essays

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GEOG 380, SPRING 2019

Take-home final essays

 

For each question, answer either a or b. Do not attempt to answer both parts. Your answers should be formatted as double spaced, 12 point documents. Answers to each question must not exceed two double spaced pages . Make sure that you indicate which question you are answering. Your answers will be graded on the basis of their completeness, analysis, use of evidence, organization, and writing quality. You should be able to answer these based on the class material—lecture, sections, and readings. Do not, under any circumstances, consult others in developing your answers. This should entirely represent your own work and thinking. When you cite written work, it is fine to refer to “Quammen, p. 12”, or “as Quammen argued”, for example. Remember that you *must* adhere strictly to the UW’s policy on academic misconduct, as we have emphasized in this class ( https://www.washington.edu/cssc/for-students/academic-misconduct/ )

 

Answers must be submitted to Canvas by Monday June 10, 2019, at 5 pm.

 

 

 

I.

The Institute of Medicine issued two major reports that identified the “factors of emergence” of emerging infectious disease. Answer one of the following two questions. Make sure that you use both readings and class session materials in answering these questions

 

a) Apply the factors of emergence from either of the reports to a disease of your choice, to explain the emergence/re-emergence of that disease.

b) Dr. Mayer argues that most of the factors are social rather than biological. Support or refute this argument, using specific examples.

2.

Cross-species transmission, or “spillover”, is a significant cause of new disease in humans. Describe the ecological and social conditions that led to this disease’s introduction into the human population, using as an example either (pick only one):

a) Ebola,

or,

b) HIV.

3.

Antibiotic/antimicrobial resistance is a significant threat to human and animal health (pick one question).

Describe how antibiotic resistance is accidentally encouraged in different human and animal environments (use specific examples). How can we change each of these behaviors to discourage the acceleration of antimicrobial resistance?

Where does the majority of antimicrobial resistance appear to come from? Describe specific industries or scenarios that allow resistance to develop, and explain the chain of events that may result in antimicrobial resistant infections in human and animal populations.

 

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Landforms Processes

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1. What is this karst landform (N 47.21181 W 121.94142), how did it form, and what do the hatchered contours mean (that you can see in Acme Mapper topo tap)?

 

a.

This blind lake formed when the hole to the   underground cavern system plugged up with silt. The hatchered contours   indicate that the area collects water.

 

b.

This depression formed when the limestone   roof fell into an underground cavern, and this is what the hatchered contours   mean.

 

c.

This doline formed by the dissolution of granite rock, and the   hatchered contours tell you that the location is a depression.

 

d.

This doline formed through limestone dissolution, and the   hatchered contours tell you that the location is a depression.

1 points   

QUESTION 2

1. What is this karst landform (N 37.94188 W 80.45261) and how did it form?

Hint: this is the end of Culverson Creek. It is the lowest elevation along Culverson Creek! Really. You can check the elevations on Acme Mapper topo tab or Google Earth. Where does it go from this point?

 

a.

This blind valley formed because the water goes down into an   underground cave system.

 

b.

This offset stream formed when a fault separated the upstream   portion of the stream from its downstream segment.

 

c.

This dead-end stream was built during the civil war as a trap   for the union army.

 

d.

This interrupted stream formed because the water goes down a   sinkhole into an underground water storage system built by the surrounding   farms.

1 points   

QUESTION 3

1. Karst involves landscapes created from rocks that dissolve. While limestone is the most typical rock that dissolves, halite (sodium chloride) salt can also create karst landforms.  Please look immediately to the east of the Tuomu Erfeng Shenqi Grand Canyon in Xinjiang, China (N 41.557846, W 80.772667). There is also a larger feature to the northwest (N 41.618222, E 80.627570). If you look at these forms in Google Earth, you will see a bizzare landscape. This is what the landscape looks like on the ground:

http://eoimages.gsfc.nasa.gov/images/imagerecords/86000/86861/awate_pho.jpg

This features would completely dissolve away in a humid climate. However, in this hyperarid area, the salt absorbs enough moisture to ooze and flow with gravity creating this form. If you want to read more about this form, just click here:

http://earthobservatory.nasa.gov/IOTD/view.php?id=86861

 

salt glacier

 

cave system

 

salt river

 

halite dome

1 points   

QUESTION 4

1. What is this (N 34.64914 W 111.75221) karst landform,  how did it form, and what is the elevation difference between the water in this landform and the stream immediately to the east?

