Category: Essays

Instructions

Health Promotion Paper

Follow these instructions for completing the Health Promotion Paper. This assignment accounts for 30% of your course grade. Use the Health Promotion Paper Scoring Rubric for this assignment as a guide for writing your paper.

For this assignment:

1) Identify the health promotion and disease prevention issues related to the client’s real or perceived health problem or family risk factor based on the health assessment data collected for the Health History and Genogram (Assignment 1).
2) Develop a comprehensive plan of care reflecting appropriate wellness nursing diagnoses and the inclusion of Nursing Interventions Classification (NIC) and Nursing Outcomes Classification (NOC).
3) Select at least two current journal articles within the past 3 years that support the selected health problem or risk; one article must be from nursing.
a) Compare and contrast the findings presented in each article as it relates to your client.
4) Utilizes the journal articles chosen to discuss:
a) the presence or absence of new information using the required texts as points of reference.
b) how the information contributes to nursing knowledge in the areas of health promotion and disease prevention.
This assignment is limited to 6-8 pages (excluding the title page, abstract and references), must be in the form of a scholarly paper, and reflects APA format.

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Chapter 2: Genetics, Conception, and Birth

Writer watch these Videos to complete discussions also

1. Prior to completing this discussion, please read the required chapter in the textbook, view the Prenatal Genetic Counseling video, and review any relevant Instructor Guidance.

Our advances in genetics have opened the door to improvements in the quality of life for many children, and have also initiated many debates on the ethical and moral considerations of genetic testing and intervention. In this discussion, you will demonstrate a foundational knowledge of a child’s developmental continuum from conception by addressing one of these debates for your original post.

From the required resources consulted, identify two genetic tests routinely offered to women during their pregnancy. Citing at least one of these, or choosing at least one other scholarly resource, describe at least two benefits and two risks of each procedure. In your opinion, do the benefits of these procedures outweigh the risks posed to either the mother or fetus? Why or why not? Apply this information by choosing one of the scenarios below and address the specific issues presented supporting your conclusions with references from your sources:

Choice A: Sarah and Tony are expecting their first child. When the doctor asks the couple if they are interested in having an invasive genetic test done, Sarah says, �yes�, but Tony is more hesitant and would prefer not to take the risk. What is the father�s role in this decision considering the historical and contextual role of fathers in making decisions regarding pregnancy? What other issues, including family history, financial constraints, or ethics/morals, play in the decision of whether or not these parents should move forward with genetic testing? Be sure to support your conclusions with references from your sources.
-OR-
Choice B: Kerry and Greg just found out that they are expecting a baby. Greg knows that there is a family history of sickle cell mutation, and is worried. When their doctor announces a brand new experimental procedure to intervene while the fetus is in utero and correct the mutation, Greg is very excited. Kerry, however, is concerned about the risks and what it would mean to alter the genetics of their unborn child. Provide an argument either for or against intervening with genetic development prior to birth in order to prevent developmental, learning/cognitive, or physical disabilities. What about altering things like hair or eye color, sex, or cosmetic issues (like missing or deformed limbs)? At what point should we draw the line between improving the quality of life and incorporating unnecessary risk in the quest for perfection? Be sure to support your conclusions with references from your sources.

2. Prior to completing this discussion, please read Chapter 2 in the textbook and familiarize yourself with each of the following guides: Thinglink Quick-Start Guide, Glogster Quick-Start Guide, Prezi Quick-Start Guide, Screencast-O-Matic Quick-Start Guide and Screenr Quick-Start Guide. Review any relevant Instructor Guidance.

For this discussion, you will write a script, search for photos and/or videos or other eye-catching visuals, and create a screencast that you feel captures the essence of Postpartum Depression and the effects on mother, father, as well as the developmental effects on the infant in order to create a Public Service Announcement (PSA) on Postpartum Depression:
To begin, create a script for your visual presentation. It must address each of the following points:

� What is Postpartum Depression?
� Analyze and comment on at least one of the following interactions of the major themes as factors influencing the developmental physical, cognitive and psychosocial outcomes for the mother, father/partner, and infant:
� Health and Well-Being
� Family and Parenting
� Education
� Culture and Gender
� How can Postpartum Depression influence the short- and long-term development of the infant?
� Address the physical, cognitive, and psychosocial domains of development?
� Provide at least one local and one wide-ranging (i.e. internet or phone) resource that someone with Postpartum Depression, or someone with a loved one suffering from Postpartum Depression, can access to find more information and/or get help.
� Include all relevant information on how to contact each resource.

