Category: Essays

have 7 personality assessment results for 7 middle school teachers, along with referral rates for two years

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Read the attached IRB report and construct a research practicum report, please make up the data as needed for any chart and figures.
Title page
Abstract
table of contents
Introduction,
Review of Literature
Background
Rationale
Research question
Method
Results (You are expected to make use of appendices in your research report such as spreadsheet of raw data supplemental analyses, such as correlation matrices, analysis of variance tables, charts, figures, graph flow chart)
Discussion/Conclusions (this chapter has an overview of what you were trying to find out, how you did this, an overview of what you found, limitations, suggestions for future study)
References

 

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I have no idea with topic, it’s depend you.

Give your file a name in the format "Yourlastname.doc" (you better be smart enough to put in your own name). Be sure to capitalize your name.
Edit "Paper Title" to put in the desired title.
Edit "7/15 Pages" to show 7 or 15 pages as the length of the paper.
Edit "Date" to show the date the file was submitted.
The typeface is set to Times New Roman 12 point. DO NOT CHANGE IT!
Line spacing is set to 2.0 in the template. DO NOT CHANGE IT! If we find that the line spacing has been increased, we will penalize the paper by an amount proportional to the amount of the increase.
Page numbering is activated. DO NOT TURN IT OFF!
The format for sources separates source of claims from scientific sources. USE IT. Don’t mix scientific sources into the claims section.

More Notes on Papers
[REQUIREMENT] Make sure that the paper uses or describes pseudoscience, the scientific method (especially where it is misused), or critical thinking so that it is applicable to this course.
Keep the claim or claims as narrowly and clearly defined as possible. Otherwise, you risk writing a tome instead of a paper, or trying to study too many directions all at once. A de-focused or vague paper that trades depth for breadth will not earn you a good grade.

Writing about topics such as a policy debate (where the science is settled and it comes down to values and opinion, e.g. "Coke is better than Pepsi", or "Wind energy is better than solar energy."), a purely theological or religious topic (where scientific tests are impossible, e.g. "Does God exist?"), a purely technical problem (e.g. "Natural gas is a better fuel than coal or oil"), a claim of a future event whose occurrence cannot be tested before it happens (e.g. "Humans will be replaced by robots in 50 years."), or a topic where few resources are available to support EITHER the claim OR the study of the claim will earn you a poor grade.
A topic that doesn’t focus on a testable, pseudoscientific claim or a clear case of the use/misuse of the scientific method or critical thinking is not an acceptable research topic. You are STRONGLY encouraged to discuss your topic with the instructors FAR in advance of submitting your paper. It’s why we have office hours, and it’s why we require abstracts be handed in weeks before the paper due date. Your paper is your responsibility, and your adherence to our recommendations is your responsibility. That’s why you get the grade you earn, not the grade we give you.
[REQUIREMENT] Cite evidence, not opinion.
[REQUIREMENT] Read the file of required references. If your topic is shown and lists references, you MUST read those references.
[REQUIREMENT] Find a claim. Who made the claim? Where was the claim made (magazine, TV interview, etc.)? If the claim is widely believed but false, what is the evidence against the claim? If the claim is true but nobody believes it, what is the evidence in support of it?
[REQUIREMENT] If you use another author’s words (or data or graphics), reference the work in your bibliography. Never plagiarize.
If you are unclear on just what plagiarism looks like, then see our NOTES ON PLAGIARISM. Here are some basic rules:
If you copy, word-for-word, lines of text from any source without giving credit to the source, YOU ARE PLAGIARIZING
If you are going to use text verbatim from a source, even if you cite it you should put the text in quotes and use it as either an in-line quote or a block quote. See a writing handbook for more information. REMEMBER: too much block quoting (which equals not enough original writing) counts against your paper grade.
If you are not going to quote the source, but will simply use the text from the source, TRY TO RE-WRITE THE TEXT IN YOUR OWN WORDS.
Refereed journal articles are the best sources, then books, then the internet. [REQUIREMENT] Your bibliography may not contain more than 25% internet sites. Exceptions: 1) Internet sites of type .gov, .mil or .edu will not count as Web sources. 2) Internet sites which are used as the source for the pseudoscientific claim are exempt; just be sure to clearly indicate this.
Be sure to check out any internet sites used for references. Here are some good references on how to do this.
Evaluating Web Pages from UCal Berkeley. Note that the alexa.com site referenced is no longer working.
WHY? Rationale for Evaluating What You Find on the Web
Testing the Surf
[REQUIREMENT] The paper MUST have more than one reference.
A paper with only one reference is not a research paper; if the reference is a book, the paper is a book review and if the reference is a web site the paper is a web site review.

