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    No plagio/No inteligencia artificial **files (2)** – ## Week7App.docx – ## TheVitalRoleofScholarshipinPublicDiscourse.pdf **## Week7App.docx** Intrucciones: no plagio, no inteligencia artificial Read [Mooney's (2017) article](https://mri.mrooms.net/pluginfile.php/1245808/mod_assign/intro/The%20Vital…

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    Assignment Prompt & Instructions

    No plagio/No inteligencia artificial

    **files (2)**

    – ## Week7App.docx

    – ## TheVitalRoleofScholarshipinPublicDiscourse.pdf

    **## Week7App.docx**

    Intrucciones: no plagio, no inteligencia artificial

    Read
    [Mooney's (2017) article](https://mri.mrooms.net/pluginfile.php/1245808/mod_assign/intro/The%20Vital%20Role%20of%20Scholarship%20in%20Public%20Discourse.pdf) and annotate the text while reading. Then, write a full persuasive essay that answers to the following prompt:

    _Should scholars participate in civic life based on their expertise?_

    Your essay must have a proper introduction paragraph, two bodies that defend your point of view, one body that presents and explains the counterargument, and then refutes it. Finish with a proper conclusion paragraph. Cite at least one external source in each body paragraph. Each body paragraph needs to be 12-16-lines long.

    **Note**: Please note that this assignment needs to follow the APA format for student papers; therefore, you need to have Cover and References pages.

    **## TheVitalRoleofScholarshipinPublicDiscourse.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The Vital Role of Scholarship in Public Discourse
    Author: Christopher Z. Mooney
    Date: Dec. 8, 2017
    From: The Chronicle of Higher Education(Vol. 64, Issue 15)
    Publisher: Chronicle of Higher Education, Inc.
    Document Type: Viewpoint essay
    Length: 1,166 words

    Full Text:
    In an era of fake news, partisan deadlock, and rising ideological hysteria on both ends of the American political spectrum, public
    universities are uniquely positioned to promote rational, evidence-based governance. Scholars have the long and broad view devoted
    to W the pursuit of knowledge that policy makers and the public can't get elsewhere.

    But unfortunately for both American public higher education and society, we have systematically failed to engage the public-policy
    conversation effectively. We need to fix this.

    Universities are repositories of a long history of human intellectual development, filled with well-trained experts on virtually every
    public problem that policy makers face. Furthermore, this knowledge has been paid for in large part by public funds, one way or
    another. We have an obligation to give the public a return on its investment.

    If scholars don't contribute their informed, disinterested perspectives, others will happily fill the gap. But these other voices also bring
    an interest in policy outcomes, whether partisan, ideological, or economic. As scholars, our interest is the truth. Now, I'm not so naive
    as to believe that academics have no self-interest in public policy (in fact, my call for action is itself promotional) or that we have a
    monopoly on truth. Far from it. But certainly we know much that is not common currency in the policy conversation, but should be.

    If we isolate ourselves in our labs and offices, both higher education and society suffer. If we aren't part of the policy conversation, if
    we aren't seen as contributing broadly to the public good, policy makers and taxpayers will continue to see higher education as
    merely a private good and support it as such. By participating in the policy conversation, scholars can generate a very visible public
    good.

    So, why don't we? There are three basic reasons.

    First, we are leery of making strong claims. As good methodologists, we avoid sweeping statements of fact, with due deference to the
    vagaries of empirical research, changing circumstances, and the complexity of the world. There should be proper skepticism about
    the results of individual studies, and large holes exist in our knowledge. But just because we don't know everything doesn't mean we
    know nothing. It doesn't mean that we can't make a valuable and unique contribution to the discussion.

    We can be reasonably confident about knowledge in our respective fields, particularly where there is some level of consensus.
    Focused primarily on cutting-edge research, we often take for granted these areas of consensus–except perhaps when teaching
    undergraduates. Indeed, this is exactly what we do teach our students. And the public, the media, and policy makers could benefit
    enormously from much of this baseline information. This knowledge-based information would be much more helpful to a journalist or
    policy maker than would the average academic journal article.

    Let me be clear: We don't need to be TV talking heads making categorical statements on the fly, but we should rightly feel some
    intellectual confidence from our years of education, research, and teaching on a subject. We are experts in our fields, and we need to
    own that.

    Second, we have a translation problem. Among the distinguishing characteristics of academic communication are the use of jargon,
    the assumption of tremendous audience background knowledge, and an awkward pride in the obtuseness of our prose and speech.
    Some of this is because our professional focus is often on third-order research problems, as is appropriate in the pursuit of science.
    We focus on what those outside our fields see as minutiae, which also can make our scholarship in comprehensible to nonspecialists.

    But we aren't always obtuse. In the classroom, especially with undergraduates, each of us adapts our communication style and
    content to people who are not so well versed in our jargon and assumptions. So with some effort, we could also do this for audiences
    off campus.

    Third, we lack incentives. As scholars, we have virtually no professional reason to reach beyond the walls of academe. Generally, we
    get hired, promoted, tenured, and otherwise rewarded based on our scholarship. We also must teach at least passably well. But the
    third leg of the tenure-and-promotion stool–service–is far less important. I recently asked a new chancellor at a research-intensive
    university what I thought was a rhetorical question: Had he ever denied tenure or promotion solely on the basis of lack of service? To
    my great surprise, he told me that he had. Silently, I assumed he was lying.

    In the social sciences, if your teaching and scholarship are adequate for whatever step on the personnel ladder you are facing, you
    will advance. Adequate service might consist of a couple of on-campus committee assignments and reviewing a few journal
    submissions. As such, most scholars have no incentive to involve themselves in their communities professionally. And those who are
    drawn to this work out of personal interest may even be actively discouraged from "wasting their time" writing an op-ed or speaking to
    the Kiwanis Club.

    Universities can and should address the translation and incentives problems. Workshops on how to work with the press, write for
    general audiences, testify before policy makers, or speak to civic groups can be sponsored, and should be actively promoted. Most
    universities have units that link professors to the media, and those units can be beefed up in terms of skill development and activity
    levels. As for incentives, establishing service requirements with bite could help. But perhaps not every scholar can or should be
    talking to the press and policy makers, so such requirements for service could become watered down in the end, as they are now.

    But to be most effective in generating high-quality public engagement, university administrators should think about ways to offer
    scholars their most valuable commodity –time. Typically, faculty members must sacrifice either research time or personal time to
    engage the public. While some might sacrifice research for engagement, these may not be those we want out in the community. And
    we can't rely on scholars sacrificing their personal time, for a whole host of reasons.

    However, professors might be willing to sacrifice a class to contribute to their expertise to the national conversation. Some sort of
    course-release arrangement is the best way to encourage and help scholars conduct sustained, informed public engagement. Of
    course, such an arrangement would have to be monitored closely to ensure that the university is getting its money's worth. But, along
    with a bit of training and staff support, through this approach a university can enhance its public profile through its best asset–its
    faculty.

    In the end, those of us in academe have a moral obligation to give society a broader return on its investments in higher education,
    just as we have a self-interest and an institutional interest in doing so. With more encouragement, and with scholars reconceiving
    public engagement as another teaching opportunity, we can and should do better.

    Christopher Z. Mooney is a professor of state politics at the University of Illinois at Springfield and at the university's Institute of
    Government and Public Affairs.

    Copyright: COPYRIGHT 2017 Chronicle of Higher Education, Inc.
    http://chronicle.com/section/About-the-Chronicle/83
    Source Citation (APA 7th Edition)
    Mooney, C. Z. (2017). The Vital Role of Scholarship in Public Discourse. The Chronicle of Higher Education, 64(15), A40.

    https://link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810
    Gale Document Number: GALE|A520581487

    [http://chronicle.com/section/About-the-Chronicle/83](http://chronicle.com/section/About-the-Chronicle/83)

    **## TheVitalRoleofScholarshipinPublicDiscourse.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The Vital Role of Scholarship in Public Discourse
    Author: Christopher Z. Mooney
    Date: Dec. 8, 2017
    From: The Chronicle of Higher Education(Vol. 64, Issue 15)
    Publisher: Chronicle of Higher Education, Inc.
    Document Type: Viewpoint essay
    Length: 1,166 words

    Full Text:
    In an era of fake news, partisan deadlock, and rising ideological hysteria on both ends of the American political spectrum, public
    universities are uniquely positioned to promote rational, evidence-based governance. Scholars have the long and broad view devoted
    to W the pursuit of knowledge that policy makers and the public can't get elsewhere.

    But unfortunately for both American public higher education and society, we have systematically failed to engage the public-policy
    conversation effectively. We need to fix this.

    Universities are repositories of a long history of human intellectual development, filled with well-trained experts on virtually every
    public problem that policy makers face. Furthermore, this knowledge has been paid for in large part by public funds, one way or
    another. We have an obligation to give the public a return on its investment.

    If scholars don't contribute their informed, disinterested perspectives, others will happily fill the gap. But these other voices also bring
    an interest in policy outcomes, whether partisan, ideological, or economic. As scholars, our interest is the truth. Now, I'm not so naive
    as to believe that academics have no self-interest in public policy (in fact, my call for action is itself promotional) or that we have a
    monopoly on truth. Far from it. But certainly we know much that is not common currency in the policy conversation, but should be.

    If we isolate ourselves in our labs and offices, both higher education and society suffer. If we aren't part of the policy conversation, if
    we aren't seen as contributing broadly to the public good, policy makers and taxpayers will continue to see higher education as
    merely a private good and support it as such. By participating in the policy conversation, scholars can generate a very visible public
    good.

    So, why don't we? There are three basic reasons.

    First, we are leery of making strong claims. As good methodologists, we avoid sweeping statements of fact, with due deference to the
    vagaries of empirical research, changing circumstances, and the complexity of the world. There should be proper skepticism about
    the results of individual studies, and large holes exist in our knowledge. But just because we don't know everything doesn't mean we
    know nothing. It doesn't mean that we can't make a valuable and unique contribution to the discussion.

    We can be reasonably confident about knowledge in our respective fields, particularly where there is some level of consensus.
    Focused primarily on cutting-edge research, we often take for granted these areas of consensus–except perhaps when teaching
    undergraduates. Indeed, this is exactly what we do teach our students. And the public, the media, and policy makers could benefit
    enormously from much of this baseline information. This knowledge-based information would be much more helpful to a journalist or
    policy maker than would the average academic journal article.

    Let me be clear: We don't need to be TV talking heads making categorical statements on the fly, but we should rightly feel some
    intellectual confidence from our years of education, research, and teaching on a subject. We are experts in our fields, and we need to
    own that.

    Second, we have a translation problem. Among the distinguishing characteristics of academic communication are the use of jargon,
    the assumption of tremendous audience background knowledge, and an awkward pride in the obtuseness of our prose and speech.
    Some of this is because our professional focus is often on third-order research problems, as is appropriate in the pursuit of science.
    We focus on what those outside our fields see as minutiae, which also can make our scholarship in comprehensible to nonspecialists.

    But we aren't always obtuse. In the classroom, especially with undergraduates, each of us adapts our communication style and
    content to people who are not so well versed in our jargon and assumptions. So with some effort, we could also do this for audiences
    off campus.

    Third, we lack incentives. As scholars, we have virtually no professional reason to reach beyond the walls of academe. Generally, we
    get hired, promoted, tenured, and otherwise rewarded based on our scholarship. We also must teach at least passably well. But the
    third leg of the tenure-and-promotion stool–service–is far less important. I recently asked a new chancellor at a research-intensive
    university what I thought was a rhetorical question: Had he ever denied tenure or promotion solely on the basis of lack of service? To
    my great surprise, he told me that he had. Silently, I assumed he was lying.

    In the social sciences, if your teaching and scholarship are adequate for whatever step on the personnel ladder you are facing, you
    will advance. Adequate service might consist of a couple of on-campus committee assignments and reviewing a few journal
    submissions. As such, most scholars have no incentive to involve themselves in their communities professionally. And those who are
    drawn to this work out of personal interest may even be actively discouraged from "wasting their time" writing an op-ed or speaking to
    the Kiwanis Club.

    Universities can and should address the translation and incentives problems. Workshops on how to work with the press, write for
    general audiences, testify before policy makers, or speak to civic groups can be sponsored, and should be actively promoted. Most
    universities have units that link professors to the media, and those units can be beefed up in terms of skill development and activity
    levels. As for incentives, establishing service requirements with bite could help. But perhaps not every scholar can or should be
    talking to the press and policy makers, so such requirements for service could become watered down in the end, as they are now.

    But to be most effective in generating high-quality public engagement, university administrators should think about ways to offer
    scholars their most valuable commodity –time. Typically, faculty members must sacrifice either research time or personal time to
    engage the public. While some might sacrifice research for engagement, these may not be those we want out in the community. And
    we can't rely on scholars sacrificing their personal time, for a whole host of reasons.

    However, professors might be willing to sacrifice a class to contribute to their expertise to the national conversation. Some sort of
    course-release arrangement is the best way to encourage and help scholars conduct sustained, informed public engagement. Of
    course, such an arrangement would have to be monitored closely to ensure that the university is getting its money's worth. But, along
    with a bit of training and staff support, through this approach a university can enhance its public profile through its best asset–its
    faculty.

    In the end, those of us in academe have a moral obligation to give society a broader return on its investments in higher education,
    just as we have a self-interest and an institutional interest in doing so. With more encouragement, and with scholars reconceiving
    public engagement as another teaching opportunity, we can and should do better.

    Christopher Z. Mooney is a professor of state politics at the University of Illinois at Springfield and at the university's Institute of
    Government and Public Affairs.

    Copyright: COPYRIGHT 2017 Chronicle of Higher Education, Inc.
    http://chronicle.com/section/About-the-Chronicle/83
    Source Citation (APA 7th Edition)
    Mooney, C. Z. (2017). The Vital Role of Scholarship in Public Discourse. The Chronicle of Higher Education, 64(15), A40.

    https://link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810
    Gale Document Number: GALE|A520581487

    [http://chronicle.com/section/About-the-Chronicle/83](http://chronicle.com/section/About-the-Chronicle/83)

    **## Week7App.docx**

    Intrucciones: no plagio, no inteligencia artificial

    Read
    [Mooney's (2017) article](https://mri.mrooms.net/pluginfile.php/1245808/mod_assign/intro/The%20Vital%20Role%20of%20Scholarship%20in%20Public%20Discourse.pdf) and annotate the text while reading. Then, write a full persuasive essay that answers to the following prompt:

    _Should scholars participate in civic life based on their expertise?_

    Your essay must have a proper introduction paragraph, two bodies that defend your point of view, one body that presents and explains the counterargument, and then refutes it. Finish with a proper conclusion paragraph. Cite at least one external source in each body paragraph. Each body paragraph needs to be 12-16-lines long.

    **Note**: Please note that this assignment needs to follow the APA format for student papers; therefore, you need to have Cover and References pages.

    **## TheVitalRoleofScholarshipinPublicDiscourse.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The Vital Role of Scholarship in Public Discourse
    Author: Christopher Z. Mooney
    Date: Dec. 8, 2017
    From: The Chronicle of Higher Education(Vol. 64, Issue 15)
    Publisher: Chronicle of Higher Education, Inc.
    Document Type: Viewpoint essay
    Length: 1,166 words

    Full Text:
    In an era of fake news, partisan deadlock, and rising ideological hysteria on both ends of the American political spectrum, public
    universities are uniquely positioned to promote rational, evidence-based governance. Scholars have the long and broad view devoted
    to W the pursuit of knowledge that policy makers and the public can't get elsewhere.

    But unfortunately for both American public higher education and society, we have systematically failed to engage the public-policy
    conversation effectively. We need to fix this.

    Universities are repositories of a long history of human intellectual development, filled with well-trained experts on virtually every
    public problem that policy makers face. Furthermore, this knowledge has been paid for in large part by public funds, one way or
    another. We have an obligation to give the public a return on its investment.

    If scholars don't contribute their informed, disinterested perspectives, others will happily fill the gap. But these other voices also bring
    an interest in policy outcomes, whether partisan, ideological, or economic. As scholars, our interest is the truth. Now, I'm not so naive
    as to believe that academics have no self-interest in public policy (in fact, my call for action is itself promotional) or that we have a
    monopoly on truth. Far from it. But certainly we know much that is not common currency in the policy conversation, but should be.

    If we isolate ourselves in our labs and offices, both higher education and society suffer. If we aren't part of the policy conversation, if
    we aren't seen as contributing broadly to the public good, policy makers and taxpayers will continue to see higher education as
    merely a private good and support it as such. By participating in the policy conversation, scholars can generate a very visible public
    good.

    So, why don't we? There are three basic reasons.

    First, we are leery of making strong claims. As good methodologists, we avoid sweeping statements of fact, with due deference to the
    vagaries of empirical research, changing circumstances, and the complexity of the world. There should be proper skepticism about
    the results of individual studies, and large holes exist in our knowledge. But just because we don't know everything doesn't mean we
    know nothing. It doesn't mean that we can't make a valuable and unique contribution to the discussion.

    We can be reasonably confident about knowledge in our respective fields, particularly where there is some level of consensus.
    Focused primarily on cutting-edge research, we often take for granted these areas of consensus–except perhaps when teaching
    undergraduates. Indeed, this is exactly what we do teach our students. And the public, the media, and policy makers could benefit
    enormously from much of this baseline information. This knowledge-based information would be much more helpful to a journalist or
    policy maker than would the average academic journal article.

    Let me be clear: We don't need to be TV talking heads making categorical statements on the fly, but we should rightly feel some
    intellectual confidence from our years of education, research, and teaching on a subject. We are experts in our fields, and we need to
    own that.

    Second, we have a translation problem. Among the distinguishing characteristics of academic communication are the use of jargon,
    the assumption of tremendous audience background knowledge, and an awkward pride in the obtuseness of our prose and speech.
    Some of this is because our professional focus is often on third-order research problems, as is appropriate in the pursuit of science.
    We focus on what those outside our fields see as minutiae, which also can make our scholarship in comprehensible to nonspecialists.

    But we aren't always obtuse. In the classroom, especially with undergraduates, each of us adapts our communication style and
    content to people who are not so well versed in our jargon and assumptions. So with some effort, we could also do this for audiences
    off campus.

    Third, we lack incentives. As scholars, we have virtually no professional reason to reach beyond the walls of academe. Generally, we
    get hired, promoted, tenured, and otherwise rewarded based on our scholarship. We also must teach at least passably well. But the
    third leg of the tenure-and-promotion stool–service–is far less important. I recently asked a new chancellor at a research-intensive
    university what I thought was a rhetorical question: Had he ever denied tenure or promotion solely on the basis of lack of service? To
    my great surprise, he told me that he had. Silently, I assumed he was lying.

    In the social sciences, if your teaching and scholarship are adequate for whatever step on the personnel ladder you are facing, you
    will advance. Adequate service might consist of a couple of on-campus committee assignments and reviewing a few journal
    submissions. As such, most scholars have no incentive to involve themselves in their communities professionally. And those who are
    drawn to this work out of personal interest may even be actively discouraged from "wasting their time" writing an op-ed or speaking to
    the Kiwanis Club.

    Universities can and should address the translation and incentives problems. Workshops on how to work with the press, write for
    general audiences, testify before policy makers, or speak to civic groups can be sponsored, and should be actively promoted. Most
    universities have units that link professors to the media, and those units can be beefed up in terms of skill development and activity
    levels. As for incentives, establishing service requirements with bite could help. But perhaps not every scholar can or should be
    talking to the press and policy makers, so such requirements for service could become watered down in the end, as they are now.

    But to be most effective in generating high-quality public engagement, university administrators should think about ways to offer
    scholars their most valuable commodity –time. Typically, faculty members must sacrifice either research time or personal time to
    engage the public. While some might sacrifice research for engagement, these may not be those we want out in the community. And
    we can't rely on scholars sacrificing their personal time, for a whole host of reasons.

    However, professors might be willing to sacrifice a class to contribute to their expertise to the national conversation. Some sort of
    course-release arrangement is the best way to encourage and help scholars conduct sustained, informed public engagement. Of
    course, such an arrangement would have to be monitored closely to ensure that the university is getting its money's worth. But, along
    with a bit of training and staff support, through this approach a university can enhance its public profile through its best asset–its
    faculty.

    In the end, those of us in academe have a moral obligation to give society a broader return on its investments in higher education,
    just as we have a self-interest and an institutional interest in doing so. With more encouragement, and with scholars reconceiving
    public engagement as another teaching opportunity, we can and should do better.

    Christopher Z. Mooney is a professor of state politics at the University of Illinois at Springfield and at the university's Institute of
    Government and Public Affairs.

