Legal And Safety Responsibilities In Education

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An important aspect of classroom management is keeping students safe. Student safety concerns include the use of technology and other classroom resources, maintaining students’ privacy, bullying, trauma, and child abuse. Teachers need to be aware of their legal and ethical responsibilities when it comes to protecting students in their classrooms.

For this assignment, prepare a 10-12 slide digital presentation  for an upcoming professional development for fellow teachers. Explain applicable federal/state/local laws and the current school and district policies related to teachers’ responsibilities to protect students’ rights and safety.

The presentation should include specific examples related to four of the following topics:

  • Digital citizenship (e.g., communication, literacy, etiquette, law, rights and responsibilities, and security)

Two additional topics from the list below:

  • Bullying/Harassment/Intimidation/Violence, on and off campus
  • Searches of students (e.g., drugs, weapons, cellphones)
  • Reporting requirements for suspected child abuse
  • FERPA and students’ privacy rights
  • Trauma or traumatic events (e.g., fire, bomb threat, evacuation)

One additional topic from the list below:

  • Extracurricular teacher assignments and responsibilities (e.g., playground supervision, coaching, club sponsoring)
  • Maintaining inclusion classrooms and compliance with IEPs for students with exceptionalities
  • Managing a classroom when 1:1 technology is present
  • Teachers’ professional behavior on and off campus, and online when communicating with the community, colleagues, and stakeholders

In addition, create a title slide, reference slide, and presenter’s notes.

Support your presentation with a minimum of three resources.

Dress Code

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Dress Code

State law does not give students the right to choose their mode of dress. Thus, the matter of student dress and grooming is at the discretion of local school districts. A common question remains: Can school districts have a dress code that discriminates on the basis of gender?

Pay close attention to Chapter 4, especially the Tinker case which highlights that “conduct by the student, in class or out of it, which for any reason—whether it stems from time, place, or type of behavior—materially disrupts classwork or involves substantial disorder or invasion of the rights of others is, of course, not immunized by the constitutional guarantee of freedom of speech” (p. 65).

In your discussion post,

  • Present an argument to the question, “Can school districts have a dress code that discriminates on the basis of gender?” using the text and one outside source to support your explanation.
  • Refer to at least two statements from the Linking to Practice Do and Do Not suggestions in Chapter 4 (p. 70) to further explain your rationale for your dress code argument.

Please answer all the questions in a full paragraphs that make sense….

Chapter 5 Due Process, Student Discipline, Athletics, and Title IX

Introduction

Administrators are empowered by a wide variety of federal, state, and local laws and policies to maintain orderly and safe schools. However, students do not forfeit all of their constitutional rights. This is especially true when students are off-campus. For many secondary school leaders, extracurricular activities, especially athletics, are also an important responsibility. Title IX is designed to protect students from being denied the benefits of any educational program or activity, including athletics, because of sex. Basic fairness and a healthy respect for these rights is part of being an ethical and humane school leader. This chapter considers the balance between the obligation to maintain order and safety while respecting the rights of students. The Justice as Fairness principles of the American political philosopher John Rawls, the due process rights of students, corporal punishment, excessive force, and extracurricular activities are presented here.

Focus Questions

1. What is a “well-ordered” school, and how is this concept related to due process and student discipline?

2. Can, and should, students be disciplined for off-campus behavior?

3. Is consistency in student discipline always rational?

4. Should schools use corporal punishment to control student behavior? What standards should courts use when reviewing charges of excessive force during corporal punishment?

Key Terms

1. Corporal punishment

2. Due process

3. Liberty interest

4. Procedural due process

5. Property interest

6. Shocks the conscience

7. Substantive due process

8. Title IX

9. Well-ordered school

Case Study The Case of the Powdered Aspirin

As principal of Medford Elementary School, Charlene Daniels was quite concerned about the rumors that several students had been bringing powdered aspirin to school and “huffing” the powder in the restroom after lunch and after recess. At the last faculty meeting, Charlene had discussed her concerns with the faculty and asked them to be more vigilant than usual as students left the cafeteria and returned from recess. It was this vigilance that led sixth-grade teacher Ralph Smith to her office. “Ms. Daniels, I just saw sixth-grader Lasiandra Davis go into the girls’ restroom next to the cafeteria. I just caught a glimpse, but I am sure I saw a brown paper bag in her hand. I could not follow her into the restroom, but I sent Mrs. Hale to go check.”

