SS Government Core Duty Provide Leadership and Ensure Peace Discussion
I’m trying to study for my Political Science course and I need some help to understand this question.
Paragraph 1: What are the basic functions of government?
Paragraph 2: Define and describe politics.
Paragraph 3: Explain the nature and principles of the three types of government according to Montesquieu.
CJA 325 Adler University SEC1 WK3 Outlaw Motorcycle Groups Exploring Organized Crime Discussion
Use your textbook, Organized Crime (11th ed.), and outside research to complete each section of this worksheet.
Outlaw Motorcycle groups in the United States have captured the imagination of the American public as well as the attention of law enforcement at the local and federal level.
Complete the following chart by comparing and contrasting each of the listed groups. Include the origin of each group, the areas of the United States in which these groups operate, their business interests, colors and patches, their structure, the requirements for joining each group, and any rituals associated with each group.
There is a growing trend toward a nexus or cooperation between organized crime groups and terrorist groups. Terrorist groups may take advantage of the specialized skills of an organized crime group. For example, Hezbollah has established bases in Latin America and has worked with Mexican drug trafficking organizations to smuggle people and launder money to finance terrorism. Sometimes the terrorist group may incorporate organized criminal activity, such as kidnapping for ransom or narcotics trafficking, as a funding mechanism for their terrorist activities. For example, the Al-Qa’ida in the Lands of the Islamic Maghreb (AQIM) in Algeria used kidnapping for ransom to finance their operations.
Create a list of the ten most prominent terrorist organizations worldwide and their country of origin or operation.
Choose one group from your list above and write a 350- to 525-word essay below in which you explore the political, social, and financial motivations of this group. In funding its operations, does this group incorporate the services of other terrorist groups or organized crime groups? Does this group employ tactics or strategies in its fund-raising that include organized criminal activity? Explain your answer.
Essay response:
Cyberterrorism could be a critical threat to national security and public policy. Cyberterrorism is the use of technology to bring about political, religious, or ideological goals by actions that result in disabling or deleting critical infrastructure data or information. Cyberterrorism is different from cybercrime, such as identity theft or fraud, because it is designed to attack and impact society or a city or nation and not just an individual. Cyberterrorism often involves lone wolf incidents rather than the work of an organized terrorist organization. (“Cyber Terror.” William Tafoya. November 1, 2011. FBI.gov.)
Write a 350- to 525-word essay below in which you discuss at least one previous cyberterrorism attack and hypothesize on the future of such attacks. Where do vulnerabilities lie in the infrastructure of the United States that may create opportunities for cyberterrorists? What technological tools could terrorists use for future attacks? How can the U.S. government reduce the risk for such attacks? Explain your answer.
Cumberland University Comparative Evaluation & Customer Evaluation Paper
I’m working on a humanities question and need guidance to help me learn.
The comparative evaluation process is thought to operate whether the purchase is low or high involvement. For the low-involvement purchase (e.g., toothpaste), the process may be nearly instantaneous and equally quickly forgotten. Even so, when the consumers got the toothpaste home, if it was somehow different (e.g., the packaging looked different or the taste seemed extra minty), it would prompt them to think about the toothpaste more than they normally do. Their expectations, while normally tucked away, will come to the forefront and serve as the basis for the comparison. Marketing mix elements originating from the company include positioning claims made in advertising, suggestions of quality inferred from the price point or the frequency of sales and coupons, inferences we draw from the exclusivity (or not) of the distribution outlets in which the merchandise is available, product performance descriptions from retail salespeople, and so on. It is usually the most detailed and, in many ways, more objective than their subjective personal experiences or those of their friends. Yet consumers trust this source of information the least because they expect the company to say good things about its products. Customers evaluate companies and brands based on every data point they see. To gain a better understanding of all that entails the customer experience, marketers have suggested mapping the shopping experience as a flowchart. A flowchart allows marketers to understand the company from the eyes of the consumer and helps them understand what corporate elements must be in place to support the frontline in their attempts to provide superior service. Flowcharts have been used to generate quality measures at each stage and suggest system redesigns to streamline and make systems more efficient for both customers and employees.