    Copyright: COPYRIGHT 2017 Chronicle of Higher Education, Inc.
    http://chronicle.com/section/About-the-Chronicle/83
    Source Citation (APA 7th Edition)
    Mooney, C. Z. (2017). The Vital Role of Scholarship in Public Discourse. The Chronicle of Higher Education, 64(15), A40.

    https://link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810
    Gale Document Number: GALE|A520581487

    [http://chronicle.com/section/About-the-Chronicle/83](http://chronicle.com/section/About-the-Chronicle/83)

    **## Week7App.docx**

    Intrucciones: no plagio, no inteligencia artificial

    Read
    [Mooney's (2017) article](https://mri.mrooms.net/pluginfile.php/1245808/mod_assign/intro/The%20Vital%20Role%20of%20Scholarship%20in%20Public%20Discourse.pdf) and annotate the text while reading. Then, write a full persuasive essay that answers to the following prompt:

    _Should scholars participate in civic life based on their expertise?_

    Your essay must have a proper introduction paragraph, two bodies that defend your point of view, one body that presents and explains the counterargument, and then refutes it. Finish with a proper conclusion paragraph. Cite at least one external source in each body paragraph. Each body paragraph needs to be 12-16-lines long.

    **Note**: Please note that this assignment needs to follow the APA format for student papers; therefore, you need to have Cover and References pages.

    **## TheVitalRoleofScholarshipinPublicDiscourse.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The Vital Role of Scholarship in Public Discourse
    Author: Christopher Z. Mooney
    Date: Dec. 8, 2017
    From: The Chronicle of Higher Education(Vol. 64, Issue 15)
    Publisher: Chronicle of Higher Education, Inc.
    Document Type: Viewpoint essay
    Length: 1,166 words

    Full Text:
    In an era of fake news, partisan deadlock, and rising ideological hysteria on both ends of the American political spectrum, public
    universities are uniquely positioned to promote rational, evidence-based governance. Scholars have the long and broad view devoted
    to W the pursuit of knowledge that policy makers and the public can't get elsewhere.

    But unfortunately for both American public higher education and society, we have systematically failed to engage the public-policy
    conversation effectively. We need to fix this.

    Universities are repositories of a long history of human intellectual development, filled with well-trained experts on virtually every
    public problem that policy makers face. Furthermore, this knowledge has been paid for in large part by public funds, one way or
    another. We have an obligation to give the public a return on its investment.

    If scholars don't contribute their informed, disinterested perspectives, others will happily fill the gap. But these other voices also bring
    an interest in policy outcomes, whether partisan, ideological, or economic. As scholars, our interest is the truth. Now, I'm not so naive
    as to believe that academics have no self-interest in public policy (in fact, my call for action is itself promotional) or that we have a
    monopoly on truth. Far from it. But certainly we know much that is not common currency in the policy conversation, but should be.

    If we isolate ourselves in our labs and offices, both higher education and society suffer. If we aren't part of the policy conversation, if
    we aren't seen as contributing broadly to the public good, policy makers and taxpayers will continue to see higher education as
    merely a private good and support it as such. By participating in the policy conversation, scholars can generate a very visible public
    good.

    So, why don't we? There are three basic reasons.

    First, we are leery of making strong claims. As good methodologists, we avoid sweeping statements of fact, with due deference to the
    vagaries of empirical research, changing circumstances, and the complexity of the world. There should be proper skepticism about
    the results of individual studies, and large holes exist in our knowledge. But just because we don't know everything doesn't mean we
    know nothing. It doesn't mean that we can't make a valuable and unique contribution to the discussion.

    We can be reasonably confident about knowledge in our respective fields, particularly where there is some level of consensus.
    Focused primarily on cutting-edge research, we often take for granted these areas of consensus–except perhaps when teaching
    undergraduates. Indeed, this is exactly what we do teach our students. And the public, the media, and policy makers could benefit
    enormously from much of this baseline information. This knowledge-based information would be much more helpful to a journalist or
    policy maker than would the average academic journal article.

    Let me be clear: We don't need to be TV talking heads making categorical statements on the fly, but we should rightly feel some
    intellectual confidence from our years of education, research, and teaching on a subject. We are experts in our fields, and we need to
    own that.

    Second, we have a translation problem. Among the distinguishing characteristics of academic communication are the use of jargon,
    the assumption of tremendous audience background knowledge, and an awkward pride in the obtuseness of our prose and speech.
    Some of this is because our professional focus is often on third-order research problems, as is appropriate in the pursuit of science.
    We focus on what those outside our fields see as minutiae, which also can make our scholarship in comprehensible to nonspecialists.

    But we aren't always obtuse. In the classroom, especially with undergraduates, each of us adapts our communication style and
    content to people who are not so well versed in our jargon and assumptions. So with some effort, we could also do this for audiences
    off campus.

    Third, we lack incentives. As scholars, we have virtually no professional reason to reach beyond the walls of academe. Generally, we
    get hired, promoted, tenured, and otherwise rewarded based on our scholarship. We also must teach at least passably well. But the
    third leg of the tenure-and-promotion stool–service–is far less important. I recently asked a new chancellor at a research-intensive
    university what I thought was a rhetorical question: Had he ever denied tenure or promotion solely on the basis of lack of service? To
    my great surprise, he told me that he had. Silently, I assumed he was lying.

    In the social sciences, if your teaching and scholarship are adequate for whatever step on the personnel ladder you are facing, you
    will advance. Adequate service might consist of a couple of on-campus committee assignments and reviewing a few journal
    submissions. As such, most scholars have no incentive to involve themselves in their communities professionally. And those who are
    drawn to this work out of personal interest may even be actively discouraged from "wasting their time" writing an op-ed or speaking to
    the Kiwanis Club.

    Universities can and should address the translation and incentives problems. Workshops on how to work with the press, write for
    general audiences, testify before policy makers, or speak to civic groups can be sponsored, and should be actively promoted. Most
    universities have units that link professors to the media, and those units can be beefed up in terms of skill development and activity
    levels. As for incentives, establishing service requirements with bite could help. But perhaps not every scholar can or should be
    talking to the press and policy makers, so such requirements for service could become watered down in the end, as they are now.

    But to be most effective in generating high-quality public engagement, university administrators should think about ways to offer
    scholars their most valuable commodity –time. Typically, faculty members must sacrifice either research time or personal time to
    engage the public. While some might sacrifice research for engagement, these may not be those we want out in the community. And
    we can't rely on scholars sacrificing their personal time, for a whole host of reasons.

    However, professors might be willing to sacrifice a class to contribute to their expertise to the national conversation. Some sort of
    course-release arrangement is the best way to encourage and help scholars conduct sustained, informed public engagement. Of
    course, such an arrangement would have to be monitored closely to ensure that the university is getting its money's worth. But, along
    with a bit of training and staff support, through this approach a university can enhance its public profile through its best asset–its
    faculty.

    In the end, those of us in academe have a moral obligation to give society a broader return on its investments in higher education,
    just as we have a self-interest and an institutional interest in doing so. With more encouragement, and with scholars reconceiving
    public engagement as another teaching opportunity, we can and should do better.

    Christopher Z. Mooney is a professor of state politics at the University of Illinois at Springfield and at the university's Institute of
    Government and Public Affairs.

    Copyright: COPYRIGHT 2017 Chronicle of Higher Education, Inc.
    http://chronicle.com/section/About-the-Chronicle/83
    Source Citation (APA 7th Edition)
    Mooney, C. Z. (2017). The Vital Role of Scholarship in Public Discourse. The Chronicle of Higher Education, 64(15), A40.

    https://link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810
    Gale Document Number: GALE|A520581487

    [http://chronicle.com/section/About-the-Chronicle/83](http://chronicle.com/section/About-the-Chronicle/83)

  • [Solved] EC- Essayyyy2

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    No plagio/No inteligencia artificial **files (5)** – ## EC-Essay2second.docx – ## 1.Beyond_the_pale_Race_in_Silicon_Valley3.pdf – ## Arg_SocialMedia_SampleSZMRU.docx – ## 2.Lawnssoftballbourbonandprivilege.pdf – 3.VeilofIgnorance.docx **## EC-Essay2second.docx** After having learned about ho…

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    No plagio/No inteligencia artificial

    **files (5)**

    – ## EC-Essay2second.docx

    – ## 1.Beyond_the_pale_Race_in_Silicon_Valley3.pdf

    – ## Arg_SocialMedia_SampleSZMRU.docx

    – ## 2.Lawnssoftballbourbonandprivilege.pdf

    – 3.VeilofIgnorance.docx

    **## EC-Essay2second.docx**

    After having learned about how to identify and use arguments and how to synthesize diverse perspectives, it is now time for you to apply the knowledge. In this assignment, you will write
    **a five-paragraph** **argumentative essay** based on
    **one** of the three topics provided below. Pay attention when developing your arguments and counterarguments.

    Please note that
    **each topic comes with an article** that you need to read beforehand. Somewhere in your essay, you need to
    **cite the accompanying article at least once**; if you wish, you can also cite other articles, but this one is a must. The article assigned to the topic should not be analyzed as a primary source but should only serve as supporting evidence either for one of your arguments or counterarguments. The accompanying articles are attached to this assignment, and they also provide a direct link for the article itself. Please
    **do not quote; instead, you should paraphrase**.

    Please note that you must submit this essay as a Word document, and it has to follow
    **proper APA format** and structure. Click
    [Here](https://mri.mrooms.net/pluginfile.php/1233263/mod_assign/intro/Here.docx) to see a sample.

    In addition, before writing your essay, please go over the argumentative essay template attached
    [**HERE**](https://mri.mrooms.net/pluginfile.php/1233263/mod_assign/intro/Argumentative%20EssayTemplate.docx).

    **Note**: MRU prohibits any forms of plagiarism (including artificial intelligence);
    _TurnItIn_ will be activated to avoid plagiarism.

    Argumentative Essay Topics:

    1.

    According to certain activists, one way of improving diversity in the workplace is through Affirmative Action measures. Yet California, a traditionally liberal state, rejected Affirmative Action on their November 2020 ballots. Why might a Democratic supermajority state reject this solution to diversity issues? Investigate the problem related to increasing diversity and opportunity to people of all races and ethnicities, and then write an argumentative essay where you propose what you consider to be the best solution, whether it is Affirmative Action or some other solution, to help solve this problem long term.

    Read the article titled “Beyond the Pale. Race in Silicon Valley.”

    2.

    In 2020, Black Lives Matter was both a hashtag and an organization; both the hashtag and the organization were particularly visible during the protests after George Floyd’s death during the summer of 2020. Some people willingly use the hashtag and support the organization. It is often stated that all lives cannot matter until Black lives matter. But others support the idea behind the hashtag #BlackLivesMatter while eschewing any relationship with the organization itself based on accusations of political extremism. Why would this organization appear extremist to some, causing them to reject its mission? Is this just a reflection of people’s dislike of the chaos created by the Floyd protests and riots (93% of which were considered peaceful according to the Armed Conflict Location & Event Data Project at acleddata.com)? Or is it a symptom of deeper, implicit biases? Is there some legitimacy to the claims of extremism for the Black Lives Matter group? Consider a strategy to improve understanding of the Black Lives Matter movement, both including the formal organization and the idea, and the best way to decrease any potential biases against Black people. Where would you start? Write an essay argumentative defending your strategy.

    Read the article titled “Lawns, softball, bourbon and privilege.”

    3.

    Choose an artifact that is specific to a particular culture, religion, or other group (like the hijab) and write an analysis of it. Describe the item, what it looks like, who wears or uses it, and why people of a particular group wear or use it. You may want to include a personal story of your own encounters with this artifact or images of it in your analysis, if appropriate. Investigate different ways that people interpret and react to this artifact, as well as ways that views on this artifact may have evolved in recent times. Write an argumentative essay where you argue about people’s different views of this artifact.

    **## 1.Beyond_the_pale_Race_in_Silicon_Valley3.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    Beyond the pale; Race in Silicon Valley
    Date: June 20, 2020
    From: The Economist
    Publisher: Economist Intelligence Unit N.A. Incorporated
    Document Type: Article
    Length: 529 words

    Full Text:
    The technology industry faces up to its diversity problem

    TO GET A sense of diversity in tech, take a stroll on University Avenue in Palo Alto, a city at the heart of Silicon Valley. Before the
    pandemic, if you encountered a black person, the chances were they worked in a local shop. African-Americans account for 3% of
    workers at America's five biggest technology firms (see chart) and probably less at smaller ones. About one in 50 partners at venture-
    capital (VC) firms is black. The figure among VC-financed entrepreneurs is one in 100. Such dismal numbers, and Silicon Valley's
    meritocratic pretensions, help explain why tech's response to the killing of George Floyd has been louder even than other industries'.
    Will outrage lead to lasting change?

    Pushed by a left-leaning workforce, big tech now regularly takes an activist stance on important issues, from immigration to the
    pandemic. Yet even by these standards, the reaction to the Black Lives Matter protests has been remarkable. Firms offered
    donations to race-related charities, set up funds to finance startups by non-white founders, stopped selling controversial technologies
    such as facial recognition and vowed to purge their software of racist language. Apple and YouTube (part of Google) each pledged
    $100m to combat racism with educational schemes and support for black artists. On June 17th Google said it would raise the share
    of "under-represented groups" in leadership by 30% by 2025.

    Yet corporate activism will amount to little if tech firms and their financiers do not change how they operate, says Sydney Sykes, co-
    founder of BLCK VC, a group on a mission to swell the ranks of black venture capitalists in America. Companies must make more of
    an effort to promote and retain minority employees. VC firms have to examine why they often reject pitches by minority
    entrepreneurs; a simple "just can't get excited about this" is no longer enough. They should also broaden their professional networks
    beyond the usual lily-white crowd, argues Elliott Robinson of Bessemer Venture Partners, a big VC firm.

    Since diversity, particularly on gender, became a hot topic in the tech industry a few years ago, progress has been slow. But Ms
    Sykes believes things will speed up now. Customers and employees want it. And the firms have started to twig that lofty statements
    and charity do not suffice. Facebook's chief diversity officer, Maxine Williams, now reports directly to Sheryl Sandberg, the firm's
    number two (though not to its boss, as some would like). At Reddit, a popular discussion website, a white co-founder, Alexis Ohanian,
    stepped down from the board to make way for a black replacement, Michael Seibel, boss of Y Combinator, a startup school. On June
    17th Apple said it would replace its diversity chief.

    Mr Robinson has long lamented the tech industry's "diversity theatre": grand statements followed by little action. But even he is
    somewhat hopeful. Thanks to smartphones, he says, whites can see for themselves how black people are treated–and want it to
    stop. He knows all too well: he has been forcibly restrained by police three times in his life, for no reason other than the colour of his
    skin. The last time was not far from University Avenue.

    Copyright: COPYRIGHT 2020 Economist Intelligence Unit N.A. Incorporated
    http://store.eiu.com/
    Source Citation (MLA 9th Edition)
    "Beyond the pale; Race in Silicon Valley." The Economist, 20 June 2020, p. 54(US). Gale College Collection,

    link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 18 June 2023.
    Gale Document Number: GALE|A626946756

    [http://store.eiu.com/](http://store.eiu.com/)

    **## Arg_SocialMedia_SampleSZMRU.docx**

    2

    **Effects of Social Media**

    Student First Name Midde Initial Last Name

    School of Arts and Sciences, Miami Regional University

    ENC1102: English Composition II

    Professor Shazia Zaidi

    March 22nd, 2026

    **Effects of Social Media**

    Nowadays, the use of social media accounts has been on the rise, especially with over 4.62 billion users (Fatehkia et al., 2018). This is an issue because the increased usage means people are becoming addicted to it. The addition can lead to decreased physical activity, poor performance at school or work, depression, anxiety, and low self-esteem. Some people say that they create true connections using social media with people not within their geographical capability of reach because it turns the world into a small village. Other people say that they find happiness on Facebook because they can watch funny videos and also read memes. In my opinion, social media accounts are a key contributor to people being scammed as well as cyber bullying.

    **Scamming**

    One reason I think that social media accounts have many disadvantages is that they can lead to the scamming of innocent people. For example, individuals can create social media accounts in which they can post videos and photos indicating that they have a thrift store and sell clothes. Once a person gets interested in the commodity, they will go ahead and shop from them. Most of these online stores request upfront payment, and once they receive the payment, they block the client (Kawaf and Istanbulluoglu, 2019). From this, it is a clear indication that innocent people will be scammed. This means that the online conman will scare aware customers from online shopping. Therefore, I think that this trend will affect other decent online stores, such as Amazon, by decreasing their online sales. People will be cautious about shopping online because of the fear of being conned.

    **Cyber Bullying**

    Another reason I think that social media accounts are big contributors to cyber bullying is that this is a type of bullying that happens on digital devices such as laptops and phones. It involves emailing, broadcasting, or spreading damaging, inaccurate, or offensive information about another person. Cyberbullying can happen, for example, when someone makes a fake social media account to make fun of someone else. This means that cyberbullying will impact the person being ridiculed negatively (Khairy et al., 2021). Such repercussions include mental health issues, low self-esteem, acting out violently, and depression. According to the article,
    _what are you talking about? meaning and machine intelligence_, social media accounts have the ability to mimic someone based on what someone feed them but the key challenge is that they cannot have a true conversation. From this, the auto mimic can be in a way that embarrasses someone after looking into dirty content. This creates an auto bully because of the poor recommendations by an account. Therefore, I think cyberbullying is a vice that trends on social media accounts, leading to negative outcomes for the bullied individual.

    **Counterview along with Rebuttal**

    Some people say that social media accounts provide the best market for products because of the huge number of people using them. Cyber-bullying is a way of making soft people tough. They say that these accounts breach the gap between the buyer and seller by creating a common platform for them to mingle without moving from one place to another, and so they think people are not scammed online. Moreover, they say that ridiculing a person without his or her consent can make them trend, leading to their prosperity because of online fame. The idea is right in some ways, but I disagree with them because many scammers have taken advantage of the online trade on social media platforms. Since people tend to shop online, scammers sell false goods to people, and this leads to innocent people suffering. Also, I disagree with them because making a person famous by cyberbullying them can be in a bad way, leading to their downfall in mental health issues.

    **Conclusion**

    In conclusion, I believe that social media accounts are the key contributor to people losing their money online as well as leading to many individuals' mental health problems. I think that the only way to avoid this is by educating people about social media advantages and disadvantages and how to balance real life with the online world. It is important because it will solve a lot of problems related to social media.

    **References**

    What are you talking about? Meaning and machine intelligence. (2017, Jan. 7).
    _The Economist, 422_(9022), 9.

    Fatehkia, M., Kashyap, R., & Weber, I. (2018). Using Facebook ad data to track the global digital gender gap.
    _World Development_,
    _107_, 189-209.

    Kawaf, F., & Istanbulluoglu, D. (2019). Online fashion shopping paradox: The role of customer reviews and facebook marketing.
    _Journal of Retailing and Consumer Services_,
    _48_, 144-153.

    Khairy, M., Mahmoud, T. M., Abd-El-Hafeez, T., & Mahfouz, A. (2021, March). User Awareness of Privacy, Reporting System and Cyberbullying on Facebook. In
    _International Conference on Advanced Machine Learning Technologies and Applications_ (pp. 613-625). Springer, Cham.

    **## 2.Lawnssoftballbourbonandprivilege.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    Lawns, softball, bourbon and privilege: I have feared white
    men and I have loved them
    Author: Roxane Gay
    Date: Oct. 10, 2014
    From: New Statesman(Vol. 143, Issue 5231)
    Publisher: New Statesman, Ltd.
    Document Type: Essay
    Length: 1,096 words

    Full Text:
    I have known white men. I have loved white men. This often surprises people. They read my writing about race and gender and make
    assumptions. They think that a passionate desire for equality rises from a place of hatred rather than from an abiding sense of
    fairness. They misunderstand equality as the destruction of one group instead of the salvation of another.

    There was the first boy I ever loved–golden-haired, blue-eyed–and then he and several other boys who were just like him did
    something terrible to me. It would have been easy, I suppose, to imagine that all white men were like that: brute, taking what they
    wanted as if it were owed to them. Perhaps I do think that of white men. Some days, I cannot be sure.

    I am a child of the suburbs and forgotten rural places. For most of my life, I have lived in areas where I am the exception rather than
    the rule. I have known white men. I have watched them mow their lawns and play softball on Thursday nights and drink beer and go
    to work each morning in their sensible suits and sensible shoes. I have studied the confidence with which they walk, the shape of
    their squared shoulders, the almost unbearable firmness of their handshake. I have seen how they survey a room they enter, knowing
    they have an inalienable right to fill that space as they see fit, no matter the circumstance. I have hated such confidence. I have
    envied such confidence.

    I have seen white men presiding over trials, presiding over corporations, presiding over many countries in the western world. I have
    watched as they have made choices that serve, mostly, their own best interests. I have watched as such self-interest has gone
    unchecked and even been encouraged.

    I have seen white men kill men and women with skin like mine because their fear of difference overcame grace and humanity. It pains
    me to realise this but I will continue to bear witness to such disgrace. I will continue to be powerless in the face of it.

