Give A One-Page Interpretative Analysis.

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  • Please analyze the selected reading section taken from Cengage below (attached): The Red Concluding Notes is most IMPORTANT!
  • After reading your selected narrative, give a one-page interpretative analysis.
  • That is, based on the actual reading (information or facts from the author), compose logical and sound inferences (highly probable and highly likely the best perspective as any).
  • Example, A young lady is kneeling in the school hallway picking up her books; a male student is standing near her. What could have logically happened in this scenario?
  • Always include your facts (what you actually saw, read or heard): One, she’s kneeling; Two, books are on the floor; Three, there’s a male student; Four, they are in the hall.
  • What can you interpret to be logically what happened although you were not there?
  • Substance and content matter more than the length or how long.
  • Your paper must include any facts, actual information in the reading, etc.
  • Please do not write a summary, please…

Black Studies Revisited

Martin Kilson

Some Context

Viewed in either its minimum curriculum format as represented by curriculum limited mainly to those black realities associated with North American blacks or viewed in its maximum curriculum format as represented by curriculum that embraces black African societies, the AfroAmerican community, Afro-Caribbean communities, and Afro-Latin communities, the academic field of black studies has experienced multisided transformations since those start-up years between 1968 and 1972. Those start-up years witnessed enormous political upheaval and intellectual upheaval, a situation that while sometimes pedagogically damaging should be viewed as nonetheless developmentally inevitable. In one of my earliest commentaries on the upheaval surrounding the birth of black studies, I offered both an affirmation of the student activism that drove this field, on the one hand, while chastising the violence or violence-posturing that surrounded this activism. Writing in a special black studies monograph produced by the A. Philip Randolph Institute in 1969,I observed:

  • The activity of black students on campuses across the country in behalf
    of Afro-American studies is welcome. Much of this activity, however,
    has been associated unnecessarily with violence which has no place
    whatever on college campuses. Violence can do no other than destroy
    the delicate fabric of life and work in American colleges, and will cer-
    tainly prevent the establishment of Afro-American studies along viable
    academic and intellectual lines.

In general, while the violence surrounding the birth of black studies was quite short-lived, a tendency toward ideological rigidity in regard to the academic organization and the pedagogical execution of the field of black studies proved rather tenacious and long-lived. This situation represented a special problem for progressive and leftist African American intellectuals like myself, for while we welcomed the activism that brought American colleges—white ones, especially, but black colleges too—to incorporate black studies into their educational regime, we felt a simultaneous responsibility to tame or pluralize this ideological rigidity.

Formative Phase of Black Studies

What were some basic elements of this ideological rigidity? First, militant advocates of black studies preferred that this field be organized mainly in terms of their strongly held ideological preferences. Among these preferences, for instance, was a tendency toward the glorification of the black American experience and of African history in a manner that would serve contemporary endeavors at political activism among black Americans. My own inclination, however, was to follow the lead of that firstgeneration cohort of black scholars (some white ones too) who pioneered the field of black studies when it was still called Negro studies. Scholars, that is, like W. E. B. Du Bois, Carter Woodson, Charles Spurgeon Johnson, Allison Davis, Horace Mann Bond, Ralph Bunche, Rayford Logan, Melville Herskovitz, E. Franklin Frazier, John Hope Franklin, Kelley Miller, Ira de Augustine Reid, to name just a few. What many militants among black studies advocates in the formative phase failed to recognize is that the first-generation cohort of black studies intellectuals balanced within their persona both a progressive ideological commitment to black realities—to freeing those realities from oppressive white supremacist patterns worldwide and advancing their modern development—on the one hand, and a nonethnocentric or pluralistic scholarly orientation toward black realities.

Thus what the first-generation cohort of black studies intellectuals taught us, with their balanced interface with progressive ideological commitment to black realities, on the one hand, and a nonethnocentric orientation, on the other hand, was this: that the serious study of the history and contemporary experiences of black peoples—worldwide or in the United States—will produce a bewildering mixture of things that can evoke pride, criticism, ambivalence, or even revulsion. They taught us that black students, taught about the great sculpture of West African peo-

ples, will more than likely be proud of the artistic achievement this sculpture represented, just as Anglo-American students would take pride in the works of William Shakespeare. But would these same black students consider as a source of pride the historical findings relating to the massive role of traditional ruling strata in African societies in forging the Atlantic Slave Trade? Most likely not, just as the white Anglo-American students would not likely be proud of the vicious oppression and violence perpetrated against the Irish by the English ruling class during their multicentury rule in Ireland. The history of all peoples is morally checkered!

The militant black studies advocates’ belief that an academic regime in this field would produce and should produce activist cadres for black urban communities was rather shortsighted too. The academic organization of black studies was not, I believe, anything like the appropriate locale for forging political and neighborhood mobilizers. While the need for such mobilizers was genuine, their effective production should be undertaken elsewhere, I thought—in the context of black neighborhood voluntary associations, black churches, black civil rights organizations, etc. As it happened, this activist use of black studies programs proved a dead end. And this, moreover, was rather unfortunate in some respects, as the need for skilled neighborhood mobilizers was a real one and the failure of that militant segment that surrounded black studies programs in the formative phase to generate such mobilizers left a terrible vacuum in many black urban communities, among the weak working-class and lower-class sector especially. The high black homicide rate and the high rate of blackmaiming-black can be attributed in part to this terrible vacuum. One must wonder, in fact, whatever happened to all of that activistic energy and excitement that surrounded the birth of black studies programs in regard to the goal of forging neighborhood activist cadres? Currently, it seems the vast majority of middle-class black college students have lost all connection with this aspect of the formative era of black studies, as witnessed by their fervent participation in that all-black student good-time gathering annually during spring in Atlanta—the Black Freaknik Festival! This weird outcome could not, I suspect, have been envisaged or predicted some thirty years ago, at the birth of black studies. This weird use of black middle-class resources is seventeen years old.

Maturation of Black Studies

In terms of time frame, we might place the commencement of the maturation phase of black studies from the late 1970s onward (say, 1979 on

ward). One measure of the maturation phase was, I think, the appointment of black scholars to head up black studies programs who were clearly scholars and intellectuals of the top rank. This occurred with the appointment of Professor Charles Davis at Yale’s Afro-American Studies Department, Professor Nathan Huggins at Harvard’s Afro-American Studies Department, Professor Joseph Washington and later Professor Houston Baker at the University of Pennsylvania’s Afro-American Studies Department, Professor St. Clair Drake at Stanford University’s AfroAmerican Studies Department, and Professor Claudia Mitchell-Kernan at the University of California’s (L.A.) Afro-American Studies Program, to mention just a few.