[REQUIREMENT] The research papers must be turned in electronically. We will not accept paper copies. E-mail your assignment to pseudo@physics.smu.edu or turn in a PC floppy disk or a CD. Use Ascii text, RTF, or MS Word format (.doc). We cannot read WordPerfect or Macintosh files.
[REQUIREMENT] If you are using Microsoft Word, you must use 12-point Times New Roman double-spaced for your type font, with one-inch margins. Any papers which use any other font or type size will be converted to 12-point Times New Roman. Page count will be determined AFTER conversion. USE THE TEMPLATE LINKED ABOVE!
[REQUIREMENT] The title page, images or illustrations, quotations, and the bibliography DO NOT COUNT toward the length of the paper. A 15-page paper means 15 pages of YOUR original text. A 15-page paper with 3 pages worth of pictures will be counted as 12 pages, with a corresponding reduction in the grade. To be sure of your page count, activate page numbering in your file. Don’t forget to account for the title page, which does NOT count as text.
You may write the 15-page paper at midterm instead of at the end of the semester.
[REQUIREMENT] Your title page MUST specify whether the paper is intended to be 7 or 15 pages in length. This declaration is final and may not be changed. Papers which are short of the declared page count will be marked down for shortness.
The midterm paper may be rewritten to obtain a higher grade. If you rewrite your midterm paper, you must RETURN BOTH PROOFREAD PAPER COPIES and e-mail a new version to pseudo@physics.smu.edu. We will not even consider a regrade without both proofread marked-up copies. NOTE: A penalty for late submission of the midterm paper will carry over to the rewrite. If you don’t turn in the paper, the grade on it will be zero and this cannot be fixed with a "rewrite" later. Moral: Don’t be late!
Please proofread your papers carefully before you turn them in. We deduct one percentage point for each error in your paper. Twenty errors will result in a one point score reduction (e.g. 5 -> 4). One hundred errors will get you a zero score on the paper.
Correct spelling and grammar are essential. Here are
a dictionary
another dictionary
Roget’s thesaurus
a guide to grammar
Proofreader’s marks
Common Errors in English
Easywriter
Pocket Style Manual
If your papers come back to you with more red ink than black, consider seeking help with your writing at the Altshuler Learning Enhancement Center.

You can also find dictionaries and thesauri in the ancient form known as books. Check the library. If you have trouble finding what you need, ask the librarians; they can help. They won’t write the research paper for you, but they will help you locate sources.

If you need some guidance about what makes a good paper, see the page of Good Student Papers (password protected). These were "A" papers. Look at the number of citations they have in their bibliographies. Read the papers to see how they are organized. Check out the opening and closing paragraphs.

An "A" paper should teach your instructors something they did not previously know. For example, writing the same old tired lines about a topic like the Roswell UFO crash that has been thoroughly debunked in books and in lectures for this course will not earn an "A". Instead, find a topic that few have explored (check skepdic.com for a listing), or come up with a new angle on an old topic.

Regarding citations, remember that a paper with only one reference is not a research paper; if the reference is a book, the paper is a book review and if the reference is a web site the paper is a web site review.

Do NOT depend on the spell-checker to catch your errors. We have seen some hilarious mistakes in the form of incorrect words that were correctly spelled. If English is not your first language, get someone to read the paper with you and help you find mistakes. If English is your native language, get TWO people to proofread it for you! The spell-checker has produced some VERY amusing results in student papers. For one, how about "…let alone be an actual whiteness to the Holocaust." We think the writer meant "witness." Believe it or not, later in the same paper we found "eye-whiteness testimony."

