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LITERATURE REVIEW PAPER INSTRUCTIONS
Overview:
Before you can conduct an analysis of a political leader in a specific context, you must first create a statesmanship framework by which to analyze that leader. This paper requires you to conduct scholarly research on the general idea of statesmanship: its definition, its attributes, how those attributes compare to pseudo-statesmanship, and how the political leaders we have discussed in the course demonstrate statesmanship via decisions and actions. This paper will serve as a building block to your final paper.
This paper should be 5–7 pages (excluding the title page, and references) and contain a list of at least 12 scholarly sources as well as all of the the Reading & Study materials and Scripture. The paper must be formatted in Turabian.
Sources:
To be more specific on this note, remember that the required reading and presenations are designed to help you better understand statesmanship and its key offshoot—statecraft. Thus, it is vitally important that you use the following:
Readings:
• Fischer: “Leadership and Statesmanship”
• Holloway, “Christianity, Magnanimity, and Statesmanship”
• Newell
• Stein: “Isaiah and Statesmanship”
• Vaughan
Videos and Presetnations:
• Biblical Principles of Government
• America’s Constitutional Tradition
• Christianity and Rationalism
• The Constitutional Convention
• Covenants and Statesmanship
• Goeglein: “Uncompromising Statesmanship”/ “Rhetorical Challenges”
Additional Research: 12-15 scholarly (i.e. “peer-reviewed”) sources. Liberty’s online library has the ability to specifically select the “peer-reviewed” option.
Paper Structure:
The following sections must be addressed, with proper headings, in the following order:
• Definition of Statesmanship
• Attributes of Statesmanship
• Application
• Comparison to Pseudo-Statesmanship
• Summary
Remember that a discussion of Biblical principles of government and statecraft must be included as relevant. The grading rubric provides more specifics for the paper and each required section.
Below is the link for the video covenants and statesmanship https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_370203_1&content_id=_18032671_1
Below is the link for the other videos • Covenants and Statesmanship • Goeglein: “Uncompromising Statesmanship”/ “Rhetorical Challenges” https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_370203_1&content_id=_18032681_1
Link to the following videos • Biblical Principles of Government • America’s Constitutional Tradition • Christianity and Rationalism • The Constitutional Convention https://learn.liberty.edu/webapps/blackboard/content/listContent.jsp?course_id=_370203_1&content_id=_18032676_1

Module Title: Global Leadership
Module Description
It would be more beneficial if you develop an aim and a set of objectives for the entire piece of work. These could be extracted from the learning outcomes and turned into a set of ‘research questions’ (before getting transformed into aim and objectives). I believe these will help you developing a better focus for your assignment.
• The assessment will be a patchwork text in a critical style and report writing of 6,000 word equivalent. The essay should address the module learning outcomes, and written well from a UK writer, and preferably UK based researched. Harvard Anglia v6 -Style of Referencing (lower case) need to be done, throughout. Please see last below instructions about this.
• Create a title to the essay. The essay should be on: Narcotic Drug Abuse, in relationship to the topic module. ( This has to be a global problem and then you can end up looking at it in detail (e.g. at national or organisational level). Please strictly refer to the learning outcomes and marking criteria as indicated below. (ie: What is the problem? Why is it important? What the factors contributing to it becoming a global problem? What are the causes of this problem? If these causes are not addressed, what will/can happen?… )We are to investigate a global problem and explaining the rationale of that problem. Furthermore we have to explain the role of leadership in that problem. Discuss how did leadership contributed to that problem (this could be in making it worse or making it better)? So you need to critically evaluate this contribution using leadership theories (including the MisLeadership Concept where relevant)An organisation does not necessarily mean your workplace. In general, an organisation could be a company, a network/chain of entities (e.g. trusts), a national organisation (e.g. NHS), a governmental organisation/authority (e.g. Department of Health). In all cases, I am confident that you must find something that has a relation with your global topic so please try to have a flexible mind.
• The lecturer had recommend that one to have a good look how journal papers are structured and designed (in terms of length of paragraphs, tables, figures etc.) and encouraged us to develop something similar. You are also encouraged to use issues from workplace with real data/information. You can of course use tables, graphs etc. In fact, I would really encourage you doing so as this adds value to your work in terms of evidence. UK based research is essential.