What did these scholars do to initiate what I call the maturation phase in black studies? Essentially, they disciplinized black studies, so to speak. They slowly interlocked the structuring of the academic regime of black studies with the established academic disciplines in the social sciences and the humanities. Thus they filtered the curriculum dimension of black studies—the courses—through modes of curriculum packaging akin to those usually found in, say, regular political science courses, producing thereby such courses as “Black Electoral Politics,” “Blacks in National Politics,” “Black Legislators,” “Politics and Society of Afro-Americans,” “Black Urban Regimes,” etc., etc. But an innovative thrust, curriculum-wise, evolved as well in the maturation phase, especially in the area of literary studies. This was so particularly where the field of literary studies overlapped psychological and societal areas of inquiry, producing what has amounted to a new academic discipline, that of black cultural studies. Moreover, the traditional field of literary studies was itself broadened by the penetration of this field with the works (and thus styles, aesthetics, etc.) of black American writers, African writers, Afro-Latin writers, and Afro-Caribbean writers. And, of course, the field of women’s studies (gender studies), which evolved almost simultaneously with the field of black studies, has contributed in many enriching ways to the spin-off field of black cultural studies and also the established field of black studies. Women’s studies has exercised this influence through its subfield of black women’s studies, of course.

Interestingly enough, this penetration by established academic disciplines of black studies since the late 1970s, as well as the emergence of a major spin-off subfield of black cultural studies, has not displaced variants of black ethnocentric delineation in the black studies field. This black ethnocentric delineation of black studies goes today under the name of

Afrocentrist studies. It has also acquired a kind of parallel status with the field of black studies.

In terms of its curriculum manifestation, Afrocentrist studies is rather ideologically rigid and informed by a hyperglorification of a black realities outlook. The most prominent gathering of black scholars who function within the Afrocentrist paradigm is at Temple University, though there are smaller clusters located rather broadly at some black colleges. It should be noted, however, that given the Afrocentrist paradigms’ highly emotive and hyperideological thrust, it appears to have forged a rather broad appeal at the popular level of African American society, among stable working-class and middle-class sectors no less. The appeal is of an ethnic-group-solidarity-affirming character, mainly, I believe; it is not an appeal that is translated into institution forging or systemic forging outcomes. So, over time, the Afrocentrist appeal can be expected to dissipate, assuming of course that a steady expansion of black Americans’ incorporation into American social and power patterns obtains, and assuming also that this expansion is not rendered problematic by neoracist forces associated with the neoconservatism that has wide influence today among white Americans.

Concluding Note

No one, of course, can predict future trends in black studies generally with any high degree of accuracy. But one can suggest trends that might be initiated.

One trend I would like to see emerge is, in fact, a rather old trend. It relates to the early Negro studies series that W. E. B. Du Bois pioneered while he was at Atlanta University and that other scholars among the firstgeneration cohort of black scholars (between early 1900s and 1940s) contributed their own variants of. The Du Bois Negro studies series focused on both Negro social categories (professions, business, workers, agrarians, etc.) and on Negro institutions and their modern metamorphoses (churches, voluntary associations, professional associations, colleges, black elementary, middle, and secondary schools, etc.).

That what I view as the mature phase in black studies has not yet fashioned either broad curriculum regimes or research regimes with what I call the Du Boisean Negro studies focus baffles me somewhat—baffles me especially in light of the social mobility and overall modernization crises that have confronted the weak working class and the poor strata among African Americans. Those households that make up perhaps 40 percent of all African American households have received, of course, lots of research attention from social science scholars among blacks, but mainly with a focus toward fashioning public policy responses to intervening in the crises of joblessness, family dislocation, intrablack violence and maiming, etc., faced by these black households.

But most progressive black intellectuals have also recognized that what I call the “mobile sector” among black Americans—as contrasted with the “static sector” of weak working-class and poor households—have an obligation to fashion ways and means for intervening in the crises facing the black static sector. It is here, then, where a revival of the Du Boisean Negro studies focus in the context of our mature phase of black studies could, I think, produce important outcomes: outcomes both academic in import and operational relative to the crises facing the black static sector. The range of institutional capability associated with the black mobile sector—with its class categories and with the agencies available to these categories—is, I suggest, greater by exponential degree compared to what this institutional capability was several generations ago during Du Bois’s era. Black studies programs can, in our mature phase, play a significant role in uncovering the ingredients and dimensions of this institutional capability. This is a must agenda for the years ahead.

Museum Study Paper

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topic: underwater archeology museum

7 pages with pictures(Figure 1, 2, 3, etc….)

7 Bibliography needed: I use my own modified MLA style, which follows for a book entry, the following format:  Gurian, John G., Museum Studies, 4th edition, New York, 2007.  I will be glad to guide you per your needs for non-book formats. Please note:  I will also accept MLA and or Chicago Styles.

Footnote example:  A footnote is always found on the page where citation is made.  The style preference is as follows:  Author’s last name, year of publication: pages cited, i.e.: Pedley, 2007:89-90.

As a general rule of thumb, here are, some steps you may take for a well-researched paper:

Here are some that I give to each and every one of my classes, including this one.

Every Paper should include the following:

1.  Every Paper should have either an argument, a thesis or research questions.

2.  Read both primary and secondary literature on your subject and find comparable material for your paper’s topic.

3.  Create an outline for the paper.

4.  Figure out your research question (s) and state it in the beginning of the paper and place the thesis within the existing literature. Address your thesis through both original and or even secondary research.

5.  Come to a conclusion about your topic and fully support your thesis with cite scholarly research using footnotes.

It should be in 1.5 spaces, in 12 fonts and follow the preset MS Word page sizes.

Surname 11

 

Underwater Museum

The underwater museum is the cultural heritage that includes all traces of being existence and its culture, history, or archaeology behaviour that have periodically or unceasingly existed in water either partially or totally for at minimum 100 years. They include vessels, sites, human remains, aircraft and wreck-sites alongside their prehistory and natural conditions. However, it takes several years of stabilization of these wreaks as they first undergo decomposition due to the seawater environment’s dynamic state, which includes changes in the water level, ground subsidence, and erosion. Despite the archaeological artefacts being decomposed initially by the chemical and biological factors of the seawater, the sea becomes its protector eventually, where they’re preserved for many years (Cheng and Dorothy 88-92). Fundamentally, underwater museums are extensively involved in the water environment and social, environmental and scientific factors in both sea and land.

