For your final examination, you should write a cohesive, wel…
For your final examination, you should write a cohesive, well-developed essay that fully addresses the essay prompt. Please closely read the following CQ Researcher articles (published April 10, 2015 (volume 25, issue 14)) and then the prompt below. “Teaching Critical Thinking-Does Common Core Help Students Learn Critical Thinking: Pro”by Karen Vogelsang, 2014-15 Tennessee Teacher of the Year “Teaching Critical Thinking-Does Common Core Help Students Learn Critical Thinking: Con”by Paul Thomas, Associate Professor of English Education at Furman University par. 1Martin Luther King Jr. once said, “The function of education is to teach one to think intensively and to think critically.” For our students to be prepared for the workforce of the future, the ability to solve problems and think critically is imperative. par. 2The Common Core State Standards (CCSS) consist of rigorous academic standards in reading and math that students have to master at each grade level. In fourth grade, a Common Core reading standard requires students to integrate information from two texts in order to write or speak knowledgeably about a topic. In mathematics, fourth-grade students are expected to solve multistep word problems using addition, subtraction, multiplication and division. par. 3Business leaders want employees who can do more than plug numbers into an algorithm. Critical thinking and problem-solving are vital skills for a rapidly changing workforce. Common Core can help students develop the critical-thinking, problem-solving and analytical skills needed for success. par. 4Before the adoption of CCSS, my instruction was based on an extensive list of narrow performance indicators. In English language arts, for example, students identified sentence types by recognizing appropriate end punctuation marks. In math, students identified the place value of a specified digit. These indicators simply required students to recall information. Students didn’t develop a true understanding of the overarching concepts each indicator was related to. I was the sage on the stage, and instruction revolved around me! par. 5Today, my classroom is student-centered, and I’m using CCSS to guide my instruction, which is focused on developing students’ abilities to read critically and enabling them to compare those two texts. They are listening, sharing and synthesizing information to aid in the development of critical-thinking skills so they can speak knowledgeably. In math, they are learning multiple pathways for problem-solving using the four arithmetic operations, and they are justifying and explaining their answers. These are life skills, not just an algorithm or a list of rules or facts to memorize and forget. They are deeply engaged in their work and understanding new content in ways that develop these integral skills. par. 6Regardless of which path a student chooses, educators across the country now have a common language with Common Core, and we can use these standards to develop critical-thinking, problem-solving and analytical skills—life skills that students need to be successful in whatever path they choose. par. 1Proponents of Common Core and national standardized tests often claim it is the first and most demanding effort of its kind. However, the Common Core movement sits in a long line of standards initiatives reaching back to the Committee of 10 in the 1890s, formed to create more challenging high school courses to prepare students for college. Charles Eliot, then-president of Harvard, chaired that panel of college presidents, professors and public and private school leaders. par. 2The past 30 years of state-based accountability, based on several versions of standards and high-stakes tests—each claiming higher expectations than the last—reveal that standards linked to such tests often ask less of students, not more. In fact, no clear correlation exists between the quality or presence of standards and measurable student outcomes such as test scores. Some states with so-called high standards have low scores, while some states with weak standards have high scores. par. 3Accountability and standards intended to drive higher expectations of students—expectations labeled today as “critical thinking” or “higher-order thinking skills”—always come down to this: What is tested is what is taught. Because all states implementing Common Core have also adopted high-stakes testing, students will not be asked to think critically. They will be prepared to take tests. par. 4In the context of standardized testing, higher-order thinking skills are not critical but are discrete skills that lend themselves to efficient teaching and testing formats. True critical