Topic Brainstorming (50 points)
Prompt:
List at least three topics that you would consider for your research paper. The possibilities are endless, but you might consider a topic relevant to school, work, or your own field of study. As the Field Guide text recommends, “consider your interests . . .. What do you want to learn? What do you have questions about? What topics . . . have you found intriguing?”
For each topic, choose three of the questions on pages 324-325 of the Field Guide text and answer each question in 3-5 sentences.
Finally, come up with a single question that could guide your inquiry on that topic. See p. 484 of the Field Guide text for examples of how this question should look.
When your project is ready to submit, you will have 3 entries that look like this:
Topic:
Question 1 (3-5 sentences)
Question 2 (3-5 sentences)
Question 3 (3-5 sentences)
Final, paper-guiding question
American Psychological Association. (2020). Concise Guide to APA Style: Seventh Edition (7th
ed.). ISBN: 978-1433832734
Bullock, R. H., Goggin, M. D., & Weinberg, F. (2019). The Norton Field Guide to writing with
readings and handbook (5th ed.). W. W. Norton & Company. ISBN:978-0393655803
The Holy Bible
Research Articles: Locate articles by accessing the Belhaven Library Online
http://belhaven.libguides.com/az.php
Author: admin
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Title: “Exploring Potential Topics for a Research Paper: A Brainstorming Exercise” Topic 1: The Impact of Social Media on Mental Health 1. How does the use of social media affect individuals’ self-esteem and body image?
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Title: Exploring the Intersection of Student Identity and Classroom Dynamics: A Critical Incident Analysis Inquiry Question: How does a student’s sense of self and identity impact their experience in the classroom, and how can teachers create a more inclusive and supportive “Exploring the Impact of Creative Inquiry: A Study of How a Specific Moment Led to an Inquiry Question”
PURPOSE OF THE
ASSIGNMENT
This assignment requires you to begin bridging between
your troubling moment and broader discourses as well as to think more deeply
about the critical moment you wrote about in Assignment 1. As you begin to
consult conceptual/theoretical discourses, you should begin to examine your
initial thoughts and reactions to the troubling moment. Consider what caused
you to react as you did. What assumptions were you making? How did you think
the moment should have turned out? Begin to speculate about the reasons the
moment played out as it did. Think about your inquiry question; write down any
sub-questions or corollary questions that occur to you. Pay particular
attention to ideas that challenge your thinking and/or feelings about the
moment. Make notes on resources you want to check out as you proceed through
your inquiry. (Resources you may not have had time to review before completing
this assignment.) Remember that,
ultimately, your goal in this course is to reach deeper understandings about…
·
The question/topic/issue under study;
·
Teaching and learning – your pedagogy;
·
The nature of interpretive scholarly inquiry;
·
Your sense of self as student, learner,
practitioner, and scholar
·
The scholarship informing your understanding
THE ASSIGNMENT
Look at both your title and inquiry question. Decide if
either or both need to be refined in light of what you are learning. (By
refined, I do not mean you should change the focus of your inquiry. It may be that you are able to articulate the
title and inquiry question in a more focused or conceptual language.)
Briefly describing one particular moment/critical
incident/episode/significant interaction from your teaching experience and
explain how you believe it is in some way representative of a larger
pedagogical and/or curricular issue.
What is this issue? What insights
do you have about this issue? In what
ways are you still grappling with it?
Use the feedback you received on Assignment 1,
information from in-class discussions, and ideas gained from the textbook to begin
the process of gathering and reviewing resource materials that can inform your
thinking. Make notes on what the various resources are contributing to your
thinking. Write notes on avenues of inquiry to follow. Be sure to relate your inquiry question to an
issue in a field of study.
Finally, based on what you’ve written in response to the
above prompts, what are you coming to understand more deeply about teaching and
learning? What are you coming to
understand about your own developing pedagogy?
Please Note
To do well on this assignment, it is important to note
that any commentary you make about an issue must be rooted in the context of
your practice. In fact, the assignment
positions you to begin with your own relationship with the issue.
What exactly caused you to begin thinking about this issue? How did the issue manifest itself for
you?