Here’s a particularly choice and amusing example:

… Previously in history, an epidemic outbreak was whopping couch. Whopping couch is an infectious virus typically caught by infants and children. ….
There was one more occurrence a few lines further on. The "whopping" is almost certainly a spell-checker artifact; if you type "whoping" and then look at the spelling choices offered by Word, "whopping" is the first choice in the list. It turns out that this student is not the first to produce this gem – a little web searching will turn up a newspaper headline "Vaccination Available for Whopping Couch."
"The The Impotence of Proofreading," by TAYLOR MALI from YouTube

Your paper should have a definite structure. Begin with an abstract of what the paper is trying to accomplish. Follow that with the body of the paper. Wrap up with a summary and conclusion. Here’s one way to remember this.

Tell ’em what you are going to tell ’em.
Tell ’em.
Tell ’em what you told ’em.
The following suggestions are adapted from a page of recommendations given to us by Beth Newman of the SMU English Department. Also note that the last two links above, namely EasyWriter and the Pocket Style Manual, are also recommended by Ms. Newman.

1. The paper must articulate a clear thesis; that is, an arguable main point. By arguable, we mean that it is worth arguing; it is neither obvious ("Men are different from women") nor wishy-washy ("Men and women are different in some ways but similar in others"). We mean that, as an idea, it merits development, elaboration, substantiation, and qualification. Recommended: put your thesis at the end of your introductory paragraph.

2. Each paragraph of your paper should add up to a unit that makes a point. This point should support, qualify, refine, consider other objections to, or otherwise develop the thesis of your paper. After you draft the paper, reread it, asking yourself after each paragraph, "What is the main point here?" If you can’t say, you need to work harder to make that point emerge. Recommended: articulate this point in a topic sentence at the beginning of the paragraph or a concluding sentence at the end.

3. Your paper must provide an analysis of the issues involved, and the analysis should be rooted in something specific. Therefore, do NOT write your paper solely out of your own head or even out of your notes – based on an impression of the "general idea" we are asking about. Use your books and references. Study them. Be sure you understand the concepts, data and hypotheses.

4. When you quote something or someone, introduce the quotation and say something about its significance. Be sure to include the citation indicating the source of the quote.

5. Do not assume that meanings of key terms are self-evident (obvious). Your writing should define them as necessary so there will be no confusion on the reader’s part about what they mean. Be sure to use terms consistently. Also be sure that you understand what each term means.

6. Your prose should be as clear, direct, and error-free as you can make it. Read your paper aloud. Do the sentences make sense? Do you stumble over them when you read them aloud? Would they be comprehensible to an intelligent person who does not know you and your way of expressing yourself? Avoid slang. Look for basic grammatical errors such as sentence fragments (not complete), runons, comma splices, failure to indicate possessives, subject/verb disagreement, etc., etc., etc. As mentioned above, be VERY careful about using the spell-checker. It WILL NOT save you from the incorrect word that is correctly spelled. For example, if you write "there" when you meant "their", the spell-checker is NOT going to catch it.

Here’s a suggested process for writing as described by Prof. Newman. This outline assumes that you have already chosen the topic.

Brainstorm, meaning collect ideas.
Reflect on the ideas.
Produce a focus statement. This describes what you are going to concentrate on.
Write your thesis statement.
Collect evidence that you can use.
Produce an outline of the paper.
Write a draft of the paper.
Edit the draft, fixing errors and cleaning up the structure.
Get someone else to read the draft and comment on it for you. Revise the paper as needed to improve it.
Reference for thesis statements

 