thinking involves investigating a text—moving beyond decoding and comprehension to challenging claims and agendas and examining historical influences. Thus, it is difficult to test in multiple-choice formats. par. 5The Common Core English/Language Arts (ELA) standards, for example, reduce critical thinking to “close reading,” a rebranding of traditional approaches that require students to remain focused on the text only. It is what many of us did in English classes when we analyzed poems for technical elements such as rhyme and meter or figurative language. par. 6But true critical reading and thinking cannot be bound to the text only. The writer’s biography, the text’s historical setting and its impact on readers all bear on the larger questions of power: Who is making the claims in this text and why? Ironically, a critical reading of Common Core standards exposes a commitment to more of the same failed approach that masks yet more test prep as critical thinking. _____________________________________________________________________________________ Topic: Using the above-noted articles, “Teaching Critical Thinking-Does Common Core Help Students Learn Critical Thinking: Pro” and “Teaching Critical Thinking-Does Common Core Help Students Learn Critical Thinking: Con,” as reference sources, write an essay in which you analyze each author’s use of one rhetorical tool or rhetorical appeal to achieve his or her specific purpose. To start, determine what you believe is each author’s specific purpose. Choose one of the following specific purposes for each author: to accuse, to calm, to condemn, to celebrate, to correct, to counter, to defend, to dismiss, to incite, to justify, to overturn, to praise, to provoke, to rally, to silence, or to solve. Then, determine which one of the following rhetorical tools or rhetorical appeals the “Pro” author relies upon most heavily in his or her article to achieve his or her specific purpose and then which one of the following rhetorical tools or rhetorical appeals the “Con” author relies upon most heavily in his or her article to achieve his or her specific purpose. You must choose both rhetorical tools and/or appeals from the following list: allusions authorities/outside sources definitions description dialogue examples facts figurative language narration personal testimony/anecdotes scenarios statistics counterarguments concessions qualifiers organization voice appeal to logic appeal to emotion appeal to character appeal to need appeal to value Organize your ideas into a four-paragraph essay that includes the following paragraphs: (paragraph 1) an introduction paragraph; (paragraphs 2 and 3) two separate, well-developed rhetorical tools and/or rhetorical appeals body paragraphs (one focused on the “Pro” author’s use of your chosen rhetorical tool or appeal to achieve his/her specific purpose and the other focused on the “Con” author’s use of your other chosen rhetorical tool or appeal to achieve his/her specific purpose); and (paragraph 4) a conclusion paragraph. Your essay must include a forecasting thesis statement and effective topic and concluding sentences in each body paragraph. At least four times in your essay, you also must correctly integrate quotations, paraphrases, and/or summaries from the above-noted articles; remember to include proper in-text citations.
For your final examination, you should write a cohesive, wel…
Questions
(Answer аll pаrts) Mаtch the linear cоrrelatiоn cоefficient to the scatter diagram. a) Diagram _______ has r = 1 b) Diagram _______ has r = 0.946 c) Diagram _______ has r = 0.523
(Answer аll pаrts.) Cоnsider а basket with 5 brоwn eggs, 10 white eggs, and 15 yellоw eggs. a) What is the probability of randomly drawing a brown egg? b) What is the probability of randomly drawing a brown or white egg? c) What is the probability of randomly drawing 2 brown eggs? (Draw one brown egg then another without replacement.)
(Answer аll pаrts.) Cоnsider а basket with 10 brоwn eggs, 15 white eggs, and 20 yellоw eggs. a) What is the probability of randomly drawing a brown egg? b) What is the probability of randomly drawing a brown or white egg? c) What is the probability of randomly drawing 2 brown eggs? (Draw one brown egg then another without replacement.)
Stаte whether the fоllоwing is а binоmiаl experiment or not. A random sample of 15 college seniors is obtained, and the individuals selected are asked to state their ages.
(Answer аll pаrts.) Test the fоllоwing Hypоthesis. : versus : n = 200; x = 75;
(Answer аll pаrts.) Cоnsider the fоllоwing sаmple. 8, 12, 15, 18, 20, 25 a) What is the mean?b)What is the median?c)What is the sample standard deviation?d) What is the variance?
All оf these аre cоnsidered plаgiаrism, except which оne?
