of plagiarism, the University has implemented Turnitin to fight plagiarism and improve reading, writing, and research skills. Turnitin is a comprehensive plagiarism prevention system that lets faculty quickly and effectively check all students’ work. Results are based on exhaustive searches of billions of pages from both current and archived instances on the Internet.

Plagiarism will result in at least a failing grade for the assignment(s) and/or course.

Online Communication

Observation of “Netiquette”:

Students MUST use Canvas mail for contact with the instructor and other members of the class.

All your Online communications should be composed with fairness, honesty and integrity. What you put into an Online course reflects on your level of professionalism

Technical Problems:

If you experience technical/computer difficulties (need help downloading browsers or plug-in, logging into your course, using your course web site tools, or experience errors or problems while in your online course), contact @ MR. Pendleton at 662.254.3114 as well as your instructor.

Technology Infusion:

Hardware:

Operating System:

Windows 98, 2000, NT, XP or a Macintosh System 8.1 or higher

Processor:

200 MHz or higher

Memory:

32 MB of RAM

H Drive Space:

100 MB free disk space

Modem:

28.8 kbps or higher

Monitor:

800×600 resolution

Software:

Internet Access:

Any Internet Service Provider

Browser:

Internet Explorer, Netscape r 4.7 or higher*, AOL 5.0 or higher**

Application

Recommend Microsoft Word or application file name .doc

Audio & Video:

RealPlayer, Quick Time

Teaching/Learning Strategies

The primary instructional model for this course is collaborative learning. Specifically, the instructor will set course content, course objectives, and methods of classroom assessment. The course will incorporate the following instructional strategies: class discussion, online activities, assigned readings, and/or individual projects. Students are encouraged to actively participate in activities, ask questions, and contribute comments for discussion. Students are also encouraged to offer input regarding instructional strategies and assignments. Most importantly, students are expected to be active learners and to ask for clarification when they have questions. In order to be successful in the class, it is important that students, read the assigned material, and submit assignments and be prepared to discuss what they have read. The goal of this approach is to develop a safe learning environment that addresses a variety of learning styles, promotes critical thinking, and fosters creativity.

Evaluation Procedures

Access Canvas course www.mvsu.edu click on Canvas for detailed instructions regarding assignments

Performance Standards/Grading:

A

510—459

90%

B

458—408

80%

C

407—357

70%

D

356—306

60%

F

305 & under

50%

Assessments

Points

Discussions (4)

40

Reviews (60)

60

Midterm & Final Exams

100

Research paper

100

Total

300

ADA Syllabus Statement (Fall 2019)

Mississippi Valley State University is committed to providing reasonable accommodations for students with a documented disability. If a student has a disability that qualifies under the Americans with Disability Act (ADA) and requires accommodations, he/she should contact the Services for Students with Disability Office to obtain this service. Disabilities covered by the ADA may include learning, physical, psychiatric, vision, hearing, or chronic health disorders. Students who are uncertain if their condition/disability is qualified should contact the SSD Office.
Mrs. Kathy Brownlow/ ADA Coordinator
Social Science Building Office 105 
Phone/e-mail: 662-254-3443, [email protected]

Weeks

Assignments

Time

Week 1

Canvas Orientation; Review of Syllabus and Introduction

60 Minutes

Week 2

Review of Chapter 1 of text

180 Minutes

Week 3

Review of Chapters 2/3/4/5 of text

720 Minutes

Week 4

Review of Chapters 6/7/8/9/ of text

720 Minutes

Week 4

Term Paper and Final Examination due

3500 Minutes

DISCUSSION FORUM ASSIGNMENT

TIME

Discussion 1

120 Minutes

Discussion 2

120 Minutes

Discussion 3

120 Minutes

Discussion 4

120 Minutes

TOTAL

5660 MINUTES[supanova_question]