Day: April 24, 2018

Topic: Why reading literary texts and writing about them is of value.

Purpose: To explain or persuade

Content

Demonstrates an understanding of the topic.

While the paper does not require outside source material, it may include support from the course texts or the provided supplemental readings. If secondary source material is used, it should be credited using MLA guidelines, both in-text and with a Works Cited.

Structure

A title for the essay

Introduction: Begins with an opening to catch the reader’s attention and ends with the thesis statement.

Thesis: A statement that includes the reasons that reading and writing about literary texts is (or is not) of value.

Body: Body paragraphs with topic sentences that connect to the thesis, support that develops the idea presented in the topic sentence.

Paragraphs: Clear topic sentences that relate the paragraph to the thesis, development that is representative and adequate. Paragraphs are coherent, and there are clear transitions between the paragraphs.

Conclusion: A conclusion that returns to the main idea, the thesis, and does more than summarize.

Grammar and Sentencing

Demonstrates the ability to write clear sentences.

Uses strong subjects and verbs.

Subject-verb agreeement, pronoun antecedent agreement, complete sentences (no run-ons, comma splices, or fragments).

The European Union provides strong and effective forms of workplace employee involvement and consultation.” Discuss with reference to the European Works Councils and the Information and Consultation Directives.

Guidance on writing an essay. 

In addition to the general assessment criteria you have already received the following is guidance on how to construct an essay.

An easy way  is to use the PIP method.

Problem –What is the Problem/s? Usually the most difficult to outline clearly.

Information- Which information do I need ?

Plan – What is the plan/conclusion which flows from this?

More formally an essay structure  can be stated thus –

Evidence/ Arguments/Proposition/Conclusions.

Or

Abstract concept/Proposition/Arguments/Evidence/Conclusions

The essay can be qualitative or quantitative.

You do not  include any of the following in an essay – headings, sub headings, abstract, executive summary, table of contents.

Introduction – draft not the final version.

Clearly outlines/delineates the main issues involved.

Explain why these issues are important.

Say who is affected.

Set out the various propositions eg Euro workers are a bit “lazy”

You can set up the “straw man” here outlining the case against which you are arguing.

Eg the European workers are too well treated and not productive enough because

NB One good tip is to sketch out  a draft Intro but write the final version after you have finished the main body of the essay.

………..

Main body of the essay.

Clearly outline of the main relevant facts.

Paragraph on each of the points issues (or limbs) of your straw man

Clarity of  argument.

Structure of  argument.

Try to show awareness of  theory – you should be able to draw this from your reading.

Competent awareness of concepts. Eg productivity can be measures several ways, “efficiency” is not a fixed idea.

Relates the issues to questions set – stay on the issues and question set..

Outlines implication/s of alternatives for EU.

Reviews relevant evidence.

Conclusions – follows on from evidence and arguments.

Returns to main issues raised initially in your introduction.

Ending – Try to end with a flourish which summarises the essay eg “The EU continues to integrates but does so by stumbling from crises to crises. As it is presently constituted it can do no other.”

Hint – Write the introduction last.

—————

Put like this, above, it may look more difficult than it is. Remember, try to ask simple questions. Keep the “big picture” in mind try not to get lost in details. Each paragraph should make a point including evidence and/or an illustration. If in difficulties summarise to yourself what it is you are trying to say – return to your essay plan.

If you still feel you are having difficulties ask the lecturer.

Remember when writing an essay

This must NOT be presented in a report format – ie No headings. No bullet points. No lists

You are reminded that you MUST NOT lift or copy from websites and that all your sources must be acknowledged.

The words of others must all be put in quotation marks giving the page and author which must then be linked to your references.

Web references must give the full page reference.

The essay MUST be written in your own words.

Keep your sentences short and clear.

Keep the subject consistent.

Peter M^cLoughlin

Module Leader

C:/WORK/NRM602/Addignments/ Essay guidance

 Topic Two

Examine a topic of lifespan development connecting research and life. Below is a list of options from which you are to select a topic for the Week Three assignment. Make sure that the topic you select for this assignment is different from the topic you selected for the Week Two assignment and the topic you plan to utilize for your Final Paper (including its outline).