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Please do it as two part Section 1 consist 2000 words and then section 2 consist 1000 words
Caring for the Adult with Complex Healthcare Needs Introduction: EBL is based on an adult learning model where students are expected to be much more self-directed and group sessions are primarily student led, with the support of a lecturer facilitator. Thus, you will become actively involved in the learning experience. Case studies, representative of real clinical practice scenarios, will be the main focus for learning about nursing, biological and social sciences. In exploring the scenarios and case studies you will be able to build on the knowledge and skills you have gained to date. You will develop greater understanding of how to assess and care for ill adults in a variety of settings, using evidence based practice. The aims of the module are: To further develop the skills and knowledge to facilitate nursing assessment and care delivery in a variety of settings using an enquiry based learning approach. Learning outcomes: On successful completion of the module the student will be able to – 1. Use enquiry based perspectives to assess biopsychosocial needs of people in different healthcare settings. 2. Demonstrate an understanding of the structure, function and integration of the endocrine and reproductive systems. 3. Demonstrate integration of microbiological and physiological responses to infectious agents. 4. Develop skills of critical enquiry through engagement in research discussion and exploration of nursing issues. 5. Examine the role of contemporary health and social care delivery in the support of health, well-being and illness. 6. Explore different therapeutic responses available to nurses and other health professionals in enabling people to adapt to health challenges. 7. Reflect on their learning and contribution to group work and the process of enquiry based learning. Recommended Reading: It is strongly suggested that you purchase this core nursing textbook: BROOKER, C. and NICOL, M. eds. 2011. Alexander’s Nursing Practice 4th ed. Edinburgh: Churchill Livingstone Elsevier. The following article is a useful outline of the group process we will use in EBL: AZER, S.A., 2004. Becoming a student in a PBL course: twelve tips for successful group discussion. Medical Teacher, vol.26,no.1 pp. 12-15. Some background information on EBL is available in the following textbooks. There are multiple copies in the QMU Learning Resource Centre GRANDIS, S., LONG, G., GLASPER, A. and JACKSON, P., 2003. Foundation Studies for Nursing: Using enquiry based learning. London: Palgrave MacMillan WILKIE, K. and BURNS, I., 2003. Problem-Based Learning A Handbook for Nurses. London: Palgrave MacMillan PRICE, B., 2003. Studying Nursing Using Problem Based & Enquiry Based Learning. London: Palgrave Macmillan Case Study : Care of the diabetic, pregnant lady Evidence Based Practice: Modern health services are concerned with developing quality and person centred health care which is based on evidence. It is important for you to learn how to access different types of evidence using different search strategies and databases, differentiate between different types of evidence such as reviews, audits and original research, and to be able to use this evidence to support your planned care. The lectures, group discussions and module assessments will help you to develop skills such as: • Sourcing, appraising and using a wide range of current literature • Making a case, (justifying your plan of care using evidence to support your points) • Arguing a case (making comparisons between one care plan or another, using evidence to support your points). The following references may be useful: ELLIS, P. 2010. Understanding Research for Nursing Students, Poole: Learning Matters. ELLIS, P 2010 Evidence –based Practice in Nursing. Poole: Learning Matters DYSON, S. NORRIE, P. 2010. Fundamental Aspects of Research for Nurses. London: Quay ROLFE, G. 2002. Expanding Nursing Knowledge: Understanding and researching your own practice. Suffolk: Butterworth Heinemann COUGHLAN M ET AL 2007. Step-by step guide to critiquing research. Part 1: quantitative research, British Journal of Nursing. 16, 11, 658-663 PLAYLE, J. 2000. Critically appraising research reports. Journal of Community Nursing 14,11, 10 – 16 GREENHALGH, T. 1997. How to read a paper: Papers that summarise other papers (systematic reviews and meta-analyses). 315:672 GREENHALGH, T. AND TAYLOR, R. 1997. Papers that go beyond numbers (qualitative research), 315(7110): 740–743. COTTRELL, S. 2005 Critical Thinking Skills. Basingstoke: Palgrave PRICE, B, HARRINGTON, A. 2010 Critical Thinking and Writing for Nursing Students, Exeter: Learning Matters Module Assessment: Guidelines: Summative Assessment: 1. 