    When I see a white man ambling towards me on the street at night, or when I am in an elevator with him, or when I see him in the car
    next to mine on the interstate, I often think I should be afraid. I know what white men are capable of. Bullets are impervious to
    righteousness. I and many others will be forced to mourn Amadou Diallo, Trayvon Martin, Renisha McBride, Eric Garner, Mike Brown,
    John Crawford and, and, and …

    I have written about white men and how prominently they figure in our culture. I have written about the ease with which they move
    through the world. I have written about how far too many white men are unwilling to acknowledge that ease, that privilege. They hate
    that word, privilege. They hear it as an accusation rather than a statement of fact. They see it as an attack on their character or an
    attack on their way of life. They feel threatened and, perhaps, they should. They know how good they have it. They know what their
    lives would be like if they lost that privilege. No one would willingly relinquish such power.

    White men have written to me to tell me I am wrong. White men have written to me to tell me their sad stories, as if their suffering,
    great or small, were the bridge across which we could find common ground. They are not interested in my sad stories. When these
    white men write to me, they are trying to say, "I am more than my skin." They are trying to say, "I bleed, too." I want to write back and
    say, "I never said otherwise."

    There is the most recent man I loved–the rugged sort, a logger and a hunter. He was persistent. He took me into the woods and
    showed me hidden waterfalls. He took me deer hunting in the cold, early morning. He taught me the various parts of a crossbow and
    how to hold it properly, braced against the shoulder. He taught me how to exhale as I pressed the trigger. He loved the natural world
    and understood it better than people.

    He couldn't stand heat and humidity. He kept a beard even though I often urged him to shave so I could see the smooth of his face.

    He drove a truck and he had a cabin on a lake and he loved to fish. I would sit on the dock at his cabin reading while he held his
    fishing pole, staring at the water like he knew the mysteries lurking beneath the surface. I stared at him over the pages of my book
    like I knew the mysteries lurking beneath his surface.

    He was conservative and I was decidedly not. When I tried to lure him to my liberal way of thinking, he smiled at me like I still had so
    much to learn. 1 loved to argue with him. I loved to make him question his place in the world the way he made me question mine. I
    made him happy. He made me happy. We never knew if that was enough.

    He was a drinker, beer and bourbon mostly. On weekends, we would go out to a bar or the bowling alley, anything to get out of the
    house, hear a little music, dance together. We lived in a really small town. We were never going to be able to hide in plain sight. We
    drew attention as an unlikely couple: my brown skin, his skin somewhat paler, me the quiet graduate student, he the outdoorsman
    with thickly calloused hands and a calm demeanour until the drink got in him real good.

    Small town, middle of nowhere, far from everything–people couldn't keep their opinions to themselves and he couldn't keep his fists
    to himself. He was a drinker and he was a brawler. He could not understand why anyone would question his choices, the things that
    made him happy. He said he was defending my honour but really he was defending his.

    At night, in bed, he would say, "I love your skin," and then he would show me how he loved my skin, how he loved me as more than
    my skin. He showed me how to love him as more than his skin.

    I have known white men.

    Roxane Gay is a professor of English at Purdue University, Indiana. Her collection of essays "Bad Feminist" is published by Corsair
    (12.99 [pounds sterling])

    Copyright: COPYRIGHT 2014 New Statesman, Ltd.
    http://www.newstatesman.com/
    Source Citation (MLA 9th Edition)
    Gay, Roxane. "Lawns, softball, bourbon and privilege: I have feared white men and I have loved them." New Statesman, vol. 143, no.

    5231, 10 Oct. 2014, pp. 36+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-
    GCCO&xid=dcbb4810. Accessed 18 June 2023.

    Gale Document Number: GALE|A388051364

    [http://www.newstatesman.com/](http://www.newstatesman.com/)

    **3.VeilofIgnorance.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-veilofignorance-docx-10585757)

    **3.VeilofIgnorance.docx**

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    **## EC-Essay2second.docx**

    After having learned about how to identify and use arguments and how to synthesize diverse perspectives, it is now time for you to apply the knowledge. In this assignment, you will write
    **a five-paragraph** **argumentative essay** based on
    **one** of the three topics provided below. Pay attention when developing your arguments and counterarguments.

    Please note that
    **each topic comes with an article** that you need to read beforehand. Somewhere in your essay, you need to
    **cite the accompanying article at least once**; if you wish, you can also cite other articles, but this one is a must. The article assigned to the topic should not be analyzed as a primary source but should only serve as supporting evidence either for one of your arguments or counterarguments. The accompanying articles are attached to this assignment, and they also provide a direct link for the article itself. Please
    **do not quote; instead, you should paraphrase**.

    Please note that you must submit this essay as a Word document, and it has to follow
    **proper APA format** and structure. Click
    [Here](https://mri.mrooms.net/pluginfile.php/1233263/mod_assign/intro/Here.docx) to see a sample.

    In addition, before writing your essay, please go over the argumentative essay template attached
    [**HERE**](https://mri.mrooms.net/pluginfile.php/1233263/mod_assign/intro/Argumentative%20EssayTemplate.docx).

    **Note**: MRU prohibits any forms of plagiarism (including artificial intelligence);
    _TurnItIn_ will be activated to avoid plagiarism.

    Argumentative Essay Topics:

    1.

    According to certain activists, one way of improving diversity in the workplace is through Affirmative Action measures. Yet California, a traditionally liberal state, rejected Affirmative Action on their November 2020 ballots. Why might a Democratic supermajority state reject this solution to diversity issues? Investigate the problem related to increasing diversity and opportunity to people of all races and ethnicities, and then write an argumentative essay where you propose what you consider to be the best solution, whether it is Affirmative Action or some other solution, to help solve this problem long term.

    Read the article titled “Beyond the Pale. Race in Silicon Valley.”

    2.

    In 2020, Black Lives Matter was both a hashtag and an organization; both the hashtag and the organization were particularly visible during the protests after George Floyd’s death during the summer of 2020. Some people willingly use the hashtag and support the organization. It is often stated that all lives cannot matter until Black lives matter. But others support the idea behind the hashtag #BlackLivesMatter while eschewing any relationship with the organization itself based on accusations of political extremism. Why would this organization appear extremist to some, causing them to reject its mission? Is this just a reflection of people’s dislike of the chaos created by the Floyd protests and riots (93% of which were considered peaceful according to the Armed Conflict Location & Event Data Project at acleddata.com)? Or is it a symptom of deeper, implicit biases? Is there some legitimacy to the claims of extremism for the Black Lives Matter group? Consider a strategy to improve understanding of the Black Lives Matter movement, both including the formal organization and the idea, and the best way to decrease any potential biases against Black people. Where would you start? Write an essay argumentative defending your strategy.

    Read the article titled “Lawns, softball, bourbon and privilege.”

    3.

    Choose an artifact that is specific to a particular culture, religion, or other group (like the hijab) and write an analysis of it. Describe the item, what it looks like, who wears or uses it, and why people of a particular group wear or use it. You may want to include a personal story of your own encounters with this artifact or images of it in your analysis, if appropriate. Investigate different ways that people interpret and react to this artifact, as well as ways that views on this artifact may have evolved in recent times. Write an argumentative essay where you argue about people’s different views of this artifact.

    **## 1.Beyond_the_pale_Race_in_Silicon_Valley3.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
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    generated PDF functionality and any output derived therefrom.

    Beyond the pale; Race in Silicon Valley
    Date: June 20, 2020
    From: The Economist
    Publisher: Economist Intelligence Unit N.A. Incorporated
    Document Type: Article
    Length: 529 words

    Full Text:
    The technology industry faces up to its diversity problem

    TO GET A sense of diversity in tech, take a stroll on University Avenue in Palo Alto, a city at the heart of Silicon Valley. Before the
    pandemic, if you encountered a black person, the chances were they worked in a local shop. African-Americans account for 3% of
    workers at America's five biggest technology firms (see chart) and probably less at smaller ones. About one in 50 partners at venture-
    capital (VC) firms is black. The figure among VC-financed entrepreneurs is one in 100. Such dismal numbers, and Silicon Valley's
    meritocratic pretensions, help explain why tech's response to the killing of George Floyd has been louder even than other industries'.
    Will outrage lead to lasting change?

    Pushed by a left-leaning workforce, big tech now regularly takes an activist stance on important issues, from immigration to the
    pandemic. Yet even by these standards, the reaction to the Black Lives Matter protests has been remarkable. Firms offered
    donations to race-related charities, set up funds to finance startups by non-white founders, stopped selling controversial technologies
    such as facial recognition and vowed to purge their software of racist language. Apple and YouTube (part of Google) each pledged
    $100m to combat racism with educational schemes and support for black artists. On June 17th Google said it would raise the share
    of "under-represented groups" in leadership by 30% by 2025.

    Yet corporate activism will amount to little if tech firms and their financiers do not change how they operate, says Sydney Sykes, co-
    founder of BLCK VC, a group on a mission to swell the ranks of black venture capitalists in America. Companies must make more of
    an effort to promote and retain minority employees. VC firms have to examine why they often reject pitches by minority
    entrepreneurs; a simple "just can't get excited about this" is no longer enough. They should also broaden their professional networks
    beyond the usual lily-white crowd, argues Elliott Robinson of Bessemer Venture Partners, a big VC firm.

    Since diversity, particularly on gender, became a hot topic in the tech industry a few years ago, progress has been slow. But Ms
    Sykes believes things will speed up now. Customers and employees want it. And the firms have started to twig that lofty statements
    and charity do not suffice. Facebook's chief diversity officer, Maxine Williams, now reports directly to Sheryl Sandberg, the firm's
    number two (though not to its boss, as some would like). At Reddit, a popular discussion website, a white co-founder, Alexis Ohanian,
    stepped down from the board to make way for a black replacement, Michael Seibel, boss of Y Combinator, a startup school. On June
    17th Apple said it would replace its diversity chief.

    Mr Robinson has long lamented the tech industry's "diversity theatre": grand statements followed by little action. But even he is
    somewhat hopeful. Thanks to smartphones, he says, whites can see for themselves how black people are treated–and want it to
    stop. He knows all too well: he has been forcibly restrained by police three times in his life, for no reason other than the colour of his
    skin. The last time was not far from University Avenue.

    Copyright: COPYRIGHT 2020 Economist Intelligence Unit N.A. Incorporated
    http://store.eiu.com/
    Source Citation (MLA 9th Edition)
    "Beyond the pale; Race in Silicon Valley." The Economist, 20 June 2020, p. 54(US). Gale College Collection,

    link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 18 June 2023.
    Gale Document Number: GALE|A626946756

    [http://store.eiu.com/](http://store.eiu.com/)

    **## Arg_SocialMedia_SampleSZMRU.docx**

    2

    **Effects of Social Media**

    Student First Name Midde Initial Last Name

    School of Arts and Sciences, Miami Regional University

    ENC1102: English Composition II

    Professor Shazia Zaidi

    March 22nd, 2026

    **Effects of Social Media**

    Nowadays, the use of social media accounts has been on the rise, especially with over 4.62 billion users (Fatehkia et al., 2018). This is an issue because the increased usage means people are becoming addicted to it. The addition can lead to decreased physical activity, poor performance at school or work, depression, anxiety, and low self-esteem. Some people say that they create true connections using social media with people not within their geographical capability of reach because it turns the world into a small village. Other people say that they find happiness on Facebook because they can watch funny videos and also read memes. In my opinion, social media accounts are a key contributor to people being scammed as well as cyber bullying.

    **Scamming**

    One reason I think that social media accounts have many disadvantages is that they can lead to the scamming of innocent people. For example, individuals can create social media accounts in which they can post videos and photos indicating that they have a thrift store and sell clothes. Once a person gets interested in the commodity, they will go ahead and shop from them. Most of these online stores request upfront payment, and once they receive the payment, they block the client (Kawaf and Istanbulluoglu, 2019). From this, it is a clear indication that innocent people will be scammed. This means that the online conman will scare aware customers from online shopping. Therefore, I think that this trend will affect other decent online stores, such as Amazon, by decreasing their online sales. People will be cautious about shopping online because of the fear of being conned.

    **Cyber Bullying**

    Another reason I think that social media accounts are big contributors to cyber bullying is that this is a type of bullying that happens on digital devices such as laptops and phones. It involves emailing, broadcasting, or spreading damaging, inaccurate, or offensive information about another person. Cyberbullying can happen, for example, when someone makes a fake social media account to make fun of someone else. This means that cyberbullying will impact the person being ridiculed negatively (Khairy et al., 2021). Such repercussions include mental health issues, low self-esteem, acting out violently, and depression. According to the article,
    _what are you talking about? meaning and machine intelligence_, social media accounts have the ability to mimic someone based on what someone feed them but the key challenge is that they cannot have a true conversation. From this, the auto mimic can be in a way that embarrasses someone after looking into dirty content. This creates an auto bully because of the poor recommendations by an account. Therefore, I think cyberbullying is a vice that trends on social media accounts, leading to negative outcomes for the bullied individual.

    **Counterview along with Rebuttal**

    Some people say that social media accounts provide the best market for products because of the huge number of people using them. Cyber-bullying is a way of making soft people tough. They say that these accounts breach the gap between the buyer and seller by creating a common platform for them to mingle without moving from one place to another, and so they think people are not scammed online. Moreover, they say that ridiculing a person without his or her consent can make them trend, leading to their prosperity because of online fame. The idea is right in some ways, but I disagree with them because many scammers have taken advantage of the online trade on social media platforms. Since people tend to shop online, scammers sell false goods to people, and this leads to innocent people suffering. Also, I disagree with them because making a person famous by cyberbullying them can be in a bad way, leading to their downfall in mental health issues.

    **Conclusion**

    In conclusion, I believe that social media accounts are the key contributor to people losing their money online as well as leading to many individuals' mental health problems. I think that the only way to avoid this is by educating people about social media advantages and disadvantages and how to balance real life with the online world. It is important because it will solve a lot of problems related to social media.

    **References**

    What are you talking about? Meaning and machine intelligence. (2017, Jan. 7).
    _The Economist, 422_(9022), 9.

    Fatehkia, M., Kashyap, R., & Weber, I. (2018). Using Facebook ad data to track the global digital gender gap.
    _World Development_,
    _107_, 189-209.

    Kawaf, F., & Istanbulluoglu, D. (2019). Online fashion shopping paradox: The role of customer reviews and facebook marketing.
    _Journal of Retailing and Consumer Services_,
    _48_, 144-153.

    Khairy, M., Mahmoud, T. M., Abd-El-Hafeez, T., & Mahfouz, A. (2021, March). User Awareness of Privacy, Reporting System and Cyberbullying on Facebook. In
    _International Conference on Advanced Machine Learning Technologies and Applications_ (pp. 613-625). Springer, Cham.

    **## 2.Lawnssoftballbourbonandprivilege.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
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    generated PDF functionality and any output derived therefrom.

    Lawns, softball, bourbon and privilege: I have feared white
    men and I have loved them
    Author: Roxane Gay
    Date: Oct. 10, 2014
    From: New Statesman(Vol. 143, Issue 5231)
    Publisher: New Statesman, Ltd.
    Document Type: Essay
    Length: 1,096 words

    Full Text:
    I have known white men. I have loved white men. This often surprises people. They read my writing about race and gender and make
    assumptions. They think that a passionate desire for equality rises from a place of hatred rather than from an abiding sense of
    fairness. They misunderstand equality as the destruction of one group instead of the salvation of another.

    There was the first boy I ever loved–golden-haired, blue-eyed–and then he and several other boys who were just like him did
    something terrible to me. It would have been easy, I suppose, to imagine that all white men were like that: brute, taking what they
    wanted as if it were owed to them. Perhaps I do think that of white men. Some days, I cannot be sure.

    I am a child of the suburbs and forgotten rural places. For most of my life, I have lived in areas where I am the exception rather than
    the rule. I have known white men. I have watched them mow their lawns and play softball on Thursday nights and drink beer and go
    to work each morning in their sensible suits and sensible shoes. I have studied the confidence with which they walk, the shape of
    their squared shoulders, the almost unbearable firmness of their handshake. I have seen how they survey a room they enter, knowing
    they have an inalienable right to fill that space as they see fit, no matter the circumstance. I have hated such confidence. I have
    envied such confidence.

    I have seen white men presiding over trials, presiding over corporations, presiding over many countries in the western world. I have
    watched as they have made choices that serve, mostly, their own best interests. I have watched as such self-interest has gone
    unchecked and even been encouraged.

    I have seen white men kill men and women with skin like mine because their fear of difference overcame grace and humanity. It pains
    me to realise this but I will continue to bear witness to such disgrace. I will continue to be powerless in the face of it.

    When I see a white man ambling towards me on the street at night, or when I am in an elevator with him, or when I see him in the car
    next to mine on the interstate, I often think I should be afraid. I know what white men are capable of. Bullets are impervious to
    righteousness. I and many others will be forced to mourn Amadou Diallo, Trayvon Martin, Renisha McBride, Eric Garner, Mike Brown,
    John Crawford and, and, and …

    I have written about white men and how prominently they figure in our culture. I have written about the ease with which they move
    through the world. I have written about how far too many white men are unwilling to acknowledge that ease, that privilege. They hate
    that word, privilege. They hear it as an accusation rather than a statement of fact. They see it as an attack on their character or an
    attack on their way of life. They feel threatened and, perhaps, they should. They know how good they have it. They know what their
    lives would be like if they lost that privilege. No one would willingly relinquish such power.

    White men have written to me to tell me I am wrong. White men have written to me to tell me their sad stories, as if their suffering,
    great or small, were the bridge across which we could find common ground. They are not interested in my sad stories. When these
    white men write to me, they are trying to say, "I am more than my skin." They are trying to say, "I bleed, too." I want to write back and
    say, "I never said otherwise."

    There is the most recent man I loved–the rugged sort, a logger and a hunter. He was persistent. He took me into the woods and
    showed me hidden waterfalls. He took me deer hunting in the cold, early morning. He taught me the various parts of a crossbow and
    how to hold it properly, braced against the shoulder. He taught me how to exhale as I pressed the trigger. He loved the natural world
    and understood it better than people.

    He couldn't stand heat and humidity. He kept a beard even though I often urged him to shave so I could see the smooth of his face.

    He drove a truck and he had a cabin on a lake and he loved to fish. I would sit on the dock at his cabin reading while he held his
    fishing pole, staring at the water like he knew the mysteries lurking beneath the surface. I stared at him over the pages of my book
    like I knew the mysteries lurking beneath his surface.

    He was conservative and I was decidedly not. When I tried to lure him to my liberal way of thinking, he smiled at me like I still had so
    much to learn. 1 loved to argue with him. I loved to make him question his place in the world the way he made me question mine. I
    made him happy. He made me happy. We never knew if that was enough.

    He was a drinker, beer and bourbon mostly. On weekends, we would go out to a bar or the bowling alley, anything to get out of the
    house, hear a little music, dance together. We lived in a really small town. We were never going to be able to hide in plain sight. We
    drew attention as an unlikely couple: my brown skin, his skin somewhat paler, me the quiet graduate student, he the outdoorsman
    with thickly calloused hands and a calm demeanour until the drink got in him real good.

    Small town, middle of nowhere, far from everything–people couldn't keep their opinions to themselves and he couldn't keep his fists
    to himself. He was a drinker and he was a brawler. He could not understand why anyone would question his choices, the things that
    made him happy. He said he was defending my honour but really he was defending his.

    At night, in bed, he would say, "I love your skin," and then he would show me how he loved my skin, how he loved me as more than
    my skin. He showed me how to love him as more than his skin.

    I have known white men.

    Roxane Gay is a professor of English at Purdue University, Indiana. Her collection of essays "Bad Feminist" is published by Corsair
    (12.99 [pounds sterling])

    Copyright: COPYRIGHT 2014 New Statesman, Ltd.
    http://www.newstatesman.com/
    Source Citation (MLA 9th Edition)
    Gay, Roxane. "Lawns, softball, bourbon and privilege: I have feared white men and I have loved them." New Statesman, vol. 143, no.

    5231, 10 Oct. 2014, pp. 36+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-
    GCCO&xid=dcbb4810. Accessed 18 June 2023.

    Gale Document Number: GALE|A388051364

    [http://www.newstatesman.com/](http://www.newstatesman.com/)

    **3.VeilofIgnorance.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-veilofignorance-docx-10585757)

    **## EC-Essay2second.docx**

    After having learned about how to identify and use arguments and how to synthesize diverse perspectives, it is now time for you to apply the knowledge. In this assignment, you will write
    **a five-paragraph** **argumentative essay** based on
    **one** of the three topics provided below. Pay attention when developing your arguments and counterarguments.

    Please note that
    **each topic comes with an article** that you need to read beforehand. Somewhere in your essay, you need to
    **cite the accompanying article at least once**; if you wish, you can also cite other articles, but this one is a must. The article assigned to the topic should not be analyzed as a primary source but should only serve as supporting evidence either for one of your arguments or counterarguments. The accompanying articles are attached to this assignment, and they also provide a direct link for the article itself. Please
    **do not quote; instead, you should paraphrase**.

    Please note that you must submit this essay as a Word document, and it has to follow
    **proper APA format** and structure. Click
    [Here](https://mri.mrooms.net/pluginfile.php/1233263/mod_assign/intro/Here.docx) to see a sample.

