What do these two stories in Luke 5:17-31 teach people?

The purpose of this assignment is for you to closely read Luke 5:17-31 and to come up with a big impression – an idea or a lesson you can take away from it.

Required paragraphs:
Introduction paragraph with thesis statement
Background paragraph
evidence – some research required
3 body paragraphs
choose 3 or more – depends on your ideas & length of paper
evidence will be from your biblical text
Conclusion paragraph

Introduction:
Use a DEDUCTIVE pattern
General

Specific
Length: 3-4 sentences:
Hook – catch the reader’s attention with the general topic.
Include the BIG IMPRESSION key word
This could be a quote from a famous person, a quote from the Bible, or an interesting statement.
Introduce the topic – explain the key word and idea in the hook; give the importance of this in today’s situation/society
Connecting sentence – connect the ideas with the Bible story – mention characters or events in the story
Thesis statement – very specific with a roadmap to show your reader what your main points will be.
thesis statement model:Biblical passage shows/reveals/highlights + BIG IMPRESSION through ________, ________, and ________. (ideas from biblical passage).

Background Paragraph:
Introduce the genre and the author
Describe the historical context while the author wrote this book
WHEN – time period
WHERE – location
WHAT was happening at that time (ex. what happened right before or right after this story)
Present the major themes that are found in the whole book (not just your story)
This is the last sentence in the background paragraph. It is a transition from the background to the specific ideas for your paper.
Use the key words of the theme in this sentence. BUT do not just repeat the thesis statement.
the reference sources must be:
https://www.biblica.com/resources/scholar-notes/niv-study-bible/intro-to-luke/
https://www.esv.org/resources/esv-global-study-bible/introduction-to-luke/

Body paragraph pattern:
must use my evidences and paragraph keywords, and 1 paragraph includes 2 evidences

body paragragh 1:
paragragh keyword: Jesus’ forgiveness of the paralytic
Two evidences:
“And the power of the Lord was with Jesus to heal the sick” (Luke, 5:17)

“When they could not find a way to do this because of the crowd, they went up on the roof and lowered him on his mat through the tiles into the middle of the crowd, right in front of Jesus. When Jesus saw their faith, he said, “Friend, your sins are forgiven.” (Luke, 5:18-19)

body paragraph 2:
paragragh keyword: Jesus’ approach struck fear into the hearts of people
Two evidences:
But I want you to know that the Son of Man has authority on earth to forgive sins.” So he said to the paralyzed man, “I tell you, get up, take your mat and go home.” (Luke, 5: 24)

Everyone was amazed and gave praise to God. They were filled with awe and said, “We have seen remarkable things today.” (Luke, 5:26)

body paragraph 3:
paragragh keyword: Jesus’ view of sinners
Two evidences:
But the Pharisees and the teachers of the law who belonged to their sect complained to his disciples, “Why do you eat and drink with tax collectors and sinners?” (Luke, 5:30)

Jesus answered them, “It is not the healthy who need a doctor, but the sick (Luke, 5: 31)

Discussion Thread: The Nature of Research Replies

I will need a relpy to two post
Post 1
Sarah Heath
In chapter 1, the author begins by defining research as the steps required to gather and analyze information to improve comprehension of topics of interest (Creswell & Guetterman, 2019). It is important as it broadens one’s knowledge base, improves practice standards, and assists policymakers in debates. Creswell and Guetterman (2019) propose six steps in research completion, including developing a hypothesis, performing a literature review, determining the reason for the research, gathering data, interpreting data collected, and assessing research/report results. The authors detail the differences between qualitative and quantitative research. Quantitative studies define a relationship between variables, consist of narrow hypotheses, provide numeric information, and develop their report using an unbiased approach. Qualitative studies use more open-ended research questions, utilize fewer literature reviews to justify a problem, gather data on images and descriptions, and develop more subjective reports. Finally, the authors discuss the ethics involved in research. To ensure humans and animals are treated ethically in research, the government mandated guidelines to follow.