3000 word assignment. Analysis of patient care and critique of the evidence informing care Written Assignment Guidelines: This assignment should consist of 2 sections • Critical Analysis of case study and use of evidence in patient care (2000 words) • Reflection on learning and contribution to group work (1000 words) The analysis and use of evidence section will contribute towards 50% of the final mark whilst the reflective component counts for 20% of the final mark. Section 1: Analysis of case study and use of evidence in patient care (50%) Write about the nursing care management of one patient from the case studies addressed in this module, at a point in their journey of your choosing. • With reference to current literature, explain how you would assess this patient. You must provide a brief account of the main health challenges experienced by the patient in the case study. You should consider the physical, social and psychological context of health and illness. E.g. reference to physiological effects (signs, symptoms), and main problems experienced by this patient (physical, psychological, emotional, financial, social etc.). (10%) • Discuss in- depth, the rationale for implementation and evaluation of nursing care of 1 nursing action for your selected patient. Use theory from applied science, social science and nursing to justify your care decisions. (20%) This section must differ significantly from issues explored in your EBL 1 assignment. • Discuss the information and emotional support needs of this patient. You should consider the role of the nurse in assisting this patient or their relatives to cope with or adapt to their altered health status and to participate in decision making. You should demonstrate awareness of the different ways in which people deal with adversity. Therefore, you must include reference to published work on stress or coping or adaptation. In considering the role of the nurse, issues could include patient teaching, the nurses’ role in rehabilitation, addressing spiritual needs or techniques for breaking bad news. (10%) • Identify one piece of published research based evidence that has influenced your thinking about the nursing care of the patient in this case study, for example a primary research paper, a systematic review of evidence, literature review. Describe how you accessed this evidence (what was your search strategy/ search terms). In your own words, explain the contribution of this evidence to your nursing care (i.e. why you consider this evidence to be valuable). Consider the strengths and limitations of this evidence in relation to its reliability, validity and application to practice. A research critique checklist may help you to structure this section. (10%). IIMPORTANT INFORMATION: Include the full citation of the chosen reference (and web link, if available) at the beginning of this section. You must NOT use a piece of published evidence that has previously been analysed in your EBL research sessions. • Presentation: This is a formal essay and should not be written in the first person (using ???I, me or mine’). The assignment should be presented according to the formatting instructions in your cohort handbook. Section 2: Reflection on learning and contribution to group work (20%) • Reflect on your contribution to the group work and process of enquiry in one of the cases studied. You are permitted to use a revised version of the formative assignment submitted earlier in this module but you should demonstrate awareness of, and response to, the feedback provided by the markers. {{{{ You should provide a brief explanation (100-200 words maximum) of how you have responded to the feedback given on the earlier draft at the beginning of this section.}}}}} • Select one learning experience which you have found interesting in your EBL group since the beginning of the module. (Hint: It is suggested that you do not try to cover an entire topic such as consent or breathlessness. Try to focus on an event or issue which triggered your learning e.g. a diagram, a discussion, or a photograph). Explain why you think this experience ???triggered’ your learning. • Critically reflect on the way in which the group analysed the issue and how you participated in the discussion. Things to consider could be: o Description: what was going on? o What went well? And Why? o What was my part in this? o What could have been improved on? o Why did this not happen? o What have I learned from this? o What aspects of this experience can I use in the future? o How will I do things differently next time? • You may wish to include a concept map as an appendix to illustrate the way in which the issue was explored by the group. • This is a reflective account and should be written in the first person (using I / we and me). • You may wish to use a reflective model to structure your thoughts

