Cystic Fibrosis-CFTR Project Guidelines for extra credit – Sections 7110 and 4764. 4-30-20

TYPE OF PRESENTATION: Essay (5 pages or less per topic) illustrated with images to emphasize or clarify major points

ORIGINALITY: Plagiarism will not be accepted. Each document will be checked for plagiarism and if detected it will be graded 0. References to published literature must be properly cited, as indicated in the following (taken from https://guides.lib.uci.edu/):

Literature Cited SectionThis is the last section of the paper. Here you should provide an alphabetical listing of all the published work you cited in the text of the paper. This does not mean every article you found in your research; only include the works you actually cited in the text of your paper.

A standard format is used both to cite literature in the text and to list these studies in the Literature Cited section. Hypothetical examples of the format used in the journal Ecology are below:

Djorjevic, M., D.W. Gabriel and B.G. Rolfe. 1987. Rhizobium: Refined parasite of legumes. Annual Review of Phytopathology 25: 145-168.

Jones, I. J. and B. J. Green. 1963. Inhibitory agents in walnut trees. Plant Physiology 70:101-152.

MacArthur, R.H. and E.O. Wilson. 1967. The Theory of Island Biogeography. Princeton University Press, Princeton, N.J.

Smith, E. A. 1949. Allelopathy in walnuts. American Journal of Botany 35:1066-1071.

Here is a dissection of the first entry, in the format for Ecology:

Firstauthor, M., D.W. Secondauthor and B.G. Thirdauthor. Year. Article title with only the first letter capitalized. Journal Article Title with Important Words in Caps volume#(issue# if there is one): firstpage-lastpage.

Notice some of the following details:

– the list is alphabetized;
– no first or middle names are listed (the author’s first and middle initials are used instead);
– only the first word in the title of the journal article (except for proper nouns) is capitalized.

TOPICS THAT CAN BE ADDRESSED:

Below are listed 4 components of the original Cystic Fibrosis Project rubric. Each of the first three “Project Components” can be addressed individually. You can pick and choose among them, i.e., any combination of topics from one to all three (the fourth “Overall Project Quality” is not a topic but rather an evaluation). Points will be given as indicated in the rubric.

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As a public administrator, it is important to know when we want to stand out as a unique entity and when we want to blend in and be part of a whole. At times, we want our agency to be seen as providing something no one else can, and at other times, we want the community to see us as part of a coherent and unified network. Understanding how and when we want to stand out and when we need to blend with others is a component of maximizing our effectiveness as public administrators.

Using the interactive you viewed earlier, Melting Pot Versus Salad Bowl: What the Experts Say About the Menu, and the peer-reviewed sources you located in the first study, describe situations where a public agency should blend in (melting pot), maintain a distinct cultural identity (salad bowl), or actively embrace and leverage differences (mosaic).

RESOURCES

In the Kivisto and Faist text, Citizenship: Discourse, Theory, and Transnational Prospects, read Chapter 1, “Introduction,” pages 1–13.

• In the Kivisto text, Multiculturalism in a Global Society, read Chapter 2, “The United States as a Melting Pot: Myth and Reality,” pages 43–83.

Multimedia/Transcript

Melting Pot Versus Salad Bowl: What the Experts Say About the Menu to complete the interactive.

• The melting pot is an iconic concept in the story of immigration to the United States. But how valid is it as a description of the process and why are some people calling for it to be retired completely? For more on what the experts say about the melting pot and salad bowl debate, complete this interactive.

Objectives

1. Describe the role of the salad bowl and melting pot constructs in common public values and cultural diversity.
2. Relate aspects of culture to citizenship in a global environment within the field of public administration.
3. Analyze and discuss the impact of politics, religion, work environment, civic participation, and group involvement on culture and values.
4. Interpret issues of communications and diversity as they influence cultural values.

Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence.

Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue.

Applies relevant professional, personal, or other real-world experiences to extend the dialogue.

Validates position with applicable knowledge.

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