• The essay should be structured so that it follows academic convention by demonstrating the flow of argument related to the topic. The essay should have clear and distinct sections such as introduction, a middle section which identifies the background, evidential support to help establish this as a concern; discussion which brings together the key concepts with rationale for selection and a critique of theory, with application and supported by peer reviewed literature. The essay should provide a summary of findings which act as the conclusion. Signposting are to be used, throughout.
• Methodology/Evidence collection/Search Strategy are important.
• The Pass/Failure depends on “Argument Development”, “Analysis” and “Performance improvement” sections.
• Summarizing of diagrams need to be done. Labelling of diagrams should be below the diagrams.
• A Rich Pictures diagram is requested alongside a COTWOE diagram. These obviously will show your understanding of how to implement these models and more importantly your understanding of the bigger picture and complex systems. When you use the figure of somebody else (i.e. taken from literature), it becomes impossible to develop this understanding (from lecturer point of view) and thus does not mark you up for it. You can use root cause analysis etc.
• Personal reflection on the subject is paramount. My reflection on the subject is: This was given by tutor: Quote 1: “Outstanding leaders go out of their way to boost the self-esteem of their personnel. If people believe in themselves, it’s amazing what they can accomplish.” – Sam Walton
My thought: Personally great leaders inspire their staff to reach higher and eventually dream bigger to achieve greater. My leadership philosophy is to provide inspiration to my team. Most important as leader is to be open so one can recognise his own faults, with the aim to grow as a leader and as a person.
• Arguments need to be developed gradually and nicely using evidence from literature, theoretical models. Use good amount of learning and application of theories throughout. One can relate these through place of work, and make sure that you demonstrate the depth understanding by combing the evaluation, review and analysis and use the real world.
• On the reflection side need to be explicit, about the writer rather than on the topic.
• Follow all Learning outcomes, throughout. Use leadership theories (including the MisLeadership Concept where relevant).
Learning Outcomes and Outline Delivery
Knowledge andunderstanding
1. Critically evaluate major global issues and the extent to which they are caused by the actions of humanity, contemporary decision making methods, inappropriate focus and business paradigms.
2. Demonstrate a critical appreciation of the emerging role and responsibility of ‘business’ and leaders in such deliberations and actions.
Intellectual,practical,affective &transferable skills
3. Propose, and critically evaluate, potential approaches to solving such issues, including development of new paradigms, broader focus and decision making approaches.
4. Critically reflect on their personal position and skill base in developing the context of leadership.
To examine the fitness of a ‘business’ in a range of sectors and individuals to tackle global issues. These learning outcomes can be understood in the following ways.
• (L.O. 1) Critically evaluate major global issues and the extent to which they are caused bythe actions of humanity, contemporary decision making methods, inappropriate focus andbusiness paradigms.
Major global issues such as Global Warming, pollution events, extremes weather events and majordisasters (Heat, hurricanes, floods, earthquakes), Pandemics (HIV and AIDS), Global Recession (thebanking crisis) obesity and famine all have a profound impact on the delivery of Health and Social care.
The responsibility for contextualising and managing these events lies with the leadership in theorganisation and this is explored using theories surrounding decision making, risk assessment and majorincident planning.
• (L.O. 2) Demonstrate a critical appreciation of the emerging role and responsibility of’business’ and leaders in such deliberations and actions.
With the development of the global environment, 21st century leaders can feel helpless in the face of thechallenges. The responsibility for proposing and implementing solutions at a local level is evaluated andthe effectiveness of the strategies analysed
• (L.O. 3) Propose, and critically evaluate, potential approaches to solving such issues,
including development of new paradigms, broader focus and decision makingapproaches.
“Don’t bring me problems, bring me solutions” is a management mantra. Global issues can be tackledlocally with imagination and flair, creating the correct context for health providers to flourish and influencetheir global impact. This is at a corporate as well as individual level and may involve “out of the box”thinking
(L.O. 4) Critically reflect on their personal position and skill base in developing the contextof leadership.
Leaders predominately create context. The role of individuals is key in promoting a positive environmentin which excellence can flourish. The importance of emotional intelligence, organisational culture andthe individual’s impact on creating this environment is examined, with an exploration of the skill set andcompetencies required
• Sections are not to be too long which risks the reader to lose the point you are leading him to. Create sections and sub sections if need be to highlight the major issues you are discussing.
