due ASAP within 20 hrs
critul
hmwk_mark_2nd.docxU3A6A2 ASSIGNMENT - DUE JULY 14TH AT 5PM – FAMILY PAPER
brainstorm a list of topics and issues related to family development, the factors influencing decisions and behaviours of family members, and role expectations within families with your classmates. Include topics such as the effect of divorce, poverty, or illness on families. Be creative, and don’t rule out any ideas: the objective is to create a pool of potential topics that each student can select from. Use your notes and assignments from this unit, plus your own interests to help you generate ideas. Each student should aim to contribute at least five possible topics. Post all ideas in the chat
Social Science Reaction Paper Topic Selection: To choose a topic, select one that is interesting to you. Reaction papers are an opportunity for you to develop an educated opinion on a topic, and present your response to another person’s argument. You may agree or disagree with the argument, depending on your own informed opinion. Record your topic in your journal
Next, access one social science article that presents a viewpoint or perspective on your topic. You will address this perspective in your reaction paper. Review what you have learned about critically evaluating secondary resources. Your resource may present a perspective that you agree with, or one that you reject. Avoid emotional knee-jerk reactions; rather than responding from only personal experience, which is limited, expand yourevidence and formulate informed opinions based on further reading, research, and evidence. To select and access a social science article and related research material, consult the resources below or other sources that you may be familiar with.
s you evaluate the original material, use this Webbing Ideas template to help you organize the content. Put the topic and the author’s viewpoint in the middle. In each of the four rectangles, identify one of the author’s arguments. In each of the ovals, respond to the arguments with your own opinions, evidence, and arguments. Add more graphics to the template if needed.
To formulate a reaction to another person’s argument, ask yourself the following questions:
1. Do I agree/disagree with the author’s perspective? Why or why not?
2. What bias is evident? What assumptions does the author make?
3. What new knowledge have I learned? Have my previous opinions on this topic been changed in any way?
4. What is the purpose of this material? Does it accomplish its goal?
5. Is the information in this material useful? Accurate? Thorough? Credible? What evidence does the author present to support this perspective?
6. What questions do I still have? Has the author omitted information or failed to address something important?
7. What are the opposing arguments to this position? Can this perspective refute them?
Format
Introduction: Identify the original material by providing the title, author, and source. Clearly state the topic or issue in the original material, and your position on it. This is your value statement. Your audience should be clear about what the topic is, and about what your perspective on the topic is.
Body: Address the major arguments of the original material, and state your reaction to them. Provide your reasons for your opinion. Substantiate each of your reasons with evidence from your research, such as arguments, examples, and statistics that support your position.
The body of your reaction paper will be more than one paragraph long. Write a separate paragraph for each reason and its supporting evidence. Organize the body of your reaction paper into a logical sequence. The order of your paragraphs will depend on your topic. Consider organizing yourarguments according to chronological order, or from the least to the most important reasons. Use transition or signal words to indicate your sequence, like “first”, “next”, and “most importantly”.
Conclusion: Summarize your position on the topic, and your major reasons for your arguments.
Rubric
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Reaction Paper Rubric |
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Categories |
Level 1 (50 - 59%) |
Level 2 (60 - 69%) |
Level 3 (70 - 79%) |
Level 4 (80 - 100%) |
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Knowledge and Understanding -reaction paper describes and identifies a viewpoint on a parent-child relationship or family issue SO3.01, SO3.02, PR3.03 |
-reaction paper describes and identifies a viewpoint on a parent-child relationship or family issue with limited effectiveness |
-reaction paper describes and identifies a viewpoint on a parent-child relationship or family issue with some effectiveness |
-reaction paper describes and identifies a viewpoint on a parent-child relationship or family issue with considerable effectiveness |
-reaction paper describes and identifies a viewpoint on a parent-child relationship or family issue with a high degree of effectiveness |
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Thinking -reaction paper explains and responds to critically-evaluated supporting research IS1.02, IS2.01 |
-reaction paper demonstrates limited ability to explain and respond to critically evaluated supporting research |
-reaction paper demonstrates some ability to explain and respond to critically evaluated supporting research |
-reaction paper demonstrates adequate ability to explain and respond to critically evaluated supporting research |
-reaction paper demonstrates extensive ability to explain and respond to critically evaluated supporting research |
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Communication -reaction paper explains and evaluates parenting decisions and style PR3.01, PR3.02 |
-reaction paper explains and evaluates parenting decisions and style with limited clarity |
-reaction paper explains and evaluates parenting decisions and style with some clarity |
-reaction paper explains and evaluates parenting decisions and style with considerable clarity |
-reaction paper explains and evaluates parenting decisions and style with a high degree of clarity |
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Application -uses current technology to produce a reaction paper responding to an argument IS3.01 IS3.03 |
-uses current technology to produce a reaction paper responding to an argument with limited effectiveness |
-uses current technology to produce a reaction paper responding to an argument with some effectiveness |
-uses current technology to produce a reaction paper responding to an argument with considerable effectiveness |
-uses current technology to produce a reaction paper responding to an argument with a high degree of effectiveness |
U4A3A3 ASSIGNMENT – JULY 16TH – JOBS
Demonstrate your understanding of the historical and ethnocultural diversity of male and female roles, including labour force participation, in a discussion with your teacher and peers.