 

a.

This landform is a collapse doline formed by the dissolution of   rock (limestone) in a cavern. Then, when the cavern ceiling collapsed this   sinkhole formed. The elevation of the river to the east is a few meters lower   than the lake.

 

b.

This landform is a sinkhole formed by faulting dropping down the   basin. The river to the east is a few meters lower than the lake in the   sinkhole.

 

c.

This landform is a blind valley formed by fluvial processes   eroding the depressions, and the river to the east is about 10 meters higher   than the lake surface.

 

d.

This landform is a caldera formed by the collapse of the   volcanic basalt lava upon evaluation of the lava. The current lake surface is   the same elevation as the river to the east.

1 points   

QUESTION 5

1. What is this karst landform (N 37.81090 W 80.49637) and how did it form? Hint: this is the end of Milligan Creek. Where does it go from this point?

 

a.

This blind valley formed because the water   goes down into an underground cave system.

 

b.

This offset stream formed when a fault separated the upstream   portion of the stream from its downstream segment.

 

c.

This interrupted stream formed because the water goes down a   sinkhole into an underground water storage system built by the surrounding   farms.

 

d.

This dead-end stream was built during the civil war as a trap   for the union army.

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Lab 04/MODULE 14: WEATHERING AND MASS WASTING

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KINDLY USE THE SECOND OR THIRD DOCUMENT OF THE ANSWERS. 

SCROLL DOWN FOR ANSWERS: USE the second document

Lab 05/MODULE 14: WEATHERING AND MASS WASTING

Note: Please refer to the GETTING STARTEDmodule to learn how to maneuver through, and how to answer the lab questions, in the Google Earth () component.

KEY TERMS

You should know and understand the following terms:

 

Avalanche

Frost wedging

Rockslide

Carbonation

Hydrolysis

Root wedging

Chemical Weathering

Landslide

Salt crystal growth

Debris flow

Mass wasting

Soil creep

Earthflow

Mechanical (Physical)Weathering

Solifluction

Exfoliation

Mudflow

Slump

Frost heaving

Oxidation

 

 

LAB MODULE LEARNING OBJECTIVES

After successfully completing this module, you should be able to accomplish the following tasks:

·         Identify erosional processes and features created by weathering and mass wasting

·         Identify depositional processes and features created by weathering and mass wasting

·         Examine the processes that create mass wasting landforms

·         Distinguish different weathering and mass wasting types

·         Calculate slope

·         Interpret the topographic profile of a landscape

 

INTRODUCTION

This module examines weathering and mass wasting. Topics includephysical weathering, chemical weathering, and mass wasting. While these topics may appear to be disparate, you will learn how they are inherently related.The modules start with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts of the weathering and mass wasting. Some of the vignettes have animations, videos, or short articles that will provide another perspective or visual explanation for the topic at hand.After reading the vignette and associated links, answer the following questions. Please note that some links might take a while to download based on your Internet speed.

 

Expandthe INTRODUCTION folder and then check Topic 1: Introduction.

Read Topic 1:Introduction

Question 1: According to the website, which of the following factors influence the speed of landslides? (Check all that apply).

A.   Slope of ground

B.   Water content

C.   Volume of debris

D.   Time since last landslide

Read Topic 2: Weathering

Question 2: Other than the rock material, what are the two most important factors in chemical weathering?

A.   Water and slope of land

B.   Debris type and water

C.   Slope of land and temperature

D.   Water and temperature

Read Topic 3: Mass Wasting

Question 3: What does the presence of lichen on boulders tell scientists?

A.   It tells us the parent material of the debris

B.   It tells us the relative time of a mass wasting event

C.   It tells us what the slope of the land used to be

D.   It tells us what the moisture content was at the time of the mass wasting event.

Read Topic 4: Human Interaction

Question 4: What are the characteristics of areas generally considered to be safe from landslides? (Check all that apply)

A.   On flat areas away from slopes

B.   On hard, non-jointed bedrock that has not moved in the past

C.   At the base of minor drainage hollows

D.   At the top or along the nose of ridges, set back from the tops of slopes

 

Collapse and uncheck the INTRODUCTIONfolder.