Artwork

Underwater museum artwork involves the ‘museography'[footnoteRef:1], the term used in describing the method of the message transmission in cultural, architectural and design display of the museum movable and immovable materials. Currently, the main focus of the underwater museum is achieving its content by displaying and preserving the artwork and attracting people visiting the museum which, is because the interaction between people and the art is the main target and mission of all museums in the world. Vrasida and Maria explain that well-displayed art in a museum can express a story, cultural heritage, history, or national pride sense. To capture the attraction of many people and inspire the visitors, the museum’s architecture is displayed in an attractive design and manner. Underwater museums[footnoteRef:2] are divided into two poles; traditional and non-traditional. Traditional museums do not offer guidance to the viewers. Instead, they choose the methods of interpreting the meaning on their own. The objects in the display are considered a large part of the museum context, hence the criteria of own interpretation. [1: Museography involves the display of fossils in site where they are easily accessible. The fossils and the wreaks preserved in situ are brought near the shallow part of sea where the divers and visitors can access them easily. ] [2: Underwater museums are different from archaeology museum in that they display artefacts while under water while archaeology museum display artefacts in buildings. ]

Non-traditional underwater museums

Non-traditional museums, the sites are classified and preserved for future references and generations. The sites are well labelled, displayed in the most attractive design and protected through a legislature of national policies, a process called ‘situ’ preservation. Every nation has its laws protecting marine museums from either natural or physical threats. The conservation of archaeological wreaks in situ is because of the increasing number of maritime museums discovered. It is not achievable to research every one of them. For example, Netherlands archaeological database, Archis[footnoteRef:3] consist of approximately 1500 crucial archaeological sites. The number of new sites reported annually is approximate 500. (Cheng and Dorothy 188—130). The process of researching every new museum is expensive as it requires deep investment both in capital and skills. Archaeological resources conserved in situ fascinate many visitors due to; easy understanding and connection with its environment, direct link with the appeasing display and the knowledge acquired from the preserved site. [3: Archis archaeological site consisting of approximately 1500 underwater museums and sites is the largest in Netherlands. ]

The recovery of new underwater museums leaves many countries in a dilemma on how to display them. (Bruno et al. 220-236). Bruno explains he argues that, nevertheless, there are many ways to deliver these archaeological artefacts from the threat of physical or natural forces. A significant number of countries are facing this dilemma, one being Egypt. Twenty years back, Egypt recovered many underwater archaeological fossils, including pottery, golden pieces, giant statues and parts of submerged buildings. Unfortunately, only the researchers and archaeologists have access to information because they put them into stores. They are not open to public viewing, which results in public awareness unconsciousness about the existence of underwater fossils. Conversely, the Egyptian Underwater and Archaeological departments have used traditional showcasing methods in museums like displays of glasses with labels on them and displayed approximately 5% of the total recovered underwater artefacts while an estimated 95% being in stores.

 

 

Methods used in the presentation of underwater artefacts

Most countries with marine museums do not rely on their genuine artefacts for display. Some of them have innovated and created attractive museum artefacts (Bruno et al. 228-240)

Replicas

Replicas are archaeological displays made creatively to present the real underwater historical fossils which cannot be accessed and viewed by the people and as a method to cater for the insufficient space in museums. It can be either in the form of a vessel or a site. They minimize the visitors’ gap for the visitors because they are touchable and can be felt and explored. A replica is made using the whole underwater archaeological scene or the entire vessel object found underwater. In Egypt, the Hatshepsut boat is currently displayed in Suez Museum, while in the American whaleboat, replica named Beetle are some of the world’s known replica vessels. Replica site in France was recovered around the 1950s and later re-submerged off the shores of Marseille in an appropriate location, allowing different types of divers. However, replica sites do not present authentic sites as they are challenging to diving visitors but suitable for land-based visitors.

Queen Hatshepsut's ship

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.modelshipmaster.com%2Fproducts%2Fancient%2FQueen%2520Hatshepsut%27s%2520ship.htm&psig=AOvVaw3mObU85i498qRtscqfyZ_O&ust=1620115945511000&source=images&cd=vfe&ved=0CA0QjhxqFwoTCIj5nYO6rPACFQAAAAAdAAAAABAD

 

Models

Models of the most critical archaeological vessels, parts of ancient building and coins presenting those in underwater museums attract many visitors who buy them to preserve a piece of history. This attraction earns most museums income. The British Museum makes a spectacular and impressive small model of paradigmatic artefacts which are unique. According to Bruno et al., visitors can touch and interact with displayed models of early navigation tools stored at the Museum of South Australia in Adelaide. In addition, models represent the whole underwater archaeological area like in Western Australia, where the Xantho ship wreak reconstruction site located.

Virtual reality

A person has ability to control whatever he or she focuses on. This technique use a computer initiated skill that uses a 3D virtual environs to interact with the visitor. However, the visitor has authority over it by use of a remote or by performing gestures while wearing a head-mounted display (HMD) or 3D glasses. Virtual reality is use to display the information and archaeological fossils of the museum. This innovative skill also helps in viewing the fossils which no longer exists underwater due to damages occurring in the sea (Vrasida and Maria). Talks and workshops can be used to educate the interested members of society to create a strong relationship with their past. Handling these underwater archaeological displays can create a stronger bond between community and heritage

Education

Underwater museum heritage pulls a significant potential for precious scientific research alongside education to visitors and the general public. Submerged fossils offer great information about the development of ancient generations and human civilization. Likewise, the ship wreaks, religious sites and buildings ruins dispense vital information, data and facts on ancient cultural practices, trade, religious ceremonies, local life and sacrifices. Submerged heritage has environmental, aesthetic and cultural importance as they offer the surrounding areas with cultural enrichment and creates an urban recreational area (Alicja et al. 126-142). The mystery stories surrounding the underwater museums, such as its location underseas and symbolisms given, are behind the high appreciation from the visitors and public.

According to Alicja et al., the research, public display and conservation of underwater museums creates an essential cultural and educational impression on the community. Interaction between the current cultural activities and heritage is shaped by learning and preserving them. Currently, the media output, urbanization and globalization disparity can cause cognitive distortions to some groups of populations of their roots of origin and its importance and impression of some historical realities on today’s circumstances. This disparity can be due to greater use of varied languages, change of customized writing styles like Arabic letters, Latin and Cyrillic and significant variation of TV programs. The optimization of inheritance and its stimulating educational programs could aid in rejuvenating the cultural aspects of the visitors and area residents. Furthermore, it assists in connecting the societies with their past and helping in promoting the tangible historical connections that could remain pieces of literature and viva voce. Underwater museums are hence parcelled at educating and connecting societies with their past as they reinstate the information firmly into minds, and history comes out more lively and vividly.

