Global Societal Problem, Argument and Solution

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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.

I need help with this paper. Please review before responding! Plagiarism and proper grammar will be changed – thanks.

Behavior Management

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For this assignment, use the same grade level you selected in Topic 2 and the “Class Profile.”  Select two classroom management models from the following list to research:

  • Harry Wong’s Effective Classroom
  • Kagan, Kyle, and Scott’s Win-Win Discipline
  • Fred Jones Positive Classroom Discipline
  • Morrish’s Real Discipline
  • Canter and Canter’s Assertive Discipline (middle school education focused)
  • Jeanne Gibb’s Tribes (elementary education focused)

Select two school-wide/campus-wide behavior management systems from the following list to research:

  • Character Education (e.g., Character Counts, Character First! Education, I CAN Character Curriculum)
  • Love and Logic
  • Positive Behavioral Interventions and Strategies (PBIS) (a school-wide program that uses PBS)
  • S.T.A.R. (“Stop, Think, Act, Review” or “Success Through Accepting Responsibility”) (elementary education focused)

Based on your research, complete the “Behavior Management Models/Systems Table.”

In addition, write your personal 200-250 word classroom management model statement. This statement should include elements of each model/system you would incorporate into your future classroom management plan. Explain your selections.

Include a minimum of three scholarly references to support your statement.

lass Profile

 

Student Name English Language Learner Socio-economic

Status

 Ethnicity Gender IEP/504 Other Age Reading

Performance Level

 Math Performance

Level

 Parental

Involvement

 Internet Available

at Home
Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/

Pacific Islander

 Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes

 

 

 

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The Difficult Conversations Guide to assess the conflict in the case.

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Use the textbook  for credit INTERPERSONAL CONFLICT, NINTH EDITION

Using the course materials and the Unit case study Eye to Eye, write a response paper between 700-900 words. Assess the conflict in the case study using the systems theory approach. Specifically, choose any three questions from either the Wilmot-Hocker Conflict Assessment Guide or The Difficult Conversations Guide that appear to apply to the case study, “Eye to Eye,” for this unit.

For example, from the Conflict Assessment Guide (recommended), you might discuss the I. Nature of the Conflict, IV. Power, and V. Styles.

From the Difficult Conversations Guide, you might put yourself into the case study and discuss I. What happened – my story, IV. The Feelings Conversation – the other’s story, and V. The Identity Conversation.

Assignment specifics

  1. The paper must adhere to APA guidelines for citing references.
  2. Include a cover page.
  3. Include an introduction with a summary of the case study, and identify which conflict assessment guide and the specific questions will be used to assess the conflict.
  4. Use three questions from either the Conflict Assessment Guide or The Difficult Conversations Guide to assess the conflict in the case.
  5. Include specific examples from the case study and the textbook to support your analysis.
  6. Include at least three in-text citations from the case study or the text materi

    Unit 7 Assignment Rubric

    		 Possible Points
    Applies assessment tool appropriately to case study including unit principles and vocabulary 5/25
    Illustrates understanding of conflict theory through case study analysis with specific case study examples 5/35
    Addresses three specific questions from either the Conflict Assessment Guide or The Difficult Conversation Guide assessment guides 10/10
    Demonstrates understanding of key issues in the case study conflict through conflict assessment guide questions 5/10
    Paper flows logically with introduction, well organized body paragraphs with supporting detail, and conclusion 2/7
    Uses college-level spelling, grammar, punctuation, sentence structure; follows APA page formatting standards; approximates required word range (700-900 words) 5/8
    Provides correct APA references and parenthetical citations for the text and case study 2/5

     
    TOTAL

    Yolanda, thanks for your work here. In your paper, you needed to explain the case study and summarize what is happening between Monica and Enrique. In your summary, you did not mention the key issues of this conflict, however. Your summary did not address their relationship or content of the conflict accurately. Be sure to read the case study again so that you fully understand the issues involved.

    Also, you needed to write your assignment as an essay with an introduction, body and conclusion. Cite the source and the case study often throughout the assignment. You listed the textbook as a reference, but you did not provide citations.

    Watch for grammatical errors and make your ideas clear. Fully develop your answers and explain your ideas carefully. Again, using support from the case study to show what they were saying and doing is important.

    See my comments in your paper below.

    Susan

    		 34/100

     

     

     

     

     

    Student Name: Yolanda Coale

    Course: CM 310 Communication & Conflict

    Professor Name: Professor Susan Mcllwain

     

     

     

     

     

     

     

     

     

     

    Introduction and summary of the case study

    The assessment of conflict that is being assed here is between Enrique and his lover Monica. There has been a conflict here since he was ready to be more serious while his lover was more about the commitment. To Monica she viewed such kind of commitment s losing a part for herself and she also thought that she might regret being with somebody long term at that age of hers. The conflict went head to head while they couldn’t take it more and the broke up since there was no solution. After a certain while Monica thought she would come back and try to work things out better. Comment by Susan McIlwain: assessed Comment by Susan McIlwain: They are a married couple Comment by Susan McIlwain: The conflict dealt with how to spend their day. He wanted to visit his friend, and she wanted to clean the house and spend time together.

    The conversation seemed to be complicated but after a length conversation there was a reestablishment of the communication about the topic and they come to entering terms with it. Monica feels much better about everything and her lover does not pretend that everything is running quite well.

    Conflict assessment guide and the specific questions that will be used to assess the conflict.

    There are quite a number of questions that have been left out because they are not applicable to the conflict that is being discussed. Some of them are:

    1. Nature of the conflict

    i. What are the events that trigger this kind of conflict into mutual awareness?