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• What do twin and adoption studies tell us about the effects of nature (i.e., genetic influences) and nurture (i.e., environmental influences) on human development? Select at least one of the main domains of human development (i.e., physical, cognitive, or social-emotional).
• How much credit or blame do parents deserve for the way we are? Select at least one of the main domains of human development (physical, cognitive, or social-emotional) for your answer.
• To what extent are the lives of adolescents and young adults shaped by parental and peer influences?
• Why do we have a need to belong (to affiliate with others)?
• How do our bodies and minds change from early to late adulthood?
• What are the factors that affect our well-being as middle aged and older adults?
• Why are some people attracted to members of their own sex whereas others are attracted to members of the opposite sex?
• How do memory and intelligence change as we age?
• Does an infant’s temperament shape his/her cognitive and socio-emotional development?
• Are babies pre-wired for survival?
• Are adolescents more likely to engage in risk-taking behavior than older adults?
• Can physical exercise affect cognitive performance in old age? Consider the time of occurrence of physical exercise (i.e., earlier in life or during old age) in your answer.
• Are there personality traits related to longevity?
• Does bilingualism improve brain functioning?
• Why do students in the United States tend to under-perform in math and science?

Once you have chosen your topic, examine the various theories of human development learned in the course and choose one or two that best assist you to understand the issues involved in your topic.

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For this assignment address the following:

• Examine various theories of human development, describing relevant terminology, and addressing how the theory assists in the understanding of issues involved in the selected topic.
• Identify and describe at least two domains of human development (physical, biological emotional, cognitive, and/or social) and how they are impacted by the chosen topic.
• Identify and describe the stages of development that are affected by the chosen topic.
• Describe the cultural and historical perspectives of the chosen topic, demonstrating an understanding of how the topic has been perceived over time and by other cultures. Provide relevant examples.

Writing the Assignment

The Assignment:

1. Must be two to three double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
2. Must include a title page with the following:
   1. Title of paper
   2. Student’s name
   3. Course name and number
   4. Instructor’s name
   5. Date submitted
3. Must begin with an introductory paragraph that has a succinct thesis statement.
   1. Begin with an introduction to the selected topic in which you define all concepts that will be discussed in the paper.
   2. For example, if you select “How do memory and intelligence change as we age?” as your topic, you will need to define the terms memory, intelligence and aging.
4. Must address the topic of the paper with critical thought.
5. Must end with a conclusion that reaffirms your thesis.
   1. Conclude with an answer to the selected question. Did the evidence you surveyed answer the question satisfactorily? Include your analysis of the strengths and weaknesses of the available evidence.
   2. If possible, suggest the course that future research should take if answers to the selected question are less than conclusive.
6. Must use at least two scholarly sources, all of which must come from the Ashford University Library or Google Scholar.
   1. It is important that you ask yourself if the articles specifically address the selected topic. It is not always easy to find the right articles. Thus, give yourself some time to search before you finalize your selection.
   2. You may reference your textbook and other required materials from the course; however, these will not fulfill the resource requirements.
7. Must briefly summarize each article including the purpose of the investigation, its methodology, and results.
   1. If possible, select peer-reviewed articles that summarize the evidence available in a given field of study (e.g., meta-analysis combines the findings of different studies to uncover trends, commonalities and differences).
   2. Order the articles in the way you think you will discuss them in your paper. Then develop a summary of the scientific evidence that answers the question you selected.
8. Must document all sources in APA style, as outlined in the Ashford Writing Center.
9. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
   1. The reference section will be the final page of the paper.

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1. Introduction: The introduction states a specific hypothesis and how that hypothesis was  derived by connecting it to previous research.  
2. Methods: The methods section describes the details of how the hypothesis was tested and clarifies why the study was conducted in that particular way.  
3. Results: The results section is where the raw uninterpreted data is presented.  
4. Discussion: The discussion section is where an argument is presented on whether or not the data supports the hypothesis, the possible implications and limitations of the study, as well as possible future directions for this type of research. 

• Apply key concepts of inferential hypothesis tests.
• Interpret the research findings of the study.
• Examine the assumptions and limitations of inferential tests.
• Develop a practical application of the research principles covered in this course.

• Recent research has indicated that eating chocolate can improve memory.  Jones and Wilson (2011) found that eating chocolate two hours before taking math tests improved scores significantly.  Wong, Hideki, Anderson, and Skaarsgard (2009) found that women are better than men on memory tests after eating chocolate.
• There were 50 men and 50 women who were randomly selected from a larger population.
• A t-test was conducted to compare men and women’s performance on an assessment after eating chocolate. The results showed an independent t-test value of t .05(99) = 3.43; p < .05
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1. Title Page
   1. Title of your report
   2. Your name
   3. The course
   4.  Instructor
   5. Date
2. Introduction
   