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Please include:
1.Introduction
2.Theoretical Perspectives
3.Government Policies
4.Professional and parental attitudes
5.Conclusion

What should be demonstrated within the dissertation:
-The dissertation should demonstrate an ability to develop and sustain a logical and consistent argument in relation to the analysis of an educational issue using secondary data sources.
-Demonstrate critical understanding of the subject. -Demonstrate a capacity for analysis and the synthesis of material and use evidence selectively to further exemplify the discussion.
-Demonstrate an ability to evaluate theoretical approaches and their influence and discuss educational issues on an informed and balanced manner
Triple spacing between paragraphs.

 

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What has been the role of reason in a major theologian of the modern period? Discuss with respect to either Karl Barth, or Karl Rahner, or another theologian of your choice.

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Criminal Justice Research Methods – Final Paper Guidelines
OK, so it’s “putting it all together time”. You’ve written your first paragraph, come up with hypotheses and variables, which you’ve operationalized (hopefully), and you’ve thought of a method by which you could collect the data you want, to analyze and answer your research question. Although the final step, writing the research proposal, seems like a large one, and a daunting one at that, I think you should consider it a series of small steps. You know, like the adage about a journey of a thousand miles. And the outline that I provided you at the beginning of the course should help quite a bit. However, I want to give you that outline again, with a little more detail and suggestions, which I hope will make the job even easier. Not that I’ve intended this to be “easy”…
1. State the general problem area. What topic are you investigating and why? Note any previous studies in the area, and what they found.
This is your initial paragraph, plus your research writeup. You should have at least a couple of pages (and maybe a few more than that) in which you introduce the reader to your research question. Give us background information and prior research in the area. What have OTHER researchers looked at, how have they studied the topic, and what have they found? (2-4 pages, I would imagine)
2. What are the two (or more) concepts you are trying to link? Conceptualize your main concepts adequately.
This shouldn’t take too much space. You need to VERY CLEARLY identify the main variables you are going to propose studying. How do you define them? If you’re looking at “juvenile delinquency” as a variable, for example, you need to tell me not just what “juvenile delinquency” is as a basic concept, you need to specifically tell me what it will be defined as for this project. (a page or so)
3. Working with your conceptualization, operationalize your concepts into measurable constructs. I need to be very clear on how you will measure each concept.
Take the clear definitions you gave the reader from the section right above, and indicate how you will MEASURE each and every one of the concepts you plan to study. Again, if you’re looking into whether a group of kids engaged in delinquency, are you defining it as “reporting on a self-report questionnaire that they have ever engaged in a criminal act”? Or are you defining delinquency as “having been apprehended by law enforcement on a criminal charge while under the age of 18”? Or “having been convicted of a criminal charge while under 18”? Or what? Remember that there are many different ways that different researchers measure things. You have to tell me how YOU would measure your variables. (again, a page or so)
4. State the specific hypotheses you are intending to examine.
This is the “hypotheses” part of your “hypotheses and variables” statement. It really can simply be a copy/paste from the relevant section you turned in to me earlier (with any changes you made to make it better, of course) (less than a page)
5. Identify the independent and dependent variables. How did you determine which variable was dependent and which was independent?
Remember your statement of hypotheses and variables? This is the other part. List your variables, indicate clearly which is (are) dependent and independent in your project. Also in this section you will…(see #6)
6. At what level is each variable measured? Why?
…Identify the level of analysis of each variable (nominal, ordinal, etc.). Tell me how you know. (5 and 6 together probably won’t be more than a page)
7. Discuss the reliability and validity of your measurements. What techniques will you use to assess the reliability and validity of each?
OK, so you have identified how you will measure each of your variables. Discuss how you will ascertain (or have ascertained) whether these are valid and reliable measures of what you want to study. Remember, your measurements should ACCURATELY (validly) measure PRECISELY (reliably) the thing that you actually want to study. Again using delinquency as an example. If you were to tell me “I’m going to tell whether the kids in my study were delinquent by asking their parents if they’ve ever done anything criminal”, I’m going to wonder whether the parents are really going to know this. It’s likely that most delinquency never comes to parents’ attention. I know MINE never did, or I would probably never have seen the light of day again. So that may be an inaccurate measure, and also potentially unreliable as well. Or if you tell me that you are defining “delinquency” as having been convicted in a juvenile court, I’m probably going to wonder how many kids who ENGAGE in delinquency actually get CONVICTED of doing so (I don’t really have to wonder – it’s less than 5%). Again, probably an inaccurate measure. Look at the notes and text section on reliability and validity, and make sure that the ways you have chosen to define and measure your variables are reasonably likely to actually obtain the information you want. (a page, maybe a bit more)
8. What type of research design will you use to collect and analyze your data? Why? Identify the advantages and disadvantages of your selected research design, in studying your problem.
And here’s where your research design submission will come in. In fact, this item and the next two are all a part of your overall research design. You will take what you gave me earlier, make any changes you feel are a good idea (based on my comments, further study, etc.) and answer the questions in 8-10. After reading this section of your paper, I want to have a clear idea of how you’ll identify your population for sampling, obtain the sampling frame, actually pick your sample, etc. (3 pages or so – remember, this is a really important part)
9. What is your sampling strategy? Identify your population adequately, your sampling frame, and indicate what type of sampling design you intend to use and why.
See #8. Tell me who you’re studying. How many. How you’re selecting them. Why that’s a good way of doing it.
10. What type of data collection technique do you intend to use and why? Note advantages/disadvantages.
See #8, but make sure that you justify your reasoning for your particular methodology. If you are going to use telephone interviews, explain why that’s a good method of obtaining the data you are looking for. If you’re going to use internet polling, again, tell me why and how that is an effective method for your particular study.
11. What ethical considerations need to be addressed in your project? How do you intend to address them?
You will (most of you, anyway) be dealing with human subjects. Identify and describe the ethical standards you will need to follow. How will you obtain informed consent? How will you insure against harm? IS your project one which could in any way harm your participants? (no more than a page, I would imagine)
12. Discuss any special problems or issues you might experience in doing your research. How will you deal with these issues?
Some of you may have particular issues with data collection (dealing with juveniles, for example) or obtaining truthful responses to questions about sensitive issues (if you’re asking people about abuse or criminality, etc.). How will you address these potential issues? (from a paragraph to a page, depending on project)
So, by my count, that’s somewhere between 10 and 15 pages, which amazingly happens to be the page requirement for this project! However, in this world I have found that excruciating precision is required, so let us be excruciatingly precise – you MUST have at least ten pages of written body, using commonly accepted font and margin settings, for this paper to be considered acceptable. By “written body” I mean “the main body of the paper, that is responsive to the 12 points I have laid out here”. Thus:
Your cover page doesn’t count.
The blank page you have incorrectly placed in there between the Title Page and the Table Of Contents (which you also don’t need) doesn’t count.
The Table of Contents doesn’t count.
Your reference page at the end doesn’t count.