    In addition, before writing your essay, please go over the argumentative essay template attached
    [**HERE**](https://mri.mrooms.net/pluginfile.php/1233263/mod_assign/intro/Argumentative%20EssayTemplate.docx).

    **Note**: MRU prohibits any forms of plagiarism (including artificial intelligence);
    _TurnItIn_ will be activated to avoid plagiarism.

    Argumentative Essay Topics:

    1.

    According to certain activists, one way of improving diversity in the workplace is through Affirmative Action measures. Yet California, a traditionally liberal state, rejected Affirmative Action on their November 2020 ballots. Why might a Democratic supermajority state reject this solution to diversity issues? Investigate the problem related to increasing diversity and opportunity to people of all races and ethnicities, and then write an argumentative essay where you propose what you consider to be the best solution, whether it is Affirmative Action or some other solution, to help solve this problem long term.

    Read the article titled “Beyond the Pale. Race in Silicon Valley.”

    2.

    In 2020, Black Lives Matter was both a hashtag and an organization; both the hashtag and the organization were particularly visible during the protests after George Floyd’s death during the summer of 2020. Some people willingly use the hashtag and support the organization. It is often stated that all lives cannot matter until Black lives matter. But others support the idea behind the hashtag #BlackLivesMatter while eschewing any relationship with the organization itself based on accusations of political extremism. Why would this organization appear extremist to some, causing them to reject its mission? Is this just a reflection of people’s dislike of the chaos created by the Floyd protests and riots (93% of which were considered peaceful according to the Armed Conflict Location & Event Data Project at acleddata.com)? Or is it a symptom of deeper, implicit biases? Is there some legitimacy to the claims of extremism for the Black Lives Matter group? Consider a strategy to improve understanding of the Black Lives Matter movement, both including the formal organization and the idea, and the best way to decrease any potential biases against Black people. Where would you start? Write an essay argumentative defending your strategy.

    Read the article titled “Lawns, softball, bourbon and privilege.”

    3.

    Choose an artifact that is specific to a particular culture, religion, or other group (like the hijab) and write an analysis of it. Describe the item, what it looks like, who wears or uses it, and why people of a particular group wear or use it. You may want to include a personal story of your own encounters with this artifact or images of it in your analysis, if appropriate. Investigate different ways that people interpret and react to this artifact, as well as ways that views on this artifact may have evolved in recent times. Write an argumentative essay where you argue about people’s different views of this artifact.

    **## 1.Beyond_the_pale_Race_in_Silicon_Valley3.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    Beyond the pale; Race in Silicon Valley
    Date: June 20, 2020
    From: The Economist
    Publisher: Economist Intelligence Unit N.A. Incorporated
    Document Type: Article
    Length: 529 words

    Full Text:
    The technology industry faces up to its diversity problem

    TO GET A sense of diversity in tech, take a stroll on University Avenue in Palo Alto, a city at the heart of Silicon Valley. Before the
    pandemic, if you encountered a black person, the chances were they worked in a local shop. African-Americans account for 3% of
    workers at America's five biggest technology firms (see chart) and probably less at smaller ones. About one in 50 partners at venture-
    capital (VC) firms is black. The figure among VC-financed entrepreneurs is one in 100. Such dismal numbers, and Silicon Valley's
    meritocratic pretensions, help explain why tech's response to the killing of George Floyd has been louder even than other industries'.
    Will outrage lead to lasting change?

    Pushed by a left-leaning workforce, big tech now regularly takes an activist stance on important issues, from immigration to the
    pandemic. Yet even by these standards, the reaction to the Black Lives Matter protests has been remarkable. Firms offered
    donations to race-related charities, set up funds to finance startups by non-white founders, stopped selling controversial technologies
    such as facial recognition and vowed to purge their software of racist language. Apple and YouTube (part of Google) each pledged
    $100m to combat racism with educational schemes and support for black artists. On June 17th Google said it would raise the share
    of "under-represented groups" in leadership by 30% by 2025.

    Yet corporate activism will amount to little if tech firms and their financiers do not change how they operate, says Sydney Sykes, co-
    founder of BLCK VC, a group on a mission to swell the ranks of black venture capitalists in America. Companies must make more of
    an effort to promote and retain minority employees. VC firms have to examine why they often reject pitches by minority
    entrepreneurs; a simple "just can't get excited about this" is no longer enough. They should also broaden their professional networks
    beyond the usual lily-white crowd, argues Elliott Robinson of Bessemer Venture Partners, a big VC firm.

    Since diversity, particularly on gender, became a hot topic in the tech industry a few years ago, progress has been slow. But Ms
    Sykes believes things will speed up now. Customers and employees want it. And the firms have started to twig that lofty statements
    and charity do not suffice. Facebook's chief diversity officer, Maxine Williams, now reports directly to Sheryl Sandberg, the firm's
    number two (though not to its boss, as some would like). At Reddit, a popular discussion website, a white co-founder, Alexis Ohanian,
    stepped down from the board to make way for a black replacement, Michael Seibel, boss of Y Combinator, a startup school. On June
    17th Apple said it would replace its diversity chief.

    Mr Robinson has long lamented the tech industry's "diversity theatre": grand statements followed by little action. But even he is
    somewhat hopeful. Thanks to smartphones, he says, whites can see for themselves how black people are treated–and want it to
    stop. He knows all too well: he has been forcibly restrained by police three times in his life, for no reason other than the colour of his
    skin. The last time was not far from University Avenue.

    Copyright: COPYRIGHT 2020 Economist Intelligence Unit N.A. Incorporated
    http://store.eiu.com/
    Source Citation (MLA 9th Edition)
    "Beyond the pale; Race in Silicon Valley." The Economist, 20 June 2020, p. 54(US). Gale College Collection,

    link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-GCCO&xid=dcbb4810. Accessed 18 June 2023.
    Gale Document Number: GALE|A626946756

    [http://store.eiu.com/](http://store.eiu.com/)

    **## Arg_SocialMedia_SampleSZMRU.docx**

    2

    **Effects of Social Media**

    Student First Name Midde Initial Last Name

    School of Arts and Sciences, Miami Regional University

    ENC1102: English Composition II

    Professor Shazia Zaidi

    March 22nd, 2026

    **Effects of Social Media**

    Nowadays, the use of social media accounts has been on the rise, especially with over 4.62 billion users (Fatehkia et al., 2018). This is an issue because the increased usage means people are becoming addicted to it. The addition can lead to decreased physical activity, poor performance at school or work, depression, anxiety, and low self-esteem. Some people say that they create true connections using social media with people not within their geographical capability of reach because it turns the world into a small village. Other people say that they find happiness on Facebook because they can watch funny videos and also read memes. In my opinion, social media accounts are a key contributor to people being scammed as well as cyber bullying.

    **Scamming**

    One reason I think that social media accounts have many disadvantages is that they can lead to the scamming of innocent people. For example, individuals can create social media accounts in which they can post videos and photos indicating that they have a thrift store and sell clothes. Once a person gets interested in the commodity, they will go ahead and shop from them. Most of these online stores request upfront payment, and once they receive the payment, they block the client (Kawaf and Istanbulluoglu, 2019). From this, it is a clear indication that innocent people will be scammed. This means that the online conman will scare aware customers from online shopping. Therefore, I think that this trend will affect other decent online stores, such as Amazon, by decreasing their online sales. People will be cautious about shopping online because of the fear of being conned.

    **Cyber Bullying**

    Another reason I think that social media accounts are big contributors to cyber bullying is that this is a type of bullying that happens on digital devices such as laptops and phones. It involves emailing, broadcasting, or spreading damaging, inaccurate, or offensive information about another person. Cyberbullying can happen, for example, when someone makes a fake social media account to make fun of someone else. This means that cyberbullying will impact the person being ridiculed negatively (Khairy et al., 2021). Such repercussions include mental health issues, low self-esteem, acting out violently, and depression. According to the article,
    _what are you talking about? meaning and machine intelligence_, social media accounts have the ability to mimic someone based on what someone feed them but the key challenge is that they cannot have a true conversation. From this, the auto mimic can be in a way that embarrasses someone after looking into dirty content. This creates an auto bully because of the poor recommendations by an account. Therefore, I think cyberbullying is a vice that trends on social media accounts, leading to negative outcomes for the bullied individual.

    **Counterview along with Rebuttal**

    Some people say that social media accounts provide the best market for products because of the huge number of people using them. Cyber-bullying is a way of making soft people tough. They say that these accounts breach the gap between the buyer and seller by creating a common platform for them to mingle without moving from one place to another, and so they think people are not scammed online. Moreover, they say that ridiculing a person without his or her consent can make them trend, leading to their prosperity because of online fame. The idea is right in some ways, but I disagree with them because many scammers have taken advantage of the online trade on social media platforms. Since people tend to shop online, scammers sell false goods to people, and this leads to innocent people suffering. Also, I disagree with them because making a person famous by cyberbullying them can be in a bad way, leading to their downfall in mental health issues.

    **Conclusion**

    In conclusion, I believe that social media accounts are the key contributor to people losing their money online as well as leading to many individuals' mental health problems. I think that the only way to avoid this is by educating people about social media advantages and disadvantages and how to balance real life with the online world. It is important because it will solve a lot of problems related to social media.

    **References**

    What are you talking about? Meaning and machine intelligence. (2017, Jan. 7).
    _The Economist, 422_(9022), 9.

    Fatehkia, M., Kashyap, R., & Weber, I. (2018). Using Facebook ad data to track the global digital gender gap.
    _World Development_,
    _107_, 189-209.

    Kawaf, F., & Istanbulluoglu, D. (2019). Online fashion shopping paradox: The role of customer reviews and facebook marketing.
    _Journal of Retailing and Consumer Services_,
    _48_, 144-153.

    Khairy, M., Mahmoud, T. M., Abd-El-Hafeez, T., & Mahfouz, A. (2021, March). User Awareness of Privacy, Reporting System and Cyberbullying on Facebook. In
    _International Conference on Advanced Machine Learning Technologies and Applications_ (pp. 613-625). Springer, Cham.

    **## 2.Lawnssoftballbourbonandprivilege.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
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    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    Lawns, softball, bourbon and privilege: I have feared white
    men and I have loved them
    Author: Roxane Gay
    Date: Oct. 10, 2014
    From: New Statesman(Vol. 143, Issue 5231)
    Publisher: New Statesman, Ltd.
    Document Type: Essay
    Length: 1,096 words

    Full Text:
    I have known white men. I have loved white men. This often surprises people. They read my writing about race and gender and make
    assumptions. They think that a passionate desire for equality rises from a place of hatred rather than from an abiding sense of
    fairness. They misunderstand equality as the destruction of one group instead of the salvation of another.

    There was the first boy I ever loved–golden-haired, blue-eyed–and then he and several other boys who were just like him did
    something terrible to me. It would have been easy, I suppose, to imagine that all white men were like that: brute, taking what they
    wanted as if it were owed to them. Perhaps I do think that of white men. Some days, I cannot be sure.

    I am a child of the suburbs and forgotten rural places. For most of my life, I have lived in areas where I am the exception rather than
    the rule. I have known white men. I have watched them mow their lawns and play softball on Thursday nights and drink beer and go
    to work each morning in their sensible suits and sensible shoes. I have studied the confidence with which they walk, the shape of
    their squared shoulders, the almost unbearable firmness of their handshake. I have seen how they survey a room they enter, knowing
    they have an inalienable right to fill that space as they see fit, no matter the circumstance. I have hated such confidence. I have
    envied such confidence.

    I have seen white men presiding over trials, presiding over corporations, presiding over many countries in the western world. I have
    watched as they have made choices that serve, mostly, their own best interests. I have watched as such self-interest has gone
    unchecked and even been encouraged.

    I have seen white men kill men and women with skin like mine because their fear of difference overcame grace and humanity. It pains
    me to realise this but I will continue to bear witness to such disgrace. I will continue to be powerless in the face of it.

    When I see a white man ambling towards me on the street at night, or when I am in an elevator with him, or when I see him in the car
    next to mine on the interstate, I often think I should be afraid. I know what white men are capable of. Bullets are impervious to
    righteousness. I and many others will be forced to mourn Amadou Diallo, Trayvon Martin, Renisha McBride, Eric Garner, Mike Brown,
    John Crawford and, and, and …

    I have written about white men and how prominently they figure in our culture. I have written about the ease with which they move
    through the world. I have written about how far too many white men are unwilling to acknowledge that ease, that privilege. They hate
    that word, privilege. They hear it as an accusation rather than a statement of fact. They see it as an attack on their character or an
    attack on their way of life. They feel threatened and, perhaps, they should. They know how good they have it. They know what their
    lives would be like if they lost that privilege. No one would willingly relinquish such power.

    White men have written to me to tell me I am wrong. White men have written to me to tell me their sad stories, as if their suffering,
    great or small, were the bridge across which we could find common ground. They are not interested in my sad stories. When these
    white men write to me, they are trying to say, "I am more than my skin." They are trying to say, "I bleed, too." I want to write back and
    say, "I never said otherwise."

    There is the most recent man I loved–the rugged sort, a logger and a hunter. He was persistent. He took me into the woods and
    showed me hidden waterfalls. He took me deer hunting in the cold, early morning. He taught me the various parts of a crossbow and
    how to hold it properly, braced against the shoulder. He taught me how to exhale as I pressed the trigger. He loved the natural world
    and understood it better than people.

    He couldn't stand heat and humidity. He kept a beard even though I often urged him to shave so I could see the smooth of his face.

    He drove a truck and he had a cabin on a lake and he loved to fish. I would sit on the dock at his cabin reading while he held his
    fishing pole, staring at the water like he knew the mysteries lurking beneath the surface. I stared at him over the pages of my book
    like I knew the mysteries lurking beneath his surface.

    He was conservative and I was decidedly not. When I tried to lure him to my liberal way of thinking, he smiled at me like I still had so
    much to learn. 1 loved to argue with him. I loved to make him question his place in the world the way he made me question mine. I
    made him happy. He made me happy. We never knew if that was enough.

    He was a drinker, beer and bourbon mostly. On weekends, we would go out to a bar or the bowling alley, anything to get out of the
    house, hear a little music, dance together. We lived in a really small town. We were never going to be able to hide in plain sight. We
    drew attention as an unlikely couple: my brown skin, his skin somewhat paler, me the quiet graduate student, he the outdoorsman
    with thickly calloused hands and a calm demeanour until the drink got in him real good.

    Small town, middle of nowhere, far from everything–people couldn't keep their opinions to themselves and he couldn't keep his fists
    to himself. He was a drinker and he was a brawler. He could not understand why anyone would question his choices, the things that
    made him happy. He said he was defending my honour but really he was defending his.

    At night, in bed, he would say, "I love your skin," and then he would show me how he loved my skin, how he loved me as more than
    my skin. He showed me how to love him as more than his skin.

    I have known white men.

    Roxane Gay is a professor of English at Purdue University, Indiana. Her collection of essays "Bad Feminist" is published by Corsair
    (12.99 [pounds sterling])

    Copyright: COPYRIGHT 2014 New Statesman, Ltd.
    http://www.newstatesman.com/
    Source Citation (MLA 9th Edition)
    Gay, Roxane. "Lawns, softball, bourbon and privilege: I have feared white men and I have loved them." New Statesman, vol. 143, no.

    5231, 10 Oct. 2014, pp. 36+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=mia56118&sid=lms-
    GCCO&xid=dcbb4810. Accessed 18 June 2023.

    Gale Document Number: GALE|A388051364

    [http://www.newstatesman.com/](http://www.newstatesman.com/)

    **3.VeilofIgnorance.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/3-veilofignorance-docx-10585757)

  • [Solved] Week 6 Case Study: Macroeconomic Analysis: Unemployment

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    **Week 6 Case Study: Macroeconomic Analysis: Unemployment** **files (3)** – ## Week6GuidetoObtainingGraphsforDataSection.docx – ## Week6CaseStudyGradingRubric.xlsx – ## Week6CaseStudy-MacroeconomicAnalysis-Unemployment.docx **## Week6GuidetoObtainingGraphsforDataSection.docx** **Week 6 Guide to Obta…

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    Assignment Prompt & Instructions

    **Week 6 Case Study: Macroeconomic Analysis: Unemployment**

    **files (3)**

    – ## Week6GuidetoObtainingGraphsforDataSection.docx

    – ## Week6CaseStudyGradingRubric.xlsx

    – ## Week6CaseStudy-MacroeconomicAnalysis-Unemployment.docx

    **## Week6GuidetoObtainingGraphsforDataSection.docx**

    **Week 6 Guide to Obtaining Graphs for Data section**

    **You need 5 data pieces in the data section:**

    1-
    **_GDP:_** a graph or a table that represents your 10-year period of GDP growth rate (percentage). To obtain GDP information, go to
    [www.bea.gov](http://www.bea.gov/) then follow the steps below:

    · Click on “
    **_Tools”_**, found on the top left side, and select “Interactive Data”

    · Click on “
    **_Gross Domestic Product Personal Income_**” found on the left side

    · Click on “
    **_Interactive Data Tables_**” bottom found in the top middle

    · Click on “
    **_SECTION 1 – DOMESTIC PRODUCT AND INCOME_**” and select the first option “
    **_Table 1.1.1. Percent Change From Preceding Period in Real Gross Domestic Product_**”

    · Click on “
    **_Modify_**” button found on the top left side, change the
    **First Year** field to your desired start year, and change the
    **Series** to “
    **Annual**” and click on “
    **Refresh Table**”

    You only need the information in the first line for each year (Line 1), which is the Gross Domestic Product as shown below. Copy and paste the data from Line 1 or screenshot the page (just like the image below) and paste it in your paper.

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    2-
    **_Unemployment:_** a graph or a table that represents your 10-year period of the overall unemployment rate (percentage) in the country.

    See the “
    **_Guide to using the BLS website Data_**” below to obtain this data.

    3-
    **_Two Unemployment Issues_**: data/graphs that represents your 10-year period about the two unemployment related issues that you have selected and will discuss in this paper. Provide one separate data set (graph or table) for each of the two issues.

    See the “
    **_Guide to using the BLS website Data_**” below to obtain this data.

    **Guide to using the BLS website Data:** for Unemployment Variables

    1.
    **Go to** this link:
    [https://data.bls.gov/cgi-bin/surveymost?ln](https://data.bls.gov/cgi-bin/surveymost?ln)

    2.
    **Pick the variables** you want. You can select more than one variable. For example, see screen shot below:

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    3.
    **Click on “Retrieve Data”** on the bottom left hand side as shown below:

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    4. You can then manipulate the data by changing output options,
    **enter your ten-year period**, such as “2006 to 2015” and then check the boxes “
    **include graphs**” and “
    **include annual average**”. Then, click on “
    **GO**”

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    Your data will default to show the annual change based on a month, for example, series Id shown here is Unemployment Rate 16 years and over. The data is yearly from January 2006 up to January 2015, which will suffice for the case study.

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    Lastly, you may see that an accompanying table is provided for each graph of each variable, i.e., the table of the above graph is shown below the graph.

    5.
    **To copy and paste** the graph in your paper, right click on the graph, then select “copy”, then past it in your paper.

    IMPORTANT: make sure you cite the source of the graph (and any other graph and/or table you use) below the graph/table using APA citation style.