Before you can make connections to theory regarding this
issue, you need to describe/explain what occurred in your teaching/your
practice that caused you to examine the issue more closely.
About This
Assignment (and
Rubric):
This 7–10-page draft is due no later than the posted due date. Please submit to our online course site. Any assignment submitted after the due date will
not be read by me in time for me to offer you timely suggestions for
revision/editing.
Please review the assessment guide/rubric carefully. Note that I am expecting you to have at
least ten outside references for your work. You will need to create a References page for these
resources. Use correct APA formatting.
Please see Assignment 2 Rubric below and follow it carefully.
Student: Assessment:
Creative Inquiry 2 Assignment Rubric (12
Points)
INQUIRY
QUESTION AND TITLE (2)
–You have written one focused inquiry question that will guide your
study. This inquiry
question along with the
conceptual title of the Creative Inquiry project appears on your title page.
Conceptual Title
Inquiry Question
Student’s Name
–Your inquiry question still needs to be refined. You have given your document a title.
–Your inquiry question is still unfocused or missing from the
study. There is what appears to be
a hastily conceived
title or there is no title.
A SPECIFIC
MOMENT AND REFLECTION ON THAT MOMENT (2)
–You begin with a specific moment; provide the relevant details;
explain the nature and
significance of the
moment in terms of what was at stake; clearly convey what you were thinking
and feeling at the time
that contributed to your decision. Your
narrative about the specific moment
enables readers to
understand how this particular moment led you to your inquiry question. You
clearly explain that you
have begun to reflect at the conceptual level.
–You begin with a specific moment and do all of the above but to
a lesser degree. Your
narrative about the
specific moment does not entirely enable readers to understand how the moment
you describe led you to
your inquiry question.
–You do not begin with a specific moment; you begin by writing
generally about an issue.
The reader has no idea
what caused you to pursue this particular inquiry question.
RESEARCH (2)
–You draw information from multiple and mixed sources to gain
deeper insight into the
question under
study. A References page of at least
10 sources is included.
–You have incorporated at least 10 resources in your writing, but
many of your sources are not rich and
varied enough to help
gain a deeper understanding of what is under study.
–Your writing includes research, but the sources are not rich or
varied enough to help gain a deeper
understanding of what is
under study. There are fewer than the required 10 sources.
ANALYSIS
AND DISCOVERY (2)
— You use pertinent research to make connections and discover new dimensions of the
inquiry. You are “in conversation” with the discourses
and have begun to theorize for yourself.
–You use pertinent research to complement and support the points
of the study but have not
yet entered into a
dialogic relationship with the discourses.
–You include some research but merely restate or summarize the
ideas of others.
MECHANICS (2)
–Your writing is relatively free of all error, enabling your
audience to read effortlessly.
The language is clear and
precise.
–Your writing contains a number of surface errors, but they do
not seriously interfere with
meaning. Your language
is clear.
–Your writing is difficult to understand; there are both surface
and deep structure errors
that interfere with
effective communication. Your language
is often unclear.
APA
FORMATTING (2)
— APA 7th edition formatting and documentation are
accurate.
— APA 7th edition formatting and documentation are not
accurate. -
Title: Ethical Considerations in Limiting Life Support: A Case Study Analysis “Ethical Considerations in Decision-Making for a Patient with Respiratory Failure: A Case Study of Mr. Martinez”
Write a 2–3 page paper that examines the moral and ethical issues involved in making a decision regarding limiting life support.
Expand All
End-of-Life Issues
With our framework of ethical theories and principles in hand, we begin our look at some of the critical ethical issues in our contemporary world, starting with end-of-life issues. This assessment covers ethical questions related to end-of-life care. Passive euthanasia is the removal or refusal of life-sustaining treatment. Examples of passive euthanasia include removal of a feeding tube or a ventilator, or forgoing a life-prolonging surgery. Passive euthanasia is legal in all 50 states, and the principle of autonomy gives informed patients the right to refuse any and all treatments. Patients who are unable to make such decisions in the moment (because they are unconscious, for example) might have made their intentions clear beforehand with an advance directive or similar document. Things become more complicated, however, when a patient who is unable to make treatment choices has not made his or her wishes clear, either formally in a written document, or informally in conversations with family members or friends. Another problem concerns cases in which there is disagreement about whether the treatment is sustaining the life of a person in the full sense or merely as a body that, because of severe and irreversible brain trauma, is no longer truly a living person.