TNT 700 Texas Teachers of Tomorrow Preparing for Learning Environment Projects
I’m working on a Education & Teaching exercise and need support.
This project is designed to evaluate your knowledge of the Learning Environment. There are two parts to this project. Part 1 Management Strategies and Part 2 Issues and Resources Presentation.
For this project Part 1, you will be scored according to the Part 1 Rubric.pdf download. Please review this rubric carefully before beginning and submitting the project.
Read the following scenario. As you read, select management strategies downloadyou recognize from your coursework. Identify each strategy you see and make a list of the strategies along with the accompanying passage, and the management style from which the strategy comes. You may want to use the scoring rubric downloadas a guide of what should be contained in your paper. Upload your document in canvas for scoring.
Mr. Havens, a high school social studies teacher, has planned a lecture for the class period. He usually has small group work and discussion activities for the class, but today, there is information that must be given to students in the form of a lecture. He has carefully prepared his notes and explained to the students that today’s routine will be slightly different. They are beginning a study of the Federalist Papers, and a little background is necessary before embarking upon that study. The information is not available in their textbooks, so he explains that he has put together a 15- minute talk that will give them the needed background for their subsequent work.
As Mr. Havens begins to talk, most of the class is taking notes. Things are proceeding in a satisfactory manner until he notices a pair of students in the back talking to each other and laughing. Clearly, they are not talking about the course material. He decides that the first course of action will be to ignore it. He has a relatively good relationship with this class, and he is confident that the talking will stop momentarily. Continuing his lecture, he grows slightly annoyed when their sidebar conversation continues. He pauses for a moment, and several students look up from their notetaking because he has been moving along at a steady pace. The sudden silence is noticed by the entire class. When he gains the attention of the talkative two, he gives them a direct stare, implying that he wants their activity to stop. They leave off with their conversation momentarily, but as soon as he is into the lecture once again, they take up their conversation. They are at least whispering this time, but a few students in the room are looking their way and then glancing up at the teacher to see how he is going to react.
Mr. Havens has tried two strategies—ignoring the behavior and giving a warning “look,” so this time, he stops and verbally asks the pair to stop talking while he is giving the lecture. They look at each other and roll their eyes, staring back pointedly at him. He resumes his talk, but his mind is distracted now because he feels certain the problem is going to persist. Mentally, he is trying to concentrate on his lecture because the material is somewhat complex, but he is also thinking ahead to what the next step will be if the two resume their conversation. As he is trying to get back on track with the lecture, an idea occurs to him.
“All right, let me finish up with this introductory section by saying. . .” and he continues for a moment, wrapping up loose ends from the introduction. “Now, I want you to turn and talk with a partner for 2 minutes, compare your notes, and summarize the introductory part of the lecture. I will call on people to share out in 5 minutes.” He makes sure he has the eye of the talkative two in the back when he concludes with that admonition. He feels pleased with his handling of the situation. He realizes that he was headed for a confrontation as the next step, and that was not what he wanted at all. He had almost backed himself into a corner, though. By calling them out in front of the class, he had played his last card. Their “eye roll” reaction was meant for the rest of the class as much as for the teacher and themselves. It gave them some modicum of cover for saving face after being called down in front of everyone. But Mr. Havens moved to correct that by changing the pace of what was happening in the classroom, providing an opportunity for student participation in the lesson, and giving fair warning that students might be called on to share their work.
Use the following format downloadfor this project.
For this project Part 2, you will be scored according to the 700.6 Part 2 Rubric download. Please review this rubric carefully before beginning and submitting the project. You may find this sample presentation download helpful. This presentation received a perfect score and includes many elements not in the rubric. You do not have to include all the elements found in the sample (music, video) but must review the rubric carefully before submitting.
MHE 511 Trident University International Discussion Response
Discussion Requirements
A substantive comment should be approximately 300 words or more for the response (A total of 3 response).
Read the initial comments posted by your classmates and reflect upon them.