    6. Now,
    **you can use the data for the variables**. Happy Hunting!

    Revised 9/19/2024

    ## image2.png

    ## image3.png

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    ## image5.png

    ## image1.png

    **## Week6CaseStudyGradingRubric.xlsx**

    ## Week 6_Case Study Rubric

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | Week 6 Unemployment Analysis: Case Study Grading Rubric |

    | Requirements | Possible Points | Points Earned | Criteria and Points |
    | | | | Excellent | Competent | Fair | Poor | Unacceptable |
    | Introduction and Writing Style: Exhibits effective content and writing, including APA with title page and references page (and in-text citations, etc.). Introduction provides accurate definitions of unemployment and inflation, how unemployment is counted, as well as an overview of the general unemployment status. Clearly describes the two unemployment issues the paper addresses. | 25 | | Provides sufficient overview of current issues using sources in APA format | Provides some overview of current issues status using sources in APA format | Attempts to provide overview of current issues but sources are not properly cited | Insufficient overview and sources are not properly cited | Does not address unemployment variables |
    | | | | 20–25 Points | 15–20 Points | 10-15 Points | 5–10 Points | 0–5 Points |
    | Data: Appropriate level of content and data was used and data was current, relevant, and sufficient. Analysis and synthesis skills were applied to include a broad range of material, connecting theory with real data and/or experiences. | 40 | | Sufficient historical and current data obtained from credible sources | Current data obtained from credible sources, but data does not address all variables | Data does not address all required macroeconomic variables | Data does not address all required macroeconomic variables and data are not current | Does not address the required macroeconomic variables |
    | | | | 35–40 Points | 30–35 Points | 25 –30 Points | 20 –25 Points | 0–20 Points |
    | Analysis: The creative process was applied where student formulated the identified challenges and was able to draw conclusions to develop scholarly thinking about the problem or concept assigned. | 35 | | Sufficient analysis of trends and causes of changes in all required variables | Sufficient analysis of trends and causes of changes in some required variables | Lacks clarity and does not highlight causes of changes in required variables | Does not provide clear and cohesive analysis of trends and does not address causes of changes in variables | Does not provide analysis of required macroeconomic variables |
    | | | | 30–35 Points | 25–30 Points | 20 –25 Points | 15 –20 Points | 0–15 Points |
    | Reflection and Critical Thinking: Case study shows critical thinking through the application of concepts learned in the module. | 30 | | Shows critical thinking through the application of concepts learned in the module | Shows critical thinking through the application of concepts learned in the module but does not fully link variables to each other | Shows some understanding of variables but lacks clarity and cohesiveness in relating those variables to one another | Provides some idea about the variables but lacks understanding of their relationship and effect on one another | Does not demonstrate understanding of required variables |
    | | | | 25–30 Points | 20-25 Points | 15–20 Points | 10–15 Points | 0–10 Points |
    | Solution: Clear and relevant solutions provided that demonstrate understanding of macroeconomic variables and macroeconomic policies. | 30 | | Includes a strong, original central idea that provides a unified trajectory of inquiry and analysis that is sustained throughout | Includes a central idea with few tangents and diversions that unifies the argument but lacks clarity or creativity | Attempts to form a cohesive idea but lacks concrete focus and unification of key components | Has no unifying central idea to link key components of the argument together | Does not address this competency |
    | | | | 25–30 Points | 20-25 Points | 15–20 Points | 10–15 Points | 0–10 Points |
    | Total Points Earned | 160 | 0 |
    | Revised: 9/5/2024 |

    **## Week6CaseStudy-MacroeconomicAnalysis-Unemployment.docx**

    ## **Week 6 Case Study: Macroeconomic Analysis: Unemployment**

    **Overview**

    A high unemployment rate in any economy is a symptom of dysfunctionality in the economy. People need income to be able to consume, and consumption leads to production and production leads to a higher demand for labor (employment), so unemployment is a crucial macroeconomic issue that confronts all modern economies. A lower unemployment rate, however, is not the end of the problem. The type of employment and the price of labor (wages) must be sufficient for consumption (which is the major component of GDP) in the economy to be healthy. If wages are low or if the prices in the economy are high, consumption would be low and thus, production and demand for labor would be low, too. High unemployment rate, high part-time employment rate for economic reasons, low wages, and high inflation could have negative effects on economic growth.

    **Assignment Description**

    In this assignment, you need to identify two specific issues related to unemployment. You will study their past trends, provide an overview of their current status, and provide solutions to overcome them. You will use data from the past 10 years, articles, experts' opinions, and government reports to draw a clear picture of unemployment issues.

    Some unemployment-related issues you might consider include the following:

    · Unemployment rates among young college graduates

    · Unemployment rates for women

    · Unemployment rates for men

    · Unemployment rates among African Americans

    · Unemployment rates among Hispanics

    · Unemployment rates among Whites

    · Unemployment rates among Asians

    · Unemployment rate among workers with high school diploma

    · Unemployment rate among workers with less than a high school diploma

    · Unemployment rate in the medical industry

    · Unemployment rate in the high-tech industry

    Your research needs to be structured with consistent and clear thoughts. It also needs to be supported by actual data. Your results need to be based on solid facts. Your conclusion and recommended solution need to be thorough and based on your findings and understanding of macroeconomic challenges and macroeconomic policies.

    **Writing Style (APA) and Page Number Requirements**

    ·
    **Document Type:** Word

    ·
    **Font Type**(Choose one below; use the same font consistently throughout the paper):

    **1. Sans serif fonts** such as 11-point Calibri, 11-point Arial, or 10-point Lucida Sans Unicode

    **2. Serif fonts** such as 12-point Times New Roman, 11-point Georgia, or normal (10-point) Computer Modern (the default font for LaTeX)

    ·
    **Spacing**: Double

    ·
    **Number of Pages**: Four to seven pages, not counting the separate Title page and the separate References page

    **Structure and Requirements**

    **Title Page (Required)**

    · Title of the paper

    · Name of the author

    · E-mail address of the author

    · Class name

    · Professor's name

    · Date

    **Body of the Case Study paper (Five Sections, Required):**

    There are 5 sections to this Case Study (Introduction, Data, Analysis, Reflection, Solution). You must have 5 section headings in your paper since each section has its own marks/points (see Case Study Rubric document).

    Section 1.
    **Introduction**

    Your introduction needs to include the following.

    · Include a clear definition of unemployment and who is counted as “unemployed” by economists and government agencies. Define inflation and what causes unemployment and inflation in the economy to increase.

    · Briefly provide your understanding of the relationship between GDP growth and/or decline, high/low unemployment, and high/low inflation rates.

    · Include a brief description of the two unemployment-related issues that you are going to address in this paper and their importance. Basically, why do you think they are important to research and resolve?

    Section 2.
    **Data**

    Obtain data from at least 3 credible sources (not Wikipedia). Use tables, graphs, and figures to support your argument. Sources must be cited. You can find the latest unemployment data at www.bls.gov (Bureau of Labor Statistics).

    **It is important to obtain your unemployment data from the Bureau of Labor Statistics (BLS) website. Follow the “**
    **_Week 6 Guide to Obtaining Graphs for Data Section_” provided on this assignment page and in Files.**

    **The Data section requires a total of 4 data pieces** (all pieces of data need to be for the past 10 years; a data piece could be a graph or table):

    · Two (2) General data pieces: GDP Growth Rate and Unemployment Rate.

    · Two (2) Variable data pieces: Two (2) specific unemployment rates based on your variable(s) (gender, race, education, etc.)

    **Data (graphs or tables) that must be provided in this section:**

    ·
    **GDP:** Graph that represents the ten (10) year period of GDP growth rate (percentage). This information is already available on the Bureau of Economic Analysis (BEA) website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    ·
    **Unemployment:** Data that represents the ten (10) year period of unemployment rate (percentage), which could be obtained from the Bureau of Labor Statistics (BLS) website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    ·
    **Two Unemployment-related Issues:** Data that represents the ten (10) year period about the two issues you are going to address. Provide one separate data set (graph or table) for each of the two issues, which could be obtained from the BLS website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    Section 3.
    **Analysis**

    This section needs to contain the following discussions based on the data that was gathered and your understanding of unemployment and GDP.

    ·
    **Unemployment**: Discuss the trends of unemployment rates over the past 10 years and provide your objective analysis of the changes in unemployment rates and the current rates. Place extra emphasis on the periods where unemployment was either too high or too low. Also state the effect of the high and low rates on GDP.

    ·
    **Two Unemployment-related Issues**: Discuss the two unemployment-related issues you selected. Provide an overview of their trends and use facts to highlight the major changes in their trends and their current statuses. State the reason(s) why you believe these two issues represent a challenge for the economy.

    Section 4.
    **Reflection and Critical Thinking**

    Connect all the dots together by relating your above analysis to other areas in the macroeconomy. Basically, you will link changes in overall unemployment, the two unemployment-related issues you selected, and GDP to one another. Explain how periods of economic decline (recessions) and periods of economic growth (expansion) affected unemployment rates.

    Section 5.
    **Solution**

    · State which macroeconomic policy (monetary policy or fiscal policy) might resolve the issues you highlighted above, and state how this policy could be implemented and why it would solve these problems.

    · Finally, provide your own solution. Basically, answer the following question:

    What would you do to solve the macroeconomic issues you addressed if you were in charge of the U.S. economy? State why.

    **References List (Required)**

    Use at least three professional sources to support your argument. The references need to be in APA format for the in-text citations and the references list.

    To learn more about APA format, click (and hold your CTRL key) on the link below or copy/paste the link into your browser address bar.

    **APA Resources:** [http://libguides.devry.edu/c.php?g=181472&p=1194156](http://libguides.devry.edu/c.php?g=181472&p=1194156)

    _Revised 09/05/2024_

    **## Week6CaseStudy-MacroeconomicAnalysis-Unemployment.docx**

    ## **Week 6 Case Study: Macroeconomic Analysis: Unemployment**

    **Overview**

    A high unemployment rate in any economy is a symptom of dysfunctionality in the economy. People need income to be able to consume, and consumption leads to production and production leads to a higher demand for labor (employment), so unemployment is a crucial macroeconomic issue that confronts all modern economies. A lower unemployment rate, however, is not the end of the problem. The type of employment and the price of labor (wages) must be sufficient for consumption (which is the major component of GDP) in the economy to be healthy. If wages are low or if the prices in the economy are high, consumption would be low and thus, production and demand for labor would be low, too. High unemployment rate, high part-time employment rate for economic reasons, low wages, and high inflation could have negative effects on economic growth.

    **Assignment Description**

    In this assignment, you need to identify two specific issues related to unemployment. You will study their past trends, provide an overview of their current status, and provide solutions to overcome them. You will use data from the past 10 years, articles, experts' opinions, and government reports to draw a clear picture of unemployment issues.

    Some unemployment-related issues you might consider include the following:

    · Unemployment rates among young college graduates

    · Unemployment rates for women

    · Unemployment rates for men

    · Unemployment rates among African Americans

    · Unemployment rates among Hispanics

    · Unemployment rates among Whites

    · Unemployment rates among Asians

    · Unemployment rate among workers with high school diploma

    · Unemployment rate among workers with less than a high school diploma

    · Unemployment rate in the medical industry

    · Unemployment rate in the high-tech industry

    Your research needs to be structured with consistent and clear thoughts. It also needs to be supported by actual data. Your results need to be based on solid facts. Your conclusion and recommended solution need to be thorough and based on your findings and understanding of macroeconomic challenges and macroeconomic policies.

    **Writing Style (APA) and Page Number Requirements**

    ·
    **Document Type:** Word

    ·
    **Font Type**(Choose one below; use the same font consistently throughout the paper):

    **1. Sans serif fonts** such as 11-point Calibri, 11-point Arial, or 10-point Lucida Sans Unicode

    **2. Serif fonts** such as 12-point Times New Roman, 11-point Georgia, or normal (10-point) Computer Modern (the default font for LaTeX)

    ·
    **Spacing**: Double

    ·
    **Number of Pages**: Four to seven pages, not counting the separate Title page and the separate References page

    **Structure and Requirements**

    **Title Page (Required)**

    · Title of the paper

    · Name of the author

    · E-mail address of the author

    · Class name

    · Professor's name

    · Date

    **Body of the Case Study paper (Five Sections, Required):**

    There are 5 sections to this Case Study (Introduction, Data, Analysis, Reflection, Solution). You must have 5 section headings in your paper since each section has its own marks/points (see Case Study Rubric document).

    Section 1.
    **Introduction**

    Your introduction needs to include the following.

    · Include a clear definition of unemployment and who is counted as “unemployed” by economists and government agencies. Define inflation and what causes unemployment and inflation in the economy to increase.

    · Briefly provide your understanding of the relationship between GDP growth and/or decline, high/low unemployment, and high/low inflation rates.

    · Include a brief description of the two unemployment-related issues that you are going to address in this paper and their importance. Basically, why do you think they are important to research and resolve?

    Section 2.
    **Data**

    Obtain data from at least 3 credible sources (not Wikipedia). Use tables, graphs, and figures to support your argument. Sources must be cited. You can find the latest unemployment data at www.bls.gov (Bureau of Labor Statistics).

    **It is important to obtain your unemployment data from the Bureau of Labor Statistics (BLS) website. Follow the “**
    **_Week 6 Guide to Obtaining Graphs for Data Section_” provided on this assignment page and in Files.**

    **The Data section requires a total of 4 data pieces** (all pieces of data need to be for the past 10 years; a data piece could be a graph or table):

    · Two (2) General data pieces: GDP Growth Rate and Unemployment Rate.

    · Two (2) Variable data pieces: Two (2) specific unemployment rates based on your variable(s) (gender, race, education, etc.)

    **Data (graphs or tables) that must be provided in this section:**

    ·
    **GDP:** Graph that represents the ten (10) year period of GDP growth rate (percentage). This information is already available on the Bureau of Economic Analysis (BEA) website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    ·
    **Unemployment:** Data that represents the ten (10) year period of unemployment rate (percentage), which could be obtained from the Bureau of Labor Statistics (BLS) website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    ·
    **Two Unemployment-related Issues:** Data that represents the ten (10) year period about the two issues you are going to address. Provide one separate data set (graph or table) for each of the two issues, which could be obtained from the BLS website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    Section 3.
    **Analysis**

    This section needs to contain the following discussions based on the data that was gathered and your understanding of unemployment and GDP.

    ·
    **Unemployment**: Discuss the trends of unemployment rates over the past 10 years and provide your objective analysis of the changes in unemployment rates and the current rates. Place extra emphasis on the periods where unemployment was either too high or too low. Also state the effect of the high and low rates on GDP.

    ·
    **Two Unemployment-related Issues**: Discuss the two unemployment-related issues you selected. Provide an overview of their trends and use facts to highlight the major changes in their trends and their current statuses. State the reason(s) why you believe these two issues represent a challenge for the economy.

    Section 4.
    **Reflection and Critical Thinking**

    Connect all the dots together by relating your above analysis to other areas in the macroeconomy. Basically, you will link changes in overall unemployment, the two unemployment-related issues you selected, and GDP to one another. Explain how periods of economic decline (recessions) and periods of economic growth (expansion) affected unemployment rates.

    Section 5.
    **Solution**

    · State which macroeconomic policy (monetary policy or fiscal policy) might resolve the issues you highlighted above, and state how this policy could be implemented and why it would solve these problems.

    · Finally, provide your own solution. Basically, answer the following question:

    What would you do to solve the macroeconomic issues you addressed if you were in charge of the U.S. economy? State why.

    **References List (Required)**

    Use at least three professional sources to support your argument. The references need to be in APA format for the in-text citations and the references list.

    To learn more about APA format, click (and hold your CTRL key) on the link below or copy/paste the link into your browser address bar.

    **APA Resources:** [http://libguides.devry.edu/c.php?g=181472&p=1194156](http://libguides.devry.edu/c.php?g=181472&p=1194156)

    _Revised 09/05/2024_

    **## Week6GuidetoObtainingGraphsforDataSection.docx**

    **Week 6 Guide to Obtaining Graphs for Data section**

    **You need 5 data pieces in the data section:**

    1-
    **_GDP:_** a graph or a table that represents your 10-year period of GDP growth rate (percentage). To obtain GDP information, go to
    [www.bea.gov](http://www.bea.gov/) then follow the steps below:

    · Click on “
    **_Tools”_**, found on the top left side, and select “Interactive Data”

    · Click on “
    **_Gross Domestic Product Personal Income_**” found on the left side

    · Click on “
    **_Interactive Data Tables_**” bottom found in the top middle

    · Click on “
    **_SECTION 1 – DOMESTIC PRODUCT AND INCOME_**” and select the first option “
    **_Table 1.1.1. Percent Change From Preceding Period in Real Gross Domestic Product_**”

    · Click on “
    **_Modify_**” button found on the top left side, change the
    **First Year** field to your desired start year, and change the
    **Series** to “
    **Annual**” and click on “
    **Refresh Table**”

    You only need the information in the first line for each year (Line 1), which is the Gross Domestic Product as shown below. Copy and paste the data from Line 1 or screenshot the page (just like the image below) and paste it in your paper.

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    2-
    **_Unemployment:_** a graph or a table that represents your 10-year period of the overall unemployment rate (percentage) in the country.

    See the “
    **_Guide to using the BLS website Data_**” below to obtain this data.

    3-
    **_Two Unemployment Issues_**: data/graphs that represents your 10-year period about the two unemployment related issues that you have selected and will discuss in this paper. Provide one separate data set (graph or table) for each of the two issues.

    See the “
    **_Guide to using the BLS website Data_**” below to obtain this data.

    **Guide to using the BLS website Data:** for Unemployment Variables

    1.
    **Go to** this link:
    [https://data.bls.gov/cgi-bin/surveymost?ln](https://data.bls.gov/cgi-bin/surveymost?ln)

    2.
    **Pick the variables** you want. You can select more than one variable. For example, see screen shot below:

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    3.
    **Click on “Retrieve Data”** on the bottom left hand side as shown below:

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    4. You can then manipulate the data by changing output options,
    **enter your ten-year period**, such as “2006 to 2015” and then check the boxes “
    **include graphs**” and “
    **include annual average**”. Then, click on “
    **GO**”

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    Your data will default to show the annual change based on a month, for example, series Id shown here is Unemployment Rate 16 years and over. The data is yearly from January 2006 up to January 2015, which will suffice for the case study.

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    Lastly, you may see that an accompanying table is provided for each graph of each variable, i.e., the table of the above graph is shown below the graph.

    5.
    **To copy and paste** the graph in your paper, right click on the graph, then select “copy”, then past it in your paper.

    IMPORTANT: make sure you cite the source of the graph (and any other graph and/or table you use) below the graph/table using APA citation style.

    6. Now,
    **you can use the data for the variables**. Happy Hunting!

    Revised 9/19/2024

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image1.png

    **## Week6CaseStudyGradingRubric.xlsx**

    ## Week 6_Case Study Rubric

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | Week 6 Unemployment Analysis: Case Study Grading Rubric |

    | Requirements | Possible Points | Points Earned | Criteria and Points |
    | | | | Excellent | Competent | Fair | Poor | Unacceptable |
    | Introduction and Writing Style: Exhibits effective content and writing, including APA with title page and references page (and in-text citations, etc.). Introduction provides accurate definitions of unemployment and inflation, how unemployment is counted, as well as an overview of the general unemployment status. Clearly describes the two unemployment issues the paper addresses. | 25 | | Provides sufficient overview of current issues using sources in APA format | Provides some overview of current issues status using sources in APA format | Attempts to provide overview of current issues but sources are not properly cited | Insufficient overview and sources are not properly cited | Does not address unemployment variables |
    | | | | 20–25 Points | 15–20 Points | 10-15 Points | 5–10 Points | 0–5 Points |
    | Data: Appropriate level of content and data was used and data was current, relevant, and sufficient. Analysis and synthesis skills were applied to include a broad range of material, connecting theory with real data and/or experiences. | 40 | | Sufficient historical and current data obtained from credible sources | Current data obtained from credible sources, but data does not address all variables | Data does not address all required macroeconomic variables | Data does not address all required macroeconomic variables and data are not current | Does not address the required macroeconomic variables |
    | | | | 35–40 Points | 30–35 Points | 25 –30 Points | 20 –25 Points | 0–20 Points |
    | Analysis: The creative process was applied where student formulated the identified challenges and was able to draw conclusions to develop scholarly thinking about the problem or concept assigned. | 35 | | Sufficient analysis of trends and causes of changes in all required variables | Sufficient analysis of trends and causes of changes in some required variables | Lacks clarity and does not highlight causes of changes in required variables | Does not provide clear and cohesive analysis of trends and does not address causes of changes in variables | Does not provide analysis of required macroeconomic variables |
    | | | | 30–35 Points | 25–30 Points | 20 –25 Points | 15 –20 Points | 0–15 Points |
    | Reflection and Critical Thinking: Case study shows critical thinking through the application of concepts learned in the module. | 30 | | Shows critical thinking through the application of concepts learned in the module | Shows critical thinking through the application of concepts learned in the module but does not fully link variables to each other | Shows some understanding of variables but lacks clarity and cohesiveness in relating those variables to one another | Provides some idea about the variables but lacks understanding of their relationship and effect on one another | Does not demonstrate understanding of required variables |
    | | | | 25–30 Points | 20-25 Points | 15–20 Points | 10–15 Points | 0–10 Points |
    | Solution: Clear and relevant solutions provided that demonstrate understanding of macroeconomic variables and macroeconomic policies. | 30 | | Includes a strong, original central idea that provides a unified trajectory of inquiry and analysis that is sustained throughout | Includes a central idea with few tangents and diversions that unifies the argument but lacks clarity or creativity | Attempts to form a cohesive idea but lacks concrete focus and unification of key components | Has no unifying central idea to link key components of the argument together | Does not address this competency |
    | | | | 25–30 Points | 20-25 Points | 15–20 Points | 10–15 Points | 0–10 Points |
    | Total Points Earned | 160 | 0 |
    | Revised: 9/5/2024 |

    **## Week6CaseStudy-MacroeconomicAnalysis-Unemployment.docx**

    ## **Week 6 Case Study: Macroeconomic Analysis: Unemployment**

    **Overview**

    A high unemployment rate in any economy is a symptom of dysfunctionality in the economy. People need income to be able to consume, and consumption leads to production and production leads to a higher demand for labor (employment), so unemployment is a crucial macroeconomic issue that confronts all modern economies. A lower unemployment rate, however, is not the end of the problem. The type of employment and the price of labor (wages) must be sufficient for consumption (which is the major component of GDP) in the economy to be healthy. If wages are low or if the prices in the economy are high, consumption would be low and thus, production and demand for labor would be low, too. High unemployment rate, high part-time employment rate for economic reasons, low wages, and high inflation could have negative effects on economic growth.

