BIO-105 – Climate Change Assignment 2024 Deadline April 10th Assignment Outline You may choose to submit either a PowerPoint presentation or essay for this assignment. The topic covered should describe the causes and consequences of rising greenhouse gases in the atmosphere. This topic is covered in Chapter 18 of the textbook and will be presented […]
BIO-105 – Climate Change Assignment 2024
Deadline April 10th
Assignment Outline
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- Each student is required to use the Web, newspaper, journal, etc. to find one recent (2019 – present) article that relates to any chapter in your textbook and make a 5-minute PowerPoint presentation.
- English
- EDAS 647 Legal Entanglement Project: Part 1 – Topic Selection and Ethical Analysis Assignment Instructions Overview The first step in selecting a topic is for you to evaluate school strategies, policies, programs, and practices regarding their ethical and/or legal implications. The purpose of the analysis is for you to select a meaningful and relevant topic in a particular school. The topic is to be a legal and/or ethical issue that—left unaddressed—could escalate into a legal entanglement. Instructions The purpose of the analysis is for you to select a meaningful and relevant topic in a particular school. If you are currently a school employee, you will use your school policy for the analysis. If you are not currently working in a school, you will want to reach out to a school where you might have connections (e.g., as a parent, where you have friends who work in a school, etc.). If you do not have connections, you will need to analyze a policy that is available online. The topic is to be a legal, moral, or ethical issue that—left unaddressed—could escalate into a legal entanglement (i.e., litigation). Using the provided Legal Entanglement Project: Part 1 – Topic Selection and Ethical Analysis Template, complete the following: A. Topic Selection and Evaluation: The first step in selecting a topic is for candidates to analyze school policy regarding moral and legal implications. Evaluate the policies in regard to the potential they have to be problematic morally and/or legally. i. Stating the existing policy you have selected exactly as it is currently worded. If you are proposing a new policy because there is no current policy, enter an explanation to that effect. ii. Next, in at least 250 words, provide a narrative that describes the process you used in selecting the topic and in evaluating the ethical and/or legal dimensions of the issue. B. Ethical Analysis: The second step in selecting a topic is critiquing the school policy selected. You will analyze the policy through the lens of the Model Code of Ethics for Educators (MCEE). Click on the Model Code of Ethics for Educators (MCEE) link provided with this assignment and read through the principles that comprise the MCEE. i. With your topic in mind, select three of the most relevant MCEE principles as a framework to analyze your selected topic. Identify each MCEE principle by number (e.g., Principle II.B.3, Principle IV.E.1, Principle V.C.3, etc). ii. Type the exact wording of the three MCEE principles in the areas noted in the template. Example: Principle I.A.6: Avoiding the use of one’s position for personal gain and avoiding the appearance of impropriety. iii. For each MCEE principle, write a brief paragraph analyzing your selected topic using the MCEE principle as an ethical framework. Consider the degree to which the topic complies or does not comply with the MCEE principle. When completed, your assignment template should be 1–2 pages, not including the required title page and reference page. Note: As each part of this project builds from one section to the next, it is important to make corrections as you continue working on the subsequent part. Implement the feedback you receive from your instructor on this assignment as you work to complete the next assignment in the project series. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. Page 2 of 2
- 800-900 words for the essay, plus a section of Further Reading There are three main purposes in this assignment: To give you practice at summarizing scholarly work in your own words. Any research paper is a combination of your own ideas with facts or ideas that you have found in your research. Summarizing an argument (or article) is not easy, and it takes practice to learn what to information to include and what to leave aside. To practice giving page numbers for the source of information even when you are not quoting the exact wording from your source. To help you learn to search for scholarly articles on a given topic in Roman Civilization. To practice consistent formatting for a bibliography. Description of assignment:Select one of the articles. Prepare a summary (800-900 words plus Further Reading) that includes the following elements. Give a word count at the end of the assignment. The numbered points below indicate the elements to include in the assignment. You will be summarizing and evaluating a work rather than creating and supporting a thesis statement. What is the problem/question that the scholar is trying to answer? What kind of ancient evidence does she or he use? These might be ancient written texts such as letters, plays, speeches, or historical writings. They might be ancient inscriptions. Some of the articles draw information from different types of artefacts, artworks, or buildings. You don’t need to name every ancient author that the writer mentions; instead, summarize the types of sources, perhaps naming a couple of the most important more specifically. Two or three sentences on sources is enough. This section basically works as an introduction. What conclusions does he or she draw? Here is where you are largely summarizing the article. Be sure to state clearly what the author’s main argument is. This section will be the meat of your assignment and would be a few paragraphs long, perhaps two thirds of your words. I expect to see frequent page references to show particular information comes from (see below) What is your reaction to the article? Discuss it in the context of ideas raised in class or concepts in the textbook (look for a