25 August 2015

Information Literacy

Information Literacy

Information Literacy

Required Texts
Badke, William. Research Strategies: Finding Your Way Through the Information Fog.
         iUniverse.com, 201l.
Harvey, David. The Enigma of Capital. Oxford UP, 2011.
Kuruvilla, Sarosh, Ching Kwan Lee, and Mary E. Gallagher, eds. From Iron Rice Bowl to Informationalization:
         Markets, Workers, and the State in a Changing China. ILR, 2011
Zweig, Michael. The Working Class Majority: America’s Best Kept Secret. 2nd Ed. ILR, 2012. 

Course Description
The purpose of this course is to help graduate students hone their skills in analysis and synthesis, and to develop the ability to conduct independent scholarly research. For each of the texts assigned, students will practice skills in analysis and synthesis by writing to prompts in discussion board postings and more formal reading responses. In addition, students will conduct independent scholarly research on a topic of their choice, composing a final research paper. Students should plan to spend much time, beyond reading and writing, on independent research. Students who successfully pass this course will:

·         comprehend and articulate distinctions and relationships among data, information and knowledge;
·         understand and distinguish between the relevant historical and current paradigms of information theory;
·         think critically and logically about information, especially about the form and content of information;
·         demonstrate skills in using traditional and non-traditional print and non-print reference tools;
·         develop adaptability, flexibility, and creativity in using current technologies to facilitate lifelong learning;
·         understand and identify the differences between quantitative and qualitative research and when and where each type of research is most appropriate;
·         understand and apply the principles of source and text criticism as applied to practical problems of managing information;
·         understand and discuss critically different concepts of information as used in different fields of knowledge or application;
·         understand and apply the principles underlying intellectual property and related rights and duties as they relate to the needs and challenges of individuals or teams.

Course Requirements
Quizzes: 7 @ 10 points each, or 70 points total
For some assigned readings students will complete a quiz to demonstrate mastery and understanding of assigned texts. These will consist of multiple choice, true/false, matching, or short-answer questions. Forty-five minutes will be allowed for the quizzes and availability will close automatically at the end of that time. I will not reopen quizzes for additional time, so make sure you have completed your readings before you begin. Quizzes indicated on the class schedule are due on or before 9:00am cst of designated due dates. 

Discussion Board Postings: 12 @ 15 points each, or 180 points total
For other assigned reading students will respond critically and analytically to a posted question on the discussion board. Response to other student’s work is highly encouraged but not required unless otherwise stated. Discussion board postings will be graded based on depth and content. A discussion board posting should be focused on addressing the given prompt, approximately 300 words (single-spaced), include specific textual evidence, and be free of grammatical and typographic errors. This means you must do more than simply retype, restate, or paraphrase the author. Posting due dates are indicated on the class schedule and are due on or before 9:00am cst of designated due dates. 

Reading Responses (2-3 pages each): 6 @ 50 points each, or 300 points total
Students will author six formal reading responses, writing to one prompt and working, in-depth, with a single reading. Responses will be graded using the Writing Skills Rubric, focusing on the areas of Context/Purpose, Content/Ideas/Support, Organization, and Writing Mechanics. Rhetorically, I will be looking for a strong central argument backed by detailed and specific textual evidence. Ideas should be embedded within a coherent structure at the sentence and paragraph levels, and meaningful transitions should link ideas back to the central argument. Style and mechanics should follow MLA guidelines. Each paper should be a minimum of two complete, typed, and double-spaced pages, formatted with 1” margins and written in Times New Roman 12-point font. Reading responses must be uploaded as Microsoft Word documents on Blackboard though Safe Assign on or before 9:00am cst on or before the designated due dates. 