Fоr yоur finаl exаminаtiоn, you should write a cohesive, well-developed essay that fully addresses the essay prompt. Please closely read the following CQ Researcher articles (published April 10, 2015 (volume 25, issue 14)) and then the prompt below. "Teaching Critical Thinking-Does Common Core Help Students Learn Critical Thinking: Pro"by Karen Vogelsang, 2014-15 Tennessee Teacher of the Year "Teaching Critical Thinking-Does Common Core Help Students Learn Critical Thinking: Con"by Paul Thomas, Associate Professor of English Education at Furman University par. 1Martin Luther King Jr. once said, “The function of education is to teach one to think intensively and to think critically.” For our students to be prepared for the workforce of the future, the ability to solve problems and think critically is imperative. par. 2The Common Core State Standards (CCSS) consist of rigorous academic standards in reading and math that students have to master at each grade level. In fourth grade, a Common Core reading standard requires students to integrate information from two texts in order to write or speak knowledgeably about a topic. In mathematics, fourth-grade students are expected to solve multistep word problems using addition, subtraction, multiplication and division. par. 3Business leaders want employees who can do more than plug numbers into an algorithm. Critical thinking and problem-solving are vital skills for a rapidly changing workforce. Common Core can help students develop the critical-thinking, problem-solving and analytical skills needed for success. par. 4Before the adoption of CCSS, my instruction was based on an extensive list of narrow performance indicators. In English language arts, for example, students identified sentence types by recognizing appropriate end punctuation marks. In math, students identified the place value of a specified digit. These indicators simply required students to recall information. Students didn't develop a true understanding of the overarching concepts each indicator was related to. I was the sage on the stage, and instruction revolved around me! par. 5Today, my classroom is student-centered, and I'm using CCSS to guide my instruction, which is focused on developing students' abilities to read critically and enabling them to compare those two texts. They are listening, sharing and synthesizing information to aid in the development of critical-thinking skills so they can speak knowledgeably. In math, they are learning multiple pathways for problem-solving using the four arithmetic operations, and they are justifying and explaining their answers. These are life skills, not just an algorithm or a list of rules or facts to memorize and forget. They are deeply engaged in their work and understanding new content in ways that develop these integral skills. par. 6Regardless of which path a student chooses, educators across the country now have a common language with Common Core, and we can use these standards to develop critical-thinking, problem-solving and analytical skills—life skills that students need to be successful in whatever path they choose. par. 1Proponents of Common Core and national standardized tests often claim it is the first and most demanding effort of its kind. However, the Common Core movement sits in a long line of standards initiatives reaching back to the Committee of 10 in the 1890s, formed to create more challenging high school courses to prepare students for college. Charles Eliot, then-president of Harvard, chaired that panel of college presidents, professors and public and private school leaders. par. 2The past 30 years of state-based accountability, based on several versions of standards and high-stakes tests—each claiming higher expectations than the last—reveal that standards linked to such tests often ask less of students, not more. In fact, no clear correlation exists between the quality or presence of standards and measurable student outcomes such as test scores. Some states with so-called high standards have low scores, while some states with weak standards have high scores. par. 3Accountability and standards intended to drive higher expectations of students—expectations labeled today as “critical thinking” or “higher-order thinking skills”—always come down to this: What is tested is what is taught. Because all states implementing Common Core have also adopted high-stakes testing, students will not be asked to think critically. They will be prepared to take tests. par. 4In the context of standardized testing, higher-order thinking skills are not critical but are discrete skills that lend themselves to efficient teaching and testing formats. True critical thinking involves investigating a text—moving beyond decoding and comprehension to challenging claims and agendas and examining historical influences. Thus, it is difficult to test in multiple-choice formats. par. 5The Common Core English/Language Arts (ELA) standards, for example, reduce critical thinking to “close reading,” a rebranding of traditional approaches that require students to remain focused on the text only. It is what