    In relation to this question, the triggering events that were the upcoming year anniversary. This is preceded by the speaking of words such as “I love you”… I’d love to spend time with my new husband!”

    ii. Does the two parties have assumptions on the conflict that are discernible by the behavior patterns, metaphors of conflict or the expressions that are clear of the attitudes about the conflict. Under this one the two parties had a tendency to look at the conflict as a loose or win situation. The two parties became better at thinking out that they can be on the same as well as win together. Comment by Susan McIlwain: How so? Explain further and be more specific

    iii. The elements of conflict.

    · How is struggle being expressed by the conflict parties? There was an expression of the statement in an understanding manner. Monica took another router. She had known that there was a problem but she ignored it. “Not getting a response from Enrique, Monica decided to change the subject altogether” Comment by Susan McIlwain: Explain. A router was not in the case study Comment by Susan McIlwain: What was the subject they were discussing?

    · What are the scarce resources? Under this scenario the scarce resources are independence for Monica and time. But for her lover is that there is the fear of not having enough love. Comment by Susan McIlwain: This information does not relate to the case study. To support your ideas, you need to give specific information from the case study and the textbook.

    iv. Is the conflict. At no any point the conflict was destructive. There have been those moments when the conflict was not progressive in any of the direction or being avoided but it is majorly a constructive one. Comment by Susan McIlwain: In what areas was it constructive? Explain

    2. Styles of conflict

    i. What kind of styles that the two use? Enrick used a style of compromising while Monica used a style of avoiding. This made the conflict to be worse up to the time kit started to be collaborative. Comment by Susan McIlwain: When did they use these styles? Give specific information about this

    ii. How the styles were kept changing in the event of the conflict? When the conflict became more and more intensive as he became less willing in compromising and it might not be avoided and the parties were forced to change to the collaborative style. Comment by Susan McIlwain: When did this happen? Give support from the case study

    iii. How did each person perceive the other one’s style? The two parties were aware and open on their styles and the time they changed. They did not use the major words that is being used in the book but they know what the style each person had. Comment by Susan McIlwain: Which words? Explain

    iv. Were the choices of style complementary or symmetrical? The choices were more complimentary the styles were different but there was a reinforcement of each other. Comment by Susan McIlwain: Be more specific throughout. When and how were they complimentary?

    v. From external perspective where could this system of conflict be placed in terms of adaptability and cohesion? He was forced to adapt since his lover never wanted to communicate on the conflict.

    3. Power

    i. Is power discussed or do they talk openly about power? Power is not discussed often. There is a knowledge on each person’s power and have talked about it but it is not talked often. Comment by Susan McIlwain: What did they say about power?

    ii. What do the two parties see as their own and other’s dependent that they do not list? Everybody depends on love, friendship, affection like any other couples living together. Monica depends on him currently as he has a job. Hence if they could want to go out to eat as well as seeing a movie it depends on him. “I have a real craving for pizza tonight. Or maybe we could go to the movies.”

    iii. What power currencies do the conflicting parties see themselves and the other possessing? He has money and his lover does not have. Hence he has that power currency. Comment by Susan McIlwain: Where in the case study does it say that Monica has no money? Be sure to give information that supports your ideas.

     

     

     

    References

    Wilmot, W., Hocker. (2013). Interpersonal Conflict, 9th Edition. [Purdue University Global Bookshelf]. Retrieved from https://purdueuniversityglobal.vitalsource.com/#/books/1259819302/

Guided Response: Using Data For Instructional Improvement

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 Guided Response:  Respond to at least two classmates’ posts and provide specific feedback regarding their analysis and ideas for differentiation, student reflection, and reassessment.

 

Chameka Dalton

 

How you will identify particular areas of need/misunderstanding (what will you look for? See Chapter 6 from Ward, Fischer, Frey, & Lapp).

To identify particular areas of need/understanding, I will look for lack of responses, common mistakes, and inaccurate answers. Analyzing students formative assessments throughout the lesson will demonstrate areas of misunderstanding as well. “Criterion-referenced approach which is an assessment that determines if students have achieved this level of capability” (James-Ward, Douglas, Frey, & Lapp, 2013). This is one way to analyze students data.

How you will address and re-teach with differentiation, so students meet the learning objective?

For a re-teach with differentiation, I will narrow down the area of skills that students struggled in the most. “The item analysis is critical as it allows teachers to look across the student body for trends— lessons that need to be retaught, assessment items that need changing, or pacing guides that need revision” (James-Ward, Douglas, Frey, & Lapp, 2013). I will analyze and change the instructional strategy and materials used for the new lesson. I will use a new approach that should benefits students who didn’t catch on the first time. My lesson would include more technology and try address all of the different modalities.

How you will employ students in the process of self-reflection and identifying areas of misunderstanding?

After completing an assignment, I will allow students to check their own work instead of taking it up for grade. We will go through it together and they will be able to correct their mistakes. By this doing this, they can see exactly where and how they made the mistake.

How you will reassess for the learning objective?

To reassess for the learning objective, I will take up an exit slip. The exit slip will determine if students actually retained knowledge from the new revised lesson. The exit slip will be aligned with the learning objective and pretty sum up the lesson.

How will these instructional adjustments better prepare them for the impending summative assessment?

The instructional adjustments are made to ensure students master the needed skills. When students understand the skills and perform higher on the formative assessment, it will most like result in a good score for the summative assessment.

Reference

James-Ward, C., Douglas, F., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com