   1. Introduce the research topic, explain why it is important, and present the purpose of the paper and the research question and hypothesis.
   2. Discuss how this study is related to other research on the topic.
   3. Elaborate on the information from the references you were given.  State how they relate to your hypothesis.
   4. Your introduction must:
      • Consist of a paragraph explaining what you are studying and why. Use previously cited research to explain your expectations and discuss how those expectations led to your hypothesis.
      • State a clear and testable hypothesis and whether it is one-tailed or two-tailed. 
      • Make sure it is understandable to someone who has not read the rest of your pape yet.State the null hypothesis. 
      • Include a justification of the direction of your hypothesis.  In other words, explain why you chose the direction of your hypothesis if it is one-tailed (e.g., previous research suggests that people with big feet are more likely to score higher on math  tests; therefore the hypothesis is one-tailed) or if it is two-tailed (e.g., previous research is not clear on which group will perform better; therefore, the hypothesis is two-tailed).
      • Describe why this study is important.
3. Method
   1. Design: State the experimental design of your study, the independent and dependent variables, and what the task was (e.g., what you had the participants do).
   2. Participants: Identify and describe your sample, how the participants were selected to be in the study, and why you chose them.  Provide details for how each individual was assigned to each group.
   3. Procedure: Describe the precise procedure you used to conduct this research (i.e., exactly what you did).  It should be clear enough that anyone could replicate your study.  This is the subsection where you tell the reader how you collected the data.
   4. Data Analysis: Describe the statistical procedure used in the study to analyze the data.
4. Results. In this section, you will describe the statistical results:
   1. State the statistical tests that were used.
   2. Justify the choice of test.
   3. State the observed value and significance level and whether the test was one or two tailed. 
   4. State your conclusion in terms of the hypothesis.
   5. Did you accept or reject the null hypothesis?
5. Discussion: Discuss your results as they relate to your hypothesis.
   1. Did you accept the hypothesis or reject it?
   2. Compare your results to the previous studies mentioned in the introduction. Are your results similar or different? Discuss why.
   3. Tell the readers what your findings mean. Why did you get the results you did?
      • Identify limitations to your study.
      • Suggest ways your study could be improved.
      • Suggest ideas for future research, not just a continuation of your study, but research that is similar to this study. Perhaps one of the variables could be changed or a different sample could be investigated.
      • Finish with a concluding paragraph that is a statement of your findings and the key points of the discussion.
6. Conclusion: Write a paragraph detailing your experience with writing a research report. Discuss how easy/difficult it was to write a false report that reads like real results, and how this experience might affect you review research in the future. Do you think this experience will provide you with a useful skill in your potential career?

Biomes, Development, Pollution, and You

Each part of the United States has at least one ecological crisis based on location, biome, and industrialization pattern. For example, the Midwest was once a prairie with very fertile soil. However, when people realized that with the right watering and drainage system this area could become productive farmland, there arose ecological problems. The conversion of the prairie to farmland is the root cause of many ecological problems in this region.

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Regardless of what biome you consider, humans have likely had an impact on the ecology of that area.

For this assignment, identify the biome in which you live. The following are a few examples of biomes:

• Tropical rainforests: This biome has high average temperatures, high moisture levels, and high species diversity.
• Prairies: The prairies have grassland-variable temperatures, variable moisture levels—depending on proximity to mountain ranges—and are mainly dominated by grasses and ungulate herbivores.
• Deserts: These biomes have hotter average temperatures, low moisture, lower species diversity, and a composition of species limited mainly to those that are adapted to hot temperatures.
• Temperate forests: The temperate forests have variable temperatures, high moisture levels, and higher species diversity.
• Taigas: These biomes have colder average temperatures, lower moisture levels, and lower species diversity.
• Tundras: The tundras have cold average temperatures, low moisture levels, and low species diversity.
• Coral reefs: These biomes have high average temperatures and high species diversity.
• Open oceans: These biomes have a wide range of temperatures and species diversity varies.
• Chaparrals: The chaparrals have higher average temperatures, lower moisture levels, and are dominated mainly by grasses and shrubs.
• Alpines: These biomes have low average temperatures, low precipitation, and receive high ultraviolet (UV) rays due to high elevation.

Using the readings for this module, the Argosy University online library resources, and the Internet, respond to the following:

• Explain how humans have impacted the biome in which you live. List the types of environmental damage that have been caused and the species that have been impacted.
• Describe the major pollution issues for your biome, and elaborate on the sources of this pollution.
• List any species that have become extinct in this biome.

Support your statements with appropriate examples and scholarly references.