GLOBAL PERSPECTIVE

Figure 1.The geography of weathering (Arbogast 2nd Ed.).

Double-click and selectGLOBAL PERSPECTIVE.

Figure 1 is a graph showing the dominant type of weathering based on annual precipitation and temperature. If a location has a mean annual temperature of 20°C and receives 190cm of precipitation yearly, you can plot these values (as denoted by the star) to see this location’s dominant weathering is strong chemical.

For Questions 5 to 8, type the location information provided into the Searchtab in Google Earth and pressEnter. When you arrive at your destination, use the chart in Figure 1, in conjunction with Google Earth, to answer each question. The mean annual temperature and precipitation are provided respectively, in the parentheses.

Question 5:         What is the dominant weathering In Bangkok, Thailand (28°C, 145cm)?

A.   Moderate chemical

B.   Strong chemical

C.   Moderate chemical with frost action

D.   Very slight weathering

Question 6:         What is the dominant weathering in New Delhi, India (25°C, 80cm)

A.   Moderate chemical

B.   Strong chemical

C.   Moderate chemical with frost action

D.   Strong physical

 

Question 7:         What is the dominant weathering at 19°10’21.78″N, 96° 7’59.77″W (25°C, 236cm)?

A.   Moderate chemical

B.   Strong chemical

C.   Moderate chemical with frost action

D.   Strong physical

Question 8:What is the dominant weathering at 58°18’7.00″N,134°25’11.00″W (5°C, 140cm)?

A.   Moderate chemical

B.   Strong chemical

C.   Moderate chemical with frost action

D.   Strong physical

Collapse and uncheck the GLOBAL PERSPECTIVE folder.

 

 

Weathering

Double-click WEATHERING, and then double‑click Mechanical Weathering.

Identify the dominant type of mechanical weathering at the following locations. Use the photo links in Google Earth to help you identify the type.

Double-click Feature A and then clickFeature A photo.

Question 9:Identify mechanical weathering at Feature A:

A.   Frost wedging

B.   Frost heaving

C.   Salt-crystal growth

D.   Exfoliation

Double-click Feature B and then clickFeature B photo.

Question 10:Identify mechanical weathering at Feature B:

A.   Frost wedging

B.   Frost heaving

C.   Salt-crystal growth

D.   Exfoliation

Double-click Feature C and then click Feature C photo.

Question 11:Identify mechanical weathering at Feature C:

A.   Frost wedging

B.   Frost heaving

C.   Salt-crystal growth

D.   Exfoliation

Collapse theMechanical Weathering folder.

Double-click Chemical Weathering.

Double-click Feature D and then click Feature D photo.

Question 12:Identify chemical weathering at Feature D:

A.   Hydrolysis

B.   Carbonation

C.   Oxidation

D.   Spheroidal

 

Double-click Feature Eand then clickFeature E photo.

Question 13:Identify chemical weathering at Feature E:

A.   Hydrolysis

B.   Carbonation

C.   Oxidation

D.   Spheroidal

Double-click Feature F and then click Feature F photo.

Question 14:Identify chemical weathering at Feature F:

A.   Hydrolysis

B.   Carbonation

C.   Oxidation

D.   Spheroidal

Collapse theChemical Weathering folder.

MASS WASTING

Expand theMASS WASTING folder.

Double-click and selectFeature G.

Select the dominant type of mass wastingat Feature G.

Question 15: Feature G: ________

A.   Slump

B.   Solifluction

C.   Landslide

D.   Rockfall

Question 16:Why did you pick the answer you did in Question 15?

A.   Because the image shows material that has rotated and moved down the slope along a concave plane relative to the surface.

B.   Because the image shows where freeze-thaw processes result in lobes of soil moving gradually downslope.

C.   Because the image shows the result of movement of soil and bedrock down a steep slope in response to gravity,

D.   Because the image shows rocks that suddenly slid down a mountainside

Double-click and selectFeature H.

Select the dominant type of mass wasting at Feature H.

Question 17: Feature H: _______

A.   Slump

B.   Solifluction

C.   Landslide

D.   Rockfall

Question 18: Why did you pick the answer you did in Question 17

A.   Because the image shows material that has rotated and moved down the slope along a concave plane relative to the surface.