Visitor Engagement

People visit underwater museums for recreation and learning as tourists. The connection between tourism and traditions is inescapable. The growing enthusiasm of resources to cultural aspects is connected to the betterment of the tourism sector (Bruno et al. 811-955). A recent study shows that over 37% of tourism globally is motivated by culture. Underwater museums sites are the primary source of attraction among the cultural attraction sites. Some pieces of underwater museums which are challenging to reach can be accessed through land-based museums. Countries with vast underwater patrimony in major museums encourage their visitors by recovering artefacts and the entire wrecks, making them visible to every visitor (Amer et al.). This observation creates a long-lasting attraction site in many museums. Vasa Museum in Stockholm, Sweden, attracts approximately one million tourists in a day due to providing the visibility of the artefacts to the tourists. This method is known as a dry footed entry. The inaccessibility of diving is contributed by the depth of the sea, making archaeological artefacts transported from situ to land-based museums.

However, nowadays, accessibility has been made possible for visitors through boat use with a glass bottom that cruises to the artefacts’ situ location and tourists can connect with their culture. Another visitor engagement is via virtual observation, where the ship crosses over the site of the submerged artefact as the visitors observe virtually from the sets paced under their boat. Study shows that Scuba diving popularity increases and estimated around 12-14% annual global growth. Scuba diving[footnoteRef:4] is a leisure activity where one can easily access artefacts in their exact location, such as in situ following the site’s protocols. Moreover, it is reported that visitors visiting underwater artefacts spent more time than those visiting dry-footed sites (Bruno et al. 198-216). Numerous situ sites are located near the coast, making dive clubs visit submerged sites severally. Submerged archaeological sites are a great option in promoting any country tourism if well managed and made accessible to many visitors. [4: Scuba diving is a type of diving involving use of scuba, which carries breathing tools. The scuba is self-controlled. ]

 

 

MUSA CANCUN UNDERWATER MUSEUM: Scuba Diving Guide (Naked?)

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.keepcalmandtravel.com%2Funderwater-museum-cancun-scuba-diving mexico%2F&psig=AOvVaw2BR4Gg4tx4yxe1R72RDi18&ust=1620116517985000&source=images&cd=vfe&ved=0CA0QjhxqFwoTCNib5f-7rPACFQAAAAAdAAAAABAD

 

Location

Underwater museums and artefacts were formed by both tangible and intangible sunken heritages deep down the sea. Living cultures wreaks of buildings and ships, folklores, open cities, and cargoes are some of the heritages that gave out the existence of underwater museums. Sunken remains of ancient life-like sculptures, jetties, and waterfront, which are currently underwater, gave rise to underwater museums. In Egypt, ruins of the lighthouse were recovered at the port of Alexandria (Amer et al. 650-700). The pharaoh lighthouse used to one among the seven wonders of the world in ancient life. The earthquake destroyed the “Pharos” lighthouse during the fourteenth century, and the remains dislocated in the sea depth of seven to eight meters of the sea level.

The cities that were completely submerged under the sea due to natural disasters like earthquakes form some of the current underwater museums. Some parts submerged city of old Alexandria, which existed since 331BC, are currently found in the eastern harbour of the port of Alexandria. The mission in the Abu Qir Bay, conducted by frank Goddio in 1998 in search of lost parts of the Napoleon during a battle, discovered L”Orient ship and two others. During this recovery, the ancient ruins of the Hereklein city were found approximately covering 10 yards in the sea. The number of wreak ships yet to be discovered are approximated to be around three million, according to Amer et al. (813-901)

Criticism

While tracking human influence on the level of cultural heritage in society is proportionately predictable and manageable, underwater tracking is relatively different. Threats and risks accompany it. Underwater features are delicate which needs to be handled with lots of care because of the breakage which occurs during the transportation of artefacts from situ to the land museum (Jue and Melody 138-156). This breakage makes the maintenance of artefacts in situ is challenging, especially where legislations are absent. It is argued that since all organic and non-organic tools undergo physical and chemical decomposition when dropped in water for a specific time, archaeological artefacts are no exception. Thus, they should be disinfected and treated once removed from the water. By disinfecting them, their cultural value would be eroded and lost (Amer et al. 153-160)

Since the natural factors played a role in the current presence of submerged fossils, the same threat can face the submerged fossils. A permanent and continuous flow of water causes erosion of sand, leading to the transportation of decomposed fossils. With the advancement of diving tools that can reach deeper depths, there could be an alteration of the normal flow of sea currents and other natural habitats of sea life. The Malaysia shipwreck site has been reported on congestion of dive boats in the area. This congestion can cause damage on cause damages on vessels transporting visitors to the wreck sites. Furthermore, a similar study showed a lack of cooperation and engagement between the tourists and coordinators of the places they visited, revealing the presence of difficulties experienced due to poorly managed archaeological sites.

Conclusion

Underwater museums and cultural heritage are essential aspects of today’s peoples’ lives as they are rich in offering education, connecting people with their past, and being a source of recreation. Archaeological fossils and underwater museums should therefore be protected, preserved and managed to serve all generations. Consequently, it is crucial to develop a strategy for conservation of the aquatic resources, not forgetting to form legitimate accessibility for purposes like education and enjoyment. Museums are an evident source of messages transmission due to the legitimizing and reliable nature in which they exist.

 

Works Cited

Amer, Mohamed Badry Kamel Basuny. “Egyptian Underwater Heritage in Alexandria and Preservation Management.”

Bruno, Fabio, et al. “Digital Technologies for the Sustainable Development of the Accessible Underwater Cultural Heritage Sites.” Journal of Marine Science and Engineering 8.11 (2020): 955.

Bruno, Fabio, et al. “Virtual reality technologies for the exploitation of underwater cultural heritage.” Latest Developments in Reality-Based 3D Surveying and Modelling; Remondino, F., Georgopoulos, A., González-Aguilera, D., Agrafiotis, P., Eds (2018): 220-236.

Cheng, Dorothy. “Preserving Underwater Cultural Heritage in a Globalized World.” Journal of Undergraduate Studies at Trent (JUST) 5.1 (2017): 88-92

Jagielska-Burduk, Alicja, Mateusz Pszczyński, and Piotr Stec. “Cultural Heritage Education in UNESCO Cultural Conventions.” Sustainability 13.6 (2021): 3548.

Jue, Melody. “Four. Underwater Museums/Diving as Method.” Wild Blue Media. Duke University Press, 2020. 142-166.

