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What is a Critical Review of a Scholarly Work?
A critical review of a scholarly work (in this case one article) evaluates the strengths and
weaknesses of the item’s ideas and content.
It provides description, analysis, and interpretation so that readers can assess the source’s value.
A review is a position paper.
Take a position and be prepared to support it with evidence.
Three principal reasons for assigning reviews:
First, a review ensures that students will do the assigned reading.
Second, reviews are easy; really!
Students assigned a research paper will necessarily spend a lot of time hunting for a topic,
finding sources, and wandering down dead ends.
In contrast, if an instructor assigns a review of required reading, the students begin with a topic
and their sources, so they can spend their time reading, thinking, and writing.
Third, review essays provide practice in three of the most valuable skills offered by a liberal arts
education: the skills of critical reading, critical thinking, and critical writing.
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Before You Read the Article:
What does the title lead you to expect about the article?
Study any sub-headings to understand how the author organised the content.
Read the abstract, if there is one, for a summary of the author’s arguments.
Study the list of references to determine what research contributed to the author’s arguments.
Are the references recent?
Do they represent important work in the field?
If possible, read about the author to learn what authority she brings to the subject.
Has the author made an important contribution to the field of study?
Reading the Article: Points to Consider
Read the article carefully.
Record your impressions and note sections suitable for quoting but keep these to a minimum.
• Who is the intended audience?
• What is the author’s purpose? In other words, why choose the topic at all? Possible reasons
might be to survey and summarise research on a topic; to present an argument that builds on past
research; to refute another writer’s argument, or even to offer a new interpretation.
• Does the author define important terms?
• Is the information in the article fact or opinion?
• (Facts are verifiable, while opinions arise from interpretations of facts.)
• Does the information seem well researched or is it unsupported?
• What does the author omit, exclude, or overlook? Does that weaken the article? Does this help
you understand the author’s purpose? Look at the author’s central arguments or conclusions. Are
they clearly stated? Does the evidence and analysis support them?
• Use references to the new ideas in the article to illustrate your theme.
• Is the article lacking information or argumentation that you expected to find?
• Is the article organised logically and easy to follow?
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• Does the author’s style suit the intended audience? Is the style pretentious or unnecessarily
complicated?
• Relate the work to a social or literary trend.
• Is the author’s language objective or charged with emotion and bias?
• If illustrations or charts are used, are they effective in presenting information?
Writing the Review:
The first step in a review is to summarise the article and its topic before you discuss its strengths
and weaknesses.
The key is to provide the necessary summary in as short a space as possible.
You will repeat the article author’s ideas, not your own, so this section should only be a small
part of your review.
The introduction is your reader’s guide to the rest of the review.
Make a good impression.
Treat the author and the sources with respect.
Do not make disparaging comments about your skills or qualifications as a reviewer; be
confident.
Your introduction should subtly indicate to the reader that you have a command of both the
article and the review.
The second task is to determine why the article was written.
Rather than telling the story of, say, “The Expansion of Greece” you must inform the reader why
the author wrote the article.
To keep your focus, remind yourself that your assignment is primarily to discuss the article’s
treatment of its topic, not the topic itself.
Your key sentences should therefore say something like, ‘The article shows… The author argues”
rather than ‘This happened…. This is the case.”
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Here you might ask and answer questions such as, why did the author choose this topic? Who is
her audience? What primary/secondary sources does she use? What arguments are made? Is the article
more analytical or narrative? Is it just words or are there pictures, maps too?
In short, what is the author trying to do?
Having determined the author’s goals, you now explain whether she achieved those or other
goals.
For example, if the author states in the first sentence that this “source is an attempt to re-evaluate
the reasons for Greek expansion” then your review should at some point assess her success in doing so.
However, it is also acceptable to go beyond the goals stated by the author to ask whether those
goals were appropriate to begin with.
For example, the author states that, “the supreme tragedy of the Greeks was their failure to solve
the problem of internecine political conflict.”
However, the author goes on to state that “the age did not lack for creative energy.”
You might think that if such was the case why was the situation unresolved.
Does the author address this idea?
While you do not need to like the article under review, please remember that criticism is more
than complaint.
Authors have a limited number of pages and everyone is constrained by a finite amount of time,
money, and sources.
Rather than demanding that a historian take on an additional task, you might think about what
portions of the article could have been eliminated to make room.
Before complaining that the historian focused only on one group of people, ask if other groups
left the records the historian would need to tell their stories as well.
It may help to imagine that you are giving advice to a historian about to create a work like the
one you are reviewing.
What constructive lessons can you provide?
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Prepare an Outline:
Read over your notes.
Choose a statement that expresses the central purpose or thesis of your review. Remember, this is
not simply a report.
When thinking of a thesis, consider what the author intended and whether those intentions were
successfully realised.
Eliminate all notes that do not relate to your thesis.
Organise your remaining points into separate groups such as points about structure, style, or
argument.
Devise a logical sequence for presenting these ideas. Remember that all your ideas must support
your central thesis.
Writing the First Draft:
The review should begin with a complete citation (see page one) of the source (use Chicago
Manual of Style). Check scholarly journals for examples.
A Suggestion for Structure:
The first paragraph may contain:
• a statement of your thesis
• the author’s purpose in writing the article
• comments on how the article relates to other work on the same subject
• information about the author’s reputation or authority in the field
The body of the review should:
• state your arguments in support of your thesis
• follow the logical development of ideas that you mapped out in your outline
• include quotations from the article (if appropriate) which illustrate your main ideas; again, be
brief , better still avoid quotations altogether
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The concluding paragraph may:
• summarise your review
• restate your thesis
Revise the First Draft
Ideally, you should leave your first draft for a day or two before revising.
This allows you to gain a more objective perspective on your ideas.
Check for the following when revising:
• Grammar and punctuation errors
• Organisation, logical development, and solid support of your thesis
• Errors in quotations or in references
You may make major revisions in the organisation or content of your review during the revision
process. Revising can even lead to a radical change in your central thesis.
If this sounds formulaic, it is.
Sometimes formulas have their merits.
Perhaps the best preparation for writing a critical review is to read other academic reviews.
Check out review essays published in the likes of English Historical Review or Reviews in American
History.
Through the university, you have access to many historical journals in databases such as JSTOR and
Historical Abstracts.
What to Leave Out of a Review
Usually a review does not include:
• Endnotes/footnotes
• A bibliography
• For this assignment, include endnotes if used, and a bibliography
• Long quotations from the source or other reviews
• Information about the author’s life that is not related to the theme of the review
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Reminders
• There is no definitive way to write a review. Reviews are highly personal and reflect the
opinions of the reviewer.
• Reviews can be as short as 50-100 words, or much longer (in this case 1000 words), depending
on the purpose of the review.
• Before writing the review, be sure that you understand what type of review is required for your
assignment.
• Keep your audience in mind! This will help define the emphasis you put on various parts of the
review.
The important thing to remember is that a written piece or other scholarly work is a tool with a
specific function.
To evaluate the tool, you must first understand the function.
Having done that, you must explain it to your reader and state the usefulness of the article.
Along the way, you will find yourself ripping the article apart, imagining how it could have been
written differently, seeing it from the author’s point of view, and, perhaps, comparing it to other works.
That is critical reading and critical thinking, to which you will add the skill of critical
writing!