Next, create a visual presentation which aligns with your script for a 60-second Public Service Announcement (PSA) on Postpartum Depression. To create this visual presentation, read the Quick Start Guides for Prezi, Glogster, and/or Thinglink, or use a more familiar tool like PowerPoint, to compile and organize your visual imagery. Remember, regardless of the mode in which you create your presentation of materials, visuals are important and can be very powerful, so use them wisely! For examples, think about some popular Public Service Announcements that you may have seen on TV recently, such as those for starving children or mistreated animals.

Finally, you will utilize a screencast tool such as Screencast-O-Matic or YouTube (or another recording tool of your choice) to record your interactive presentation with your own voiceover as a PSA. Keep in mind – 60 seconds goes very quickly. You will need to be sure to incorporate all of the information in a succinct and straightforward manner while remaining encouraging and positive as you share your learning with others (it is a PSA, after all!). It is highly recommended that you practice reading through your script while clicking through your visual presentation several times before recording to get your PSA narrowed down to the 60 second limit.
After completing your screencast for your 60-second PSA, submit your initial post with a link to your screenr.com presentation.

After completing your 60-second PSA screencast, submit your initial post in the following format:

Attach your script document using the add/remove link within the discussion post. Your script document must contain:
� Your name
� The title of your PSA
� The course number and title
� Your instructor�s name
� The URL to your visual presentation
� The screencast URL (if this was created outside of the visual presentation).
� The written script with references in APA style.

Please see the Thinglink, Glogster, and Prezi samples, as well as these Screenr screencasts for Thinglink, Glogster, and Prezi for a sample PSA on general health.

Chapter 3 Physical Development

3. For this post, you will first analyze interaction of the major themes as factors influencing the domain of physical development, specifically safety:

Health and Well-Being

Family and Parenting

Education

Culture and Gender

� Comment on how child and adolescent safety regulations have changed over the past few decades.

� Provide examples of new safety guidelines that did not exist either when you were growing up, or when your parents were growing up.

� Then, look through the recommended resources for Week Three and/or other scholarly articles from the Ashford University Library website and find and report on three statistics specifically related to child and adolescent safety from this current decade (2010-2013) within each of the three stages of infancy/toddlerhood, childhood, and adolescence. In other words, you will have one unique statistic for each of the three stages.

� Throughout your post, demonstrate a foundational knowledge of the children’s developmental continuum, from conception, by addressing unique safety standards. See the example below:

Example:?One statistic found on the Centers for Disease Control and Prevention Website states that, �Child safety seats reduce the risk of death in passenger cars by 71% for infants, and by 54% for toddlers ages one to four years.� (Centers for Disease Control and Prevention, 2013).
Reference:?Centers for Disease Control and Prevention. (2013). Injury prevention and control: Motor vehicle safety. Retrieved from: https://www.cdc.gov/MotorVehicleSafety/Child_Passenger_Safety/CPS-Factsheet.html.

4. Prior to completing this discussion, please read Chapter 3 in the textbook and familiarize yourself with each of the following guides: Thinglink Quick-Start Guide, Glogster Quick-Start Guide, Prezi Quick-Start Guide, Screencast-O-Matic Quick-Start Guide and Screenr Quick-Start Guide. Review any relevant Instructor Guidance.

For this discussion, you will write a script, search for photos and/or videos or other eye-catching visuals, and create a screencast which addresses the issue of childhood obesity in order to create a Public Service Announcement (PSA) in order to share your continued learning acquisition in child development with others.
To begin, create a script for your visual presentation. It must address each of the following points:

� Analyze how at least one of the major themes of Health and Well-Being, Family and Parenting, Education, Culture and Gender, influences the developmental physical, cognitive and psychosocial outcomes related to childhood obesity.
� Describe the role of parents and schools in creating this problem. Also, include any other people/entities whom you feel deserve a portion of the blame and why.
� Utilize problem-solving techniques in exploring developmental issues, grounded in child development, in order to address two practical ways in which we can incorporate change to improve the health of children and families. It is important to be able to explain the role of society and community agencies in assisting families in developing the optimum learning and pro-social behavior of children. Be cognizant of the issues faced by single-parents, working parents, parents who are overweight/obese themselves, and those with other physical restrictions.