Write your initial response in approximately 300–350 words. Apply APA standards to citation of sources. to address these issues. Cite your examples.

• Recommend the type of laws you would implement, from an ecological standpoint, to manage and restore this biome.

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Fund Managers Disagree on Value of Currency Hedging

By Aaron Lucchetti
2/1/01
Page C1
Discussion Questions

While choosing winning stocks may be the most important factor for managers of international stock funds, some fund managers have found significant benefits from hedging during the euros’ 19.6% decline last year. Other fund managers avoid hedging currency exposure, pointing to the increased transaction costs. Some analysts suggest that long-term investors may actually “welcome foreign-currency exposure to balance out” their dollar-denominated assets despite increased short-term volatility. Even though the shares might have earned an adequate return last year in euros, when the fund values were converted to dollars the value of these euro-denominated holdings were significantly reduced. Currency hedging involves using forward contracts to buy or sell the currency at a specified price and time in the future. If the currency depreciates, gains on the value of the contract can then offset a decline in the value of the fund.

DISCUSSION QUESTIONS:

What two things determine the performance of an international fund?
What effect did the 19.6% decline in the value of the euro last year have on U.S. mutual funds investing in euro-denominated stocks? Explain.

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What is a currency forward contract? How can the use of currency forwards minimize the vulnerability of international funds to declines in foreign currencies? Go to http://www.fortisbank.com.pl/services/Forward.html to find out more about forward contracts and see sample forward contract rates (actually current sample quotes are linked to this page). Note the bank’s statement regarding no additional charges for forward contracts. If so, how then does the bank make a profit on these contracts?
What are the disadvantages of currency hedging for international funds (that is, how can hedging potentially hurt fund performance)? Explain.
Why should investors care whether international fund managers use currency hedging? Is this information easy to obtain?
Some international fund managers hedge all of the time, while others either selectively hedge or do not hedge at all. What does this suggest about risk levels or volatility for these funds? Why would the investment horizon of fund managers and investors be a factor in the decision to hedge?
If you were an investor in an international fund, would you want the fund to hedge currency exposure? What might your answer depend on?
Assume that hedging adds value. If investors could hedge FX risk on their own account, would there be any benefit to investors from the mutual fund’s hedging for them? Support your answer. Can investors in fact hedge the FX risk faced by the fund as effectively as the fund can? Why or why not?
Why is currency hedging not an issue for investors in U.S. stock funds

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CatFish

Paper instructions:
1.  Introduction/background information about the species – Include common and scientific names of the organism, the area you and this species live (country,

state, city, etc.), the area’s biome classification, etc.
2.  Life cycle of the species- Describe the life cycle of the organism you have chosen. The life cycle of an organism refers to the series of changes in both

development and growth from its beginnings as an independent life form up until maturity, when it is able to reproduce.  Organisms like bacteria have relatively simple

life cycles; however other organisms (e.g., plants) have very complex stages to their life cycle.
3.  Structure and Function- Describe the structure and function of at least one major organ system of the species (e.g., digestive system, reproductive system).

Choose one system and explain how this organism’s system is structured anatomically and physiologically. Identify any species-specific characteristics or adaptations

that are particularly unique to this organism and explain why.
4.  Evolution of the organism – Evolution is simply heritable change over time. Sometimes changes from one generation to the next can give individuals an

advantage.  Specifically a trait that increases reproductive success or survival ability could be advantageous. Include a section in your profile paper about your

organism’s evolution. Here are possible ways to research the topic:

a.  Conduct a review of scientific literature to understand what is known about your organism’s past evolution.  Search key words may include

evolution, fossil, ancestor. Often technical reports from wildlife and                    conservation agencies have descriptions of an organism’s evolution.

b.  Summarize research on any adaptive traits. Search key words include adaptation, evolution, trait, and character.

c.  Find an article on the family tree or phylogeny of your organism. Summarize the information describing related species. Search key words might

include phylogeny, phylogenetic, and genetic analysis.

d.  Use the Tree of Life Project to describe the phylogeny of your organism. Start at species, if possible, and trace back to the root. In addition

to your summary, include any interesting patterns or unknown data.

5.  Additional interests – The diversity of biological organisms is vast. Therefore, if your organism has a particularly interesting aspect about its biology that

is not covered in the life cycle, structure and function, and evolution add a section to your paper on that aspect. For example, if your species has an interesting

parental care strategy or mating system (i.e., protrandry/protogyny, polygymy, promiscuity, monogamy) you can include that in your paper.

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