There will be a 2-letter-grade reduction for each page your paper body is short. So, if you have 9 and ¾ pages, you can’t get any higher than a B. Less than 9 pages, you can’t get any higher than a C. Less than 8 pages, you can’t get any higher than a D. Etcetera.
You will also need to correctly cite and reference your paper. I would expect that at a minimum, you should be able to find ten sources, and at least five of those should be from research articles (journal articles, research chapters in a book written for professionals/academics, etc.) You should use APA or MLA format in your citations/references. If you don’t know how to do this, consult a style guide. Also, you can use the Citation Machine (it’s at citationmachine.net). It’s a great tool that provides you with a form to fill out with all the available information on your source. It then produces a ready to copy/paste end reference, AND the correct form for the parenthetical citation in the text of your paper. It’s really cool. One final reminder regarding references/citations: You must cite everything you reference, and vice versa. So if you have a parenthetical reference for something (Boeringer, 2012), you need to have the correctly formatted reference at the end, and if you have the reference at the end, you need to have cited it somewhere in the body of the paper. If you don’t do this, see the entry for “C” in General Evaluation Guidelines below.
Please remember that your paper will be submitted to Safe Assignment and reviewed for originality. I don’t have any problem with you using the assignments from earlier in the term, but any source material that you did not write must NOT be used verbatim, or close to verbatim, in your final submission. If you have any questions about what constitutes academic dishonesty under USF guidelines, please consult the Student Handbook (and review the syllabus for this course). One more reminder – you cannot use material you have previously used in another course. So don’t.
General Evaluation Guidelines:
An "A" paper will be something which impresses me: a paper displaying serious effort and a clear understanding of the material going beyond simply what you read. An "A" paper will not be deficient in any area. Although it is not impossible (and has happened in the past), I have found that generally speaking, papers that are EXACTLY (or very nearly exactly) the minimum length tend not to be “A” quality papers.
A "B" paper will be a paper which is technically correct in all aspects, but which does not display outstanding effort; or a paper which displays serious effort but which has minor technical flaws, or which is slightly short of minimum length guidelines, or which has minor issues with reference/citation format.

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needing to add 800 words as a recommendation to the consultancy project for ( data pact company )

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Write an “essay” (NO INTRO OR CONCLUSION) JUST BODY PARAGRAPH discussing the American life and culture since World War I. Be sure to discuss the rise of mass production, the development of mass culture, the creation of the suburbs, American culture in the 1950s, and the rise of the social movements and counterculture of the 1960s and 1970s.
USE SOURCE: Brown and Shi, America: A Narrative History, Volume 2, Brief 9th Edition

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Resource: Appendix B: Part 3. The Audit with Questions Only in Ethical Leadership in Human Services

Write one additional audit question for each of the categories (board, staff, donors and fund raisers, clients/customers, volunteers, and society) listed in the sample audit in Appendix B of your text.

Explain why each question you wrote is important to assessing an organization’s ethical performance.

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