Vrasida, Maria. “Underwater Cultural Heritage Tourism and Diving Tourism Alternatives in the COVID-19 Era.” Strategic Innovative Marketing and Tourism in the COVID-19 Era: 9th ICSIMAT Conference 2020. Springer International Publishing, 2021.

Analyses Of Scientific Literature

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NUFS/KIN 163- Physical Fitness and Nutrition, San Jose State University

ANALYSIS OF SCIENTIFIC LITERATURE #1 & #2

Directions

You will write two (2) Analyses of Scientific Literature papers. Each will be a 3 to 4 page critique of an empirical research study that has been published in a peer-reviewed academic journal. The specific paper to be critiqued will be given to you by your instructor. For the second Analysis of Scientific Literature you will need to find your own peer-reviewed paper, by first selecting a relevant topic from the list of suggested topics further down in this packet. Furthermore, this article will be the same one that you will use for your class presentation. The article must be turned in with your written assignment. Your instructor will provide you with specific information on how to select a topic, how to find a worthwhile study to analyze, and how to turn in your Analyses of Scientific Literature.

After the first Analysis of Scientific Literature, you will receive feedback on your critical evaluation skills. Please use this feedback when preparing the second Analyses of Scientific Literature.

Please see the syllabus for the due dates for the two different analyses. Late papers will receive lower grades, so please be sure to turn your paper in on time.

Each student must do his/her own work; plagiarism will not be tolerated and will result in a failing grade on the assignment and the student being reported to the Office of Student Conduct and Ethical Development. Prior to grading, all papers will be scanned by Turnitin.com. Your instructor will provide additional information regarding use of turnitin.com.

Form and Style Guidelines

Your paper should:

· be written in narrative, paragraph format;

· be written in formal style-3rd person only (do not use 1st or 2nd person, such as “we”, “I” or “you”);

· NOT use direct quotes or copied material from a source. Instead, paraphrase the source material using YOUR OWN WORDS and cite appropriately in APA format.

· use past tense when describing the research;

· be typed, double spaced, and 3-4 pages in length;

· be in a font size that is Times New Roman 12 point or similar size (easy to read);

· be left justified (do not right justify/align, which centers text) and have 1-inch margins;

· be submitted according to your instructor’s directions. Some will require materials be turned in on Canvas. Others will require materials be submitted in a plain file folder with your name in the tab, a copy of your references in APA format, and the Grading Sheet and Plagiarism Contract as the first page.

Guidelines for Analyzing Research:

Be sure to consider the suggestions from lecture and the handout “How to Understand and Interpret Food and Health-Related Scientific Studies” when analyzing the articles. Use the questions on the next page as a guide to critically evaluate each section of the paper.

Analyses of Scientific Literature #1 & #2

Purpose: To understand how to critically read and analyze research articles.

For #1, your instructor will provide you with an article either on his or her web page or Canvas. For #2, you will select your own study. Make sure to select either an experimental or observational study so that all components of the assignment can be addressed, a review paper or meta-analysis is not acceptable.

Directions

In a 3 to 4-page essay, answer all of the following questions based on the article provided:

1. What is the research problem? Another way to think about this is: Why was this study conducted? (briefly describe & analyze)

2. What is/are the hypothesis/hypotheses stated by the author(s)? (briefly describe & analyze)

3. A. Who were study participants (how many were there)? How were they recruited? B. What were the inclusion/exclusion criteria? (briefly describe & analyze)

4. What was the study design? (briefly describe & analyze)

5. What were the results? (briefly describe & analyze)

6. Did the results support the authors’ hypothesis/hypotheses? Why or why not?

7. What was/were the limitation(s) and strength(s) discussed by the author(s)? (These are usually in the Discussion/Conclusion section of the article.) List other strengths and weaknesses you were able to identify that may not have been discussed by the author(s).

8. A. What conclusion(s) did the author(s) make?

B. How can the research findings be applied? If no applications were suggested by the authors, in third person describe how you think the findings could be applied. Based on this study and past research discussed in the Introduction, what are directions for future research?

Use your own words to discuss the answers using information from the article. DO NOT use direct quotes or copied material from the article. Instead, paraphrase the source material using YOUR OWN WORDS and cite appropriately in APA format. Do not include the questions. Your paper should be written in paragraph form; it should NOT be a list of the questions and your responses. Your paper should be submitted to turnitin.com to check for plagiarism.

Please check with your instructor for further instructions on how to turn in assignments.

NUFS/KIN 163 GRADING CRITERIA

FOR RESEARCH ANALYSIS

“A” papers (receiving 90% or more of the total points) have the following characteristics:

· Carefully follow the content guidelines given by the instructor; answer all questions posed on the critique outline;

· Carefully follow the guidelines for format; which includes not exceeding by more than one-half page the maximum double-spaced pages allowed;

· Are written in standard English, at an upper division college level, with complete sentences and appropriate paragraphs;

· Are written in the student’s own words, without using direct quotes or copied material from the source;

· Are free of redundancies, and have, at most, only 2-3 spelling and/or grammatical errors;

· Develop each section of the critique in a clear and logical fashion; have smooth transitions from one sentence or idea to another;

· Include insightful interpretation that goes beyond the obvious or what the authors disclosed;

· Cover all of the major aspects of the assignment without going off track or padding;

· Are turned in on the due date and prior to the start of lecture.

“B” papers (receiving 80-89% of the total points) usually differ from an “A” report in one or more of the following ways:

· Show less care in following the guidelines;

· Have a few lapses in good writing;

· Have less than full clarity in expression of ideas and interpretations;

· Show some tendency to go off track, pad the paper or have redundancies;

· Are turned in one day or partial day (after the start of lecture) late.

“C” papers (receiving 70-79% of the total points) usually differ from an “A” paper in more than one of the following ways:

· Show minimal care in following guidelines;

· Have more than a few lapses in good writing;

· Use some ambiguous descriptions in the analysis or interpretation;

· Go off track, pad the paper, or have redundancy in more than one instance;

· Are turned in two days after the due date

Papers less than “C” (receiving less than 70% of the total points) usually differ from an “A” paper in more than one of the following ways:

· Do not follow guidelines;

· Are poorly written;

· Fail to interpret information correctly, or answer questions clearly;

· Frequently wander off track, are “padded” with extraneous information, or are redundant;

· Are turned in more than two days after the due date.