For example:
1. Introduction
1.1 Issue 1
1.1.1 Sub-issue 1.1
1.1.2 Sub-issue 1.2
1.2 Issue 2
1.3 Issue 3
2. Methodology
2.1 Data collection
2.2 Data analysis
Etc

1. London BY WILLIAM BLAKE I wander thro’ each charter’d street, Near where the charter’d Thames does flow. And mark in every face I meet Marks of weakness, marks of woe. In every cry of every Man, In every Infants cry of fear, In every voice: in every ban, The mind-forg’d manacles I hear How the Chimney-sweepers cry Every blackning Church appalls, And the hapless Soldiers sigh Runs in blood down Palace walls But most thro’ midnight streets I hear How the youthful Harlots curse Blasts the new-born Infants tear And blights with plagues the Marriage hearse 2. The love song of J. Alfred Profrock http://www.bartleby.com/198/1.html 3. “ode to frank silvera” ode to frank silvera yu might think that moving silently thru th tenement yr holsters bright nd lively in th yellow colord air yu might think that yr horse kickin without sound at th moon where sum say th faild souls those who cant find bodies hang out yu might say movin soft on top of egg shell tord yr path, karma is will plus fate, th old time blend yu might hope there is sum one to love yu at th end of th road yu might see nothin can grow in th dust of yr anxieties yu might say that fate is whats left aftr yu do nothing. yu can go on alone with all th mysteries of being. yu walk out of th town at sun rise before there is sound th fields maybe yu get rheumatism from too much mornin dew maybe yr hungr gets too deep to drink maybe yr holsters get parchd maybe theres only silence yu might say there is always more love of dark and golden being yu might say yul fly more like th crow yu cud say yu dont have to kill yrself that’l be taken care of yu cud say th mountain and love is hard and eternal, never yields to nothing. sumtime yu are th wind racing green ovr th hairy fields sumtimes yu are th blind eye of th sun turning in yr belly yu dream yu move further out a town

Read the Syllabus for more information/instruction Reading/Movie Essay on District 9: English 1C—Mr. Jones For a sample paper, see Essay 3 (49-55) Paper #1—The Messages of District 9 (100 points) Assignment Write a nicely unified argument essay of at least 1000 words and at least three full pages of text (not counting the works cited), in which you analyze and interpret the ultimate racial message(s) in District 9. In other words, take a stand and craft a unique thesis on what the film is saying about race or ethnicity and whether the film is ultimately more racist than not, more racially sensitive than not, or totally ambivalent. The body of the paper needs to sustain the thesis and consistently argue it, with support from authorities (readings) and textual evidence (the film). If you argue multiple separate points, place a topic sentence at or near the start of each paragraph. However, avoid the “bullet point” essay that makes three separate points; try to argue one point deeply—but be sure to cue your readers carefully so they stay on track. For basic movie information, use my HW #1 cheat sheet and/or the film’s page at www.imdb.com. Layout, Structure, and Sources For information about MLA-style page layout, consult my Essay Format file on Blackboard. Passing papers will include three or more affirmative or mostly affirmative argument paragraphs and a substantial counterargument paragraph (I favor a “Big Mac” counterargument; see my Essay Basics handout and the Big Mac template on Blackboard). Passing papers will make good use of Michael Omi’s essay “In Living Color” and will quote him at least once in correct MLA style. Omi’s essay can appear in either an affirmative or counterargument paragraph. Strong papers should rely on at least one other assigned essay (or Newitz, which was optional): • Nell Minow’s “District 9—About Racism or Racist?” • Linda Seger’s “Creating the Myth,” since the classic hero myth tends to have a (likeable) white male protagonist. Cite page numbers from the textbook’s 8th edition; your page numbers must match mine. • Annalee Newitz’s “When Will White People Stop Making Movies Like Avatar?” (see BB) All papers must include a list of works cited. On Blackboard, I will supply entries for Omi, Seger, Minow, Newitz, and my own District 9 DVD. If you use other sources, please supply works-cited entries yourself. But remember that Paper #1 is not a research paper; it’s a basic paper built to use the readings provided. Works-Cited Entries for Paper #1 From Word, I am pasting in entries for five works; please note that you will need to reformat any entries you use, as well as enter your own access dates for online sources. Here is the entry for my own DVD of the film (I will let you use it even if you watched the movie online): District 9. Directed by Neill Blomkamp, performances by Sharlto Copley, David James, and Jason Cope, Sony Pictures Home Entertainment, 2009. Here are entries for two Signs of Life articles: Seger, Linda. “Creating the Myth.” Signs of Life in the U.S.A.: Readings on Popular Culture for Writers, edited by Sonia Maasik and Jack Solomon, 8th