many of us did in English classes when we analyzed poems for technical elements such as rhyme and meter or figurative language. par. 6But true critical reading and thinking cannot be bound to the text only. The writer's biography, the text's historical setting and its impact on readers all bear on the larger questions of power: Who is making the claims in this text and why? Ironically, a critical reading of Common Core standards exposes a commitment to more of the same failed approach that masks yet more test prep as critical thinking. _____________________________________________________________________________________ Topic: Using the above-noted articles, “Teaching Critical Thinking-Does Common Core Help Students Learn Critical Thinking: Pro” and "Teaching Critical Thinking-Does Common Core Help Students Learn Critical Thinking: Con,” as reference sources, write an essay in which you analyze each author’s use of one rhetorical tool or rhetorical appeal to achieve his or her specific purpose. To start, determine what you believe is each author’s specific purpose. Choose one of the following specific purposes for each author: to accuse, to calm, to condemn, to celebrate, to correct, to counter, to defend, to dismiss, to incite, to justify, to overturn, to praise, to provoke, to rally, to silence, or to solve. Then, determine which one of the following rhetorical tools or rhetorical appeals the "Pro" author relies upon most heavily in his or her article to achieve his or her specific purpose and then which one of the following rhetorical tools or rhetorical appeals the "Con" author relies upon most heavily in his or her article to achieve his or her specific purpose. You must choose both rhetorical tools and/or appeals from the following list: allusions authorities/outside sources definitions description dialogue examples facts figurative language narration personal testimony/anecdotes scenarios statistics counterarguments concessions qualifiers organization voice appeal to logic appeal to emotion appeal to character appeal to need appeal to value Organize your ideas into a four-paragraph essay that includes the following paragraphs: (paragraph 1) an introduction paragraph; (paragraphs 2 and 3) two separate, well-developed rhetorical tools and/or rhetorical appeals body paragraphs (one focused on the "Pro" author's use of your chosen rhetorical tool or appeal to achieve his/her specific purpose and the other focused on the "Con" author's use of your other chosen rhetorical tool or appeal to achieve his/her specific purpose); and (paragraph 4) a conclusion paragraph. Your essay must include a forecasting thesis statement and effective topic and concluding sentences in each body paragraph. At least four times in your essay, you also must correctly integrate quotations, paraphrases, and/or summaries from the above-noted articles; remember to include proper in-text citations.
Fоr yоur finаl exаminаtiоn, you should write a cohesive, well-developed essay that fully addresses the essay prompt. Please closely read the following CQ Researcher articles (published January 24, 2014 (volume 24, issue 4)) and then the prompt below. "Minimum Wage-Would Raising the Minimum Wage Help the Economy: Pro"by Jared Bernstein, Senior Fellow for the Center on Budget and Policy Priorities "Minimum Wage-Would Raising the Minimum Wage Help the Economy: Con"by Douglas Holtz-Eakin, President of the American Action Forum par. 1Based on one well-established theory and two equally well-established facts, raising the minimum wage would help. par. 2The first fact is that the American economy is made up of 70 percent consumer spending. Economists widely agree that an extra dollar earned by a wealthy person is less likely to be spent than an extra dollar earned by a low-income person. The reasoning—as per the theory of different spending and saving patterns by income level: The rich person is not “income constrained.” If there's something they want to buy, they needn't wait for that extra dollar. On the other hand, the low-income worker is much more likely to consume their extra dollar of earnings. par. 3The second fact is that moderate increases in the minimum wage boost the earnings of most low-wage workers without leading to large employment losses. The increase favored by the president and congressional Democrats, which would take the federal minimum wage from $7.25 up to $10.10 in three annual increments, would place the real value of the wage floor back where it was in the late 1960s and would directly affect about 13 percent of the workforce. In terms of the share of affected workers, that's slightly higher than many past increases, but given our older, more productive low-wage workforce, it's fair to label this proposed increase as “moderate.” So, the empirical history of the minimum-wage program would suggest that the vast majority of low-wage workers would benefit from the increase. par. 4Summing up the facts: In an economy driven in no small measure by consumer spending, moderately boosting the pay of low-wage workers with relatively high propensities to spend their new