Research Proposal (2 page narrative + Annotated Bibliography): 150 points
A brief one-page proposal plus annotated bibliography for the research paper is due on or before October 25, but students should begin independent research and paper drafting long before that time. Proposals should include a detailed paragraph of the central argument and a paragraph indicating how the parts of the paper will fit into the whole.
Also included will be a full annotated bibliography (both summary of source and intended usage in your paper)  of a minimum of twenty scholarly sources. If you are unsure what constitutes a scholarly source, consult Badke, other resources, or inquire with me. This AB will include both a summation of the source and the prospective use of it in your paper. All research should be documented in current MLA style. Do not use an automatic citation creator. They are often incorrect and do not permit me to make comments on individual entries. Using such will result in me returning your paper for correction, and applicable late penalties will apply. Proposals must be uploaded as Microsoft Word documents on Blackboard though Safe Assign on or before 9:00am cst on or before Thursday, October 30, 2014. 
Research Paper (12-15 pages): 300 points
After selecting a topic of their choice, students should conduct extensive research and forge a central argument based on the scholarly research found. Current scholarly research should drive this paper, so any and all assertions made within the paper should be backed by evidence derived from current scholarly sources. Each paper will have a minimum of twenty documented scholarly sources integrated into the paper. Final papers will be graded using the Research Skills Rubric. Papers will be graded upon the depth and fit of research used and the completeness and complexity of thought developed by the writer. Rhetorically, I will be looking for a strong central argument backed by detailed and specific evidence. Ideas should be embedded within a coherent structure at the sentence and paragraph levels, and meaningful transitions should link ideas back to the central argument. Style and mechanics should follow MLA guidelines. Each paper should be a minimumof twelve complete, typed, and double-spaced pages (not counting your Works Cited pages), formatted with 1” margins and written in Times New Roman 12-point font. Research papers must be uploaded on Blackboard though Safe Assign on or before 9:00 am cst (noon) on Thursday, December 4, 2014. 

Comprehensive Exams
Students, please remember that as soon as you begin to take courses in your MLS program, you should also begin preparing for your comprehensive exams. Keeping thorough notes and compiling a notebook/portfolio from each class you take would behoove you, so when it is time to prepare for your comprehensive exams you will have good notes to help you. Holding on to the books from your class might also be helpful.

Grading scale based on 1,000 points
A 1000-900 points
B 899-800 points
C 799-700 points
D 699-600 points
U 599 points or less



Attendance
Regular attendance and class participation are expected. I reserve the right to fail students who miss the equivalent of more than two-weeks of classes with excused or unexcused absences or who do not come to class prepared and ready to partake in class discussion and group work. 

A Few Final Notes
Incomplete or missing work: You have to complete all elements of the course, even if awarded no points. Not completing any assignment will result in not passing this course.
Late Work: Late is accepted, unless otherwise noted, up until five days after the due date with a penalty of 10% per day late. This means if an assignment is three days late, I will deduct 30% before I begin grading. Please note our “days” run from 9am. This means work submitted between 9am and 8:59am the next day is one “day.” Under no circumstances will work more than five days late be accepted. The paper proposal and final paper will not be accepted late.
Extra Credit: Extra credit is not available for this class.
Written assignments: I will be more than happy to discuss ideas for papers with you…just not the night before. If you cannot submit, for some reason, a paper through Bb, email it to me. That is your backup plan.

Plagiarism is a form of academic dishonesty. It is a claim that the ideas or words you have written are yours, when in fact they are not. A second form of academic dishonesty is to intentionally provide an incorrect citation. Other examples of academic dishonesty include handing in a paper purchased from an individual or agency; submitting papers from living group, club or organization files; and using another’s computer program or documents. FHSU’s policy on academic honesty can be found at http://web.fhsu.edu/universitycatalog/gen/academichonesty.asp.

Further information on Academic Honesty can be found at  http://www.fhsu.edu/academic/provost/handbook/ch_2_academic_honesty/.

First offense of plagiarism will result in a zero for the assignment.
A second offense will result in immediate failure of the class.

If you have any questions in regards to how to avoid academic dishonesty, please contact me for more
Click here to have a similar paper done for you by one of our writers within the set deadline at a discounted 
25 August 2015,
 0

Information Literacy Information Literacy Information Literacy Required Texts Badke, William. Research Strategies: Finding Your Way Through the Information Fog.          iUniverse.com, 201l. Harvey, David. […]


25 August 2015

Discuss one health disease you chose and why you chose it and what you hope to learn from the topic and the research you found regarding the personal impact topic you choose

Discuss one health disease you chose and why you chose it and what you hope to learn from the topic and the research you found regarding the personal impact topic you choose it must be 4 pages and the last one is the references page.. 3 references book and news paper and journal and if its a web sight it must be gov or edu…. 12 font time roman double space ..
I chose Asthma coz my brother has it he is 15 years old . you could include this in my paper

25 August 2015,
 0

Discuss one health disease you chose and why you chose it and what you hope to learn from the topic and the research you […]


25 August 2015

Economic Development Project Paperselect an economic development project that was initiated in the State of Alabama within the past 5 years. Using the terms and concepts from the Blair & Carroll text and from the White & Kotval text, prepare a comprehensive summary of the project that you have chosen.