Name _____________________________________

GRADING SHEET FOR ANALYSIS OF LITERATURE #1 & #2

ATTACH THIS SHEET TO THE FRONT OF YOUR PAPER (IF REQUIRED)

CATEGORY      
Followed directions, originality report obtained, format Major flaws in following directions, format. Followed some, but not all directions; and/or some formatting errors. Excellent format.
Possible Points 0-1 2-4 5
Writing, syntax, spelling, grammar Major flaws in writing, syntax, spelling and/or grammar Some errors in writing, syntax, spelling and/or grammar Well written.
Possible Points 0-5 6-8 9-10
 

 Poor; showed lack of understanding Average Very good-excellent

Shows high level understanding
Question 1 Stated problem clearly.

 0-1 2-3 4
Question 2 Described hypothesis/research question/goal clearly.

 0-2 3-4 5
Question 3 Participants, inclusion, exclusion criteria.

 0-1 1.5 2-3
Question 4 Described study design

 0-2 3-4 5-6
Question 5 Described results clearly.

 0-2 3-4 5-6
Question 6 Results relative to hypothesis/research question/goal.

 0 1 2
Question 7 Limitations & strengths described.

 0-1 1.5 2-3
Question 8 Future research; conclusions, applications.

 0-2 3-4 5-6
Subtotal  

  

  

5 points will be deducted for each calendar day or partial day late Deductions ___________

Your Total ________

PLAGIARISM CONTRACT

I acknowledge that I have not committed plagiarism in the process of writing this paper. I have cited the appropriate sources and given credit to the authors’ works. I also acknowledge that this paper is my own work and that I have not plagiarized or received answers from fellow classmates or other students.

I understand that plagiarism will result in a ZERO for the paper, and other possible academic sanctions, including a report to the appropriate academic authorities.

Signature ______________________________Date ____________

GUIDELINES FOR ORAL PRESENTATION OF ANALYSIS OF SCIENTIFIC LITERATURE #2

Using assigned specific topics, each group will be required to engage in a cooperative effort whereby each individual in the group will be allowed approximately 5 to 6 minutes to lead a discussion on his/her article (original research) related to the assigned topic. Each individual should present a different side of the topic using a different journal article. Your instructor will assist you in determining topics for your presentation. The presentation should go beyond the scope of the textbook. Students are encouraged to use current topics in nutrition and exercise or controversial issues. Instructor approval is needed (one week in advance) regarding the appropriateness of your article.

Preparation: Each student is required to review one original research article (primary reference), but can also use textbooks for additional background and support. Information from this article must be incorporated into the presentation, and all reference(s) must be cited by authors’ last names and year of publication during the presentation. Each student in the group will present a different study dealing with a unique aspect of the overall topic. When possible, a variety of opinions should be presented.

Presentation

· The presentation should include an evaluation (critique) of the research article, including the purpose of the research, methodology, results, conclusions, limitations, and applications to the “real” world. Compare and contrast studies. Students are encouraged to evaluate studies that provide differing results. Students should be creative and use any or all of the following in their presentations: demonstrations, visual aides (overheads, charts, handouts), and other techniques to inform and interest the class. Place your requests for University audiovisual equipment at least 7 days before your presentation. If using PowerPoint, bring presentation on a memory stick.

· The instructor, as well as other students, will pose questions to the group after the presentation. Discussion of the presentation can help to assess the class knowledge of the presented material. Material in these oral presentations will then be tested in class exams.

· The group should collaborate on an introduction to the topic, as well as a conclusion that provides a summary and “take home message.”

Paper: Each student will provide a paper (typed) to the instructor prior to the presentation, along with the appropriate grading sheet. This paper serves as “RESEARCH ANALYSIS #2” and should follow the same format and instructions used for the first Research Analysis. This paper will be corrected separately from the presentation and returned to students.

Evaluation of the oral presentation will be based on the following: (see rubric on p. 8)

1. Presentation skills (including adherence to time guidelines; organization of presentation/preparedness; effectiveness of oral presentation (e.g., delivered without excessive reliance on notes); and effective use of visual aids/ability to interest audience).

2. Ability to critically evaluate scientific research;

3. Ability to define/demonstrate practical application of the material;

4. Appropriateness of nutrition/fitness article;

5. Ability to compare & contrast article with other articles in group/contribution to group summary & conclusions.

This assignment is worth a total of 50 points and grades will be assigned as follows:

1. Up to 25 points for each individual contribution

2. Up to 25 points as a group grade (the group grade will be the average percentage of the sum of the individual grades)

SUGGESTED TOPICS FOR NUTRITION PRESENTATIONS

Please choose from this list or choose your own topic (approved by instructor)

LIPIDS/FAT

Possible sub-topics

· Dietary fat recommendations/needs for children (< 2 yr olds), elderly

· Dietary fat and risk for various cancers

· Omega-3 fatty acid (linolenic acid) and treatment or prevention of diseases

· Fat replacements used in the food industry

PROTEIN and AMINO ACID SUPPLEMENTS

Possible sub-topics

· Whey protein supplements for weight (muscle) gains

· Glutamine and the immune system and/or muscle recovery in athletes

· Creatine supplementation: effects on strength performance OR effects on endurance performance

· Nitrogen balance studies in determining protein needs for athletes

· Branched-chain amino acids and exercise performance

DRUGS, SUPPLEMENTS, HERBS & DIETS FOR WEIGHT CONTROL

Possible sub-topics:

· Evaluate hydroxycitrate supplement for weight loss

· Evaluate ketogenic diets for weight loss

· Evaluate intermittent fasting for weight loss

· Evaluate/review the “Phen-Fen” drugs

· Evaluate/review over-the-counter drug phenylpropanolamine, Alli, etc.

· Evaluate ephedrine (ephedra), EGCG, ginseng or Hoodia and weight loss

DISORDERED EATING ISSUES and OBESITY

Possible sub-topics

· Eating disorders: case studies, adverse complications, therapies, etc.

· Childhood obesity: prevalence, causes, and treatment

· Research in the area of obesity and genetics

· Adult obesity

VITAMINS & MINERALS IN HEALTH

Possible sub-topics

· Vitamin E’s role in reducing risk of heart disease or cancer

· Zinc and the common cold

· Folic acid deficiency and birth defects

· Folic acid, B6, and/or B12’s role in preventing heart disease

· Iron deficiency effects in the young (children)

· Vitamin D status and supplementation in the older population

VITAMINS, MINERALS & HERBS IN EXERCISE PERFORMANCE

Possible sub-topics

· Iron deficiency & anemia in female athletes

· Coenzyme Q10 and exercise performance OR Ginseng supplementation and exercise performance

· Vanadium and body composition

· Antioxidant supplementation (such as vitamin E and vitamin C) and exercise

· Medium-chained triglycerides (MCTs) supplementation and exercise performance/body comp

SUGGESTED TOPICS FOR FITNESS PRESENTATIONS

EXERCISE AND AGING

Possible sub-topics:

· Effects of training on muscle strength and/or muscle mass of older adults, including underlying mechanisms

· Effects of training on cardiovascular function in older adults, including underlying mechanisms

· Effects of exercise and aging on changes in flexibility and mobility

· Effects of training on body composition of older adults.