Next, create a visual presentation which aligns with your script for a 60-second Public Service Announcement (PSA) on childhood obesity. To create this visual presentation, read the Quick Start Guides for Prezi, Glogster, and/or Thinglink, or use a more familiar tool like PowerPoint, to compile and organize your visual imagery. Remember, regardless of the mode in which you create your presentation of materials, visuals are important and can be very powerful, so use them wisely! For examples, think about some popular Public Service Announcements that you may have seen on TV recently, such as those for starving children or mistreated animals.

Finally, you will utilize a screencast tool such as Screencast-O-Matic or YouTube (or another recording tool of your choice) to record your interactive presentation with your own voiceover as a PSA. Keep in mind – 60 seconds goes very quickly. You will need to be sure to incorporate all of the information in a succinct and straightforward manner while remaining encouraging and positive as you share your learning with others (it is a PSA, after all!). It is highly recommended that you practice reading through your script while clicking through your visual presentation several times before recording to get your PSA narrowed down to the 60 second limit.
After completing your screencast for your 60-second PSA, submit your initial post with a link to your screenr.com presentation.

After completing your 60-second PSA screencast, submit your initial post in the following format:

Attach your script document using the add/remove link within the discussion post. Your script document must contain:

� Your name
� The title of your PSA
� The course number and title
� Your instructor�s name
� The URL to your visual presentation
� The screencast URL (if this was created outside of the visual presentation).
� The written script with references in APA style.

Please see the Thinglink, Glogster, and Prezi samples, as well as these Screenr screencasts for Thinglink, Glogster, and Prezi for a sample PSA on general health.

Chapter 4: Cognitive Development
Chapter 5.9: Romantic relationships and Sex

5. In this discussion, you will explore the role of society and community agencies (more specifically, schools) in developing the optimum learning and pro-social behavior of children. In your initial post:

� Explain the major themes of Montessori-style education and typical education formats for children.

� Analyze child development research and theory by creating a bulleted list or table describing three benefits and three drawbacks of each style.
�
Within your lists, consider and comment upon the developmental domains: physical, cognitive, and psychosocial.

In what ways does each style of education benefit or ignore each domain?

Explain the role of these in the development of optimum learning and pro-social behavior in children.

Consider the stages of development from toddlerhood through adolescence. In what ways are the educational needs of children and adolescents similar, and how do they differ?

6. Prior to completing this discussion, please read Chapter 4 in the textbook and familiarize yourself with each of the following guides: Thinglink Quick-Start Guide, Glogster Quick-Start Guide, Prezi Quick-Start Guide, Screencast-O-Matic Quick-Start Guide and Screenr Quick-Start Guide. Review any relevant Instructor Guidance.

First, create a script for your visual presentation. It must address each of the following points:

� At least one current statistic on teen pregnancy (since 2012).
� Analyze how at least one of the major themes of Health and Well-Being, Family and Parenting, Education, Culture and Gender positively and negatively influence the developmental physical, cognitive and psychosocial outcomes of teen pregnancy.
� Identify at least one local and one wide-ranging (i.e. internet or phone) resource from which teens, their friends, or their parents can get more information or assistance regarding teen pregnancy.

Next, create a visual presentation which aligns with your script for a 60-second Public Service Announcement (PSA) on teen pregnancy. To create this visual presentation, read the Quick Start Guides for Prezi, Glogster, and/or Thinglink, or use a more familiar tool like PowerPoint, to compile and organize your visual imagery. Remember, regardless of the mode in which you create your presentation of materials, visuals are important and can be very powerful, so use them wisely! For examples, think about some popular Public Service Announcements that you may have seen on TV recently, such as those for starving children or mistreated animals.

Finally, you will utilize a screencast tool such as Screencast-O-Matic or YouTube (or another recording tool of your choice) to record your interactive presentation with your own voiceover as a PSA. Keep in mind – 60 seconds goes very quickly. You will need to be sure to incorporate all of the information in a succinct and straightforward manner while remaining encouraging and positive as you share your learning with others (it is a PSA, after all!). It is highly recommended that you practice reading through your script while clicking through your visual presentation several times before recording to get your PSA narrowed down to the 60 second limit.
After completing your screencast for your 60-second PSA, submit your initial post with a link to your screenr.com presentation.