Chapter 17 begins with defining action research as research completed to obtain information to improve procedures, instruction, and learning components (Creswell & Guetterman, 2019). Action research is used to solve specific problems. There are two types of action research- practical and participatory. Practical action research involves an action plan to focus on local concerns. Participatory action research uses life changing strategies to focus on social concerns. Eight steps recommended to complete action based research include determining the best design, identifying a target problem, detecting resources for a solution, planning a method for data collection and beginning collecting data, analyzing the data, developing a plan for a solution, and implementing the plan.
My understanding of action research is that this type of research is completed to solve a specific concern and provide a solution to this problem. This type of research allows the researcher to take ‘action’ regarding a problem they have identified and act to solve the problem in their findings.
My understanding of traditional research is that researchers are less closely involved in the problem that has been identified. This type of research is based on theory and focuses on developing conclusions rather than providing solutions.
Action and traditional research are similar because they both gather data to develop a solution to an identified problem. They are different because traditional research is often an individual not involved in working to provide solutions to a theory. Action research involves an inside person working to solve an occurring problem.
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (6th ed.). Prentice Hall.

Post 2

Chari Moorehead
Chapter 1 focuses on traditional research. The key points I observed are that there are 3 steps to research which include causes you to pose a question, collect data to answer the question then present an answer to the question. Research prompts us to obtain more knowledge about the topic or subject we or providing the research for. Research also provides the information to help us gain more practice, it provides information for training and develops strategies to help us investigate our chosen topics. Research gives us new ideas to ponder upon. This helps us to evaluate how we implement those ideas. Research is what helps us connect with other educators who are considering similar studies. Research is what helps policymakers gather information needed in their debate process. Sometimes research can be so vague that it’s hard to obtain the specific information to report. There are six steps to the research process which are to identify the problem, review literature, specify the purpose, collect data, analyze and interpret data, and report and report a evaluate. Research has two huge pathways called qualitative research and quantitative research. quantitative research identifies the problem while qualitative research requires you to know the variables in need to explore what they are. both qualitative and quantitative research follow the big step research process. Qualitative research does not use statistics to analyze data, they analyze words or images. Quantitative data analysis uses statistical data using numbers. there are several research designs connected to qualitative and quantitative research. These designs are called experimental, correlational, survey, grounded theory, ethnographic, narrative research mixed methods and action research. Skills you need in order to conduct and design research is to be able to solve puzzles kind when thing your attention span, use, using library resources, knowing how to write, edit, and do more writing. The key points of Chapter 17 were about action research design. Action research design is ” a systematic procedure completed by individuals in an educational setting to gather information about an subsequently improved the ways in which their particular educational setting operates, how they teach, and how well their students learn” (Mills, 2018). you use action research when you have a specific educational problem. Action research also helps educators to reflect on their personal practices. Action research is used as a means of conducting research around issues that affect the communities. There are three stages of action research development. those three stages include the identification of a process for addressing those societal issues, practice and the need to and to involve people like teachers in the solution of identifying their own problems and helping the community bring forth action to approach the problem in the group setting to assume the responsibility for their own change. The two types of action research designs are practical and participatory.

Traditional research can focus on education, community, people, places and many other areas while action research focuses on education. Both traditional and action research use the qualitative and quantitative research.

Reference

Mills, G. E. (2018). Action research: A guide for the teacher researcher (6th ed.). New York: Pearson.

Ethical and Methodological Challenges in Mental Health Interventions in Urban Communities in India: Implications for Health Justice

This essay plan should be no more than two double-spaced, typed, A4 pages, in which you include your title, the main points you will discuss, outline the structure of your argument, and provide an indicative bibliography (i.e. a list of the key texts you intend to use for the essay).

I submitted a formative assignment which I have attached below. This is the feedback I received.