Mrs. Hale came out of the restroom just as Charlene and Ralph arrived holding a brown paper bag covered with a white powdery substance. “I found this in the trash can under some papers. When I arrived Lasiandra Davis was the only one in the restroom. She saw me searching the trash can and left the restroom before I could stop her.”

Charlene immediately placed the brown bag with the white substance in a plastic container, called the police, and started her own investigation. The investigation lasted all afternoon, interrupted several classes, and caused several students to miss significant time in the classroom. All five of the sixth-grade teachers spent considerable time talking to their students trying to get more information. By the end of the day, Charlene was fairly convinced that Lasiandra had indeed been in possession of the paper bag. She based her conclusions on a couple of students’ testimony that they had seen Lasiandra with a paper bag right before lunch, Lasiandra’s teacher’s observation that Lasiandra had seem “agitated” after lunch the past several days, and Mr. Smith’s belief that he had seen Lasiandra take a brown paper bag into the restroom.

Charlene called Lasiandra to the office and confronted her with the allegations. Lasiandra denied that she had brought powdered aspirin to school. She said that she was not in possession of a paper bag after lunch as Mr. Smith had said, and that she knew nothing about the bag found in the trash. Charlene informed Lasiandra that she was suspending her for 5 days for “disturbing instruction.” She based this finding on the fact that all sixth-grade classes had been disrupted, that all five of the sixth-grade teachers had participated in the investigation rather than teach their classes, and that she as principal spent all afternoon investigating the incident.

Lasiandra’s mother and father were not happy with Charlene’s decision. Both parents had called Superintendent Johanson. Charlene’s parents and the superintendent had agreed to meet the next day to appeal the suspension.

Leadership Perspectives

A reasonably orderly school promotes and protects the welfare and safety of students and staff and provides the foundation for a safe and effective school environment (ISLLC Standards 3 & 3C). A reasonably orderly building environment also promotes social justice, equity, and accountability as called for in ISLLC Standard 5E. However, not all orderly schools are good schools. Not all orderly classrooms promote efficient and effective learning (ISLLC Standard 3). As in a maximum-security prison, order in schools and classrooms can be obtained by rigid rules and punishment. As discussed in the previous chapter, schools and classrooms that achieve order in these ways often create a hostile, alienating, and toxic environment that is not conducive to the types of teaching and learning for which “good” schools are noted (Skiba & Peterson, 2000). There is little question, however, that effective schools and classrooms must have a system of enforced rules in place to provide the foundations for orderly and safe school cultures that promote learning. Unfortunately, a very fine line sometimes exists between maintaining order and creating overly punitive school cultures.

ISLLC Standards 3 & 3C

ISLLC Standard 5E

ISLLC Standard 3

The opening case study “The Case of the Powdered Aspirin” illustrates this. ISLLC Standard 2A calls for school leaders to develop and sustain a culture of collaboration and trust. Principal Daniels has exemplified this standard by enlisting faculty in support of her efforts to maintain a substance-free environment. There is no question that students bringing powdered aspirin to school and “huffing” it is a significant school safety and student health concern. Principal Daniels is correct in being concerned about the welfare and safety of students in her school (ISLLC Standard 3C). She is also correct in accepting Mr. Smith’s assertion that he had seen Lasiandra Davis take a brown paper bag into the girl’s restroom after lunch. Principal Daniels may be correct in her belief that Lasiandra Davis is at least one of the students bringing powdered aspirin to school. As principal she is empowered by a wide variety of state laws and school board policies to enforce reasonable rules designed to maintain a safe and substance-free environment. As principal, she also has a responsibility to treat students, teachers, and others fairly and in an ethical manner regardless of the circumstances (ISLLC Standard 5).

ISLLC Standard 2A

ISLLC Standard 3C

ISLLC Standard 5

Lasiandra Davis also has certain rights and responsibilities. She has the responsibility to follow reasonable rules. She also has the right to be treated fairly. School leaders’ responsibility to promote good order and discipline must be balanced with student rights to be treated fairly and in an ethical manner. This balance, reflected in ISLLC Standards 3 and 5, is addressed in this chapter by considering the “justice as fairness” concepts of the American political philosopher John Rawls, and the legal concepts of due process, student discipline, and Title IX.