Active euthanasia, or assisted suicide, introduces further difficult moral questions. A patient who has a terminal illness and who has refused treatments that would merely prolong a potentially very painful and debilitating death might want the process of dying to be hastened and made less painful. The patient might want to take his or her own life before the disease reaches its horrible final stages. Should patients be legally allowed to have help in this endeavor? If suicide itself is not morally wrong, at least in cases like these, is it wrong for another person to directly help bring about the patient’s death? Is it wrong for doctors, a role we naturally associate with healing and the promotion of life, to use their medical expertise to deliberately end a patient’s life if the patient wants this?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Articulate ethical issues in health care.
Articulate the moral issues associated with limiting life support.
Competency 2: Apply sound ethical thinking related to a health care issue.
Demonstrate sound ethical thinking and relevant ethical principles when considering limiting life support.
Explain important considerations that arise when contemplating limiting life support.
Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.
Exhibit proficiency in clear and effective academic writing skills.
Preparation
Case Study: Mr. Martinez.
This media piece provides the context for this assessment; make sure you have reviewed the case study thoroughly.
Additionally, it may be useful to think through the following issues as they relate to Mr. Martinez’s case:
Should Mr. Martinez be transferred to intensive care, where his respiratory failure can be treated by a ventilator, and by CPR if necessary, and his oxygen level can be monitored?
What are the key ethical issues or models at play in this case study?
What are the key end-of-life issues at play in this case study?
How can an understanding of models and best-practice help to guide health care practitioners to make ethical and legal decisions?
Instructions
In a 2–3 page analysis of the case study, address the following:
The patient’s directives.
The patient’s quality of life.
The family’s stated preferences.
The moral issues associated with limiting life support.
The ethical principles most relevant to reaching an ethically sound decision.
Important considerations such as implications, justifications, and any conflicts of interest that might arise because of the patient’s respiratory failure.
When writing your assessment submission assume that doctors cannot contact Mrs. Martinez and must make this choice on their own. To help you reach an objective, ethically sound decision, draw upon concepts and arguments from the suggested resources or your independent research. Support your response with clear, concise, and correct examples, weaving and citing the readings and media throughout your answer.
Submission Requirements
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines. Refer to Evidence and APA for guidance.
Length: 2–3 typed, double-spaced pages.
Case Study: Mr. Martinez
Mr. Martinez was a seventy-five-year-old chronic obstructive pulmonary disease patient. He was in the hospital because of an upper respiratory tract infection. He and his wife had requested that CPR not be performed should he require it. A DNR order was written in the charts. In his room on the third floor, he was being maintained with antibiotics, fluids, and oxygen and seemed to be doing better. However, Mr. Martinez’s oxygen was inadvertently turned up, and this caused him to go into respiratory failure. When found by the therapist, he was in terrible distress and lay gasping in his bed. -
“Creating an Effective Instructional Guide: Guidelines and Examples”
Instructions
Please see the attached assignment guidelines. Also attached are two strong sample assignments from previous students who agreed to share their work. Here is a video walk through of the assignment. -
Title: Political Economy in Public Administration: Understanding Economic and Political Models for Effective Governance Slide 1: Introduction – Introduce the topic of political economy in public administration – Provide an overview of the presentation’s objectives and structure Slide
Create a 15-slide PowerPoint presentation. Synthesize key concepts from Modules 5-6 and relate them to the course’s SLOs. Show understanding of political economy in public administration, analyzing different economic & political models with real-world examples.
The Student Learning Outcomes (SLOs) and Modules 5 & 6 are attached. Please use scholarly articles/journals only. APA format. -
Title: Works Cited Page and Annotated Bibliography for Researched Analysis Works Cited Page Entries: 1. “The Impact of Social Media on Teenagers.” The New York Times, 15 Sept. 2019, www
The purpose of this assignment is to help you determine precisely what sources you will use for your researched analysis and how you plan to incorporate them. In addition, you will be able to get a fairly substantial step of the citation process out of the way with this assignment since you’ll be making your Works Cited Page entries.