I would strongly advise having a question rather than a title so you can be confident you have answered that question when you read back over your essay. This could be ‘What are the ethical and methodological challenges for MH interventions in urban communities in India, and the implications for health justice?’ This is quite a long question, so you could potentially simplify it if you wish. Otherwise, make sure you cover everything promised by the question.
Make sure in the essay you bring your reader with you – why does rapid urbanisation mean it is especially important for India to invest in MH? What changes in lifestyle are drivers for this need? What was/is the MH healthcare landscape?
Don’t limit your analysis to only barriers – what facilitators are there to MH treatment in urban India that you encounter as you read?
Before jumping into ethical challenges in implementing MH interventions, I’d advise providing a bit of an overview of India, urbanisation, current MH treatment landscape (esp given it’s a society with two dominant healthcare systems), to provide context.
Perhaps give some space to explaining what MH interventions are and their relationship to MH healthcare provision.
Literacy should not be a barrier to informed consent – the barrier is intervention developers/researchers not taking sufficient care to ensure it.
But there’s something interesting here about the very concept of ‘mental health’ itself when you say that a barrier to intervention success is ‘a lack of understanding of mental health’. How has emotional distress been framed and understood in the past? In what ways is the concept of ‘mental health’ complimentary to or in conflict with this? There’s a lot of critical psychiatry in the global mental health field you may find useful on this.
This is particularly key if you’re interested in intervention adaptation and whether and how interventions are adapted to new settings, inc cultural sensitivity.
One way to think about this essay at a structural level might be the utility of dividing the essay along lines of ethics and methodology: quite a lot of the ethical issues struck me as ones that could equally be considered methodological, given how intertwined methods and ethics are. Would it be worth playing with organising your essay into sections along more thematic lines and then exploring methods and ethics together?
Think about flow – might it be useful for the reader to know about lack of data on MH and thus the challenges of identifying needs and developing relevant interventions before questions of stigma (ie design before implementation)?
Try not to introduce new material into the conclusion: let your conclusion be the tying together of the section conclusions. I would strongly advise having a question rather than a title so you can be confident you have answered that question when you read back over your essay. This could be ‘What are the ethical and methodological challenges for MH interventions in urban communities in India, and the implications for health justice?’ This is quite a long question, so you could potentially simplify it if you wish. Otherwise, make sure you cover everything promised by the question.
Make sure in the essay you bring your reader with you – why does rapid urbanisation mean it is especially important for India to invest in MH? What changes in lifestyle are drivers for this need? What was/is the MH healthcare landscape?
Don’t limit your analysis to only barriers – what facilitators are there to MH treatment in urban India that you encounter as you read?
Before jumping into ethical challenges in implementing MH interventions, I’d advise providing a bit of an overview of India, urbanisation, current MH treatment landscape (esp given it’s a society with two dominant healthcare systems), to provide context.
Perhaps give some space to explaining what MH interventions are and their relationship to MH healthcare provision.
Literacy should not be a barrier to informed consent – the barrier is intervention developers/researchers not taking sufficient care to ensure it.
But there’s something interesting here about the very concept of ‘mental health’ itself when you say that a barrier to intervention success is ‘a lack of understanding of mental health’. How has emotional distress been framed and understood in the past? In what ways is the concept of ‘mental health’ complimentary to or in conflict with this? There’s a lot of critical psychiatry in the global mental health field you may find useful on this.
This is particularly key if you’re interested in intervention adaptation and whether and how interventions are adapted to new settings, inc cultural sensitivity.
One way to think about this essay at a structural level might be the utility of dividing the essay along lines of ethics and methodology: quite a lot of the ethical issues struck me as ones that could equally be considered methodological, given how intertwined methods and ethics are. Would it be worth playing with organising your essay into sections along more thematic lines and then exploring methods and ethics together?
Think about flow – might it be useful for the reader to know about lack of data on MH and thus the challenges of identifying needs and developing relevant interventions before questions of stigma (ie design before implementation)?
Try not to introduce new material into the conclusion: let your conclusion be the tying together of the section conclusions.

rewrite the character Mr.babitol and add a new scene

Your task is to re-imagine your assigned story with a new narrator – the character you have chosen.

Briefly explain what is known about your character in the story: a short characterization outline.

Discuss the advantages of having this character as the new narrator for the story. How does their perspective improve the story?

Explain how you would further develop this character in the role of narrator? What new information about the character would you include/reveal in this new?

Imagine and write one new scene to the story, involving your character – either alone or with any other existing character(s) you choose. What would happen in this scene? Your new scene should include some setting details, some dialogue or inner monologue, and a clear mood.Your task is to re-imagine your assigned story with a new narrator – the character you have chosen.

Briefly explain what is known about your character in the story: a short characterization outline.

Discuss the advantages of having this character as the new narrator for the story. How does their perspective improve the story?