Before writing your comments:
Sullivan, J. (2011). Strategies for Synthesis Writing. Retrieved from http://www.findingdulcinea.com/features/edu/Strategies-for-Synthesis-Writing.html
NOTE: You are required to cite sources and include a reference list for the second post if it is simply your opinion. However, if your opinion is based on facts (as it should be), it is good practice to strengthen your position by citing sources. (PLEASE PROVIDED REFERENCES)
Be sure to meet all of the criteria in the rubric, as noted in the instructions above.
Third post for each module discussion:
Read the initial and secondary comments posted by your classmates and reflect upon them.
Directly respond to at least one classmate in a way that extends meaningful discussions, adds new information, and/or offers alternative perspectives.
Comment on those provided by your cohorts.
Note: Some expressions may be politically sensitive. It is not the intent of this exercise to stir controversy.
MY POST
DO NOT RESPOND
DO NOT RESPOND
Classmates and Professor,
The United States of America’s government can still sustain several relationships with assisting institutions and achieve total control over different disasters. Entering into close working relationships with assisting partners will help the government achieve complete control through the support provided by these institutions. Unlike the government, non-governmental organizations and other assisting bodies like FEMA have firsthand information and expertise to manage disasters. The assisting agencies play several essential roles in helping the government achieve full control. Occasionally, these institutions make assessments on several disasters, which help them develop an extensive understanding of these natural disasters. Collaborating with these agencies is effective in ensuring full sustainability.
The government’s different initiatives resulting from positive work relationships will help formulate better policies and have improved considerations when handling disasters. By maintaining law and order, providing crucial rescue services, and encouraging the significance of insurance, citizens across all states will have been prepared for unexpected disasters (Tang et al., 2021). FEMA’s prowess across several states in coordination with the Department of Defense, the U.S. Navy, the U.S Northern Command, and the National Guard has helped millions of people across the United States prepare and recover from disasters. Being at the centre of essential rescue services like choppers and ambulances, maintaining law and order, and encouraging other mitigation considerations still puts the United States government at a pivotal role in addressing natural disasters.
During disasters, governments must oversee several events in their jurisdiction. During natural disasters like floods and earthquakes, most residents of the affected areas have their security threatened. Some have their homes and property destroyed, leaving them unprotected. Governments need to maintain control during these tragic times by maintaining law and order. Deploying the army and other disciplined forces in these areas is very significant in helping governments control these situations.
Governments need to achieve control over disastrous events. Equipped with some of the most sophisticated and advanced rescue services and equipment, governments showcase their ability to control disasters. Therefore, they need to avail their rescue services, equipment, and ability to avoid the spread of these disasters. Moreover, these governing bodies should be significantly interested in achieving control over disasters to protect their citizens. According to Dzigbede et al. (2020).” disasters like coronavirus have claimed the lives of millions of people across the world, acting as a wake-up call for governments to seek control over these developments.”Governments need to address these concerns effectively to avoid fatalities. In my opinion, governments should seek control over disasters.
Pedro
References
Dzigbede, K. D., Gehl, S. B., & Willoughby, K. (2020). Disaster resiliency of U.S. local governments: Insights to strengthen local response and recovery from the COVID‐19 pandemic. Public administration review, 80(4), 634-643.
Tang, P., Shao, S., Zhou, D., & Hu, H. (2021). Understanding the Collaborative Process and Its Effects on Perceived Outcomes during Emergency Response in China: From Perspectives of Local Government Sectors. Sustainability, 13(14), 7605.
(RESPONSE 1 BRETT)
Classmates,
I believe this discussion is framed incorrectly.
The first question and second question are interrelated, but not in the posted order. The second question tells you the answer to the first. Does the government need to control everything: no, not directly. It is in charge, but it doesn’t need to do everything itself. In fact doing everything itself is going to be inefficient and take more time and energy than if it would simply delegate to other agencies or private sector partners (Sarmad, 1991).
