Urgent paper
nntto7
1577056558715_week8.docxThe goal in this unit is to find useful articles on your topic in the Learning Resource Division (LRD) databases, as opposed to just finding them on Google.
What is the advantage? The LRD databases have peer-reviewed, reliable, scholarly articles on all topics. The LRD faculty are more than willing to help you find articles on your research topic, so please either go in person or communicate with them directly from the LRD website provided in the Readings folder.You will be able to find full length articles, not just abstracts, with accurately formatted citations and permalinks, links that return you directly to the article.
To check if you have a good research proposal, you should be able to find, read, and comprehend at least eight to 10 articles on the topic. If you can't find any articles, you need to broaden your topic. If you find too many, you need to narrow your topic. If you don't find any articles that interest you, you should change your topic!
Find topics that truly excite you and that motivate you to read every article you find, even if it's written in highly technical language.
I look forward to seeing what you find!
JE8
What are some of the challenges of writing a research paper?
Strengths.
As a reader, I have the capability of grasping a lot of the content of the subject easily without having to refer to previous works every time that I come across a new concept in the same subject. As a writer, I have the ability to express my ideas in paper fluently and in a way that is easy to understand.
Weaknesses.
As a reader, I often find myself missing out on particular concepts which may have been crucial to the subject’s contents as I tend to skim fast through paragraphs. I often find myself making silly grammar mistakes through improper use of articles, comas, and adjectives. Nonetheless, I am trying to minimize on these problems.
DB8: October 28 - November 3
1. Post a link to one article on your research topic that you found on the LRD Databases. The link should be active. USE the Permalink for the article found on the LRD website, and do not just copy and paste the URL from the address box. (2 points)
2. Write a short summary of what you found interesting about this article. (4 points)
3. Comment on the postings for at least two other students. (2 points each)
Please do this activity early in the week so that everyone can benefit from the feedback.
Student 1 post
Meaza Kidane
Effects of climate change on low-income communities
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https://wrlc-doc.primo.exlibrisgroup.com/permalink/01WRLC_DOC/1muif6j/elsevier_sdoi_10_1016_S2542_5196_18_30212_2
This article is interesting because it illustrates the effects of global climate change on low-income communities around the world in great detail supported by sufficient statistical data. Although climate change affects all people, its effect on people with low socioeconomic status will be more grave. The article states that it is becoming increasingly difficult for low-income communities in developing countries around the world to access basic requirements such as food, water, sanitation, and shelter because of climate change and institutional failure to adapt to it. Additionally, the article predicts that developing countries will face increasing mortality due to climate-relate heat, with other increased health risks.
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Student 2 post
Lauren Jones
DB8 Assignment
my research question
How are financially impoverished African Americans more vulnerable to climate change?
Newspaper Article
The permalink is:
The most interesting article I chose, which is actually a book, is called “Environmental health hazards and social justice geographical perspectives on race and class disparities”. The reason I chose this article is because of the correlation between the reseach and my research paper which illustrates Climate Change and the Effect on the Poor. While that is not the official title I want to explore if there is a disparity between the ripple down effects on climate change by socio-economic boundaries. Which in fact I am not sure of. Do poor people feel the effects at a different decibel and if so is there some correlation that can be made between wealth and health? Are the disadvantaged feeling the effects to a greated degree? Or the lack thereof.
The summary of this books states “This book provides geographic perspectives and approaches for use in assessing the distribution of environmental health hazards and disease outcomes among disadvantaged population groups. Estimates suggest that about 40 per cent of the global burden of disease is attributable to exposures to biological and chemical pathogens in the physical environment. And with today's rapid rate of globalization, and these hazardous health effects are likely to increase, with low income and underrepresented communities facing even greater risks. In many places around the world, marginalized communities…”
I am extremely interested in the data and statitics which I can use on either side of the argument in my research paper. And I personally feel this will support my research.
Additional Information:
Description based upon print version of record.
Publisher
London, UK ; Washington, DC : Earthscan
Creation Date
2010
Language
English
Physical Description
Book
1 online resource (305 p.)