topic
Application Assignment:
Cooperate. Collaborate. Connect.

NGOs and other governmental organizations often
work side by side on the same problem.

To prepare:
Explore the web organizations about the work
they are doing. Look for one health issue that you can see in both the NGOs and
other governmental organizations.

Write a 2- to 3-page paper that both summarizes
and compares the roles and functions of one governmental and one
non-governmental health organization, public or global, for a specific health
issue of your choice. Be sure that your summary includes information about the
following:

Where are the organizations’ headquarters located?
What is the mission or purpose of these organizations?
What populations do they serve and what do they do?
How are the organizations funded? Are they part of a
larger public health infrastructure?
Do these organizations mention collaboration with any
other agencies or organizations?
Are there any major public health issues these
organizations are currently focusing on?
What might be some ethical issues that are related to
the mission of these organizations? (If the organizations have a code of
conduct or ethics statement, provide a brief summary in your description).
Summarize what you learned in researching these
organizations: What were the most interesting things you learned in this
application? How are the organizations you selected similar or different?

Note: The public health
infrastructure includes a complex network of governmental organizations and
NGOs that work to assure conditions in which populations can be healthy. Here
are a few key organizations that work to improve public health around the
world. (Hint: These organizations are all reliable sources of information for
your academic and professional research needs.

Issues of Sex and Gender in Society Today
Identify an issue that is facing our society today that is in some way related to sex and/or gender and has opposing sides. Consider a law that was recently put into or taken out of effect or is being debated. You could also look to the statements or actions of a public figure or organization that has generated significant attention from the media. The issue you select should have ample material from which you may pull to gain insight into the details surrounding it. Feel free to email your instructor if you would like to verify that an issue is appropriate or if you would like some suggestions as to what you could cover.
Explore multiple sides of the issue you have selected until you have a good understanding as to why each side believes it is right. Research the historical events that have caused the circumstances of this issue. Engage in discussions with others who have strong feelings about the issue to learn the reasons why they feel they way they do.
Make sure you research both sides thoroughly as your goal with this paper will be to write it in a manner that does not allow the reader to know which side of the issue that you are on. You will not be condoning or condemning either side- your goal is to be as objective as possible in reviewing the issue you select.
Construct a 1,000-1,250 word essay that demonstrates your understanding of the following:
The issue that you have identified (a concise synopsis of what the issue is)
Historical context (previous events in history that have contributed to the rise of the issue)
Both sides of the current argument (provide an objective review- the reader should not know which side of the issue that you personally are on)
At least two possible resolutions to the issue (include the potential ramifications of each resolution for both sides)
Your paper should include an introduction and conclusion, at least 5 cited references (only 2 of which may be your discussions with others, excluding those identified as subject matter experts in your writing), and must adhere to APA formatting.