B.   Because the image shows where freeze-thaw processes result in lobes of soil moving gradually downslope.

C.   Because the image shows the result of movement of soil and bedrock down a steep slope in response to gravity,

D.   Because the image shows rocks that suddenly slid down a mountainside

 

Double-click and selectFeature I and examine the area in September 1998. Use the historical imagery slider and advance the timeline to March 2007.

Select the dominant type of mass wasting at Feature I.

Question 19: Feature I: ______

A.   Slump

B.   Solifluction

C.   Landslide

D.   Rockfall

Question 20: Why did you pick the answer you did in Question 19?

A.   Because the image shows materialthat has rotated and moved down the slope along a concave plane relative to the surface.

B.   Because the image shows where freeze-thaw processes result in lobes of soil moving gradually downslope.

C.   Because the image shows the result of movement of soil and bedrock down a steep slope in response to gravity,

D.   Because the image shows rocks that suddenly slid down a mountainside

 

Double-click and select Slope 1. Right click the title Slope 1, and then select Show Elevation Profile.

Place your cursor over the elevation profile chart and compute the slope of the lines. Recall that the equation for slope is RISE/RUN and that the units must be the same when dividing (that is, both in meters).

Question 21: What is the RISE (Elevation gain) in meters?

A.   738 meters

B.   190 meters

C.   46.7 meters

D.   25.4 meters

Question 22: What is the RUN of the line (Distance) in meters?

A.   738 meters

B.   190 meters

C.   46.7 meters

D.   25.4 meters

Question 23:Based on the answers in Questions 21 and 22, what is the average slope of the line?

A.   738 %

B.   190 %

C.   46.7 %

D.   25.4 %

Double-click and select Feature J. Examine the area in July 1998. Use the historical imagery slider and advance the timeline to February 2003.

Select the dominant type of mass wasting at Feature J.

Question 24: Feature J: ______

A.   Slump

B.   Debris flow

C.   Mudflow

D.   Soil Creep

Question 25: Why did you pick the answer you did in Question 24?

A.   Because the images show materialthat has rotated and moved down the slope along a concave plane relative to the surface.

B.   Because the images show the results of a rapidly flowing and extremely powerful mass of water, rocks, sediment, boulders, and trees.

C.   Because the images show the results of a well-saturated and highly fluid mass of fine-textured sediment

D.   Because the images show the result of a gradual downhill movement of soil,trees, and rocks due to the force of gravity.

Double-click and select Feature K.

Select the dominant type of mass wasting at Feature K.

Question 26: Feature K: ________

A.   Slump

B.   Debris flow

C.   Mudflow

D.   Soil Creep

Question 27: Why did you pick the answer you did in Question 26?

A.   Because the images show materialthat has rotated and moved down the slope along a concave plane relative to the surface.

B.   Because the images show the results of a rapidly flowing and extremely powerful mass of water, rocks, sediment, boulders, and trees.

C.   Because the images show the results of a well-saturated and highly fluid mass of fine-textured sediment

D.   Because the images show the result of a gradual downhill movement of soil, trees, and rocks due to the force of gravity.

Double-click and select Slope 2. Right click the title Slope 2, and then select Show Elevation Profile.

Place your cursor over the elevation profile chart and compute the slope of the lines. Recall that the equation for slope is RISE/RUN andthat the units must be the same when dividing (that is, both in meters).

Question 28: What is the RISE (Elevation gain) in meters?

A.   92.1 meters

B.   35.6 meters

C.   128 meters

D.   148 meters

Question 29: What is the RUN of the line (Distance) in meters?

A.   92.1 meters

B.   35.6 meters

C.   128 meters

D.   148 meters

Question 30:Based on the answers in Questions 28 and 29, what is the average slope of the line?

A.   92.1 meters ÷ 92.1 meters x 100% = 100%

B.   35.6 meters ÷ 92.1 meters x 100% = 38.6%

C.   128 meters ÷ 148 meters x 100% = 86.5%

D.   35.6 meters ÷ 128 meters x 100% = 27.8%

Question 31: Which mass wasting event do you expect to travel faster (Feature I or K)? Why?

