Badke, William. Research Strategies: Finding Your Way Through the Information Fog. 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. 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. 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 totalStudents 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 pointsA 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. 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 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. 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.
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
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Information Literacy Information Literacy Information Literacy Required Texts Badke, William. Research Strategies: Finding Your Way Through the Information Fog. iUniverse.com, 201l. Harvey, David. […]
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
Discuss one health disease you chose and why you chose it and what you hope to learn from the topic and the research you […]
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:
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
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
Economic Development Project Paperselect an economic development project that was initiated in the State of Alabama within the past 5 years. Using the terms […]
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.
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. 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. Some tribes like the Seminoles and other smaller tribes did not leave peacefully, leading to the Second Seminole War which lasted from 1835-1842. 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
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.
What is Indian removal and how does it affect American society after 1815What is Indian removal and how does it affect American society after […]
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:
Choice of first or third person narration,
Description – physical and/or psychic, 'elements' of narrative you choose.
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
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 […]