After completing your 60-second PSA screencast, submit your initial post in the following format:

Attach your script document using the add/remove link within the discussion post. Your script document must contain:
� Your name
� The title of your PSA
� The course number and title
� Your instructor�s name
� The URL to your visual presentation
� The screencast URL (if this was created outside of the visual presentation).
� The written script with references in APA style.

Please see the Thinglink, Glogster, and Prezi samples, as well as these Screenr screencasts for Thinglink, Glogster, and Prezi for a sample PSA on general health.

Child and adolescent development:
Chapter 5: Psychosocial Development

7. Describe your own attachment to your primary caregiver when you were a child as it relates to Bowlby�s theory of attachment. Then, take this online assessment on adult attachment styles. Include the following in your initial post:

� Reflect and comment on why you think you developed this attachment style as an adult, whether or not you agree, and how it is helpful to be aware of your attachment style as it relates to the value of continued learning.
� Demonstrate your knowledge of children’s developmental continuum by thinking about and commenting on how your attachment style has developed over your own lifetime.
� Does your current adult attachment style seem to fit with what you felt was your childhood attachment style? If not, why do you think that is?

8. Prior to completing this discussion, please read Chapter 5 in the textbook, review the information from Chapter One about Bronfenbrenner�s Ecological theory, read the Shetgiri et.al (2012) article, and review any relevant Instructor Guidance.
Utilize Bronfenbrenner�s ecological theory to address the topic of motivations for and influences on bullying.

� Identify and describe how a child�s environment might pre-dispose him or her to bully others. Use each of the five systems in Bronfenbrenner�s theory.
� How might parents be an influencing factor on whether or not a child is prone to bullying?
� Find and report (with proper citation) one current statistic on the factors influencing school bullying behaviors.
� Does this statistic seem to follow the same trend supported by Bronfenbrenner�s theory? If not, explain how it challenges the theory.
� Reflect on friendships in childhood and adolescence and address the positive and negative influences they can have on bullying behaviors.
Utilize problem-solving techniques in exploring developmental issues, grounded in child development, in order to provide one unique solution to reduce or stop bullying.

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Below are five questions related to network management. Require all questions and sub-portions answered to the full extent of the question.

For questions 1, 2, and 4; all calculations must be shown.

For questions 3, it should be a detailed procedure for administrators to follow to track remote workstations running in a VM. A network management application should be used to accomplish this.

For question 5, this is in reference to the SNMP protocol and should be detailed to describe the managed objects.

APA format, 11-point TNR, single-spaced

Reference textbook ISBN 978-81-317-3404-9

Please contact me if you have any questions.

Questions:

Question 1

1. Calculate the efficiency of transmission to transmit:

a. An Ethernet packet of 1,500 bytes (including the overhead with 6-byte addresses)

b. An equivalent data using ATM cells

Answer:

Question 2

2. Shannon’s channel capacity theorem provides the following relationship for maximum channel capacity (bits per second) in terms of bandwidth B and signal-to-noise ratio S/N.

C = B log2 (1+S/N)

The S/N in decibels (dB) is related to S/N in power ratio by

S/N in dB = 10(log10S/N)

The transmission operations system monitors S/N of a telephone channel with a 3-kHz bandwidth and a channel capacity of 30 kbps. When S/N decreases by 3 dB, the operations system issues a warning alarm and the telephone trunk facility is taken out of service if S/N goes down by 6 dB. Calculate the channel capacity in bps at (a) warning threshold and (b) out-of-service limit keeping the same 3-kHz bandwidth for the telephone channel.

Answer:

Question 3

3. You are the manager of a NOC. Set up a procedure that would help your operators track the failure of a workstation that is on a virtual LAN.

Answer:

Question 4

4. Telephone service providers are now offering ADSL service to home using the existing twisted-pair telephone wires. The signal can be carried up to a maximum of 1-MHz baseband with an S/N (signal power/noise power in ratio) of 30 dB. S/N in decibels (dB) is defined as 10 log10(signal power/noise power). Using MPEG-2 compression techniques, (a) a non-sports video channel can be broadcast at 3-Mbps data rate and (b) a sports video channel at 6 Mbps. Shannon’s limitation for information capacity for a channel is given by

Maximum bit rate (bits/sec) = B log2(1+S/N),

where S/N is in ratio (and not in dB) and B is the bandwidth. How many video channels can simultaneously be transmitted over the line for the two cases?