ISLLC Standards 3 and 5

Student Rights and the Well-Ordered School

John Rawls’s concept of justice as fairness (2001)  provides guidance when considering the balance of the sometimes conflicting principles of maintaining a reasonably orderly school that promotes learning, safety and a substance-free environment with the equally compelling requirement that all students be treated fairly. Rawls’s theory of justice as fairness is a political theory, but it is applicable to schools as a concept of local justice. Rawls presents his concept in two principles of justice. The first, presented here, is particularly germane to a discussion of the relationship between student rights and the obligation to maintain order in a positive school culture.

· Principle One: Each person has the same indefeasible claim to a fully adequate scheme of equal basic liberties, which scheme is compatible with the same scheme of liberties for all. (p. 42)

 

Principle One assumes that all students, regardless of socioeconomic status, ethnicity, or disciplinary history, are deserving of the same liberties. The fundamental idea is the development of a school culture that exists simultaneously as a fair system of social cooperation that is established by public justification. Social cooperation requires that reasonable persons understand and honor certain basic principles, even at the expense of their own interests, provided that others are also expected to honor these principles. In other words, students can be expected to understand and honor reasonable restrictions on their freedoms. School officials can be expected to reciprocate by promoting fairness and honoring appropriate student rights. In Rawls’s view, it is unreasonable not to honor fair terms of cooperation that others are expected to accept. It is worse than unreasonable to pretend to honor basic principles of social cooperation and then readily violate these principles simply because one has the power to do so. In other words, Rawls views it as unreasonable for school leaders to “talk the fairness talk” but not “walk the walk.” As pointed out in  Chapter 1 , fairness is a difficult concept. Fairness, like beauty, is in the eye of the beholder. There is no question that walking the walk can be fraught with difficulty. But, as Rawls points out, although it may seem rational at times to violate the principle of fairness and ignore student rights, it is never reasonable.

 

A school culture based on social cooperation must be publicly justified and acceptable, not only to those who make the rules, but also to others (students, parents, teachers, etc.) who are affected by the school culture. To be effective, public justification should proceed to some form of consensus that assumes that all parties have fundamental rights and responsibilities. Rawls acknowledges that it is unlikely that all members of a diverse school with conflicting needs, values, and priorities will come to the same conclusions and the same definition of a well-ordered school. However, it is important that a reasonable consensus result from the process to serve as a basis for the justification of the need for certain rules and policies to promote order and efficiency.

The Idea of a Well-Ordered School

A school that exists as a fair system of cooperation under a public conception of justice meets ISLLC Standards 2A, 3A, 3C, 4B, 4C, 4D, 5B, 5C, 5D, and 5E. A school existing in this manner—a  well-ordered school —has three defining characteristics:

ISLLC Standards 2A, 3A, 3C, 4B, 4C, 4D, 5B, 5C, 5D, and 5E

1. Everyone in the school accepts, and knows that everyone else accepts, the same concepts of justice. Moreover, this knowledge is mutually recognized as though these principles were a matter of public record. In other words, school leaders, teachers, and students acknowledge and accept that certain basic principles will be honored by everyone.

2. All personal interactions, policies, and applications of policy are designed to facilitate a system of cooperation.

3. Students, teachers, and school leaders have a rational sense of justice that allows them to understand and for the most part act accordingly as their positions in the school dictate.

 

These three concepts provide a mutually recognizable point of view for the development of a school culture that promotes order, safety, and security. A mutual understanding of the roles and responsibilities of administrators, teachers, and students is important. The concept of a well-ordered school characterized by a fair system of social cooperation established by public justification may seem overly theoretical. However, it is embedded in a real problem—the development of a safe, secure, and substance-free school environment that promotes student learning. For example, in a national study of crime and violence in middle schools,  Cantor et al. (2001)  found that in low-disorder schools, a shared sense of responsibility is present among teachers and administrators. In these schools, principals and teachers for the most part support one another and function well as a team. In contrast, this sense of shared responsibility among teachers and administrators was weak in high-disorder schools. Teachers tended to point fingers at one another, at administrators, and at school security officers for the lack of good order in the school. A school culture based on a public conception of justice provides the framework for a shared sense of responsibility by all concerned in promoting good order and discipline. Well-ordered schools characterized by a fair system of social cooperation established by public justification are most likely to have a school environment that promotes collaboration, trust, and learning (ISLLC Standard 2A); the welfare and safety of students and staff (ISLLC Standard 3C); and social justice and student achievement (ISLLC Standard 5E).