A.   Feature I because it is one of the fastest types of mass wasting

B.   Feature K because it is one of the fastest types of mass wasting

C.   Feature I because it is one of the slowest types of mass wasting

D.   Feature K because it is one of the slowest types of mass wasting

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We live in a society where leadership is a highly lauded phenomenon. The management section

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We live in a society where leadership is a highly lauded phenomenon. The management section
on the shelves of bookstores is abundant with leadership books aimed at giving advice to
aspiring leaders. While the abundance of leadership books and perspectives speak to the
importance placed on leadership, it calls into question the underlying presumption that
leadership advice proposed in any of the books could work for everyone.
In this essay, please explore and evaluate the following statement:
“The same leadership style could work for all leaders.”
In your essay, ensure that you do the following:
1. Critique the fundamentals of and perspectives on leadership.
2. Examine the dynamics of leadership and its impact on employees and the organisational
activities.
3. Appraise the various leadership styles and their impact on organizations.

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What is religion? How can you tell a religion is a religion? What sorts of academic disciplines, intellectual tools, and methods help us study this unique aspect of human culture?

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Questions – Choose One

1. What is religion? How can you tell a religion is a religion? What sorts of academic disciplines, intellectual tools, and methods help us study this unique aspect of human culture? Please be specific and avoid sweeping generalizations or editorializing. For example, the answer cannot be, “I think religion is whatever you want it to be.”

2. We will see how important a role ontology has played in the development of Roman Catholic Christianity. Can you help me understand what ontology means and use two examples to support your description? Why is this philosophical dimension important in helping any religion survive and continue?

3. Karen Armstrong’s book, A History of God, offers interesting and well-researched data on the role of religion in Western cultures. We read the first chapter from this book, “In the Beginning.” How does Armstrong help us understand the role religions play in cultures? For example, what is the “point” or “goal” of religion, as she describes it? Please be specific in your response and cite the page numbers that support your thesis.

4. We looked at four core themes that are contained within the Jewish religious tradition. These themes are expressed in Jewish literature and later adopted into Christian literature or narratives. Please describe these four themes and explain how they are true and yet are not factual. Please focus on the readings and presentations we have used in this class to support your thoughts and response.

5. World religions and philosophies have wrestled with the human experience of evil for as long as we have record of human religious narratives and writings. Using the Hebrew concept of yada and the three stories we analyzed from The Book of Genesis, how can you explain how the Jewish-Christian religious tradition understands evil? Please be precise. For example, evil is not the result of mythical figures breaking a rule. It is more complex a concept than that. Can you identify the ways in which evil can be explained from the narratives we examined and the methodologies we are following in this class?

 

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Choose an original (unique) IT topic that you would like to research in greater detail. Each student should have their own unique topic. Please do not copy anyone else’s topic – it should be entirely unique.

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Choose an original (unique) IT topic that you would like to research in greater detail. Each student should have their own unique topic. Please do not copy anyone else’s topic – it should be entirely unique.

An example would be “Body Worn Cameras in Policing”. I want to know if the general public feels any differently about policing now that more and more police officers are wearing body worn cameras. I would come up with a research question – “Have body worn cameras changed the perception of police in St. Paul, Minnesota? I would likely put together a quantitative study and prepare a survey that I could send out to people in St. Paul to see how they are feeling.

My literature review would contain information on the history on the perception of police; the history of body worn cameras and how society has felt about them over time; also perhaps a section on storage and privacy concerns….

My research question might be: Is there a relationship between body worn cameras and the communities perception on police?

The alternative hypothesis for the research would be: There is a relationship between body worn cameras and the communities perception of police.

The null hypothesis for the research would be: There is no relationship between body worn cameras and the communities perception of police.

I would prepare a survey to go out to several areas and collect the data for analysis. It’s important to ask the right questions, and explain how I would collect the data and make sure that it was valid and reliable.

If I were to actually complete the research I would then gather the survey information, analyze it and prepare a discussion and conclusion for future steps and future research that could be conducted.

Research various thesis and dissertation proposals to see how others have compiled their research papers. You will not actually complete this research but you should have a very high level description of your research proposal (6-9 pages).

For this assignment, follow the outline below and the sample I provided above to come up with your own high level, research proposal outline.