Answer:

Question 5

5.
a. What MIB table would you use to measure the QoS of service flow in a fixed wireless system between the base station and the subscriber station?

b. Define latency and jitter for service flow in a fixed wireless system.

c. Write the specific managed objects associated with latency and jitter.

Answer:

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• Linking with Building Blocks
Resources
• Attributes and Evaluation of Discussion Contributions.
• Professional Communications and Writing Guide.
Referencing the Interpersonal Neurobiology (IPNB) principles of the building blocks of a healthy brain, analyze how the non-directive and experiential approaches to play therapy are consistent with the building blocks of a healthy brain and mind. Address each building block and specific interventions.
• Use your texts to complete the following:
• In Being a Brain-wise Therapist: A Practical Guide to Interpersonal Neurobiology, review:
o Chapter 1, “Preliminary Thoughts,” pages 3–6.
o Chapter 2, ” The Brain’s Building Blocks,” pages 7–22.
o Chapter 3, ” The Brain’s Flow,” pages 23–41.
o Chapter 4, “The Relationship between Brain and Mind,” pages 42–51.
o Chapter 5, “Attaching,” pages 52–75.
o Chapter 6, “Picturing the Inner Community,” pages 76–89.
o Chapter 7, “The Mutuality of the Therapeutic Relationship,” pages 90–104.
o Chapter 8, “An Application: Embracing Shame,” pages 105–112.
• In Introduction to Play Therapy:
o Review Chapter 3, “Models of Play Therapy,” pages 48–68.
o Read Chapter 7, “Play Therapy and Therapeutic Play,” pages 135–161.
• Books
Axline, V. M. (1964). Dibs in search of self. New York, NY: Ballantine. ISBN: 9780345339256.
Axline, V. M. (2002). Play therapy. Edinburgh: Churchill Livingstone. ISBN: 9780443040610.
Badenoch, B. (2008). Being a brain-wise therapist: A practical guide to interpersonal neurobiology. New York, NY: W. W. Norton & Company. ISBN: 9780393705546.
Cattanach, A. (2003). Introduction to play therapy. New York, NY: Routledge. ISBN: 9781583912485.
Elkind, D. (2007). The power of play: Learning what comes naturally. Philadelphia, PA: Da Capo Books. ISBN: 9780738211107.
e-Books
The following required readings are linked to electronic books in the Capella University Library. If you need assistance, please ask a Librarian.
Midgley, N. & Target, M. (2006). Recollections of being in child psychoanalysis: A qualitative study of a long-term follow-up project [Ebrary version]. In R. A. King, P. B. Neubauer, S. Abrams, & A. S. Dowling (Eds.), The Psychoanalytic Study of the Child: Vol. 60 (pp. 157–177). New Haven, CT: Yale University Press.

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-Do not write Literature Review chapter.
I already wrote Literature Review chapter and will upload that file in my account, so please write other chapters.
The fixed of that chapter with the feedback from my supervisor will be collected next week. I will send it to you as soon as possible, please link them together.
-If you can, please send me the writing (maybe ideas,outline, draft, guide, empirical data (eg questionnaires or arranging interviews).) so I can discuss with supervisor, get comments and send its to you. in cases we need to change something.

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General Parameters

The purpose of the paper is to apply an element (or elements) of the comparative model studied in the first half of the course to a particular nation and/or to examine that nation’s potential for democratic and economic development. Students, then, should demonstrate an understanding of their selected country’s political system and its functions. Additionally, students should consider the bulleted items below in their analysis of the selected country. These are only suggestions and other issues of your country can be explored if they pertain to topics we have covered in class or are related to elements in our comparative model. Papers should be well-organized with a clear thesis in the introduction, demonstrate a good understanding of comparative politics concepts, and include a thoughtful and creative analysis of some aspect of the selected country’s government and/or political culture. Following are some suggestions to include in your report:

Give a brief political history of your chosen country since the mid-twentieth century. What was the colonial period like and what are the affects of this at present? (if applicable.)
What are the major political institutions in your country? Is there a separation of powers and do they have an independent judiciary?
How “democratic” is your country? Do they have “free and fair” elections? How would classify your country? What is the role of the state in the economy? Is it an authoritarian regime? Is it a “failed state”? If your country is not democratic, what are the prospects for it becoming democratic?
What is the media like in your country? Do they have freedom of the press or is the media state-run? Do citizens have civil rights and civil liberties? Is there corruption and are there human rights abuses? What is the ethnic and religious composition of the country and how does this affect governing? Is there ethnic conflict?
Describe the major economic sectors of your country. What are the major economic opportunities and problems facing your country?
If possible, describe and analyze the political culture of your country and try to relay some important public opinion data. Relate this to the fourth bullet point above.