ISLLC Standard 2A

ISLLC Standard 3C

ISLLC Standard 5E

 

Linking to Practice

Do:

· Develop a system of mutually acceptable and publicly justified policies designed to maintain order and promote safety.

· Involve a wide range of interested stakeholders in the formulation of school rules.

· Model and insist that teachers and other adults in the school honor basic fairness and student rights. Conversely, insist that parents and students honor basic teacher rights.

· Use the concept of a well-ordered school to reinforce feelings of emotional safety for students, teachers, and parents.

· Use data to publicly justify certain restrictions on student freedom. These data can be used to support school safety interventions or conversely demonstrate that certain interventions may not be needed at this point in time.

Do Not:

The Professional Educator And The School

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Module 4

 Question 1 of 12

Ken, an eighth grader in Mr. Markham’s class, has become an academically weaker student during spring semester. Today Ken explained nervously to Mr. Markham that some bruises visible on his neck and arms resulted from incidents during recent lacrosse games. Mr. Markham suspects parental abuse. To follow ethical best practices as a professional educator, Mr. Markham should

  ask Ken more questions and look for other injuries rather than filing a report
  report his concerns to school administrators immediately

 

  ask the lacrosse coach about the injuries and remind the coach that such injuries should be reported

 

 Question 2 of 12

Dr. Davis, a high school principal, is experiencing stress at work and in his personal life. He decides to take an extended fishing trip to relieve the stress, and he classifies the time he takes off as medical leave. Does Dr. Davis’s action put at risk the ethical principles for professional educators?

  Yes, because it was inappropriate for Dr. Davis to decide for himself what constitutes medical leave.
  No, because stress is a legitimate medical concern that could impair Dr. Davis’s ability to do his job.

 

  No, as long as Dr. Davis carefully reviewed his own symptoms and determined that he fit the criteria for having a psychological condition.

 

 Question 3 of 12

As she is walking to her car at the end of the day, Ms. Avia notices one of her best-performing students smoking marijuana in a car in the school parking lot, but she decides not to report it. Did Ms. Avia act in a manner consistent with the behavior of a professional educator?

  Yes. Since there were no other adult witnesses of the student’s behavior, reporting would have had no effect.
  No. Since Ms. Avia has knowledge of an illegal act and a potentially impaired driver on school grounds, she has a duty to report the incident without delay.

 

  Yes. Since the incident took place outside of school hours, Ms. Avia had no duty to report.

 

 Question 4 of 12

While traveling on a bus with a group of students, a teacher, Ms. Carlisle, recognizes what she believes is a mechanical problem with the bus. She alerts the driver and insists that he stop and investigate the problem. Ms. Carlisle’s action is an example of which of the following best practices for professional educators?

  Ensuring student safety
  Being a steward of the law

 

  Maintaining objectivity

 

 Question 5 of 12

Which of the following serves as the clearest example of appropriately maintaining transparency as a professional educator?

  Explaining to the class that one of the students has had to move to a different school because of the student’s emotional problems
  Reporting to district authorities suspicions that the head of the PTA and the school principal are engaging in a sexual relationship

 

  Seeking the approval of the principal and administration before volunteering to meet with students on Saturdays to provide extra help

 

 Question 6 of 12

A teacher, Dr. Russell, reaches out to colleagues for advice because she suspects that one of her students may be engaged in underage sexual activity. The behavior described is most clearly an example of

  avoiding a conflict of interest
  ensuring student safety and welfare

 

  discouraging inappropriate relationships with students

 

 Question 7 of 12

Mr. Rupp is one of the chaperones for a high school class trip. The school buses are not able to accommodate everyone on the trip, so Mr. Rupp is driving his own car. One of Mr. Rupp’s colleagues suggests that a student, Emily, who has had behavioral issues in the past, ride alone with Mr. Rupp so that she will not be disruptive on the bus. Which of the following principles would Mr. Rupp most clearly put at risk if he were to drive the student?