This is not an all-inclusive list of considerations, but you should address items such as:

Locational concerns

The structure of the workforce to include education levels, skill sets, cost of living, and quality of life

Union rates and right-to-work laws
Real estate options and requirements

Local, regional, and state tax structures

Local, regional, and state regulatory environment

Infrastructure needs

Economic development incentives

Your paper should not exceed 10 pages in length. Double-space your paper and use a 12-point font with 1-inch margins. Please do not include graphs, tables, or figures in the main body of your paper. Instead, include such displays in an appendix to the paper; appendices will not factor into the overall page count.

This paper is worth 75 points and constitutes 25 percent of your overall grade. Your grade will be based upon the following criteria:

Application of economic development concepts and ideas

Overall organization and coherence of the paper

Adequacy of supporting statements in the body of the paper

Style of writing

Mechanics

25 August 2015,
 0

Economic Development Project Paperselect an economic development project that was initiated in the State of Alabama within the past 5 years. Using the terms […]


25 August 2015

What is Indian removal and how does it affect American society after 1815What is Indian removal and how does it affect American society after 1815? Which tribes are involved and what happens to them? Did some Americans oppose removal? Explain.

The Indian Removal Act was the price of “Progress”. It disrupted thousands of Native Americans and result in a migration called the “Trail of Tears”. The Indian Removal Act was part of an American government document known as Indian removal, which in fact was signed into law by President Andrew Jackson on May 26, 1830. The affect it had on American society was that it created a racial situation between the Native Americans where they were treated as second class citizens or worse. These were some of the tribes that were involved Cherokee, Chickasaw, Choctaw, Creek, and Seminole. In the face of all the cruel treatment these five tribes not only tolerated but they survived. Although I do believe that a few of the men from the Cherokee did resist removal.


http://www.loc.gov/rr/program/bib/ourdocs/Indian.html


(#2)KL

10. What is Indian removal and how does it affect American society after 1815? Which tribes are involved and what happens to them? Did some Americans oppose removal? Explain

For some the idea of Indian removal conjures op views of a sprawling prairie and the U.S Army leading a line of bewildered Indians to a reservation. While this did indeed take place the act of removing natives from their land was not a new idea. When Europeans first came to the new world they lived with the natives and needed them to survive in their new environment. But as time went on there were more and more whites coming from Europe and soon they need more land to sustain their growing population. Some tribes sold parts of their land others lost in in bloody conflicts with settlers or even the U.S government.
It wasn't until the early 1800's that natives began to be forcefully removed from their land. On May 28,1830 during the presidency of Andrew Jackson congress passed the Indian Removal Act authorizing the president to negotiate with Indian tribes in the southern United States for their removal to federal territory west of the Missippi River in exchange for their homelands.The act was strongly supported by people in the south who wanted to take advantage of the newly freed up land[1]. But some Americans opposed it men like Jeremiah Evarts a christian missionary who believed natives could be integrated into society with proper education and training. Some senators and congressmen were also opposed, New Jersey Senator Frelinhuysen and Congressman David Crockett of Tennessee also opposed the bill.

But ultimately the Indian Removal Act was upheld was passed and while removal was actually voluntary in theory, great pressure was put on Native American leaders to sign removal treaties. The removal act ultimately led to reluctant migration of tens of thousands of Native Americans west an event widely known as the Trail of Tears[1]. Some tribes like the Seminoles and other smaller tribes did not leave peacefully, leading to the Second Seminole War which lasted from 1835-1842[3]. There were many issues with the Indian Removal Act and many of them are still readily apparent today. Had the whites and Native Americans been able to work together to share the land we would have avoided many battles in the years that followed but we would have also avoided the issues that we have today with many Natives who believe the issues of the past are still affecting them to this day and I cant help but agree with them.

1.Robert E. Greenwood PhD (2007). Outsourcing Culture: How American Culture has Changed from “We the People” into a one world government. Outskirts press. pg.97

2. Foner, Eric (2006). Give me Liberty. Norton

3.”President Andrew Jackson's Case for the Removal Act” Mount Holyoke College




****NOTE****
Please review the previous assignments and information about plagiarism, both intentional and inadvertent. In addition, review the UMUC Library guidelines about the validity of online sources and what makes them acceptable for university-level research.