Technical Requirements

The paper must have a title page and should be no less than four pages long and no more than eight pages typed with 1“ margins. Font size should be either 11 or 12 point. The final product is to be double-spaced.
Students must use a minimum of five good, academic sources, and must provide a proper bibliography. Students may not use Wikipedia or encyclopedia entries of any kind, whether print or online, as sources. All sources must be referenced properly using the APA format. The following website can be used as an APA style guide for referencing: https://www.apastyle.org/
Students will upload and submit their final paper via the “country project” drop box on our Angel site by August 7th.
ilable Orders Active Orders Inbox News Closed Orders My Earnings My Profile Help

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Case Study 2, Transferring Innovation Across National Boundaries p. 96- 97.
You will read the assigned case discussion at the end of the chapter and use the questions as a guideline for each submission. All case studies should include an introductory and concluding paragraph, as well as headings. Case Studies 2 will be in current APA format. Must contain cover, abstract, integrated biblical concept and reference pages.
Read the case discussion in Spector: ch. 4, pages 96 and 97 found at the end of the chapter, and use the questions as a guideline for your submission.

REQUIRED RESOURCE
Spector, B. (2013). Implementing organizational change: Theory into practice. (3rd ed.). Upper Saddle River, NJ: Prentice Hall. ISBN: 9780132729840.

Criteria
Superior paper will include all areas – Student consistently exceeds minimal expectations in all areas regarding content, analysis, synthesis, and evaluation of topics, participation, timeliness, and writing style.

Specifically:
Each step is completed with clear, distinct sections (with separate headings for each section). The student does an excellent job of addressing each question with academic research to support the responses.
Each required source is cited numerous times throughout each section of the paper. Scholarly sources (from peer-reviewed journals) are used when required.
Minimal to non-existent grammatical and APA errors

Includes cover, abstract, integrated biblical concept and reference pages.

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The Teaching Document intends to provide the Instructor with a thorough understanding of a process, its logic, and its significance. (Please take note: Your intention is not to teach the Instructor to complete that process). This document should include between 500 and 750 words. The Teaching Document must include at least one visual aid and effective caption. To earn full credit, the Teaching Document should compel the audience, refrain from confusing the audience, adhere to the Guidelines of Professional Writing, utilize the principles of tight and bright language, and show definitive evidence of a thorough writing process. Your grade will be lowered one mark (from an A to an A-, for instance) for every two punctuation or grammar errors. Your grade will be lowered one mark for each faulty paragraph, disruption to the stream of curiosity, and instance of reader confusion.

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You are required to write a research paper eight pages in length, or approximately 1800 words. All papers must be typed and must adopt the format outlined below. Points will be deducted for papers that do not meet either the page length or fail to follow the guidelines. Grading will be based on such criteria as appropriateness, ambitiousness, originality, clarity, organization, and format. I have put several papers from past classes on the course reserve as models of what I expect from your paper.

1. Paper Proposal ——– (DO NOT NEED!!!)
You are required to submit a two-page paper proposal of your topic. Once you’ve chosen a subject (see below) for your paper, you will submit a paper proposal describing as fully as possible its content and thesis (see below), generally a short paragraph of a few sentences; an outline of how you’re going to develop and layout your subject; and relevant bibliography of at least three published sources (not internet sources). Do not include the course text as a bibliographic source. The types and availability of resources, of course, will vary with each topic. Therefore, find a subject that is relatively well covered in published materials (e.g., books, articles, etc.).

2. Choose a subject and do some reading and research
Select a single building that is representative of a particular period, style, interior, or designer’s work that interests you (e.g., Prairie School style, the Bauhaus, Mies van der Rohe, Green design, etc.). If you have difficulty, try flipping through the course textbook (Pile), or a general history of modern architecture (e.g., William Curtis, Modern Architecture Since 1900, on the course reserve), and choose a work that catches your fancy. This work will give you the opportunity to study in greater depth the social, political, cultural, and aesthetic issues that surround design. (You’ll have to decide what your focus or perspective will be.) Once you find your subject, try to narrow its focus by doing some basic research. (Check the bibliography in the back of Pile, for example.) Identify the common facts about the work by comparing what several authors have to say about it. Do they agree on some significant fact about the design? That may be the starting point for your thesis.