STUDENT’S CHOICE – TECH RELATED

A Basic Proposal Outline:

  • Title Page. The proposal title and the student’s name, printed on a separate cover page.
  • Summary. A synopsis of the proposed project, including the rationale for the proposed research, a statement of specific aims and objectives, the experimental approaches to be used, and the potential significance of the research. Suggested length: one-half page.
  • Specific Aims. Provide a clear, concise point-by-point summary of the aims of the research proposed. Suggested length: one-half to one page.
  • Background and Significance. Explain background information necessary to understand the proposed project and its significance in relation to long-term research objectives. This section should include a critical evaluation of existing knowledge and should identify forward progress that the project is intended to provide. Suggested length: six pages.
  • Reference this section thoroughly with a focus on primary literature rather than review articles.
  • Preliminary Data. Succinctly describe preliminary experiments that justify the rationale and/or demonstrate the feasibility of the proposed research.
  • Experimental Design and Methods. Discuss IN DETAIL the experimental design and procedures that will be used to accomplish the specific aims of the project. Describe the protocols to be used and provide a tentative sequence or timetable for the investigation. Include the means by which data will be analyzed and interpreted. Describe any new methodology and its advantage(s) over existing methodologies. Discuss potential technical difficulties and/or limitations, limitations in interpretation of the results, and alternative approaches that could be used to achieve the aims. Suggested length: eight pages.
  • References. List all references cited in the text, including all authors and the full title of the publication.

Length: 7-8 pages.

At least eight references (all in-text citations must be listed on the references page; anything on the references page must have an in-text citation).

APA format; no first person (I, you, we, etc..)

 

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All papers are to be double-spaced in 12-point, Times New Roman font. Papers must include correct MLA style (MLA 8th Edition) for the following: “Works Cited”

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Paper and Oral Report Assignments

 

General Instructions

Papers: All papers are to be double-spaced in 12-point, Times New Roman font.  Papers must include correct MLA style (MLA 8th Edition) for the following: “Works Cited” page; all in-text citations; page numbers; and, formatting of the first/title page.  Use the Bedford Researcher, the MCCC Library’s web site, or the Purdue University OWL web site to ensure that MLA style is correctly used in your papers.

Paper 4/Final Exam: Although it is a work of fiction, Tommy Orange has based his novel, There There, on several issues in our country with which America’s indigenous people struggle. Focus your research for this final paper on issues of conformity as they currently exist in our modern-day culture and discuss how each of the 12 main characters are affected by those conformities.  To further clarify, identify the conformities that the characters are struggling against and how their actions exhibit rebellion and/or reflect a rising sentiment towards rebellion.

Throughout the course, you should have been building up to composing a well-researched, college-level academic term paper through all of your assigned readings, short papers, research logs, outlines, and class activities.

You may choose to build on any of your previous papers on the subjects that we covered throughout the semester as you find them applicable to your paper’s discussion (e.g., racism, gender equality, sexual identity/orientation, religious rights, etc.).

At least two scholarly resources, three popular resources and two books (e-books are acceptable), from your independent research will be required as part of this final paper (7 sources in total).

Important: Seven sources are the minimum resource requirements.  To earn a grade above passing, additional resources should be applied to the paper.

Your response to this paper’s question will present your defense of a thesis around the course’s theme of conformity and rebellion.  The paper will substantiate your acquired abilities to conduct and convey academic research to a literary claim.  It should be a culmination of all of the ENG102 reading and research that you have done throughout the semester, including references to the longer and smaller works that we have examined since the beginning of the course, as well as your research logs and outlines, which will have proven to be used as working drafts toward this final project.  Your paper must include in-text citations and a formal “Works Cited” page, using correct MLA style formatting of citations.

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Does your presentation address the three separate components of the assessment task ie described the purpose of the agency, the specific context and field of practice, and the role of social work?

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Assessment criteria checklist

Relevance and coverage of the assessment task:

  • Have you done what the assessment task requires of you
  • Does your presentation address the three separate components of the assessment task ie described the purpose of the agency, the specific context and field of practice, and the role of social work?

Clarity and structure:

  • Have you structured your presentation appropriately?
  • Is it logical?
  • Is it clear?

Critical analysis and reflection:

  • Have you critically analysed and reflected on this field of practice generally and the role of social work within it?
  • Have you used the literature to move beyond description?