ed., Bedford/St. Martin’s, 2015, pp. 334-42. Omi, Michael. “In Living Color.” Signs of Life in the U.S.A.: Readings on Popular Culture for Writers, edited by Sonia Maasik and Jack Solomon, 8th ed., Bedford/St. Martin’s, 2015, pp. 538-49. Here are entries for two online articles (I include the URL for one because it can be accessed only through the Wayback Machine): Minow, Nell [Movie Mom]. “District 9—About Racism or Racist?” Beliefnet, http://web.archive.org/web/20161031085216/http://www.beliefnet.com/columnists/moviemom/2009/08/district-9-about-racism-or.html. Newitz, Annalee. “When Will White People Stop Making Movies like Avatar?” io9.com, Gizmodo, 18 Dec. 2009. Homework 1 & 2: see the attachment below (HW 3 & 4, I will send instruction later) 2 Research Essays: I will send instructions after. research paper #1 due; 7/17 reserch paper # 2 due: 7/23

A Quadrant Format for Research on Feminist Activists and Philosophers The quadrant format provides a framework to develop, organize and write a research paper. The four quadrants are: biography, context, analysis, and reflection regarding a women’s rights activist or feminist philosopher, male or female, and past or present. 1. BIOGRAPHY: The biographical study emphasizes the activist/philosopher’s life and greatly enriches the understanding of his/her work. It is a chronology of the philosopher’s development Research questions Full name Birth and death dates Education, formal or informal Significant Relationships? What events, incidents or challenges had a positive or negative effect upon this individual? CONTEXT: The contextual study emphasizes the individual’s social context; the time and place of the person. It is an approach that examines how the person’s life and work reflects feminist issues regarding culture, ethnicity, religion and society. Research questions What prevailing ideas and beliefs were either rejected and/or embodied in the individual’s body of work? What kind of gender, religious, socioeconomic, political, and nationalistic and forces shaped this individual’s character? What significant historical events, if any, had an effect upon her work? If her work was challenged or opposed: By whom? Why and when? ANALYSIS: The quadrant explores philosophy as a tool of inquiry that involves analysis, interpretation, synthesis and narrative. Research is a thinking, reflective, stylistic, and textual process. Considerations What did you find represents the individual’s central idea or issue? Are such views liberal, moderate, or radical? Does the individual speak to women of color? Asian, Hispanic, lesbian. Etc.? Was it difficult for the individual’s social circles or society to accept? Why or why not? REFLECTION: You’re conclusion. Considerations What meaning does the individual’s ideas/work have for you? Does this particular feminist thinker connect to your life? Does it make you more aware of yourself and your world? Do you believe that your individual deserves to be better known? Requirements Minimum of four full pages; 1 inch margins, double-spaced and 12 pt font in New Times Roman Minimum: four credible research sources from library MLA in-text citations and works cited appropriately for print and web sources Spell checked and use of correct grammar Appropriate library databases: American Women’s History Online; Biography In Context, and Credo Reference: suggested sites in Credo are: Encyclopedia of Women Reformers, Encyclopedia of Women’s Autobiography, and Philosophy. Grading Rubric Content & Development 50 % Poor Quadrants are incomplete. Major points are not clear and/or persuasive. Fair Quadrant is not comprehensive and /or persuasive. Major points are addressed, but not well supported. Research is inadequate or does not address course concepts. Content is inconsistent with regard to purpose and clarity of thought. Good Quadrant is comprehensive, accurate, and persuasive. Major points are stated clearly and are well supported. Research is adequate, timely and addresses course concepts. Content and purpose of the writing are clear. Organization & Structure 20 % Poor Organization and structure detract from the message of the writer. Paragraph is disjointed and lack transition of thoughts. Fair Structure of the paragraph is not easy to follow. Paragraph transitions need improvement. Good Structure of the paragraph is clear and easy to follow. Format 10 % Poor Paper lacks many elements of correct formatting. -Paragraphs inadequate/excessive in length. Fair Paper follows most guidelines. Paper is over/ under word length. Good Paper follows designated guidelines. Paper is the appropriate length as described for the assignment. Grammar, Punctuation & Spelling 20 % Poor Paper contains numerous grammatical, punctuation, and spelling errors. Language uses jargon or conversational tone. Fair Paper contains few grammatical, punctuation and spelling errors. Language lacks clarity or includes the use of some jargon or conversational tone. Good Rules of grammar, usage, and punctuation are followed; spelling is correct. Language is clear and precise; sentences display consistently strong, varied structure.