earnings should produce slightly faster economic growth. par. 5Now, in a $16.5 trillion economy, a minimum wage increase that directly raises the pay of a relatively small share of the workforce by a small amount is unlikely to be a big deal in terms of the larger growth picture. I would not argue that raising the minimum wage is first and foremost a growth strategy, though it will help a bit at the margin. Where it really makes a difference is in helping working families toiling at the low end of the service economy get a bit closer to making ends meet. par. 1Raising the federal minimum wage will neither reduce poverty nor boost growth. Increasing the minimum wage to $10, or even $15, would ensure that millions of Americans got raises—raises that they would presumably turn right around and spend. Isn't the former going to reduce poverty and the latter boost the economy? par. 2That would happen if the money came out of thin air. Unfortunately, it has to come out of the wallet of another American. In the worst case, forcing up the minimum wage at, say, a fast-food restaurant would mean not hiring another poor American. If so, the minimum wage hike for one low-wage worker comes directly out of the pocket of another. Which part of that is anti-poverty and which part is stimulus? par. 3Of course, not every dollar will come from not hiring low-wage workers. But every dollar will have to come from somewhere. A minimum wage hike means higher prices, lower raises for other workers or fewer dividends for seniors, IRA holders and pension funds. Low-wage workers may pay those higher prices, blue-collar workers are desperately clinging to their pensions, and seniors need their dividends to make ends meet. There is simply no guarantee that the resources are transferred from the well-to-do to the deserving. And the diminished resources of those harmed by hiking the minimum wage offset the spending of the beneficiaries. par. 4The minimum wage is a poor tool to fight poverty because it does not target those in poverty. Only 2 percent of workers earn the minimum wage, and only 20 percent of those are in poverty. The reality is that the dividing line between being poor and being non-poor is having a job. Only 7 percent of those who have a job are in poverty, while more than 27.5 percent of those without jobs are poor. par. 5Even worse, the minimum wage does not help anyone get a job. There is little evidence that past minimum-wage increases have led to layoffs, but recent research indicates that hiking the minimum wage would harm new hiring. That's not stimulus. par. 6The idea of increasing the minimum wage has a seductive appeal. No one opposes the idea that working Americans should make a few more dollars. Unfortunately, the idea does not stand up to close scrutiny. _____________________________________________________________________________________ Topic: Using the above-noted articles, “Minimum Wage-Would Raising the Minimum Wage Help the Economy: Pro” and "Minimum Wage-Would Raising the Minimum Wage Help the Economy: Con,” as reference sources, write an essay in which you analyze each author’s use of one rhetorical tool or rhetorical appeal to achieve his or her specific purpose. To start, determine what you believe is each author’s specific purpose. Choose one of the following specific purposes for each author: to accuse, to calm, to condemn, to celebrate, to correct, to counter, to defend, to dismiss, to incite, to justify, to overturn, to praise, to provoke, to rally, to silence, or to solve. Then, determine which one of the following rhetorical tools or rhetorical appeals the "Pro" author relies upon most heavily in his or her article to achieve his or her specific purpose and then which one of the following rhetorical tools or rhetorical appeals the "Con" author relies upon most heavily in his or her article to achieve his or her specific purpose. You must choose both rhetorical tools and/or appeals from the following list: allusions authorities/outside sources definitions description dialogue examples facts figurative language narration personal testimony/anecdotes scenarios statistics counterarguments concessions qualifiers organization voice appeal to logic appeal to emotion appeal to character appeal to need appeal to value Organize your ideas into a four-paragraph essay that includes the following paragraphs: (paragraph 1) an introduction paragraph; (paragraphs 2 and 3) two separate, well-developed rhetorical tools and/or rhetorical appeals body paragraphs (one focused on the "Pro" author's use of your chosen rhetorical tool or appeal to achieve his/her specific purpose and the other focused on the "Con" author's use of your other chosen rhetorical tool or appeal to achieve his/her specific purpose); and (paragraph 4) a conclusion paragraph. Your essay must include a forecasting thesis statement and effective topic and concluding sentences in each body paragraph. At least four times in your essay, you also must correctly integrate quotations, paraphrases, and/or summaries from the above-noted articles; remember to include proper in-text citations.