Follow the directions below to complete the activity:
Step 1 Be sure you’ve reviewed the sample annotated bibliography provided in this module.
Step 2 Provide your two sources as they would appear on your Works Cited Page along with an annotation (3-5 sentences) explaining both what the source is and how you plan to use it. Ensure your submission is formatted like the sample provided in this module. -
Title: “Global Sourcing and Procurement Excellence: A Proposal for Competitive Advantage”
For this work I will provide a brief with instructions, the work will be based on part A only, you will need to choose a global company and examine their global sourcing methods and propose a global procurement strategy which can help them lead to procurement excellence and improve the ocmpanys competitive advantage.
Covering topics such as Global sourcing and what global sourcing means and making a global procurement strategy proposal.
-Say what they are already doing (reactive/proactive sourcing approach, centralised/decentralised procurement etc)
-Propose what they should do as an improvement for the things they’re already doing
-Find sources to back up what they’re doing and find references to back up why what you’re proposing is a good idea/an improvement -
Expanding Horizons: My Journey of Discovery in the Humanities
“I Did Not Know That” I.This paper requires you to write about something new and interesting you have learned in the course from a specific unit or chapter. II. Describe how this new knowledge enhances your understanding of the humanities and how it will serve you in the future. III. Be sure it is in essay format and that it is also accurately cited in MLA format. Have fun w/this one :).
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“Creating a Personal Budget Plan”
The instructions for this assignment is in the uploaded files. Also, I have provided a sample temple that you could use to assign with completing this assignment.
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Title: “Understanding Contentious Politics: Exploring the Causes and Effects of Social Movements, Political Violence, and Revolutions in Different Nations”
Contentious Politics: “Social Movements, Political Violence and Revolutions” Due: June 26th
Preamble: In this lesson activity you are prompted to assess why social movements, political violence and revolutions occur. Please choose one ‘contentious political’ event from a nation of your choice. Discuss with your peers how we can justify political ideology inflecting social movements, political violence or revolutions.
Justification: Through research see links and comprehensive analysis you will be able to identify Why and How contentious politics happen as well as reflecting on the aftermath Effects positive or negative. Please consider causes and effects of government rule either Democratic or Coup d’etat or Authoritarian regimes.
We find it most useful to think of two key types of revolutions: political revolutions and social revolutions. A political revolution is the fundamental transformation of an existing regime, instigated and primarily carried out by a social movement or armed group. The key difference between a political revolution and a military coup or regime transition negotiated among elites (see chapter 9) is the role of at least one major social movement or armed group of citizens.
Political revolutions are relatively rare, but much more rare are social revolutions: fundamental transformations of a regime and social structure, instigated and primarily carried out by a social movement or armed group of citizens.
Social revolutions are so rare they are often historically important events, not only for their country but the world, such as in France (1789), Russia (1917), China (1911–1949), Cuba (1959), Iran (1979), and Eastern Europe (1989–1990).
Political revolution: The fundamental transformation of an existing regime, instigated and primarily carried out by a social movement or armed group.
Social revolution: A fundamental transformation of a regime and social structure, instigated and primarily carried out by a social movement or armed group of citizens.
Political violence: The use of physical force by nonstate actors for political ends.
A Competition among protest groups can also produce violence, as they compete for attention and support by engaging in ever more dramatic actions. Repertoires of action, however, also matter; past political violence in a society can serve as a model of acceptable and/or effective tactics, while certain forms of violence may be seen as beyond the bounds of moral acceptability, regardless of their effectiveness.
Arab Spring Revolution
China Revolution
USSR Revolution
Causes of Terrorism
Civil Wars
Radical Revolution
Political Party Revolution
Women’s Movement
Civil Rights Movement
Coup d’etat
Authoritarian Regime
Task and Mission:
see Announcement tab and links… on 2 ebooks free
https://commons.libretexts.org/book/socialsci-18213Links to an external site.
https://socialsci.libretexts.org/Bookshelves/Political_Science_and_Civics/Introduction_to_Comparative_Government_and_Politics_(Bozonelos_et_al.)