    **Assignment Description**

    In this assignment, you need to identify two specific issues related to unemployment. You will study their past trends, provide an overview of their current status, and provide solutions to overcome them. You will use data from the past 10 years, articles, experts' opinions, and government reports to draw a clear picture of unemployment issues.

    Some unemployment-related issues you might consider include the following:

    · Unemployment rates among young college graduates

    · Unemployment rates for women

    · Unemployment rates for men

    · Unemployment rates among African Americans

    · Unemployment rates among Hispanics

    · Unemployment rates among Whites

    · Unemployment rates among Asians

    · Unemployment rate among workers with high school diploma

    · Unemployment rate among workers with less than a high school diploma

    · Unemployment rate in the medical industry

    · Unemployment rate in the high-tech industry

    Your research needs to be structured with consistent and clear thoughts. It also needs to be supported by actual data. Your results need to be based on solid facts. Your conclusion and recommended solution need to be thorough and based on your findings and understanding of macroeconomic challenges and macroeconomic policies.

    **Writing Style (APA) and Page Number Requirements**

    ·
    **Document Type:** Word

    ·
    **Font Type**(Choose one below; use the same font consistently throughout the paper):

    **1. Sans serif fonts** such as 11-point Calibri, 11-point Arial, or 10-point Lucida Sans Unicode

    **2. Serif fonts** such as 12-point Times New Roman, 11-point Georgia, or normal (10-point) Computer Modern (the default font for LaTeX)

    ·
    **Spacing**: Double

    ·
    **Number of Pages**: Four to seven pages, not counting the separate Title page and the separate References page

    **Structure and Requirements**

    **Title Page (Required)**

    · Title of the paper

    · Name of the author

    · E-mail address of the author

    · Class name

    · Professor's name

    · Date

    **Body of the Case Study paper (Five Sections, Required):**

    There are 5 sections to this Case Study (Introduction, Data, Analysis, Reflection, Solution). You must have 5 section headings in your paper since each section has its own marks/points (see Case Study Rubric document).

    Section 1.
    **Introduction**

    Your introduction needs to include the following.

    · Include a clear definition of unemployment and who is counted as “unemployed” by economists and government agencies. Define inflation and what causes unemployment and inflation in the economy to increase.

    · Briefly provide your understanding of the relationship between GDP growth and/or decline, high/low unemployment, and high/low inflation rates.

    · Include a brief description of the two unemployment-related issues that you are going to address in this paper and their importance. Basically, why do you think they are important to research and resolve?

    Section 2.
    **Data**

    Obtain data from at least 3 credible sources (not Wikipedia). Use tables, graphs, and figures to support your argument. Sources must be cited. You can find the latest unemployment data at www.bls.gov (Bureau of Labor Statistics).

    **It is important to obtain your unemployment data from the Bureau of Labor Statistics (BLS) website. Follow the “**
    **_Week 6 Guide to Obtaining Graphs for Data Section_” provided on this assignment page and in Files.**

    **The Data section requires a total of 4 data pieces** (all pieces of data need to be for the past 10 years; a data piece could be a graph or table):

    · Two (2) General data pieces: GDP Growth Rate and Unemployment Rate.

    · Two (2) Variable data pieces: Two (2) specific unemployment rates based on your variable(s) (gender, race, education, etc.)

    **Data (graphs or tables) that must be provided in this section:**

    ·
    **GDP:** Graph that represents the ten (10) year period of GDP growth rate (percentage). This information is already available on the Bureau of Economic Analysis (BEA) website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    ·
    **Unemployment:** Data that represents the ten (10) year period of unemployment rate (percentage), which could be obtained from the Bureau of Labor Statistics (BLS) website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    ·
    **Two Unemployment-related Issues:** Data that represents the ten (10) year period about the two issues you are going to address. Provide one separate data set (graph or table) for each of the two issues, which could be obtained from the BLS website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    Section 3.
    **Analysis**

    This section needs to contain the following discussions based on the data that was gathered and your understanding of unemployment and GDP.

    ·
    **Unemployment**: Discuss the trends of unemployment rates over the past 10 years and provide your objective analysis of the changes in unemployment rates and the current rates. Place extra emphasis on the periods where unemployment was either too high or too low. Also state the effect of the high and low rates on GDP.

    ·
    **Two Unemployment-related Issues**: Discuss the two unemployment-related issues you selected. Provide an overview of their trends and use facts to highlight the major changes in their trends and their current statuses. State the reason(s) why you believe these two issues represent a challenge for the economy.

    Section 4.
    **Reflection and Critical Thinking**

    Connect all the dots together by relating your above analysis to other areas in the macroeconomy. Basically, you will link changes in overall unemployment, the two unemployment-related issues you selected, and GDP to one another. Explain how periods of economic decline (recessions) and periods of economic growth (expansion) affected unemployment rates.

    Section 5.
    **Solution**

    · State which macroeconomic policy (monetary policy or fiscal policy) might resolve the issues you highlighted above, and state how this policy could be implemented and why it would solve these problems.

    · Finally, provide your own solution. Basically, answer the following question:

    What would you do to solve the macroeconomic issues you addressed if you were in charge of the U.S. economy? State why.

    **References List (Required)**

    Use at least three professional sources to support your argument. The references need to be in APA format for the in-text citations and the references list.

    To learn more about APA format, click (and hold your CTRL key) on the link below or copy/paste the link into your browser address bar.

    **APA Resources:** [http://libguides.devry.edu/c.php?g=181472&p=1194156](http://libguides.devry.edu/c.php?g=181472&p=1194156)

    _Revised 09/05/2024_

    **## Week6GuidetoObtainingGraphsforDataSection.docx**

    **Week 6 Guide to Obtaining Graphs for Data section**

    **You need 5 data pieces in the data section:**

    1-
    **_GDP:_** a graph or a table that represents your 10-year period of GDP growth rate (percentage). To obtain GDP information, go to
    [www.bea.gov](http://www.bea.gov/) then follow the steps below:

    · Click on “
    **_Tools”_**, found on the top left side, and select “Interactive Data”

    · Click on “
    **_Gross Domestic Product Personal Income_**” found on the left side

    · Click on “
    **_Interactive Data Tables_**” bottom found in the top middle

    · Click on “
    **_SECTION 1 – DOMESTIC PRODUCT AND INCOME_**” and select the first option “
    **_Table 1.1.1. Percent Change From Preceding Period in Real Gross Domestic Product_**”

    · Click on “
    **_Modify_**” button found on the top left side, change the
    **First Year** field to your desired start year, and change the
    **Series** to “
    **Annual**” and click on “
    **Refresh Table**”

    You only need the information in the first line for each year (Line 1), which is the Gross Domestic Product as shown below. Copy and paste the data from Line 1 or screenshot the page (just like the image below) and paste it in your paper.

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    2-
    **_Unemployment:_** a graph or a table that represents your 10-year period of the overall unemployment rate (percentage) in the country.

    See the “
    **_Guide to using the BLS website Data_**” below to obtain this data.

    3-
    **_Two Unemployment Issues_**: data/graphs that represents your 10-year period about the two unemployment related issues that you have selected and will discuss in this paper. Provide one separate data set (graph or table) for each of the two issues.

    See the “
    **_Guide to using the BLS website Data_**” below to obtain this data.

    **Guide to using the BLS website Data:** for Unemployment Variables

    1.
    **Go to** this link:
    [https://data.bls.gov/cgi-bin/surveymost?ln](https://data.bls.gov/cgi-bin/surveymost?ln)

    2.
    **Pick the variables** you want. You can select more than one variable. For example, see screen shot below:

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    3.
    **Click on “Retrieve Data”** on the bottom left hand side as shown below:

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    4. You can then manipulate the data by changing output options,
    **enter your ten-year period**, such as “2006 to 2015” and then check the boxes “
    **include graphs**” and “
    **include annual average**”. Then, click on “
    **GO**”

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    Your data will default to show the annual change based on a month, for example, series Id shown here is Unemployment Rate 16 years and over. The data is yearly from January 2006 up to January 2015, which will suffice for the case study.

    ![](https://www.sweetstudy.com/questions/week-6-case-study-macroeconomic-analysis-unemployment)

    Lastly, you may see that an accompanying table is provided for each graph of each variable, i.e., the table of the above graph is shown below the graph.

    5.
    **To copy and paste** the graph in your paper, right click on the graph, then select “copy”, then past it in your paper.

    IMPORTANT: make sure you cite the source of the graph (and any other graph and/or table you use) below the graph/table using APA citation style.

    6. Now,
    **you can use the data for the variables**. Happy Hunting!

    Revised 9/19/2024

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image1.png

    **## Week6CaseStudyGradingRubric.xlsx**

    ## Week 6_Case Study Rubric

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | Week 6 Unemployment Analysis: Case Study Grading Rubric |

    | Requirements | Possible Points | Points Earned | Criteria and Points |
    | | | | Excellent | Competent | Fair | Poor | Unacceptable |
    | Introduction and Writing Style: Exhibits effective content and writing, including APA with title page and references page (and in-text citations, etc.). Introduction provides accurate definitions of unemployment and inflation, how unemployment is counted, as well as an overview of the general unemployment status. Clearly describes the two unemployment issues the paper addresses. | 25 | | Provides sufficient overview of current issues using sources in APA format | Provides some overview of current issues status using sources in APA format | Attempts to provide overview of current issues but sources are not properly cited | Insufficient overview and sources are not properly cited | Does not address unemployment variables |
    | | | | 20–25 Points | 15–20 Points | 10-15 Points | 5–10 Points | 0–5 Points |
    | Data: Appropriate level of content and data was used and data was current, relevant, and sufficient. Analysis and synthesis skills were applied to include a broad range of material, connecting theory with real data and/or experiences. | 40 | | Sufficient historical and current data obtained from credible sources | Current data obtained from credible sources, but data does not address all variables | Data does not address all required macroeconomic variables | Data does not address all required macroeconomic variables and data are not current | Does not address the required macroeconomic variables |
    | | | | 35–40 Points | 30–35 Points | 25 –30 Points | 20 –25 Points | 0–20 Points |
    | Analysis: The creative process was applied where student formulated the identified challenges and was able to draw conclusions to develop scholarly thinking about the problem or concept assigned. | 35 | | Sufficient analysis of trends and causes of changes in all required variables | Sufficient analysis of trends and causes of changes in some required variables | Lacks clarity and does not highlight causes of changes in required variables | Does not provide clear and cohesive analysis of trends and does not address causes of changes in variables | Does not provide analysis of required macroeconomic variables |
    | | | | 30–35 Points | 25–30 Points | 20 –25 Points | 15 –20 Points | 0–15 Points |
    | Reflection and Critical Thinking: Case study shows critical thinking through the application of concepts learned in the module. | 30 | | Shows critical thinking through the application of concepts learned in the module | Shows critical thinking through the application of concepts learned in the module but does not fully link variables to each other | Shows some understanding of variables but lacks clarity and cohesiveness in relating those variables to one another | Provides some idea about the variables but lacks understanding of their relationship and effect on one another | Does not demonstrate understanding of required variables |
    | | | | 25–30 Points | 20-25 Points | 15–20 Points | 10–15 Points | 0–10 Points |
    | Solution: Clear and relevant solutions provided that demonstrate understanding of macroeconomic variables and macroeconomic policies. | 30 | | Includes a strong, original central idea that provides a unified trajectory of inquiry and analysis that is sustained throughout | Includes a central idea with few tangents and diversions that unifies the argument but lacks clarity or creativity | Attempts to form a cohesive idea but lacks concrete focus and unification of key components | Has no unifying central idea to link key components of the argument together | Does not address this competency |
    | | | | 25–30 Points | 20-25 Points | 15–20 Points | 10–15 Points | 0–10 Points |
    | Total Points Earned | 160 | 0 |
    | Revised: 9/5/2024 |

    **## Week6CaseStudy-MacroeconomicAnalysis-Unemployment.docx**

    ## **Week 6 Case Study: Macroeconomic Analysis: Unemployment**

    **Overview**

    A high unemployment rate in any economy is a symptom of dysfunctionality in the economy. People need income to be able to consume, and consumption leads to production and production leads to a higher demand for labor (employment), so unemployment is a crucial macroeconomic issue that confronts all modern economies. A lower unemployment rate, however, is not the end of the problem. The type of employment and the price of labor (wages) must be sufficient for consumption (which is the major component of GDP) in the economy to be healthy. If wages are low or if the prices in the economy are high, consumption would be low and thus, production and demand for labor would be low, too. High unemployment rate, high part-time employment rate for economic reasons, low wages, and high inflation could have negative effects on economic growth.

    **Assignment Description**

    In this assignment, you need to identify two specific issues related to unemployment. You will study their past trends, provide an overview of their current status, and provide solutions to overcome them. You will use data from the past 10 years, articles, experts' opinions, and government reports to draw a clear picture of unemployment issues.

    Some unemployment-related issues you might consider include the following:

    · Unemployment rates among young college graduates

    · Unemployment rates for women

    · Unemployment rates for men

    · Unemployment rates among African Americans

    · Unemployment rates among Hispanics

    · Unemployment rates among Whites

    · Unemployment rates among Asians

    · Unemployment rate among workers with high school diploma

    · Unemployment rate among workers with less than a high school diploma

    · Unemployment rate in the medical industry

    · Unemployment rate in the high-tech industry

    Your research needs to be structured with consistent and clear thoughts. It also needs to be supported by actual data. Your results need to be based on solid facts. Your conclusion and recommended solution need to be thorough and based on your findings and understanding of macroeconomic challenges and macroeconomic policies.

    **Writing Style (APA) and Page Number Requirements**

    ·
    **Document Type:** Word

    ·
    **Font Type**(Choose one below; use the same font consistently throughout the paper):

    **1. Sans serif fonts** such as 11-point Calibri, 11-point Arial, or 10-point Lucida Sans Unicode

    **2. Serif fonts** such as 12-point Times New Roman, 11-point Georgia, or normal (10-point) Computer Modern (the default font for LaTeX)

    ·
    **Spacing**: Double

    ·
    **Number of Pages**: Four to seven pages, not counting the separate Title page and the separate References page

    **Structure and Requirements**

    **Title Page (Required)**

    · Title of the paper

    · Name of the author

    · E-mail address of the author

    · Class name

    · Professor's name

    · Date

    **Body of the Case Study paper (Five Sections, Required):**

    There are 5 sections to this Case Study (Introduction, Data, Analysis, Reflection, Solution). You must have 5 section headings in your paper since each section has its own marks/points (see Case Study Rubric document).

    Section 1.
    **Introduction**

    Your introduction needs to include the following.

    · Include a clear definition of unemployment and who is counted as “unemployed” by economists and government agencies. Define inflation and what causes unemployment and inflation in the economy to increase.

    · Briefly provide your understanding of the relationship between GDP growth and/or decline, high/low unemployment, and high/low inflation rates.

    · Include a brief description of the two unemployment-related issues that you are going to address in this paper and their importance. Basically, why do you think they are important to research and resolve?

    Section 2.
    **Data**

    Obtain data from at least 3 credible sources (not Wikipedia). Use tables, graphs, and figures to support your argument. Sources must be cited. You can find the latest unemployment data at www.bls.gov (Bureau of Labor Statistics).

    **It is important to obtain your unemployment data from the Bureau of Labor Statistics (BLS) website. Follow the “**
    **_Week 6 Guide to Obtaining Graphs for Data Section_” provided on this assignment page and in Files.**

    **The Data section requires a total of 4 data pieces** (all pieces of data need to be for the past 10 years; a data piece could be a graph or table):

    · Two (2) General data pieces: GDP Growth Rate and Unemployment Rate.

    · Two (2) Variable data pieces: Two (2) specific unemployment rates based on your variable(s) (gender, race, education, etc.)

    **Data (graphs or tables) that must be provided in this section:**

    ·
    **GDP:** Graph that represents the ten (10) year period of GDP growth rate (percentage). This information is already available on the Bureau of Economic Analysis (BEA) website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    ·
    **Unemployment:** Data that represents the ten (10) year period of unemployment rate (percentage), which could be obtained from the Bureau of Labor Statistics (BLS) website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    ·
    **Two Unemployment-related Issues:** Data that represents the ten (10) year period about the two issues you are going to address. Provide one separate data set (graph or table) for each of the two issues, which could be obtained from the BLS website. Review the
    **_Week 6 Guide to Obtaining Graphs for Data Section_** document for instructions.

    Section 3.
    **Analysis**

    This section needs to contain the following discussions based on the data that was gathered and your understanding of unemployment and GDP.

    ·
    **Unemployment**: Discuss the trends of unemployment rates over the past 10 years and provide your objective analysis of the changes in unemployment rates and the current rates. Place extra emphasis on the periods where unemployment was either too high or too low. Also state the effect of the high and low rates on GDP.

    ·
    **Two Unemployment-related Issues**: Discuss the two unemployment-related issues you selected. Provide an overview of their trends and use facts to highlight the major changes in their trends and their current statuses. State the reason(s) why you believe these two issues represent a challenge for the economy.

    Section 4.
    **Reflection and Critical Thinking**

    Connect all the dots together by relating your above analysis to other areas in the macroeconomy. Basically, you will link changes in overall unemployment, the two unemployment-related issues you selected, and GDP to one another. Explain how periods of economic decline (recessions) and periods of economic growth (expansion) affected unemployment rates.

    Section 5.
    **Solution**

    · State which macroeconomic policy (monetary policy or fiscal policy) might resolve the issues you highlighted above, and state how this policy could be implemented and why it would solve these problems.

    · Finally, provide your own solution. Basically, answer the following question:

    What would you do to solve the macroeconomic issues you addressed if you were in charge of the U.S. economy? State why.

    **References List (Required)**

    Use at least three professional sources to support your argument. The references need to be in APA format for the in-text citations and the references list.

    To learn more about APA format, click (and hold your CTRL key) on the link below or copy/paste the link into your browser address bar.

    **APA Resources:** [http://libguides.devry.edu/c.php?g=181472&p=1194156](http://libguides.devry.edu/c.php?g=181472&p=1194156)

    _Revised 09/05/2024_

  • [Solved] Galactic Starcruiser Case Study Reflection

    ✓ Verified Academic Solution Available

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    **Galactic Starcruiser Case Study Reflection** **files (1)** – ## GalacticStarcruiserCaseStudyReflection.docx **## GalacticStarcruiserCaseStudyReflection.docx** **Week 6: Disney: Galactic Starcruiser Case Study Reflection ✨✨✨** **Individual Assignment** Disney Star Wars: Galactic Starcruiser Case St…

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    **Galactic Starcruiser Case Study Reflection**

    **files (1)**

    – ## GalacticStarcruiserCaseStudyReflection.docx

    **## GalacticStarcruiserCaseStudyReflection.docx**

    **Week 6: Disney: Galactic Starcruiser Case Study Reflection ✨✨✨**

    **Individual Assignment**

    Disney Star Wars: Galactic Starcruiser Case Study- Introduction

    As noted, in this course, you’ll go beyond textbooks and tackle the challenges today’s marketing professionals face. Over the last few weeks, you dove into a high-impact assignment: dissecting the marketing missteps behind the failure of Disney’s Galactic Starcruiser. This was your chance to sharpen your analytical skills and turn lessons from a high-profile flop into valuable strategic insight. To wrap up this experience, you will now complete the Week 6: Case Study Reflection. You may reflect on the
    [Student Guide](https://devryu.instructure.com/courses/140575/files/20847649?wrap=1) [Download Student Guide](https://devryu.instructure.com/courses/140575/files/20847649/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=10038&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2F5cea7d2f-302c-4833-8c4c-a1281c972483%2FBL%2520Student%2520Guide%2520Solo%2520Experience-4.pdf%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3ODY4MDc4MTIsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzLzVjZWE3ZDJmLTMwMmMtNDgzMy04YzRjLWExMjgxYzk3MjQ4My9CTCUyMFN0dWRlbnQlMjBHdWlkZSUyMFNvbG8lMjBFeHBlcmllbmNlLTQucGRmIiwiaG9zdCI6bnVsbCwianRpIjoiMGFmYmUzMjgtYWQzYy00YzVjLThkY2ItOWJiYmRjZDIyMGQ1IiwiZXhwIjoxNzg2ODk0MjEyfQ.Ywr0ye8_drp4tdqNf-Q-MU96CxyAy_DOojG3m0upc8ktbyMOBfizoely0wcQ0iN3pxw1cobkQGjxw9Vm-egr7w) here for a refresher as to where you are in the case progress.

    Week 6: Case Study Reflection

    In this week, Week 6, you will bring your experience full circle with a reflective analysis that captures the key takeaways from the case study evaluation. This written reflection will prompt you to consider what you have learned throughout the experience, highlight areas that sparked your interest, and explore the broader insights gained through the process. This will be your chance to synthesize your experience and articulate the strategic marketing lessons that will shape your professional perspective moving forward.

    To finalize the Week 6: Breakout Learning Experience Reflection part of this experience, you will include the following in a one-to-two-page analysis:

    · Summarize the key lessons learned from the experience.

    · Analyze how this experience will benefit you in your professional pathway.

    · Self-assess and identify areas of strength and opportunities you learned about yourself or marketing from this experience, and how this might enhance your professional development plans in or outside your program.