Numerous instances of problems regarding proper citations, improper sources, unattributed quotations, and complete cutting-and pasting of text into the posts and replies, and in the assignments. I work hard to find such instances and will act when I find them. Please note, all future issues that possibly involve plagiarism, intentional or not, will be sent forward to the administration for review and decision.

I send this out to provide information for everyone as help and guidance. I appreciate everyone's good faith efforts to complete the discussions and assignments on their own, with legitimate sourcing of the information they seek and think about.

Avoid Wikipedia, Answers.com, Yahoo.Answers, howstuffworks, or any other similar source that is not academic or scholarly in nature. Answers to questions in the discussions should be based on your analysis, not some other person about whom nothing is known. In addition, pulling information partially or completely from online paper and essay mills could be very damaging to one's future presence in the university.
If one uses another person's words, or their ideas, proper attribution is required. Information that is commonly known (e.g., Columbus sailed to the New World In 1492) does not need to be cited. But, if one cuts and pastes from an author, a website, or any source, proper quotations marks and citations are required. Paraphrasing of the information is perfectly acceptable, but the wording used must be substantially different than the original wording in the source. Plus, it must be cited properly as well because the ideas behind what is being used comes from others.

Unique information, or specialized facts and data, or interpretations must all be cited properly.

It can be a tricky business where even professional historians get into trouble if they get lazy, or inattentive, or rely on assistants for research. For example, historians Doris Kearns Goodwin and the late Stephen Ambrose, both have been burned with unattributed quotes or information scandals. Popular commentators such as Fareed Zakaria, law professors such as Laurence Tribe, and even Vice President Joe Biden have been caught in plagiarism scandals.

The internet is a wonderful source of information but one must be wary. Choose your sources wisely and give them credit for the work they have done. Then build upon it using your own skills.

25 August 2015,
 0

What is Indian removal and how does it affect American society after 1815What is Indian removal and how does it affect American society after […]


25 August 2015

Elie Wiesel's Night and Tadeusz Borowski's This Way For The Gas Ladies and Gentlemen are first-hand accounts of the Shoah that helped create the field and genre of Holocaust literature1. Elie Wiesel's Night and Tadeusz Borowski's This Way For The Gas Ladies and Gentlemen are first-hand accounts of the Shoah that helped create the field and genre of Holocaust literature. There are numerous similarities and differences in their works.
Compare and contrast these two works in terms of their 'elements' of narrative:
'Plot',
Characterization,
Language style,
Choice of first or third person narration,
Description – physical and/or psychic, 'elements' of narrative you choose.

AND

Explain how, using these elements, these writers realized their mission of 'telling the world.'
Using quotes when relevant!!!
AT LEAST 20 SOURCES required – Chicago STYLE OF REFERENCING IS ATTACHED ALSO!!!

_______________________

Rosenfeld, Alvin Confronting the Holocaust : the impact of Elie Wiesel
Spargo, R. Clifton After Representation? : The Holocaust, Literature, and Culture.
Friedlander, Albert H. Out of the whirlwind : a reader of Holocaust literature
Alexander, Edward The resonance of dust : essays on holocaust literature and Jewish fate
Young, James Edward Writing and re-writing the Holocaust essays on the nature of Holocaust literature and its critical interpretation
Kremer, S. Lillian, Witness through the imagination : Ozick, Elman, Cohen, Potok, Singer, Epstein, Bellow, Steiner, Wallant, Malamud : Jewish-American Holocaust literature
Friedman, Saul S Holocaust literature : a handbook of critical, historical, and literary writings
Adams, Jenn Representing perpetrators in Holocaust literature and film
Ezrahi, Sidra DeKoven By words alone : the Holocaust in literature
Braham, Randolph L. Reflections of the Holocaust in art and literature
Ezrahi, Sidra DeKoven The Holocaust in literature a comparative study of modes of literary response to the Holocaust
Goldwasser, Lee Literature of the Holocaust An Analyss
Reiter, Andrea Ilse Maria Narrating the Holocaust
Leak, Andrew N. The Holocaust and the text : speaking the unspeakable
Rogasky, Barbara Smoke and ashes : the story of the Holocaust
Levine, Michael G The belated witness : literature, testimony, and the question of Holocaust survival
Langer, Lawrence L. The holocaust and the literary imagination

25 August 2015,
 0

Elie Wiesel's Night and Tadeusz Borowski's This Way For The Gas Ladies and Gentlemen are first-hand accounts of the Shoah that helped create the […]


‹ Prev page1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 Next page ›