Fоr yоur finаl exаminаtiоn, you should write a cohesive, well-developed essay that fully addresses the essay prompt. Please closely read the following CQ Researcher articles (published March 25, 2011 (volume 21, issue 12)) and then the prompt below. "Women and Sports-Has Title IX Led to Unfair Treatment of Men's Sports: Pro"by Karen Owoc, Advisory Board Member for the College Sports Council "Women and Sports-Has Title IX Led to Unfair Treatment of Men's Sports: Con"by Linda Carpenter, Professor of Physical Education at Brooklyn College par. 1Title IX is a good law. The way it's regulated, however, is not only unfair but unconstitutional. The law precisely states that “no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.” par. 2But men don't enjoy equal protection under the law. Enacted as an anti-discrimination statute, Title IX has been converted to a rigid quota system that has denied men sports opportunities. par. 3To enforce the law, the Office for Civil Rights (OCR) devised regulations that include a three-part test to assess Title IX compliance as it pertains to athletics. When it comes to litigation, though, part one is the only one that stands up in court. par. 4Part one requires that opportunities for male and female athletes be “substantially proportionate.” After the precedent-setting 1995 gender-discrimination case of Cohen v. Brown University, proportionality became the safe harbor for compliance. Proportionality essentially means that if a school is, for example, 56 percent female, then 56 percent of its athletes must be female (allowing for a 5 percent variance). par. 5Using a rigid quota system dictated by raw enrollment numbers has changed the way college athletics is run. It ignores individual athletic interests and assumes they're exactly equal between men and women everywhere—younger and older, on all campuses. Not all women want to participate in athletics, nor do all men. par. 6When schools have too few female athletes (i.e., the percentage of females enrolled exceed the percentage of athletes), they're presumed noncompliant. They're then forced to create the illusion of substantial proportionality by denying men the opportunity to participate. This means that many women's teams have not been helped, but rather, men have been hurt. Applying a rigid quota system to athletics without regard to individual student interests and abilities is illogical and discriminatory par. 1Title IX has not led to unfair treatment of men's sports. The numbers of male student athletes and teams are the highest in at least 22 years. par. 2In 2009 and 2010, males comprised about 43 percent of college enrollment but 57 percent of NCAA varsity student athletes. While women have made significant gains in athletic participation under Title IX, more athletes of both genders participate in sports than ever before. par. 3Team counts are another sign that Title IX hasn't treated men unfairly. In the last 22 years, 398 new men's teams were added to already well-developed, historically privileged and institutionally nurtured men's programs, such as football and basketball. Of course, the number of individual student athletes, not the number of teams on which those students play, is most significant when examining fair treatment. But team counts are important. par. 4Title IX turns 40 on June 23, 2012, yet blaming and partisanship persist. Neither is productive in the effort to increase opportunities for males or females. Blame-placing and partisanship are fellow travelers with administrators who manipulate team rosters to make gender-equity numbers look better or cut men's or women's “minor” sports while increasing budgets for prominent ones based on the erroneous notion that prominent teams make a profit rather than simply launder money. par. 5Profit-making is neither a realistic nor an appropriate goal for athletics programs. And cutting athletic opportunities for either males or females is a counterproductive idea. Administrators who manipulate rosters or cut lower-profile sports do so because their institutions have allowed inequity to persist or placed privilege ahead of compliance with federal law. par. 6The issue is not who deserves sports more, but what can be done, even with budgetary constraints, to provide those valuable opportunities and experiences to students fairly. _____________________________________________________________________________________ Topic: Using the above-noted articles, “Women and Sports-Has Title IX Led to Unfair Treatment of Men's Sports: Pro” and "Women and Sports-Has Title IX Led to Unfair Treatment of Men's Sports: Con,” as reference sources, write an essay in which you analyze each author’s use of one rhetorical tool or rhetorical appeal to achieve his or her specific purpose. To start, determine what you believe is each author’s specific purpose. Choose one of the following specific purposes for each author: to accuse, to calm, to condemn, to celebrate, to correct, to counter, to defend, to dismiss, to incite, to justify, to overturn, to praise, to provoke, to rally, to silence, or to solve. Then, determine which one of the following rhetorical tools or rhetorical appeals the "Pro" author relies upon most heavily in his or her article to achieve his or her specific purpose and then which one of the following rhetorical tools or rhetorical appeals the "Con" author relies upon most heavily in his or her article to achieve his or her specific purpose. You must choose both rhetorical tools and/or appeals from the following list: allusions authorities/outside sources definitions description dialogue examples facts figurative language narration personal testimony/anecdotes scenarios statistics counterarguments concessions qualifiers organization voice appeal to logic appeal to emotion appeal to character appeal to need appeal to value Organize your ideas into a four-paragraph essay that includes the following paragraphs: (paragraph 1) an introduction paragraph; (paragraphs 2 and 3) two separate, well-developed rhetorical tools and/or rhetorical appeals body paragraphs (one focused on the "Pro" author's use of your chosen rhetorical tool or appeal to achieve his/her specific purpose and the other focused on the "Con" author's use of your other chosen rhetorical tool or appeal to achieve his/her specific purpose); and (paragraph 4) a conclusion paragraph. Your essay must include a forecasting thesis statement and effective topic and concluding sentences in each body paragraph. At least four times in your essay, you also must correctly integrate quotations, paraphrases, and/or summaries from the above-noted articles; remember to include proper in-text citations.