    All work must be formatted in accordance with APA seventh edition guidelines and include a cover page and reference page.

    _The reflection analysis will be worth 50 points._

    **Action**

    Select the Start Assignment button to begin.

    Once you have uploaded your file, select Submit Assignment.

    **Rubric**

    **Week 6: Collaborative Synchronous Reflection**

    | | | |
    | — | — | — |
    | Week 6: Collaborative Synchronous Reflection |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDocumentation, Formatting, and Editing<br>Quality work will be in APA seventh edition format and free of any spelling, punctuation, or grammatical errors. Quality work will include a title page, headings and subheadings to organize sections, and a references page. Sentences and paragraphs will be clear, concise, and factually correct as expected at a graduate level. | **5 ptsFull Marks**<br>**0 ptsNo Marks** | 5 pts |
    | This criterion is linked to a Learning OutcomeContent<br>Quality work will adequately cover all reflection prompt requirements. Quality work will have significant scope and depth of reflection to support any statements. The content presented must demonstrate a reflective analysis of experience expected at a graduate level. | **45 ptsFull Marks**<br>**0 ptsNo Marks** | 45 pts |

    **## GalacticStarcruiserCaseStudyReflection.docx**

    **Week 6: Disney: Galactic Starcruiser Case Study Reflection ✨✨✨**

    **Individual Assignment**

    Disney Star Wars: Galactic Starcruiser Case Study- Introduction

    As noted, in this course, you’ll go beyond textbooks and tackle the challenges today’s marketing professionals face. Over the last few weeks, you dove into a high-impact assignment: dissecting the marketing missteps behind the failure of Disney’s Galactic Starcruiser. This was your chance to sharpen your analytical skills and turn lessons from a high-profile flop into valuable strategic insight. To wrap up this experience, you will now complete the Week 6: Case Study Reflection. You may reflect on the
    [Student Guide](https://devryu.instructure.com/courses/140575/files/20847649?wrap=1) [Download Student Guide](https://devryu.instructure.com/courses/140575/files/20847649/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=10038&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2F5cea7d2f-302c-4833-8c4c-a1281c972483%2FBL%2520Student%2520Guide%2520Solo%2520Experience-4.pdf%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3ODY4MDc4MTIsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzLzVjZWE3ZDJmLTMwMmMtNDgzMy04YzRjLWExMjgxYzk3MjQ4My9CTCUyMFN0dWRlbnQlMjBHdWlkZSUyMFNvbG8lMjBFeHBlcmllbmNlLTQucGRmIiwiaG9zdCI6bnVsbCwianRpIjoiMGFmYmUzMjgtYWQzYy00YzVjLThkY2ItOWJiYmRjZDIyMGQ1IiwiZXhwIjoxNzg2ODk0MjEyfQ.Ywr0ye8_drp4tdqNf-Q-MU96CxyAy_DOojG3m0upc8ktbyMOBfizoely0wcQ0iN3pxw1cobkQGjxw9Vm-egr7w) here for a refresher as to where you are in the case progress.

    Week 6: Case Study Reflection

    In this week, Week 6, you will bring your experience full circle with a reflective analysis that captures the key takeaways from the case study evaluation. This written reflection will prompt you to consider what you have learned throughout the experience, highlight areas that sparked your interest, and explore the broader insights gained through the process. This will be your chance to synthesize your experience and articulate the strategic marketing lessons that will shape your professional perspective moving forward.

    To finalize the Week 6: Breakout Learning Experience Reflection part of this experience, you will include the following in a one-to-two-page analysis:

    · Summarize the key lessons learned from the experience.

    · Analyze how this experience will benefit you in your professional pathway.

    · Self-assess and identify areas of strength and opportunities you learned about yourself or marketing from this experience, and how this might enhance your professional development plans in or outside your program.

    All work must be formatted in accordance with APA seventh edition guidelines and include a cover page and reference page.

    _The reflection analysis will be worth 50 points._

    **Action**

    Select the Start Assignment button to begin.

    Once you have uploaded your file, select Submit Assignment.

    **Rubric**

    **Week 6: Collaborative Synchronous Reflection**

    | | | |
    | — | — | — |
    | Week 6: Collaborative Synchronous Reflection |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDocumentation, Formatting, and Editing<br>Quality work will be in APA seventh edition format and free of any spelling, punctuation, or grammatical errors. Quality work will include a title page, headings and subheadings to organize sections, and a references page. Sentences and paragraphs will be clear, concise, and factually correct as expected at a graduate level. | **5 ptsFull Marks**<br>**0 ptsNo Marks** | 5 pts |
    | This criterion is linked to a Learning OutcomeContent<br>Quality work will adequately cover all reflection prompt requirements. Quality work will have significant scope and depth of reflection to support any statements. The content presented must demonstrate a reflective analysis of experience expected at a graduate level. | **45 ptsFull Marks**<br>**0 ptsNo Marks** | 45 pts |

  • [Solved] Business communication

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    Discussion Prompt: Communication in Organizations This is the assignment also. Communication within organizations can be extremely complex. Each person communicates based upon his or her worldview and individual beliefs and biases. What should individuals do to ensure that they communicate effective…

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    Assignment Prompt & Instructions

    Discussion Prompt: Communication in Organizations

    This is the assignment also.

    Communication within organizations can be extremely complex. Each person communicates based upon his or her worldview and individual beliefs and biases. What should individuals do to ensure that they communicate effectively in all situations? Discuss not only how and what you say, but how the medium or method of communication may impact the effectiveness of the message.

    Your post should include at least one academic source which provides support of your initial post. You can use the assigned readings, or you can use the CCU Library to find relevant academic sources.

    Below are the instructions for the assignment.

    1. Remember that all discussions must begin by Wednesday of each week and end by Sunday to avoid losing points.

    2. You need to develop several paragraphs – one idea per paragraph; be very specific when answering questions and give examples. Always cite Guffey & Loewy (2023), both in your initial post and in at least 2 of your response posts. It is important to give weight to your opinions by citing research and also to demonstrate that you have read the course materials for each week. You do not have to agree with our authors, but you do have to cite them.

    3. When you write an in-text reference, always include both authors, the date, and page numbers for direct quotes. For example,

    Guffey & Loewy (2023, p. 3) say, "……."

    4. Get in the habit of carefully following the details of APA. This is important for college-level writing. If you don't know how to write the correct APA reference for our text, copy and paste the one I have written below:

    5. Proofread carefully!!!!! Remember that others are reading your writing. Also, remember the importance that future employers place on good writing skills, as discussed in this week's reading in Guffey & Loewy (2023).

  • [Solved] writing

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    Executive Solution Overview

    **files (2)** – ## writing8-17-26.docx – IMG_7761.jpeg **## writing8-17-26.docx** You work for a university, and you are in charge of talking to the incoming freshmen during their orientation. You have 30 seconds to talk to them about the consequences of plagiarism at the university. This image is …

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    Assignment Prompt & Instructions

    **files (2)**

    – ## writing8-17-26.docx

    – IMG_7761.jpeg

    **## writing8-17-26.docx**

    You work for a university, and you are in charge of talking to the incoming freshmen during their orientation. You have 30 seconds to talk to them about the consequences of plagiarism at the university. This image is your slide on the PowerPoint presentation. All you get is this image. Study the image and then create an argument that connects the image with the importance of using GenAI tools like ChatGPT or Gemini responsibly and honestly in your writing and learning.

    In addition, you are told to integrate one of the University’s core values of  into your presentation. You have to provide your paragraph to the VP for approval.

    Whichever paragraph you choose, it should be a well-developed paragraph, which means: you need a topic sentence, supporting sentences, and a concluding sentence (clincher). The paragraph should be unified and coherent with specific supporting details or examples for support. It should provide sentence variety (simple, compound, and complex sentences). The sentences should be clear, concise, and arranged in a logical order. Transitional words and phrases should be used to provide coherence. Choose one point of view: first, second, or third person.

    **Academic Honor Code and AI**

    Each faculty member has the latitude to determine whether AI can be used in their class, and in what way.
    _Do NOT use AI without checking with your faculty member to determine whether (and what) is allowed for that specific class. Review the syllabus, verify your understanding of the rules, and ensure that all work submitted is yours._ Some faculty members will encourage you to explore and us AI, while other may even have a mandated assignment where you will use AI, and still others will prohibit it. Know the expectations and follow their lead.

    _Use of AI can be determined to be plagiarism._

    **IMG_7761.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7761-jpeg-10587041)

    **IMG_7761.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7761-jpeg-10587041)

    **## writing8-17-26.docx**

    You work for a university, and you are in charge of talking to the incoming freshmen during their orientation. You have 30 seconds to talk to them about the consequences of plagiarism at the university. This image is your slide on the PowerPoint presentation. All you get is this image. Study the image and then create an argument that connects the image with the importance of using GenAI tools like ChatGPT or Gemini responsibly and honestly in your writing and learning.

    In addition, you are told to integrate one of the University’s core values of  into your presentation. You have to provide your paragraph to the VP for approval.

    Whichever paragraph you choose, it should be a well-developed paragraph, which means: you need a topic sentence, supporting sentences, and a concluding sentence (clincher). The paragraph should be unified and coherent with specific supporting details or examples for support. It should provide sentence variety (simple, compound, and complex sentences). The sentences should be clear, concise, and arranged in a logical order. Transitional words and phrases should be used to provide coherence. Choose one point of view: first, second, or third person.

    **Academic Honor Code and AI**

    Each faculty member has the latitude to determine whether AI can be used in their class, and in what way.
    _Do NOT use AI without checking with your faculty member to determine whether (and what) is allowed for that specific class. Review the syllabus, verify your understanding of the rules, and ensure that all work submitted is yours._ Some faculty members will encourage you to explore and us AI, while other may even have a mandated assignment where you will use AI, and still others will prohibit it. Know the expectations and follow their lead.

    _Use of AI can be determined to be plagiarism._

    **IMG_7761.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7761-jpeg-10587041)

    **## writing8-17-26.docx**

    You work for a university, and you are in charge of talking to the incoming freshmen during their orientation. You have 30 seconds to talk to them about the consequences of plagiarism at the university. This image is your slide on the PowerPoint presentation. All you get is this image. Study the image and then create an argument that connects the image with the importance of using GenAI tools like ChatGPT or Gemini responsibly and honestly in your writing and learning.

    In addition, you are told to integrate one of the University’s core values of  into your presentation. You have to provide your paragraph to the VP for approval.

    Whichever paragraph you choose, it should be a well-developed paragraph, which means: you need a topic sentence, supporting sentences, and a concluding sentence (clincher). The paragraph should be unified and coherent with specific supporting details or examples for support. It should provide sentence variety (simple, compound, and complex sentences). The sentences should be clear, concise, and arranged in a logical order. Transitional words and phrases should be used to provide coherence. Choose one point of view: first, second, or third person.

    **Academic Honor Code and AI**

    Each faculty member has the latitude to determine whether AI can be used in their class, and in what way.
    _Do NOT use AI without checking with your faculty member to determine whether (and what) is allowed for that specific class. Review the syllabus, verify your understanding of the rules, and ensure that all work submitted is yours._ Some faculty members will encourage you to explore and us AI, while other may even have a mandated assignment where you will use AI, and still others will prohibit it. Know the expectations and follow their lead.

    _Use of AI can be determined to be plagiarism._

    **IMG_7761.jpeg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7761-jpeg-10587041)

  • [Solved] Book help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Book help.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Week 7 ARTH

    ✓ Verified Academic Solution Available

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    would like to learn more about during this course **files (2)** – ## Week7ARTH.docx – ## Week7_FinalARTH.pdf **## Week7ARTH.docx** **Assignment Directions** This assignment assesses CO-1 & 4 [[content page].](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1335430&type=…

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    Assignment Prompt & Instructions

    would like to learn more about during this course

    **files (2)**

    – ## Week7ARTH.docx

    – ## Week7_FinalARTH.pdf

    **## Week7ARTH.docx**

    **Assignment Directions**

    This assignment assesses CO-1 & 4
    [[content page].](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1335430&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979)

    For this paper, you will combine the lessons in this course to analyze a work of art using formal and sociocultural methods of analysis. You will look at a work of art and carefully describe the use of the elements of composition and principles of design. Then, you will research the work of art and discuss how the work of art was interpreted by the original audience.

    1.
    **Step 1: Week 3 – Paper Proposal**: After visiting the art museums on Google Arts and Culture, identify a work of art that catches your eye and that you would like to learn more about during this course. Your selection should be a painting, print, photograph, or sculpture. Record the identification information for the work you select (artist, title, date, medium, and museum collection).

    2.
    **Step 2: Week 5 – Annotated Bibliography**: Explore the resources at the Trefry Library to ensure you can find scholarly information about the work of art you selected. You might find it helpful to use the
    [Art and Film Research Guide](https://www.apus.edu/apus-library/research/research-tools/research-guides/school-of-arts-and-humanities/art-and-film/). If you need help, remember you can use the “Ask a Librarian” chat the top of the library’s webpage.

    3.
    **Step 3: Week 7 – Final Paper:** You will write a formal essay that includes the following:

    I.
    **Introduction**: this paragraph should identify the work of art you will analyze, introduce the purpose of your paper and include a thesis statement that presents the major point (argument) of your paper.

    II.
    **Formal/Visual Analysis**: this section should incorporate the elements of composition and principles of design as you describe a work of art for your reader. Aim to discuss the work of art as though you are trying to paint a mental picture of the work.

    III.
    **Sociocultural Analysis**: this section should consider how the work of art reflects the time period in which it was created.

    IV.
    **Conclusion**: this paragraph should restate your thesis and be a summary of the major points you made in your paper.

    V.
    **Works Consulted and Works Cited**: cite the resources you used to help you develop your ideas. You might use the
    [Trefry Library’s Citation Hub [Web Page]](https://www.apus.edu/apus-library/resources/writing/writing-at-apus/citation-hub/) for help citing your sources.

    Be sure to review the following prior to submitting your assignment:

    · We strive for academic integrity in all aspects of education, and you are expected to uphold these standards when creating and submitting your discussion. View the
    [Standards of Student Conduct [webpage]](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/standards-of-student-conduct/) for more information on what that means at APUS.

    · Assignment Rubric

    · If you do not see the rubric,
    **select Course Tools in the blue horizontal navigation bar and then Assignments**. Select the appropriate assignment, and the rubric will be located near the bottom of the page.

    **## Week7_FinalARTH.pdf**

    ARTH200 Final Paper
    Course: ARTH200 B002 Summer 2026

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Orga

    niza-

    tion

    of

    Ideas

    (Into,

    the-

    sis,

    con-

    clu-

    sion)

    / 2020 points

    The student

    clearly intro-

    duces the topic

    and offers a

    strong, focused

    thesis that

    guides the paper.

    A well-defined

    introduction and

    conclusion are

    included

    17 points

    The student in-

    troduces the

    topic and has a

    thesis statement,

    but the thesis

    could be more

    specific. The in-

    troduction and

    conclusion are

    both included

    and easy to

    recognize.

    15 points

    The stu-

    dent pro-

    vides a

    general in-

    troduction

    that may

    express

    the

    paper's

    purpose,

    but the

    thesis is

    unclear or

    underde-

    veloped.

    The con-

    clusion is

    also vague

    and fails

    to summa-

    rize the

    main ideas

    presented

    in the

    paper.

    13 points

    The student in-

    cludes an intro-

    duction and con-

    clusion but does

    not clearly state

    the paper's pur-

    pose or has a

    missing thesis

    statement.

    0 points

    The stu-

    dent did

    not sub-

    mit a pa-

    per, or it

    com-

    pletely

    lacks a

    proper

    introduc-

    tion, the-

    sis state-

    ment,

    and

    conclu-

    sion.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Form

    al

    Analy

    sis

    / 3030 points

    The student pro-

    vides a detailed

    and insightful

    description of all

    elements of com-

    position and

    principles of de-

    sign, creating a

    vivid mental

    image.

    25.5 points

    The student of-

    fers a clear de-

    scription, focus-

    ing on most vis-

    ual elements, and

    includes some

    vivid details.

    21.5

    points

    The stu-

    dent of-

    fers a ba-

    sic de-

    scription

    of the art-

    work but

    only ana-

    lyzes it us-

    ing a few

    elements

    of compo-

    sition or

    principles

    of design.

    19.5 points

    The student’s pa-

    per offers a gen-

    eral overview of

    the artwork but

    only discusses a

    few elements of

    composition or

    principles of

    design.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Socio

    cul-

    tural

    Analy

    sis

    / 3030 points

    The student’s pa-

    per demon-

    strates a thor-

    ough under-

    standing of his-

    torical and cul-

    tural context and

    a strong connec-

    tion to the origi-

    nal audience's in-

    terpretation,

    linked to the vis-

    ual information

    in the artwork.

    25.5 points

    The student’s pa-

    per demon-

    strates a solid

    understanding of

    the cultural con-

    text and some

    connection to

    audience inter-

    pretation that re-

    lies on the visual

    information in

    the artwork.

    21.25

    points

    The

    student’s

    paper in-

    cludes a

    general

    discussion

    of the cul-

    tural con-

    text and

    the origi-

    nal inter-

    pretation

    of the

    work, but

    its connec-

    tion to the

    visual con-

    text of the

    work is

    limited.

    19.5 points

    The student’s pa-

    per references

    the cultural con-

    text and original

    audience, but the

    information is

    vague and not

    linked to the vis-

    ual content of

    the artwork.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Gram

    mar

    and

    Mech

    anics

    / 10

    Docu

    men-

    tation

    / 10

    10 points

    The writing is

    free of proof-

    reading errors.

    The writing con-

    tains sentences

    that are always

    complete and

    grammatically

    correct, and free

    of confusion and

    ambiguity.

    8.5 points

    The writing may

    have a few minor

    proofreading er-

    rors, but they do

    not disrupt the

    reading flow. The

    writing includes

    complete sen-

    tences or those

    that imply un-

    stated connec-

    tions and

    conclusions.

    7.5 points

    The writ-

    ing could

    use more

    proofread-

    ing be-

    cause

    some mis-

    takes dis-

    rupt the

    reading

    flow. It has

    some

    grammati-

    cal errors

    that are

    simple to

    fix. Extra

    proofread-

    ing would

    help re-

    move

    these

    errors.

    6.5 points

    The writing con-

    tains major

    proofreading

    mistakes. It is

    confusing and

    unclear due to

    numerous gram-

    mar and syntax

    errors. There is

    no sign of proof-

    reading, editing,

    or rewriting.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    10 points

    The student ac-

    curately cites

    sources in a uni-

    versity-approved

    format in a

    Works

    Cited/References

    page and cites

    information ac-

    curately in the

    body of the text.

    8.5 points

    The student ac-

    curately cites

    sources in a uni-

    versity-approved

    format in a

    Works

    Cited/References

    page, but the in-

    text citation is

    incorrectly

    provided.

    7.5 points

    The stu-

    dent cites

    sources in

    university-

    approved

    format and

    uses in-

    text cita-

    tions, but

    there are

    formatting

    issues.

    6.5 points

    The student cites

    sources, either

    in-text or in a

    Work’s

    Cited/References

    page, but one or

    the other is

    missing.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Total / 100

    Overall Score

    Exemplary
    90 points
    minimum

    Accomplished
    80 points
    minimum

    Developing
    70 points
    minimum

    Beginning
    60 points
    minimum

    Did Not

    Attempt
    0 points minimum

    **## Week7_FinalARTH.pdf**

    ARTH200 Final Paper
    Course: ARTH200 B002 Summer 2026

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Orga

    niza-

    tion

    of

    Ideas

    (Into,

    the-

    sis,

    con-

    clu-

    sion)

    / 2020 points

    The student

    clearly intro-

    duces the topic

    and offers a

    strong, focused

    thesis that

    guides the paper.

    A well-defined

    introduction and

    conclusion are

    included

    17 points

    The student in-

    troduces the

    topic and has a

    thesis statement,

    but the thesis

    could be more

    specific. The in-

    troduction and

    conclusion are

    both included

    and easy to

    recognize.

    15 points

    The stu-

    dent pro-

    vides a

    general in-

    troduction

    that may

    express

    the

    paper's

    purpose,

    but the

    thesis is

    unclear or

    underde-

    veloped.

    The con-

    clusion is

    also vague

    and fails

    to summa-

    rize the

    main ideas

    presented

    in the

    paper.

    13 points

    The student in-

    cludes an intro-

    duction and con-

    clusion but does

    not clearly state

    the paper's pur-

    pose or has a

    missing thesis

    statement.

    0 points

    The stu-

    dent did

    not sub-

    mit a pa-

    per, or it

    com-

    pletely

    lacks a

    proper

    introduc-

    tion, the-

    sis state-

    ment,

    and

    conclu-

    sion.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Form

    al

    Analy

    sis

    / 3030 points

    The student pro-

    vides a detailed

    and insightful

    description of all

    elements of com-

    position and

    principles of de-

    sign, creating a

    vivid mental

    image.