chapter that addresses similar topics even if we have not discussed it in class just yet). Critiques? Further questions? Does it make you think of modern parallels? I anticipate about a paragraph here. As you refer to particular ideas of the author, provide a reference with the page number. I expect to see frequent references. Chicago style uses footnotes (see examples below). You may also use a bracketed in-text reference (surname year, page), like this: (Vout 1996, 212-14). It is important to give references even when you are not making a direct quote. Use only 1-3 direct quotes from the article within this summary (punctuated with quotation marks: (“ ”) and be sure to give the page number. This is practice at citing your source of information. Further Reading. Identify four scholarly works held in the University of Manitoba library (digital or paper) that a person could read to learn more about the topic of the article. Look for items identified as a book or article (and book chapter is fine too but a little harder to format). Be sure to include at least one book and one article from a scholarly journal. They should be items published since 2000, the more recent the better. You do not need to read these works, just identify them and format them properly. Create a list called “Further reading” and list these works alphabetically, using correct formatting in the Chicago style (this link takes you to a downloadable Quick Guide from the library). The library catalogue itself and other tools will get you started on formatting entries, but you need to check them anyhow for consistency. List of articles: Carter, M. J. “Gladiatorial Combat: The Rules of Engagement.” Classical Journal, 102, no. 2 (2006): 97-114. Huemoeller, Katharine P. D. “Freedom in Marriage? Manumission for Marriage in the Roman World.” Journal of Roman Studies 110 (2020): 123-139. Vout, Caroline. “The Myth of the Toga: Understanding the History of Roman Dress.” Greece and Rome 43, no. 2 (1996): 204–220. [some components to note for formatting: full first name unless author uses initials; capitalize important words in title; italicize title of journal; colon before page nos.] Footnotes in Chicago style: The first footnote gives full information. The page number is the one where the information comes from. It’s ok to give a run of pages.Lea M. Stirling, “A New Portrait of Livia from Thysdrus (El Jem, Tunisia),” American Journal of Archaeology 116, no. 4 (2012): 626. If you refer to the same source again, you can abbreviate the information, and note there is a comma before the page number instead of a colon.Stirling, “Livia,” 627. How do I find the articles? Start at the main webpage of the library search tab there looks through books and journals and works well with keywords from the authors and titles of the references above. If the article title doesn’t work, try the title of the book or journal. Strategies for reading I have chosen articles whose writing and argument seem clear to me, but they are serious, detailed works even so. They are written by scholars for other scholars and students. I recommend you read the article twice for the assignment. Read through the article once to get the main argument. You will probably see names, places, terms or bits of Latin (etc.) that you don’t recognize. Keep going. Some of these may come into focus later; for others, you will find they are not necessary for understanding the broad argument. If they crop up frequently, underline them as something to come back to or look up. The second time you read the article, take notes in your own words as you go. Note the page number where information comes from. This is useful when you want to show the location of particular information in your bracketed references. Taking notes in your own words helps you compose the assignment in your own words. Formatting the list of Further Reading Use the MLA stylesheet to format your list of Further Reading. There is a handy compressed instruction sheet here). The library catalogue can get you started on formatting entries, but you need to check them anyhow for consistency (such as capitalization, placement of commas, whether to use initials or full first names). For instance, sometimes the bibliography generators include the name of the e-publisher (e.g. Ebscohost) along with the author’s name. Sometimes they give a title in all capital letters. You need to correct these things if they occur. Use the stylesheet to format the bibliography, but you do not need to follow other components from this style for the rest of the assignment (such as whether or not there is a cover page). Note that the list of Further Reading should be in alphabetical order. Lists of bibliography or Works Cited are normally alphabetized. Submitting your paper Format: Times New Roman 12 point font, double spacedLabel the file thus: SURNAME_firstname_CLAS1280_AuthorSubmit the paper to an Assignments folder in UMLearn (you will find it under the tab for Assessments).Papers are due by midnight on February 28. Sample entry for a chapter in an edited book. Students often have trouble citing a chapter from an edited volume. Here is some advice. If one person wrote the whole book, just give the title of the book. You don’t need to name individual chapters in this situation. One way to tell that one person wrote the whole thing is that the table of contents will give only chapter titles and not individual titles. There are also books called “edited volumes” where an editor or editors collect chapters written by a bunch of different people. Our textbook is an example. You can see the editors’ names on the cover, and then there are separate authors listed for different chapters. Note that the three editors also wrote chapters within the book. When you cite a chapter from an edited volume, you need to provide the author(s) and title for the chapter AND the editor(s) and title for the book. You also have to give the run of pages within the book. So, we would cite chapter 5 from our textbook like this: Ripat, Pauline. “Class and Status.” In Themes in Roman Society and Culture: An Introduction to Ancient Rome, edited by Matt Gibbs, Milorad Nikolic and Pauline Ripat, 88-111. Oxford: Oxford University Press, 2021.