Explain how you would further develop this character in the role of narrator? What new information about the character would you include/reveal in this new?

Imagine and write one new scene to the story, involving your character – either alone or with any other existing character(s) you choose. What would happen in this scene? Your new scene should include some setting details, some dialogue or inner monologue, and a clear mood.Your task is to re-imagine your assigned story with a new narrator – the character you have chosen.

Briefly explain what is known about your character in the story: a short characterization outline.

Discuss the advantages of having this character as the new narrator for the story. How does their perspective improve the story?

Explain how you would further develop this character in the role of narrator? What new information about the character would you include/reveal in this new?

Imagine and write one new scene to the story, involving your character – either alone or with any other existing character(s) you choose. What would happen in this scene? Your new scene should include some setting details, some dialogue or inner monologue, and a clear mood.

Discussion Thread: Scholarly Reviews

Now that you have had an opportunity to read several research reports in both dissertations and different journals, what are some of the most interesting and informative learning gains you’ve made about your topic? Why? In particular, what are the most important dissertations, articles, or journals relevant to your own proposed research interest (administration, science teaching, elementary education, etc.)? What did you find least useful or least impressive from your reading? Why?Now that you have had an opportunity to read several research reports in both dissertations and different journals, what are some of the most interesting and informative learning gains you’ve made about your topic? Why? In particular, what are the most important dissertations, articles, or journals relevant to your own proposed research interest (administration, science teaching, elementary education, etc.)? What did you find least useful or least impressive from your reading? Why?Now that you have had an opportunity to read several research reports in both dissertations and different journals, what are some of the most interesting and informative learning gains you’ve made about your topic? Why? In particular, what are the most important dissertations, articles, or journals relevant to your own proposed research interest (administration, science teaching, elementary education, etc.)? What did you find least useful or least impressive from your reading? Why?Now that you have had an opportunity to read several research reports in both dissertations and different journals, what are some of the most interesting and informative learning gains you’ve made about your topic? Why? In particular, what are the most important dissertations, articles, or journals relevant to your own proposed research interest (administration, science teaching, elementary education, etc.)? What did you find least useful or least impressive from your reading? Why?

At the onset of the Civil War the South had many “apparent” advantages. Discuss three of these advantages

At the onset of the Civil War the South had many “apparent” advantages. Discuss three of these advantages, and then explain how over the course of the war each of these elements ended up working against the South. Which of these factors do you believe had the greatest impact on the South’s losing the war, and why?

The number of words you write are not as important as the quality of your answer. Be sure you answer all parts of the question and that each part of the question has been thoroughly discussed in its own paragraph. Hence the number of paragraphs will vary. You must have an introduction, a body which contains a paragraph for each element you discuss, and a conclusion. I strongly urge you to base your answers on (not copy directly from) the course reading material (textbook, supplemental readings, and lectures) and NOT wikipedia or other outside web sources.

Please use this:
The course reading material/textbook is: America’s History: Concise Edition , Henretta, et. al., Volume 1, 10th edition ISBN-13: 978-1319275884

From the lecture:
Here are the Southern “Apparent” Advantages you can choose from:

(That is, the South originally thought these elements would work to their advantage, but ultimately they did not.)

1. Defensive War: The South thought that they could win simply by surviving. The North had to conquer the South in order to win.

2. Sound Military Strategy: The South had a sound defensive strategy. The North was constantly on the offensive, and, in order to be effective, the North had to have a 3 to 1 manpower ratio. The more territory the North conquered, the more men it had to leave behind to occupy the territory. These men left behind to occupy conquered territory, together with those men who died in battle, depleted the North’s manpower. The South was willing to wait for the Union army to weaken themselves; then they planned go on the offensive. In the beginning, this seemed like a good plan.

3. Superior Military Preparation: The South had quality military generals and troops. The South had the most experienced leaders from the US Army. Robert E. Lee joined the Confederate States of America (CSA), as did most of the Army s generals. The only significant leader to stay behind and fight for the union was Winfield Scott. Scott had been a great general. He was best known for his campaign against Mexico during the Mexican War. By 1861, however, Scott was 73 years old and he weighed 325 pounds. He couldn’t even get on a horse, let alone lead troops into battle.