· Exercise and the prevention of falls in older adults, as well as other changes in balance and equilibrium

EXERCISE AND COGNITION

Possible sub-topics:

· Effects of exercise on cognitive function

· Exercise and brain-derived neurotrophic factors

· Exercise and prevention/treatment of Alzheimer’s disease and/or dementia

EXERCISE IN DIVERSE ENVIRONMENTS

Possible sub-topics:

· Environmental impact on individuals exercising in the heat

· Environmental impact on individuals exercising at high altitudes

· Environmental impact on individuals exercising in polluted environments

· Environmental impact on individuals exercising in cold environments

· Environmental impact on individuals exercising in water environments

TRAINING CONSIDERATIONS

Possible sub-topics

· Effects of detraining on cardiovascular fitness

· Effects of detraining on muscle fitness

· Effects of strength training on cardiovascular function

· Effects of overtraining

PERFORMANCE-ENHANCING DRUGS AND EXERCISE

Possible sub-topics

· Effects of anabolic steroids on training and performance

· Effects of caffeine on endurance or strength performance

· Effects of growth hormones on exercise and sport performance

EXERCISE PRESCRIPTION FOR DIVERSE POPULATIONS

Possible sub-topics

· Effects of training on women during pregnancy OR effects of training post-pregnancy

· Role of physical activity in the prevention or treatment of childhood obesity

· Role of physical activity in preventing Type II diabetes

· Exercise and prevention or treatment of hypertension

EMOTIONAL/SOCIAL BENEFITS

Possible sub-topics

· Relationship between physical activity and stress reduction

· Relationship between physical activity and mood

· Relationship between physical activity and anxiety

· Relationship between physical activity and depression

Student Name:_______________________________ Date:__________________________

1. Presentation (Adherence to time guidelines; organization of presentation/preparedness; effectiveness of oral presentation (delivered without excessive note reading; effective use of visual aids/ability to interest audience)

Poor Adequate Good Very Good Excellent
0-1 2 3 4 5

2. Ability to critically evaluate scientific research

Unacceptable/Poor Needs improvement Good Very good Excellent
No attempt to evaluate study or evaluative statements unsupported or inappropriate Student’s opinion of the article is not clear; critical thinking is not evident Student’s opinion of the article is stated, along with critical evaluation of the article’s premise and/or argument, but some significant points are overlooked Includes critical thinking that clearly states the student’s opinion and some evaluation of the article’s premise and/or arguments but overlooks some points Includes critical thinking that clearly states the student’s informed and substantiated opinion, thorough evaluation of the article’s premise, and supporting points
0-1 2-3 4-6 7-9 10

3. Ability to define/demonstrate practical application of material

Unacceptable/Poor Needs improvement Good Very good Excellent
No attempt made to describe context of study or practical application of material Attempt made to discuss practical application but missed the mark Good attempt made to discuss practical application but could be improved Practical application of material clearly described Practical application of material very clearly described by providing a number of examples
0 1 2 3 4

4. Appropriateness of nutrition/fitness article

Poor Needs improvement Good Very good Excellent
0 .5 1.5 1.75 2

5. Ability to compare & contrast article with other articles in group; including contributions to group summary and conclusions, as well as group introduction

Poor Below average Average Very good Excellent
Student fails to mentions how article compares and contrasts with others’ article; demonstrates low or non-existent level of understanding regarding how article chosen fits in with other articles; fails to include article in introduction and conclusion. Student fails to mentions how article compares and contrasts with others’ article or does not correctly put article in context; demonstrates low level of understanding regarding how article chosen fits in with other articles; fails to include article in introduction and conclusion Student does an adequate job explaining how article compares and contrasts with others’ article; demonstrates average level of understanding regarding how article chosen fits in with other articles; fails to include article in introduction and/or conclusion. Student does a very good job explaining how article compares and contrasts with others’ article; demonstrates good but not great level of understanding regarding how article chosen fits in with other articles; includes article in introduction and conclusion. Student does an excellent and thorough job explaining how article compares and contrasts with others’ article; demonstrates high level of understanding regarding how article chosen fits in with other articles; includes article in introduction and conclusion.
0 1 2 3 4

Total Points – Individual __________ / 25

Total Points – Group Average __________ / 25

GRAND TOTAL POINTS __________ / 50

CONSUMER PRODUCT:FITNESS & NUTRITION papers

Purpose of the Assignments: to evaluate a printed or electronic advertisement in an effort to encourage the student to become a more critical consumer. The advertisement will be evaluated by comparing the claims made in the ad to scientific evidence and research findings.

Assignment Format

Page 1: Consumer Product Grading Sheet

Page 2: Advertisement

For Nutrition: your instructor will provide a copy of the nutrition ad or URL in class and on Canvas.

For Kinesiology: you will select your own kinesiology ad. Tape, glue, or staple the original advertisement to an 8.5 by 11-inch sheet of paper. Provide the source of the advertisement, giving title, page, and date of publication. Pick an advertisement that has some substance to it; the less the ad says, the harder it is to critique. Please note: Original advertisements should not come from library sources/magazines!

Pages 3 to 5 (or 6): Consumer Product Analysis

This section contains your analysis of both the ad itself and the product advertised; it should be 3-4 pages. You should comment on the positive aspects (praise) and the negative aspects (criticism) of the ad. Your analysis should be in paragraph form, and critical comments should be well developed. When discussing scientific articles to analyze the product, please do not use direct quotes or copied material from the scientific articles. Instead, paraphrase the information in your own words and cite appropriately in APA format. In the text of your paper, the author & year of the scientific source should be indicated. When more than two authors are cited, “et al.,” may be used as per APA format (however, remember to include all names on Reference Page.). See example below:

According to Maughan et al. (2013), creatine supplementation has been shown to significantly increase total body mass in subjects over a 4-week period.

When discussing the advertisement or product description, you may make limited use of short quotations (<40 words) from the ad or product description, but they should be in APA format and cited properly with page numbers, and author/year.