In an emergency the IC gets to delegate to the other executive branch agencies and non-governmental agencies the need to provide housing. How it is retains responsibility as the controlling agent for the government is that the Military or non-governmental charities need to conform to certain norms set out by the IC. There needs to be minimum housing requirements understood by all parties, and then the government can delegate to that unit full control for housing. Its best explained via an example
Scenario: 500 people come up for their transient housing needs in an emergency. Red Cross tells the government they can take 350 persons for the local area, the military says they have tents and cots able to also temporarily house up to 350 people. IC splits the 500 persons equally and says that both Red Cross and DoD now control 250 individuals that will be assigned to them. IC later sends someone to both sites for Red Cross and DoD to ensure that the minimum standards are being kept up and adhered to. Red Cross’s facilities seem appropriate and the numbers are tallied to make sure they have the 250 on site. When the IC’s representatives show up at the DoD tent site, they find the conditions do not conform to the standards necessary for transient housing. The military is used to cramped and stressful conditions and their standards for Soldiers’ housing is not the same as refugees (Van Dyke, 2021). The inspectors see that the DoD’s site really can only be certified for 150 persons. The IC then tells the DoD they are only certified for 150 persons and takes the remaining 100 persons that are now considered overflow by the DoD and assigns them to the Red Cross who has the capability to house them.
This approach can sometimes backfire when an agency attempts to gaslight the controlling agency when offering support, but the Red Cross and other NGOs have established a solid track record of success enabling them to be used in an emergency. Other governmental agencies can also establish guidleines long before an emergency and publish them for cross-talk and approval before they might be asked to be implemented. FEMA as a member of DHS probably already has conducted analysis of what DoD is likely to provide from National Guard units in their assigned regions and can help the DoD allocate resources in an emergency when its in charge.
Brett
References:
Sarmad, K. (1991). Is the Private Sector more Productive than the Public Sector? The Pakistan Development Review, 30(4II), 721–729. https://doi.org/10.30541/v30i4iipp.721-729
Van Dyke, Z. (2020, March 20). Fort Bragg troops return to tent city; Fort Bliss conditions fuel complaints. The Fayetteville Observer. https://www.fayobserver.com/story/news/coronavirus/2020/03/20/fort-bragg-troops-return-to-tent-city-fort-bliss-conditions-fuel-complaints/112366094/.
(RESPONSE 2 APRIL)
Hi all,
Local governments’ emergency services are responsible for the first reaction to a catastrophe, with assistance from neighboring municipalities, the state, and volunteer organizations. Without knowledge of the local circumstances, it is impossible to evaluate survivors’ needs. The government must collaborate with people on the ground to ascertain the amount of damage and also to assess available resources. Simultaneously, it is critical to establish a central governing authority with sufficient authority to coordinate the different units.
The local government retains ownership of all assets utilized in response and recovery operations, regardless of their origin. With the assistance of the state and federal governments, with the assistance of the state and federal governments, must plan and prepare for this role (FEMA¹, n.d.).
The NIMS and NRF are complementary documents that aim to strengthen the Nation’s incident management and response capabilities. While the NIMS provides the framework for incident management regardless of size, breadth, or reason, the NRF establishes the structure and procedures for a national incident response policy.
The NIMS and the NRF work in tandem to integrate the resources and skills of multiple governmental municipalities, incident management and emergency response disciplines, non-governmental organizations, and the private sector into a cohesive, coordinated, and seamless national framework for domestic incident response (FEMA², n.d.)
When there is a coordinated effort, the possibility of effective emergency management arises. All stakeholders must be asked to participate in the process, and specific roles and duties must be established by and through the Federal Government (FEMA¹, n.d.)
April
Reference
Federal Emergency Management Agency (n.d.). Emergency Management Institute Lesson 2: Authority and Responsibility. Retrieved from https://emilms.fema.gov/is_0552/groups/251.html
Federal Emergency Management Agency² (n.d.). The Relationship between the NIMS and NRF. Retrieved from https://emilms.fema.gov/is_0552/groups/40.html
(RESPONSE 3 JASON)
Classmates,
Before discussing whether the Federal Government should maintain full control during a disaster, it is important to fully understand how they become involved. When a disaster occurs, the initial response is from the impacted location’s local and state governments. The local and state governments respond in their complete capacity until they have exhausted their response resources or when they become vastly overwhelmed. At this point, their state government can request Federal Government response assistance. “Response actions are organized under the National Response Framework” (Natural Disaster Response and Recovery).