motivate your supervisors regarding change. Include why it is important, how it may be implemented, and what benefits may result. Be sure to focus on the concepts of change for managers and leaders. Include how they may approach change to limit risks to the organization and themselves. To support your content and avoid categorization as a threat to your supervisors, identify 4 quality sources and provide APA references as an additional page

The nature of a transaction gives a clue as to the type of fund in which it should be recorded. (80 points) Scenario 1: Kendal County engaged in the following transactions: It levied and collected $1million in taxes dedicated to the repayment of outstanding general obligation bonds. It billed sponsors of a charity bicycle ride $5,000 for providing police patrols during the ride. It recognized $60,000 of cash dividends on investments dedicated to the support of a county arts center. It recognized $70,000 of cash dividends on investments dedicated to scholarships for needy county residents. It incurred $6 million in construction costs to complete a new county jail. The new jail was funded entirely with the proceeds of long-term bonds. It transferred $400,000 of unrestricted funds to an appropriate fund to be invested and eventually used to repay the principal on the long-term jail bonds (entries in two funds required). It recognized depreciation of $100,000 on equipment in a vehicle repair center that services all county departments that have motor vehicles. It collected $30,000 in parking fees at the county-owned garage. It issued $8 million in bonds to improve the city-owned electric utility. It distributed $3 million in taxes collected on behalf of school districts located within the country. Instructions: Prepare appropriate journal entries. Indicate the type of funds in which these transactions would most likely be recorded. Generally accepted modified accrual accounting practices pertaining to inventories may not fulfill the objectives of financial reporting. (80 points) Scenario 2: The following is an excerpt from a note to the financial statements of the city of Dallas (dates changed): The city prepares its annual appropriated general fund, debt service fund, and proprietary operating funds budgets on a basis (budget basis) which differs from generally accepted accounting principles (GAAP basis). The major differences between the budget and GAAP bases are that encumbrances are recorded as the equivalent of expenditures (budget) rather than a commitment of fund balance (GAAP) in the governmental funds. The city accounts for inventories on the purchases basis. One of the city’s departments, which is accounted for in the general fund, budgeted $195,000 in supplies expenditures for fiscal 2015. It began the 2015 fiscal year with $30,000 of supplies on hand. It also had $12,000 of supplies on order. During the year it ordered an additional $180,000 of supplies, received (and paid for in cash) $185,000 of supplies, and consumed $178,000 of supplies. Instructions: Prepare all journal entries, consistent with GAAP, including budgetary and encumbrance entries that the department should make in 2015. Indicate the accounts and amounts related to supplies that the city would report on its year-end statement of revenues, expenditures, and changes in fund balance and balance sheet. By how much did the department over- or under-spend its supplies budget (on a budget basis)? Comment on the extent to which the city’s statement provides a basis to: Assess the ‘‘true’’ economic costs associated with supplies Determine whether the city adhered to budgetary spending mandates Suppose that in the last quarter of the year, department officials realized that the department was about to overspend its supplies budget. They therefore ceased placing new orders for supplies. However, they imposed no restrictions on the use of supplies and thereby allowed the supplies inventory to decline to near zero. What impact would these cost-cutting measures have on supplies expenditures as reported in an actual-to budget comparison (on a budget basis)? What impact would the year-end measures have on reported supplies expenditures (per GAAP)? Would your response be different if the city accounted for supplies on the consumption basis? Investment gains and losses may have to be accounted for differently in nonexpendable than in expendable funds. (70 points) Scenario 3: The McCracken County Humane Society (MCHS), which is part of a county’s reporting entity, established a permanent fund to provide support for its pet neutering program. As of the start of the year, the fund had a balance of $600,000, composed of both cash and marketable securities. The program itself, which is accounted for in a special revenue fund, is funded by both direct contributions and the income from the permanent fund. At the start of the year, the special revenue fund had assets (all investments) of $26,000. The following transactions and events occurred in a recent year. The MCHS conducted a Walk Your Pet Day fundraising drive. The event raised $120,000, of which $20,000 was in pledges expected to be collected shortly after year-end. The society acquired food and medicine at a cost of $60,000 (cash). During the year, it used $30,000 of these supplies. The society accounts for supplies on a consumption basis. It incurred other operating costs (all paid in cash) of $85,000. The society earned interest of $45,000 on investments accounted for in the permanent fund. During the year, the market value of the investments held by the permanent fund increased by $30,000. Per the terms of the agreement establishing the endowment, all capital gains, both realized and unrealized, must be added to principal. During the year, the value of investments held by the special revenue fund increased by $3,000. The society transferred cash to the special revenue fund in the amount of the earnings of the permanent fund. Instructions: Prepare journal entries to record the events and transactions. Be sure you indicate the fund in which they would be recorded. In your opinion, should the unrealized gains on the investments held in the special revenue fund be considered expendable or nonexpendable? Explain. How would the transfer from the permanent fund to the special revenue fund be reported in the government-wide statements? Use 5 APA citations references

Developing Therapeutic Alliance Write a 1-page essay on how to develop a therapeutic alliance with a patient. Type your work is a word document. Use 12-point font, 1-inch margins, and double space. Make sure you properly cite any resources you refer to in your paper. Save and submit your work using the upload box below.