In the threaded discussion, explain the job description of the employment you selected, according to the historical and cultural context. Explain how the job has changed over time, and what part(s) of the job remain the same. Identify the attributes of the ideal employee, and how the significance of gender roles to the job.
To prepare for the discussion, review your research and responses. Attach your job description and gender role analysis to your discussion posting for your teacher and peers to review. Aim to include the technical terminology you have learned. Read all posts, respond to your classmates and teacher, and answer their questions when you can. Remember, everything that you post in the discussion area will remain there, allowing your classmates and your teacher to read your ideas and to add to the discussion. The Discussion Tool has forums and topics. The forum is used to gather all of the discussions on related topics, but you can only post your comments within a topic area. You are required to participate in all discussions. Be sure that when you are participating you are being respectful and courteous to your fellow classmates.
When you are ready, enter the Jobs Then and Now Discussion . To prepare for the discussion, attach your job description and gender role analysis to your discussion posting for your teacher and peers to review.
Rubric
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Jobs Then and Now Discussion |
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Categories |
Level 1 (50 - 59%) |
Level 2 (60 - 69%) |
Level 3 (70 - 79%) |
Level 4 (80 - 100%) |
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Knowledge and Understanding -selects and accesses a variety of resources describing gender roles and employment IS1.02 |
-demonstrates limited ability to select and access a variety of resources describing gender roles and employment |
-demonstrates some ability to select and access a variety of resources describing gender roles and employment |
-demonstrates considerable ability to select and access a variety of resources describing gender roles and employment |
-demonstrates proficient ability to select and access a variety of resources describing gender roles and employment |
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Thinking -identifies and responds to perspectives on effect of gender roles on employment IS2.02 |
-identifies and responds to perspectives on effect of gender roles on employment with limited effectiveness |
-identifies and responds to perspectives on effect of gender roles on employment with some effectiveness |
-identifies and responds to perspectives on effect of gender roles on employment with considerable effectiveness |
-identifies and responds to perspectives on effect of gender roles on employment with thorough effectiveness |
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Communication -describes historical and cultural context for gender roles and workplace diversity GC1.01 |
-describes historical and cultural context for gender roles and workplace diversity with limited effectiveness |
-describes historical and cultural context for gender roles and workplace diversity with some effectiveness |
-describes historical and cultural context for gender roles and workplace diversity with considerable effectiveness |
-describes historical and cultural context for gender roles and workplace diversity with insightful effectiveness |
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Application -aAnalyses gender roles and workforce changes according to various historical and cultural contexts GC1.02, GC1.03 |
-shows limited ability to analyse gender roles and workforce changes according to various historical and cultural contexts |
-shows some ability to analyse gender roles and workforce changes according to various historical and cultural contexts |
-shows considerable ability to analyse gender roles and workforce changes according to various historical and cultural contexts |
-shows extensive ability to analyse gender roles and workforce changes according to various historical and cultural contexts |
U4A7A2 ASSIGNMENT – DUE JULY 18TH BROCHURE
Complete the following assignment and submit your brochure to the dropbox.
Before you upload your file, ensure your name appears on the top of every page of your document. Keep a copy of your work on your hard drive.
Show what you know about historical and ethnocultural childrearing practices!
As a social scientist, your job is to select the Top 10 cultural and historical influences and features of ethnocultural childrearing models, and create a brochure for new parents who are interested in raising culturally aware children.
Use your Most/Least Important Ideas and Information template responses for the text of your brochure. Do some independent research on the Internet and check out the resources below. Choose at least three (3) different, credible resources for more information. Keep track of your resources with APA citations. Add your research notes to your template.
Use your Visualization journal response for an image of a family tradition in your brochure.
Your brochure should:
· contain concise, important information;
· be visually appealing;
· contain both texts and graphics;
· be logically arranged;
· contain APA citations of your resources for contact information.
Rubric