Within Federal incident-level operations, the National Response Framework (NRF) outlines unified coordination where a designated Federal coordinating officer, State coordinating officer, and other senior officials partner with State officials, the State Emergency Operations Center (EOC), Private sector, nongovernmental organizations, and the Joint Task Force (National Response Framework, p. 20, 2019). When Federal Government disaster response is requested, the Federal Emergency Management Agency (FEMA) assumes management of response and recovery operations. When local and state governments request Federal assistance, it is because they are unable to effectively manage operations, therefore it is necessary that the Federal Government maintain full control during the disaster.
During Federal Government response, they are not working independently from local and state government authorities – they work in coordination. Federal partnership under unified coordination indicates that they still utilize local and state response agencies. “… the federal role supplements that of the states and localities (Federal Emergency Management Agency). Maintaining “full control” does not mean that the Federal Government operates by themselves or makes decisions without state and local government coordination – it just means that they have the resources to fully manage the disaster and should do so in accordance with their organizational structure.
Jason
References
Federal Emergency Management Agency. (n.d.). GOVINFO. https://govinfo.library.unt.edu/npr/library/reports/Exec_Sum_FEMA.html
National Response Framework (Fourth Edition). (2019). U.S. Department of Homeland Security. https://www.fema.gov/sites/default/files/2020-04/NRF_FINALApproved_2011028.pdf
Natural disaster response and recovery. (n.d.). U.S. Department of the Interior. https://www.doi.gov/recovery
____________________________________________________________________________________________________
Module 4 – Background
INCIDENT COMMAND SYSTEM; PRINCIPLES AND FEATURES PART II; DISASTER PREPAREDNESS
Required Reading
EOC organizations structures and staffing: Management and operations (2012, December). Mississippi Emergency Management Agency. Retrieved from https://www.msema.org/wp-content/uploads/2018/10/0…
Ignore Discussion Questions after each section.
FEMA and federal partners continue to support areas affected by the aftermath of Sandy (2012). FEMA. Retrieved from https://www.govloop.com/community/blog/fema-and-fe… [Review the various federal agencies that are coordinated with FEMA.]
FEMA overview of federal efforts to prepare for and respond to Hurricane Maria (2018). Retrieved from https://www.fema.gov/blog/overview-federal-efforts…
FEMA provides update on federal support to Hurricane Irma response (2018). Retrieved from https://www.fema.gov/news-release/20200220/fema-pr…
How to address equity as part of COVID-19 incident command (2020, May 6). Institute for Healthcare Improvement. Retrieved from http://www.ihi.org/communities/blogs/how-to-addres…
National Preparedness Resource Library, FEMA http://www.fema.gov/national-preparedness-resource…
Required Website
Coronavirus Emergency Management Best Practices. FEMA. https://www.fema.gov/coronavirus/best-practices
FEMA. https://www.fema.gov/
Incident Command System Resources. FEMA. https://training.fema.gov/emiweb/is/icsresource/
San Diego State University English Bhangra Musical Culture Question
You are required to write a 5-page (double-spaced, standard tabs) research paper about a musical culture NOT covered in this course. Areas covered in this course include Indonesia, Japan, Middle East, Sub-Saharan Africa and Latin America, so you can choose any part of the world OTHER than these. Some areas to consider are: Native America, Polynesia, Australia, China, Korea, India, Ireland, Portugal, Greece, Caribbean, Arctic Circle…. wherever, as long as it’s not covered in our course.