  Be proactive about ethical concerns that affect students.
  Interact with students only in appropriate settings.

 

  Take appropriate and reasonable steps to maintain student confidentiality.

 

 Question 8 of 12

Which of the following situations should most clearly raise an ethical concern for a professional educator?

  A teacher notices that two colleagues spend a great deal of their free time after school together.
  A teacher learns that another teacher owns a car wash and is advertising the car wash to students who have cars.

 

  A teacher notices that food left over after a school dance is being thrown away.

 

 Question 9 of 12

Mr. Robinson is the teacher in charge of teacher chaperones at a high school prom. He notices that Mr. Jones, one of the other chaperones, appears to be under the influence of alcohol. Which of the following should Mr. Robinson do?

  Tell Mr. Jones to take a taxi home, and tell a school administrator about his condition as soon as possible.
  Tell other chaperones to make sure Mr. Jones does not do anything inappropriate, and ask them not to say anything about the situation to anyone else.

 

  Assign Mr. Jones to a location where he will not have much interaction with students.

 

 Question 10 of 12

It is the last day of school before summer vacation, and all students have been dismissed. Before leaving, Mr. Quine presents bottles of wine as gifts to several fellow teachers. Mr. Quine’s actions most clearly put at risk which of the following principles?

  An educator’s professional responsibilities extend beyond the school building.
  Teachers should collaborate with colleagues in order to advance students’ best interests without regard to personal reward or remuneration.

 

  Educators should exhibit personal and professional conduct that is in the best interest of the organization, learning community, school community, and profession.

 

 Question 11 of 12

While chaperoning the senior field trip, Ms. Dillard catches students drinking alcohol. What should Ms. Dillard do next?

  Confiscate the alcohol and report the incident to the school administration.
  Report the incident to the students’ parents the next time she sees them, and advise them to discuss alcohol use and abuse with their children.

 

  Pretend she did not see the students drinking and walk away, since it would be a shame to spoil the students’ records right before graduation.

 

 Question 12 of 12

In which of the following scenarios are the principles of professional ethics for educators most clearly put at risk?

  Mr. Calloway asks to leave for the day because of a headache, but he actually wants to leave early in order to have time to drive to another city for a concert.
  Mr. Sharp informs his principal that he updated his résumé in the school’s official records, but Mr. Sharp inadvertently uploaded the wrong file.

 

  Ms. Kelly does not report to administrators that two of her students disrupted her class briefly by bursting into song.

Dr. Davis, a high school principal, is experiencing stress at work and in his personal life. He decides to take an extended fishing trip to relieve the stress, and he classifies the time he takes off as medical leave.
Does Dr. Davis’s action put at risk the ethical principles for professional educators?

 

Yes, because it was inappropriate   for Dr. Davis to decide for himself what constitutes medical leave.

No, because stress is a legitimate   medical concern that could impair Dr. Davis’s ability to do his job.

No, as long as Dr. Davis carefully   reviewed his own symptoms and determined that he fit the criteria for having   a psychological condition.

Global Societal Problem

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Week 5 – Final Paper

Global Societal Problem, Argument and Solution

[WLOs: 1, 2, 3, 4, 5] [CLOs: 1, 2, 3, 4, 5]

Prepare: Prior to beginning work on this assignment, please review this Sample Final Paper GEN499_final (Links to an external site.)Links to an external site. for additional guidance on the expectations of this assignment.

The topic of your essay needs to be a global societal problem from the following list:

  • Aging population
  • Critical Thinking Skills for the 21st Century
  • Gender Inequality
  • Global Climate Change
  • Global Water Shortage
  • Marginalization and Minorities
  • Refugee Crises
  • Children’s Rights
  • Social Media Censorship

Reflect: Based on the topic that you have chosen, you will need to use critical thinking skills to thoroughly understand how this topic can be a global societal problem and determine some logical solutions to the problem.