3. Decide on a point of view (i.e., thesis or argument)
You need to be concise and orderly in your analysis. Work with a thesis–some point of view or argument–that permits you to examine the building from a particular perspective (e.g., “Mies’ Seagram building became the ubiquitous post-war emblem of corporate power;” “Green design has generated a radical reconfiguration of traditional building types.” etc.). The thesis, which does not have to be original in this case, should be stated at the outset of your paper in a relatively short paragraph (normally not more than eight to ten terse sentences). It should essentially tell your reader what the paper is about, what you want to say about the subject you’ve chosen, and something of the paper’s content.

Think of the thesis as a road map for your reader to follow. It removes your discussion from the realm of pure description or historical narration; it gives direction and meaning to your analysis. Try to be as specific as possible in your statement. The bulk of your paper would then develop the details summarized in your thesis, each paragraph reinforcing and building on the last.

4. Organize your paper by devising an outline
Once you’ve decided on a thesis, organize your paper so that the subsequent paragraphs (your thesis is your first paragraph) clearly develop your argument in a logical manner, generally moving your discussion from general considerations (e.g., history of the commission, plan of the building, etc.) to particular details (e.g., interior furnishings, materials, etc.). This is best accomplished by creating an outline of your paper. Begin by simply listing the general areas of your discussion (e.g., relevant background history, style, plan and composition, interiors, etc.), then go back and fill in the pertinent details of each section. For example, after your thesis statement your reader will want to know some general information about the main subject itself (e.g., the building or the interior you are discussing). Don’t forget, your reader is not as familiar with the subject as you are; but don’t bore your reader either by giving a two page history. Set the stage for your discussion (i.e., tie it into your thesis and show how it is relevant to the points you want to make).

Then you can turn to more definite design features, always moving from the general to the particular, from the broad ranging to the more narrowly focused aspects of the building’s design. Here’s where you start to delve into the details of the interiors, their furnishings and decoration, etc. For example, if you’re discussing Mies’ Crown Hall as a representative example of his concept of an “architecture of almost nothing,” once you’ve explained this idea, you then analyze its application in both the exterior and interior of the building. Then, lastly, you might conclude by either summing up your discussion or taking it a step further by showing the significance of the overall design in some way you hadn’t considered previously.

Keep the outline and your thesis flexible as your ideas develop and your research progresses. You’ll find that as the paper grows, ideas that you initially thought were important are no longer necessary, while others may have become more central and still others may need further research.

5. Make the title of your paper reflective of its contents.
Once you’ve finalized your thesis, don’t forget to reassess your title. (For example, from “The Bauhaus” to “The Bauhaus: A Paradigm of Early Modern Architecture;”or from “Mies’ Seagram Building” to “An Emblem of Corporate Power: Mies’ Seagram Building.”) The title should clearly reflect the focus of your discussion.

6. Some fundamentals
a. Symptoms of a weak or missing argument: an insatiable desire to talk about everything at once in no explicable order and without sentence breaks; a paper that is two pages rather than six; copying whole passages from other authors word for word without critical paraphrasing, so that the paper reads like one long quotation.

b. Keep your sentences short and concise. Ask yourself if it clearly and accurately states your intent or can it actually mean something you didn’t intend. If in doubt, recast the sentence.

c. Begin your paragraphs with a guiding thought. Each paragraph should develop a single idea that is the logical outcome of what came previously and what comes next. If your narrative seems disjointed and abrupt, then return to your outline to figure out the problem.

d. Avoid using resources to quote basic factual or descriptive material. That’s sheer laziness. Put such information in your own words. If you feel it is necessary to quote an author, don’t take it for granted that your reader understands the point you want to make with the quote. Immediately after the quote, state the relevance of the idea presented in the paragraph to your thesis. And don’t forget to note the source of the information in a footnote. Papers that are nothing but quotations do not receive good grades.

e. Use a spell checker and edit your paper carefully. Take the time to reread your paper or have someone else read it for you, paying attention to content, clarity, grammar, etc. Study the model papers I have on reserve for the course.