Task 1: Create a PROGRESS REPORT FORMAT for parents. This progress report will update parents on the continue and behavioral developments of their child.Complete TWO progress reports- ONE for a child that is cognitively and behaviorally on track AND ONE for a child who displays marginal cognitive skills and behavioral concerns. The form you create SHOULd detail various cognitive and behavioral factors This form SHOULD ALSO HAVE a place for your comments to the parents on the child. Make surer to invite the parents to a parent teacher conference to review the information in detail. The report SHOULD ALSO INCLUDE the best ways for parents to get involved with and how to support their child’s educational and behavioral growth. Task2: Food service in educational programs is essential to the well being of children. IN THIS REPORT ALSO CREATE a schedule as well as what you will serve children for a WEEK. YOUR Monday-Friday meal schedule SHOULD INCLUDE breakfast,a mid morning snack, lunch, and an afternoon snack EACH DAY.MAKE sure that your selections are healthy and fun. Conduct internet research for meal planning!

DESCRIPTION: This two-part assignment builds on the notion of Techno-trash. You will write a ‘speculative historiography’ of a technological device you ‘depend’ on. LENGTH: 1250-1500 words PURPOSE: The purpose of the assignment is to think self-reflexively about/with a device that is embedded in your everyday life (your log from A1 should give you a clue as to what device this might be), and about how your personal patterns of consumption are implicated in a global fabrication of e-waste. SUBMISSION: Upload your assignment via Sakai. Go to “Assignments”, click on Assignment 2, and click on ‘Add Attachments’. You will upload your assignment as a single file. PARAMETERS: Your assignment must be uploaded as a single .doc file, or as a single .pdf file. Mac users: you can convert a Pages document into a word .doc by going to the menu bar and choosing: ‘File’ – ‘Export’– ‘Word’. Files that cannot open and/or incorrect files will receive a grade of 0. We will not be tracking down assignments: you must submit properly, on-time. Check and double check to ensure that the file is attached and is the correct file. After submitting, definitely review your submission so you can see/confirm the file. It is your responsibility to ensure that you have uploaded your file into Sakai. You have a maximum of five re-submission attempts BEFORE the deadline passes. We will not accept late submissions via email from students detailing personal technical issues. You must have the correct technology to take this course. Waiting until the last minute is not recommended. Late assignments will receive a grade of 0. Assignments sent via e-mail will receive a grade of 0. A GUIDE TO THE ASSIGNMENT Parts 1 & 2 are presented separately (under different headings) but work together. Part 1 and Part 2 should each be approximately equal in length to each other. In Part 1, you will write a ‘story’ about a device you use daily. In Part 2, you will offer background information that illuminates that device’s cycle of production. You will need to find and cite sources for Part 2 (further details below). You can choose any technological device that you like. For example: a cell/smart phone, iPod, iPad/Tablet, laptop, PC, gaming console. It is up to you to decide. The object should speak to you in some way. It should be meaningful to you: a sort of ‘partner’ you ‘depend’ on. PART 1: Before you begin writing, read the excerpt (see additional files) from Sherry Turkle’s Evocative Objects. The excerpt includes the introduction to this book and a few examples of different authors thinking with/about objects. The stories these authors tell about objects are to help you think about how you might like to tell the story of your object. Think of a technological device that you is embedded within your life. Again, refer back to your internet log if you’re having trouble deciding. We want to unpack this notion of technological dependence; many students have noted in their assignments that they are ‘dependent’ on technology. Why do you depend on it? What if we think of this as embedded technology, or domesticated technology – it’s part of our daily experience (are we all cyborgs now?). Thinking of Turkle’s argument, what is the special power of that thing? Now think of how many versions of that device you have been through over the years. Why did you change devices? Was it hard to decide to change from one device to another? What did you do with the discards or remains of the old one(s)? How is your device “a companion in life experience” (p. 5)? How does it “bring together