Evidence of reading and use of appropriate references to answer the assignment question:

  • Have you utilised organisational documents and scholarly references to support your presentation?
  • Have you provided a properly formatted Reference List using Harvard referencing style to your tutor?

Presentation:

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Have you critically analysed and reflected on this field of practice generally and the role of social work within it?

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Description

Assessment criteria checklist

Relevance and coverage of the assessment task:

  • Have you done what the assessment task requires of you
  • Does your presentation address the three separate components of the assessment task ie described the purpose of the agency, the specific context and field of practice, and the role of social work?

Clarity and structure:

  • Have you structured your presentation appropriately?
  • Is it logical?
  • Is it clear?

Critical analysis and reflection:

  • Have you critically analysed and reflected on this field of practice generally and the role of social work within it?
  • Have you used the literature to move beyond description?

Evidence of reading and use of appropriate references to answer the assignment question:

  • Have you utilised organisational documents and scholarly references to support your presentation?
  • Have you provided a properly formatted Reference List using Harvard referencing style to your tutor?

Presentation:

  • In relation to your written presentation skills have you proof read presentation?
  • Are there any spelling errors?

 

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Thesis is supported excellently—the arguments in the essay work well together to support the thesis; the claims in these arguments are themselves supported well

/in /by
Description

Ethics Research Paper Rubric

 
    (4) Outstanding (3) Good (2) Adequate (1) Inadequate
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 ARGUMENT

 

 Thesis is supported excellently—the arguments in the essay work well together to support the thesis; the claims in these arguments are themselves supported well Thesis is mostly defended well, but one small part isn’t supported, or one or two of the arguments for it need a bit more support or explanation 1-2 important parts of thesis need further support (textual or other evidence), or several claims in the arguments for the thesis given too quickly, w/little support The points given in the paper do not support the thesis, or there are major gaps where aspects of the thesis or arguments for it are left undefended, or it’s difficult to tell what you are arguing for & how
EVIDENCE Adequate textual evidence provided for your claims about the text

 

 Adequate textual evidence provided for your claims about the text(s) in most places, but need more in 1-2  places More textual evidence is needed in several places Very little to no textual evidence is provided
ACCURACY No inaccuracies in discussion of texts, &/or non-standard interpretations defended well Mostly accurate discussion of claims and arguments from texts, but 1-2 minor inaccuracies; or, controversial or non-standard interpretations of texts need a bit more defense A few inaccuracies in the discussion of the texts, or controversial or non-standard interpretations of texts not defended as well as they should be

 

 Many points in discussion of texts are inaccurate, or controversial interpretations hardly or not defended at all
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 INSIGHT Creative, original thesis, argument, and interpretations of texts that spark new ideas and questions in the reader beyond what is in the texts and lectures; takes risks and reflects deep thought and effort Thesis, arguments, &/or interpretations of texts reflect some original thought, but could use more There is not much evidence of original thought or interpretations, or the arguments in the essay focus on was given in class or in the texts, or the interpretations are pretty clear to most readers on a first read The essay attempts to repeat arguments or ideas from texts or lectures/discussions, or attempts to give an original argument, but shows a serious lack of understanding of the material in either case

 

    (4) Outstanding 3) Good (2) Adequate (1) Inadequate
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 THESIS Thesis is clear and accurately reflects the main argument in the essay Thesis statement is vague, or the essay argues something slightly different

 

 Thesis is hard to find and/or difficult to understand There seems to be no thesis statement at all
ORDER Points are linked in an order that reveals well how they work together to support the thesis One or two paragraphs should be moved to a different part of the essay to improve the argument flow, or one paragraph goes a bit off topic It’s somewhat difficult to follow the thread of the argument in the essay, to see why the paragraphs should be in this order (though with effort the thread can be found), or the essay makes some points disconnected from thesis Points seem to be listed somewhat randomly rather than having clear transitions and a logical order
PARAGRAPHS Paragraphs are coherent, with good topic sentences One or two paragraphs could be better organized internally, or missing topic sentences for 1-2 of them It’s hard to follow the internal organizational structure of several paragraphs, or several paragraphs missing topic sentences The essay is not broken up into coherent paragraphs for different points

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