Please do not use any references . please check the word file that I attached for you .
Read over the the whole page and rewrite it in a most professional way. use the most important
information from the word file and make the best out of it . summarize and use most important point to explain the answer.
It should be 250 words.
Thank you

Follow strictly the instruction of the PDF
The purpose of this assignment is to examine the ways in which different leaders persuade their employees or others to undertake new ideas within the framework ofthe Six Principles of Persuasion and/or Think Win-win.
Basically, you will be required to do some research to find stories and experiences about how a business leader succeeded or failed to persuade others (customers, business partners, employees or colleagues)
Note: please use a real-life case. Written cases from textbooks or any other sources will not be considered as your own.

Guiding questions:
1. What is the situation and the position the leader is in?
2. What are the specific examples of how the leader needed to persuade someone
or a group regarding a project or idea? Specific times when s/he influenced others, including the circumstances of the situation, what they did specifically and the eventual outcome.
3. What did the leader do to influence others?
4. What do you identify as the most important attribute that this leader has or does
not have to be persuasive or an influencer?
5. How do you evaluate the effectiveness of this leader’s approach?

Consider this comparison: how does the gender of each artist either permit or complicate their access to these spheres? Relate the spaces (physical and psychological) back to our reading by Pollock: how are masculinity and femininity either reinforced or challenged? Who do you believe was the intended audience for these images? How do they reflect an increasingly modern art movement, in an increasingly modern city? You may also consider notions of the gaze. Responses should be approximately three substantive paragraphs (or one page), though you may have more to discuss so please feel free to go beyond that suggested minimum.

I will provide the reading to base this assignment on, as well as an already written document to rewrite with information based on this reading.

Painting 1 is Gustave Caillebotte, Man at His Bath, 1884.
Painting 2 is Mary Cassatt Motherhood, 1890

No matter the business or the location, wait lines are found in every business and every day. Wait lines exist anywhere and everywhere – from fast food restaurants and manufacturing operations, to airline passenger boarding and prescription refills. We all have to wait for some good or service. As an example, consider how long it took you to renew your driver’s license. How long did it take you to buy that last minute loaf of bread?
No matter the situation, customers do not like to wait. Granted, we are all locked in to the Department of Motor Vehicles, but if possible, customers will move to the competition with fewer wait times. Wait lines must be analyzed and kept to a minimum cycle time.
Another tool in the MBA’s Management Science toolbox is the Wait Line Model. The Wait Line problem is a programming tool that is easily solved for with the use of Excel and the proper formulas. The Wait Line Model in an Excel template can solve for mean time between customers, time per service, traffic intensity, utilization rate of server, average number of customers waiting in line, average waiting time, and probability of no customers in the system.
In this assignment you will use the Excel data analysis tool known as Wait Line Single Server, Infinite Population, Poisson Arrival, Constant Service Time, Unlimited Queue Length tool.
The Excel setup for this problem is embedded here
download
. There is no need to set up anything! The embedded Excel file has all the formulas included. You need only plug in the different values called out below to solve this Wait Line problem!
Assume you are in a medical provider’s office and there is a single provider. The waiting room is full. Also, assume that the unit of time is hours, arrival rate of customers per hour is .9, and the service rate is .75 customers per hour.
Answer the following questions:
What is the mean time between arrivals?
Exact time per service?
Traffic intensity?
Utilization rate of server?
Average number of customers waiting in line?
Average number of customers in system?
Average time waiting in line?
Average time in system?
Probability of no customers in system?
Explain the implications of this wait line model on business operations. What steps need to be taken to optimize wait times without jeopardizing the health of the business?
Provide a brief narrative of your wait line analyses and describe the importance of the use of this tool for business and industry. Insert this narrative as a text box in the excel file.