thought and feeling” (p. 9)? Based on the questions above, write a story about one device in your life. PART 2: Before writing Part 2, watch Pyramids of Waste: The Light Bulb Conspiracy. http://bit.ly/2qJMdE6 Using the same object from Part 1, delve deeper into that object’s cycle of production. This portion of the assignment requires that you research the suppliers of the object. What can you find out about their size, locations, labor force, and profits in 2016? Can you find any information about these companies’ intentions around recycling or disposing of the object you now possess? How many companies participated in making that product obsolete? Which companies have an economic stake in planning for the disposal of that device? Based on these questions, add another layer to the story about the power of the companies involved in the creation and disposal of the techno-trash your device will become one day. Be wise about how you use your resources and support. Your story should have well supported facts in response to the questions above. Don’t only use the information provided by the company that created your device: show a level of criticality. The outline of your paper should be: Introduction, P1, P2, Conclusion. Remember, your introduction outlines the discussion for the reader, the conclusion brings it all together and asks bigger/meta questions – what does my experience and analysis mean for our culture/society? IN GENERAL: The word count (1250-1500) is for the entire assignment (excluding the title page, and the reference page). Plan your writing ahead of time. You want to ensure that you give equal weight to each section. This might be the most challenging part of the assignment. Start by reading and becoming familiar with Turkle’s piece and watch the Pyramids of Waste documentary. Write creatively in Part 1. Part 2 requires that you conduct background research into your object. Give creative titles to your sections – something other than “Part 1” and “Part 2” – so thatthe titles are representative of the story you are telling. Show your creativity in doing this. GRADING RUBRIC The assignment is graded as a whole – how the two parts create a unified story about a technological device. Writing style, spelling, grammar, punctuation, and paragraph structure are part of the grading rubric. Have someone proofread your work You are required to include at least two required course readings (any module) and three sources outside of the course in support of your analysis and discussion. Submissions that do not cite and reference material properly will not be accepted and will result in a zero. This means, if nothing is cited or referenced in your submission – it will not be accepted. It is the student’s responsibility to ensure they are meeting university standards for academic writing, regardless of what your home department is. You are required to stay within the minimum and maximum word count or you will be penalized one mark. You can include a title page and running header; double space your work. Do not use any direct quotes in your module submissions. Instead, rephrase and cite properly, or you will be penalized one mark. Please name your A2 file properly with course number, last name, and assignment name. For example: 2F00LastnameA2.doc A = 80% & Up Top of the class. The assignment covers all that is specified and does so with clarity and precision. There is a logical progression of ideas from part 1 to part 2. Research is very well incorporated to support part 2. The writing is clear, organized and engaging. There are no issues with citing or referencing. B = 70-79% The assignment covers all that is specified. There is a logical progression of ideas from part 1 to part 2. Research is decently incorporated to support part 2 but could offer more depth in the analysis. The writing is mostly clear, but contains minor errors. Minor citing or referencing errors. C= 60-69% The assignment somewhat covers what is specified. The progression of ideas from part 1 to part 2 requires more focus and detail. Some research is incorporated to support part 2. The writing is disorganized and riddled with grammatical errors. Several citing and referencing errors. D = 50- 59% The assignment disregards the requirements in one or more ways. The progression of ideas from part 1 to part 2 is unfocused and lacks detail. Very little research is incorporated to support part 2. The writing is disorganized and riddled with errors. Numerous citing and referencing errors. F=
49% & Under The assignment does not meet basic acceptability expectations in multiple ways. Such lack of due effort and/or lack of due adherence to the instructions merits failure.