Subjects
Environmental health -- Social aspects
Medical geography -- Social aspects
Health and race -- Environmental aspects
Poor -- Health and hygiene -- Environmental aspects
Identifier
ISBN : 1-283-58985-0
ISBN : 9786613902306
ISBN : 1-84977-562-1
ISBN : 1-136-53782-1
OCLC : (OCoLC)811504953
ISBN : 1-84407-825-6
ISBN : 1-84407-824-8
Source
Library Catalog
RP1 - Part 2
As an extension of your Research Proposal, write an essay in which you explore your research question in more detail, citing at least two articles that you find on your own on your topic. The essay should follow the below format:
Title (not "Research Paper"}
Introduction: In this paragraph, include your research question and explain why it is signficant.
Body: In three or more paragraphs, use summaries, paraphrases, direct quotes, and personal reflections to discuss the articles you have read so far on your topic.
Conclusion: In the final paragraph, discuss the implications of what you have found so far and what else you plan to do to explore the topic further.
Works Cited or References: Include a list of the sources you cite in this essay, following ACCURATE MLA or APA style.
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
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Name: TODUM Rubric
Description: This is the TODUM rubric to evaluate essays.
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Highly Proficient |
Proficient |
Needs Improvement |
Needs Much Improvement |
No evidence |
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Thesis |
Points: 4 (20.00%) The thesis is clearly stated, highly provocative, and mature, demonstrating original and critical thinking. |
Points: 3 (15.00%) The thesis is clearly stated though not as provocative, mature, or demonstrating original and critical thinking. |
Points: 2 (10.00%) The thesis is clearly stated but does not demonstrate critical thinking. |
Points: 1 (5.00%) The thesis is not clearly stated though a point may be made in the essay. |
Points: 0 (0.00%) There is no thesis, and the essay has no point. |
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Organization |
Points: 4 (20.00%) The essay follows a logical organization (chronological, emphatic, or spatial) that is consistent with the overall theme of the essay, with an effective introduction, body, and conclusion. |
Points: 3 (15.00%) The essay follows a logical organization, but the introduction, body, and conclusion may not be that effective. |
Points: 2 (10.00%) The essay does not follow a logical organization, though it has an introduction, body, and conclusion. |
Points: 1 (5.00%) The essay has a beginning, middle, and end, though it is not clearly organized. |
Points: 0 (0.00%) There is no logical organization or sense of beginning, middle, or end. |
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Development |
Points: 4 (20.00%) The essay has ample and effective support for the thesis, using outside sources or original data and convincing examples effectively, where all support is coherent and cohesive. |
Points: 3 (15.00%) The essay has ample support for the thesis, though there may be little use of outside sources, original data, or examples, and some support may not be coherent and cohesive. |
Points: 2 (10.00%) The essay has some support for the thesis, though it may not be from outside sources, original data, or convincing examples. |
Points: 1 (5.00%) The essay has little support for the thesis. |
Points: 0 (0.00%) The essay has no support for the thesis. |
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Usage |
Points: 4 (20.00%) The language of the essay follows the usage conventions of Standard Written English (SWE) and the language shows style. |
Points: 3 (15.00%) There are 1-4 errors in SWE. |
Points: 2 (10.00%) There are 5-9 errors in SWE. |
Points: 1 (5.00%) There are 10-14 errors in SWE. |
Points: 0 (0.00%) There are 15 or more errors in SWE. |
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Mechanics |
Points: 4 (20.00%) The paper follows the formatting (punctuation, spelling, citation...) conventions of SWE, including appropriate MLA or APA citation format. |
Points: 3 (15.00%) There are 1-4 errors in formatting conventions. |
Points: 2 (10.00%) There are 5-9 errors in formatting conventions. |
Points: 1 (5.00%) There are 10-14 errors in formatting conventions. |
Points: 0 (0.00%) There are 15 or more errors in formatting conventions. |
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Readings
UDC Learning Resources Division (LRD) Orientation
https://udc.libguides.com/libraryorientation
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