Upload Select the Submit Assignment button to the right. Click Choose File, located in the File Upload box. Navigate to your file location. Once the file is located, select it and then select the Open button. Click Submit Assignment to complete the upload process.
© 2016 ECPI
Unit 3 Assignment 2
Criteria Ratings Pts
This criterion is linked to a Learning Outcome
Content
All requirements of the assignment are met. Calculations of the 9 questions are correct.
70 pts
Full Marks
0 pts
No Marks
70 pts
This criterion is linked to a Learning Outcome
Justification
Explains the implications of the wait line model on business. Narrative content demonstrates sufficient elaboration and explanation of calculations.
20 pts
Full Marks
0 pts
No Marks
20 pts
This criterion is linked to a Learning Outcome
Mechanics
File is organized and has a logical sequence.
10 pts
Full Marks
0 pts
No Marks
10 pts
Total Points: 100

Global manufacturing and services require the ordering, transportation and logistical activities to provide adequate inventories to meet customer demand. One of the programming tools in the MBA’s Management Science toolbox is the Economic Order Quantity or EOQ model. The EOQ model in an Excel based formula template can solve for least cost, ordering costs, maximum inventory levels, reorder points and number of reorders per year, just to name a few.
In this assignment, you will use the Excel data analysis tool known as EOQ Solver. Read the example in Chapter 10 on The Bub Beer EOQ Inventory Model Problem. The Excel setup for this problem is embedded here
download
. There is no need to set up anything! The embedded excel sheet in this assignment has all the formulas included. You need only plug in the different values called out below to solve this EOQ problem!
Given the following, assume the following data is used:
Annual demand = 200000
Ordering cost = 45
Annual Inventory holding rate = 25
Cost per unit = 10
Working days per year = 365
Lead-time = 7 days
Answer the following questions:
What is the EOQ?
What is the annual inventory holding cost?
What is the annual ordering cost?
What is the total annual cost?
What is the maximum inventory level?
What is the average inventory level?
What is the reorder points?
What is the number of reorders per year?
What is the cycle time in days?
How would adding additional reorder points change the annual cost? What implications does this have for the business?
Provide a brief narrative on your EOQ analyses and describe the importance of the use of this tool for business and industry. Insert this narrative as a text box in the excel file.

Upload Select the Submit Assignment button to the right. Click Choose File, located in the File Upload box. Navigate to your file location. Once the file is located, select it and then select the Open button. Click Submit Assignment to complete the upload process.
© 2016 ECPI
Unit 3 Assignment 1
Criteria Ratings Pts
This criterion is linked to a Learning Outcome
Content
All requirements of the assignment are met. Calculations for each of the 9 questions are correct.
70 pts
Full Marks
0 pts
No Marks
70 pts
This criterion is linked to a Learning Outcome
Justification
Explains how reorder points affect annual costs. Narrative content demonstrates sufficient elaboration and explanation of calculations.
20 pts
Full Marks
0 pts
No Marks
20 pts
This criterion is linked to a Learning Outcome
Mechanics
File is organized and has a logical sequence.
10 pts
Full Marks
0 pts
No Marks
10 pts
Total Points: 100

Final Project
Use the appropriate descriptive statistics from W2 Project or run new descriptive statistics for Recall1 using Microsoft Excel.
Assuming that the sample statistics you computed are exactly equivalent to the corresponding population parameters, and using the formula X = (±z)(sd) + M (see below) identify the following:
The exact score on Recall1 that would fall at the upper 5% cutoff (extremely high score?) (Be sure to use the formula given below and round to two decimal places)
The exact score on Recall1 that would fall at the lower 5% cutoff (extremely low score?) (Be sure to use the formula given below and round to two decimal places)
To find these hypothetical scores, solve for X (your raw score) using the following formula, and round to two decimal places:
X = (±z)(sd) + M, where

z = The z-score cutoff for 5 percent in the tail (±1.645)

sd = Your sample standard deviation for Recall1

M = Your sample mean for Recall1
Use Microsoft Excel to compute z-scores for Recall1, following the instructions given in your lecture. Copy the table below into your Microsoft Word document, and complete the table, indicating the appropriate z-scores corresponding to each of the participants whose score is given.
Subject ID
Recall at Time 1
Z-score
P5
8
P10
12
P15
10
P20
8
P25
9
Write a brief paragraph interpreting these z-scores (e.g., how each individual did in relation to the class in terms of the mean and standard deviation of the z-score distribution (not the raw score mean and SD) the percentile the participant would fall into).
Submission Details:
Name your document SU_PSY2008_W3_Project_LastName_FirstInitial
Save your Microsoft Excel file as SU_PSY2008_W3_Project_LastName_FirstInitial
Submit both files to the Submissions Area by the due date assigned.

What is your position on assigning grades based on a curve (a relative scale)? Explain and defend your position.

Clinical performance evaluation is subjective and involves the judgments of the evaluator. It is filtered by the evaluator’s perspective, values, and biases. With this in mind, select three clinical evaluation strategies that you believe are fair and accurate in order to measure student learning, and determine their competency and safety in the clinical setting. Explain your rationale for why you selected each of the strategies, and how they align with your personal philosophy of teaching. Make sure the strategies that you selected include ways to evaluate students cognitive, psychomotor, and affective domains of learning.