7. Researching your paper
You will have to do research of both a general and specific nature. There are a number of ways you can research your topic: by period and country; by architect; by building type; or by style. Try browsing through these sections in the library. At the back of the course textbook by Pile, you can find a basic bibliography on your building to get you going. Check the bibliography in those other sources as well. Basic encyclopedias of Furniture, Architecture, Architects, and Designers can give you detailed background information, including additional bibliography.

You are not permitted to use internet sites. All documentation within the paper must be copied and attached to the final paper.

Beside the Design Library at Harrington, you can also use I-Share, a collection of some 50 libraries. Don’t delay beginning your paper!

Format

It is taken for granted that all papers turned in for this course will be typed. The paper should be in the Chicago Manual of Style format (found in Barnet). I reserve the right to accept or not any paper that varies from these formatting guidelines.

1. Materials Papers must be typed on 8 1/2″ x 11″ paper and printed on only one side. Use 12-point type, no larger, and Times New Roman font.

2. Cover Page Add a cover page to your paper. On a separate sheet, place your name, the title and number of the course, including the section, your e-mail address, or a number where you can be reached, the date, and the title of the paper. This can all be single-spaced. The title should be in the center of the paper. This page is neither numbered nor counted as part of the pagination.

3. Pagination Number the pages consecutively throughout the essay in the center bottom or the upper right hand corner of the page. Number the pages using numerals (e.g., 1,2,3…).

4. Margins Leave margins of 1 1/2″ at the top and 1″ along the left, right and bottom edges of the paper. These margins are the same for every page. This will give you approximately 24-26 lines per page with an average of 14-16 words per line. (24 x 14 = 336 words per page x 6 = approximately 2000 words)

5. Spacing The paper should be double-spaced throughout, except for footnotes and bibliographic entries. Lengthy quotations (three lines or longer) are single-spaced, set off from the main text by narrower margins, and centered under the body of the text from which it is separated.

6. Paragraphs Begin each paragraph with an indentation of about 5 spaces. No extra space between paragraphs is required.

7. Bibliographic Entries You will only need to list bibliographic citations in the third paper (unless you do research for the other papers, which is not required). On a separate sheet of paper at the end your essay, list in alphabetical order all the sources you consulted in researching your paper. List the authors by last name first, then the title of the work in italics, followed by the city of publication, the publisher and the date of publication. For example: Joncas, Richard. The Rise and Fall of Dough. New York: Dough Institute for Advanced Cooking, 2004. List your Internet sources separately and below the main entries.

8. Footnotes If you cite quotations, or take ideas from other authors, or paraphrase statements made by others, you must document that information by noting its source. Place your notes at the end of the paper before the bibliography. The first time you cite a work you give it a full bibliographic treatment. Subsequent references can be abbreviated: Joncas, Dough, p. 23. If you cite several books by the same author be careful to distinguish them in your notes. I prefer that you not run notes into the text, but if you do be careful to list the author, brief title of the work, if more than one title by the same author is used, and the page of the citation. Failure to cite the sources of information constitutes plagiarism. You are required, therefore, to use foot or end notes in the body of your paper.

9. Illustrations If at all possible, include illustrations of the buildings you discuss. Carefully identify the images and reference them in your text (e.g., ill. 1 should appear both in the text and under your illustration). Don’t take it for granted that your reader knows the illustration to which you are referring. Place the illustrations at the end of the paper, not in the body of the text.

RESEARCH PAPER CHECK LIST

A THIRD OF A LETTER GRADE WILL BE DEDUCTED FOR EACH MISSING OR INCOMPLETE ITEM:

o Cover page with all identifying information (name, course title, date, title of the paper topic, etc.)
o Thesis statement
o Illustration of building/interior/garden, etc.
o Chicago Manual of Style format or other format as long as it is consistently used in the paper
o Paper has been uploaded to LiveText

AN ‘F’ GRADE MAY RESULT IF ANY OF THE FOLLOWING EITHER IS MISSING OR INCOMPELTE:

o Paper proposal with my initial comments

o Turitin.com report (include only the first page as evidence that you reviewed it)
o Footnotes:
o sequentially listed by numbers (1,2,3…) and placed at the bottom of the page
o with page numbers or full Internet citations listed for each (previously approved and only .org or .edu sites)
o Bibliography

o Copies of citations
o Each clearly identified
o Numbered and filed in order of footnotes
o Cited passages highlighted

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