When critically evaluating the product, consider the following questions, if appropriate, but do not limit your critique to only these questions:

· Is the use of this product supported by scientific evidence? If so, are there any conflicting results among various studies? Do the subjects’ age, health condition, fitness level, etc. match those for whom the ad is directed? Were there limitations and/or flaws in these studies? Describe the studies, as appropriate, to defend your statements and give evidence for or against the claims made in the ad.

· What, if any, contribution would the consumption or use of the product make to the nutrient intake, physique, or fitness level of the intended consumer?

· Could some less expensive product be used to obtain the same results?

· What hazards/adverse effects might be associated with the use of this product? Are there any conditions (e.g., medical, age-related) that would contraindicate the use of the product?

When critically evaluating the advertisement, comment on the text, and use of color and graphics. You need to consider the following questions:

· Who appears to be the intended consumer?

· What techniques are used to draw the attention of the reader? Are they successful or not? Again, consider wording, terminology, graphics and more.

· Is the ad straightforward and factual? Explain.

· Is any important information omitted that should be disclosed to the consumer?

· What gimmicks are used to sell the product? Were the gimmicks successful?

Page 6 or 7: References

Title- this is a separate page and should be headed “References” at the top center of the page.

List the source of the advertisement, and alphabetically list the references used to support your evaluation. Do not alphabetize “within” each reference by changing the original order of authors. However, alphabetize your order among the various references, using the last name of the 1st author of each reference.

You may use the course textbooks. However, in addition, you must use at least 3 other reliable (peer reviewed) references to support your analysis. References need to be current (published within the last 10 years) and must be cited in the evaluation. Give the full publication information of each reference used, including all author(s), title of article and journal or title of book, year of publication, volume or edition, and page number(s).

Indentation – Although the current Publication Manual advises standard (five spaces, first line) indentation for the reference list, this is primarily designed to make typesetting easier; the typeset version will have hanging indents (first line flush left, following lines five spaces indent). We recommend for this paper that you use hanging indents for enhanced readability. We have formatted our sample references list with hanging indents.

Capitalization – Capitalize only the first word of book titles and articles and the first word after a colon. However, for name of journals, capitalize first letter of all major words.

Punctuation – Use a comma to separate:

· Surnames from initials

· A journal title from volume number

· A volume number from page numbers

· When given, an issue number from page numbers

· (Ed.) from book title

· City of publication from state

Spacing – All entries (the entire page) should be double-spaced .

References should be completed in American Psychological Association (APA) format. See examples below.

Journal article:

Volek, J. S., Duncan, N. D., Mazetti, S. A., Putukian, M., Gomez, A. L., & Kraemer, W. J. (2000). No effect of heavy resistance training and creatine supplementation on blood lipids. International Journal of Sports Nutrition, 10, 144-156. doi:134-5678-321

Book (other than first edition):

Whitney, E., & Rolfes, S. (2005). Understanding nutrition (10th ed.). Belmont, CA: Thomson Wadsworth.

Article or chapter in edited book:

Eiser, S., Redpath, A., & Rogers, N. (1987). Outcomes of early parenting: Knowns and unknowns. In A. P. Kern & L. S. Maze (Eds.), Logical thinking in children (pp. 58-87). New York: Springer.

Electronic Reference (see note of caution below):

Mack, G. W., & Bergeron, M. F. (May 30, 1997). Hydration and physical activity: Scientific concepts and practical applications. Retrieved from: http://www.gssiweb.com/hydr.html

Quality of References: Acceptable references include any reliable, professional, nutrition, physical education, sports medicine, or scientific journal or book. Unacceptable references include popular magazines (e.g., Runner’s World, American Health, Prevention, Muscle and Fitness) or popular books (The Zone Diet, 50 Ways to Stay Fit on a Busy Schedule, Total-Life Exercise Book). If you are unsure of the reliability of a reference, check with your instructor! Refer to the syllabus for a partial list of acceptable periodicals and on-line resources.

You may contact our reference librarian to make an appointment at the library for help in using the databases and searching for appropriate references. See green sheet for contact information.

Use of WWW pages: The World Wide Web (The Internet) is an unmonitored, un-refereed source of information. Consequently, information may be accurate or inaccurate, and each page must be judged for accuracy and reliability. Authoritative web pages are written by individuals with appropriate credentials (e.g., Ph.D., R.D., M.D., etc.) and should cite references used to write the page. Pages that are sponsored or maintained by the seller of a product are most often biased toward the product and should be read with this in mind. We highly recommend that you only use journal articles (or articles coming from professional sources). Again, if you are unsure of the reliability of the source, check with your instructor.

General Paper Form and Style Guidelines

Your paper must:

· Be written in narrative, paragraph format, typed and double spaced

· Be written in the 3rd person (do not use first or second person, such as “we”, “I” or “you”)

· Be written in the past tense when describing the research study

· Not use direct quotations or copied material from the scientific sources

· Be in a font size that is New York Times 12 point or similar size (easy to read)

· Be left justified (but do not right justify/align, which centers the text); have 1 inch margins all around

· Have numbered pages

· Submitted in the manner requested by your instructor, including the grading rubric and plagiarism contract.

Name ________________________________________

CONSUMER PRODUCT GRADING SHEET

(please attach this sheet to the front of your paper)

Format/appearance/organization/complete information APA format

Poor       Very Good
0-1 2 3.5 4 5

References (number and quality)

Poor       Very Good
0-1 2 3.5 4 5

Use of references in paper (appropriate citations for all references)

Poor       Very Good
0-1 2 3.5 4 5

Quality of writing (syntax, grammar, spelling)

Poor       Very Good
0-5 6 7-8 9 10

Critical evaluation of advertisement (text, color, graphics)

Poor       Very Good
0-5 6 7-8 9 10

Critical evaluation of product (how claims of ad relate to scientific evidence)

Poor       Very Good
0-7 8-9 10-11 12-13 14-15

Subtotal ___________

5 points will be deducted for each calendar day or partial day late Deductions ___________

Total possible points = 50 Your Total __________

PLAGIARISM CONTRACT

I acknowledge that I have not committed plagiarism in the process of writing this paper. I have cited the appropriate sources and given credit to the authors’ works. I also acknowledge that this paper is my own work and that I have not plagiarized or received answers from fellow classmates or other students.

I understand that plagiarism will result in a ZERO for the paper, and other possible academic sanctions, including a report to the appropriate academic authorities.

Signature ______________________________Date ____________

PAGE

1

Revised 081919

Infotech In Global Economy

/in /by

Describe how the knowledge and skills in Infotech in global economy have been applied, or could be applied, in a practical manner to your current work environment.

Use of proper APA is required.

Need to be completed in 2 hours