    25.5 points

    The student of-

    fers a clear de-

    scription, focus-

    ing on most vis-

    ual elements, and

    includes some

    vivid details.

    21.5

    points

    The stu-

    dent of-

    fers a ba-

    sic de-

    scription

    of the art-

    work but

    only ana-

    lyzes it us-

    ing a few

    elements

    of compo-

    sition or

    principles

    of design.

    19.5 points

    The student’s pa-

    per offers a gen-

    eral overview of

    the artwork but

    only discusses a

    few elements of

    composition or

    principles of

    design.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Socio

    cul-

    tural

    Analy

    sis

    / 3030 points

    The student’s pa-

    per demon-

    strates a thor-

    ough under-

    standing of his-

    torical and cul-

    tural context and

    a strong connec-

    tion to the origi-

    nal audience's in-

    terpretation,

    linked to the vis-

    ual information

    in the artwork.

    25.5 points

    The student’s pa-

    per demon-

    strates a solid

    understanding of

    the cultural con-

    text and some

    connection to

    audience inter-

    pretation that re-

    lies on the visual

    information in

    the artwork.

    21.25

    points

    The

    student’s

    paper in-

    cludes a

    general

    discussion

    of the cul-

    tural con-

    text and

    the origi-

    nal inter-

    pretation

    of the

    work, but

    its connec-

    tion to the

    visual con-

    text of the

    work is

    limited.

    19.5 points

    The student’s pa-

    per references

    the cultural con-

    text and original

    audience, but the

    information is

    vague and not

    linked to the vis-

    ual content of

    the artwork.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Gram

    mar

    and

    Mech

    anics

    / 10

    Docu

    men-

    tation

    / 10

    10 points

    The writing is

    free of proof-

    reading errors.

    The writing con-

    tains sentences

    that are always

    complete and

    grammatically

    correct, and free

    of confusion and

    ambiguity.

    8.5 points

    The writing may

    have a few minor

    proofreading er-

    rors, but they do

    not disrupt the

    reading flow. The

    writing includes

    complete sen-

    tences or those

    that imply un-

    stated connec-

    tions and

    conclusions.

    7.5 points

    The writ-

    ing could

    use more

    proofread-

    ing be-

    cause

    some mis-

    takes dis-

    rupt the

    reading

    flow. It has

    some

    grammati-

    cal errors

    that are

    simple to

    fix. Extra

    proofread-

    ing would

    help re-

    move

    these

    errors.

    6.5 points

    The writing con-

    tains major

    proofreading

    mistakes. It is

    confusing and

    unclear due to

    numerous gram-

    mar and syntax

    errors. There is

    no sign of proof-

    reading, editing,

    or rewriting.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    10 points

    The student ac-

    curately cites

    sources in a uni-

    versity-approved

    format in a

    Works

    Cited/References

    page and cites

    information ac-

    curately in the

    body of the text.

    8.5 points

    The student ac-

    curately cites

    sources in a uni-

    versity-approved

    format in a

    Works

    Cited/References

    page, but the in-

    text citation is

    incorrectly

    provided.

    7.5 points

    The stu-

    dent cites

    sources in

    university-

    approved

    format and

    uses in-

    text cita-

    tions, but

    there are

    formatting

    issues.

    6.5 points

    The student cites

    sources, either

    in-text or in a

    Work’s

    Cited/References

    page, but one or

    the other is

    missing.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Total / 100

    Overall Score

    Exemplary
    90 points
    minimum

    Accomplished
    80 points
    minimum

    Developing
    70 points
    minimum

    Beginning
    60 points
    minimum

    Did Not

    Attempt
    0 points minimum

    **## Week7ARTH.docx**

    **Assignment Directions**

    This assignment assesses CO-1 & 4
    [[content page].](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1335430&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979)

    For this paper, you will combine the lessons in this course to analyze a work of art using formal and sociocultural methods of analysis. You will look at a work of art and carefully describe the use of the elements of composition and principles of design. Then, you will research the work of art and discuss how the work of art was interpreted by the original audience.

    1.
    **Step 1: Week 3 – Paper Proposal**: After visiting the art museums on Google Arts and Culture, identify a work of art that catches your eye and that you would like to learn more about during this course. Your selection should be a painting, print, photograph, or sculpture. Record the identification information for the work you select (artist, title, date, medium, and museum collection).

    2.
    **Step 2: Week 5 – Annotated Bibliography**: Explore the resources at the Trefry Library to ensure you can find scholarly information about the work of art you selected. You might find it helpful to use the
    [Art and Film Research Guide](https://www.apus.edu/apus-library/research/research-tools/research-guides/school-of-arts-and-humanities/art-and-film/). If you need help, remember you can use the “Ask a Librarian” chat the top of the library’s webpage.

    3.
    **Step 3: Week 7 – Final Paper:** You will write a formal essay that includes the following:

    I.
    **Introduction**: this paragraph should identify the work of art you will analyze, introduce the purpose of your paper and include a thesis statement that presents the major point (argument) of your paper.

    II.
    **Formal/Visual Analysis**: this section should incorporate the elements of composition and principles of design as you describe a work of art for your reader. Aim to discuss the work of art as though you are trying to paint a mental picture of the work.

    III.
    **Sociocultural Analysis**: this section should consider how the work of art reflects the time period in which it was created.

    IV.
    **Conclusion**: this paragraph should restate your thesis and be a summary of the major points you made in your paper.

    V.
    **Works Consulted and Works Cited**: cite the resources you used to help you develop your ideas. You might use the
    [Trefry Library’s Citation Hub [Web Page]](https://www.apus.edu/apus-library/resources/writing/writing-at-apus/citation-hub/) for help citing your sources.

    Be sure to review the following prior to submitting your assignment:

    · We strive for academic integrity in all aspects of education, and you are expected to uphold these standards when creating and submitting your discussion. View the
    [Standards of Student Conduct [webpage]](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/standards-of-student-conduct/) for more information on what that means at APUS.

    · Assignment Rubric

    · If you do not see the rubric,
    **select Course Tools in the blue horizontal navigation bar and then Assignments**. Select the appropriate assignment, and the rubric will be located near the bottom of the page.

    **## Week7_FinalARTH.pdf**

    ARTH200 Final Paper
    Course: ARTH200 B002 Summer 2026

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Orga

    niza-

    tion

    of

    Ideas

    (Into,

    the-

    sis,

    con-

    clu-

    sion)

    / 2020 points

    The student

    clearly intro-

    duces the topic

    and offers a

    strong, focused

    thesis that

    guides the paper.

    A well-defined

    introduction and

    conclusion are

    included

    17 points

    The student in-

    troduces the

    topic and has a

    thesis statement,

    but the thesis

    could be more

    specific. The in-

    troduction and

    conclusion are

    both included

    and easy to

    recognize.

    15 points

    The stu-

    dent pro-

    vides a

    general in-

    troduction

    that may

    express

    the

    paper's

    purpose,

    but the

    thesis is

    unclear or

    underde-

    veloped.

    The con-

    clusion is

    also vague

    and fails

    to summa-

    rize the

    main ideas

    presented

    in the

    paper.

    13 points

    The student in-

    cludes an intro-

    duction and con-

    clusion but does

    not clearly state

    the paper's pur-

    pose or has a

    missing thesis

    statement.

    0 points

    The stu-

    dent did

    not sub-

    mit a pa-

    per, or it

    com-

    pletely

    lacks a

    proper

    introduc-

    tion, the-

    sis state-

    ment,

    and

    conclu-

    sion.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Form

    al

    Analy

    sis

    / 3030 points

    The student pro-

    vides a detailed

    and insightful

    description of all

    elements of com-

    position and

    principles of de-

    sign, creating a

    vivid mental

    image.

    25.5 points

    The student of-

    fers a clear de-

    scription, focus-

    ing on most vis-

    ual elements, and

    includes some

    vivid details.

    21.5

    points

    The stu-

    dent of-

    fers a ba-

    sic de-

    scription

    of the art-

    work but

    only ana-

    lyzes it us-

    ing a few

    elements

    of compo-

    sition or

    principles

    of design.

    19.5 points

    The student’s pa-

    per offers a gen-

    eral overview of

    the artwork but

    only discusses a

    few elements of

    composition or

    principles of

    design.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Socio

    cul-

    tural

    Analy

    sis

    / 3030 points

    The student’s pa-

    per demon-

    strates a thor-

    ough under-

    standing of his-

    torical and cul-

    tural context and

    a strong connec-

    tion to the origi-

    nal audience's in-

    terpretation,

    linked to the vis-

    ual information

    in the artwork.

    25.5 points

    The student’s pa-

    per demon-

    strates a solid

    understanding of

    the cultural con-

    text and some

    connection to

    audience inter-

    pretation that re-

    lies on the visual

    information in

    the artwork.

    21.25

    points

    The

    student’s

    paper in-

    cludes a

    general

    discussion

    of the cul-

    tural con-

    text and

    the origi-

    nal inter-

    pretation

    of the

    work, but

    its connec-

    tion to the

    visual con-

    text of the

    work is

    limited.

    19.5 points

    The student’s pa-

    per references

    the cultural con-

    text and original

    audience, but the

    information is

    vague and not

    linked to the vis-

    ual content of

    the artwork.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Gram

    mar

    and

    Mech

    anics

    / 10

    Docu

    men-

    tation

    / 10

    10 points

    The writing is

    free of proof-

    reading errors.

    The writing con-

    tains sentences

    that are always

    complete and

    grammatically

    correct, and free

    of confusion and

    ambiguity.

    8.5 points

    The writing may

    have a few minor

    proofreading er-

    rors, but they do

    not disrupt the

    reading flow. The

    writing includes

    complete sen-

    tences or those

    that imply un-

    stated connec-

    tions and

    conclusions.

    7.5 points

    The writ-

    ing could

    use more

    proofread-

    ing be-

    cause

    some mis-

    takes dis-

    rupt the

    reading

    flow. It has

    some

    grammati-

    cal errors

    that are

    simple to

    fix. Extra

    proofread-

    ing would

    help re-

    move

    these

    errors.

    6.5 points

    The writing con-

    tains major

    proofreading

    mistakes. It is

    confusing and

    unclear due to

    numerous gram-

    mar and syntax

    errors. There is

    no sign of proof-

    reading, editing,

    or rewriting.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    10 points

    The student ac-

    curately cites

    sources in a uni-

    versity-approved

    format in a

    Works

    Cited/References

    page and cites

    information ac-

    curately in the

    body of the text.

    8.5 points

    The student ac-

    curately cites

    sources in a uni-

    versity-approved

    format in a

    Works

    Cited/References

    page, but the in-

    text citation is

    incorrectly

    provided.

    7.5 points

    The stu-

    dent cites

    sources in

    university-

    approved

    format and

    uses in-

    text cita-

    tions, but

    there are

    formatting

    issues.

    6.5 points

    The student cites

    sources, either

    in-text or in a

    Work’s

    Cited/References

    page, but one or

    the other is

    missing.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Total / 100

    Overall Score

    Exemplary
    90 points
    minimum

    Accomplished
    80 points
    minimum

    Developing
    70 points
    minimum

    Beginning
    60 points
    minimum

    Did Not

    Attempt
    0 points minimum

    **## Week7ARTH.docx**

    **Assignment Directions**

    This assignment assesses CO-1 & 4
    [[content page].](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1335430&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979)

    For this paper, you will combine the lessons in this course to analyze a work of art using formal and sociocultural methods of analysis. You will look at a work of art and carefully describe the use of the elements of composition and principles of design. Then, you will research the work of art and discuss how the work of art was interpreted by the original audience.

    1.
    **Step 1: Week 3 – Paper Proposal**: After visiting the art museums on Google Arts and Culture, identify a work of art that catches your eye and that you would like to learn more about during this course. Your selection should be a painting, print, photograph, or sculpture. Record the identification information for the work you select (artist, title, date, medium, and museum collection).

    2.
    **Step 2: Week 5 – Annotated Bibliography**: Explore the resources at the Trefry Library to ensure you can find scholarly information about the work of art you selected. You might find it helpful to use the
    [Art and Film Research Guide](https://www.apus.edu/apus-library/research/research-tools/research-guides/school-of-arts-and-humanities/art-and-film/). If you need help, remember you can use the “Ask a Librarian” chat the top of the library’s webpage.

    3.
    **Step 3: Week 7 – Final Paper:** You will write a formal essay that includes the following:

    I.
    **Introduction**: this paragraph should identify the work of art you will analyze, introduce the purpose of your paper and include a thesis statement that presents the major point (argument) of your paper.

    II.
    **Formal/Visual Analysis**: this section should incorporate the elements of composition and principles of design as you describe a work of art for your reader. Aim to discuss the work of art as though you are trying to paint a mental picture of the work.

    III.
    **Sociocultural Analysis**: this section should consider how the work of art reflects the time period in which it was created.

    IV.
    **Conclusion**: this paragraph should restate your thesis and be a summary of the major points you made in your paper.

    V.
    **Works Consulted and Works Cited**: cite the resources you used to help you develop your ideas. You might use the
    [Trefry Library’s Citation Hub [Web Page]](https://www.apus.edu/apus-library/resources/writing/writing-at-apus/citation-hub/) for help citing your sources.

    Be sure to review the following prior to submitting your assignment:

    · We strive for academic integrity in all aspects of education, and you are expected to uphold these standards when creating and submitting your discussion. View the
    [Standards of Student Conduct [webpage]](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/standards-of-student-conduct/) for more information on what that means at APUS.

    · Assignment Rubric

    · If you do not see the rubric,
    **select Course Tools in the blue horizontal navigation bar and then Assignments**. Select the appropriate assignment, and the rubric will be located near the bottom of the page.

    **## Week7_FinalARTH.pdf**

    ARTH200 Final Paper
    Course: ARTH200 B002 Summer 2026

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Orga

    niza-

    tion

    of

    Ideas

    (Into,

    the-

    sis,

    con-

    clu-

    sion)

    / 2020 points

    The student

    clearly intro-

    duces the topic

    and offers a

    strong, focused

    thesis that

    guides the paper.

    A well-defined

    introduction and

    conclusion are

    included

    17 points

    The student in-

    troduces the

    topic and has a

    thesis statement,

    but the thesis

    could be more

    specific. The in-

    troduction and

    conclusion are

    both included

    and easy to

    recognize.

    15 points

    The stu-

    dent pro-

    vides a

    general in-

    troduction

    that may

    express

    the

    paper's

    purpose,

    but the

    thesis is

    unclear or

    underde-

    veloped.

    The con-

    clusion is

    also vague

    and fails

    to summa-

    rize the

    main ideas

    presented

    in the

    paper.

    13 points

    The student in-

    cludes an intro-

    duction and con-

    clusion but does

    not clearly state

    the paper's pur-

    pose or has a

    missing thesis

    statement.

    0 points

    The stu-

    dent did

    not sub-

    mit a pa-

    per, or it

    com-

    pletely

    lacks a

    proper

    introduc-

    tion, the-

    sis state-

    ment,

    and

    conclu-

    sion.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Form

    al

    Analy

    sis

    / 3030 points

    The student pro-

    vides a detailed

    and insightful

    description of all

    elements of com-

    position and

    principles of de-

    sign, creating a

    vivid mental

    image.

    25.5 points

    The student of-

    fers a clear de-

    scription, focus-

    ing on most vis-

    ual elements, and

    includes some

    vivid details.

    21.5

    points

    The stu-

    dent of-

    fers a ba-

    sic de-

    scription

    of the art-

    work but

    only ana-

    lyzes it us-

    ing a few

    elements

    of compo-

    sition or

    principles

    of design.

    19.5 points

    The student’s pa-

    per offers a gen-

    eral overview of

    the artwork but

    only discusses a

    few elements of

    composition or

    principles of

    design.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Socio

    cul-

    tural

    Analy

    sis

    / 3030 points

    The student’s pa-

    per demon-

    strates a thor-

    ough under-

    standing of his-

    torical and cul-

    tural context and

    a strong connec-

    tion to the origi-

    nal audience's in-

    terpretation,

    linked to the vis-

    ual information

    in the artwork.

    25.5 points

    The student’s pa-

    per demon-

    strates a solid

    understanding of

    the cultural con-

    text and some

    connection to

    audience inter-

    pretation that re-

    lies on the visual

    information in

    the artwork.

    21.25

    points

    The

    student’s

    paper in-

    cludes a

    general

    discussion

    of the cul-

    tural con-

    text and

    the origi-

    nal inter-

    pretation

    of the

    work, but

    its connec-

    tion to the

    visual con-

    text of the

    work is

    limited.

    19.5 points

    The student’s pa-

    per references

    the cultural con-

    text and original

    audience, but the

    information is

    vague and not

    linked to the vis-

    ual content of

    the artwork.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Criteria Exemplary Accomplished Developing Beginning
    Did Not
    Attempt

    Criterion
    Score

    Gram

    mar

    and

    Mech

    anics

    / 10

    Docu

    men-

    tation

    / 10

    10 points

    The writing is

    free of proof-

    reading errors.

    The writing con-

    tains sentences

    that are always

    complete and

    grammatically

    correct, and free

    of confusion and

    ambiguity.

    8.5 points

    The writing may

    have a few minor

    proofreading er-

    rors, but they do

    not disrupt the

    reading flow. The

    writing includes

    complete sen-

    tences or those

    that imply un-

    stated connec-

    tions and

    conclusions.

    7.5 points

    The writ-

    ing could

    use more

    proofread-

    ing be-

    cause

    some mis-

    takes dis-

    rupt the

    reading

    flow. It has

    some

    grammati-

    cal errors

    that are

    simple to

    fix. Extra

    proofread-

    ing would

    help re-

    move

    these

    errors.

    6.5 points

    The writing con-

    tains major

    proofreading

    mistakes. It is

    confusing and

    unclear due to

    numerous gram-

    mar and syntax

    errors. There is

    no sign of proof-

    reading, editing,

    or rewriting.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    10 points

    The student ac-

    curately cites

    sources in a uni-

    versity-approved

    format in a

    Works

    Cited/References

    page and cites

    information ac-

    curately in the

    body of the text.

    8.5 points

    The student ac-

    curately cites

    sources in a uni-

    versity-approved

    format in a

    Works

    Cited/References

    page, but the in-

    text citation is

    incorrectly

    provided.

    7.5 points

    The stu-

    dent cites

    sources in

    university-

    approved

    format and

    uses in-

    text cita-

    tions, but

    there are

    formatting

    issues.

    6.5 points

    The student cites

    sources, either

    in-text or in a

    Work’s

    Cited/References

    page, but one or

    the other is

    missing.

    0 points

    The stu-

    dent did

    not sub-

    mit a

    paper.

    Total / 100

    Overall Score

    Exemplary
    90 points
    minimum

    Accomplished
    80 points
    minimum

    Developing
    70 points
    minimum

    Beginning
    60 points
    minimum

    Did Not

    Attempt
    0 points minimum

  • [Solved] hey

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    #### **Instructions** PLEASE MAKE SURE THAT YOU SUBMIT A POWERPOINT PRESENTATION ONLY – CSP PROVIDES "FREE" POWERPOINT SOFTWARE TO ALL STUDENTS – THE CSP HELP DESK WILL PROVIDE ASSISTANCE – COMES WITH YOUR TUITION. LET ME KNOW IF YOU HAVE ANY QUESTIONS AT ALL. I AM HERE TO HELP. YOU WILL REALLY ENJ…

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    #### **Instructions**

    PLEASE MAKE SURE THAT YOU SUBMIT A POWERPOINT PRESENTATION ONLY – CSP PROVIDES "FREE" POWERPOINT SOFTWARE TO ALL STUDENTS –

    THE CSP HELP DESK WILL PROVIDE ASSISTANCE – COMES WITH YOUR TUITION. LET ME KNOW IF YOU HAVE ANY QUESTIONS AT ALL.

    I AM HERE TO HELP. YOU WILL REALLY ENJOY THIS FINAL PROJECT!

    You will create a 3-8 minute PowerPoint (about 8-10 slides) presentation with voiceover based on your research findings. Your presentation should::

    – Define and explain the topic and how it relates to sociology
    – Discuss why the topic is important to study
    – Discuss 3 sociological theories and how they apply to the topic
    – Based on your research and what was covered in this course, recommend an approach to address the issue, further research on the subject, and/or increase public awareness of its import.
    – Your presentation should be a minimum of 3-minutes long, but no longer than 8-minutes (no videos).
    – Discusses why the topic is important to study and provides a recommendation for further understanding the topic
    – Develop content into a well-organized presentation and uses appropriate language and nonverbals that enhance the fluency of the presentation
    – Visual aid is interesting, informative, includes written & verbal references incorporated and a reference slide

    You must include a reference page at the end of your presentation that cites your resources in [APA format](http://library.csp.edu/apa).

    When you have completed your recorded presentation upload it here, then post it in the [Module 8 Discussion: Final PowerPoint Presentation](https://mycourses.csp.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=41786&type=discuss&rcode=AA2ECA5F-CC3E-46B4-9216-EF3D530BA370-9027). Each student is required to review and comment on at least two peer presentations.

  • [Solved] Help with English

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