For this assignment, please use Nettl’s 3-part model, addressed in “Unit 1: Introduction” and Chapter 1 in our textbook. Focus on the Sounds, Behaviors and Ideas or Conceptions that govern the sounds and behaviors of the musical genre/activity you choose. It’s best if you stick to a specific genre or ensemble from whatever region you choose for this research paper. For example, if you wanted to write about music from Spain, don’t try to summarize all Spanish music (too broad, too big) but pick a specific genre or activity to focus on, such as Flamenco. Want to research Hawaiian music? Stick to hula or string bands. The point is, focus on one genre or activity from a region and give in-depth details, not just a broad, surface cultural overview.
Sound:
What sounds are you hearing? Talk about the instruments (and voices) of the musical genre/activity. What are they made of and what do they sound like? Are there any rules or restrictions surrounding these instruments, like who can play or when one can play? Can you comment on the texture and form of the music? Texture refers to layers of activity. How many musicians are present and how do they relate to one another? Form refers to how the music is organized and presented,. How long does a performance last and how are the melodies and rhythms arranged. Lastly, what does the music sound like to you, the outsider?
Behaviors:
What activities are associated with this musical genre/activity? What are people doing while this musical activity is happening? Is there a specific purpose or function surrounding this music, or is it just for enjoyment/entertainment? Does this musical activity have any behavioral restrictions regarding religion, age or gender? Is everyone participating communally or are the musicians/singers/dancers presenting music to an audience…. why? Lastly, can you draw any connections to musical behaviors in your life or culture?
Ideas/Conceptions:
What ideas or conceptions govern the sounds and behaviors of your chosen musical genre/activity? Why are people creating this music and why are people participating? Address ideas surrounding history, culture and musical evolution. Most musical genres throughout the world express indigenous and foreign, or outsider aspects. What traits are uniquely regional, or indigenous, and what traits are coming from an outside influence and why? Again, almost all music has a combination of both! How have politics, religion or human migration affected this musical genre/activity? Lastly, can you relate what you learned to your own life experiences?
American College of Education Bloom Mastery Learning Approach Analysis
Effective instruction requires planning. A range of models exist which can extend learning when used appropriately.
Step 1. Research
Investigate one framework from the list provided:
Step 2. Transform
Using the analyzed lesson plan from Module 1, demonstrate how the lesson can be retooled to fit the framework selected. Use different colored font to modify the completed lesson plan template from Module 1 to show the changes.
Supportive Guidance Example:
Taba’s Inductive Thinking has a series of steps for yielding a conclusion. Using the lesson plan from Module 1, where would this type of activity fit? What could be exchanged, transformed, or enhanced if you want to include Taba’s strategy? Make these changes.
Step 3. Reflection
Answer each question in one or two well-developed paragraphs. What steps had to be considered to adjust a lesson created within the framework of Understanding by Design to fit within a different context? How does the understanding of a framework limit or enhance its use? What value does this approach to restructuring bring to your teaching skills? NOTE: High Turnitin scores should be expected.
Apex Learning The Emperor Triumphant and The Justinian Mosaic Comparison Essay
I need support with this History question so I can learn better.
This assignment asks you to write a compare and contrast short essays. To see the pair side by side click here. To read about the pair click on the links below.
The Emperor Triumphant and The Justinian Mosaic
The comparison essay should answer the question, “How are objects similar?” and “How are objects different?” The key to a good compare and contrast essay is to organize the sentences by theme where both works of art are discussed all the way through. What are the themes? You can choose any of the formal qualities – such as style, material, size, use of line, etc. that you already read about in Assignment #6 (Week 1 Module). You also should include a discussion of the objects’ functions and meanings. So what was the object used for? who used it? where was it originally located? who was supposed to see or not see the works?
The essay should be at least two pages in length, double-spaced, Times New Roman, 12 point font, 1 inch margins.
**Remember, the most important thing is to discuss the works together. So for example, if you make a point that the subject matter is similar – you need to explain why that is important and talk about both works together. Or if the subject matter is different – why is it different? what is being portrayed in each work?
SU Religion Christian Nationalism Anti Vaccine Uptake Attitudes Link Research Paper
Religion is not developed or practiced in a vacuum. It influences and is influenced by almost everything else found in culture—food, sexual practices, taboos, rites of passage, music, art, literature, movies, media, sports, science, medicine, and understandings of the natural world.