Write: This Final Paper, an argumentative essay, will present research relating the critical thinker to the modern, globalized world. In this assignment, you need to address the items below in separate sections with new headings for each. In your paper,

  • Identify the global societal problem within the introductory paragraph.
    • Conclude with a thesis statement that states your proposed solutions to the problem. (For guidance on how to construct a good introduction paragraph, please review the Introductions & Conclusions (Links to an external site.)Links to an external site. from the Ashford Writing Center (Links to an external site.)Links to an external site..)
  • Describe background information on how that problem developed or came into existence.
    • Show why this is a societal problem.
    • Provide perspectives from multiple disciplines or populations so that you fully represent what different parts of society have to say about this issue.
  • Construct an argument supporting your proposed solutions, considering multiple disciplines or populations so that your solution shows that multiple parts of society will benefit from this solution.
    • Provide evidence from multiple scholarly sources as evidence that your proposed solution is viable.
  • Interpret statistical data from at least three, peer-reviewed scholarly sources within your argument.
    • Discuss the validity, reliability, and any biases.
    • Identify the strengths and weaknesses of these sources, pointing out limitations of current research and attempting to indicate areas for future research. (You may even use visual representations such as graphs or charts to explain statistics from sources.)
  • Evaluate the ethical outcomes that result from your solution.
    • Provide at least one positive ethical outcome as well as at least one negative ethical outcome that could result from your solution.
    • Explain at least two ethical issues related to each of those outcomes. (It is important to consider all of society.)
  • Develop a conclusion for the last paragraphs of the essay, starting with rephrasing your thesis statement and then presenting the major points of the topic and how they support your argument. (For guidance on how to write a good conclusion paragraph, please review the Introductions & Conclusions (Links to an external site.)Links to an external site.from the Ashford Writing Center (Links to an external site.)Links to an external site..)

The Global Societal Problem, Argument, and Solution

  • Must be 1,750 to 2,250 words in length (approximately between seven and nine pages; not including title and references pages) and formatted according to APA style, as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)Links to an external site.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.)Links to an external site..
  • Must utilize academic voice. See the Academic Voice (Links to an external site.)Links to an external site. resource for additional guidance.
  • Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
    • For assistance on writing Introductions & Conclusions (Links to an external site.)Links to an external site. as well as Writing a Thesis Statement (Links to an external site.)Links to an external site., refer to the Ashford Writing Center resources.
  • Must use at least eight scholarly sources.
    • Source Document Requirements:
      • Multimedia sources (such as videos) may be used, but no more than two such sources may be used. If multimedia sources are used, they must be authored and distributed by credible sources, such as universities, law schools, medical schools, or professors, or found in the Ashford University Library.
      • Government sources may be used, but no more than two such sources may be used. Examples include whitehouse.gov, state.gov, usa.gov, cdc.gov, and so forth. These websites can be used to make a stronger point about your proposed solution within the argument.
      • Where print documents are used for source materials, those must be peer-reviewed, scholarly journal articles, and academically published books. Popular media sources (e.g., newspapers, magazines, television and radio shows, etc.) must not be used. Materials from advocacy groups (e.g., Greenpeace, Human Rights Campaign, National Organization for Women, etc.) must not be used.
      • Sites such as ProCon.org and Wikipedia must not be used.
      • Religious texts must not be used.
    • The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, contact your instructor. Your instructor has the final say about the appropriateness of a specific source for an assignment. The Integrating Research (Links to an external site.)Links to an external site. tutorial will offer further assistance with including supporting information and reasoning.
    • Must document in APA style any information used from sources, as outlined in the Ashford Writing Center’s In-Text Citation Guide (Links to an external site.)Links to an external site..
    • Must have no more than 15% quoted material in the body of your essay based on the Turnitin report. References list will be excluded from the Turnitin originality score.
    • Must include a separate references page that is formatted according to APA style. See the Formatting Your References List (Links to an external site.)Links to an external site. resource in the Ashford Writing Center for specifications.

Good Critical Thinking Tips:

  • Your paper should include academic sources that explain multiple sides of the issue.
  • Your interpretations of the evidence should be objective and state the conclusions and theses presented in the evidence clearly and fairly.
  • Your paper should place the various forms of evidence in relation to one another and demonstrate why one form or perspective is stronger than the other positions that one could take on the issue.
  • Your paper should point out the limitations of current evidence and attempt to indicate areas for future research.
  • Writing Tools:
    • Before you submit your written assignment, you are encouraged to review the The Grammarly Guide: How to Set Up & Use Grammarly (Links to an external site.)Links to an external site. tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.