For this project, choose a topic of interest and show the impact of religion. Some broad examples might be: Buddhism and Kung Fu (many martial arts practices are based in religion), Jewish history and belief in regard to tattoo body art, Christian expression in NASCAR or American sports, or on the flip side, the claim that sports has become America’s secular religion. If you’re interested in the intersection of religion and politics, you could research Hindu nationalism or Christian nationalism, or you could research native American’s ongoing struggle for religious freedom. The possibilities are endless. The subject area will need to be specific enough to be manageable. For example, rather than writing about Christianity in American politics, for instance, write about the Christian voice in the debate on gay marriage in the United States.
For topic ideas, read through the final pages of each chapter in your book. Contemporary challenges and cultural influences will often be discussed on these pages. Ask friends, other teachers, coaches, or family members for ideas. Consider religious topics in the news, or google information as a way to find a topic. (Googled information cannot, however, be used in the paper.)
You must have a minimum of 3 sources from the EFSC library with at least 2 of those required sources from the EFSC databases, as one of the learning goals for this paper is to develop skills in using the databases. From the databases, you can choose between journal articles, newspaper articles, and e-books. The third required source may be a print book from the EFSC library. The textbook, however, will be counted as an additional source, not one of the three required minimum sources. Avoid using book reviews and general encyclopedic information. Do not use documentaries or other videos.
Sources may not be “googled” or come from other internet searches or from sources such as Wikipedia or Ask.com, though these sites may help you find keywords for exploring the EFSC databases. You can start with a general search in the EFSC library catalogue search window and it will bring up databases in which suggested material is available, and you can click the link, or you can search individual databases directly from the tab at the top of the EFSC library page.
Cite any primary source relevant to your paper. For instance, if you are exploring themes from Confucianism in the movie Mulan, the movie would be an additional source to the three minimum required sources. Do not use personal interviews in this paper.
Having trouble finding sources? Work with one of our research librarians, available at all campus libraries and through e-mail.
Sources must be relevant to the paper topic. If you are exploring Confucianism in Mulan, you need sources that point out the teachings of Confucius in the movie. As this is a research paper, do not take the expert role, for example citing instances of Confucian belief in the movie and drawing conclusions. Instead, research and write about what other experts have said on this topic.
This is a research paper. Do not take a side or argue for a particular point of view. Present the information found in expert source material. With controversial topics, balance the paper by reflecting arguments from all sides. Do not include personal experience, opinion, or personal pronouns. This is a third-person paper.
When writing the paper, do not recount the storyline of a movie/book/television show.
Use careful MLA style and formatting. Avoid plagiarism by citing ALL sources in the text of the manuscript. This includes quotations, certainly, but also a body of information you learned from a specific source and which you have put in your own words. At the end of that body of information (a paragraph, for instance), simply cite your source in parentheses. Avoid long quotations, or an abundance of direct quotes. It is best to put information in your own words, and then cite the source.
Papers that do not meet the required minimum criteria will receive an “F” without any further grading.
Minimum Criteria:
MLA format
Meets minimum word requirement
Meets assignment criteria
Appropriate thesis
Appropriate sources
Proper in-text citations (no plagiarism)
This paper must be an original piece of work produced by the student. Do not copy or borrow material from previous student papers or the internet. When you submit your paper, it will automatically go through Turnitin.com. If this shows your paper has been plagiarized in any way, the paper will be rejected and given an “F.” Do not submit your paper to the Turnitin application before submitting it to Canvas. This will give you a 100% plagiarized score and I will reject the paper.
I highly recommend use of the EFSC Melbourne campus Writing Center (they are familiar with this assignment), though other campus writing centers will also be helpful. You might also consider the “Smarthinking” resource on Canvas, though this requires planning as it takes a couple of days to receive back your corrected paper.
See the “Checklist for Research Paper” on Canvas. Make sure your paper meets all those guidelines.