Also, the antebellum South had put a tremendous amount of stress on military training due to their fear of slave uprisings. In 1861, the South appeared to have better military leaders and troops. The South assumed that northern troops would not be good soldiers. They believed that, because many Northerners were industrial workers, and they all worked in-doors, they would not be good troops.

4. Slavery: Slavery appeared to be an advantage for the South, because the South thought that the slaves would perform all the work while the white men fought in the army. Slaves could also take certain military jobs that would allow whites to fight. Slaves could work as teamsters and laborers—as support troops.

5. Economy: The Confederate States believed that they had a stronger economic base than the North. They assumed that Northern businesses could not survive without Southern markets. When the war started the South canceled $300 million worth of orders and debts with northern businesses and banks. This sudden shift in the economy caused a one-year recession in the North. Thus, apparently, the South economy was stronger.

After all, the South had cotton. In 1861, the South adopted cotton diplomacy. This idea was based on the belief that Europeans could not survive without the South s cotton. Under this assumption, the Confederacy put an embargo on the export of cotton. Southerners assumed that cotton mills would shut down in Europe and that European workers would demand that Great Britain support the South.

6. Presidential Leadership: The South appeared to have an advantage in this department as well. Jefferson Davis was seen as a better president than Abraham Lincoln. Davis had war experience. He was a graduate of West Point. Davis had a combat record in the Mexican War, where he was cited for bravery. Davis had also been Secretary of War. Abraham Lincoln had no military training other than a couple of weeks fighting Indians.

Subsequently, historians have revised this notion—and given Davis credit from completely mobilizing the South resources–allowing the South to stay in the war well after their chances of winning had slipped away. While this interpretation paints a much more competent picture of Davis, the result was the same. Forced mobilization created a tremendous amount of class conflict and political turmoil as southerns began to argue that Davis had created the same type of all-powerful federal government they were fighting against.

7. Southern Society: Southern society appeared to be a seamless—united by the common desire to maintain independence, republicanism, slavery, and white supremacy. By contrast, the North was far from united. Many people in the North called the Civil War a Republican war.

8. Size and Position of the South: The South was 750,000 square miles and it had 3,300 miles of seacoast. The South also controlled the Mississippi River. It appeared that the south was too big to be conquered. Remember the South only had to survive to win.

Please let me know if you have any questions and feel free to use the info above (just do it in own words)!

Research Methodology Presentation Assignment 5 6

RESEARCH METHODOLOGY PRESENTATION ASSIGNMENT INSTRUCTIONS
OVERVIEW
For this assignment, you will develop a PowerPoint presentation that addresses the gap in the
research literature (for traditional research) or a noticed need in the field (for applied/action
research). Your presentation will also address a related research question or problem informed by
the research topic. The topic of the presentation should align with the topic you identified in
Discussion: Research Topic and in the Professional Publication Manuscript Assignment.
Your proposed research design must include human participants and be of one of the design
types presented in the Learn section for this course (do not attempt the following design types:
mixed-methods, descriptive statistics only, meta-analysis, or text-only reviews). Data must never
be collected without Institutional Review Board approval. You are only proposing a research
study. Do not actually engage human participants or collect data.
Use past-tense verbs when discussing studies already conducted (i.e., from the research
literature) and future-tense verbs to describe your proposed study.
Review the Research Methodology Presentation Grading Rubric before submitting your
presentation.
INSTRUCTIONS
The presentation must be 10–20 slides and must include the following elements:
 An introduction;
 A literature review section with citations;
 A theoretical or conceptual framework section with citations;
o Note: Be specific and describe how your study will be grounded. For instance,
traditional research should include a theoretical framework, such as Social
Cultural Career Theory, Expectancy-Value Theory, etc. Applied or action
research should include a conceptual framework that attends to the basic
foundation that frames your problem of practice.
 A section describing your proposed research question(s) and research design for
advancing the body of knowledge for your topic;
 A section describing your proposed sample population, sampling strategy, sample size,
and methods for ensuring a diversely represented sample;
o Note: Be specific. Identify a specific sampling strategy (e.g., purposeful
convenience, random, or snowball sampling). Where will you derive your sample
population? How many participants would you need?
 A section describing your proposed data gathering methods (for qualitative designs), data
collection protocol, and instrumentation (for quantitative designs);
o Note: Be specific. Will you use an already established measurement instrument,
such as a survey or standardized test? Or will you create one based on the
EDUC 798
Page 2 of 2
curriculum in use or other factors? If you plan to create a measurement, you need
only mention this—do not create one for this assignment.
 A section describing your proposed data analysis strategy (for qualitative designs) OR
chosen statistical analysis (for quantitative designs). You are proposing research only, not
conducting it.
 A section describing your proposed plan for ensuring trustworthiness (for qualitative
designs) OR validity and reliability (for quantitative designs).
o Note: Be specific about how you will analyze data. Will you conduct a specific
statistical analysis (for quantitative designs)? Will you code data and organize it
into themes (for qualitative designs)? Be specific about how you will ensure
trustworthiness (will you use triangulation, for instance?) OR validity and
reliability (will you conduct a statistical test, such as Cronbach’s alpha, for
instance?)
 A references section (you must cite a minimum of five articles from scholarly, peer-
reviewed journals for this assignment).
Ensure your presentation is easily readable, aesthetically pleasing, and professional. Include
graphics, images, pictures, and/or charts to engage your audience.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool

Can true anonymity be achieved in digital space

Your paper should reflect the 10-STEP interdisciplinary research process (IRP):
1. Define the problem or state the focus question
2. Justify using an interdisciplinary approach
3. Identify relevant disciplines
4. Conduct a literature search
5. Develop adequacy in each relevant discipline
6. Analyze the problem and evaluate each insight into it
7. Identify conflicts between insights and their sources
8. Create or discover common ground
9. Integrate insights through comprehensive understanding
10. Communicate and test it
Your paper should reflect the 10-STEP interdisciplinary research process (IRP):

B. Write the assignment as a Word document in Times New Roman 12-point font.
C. Double-space between all lines of type (e.g., between paragraphs and bibliographic citations).
D. Use the APA, 7th edition manual of style to format this and all IDS 300W written assignments. See the APA handout on the Canvas course website.
E. Don’t use endnotes or footnotes.
F. Use in-text parenthetical citations. If you don’t have at least one in-text citation per paragraph (doesn’t apply to introductory and concluding paragraphs), you need additional research. There should be at least one corresponding in-text parenthetical citation for every entry in your references.
G. This paper should be about 2000 words in length, excluding the title page, abstract, and references. In other words, you should write about an eight-page, double-spaced paper, not including the cover page, abstract, and references. If your paper is longer, please edit to comply with the length requirements before submitting it. NOTE: To clarify, in addition to the 2000-word requirement, include a cover page, abstract, and references.
H. Include at least six scholarly, peer-reviewed resources, at least two per discipline. You may wish to include additional references (e.g., from government websites or appropriate but non-scholarly sources) but include peer-reviewed resources as indicated. Don’t use Wikipedia!
I. As appropriate, write in the present tense: “This paper discusses…” not “This paper will discuss….”
J. A paragraph is at least two sentences in length.
K. The audience for your research paper are people interested in your topic but who are unfamiliar with your topic or the many interdisciplinary lenses that could be used to discuss it.
L. Cite every source you quote directly and indirectly. If it isn’t your idea or definition to begin with, cite your source. Include in-text parenthetic citations that immediately follow the direct or indirect quote followed by punctuation at the end of the sentence (e.g., Smith, 2015, p. 240).
PAPER FORMAT & CONTENT
1. Title page in APA style.
2. Throughout your paper, use the following headings, centered and typed in bold font style:
Abstract
Introduction
Separate subheadings for each of your three disciplines (e.g., History)
Disciplinary Conflicts
Common Ground
Conflicts
Conclusion
References
3. Second page: An abstract of your paper based on APA guidelines. There is a PowerPoint on the course website on how to write an abstract for this assignment. Further, here are recommended links to help you write a 250-word APA abstract:
B. Write the assignment as a Word document in Times New Roman 12-point font.
C. Double-space between all lines of type (e.g., between paragraphs and bibliographic citations).
D. Use the APA, 7th edition manual of style to format this and all IDS 300W written assignments. See the APA handout on the Canvas course website.
E. Don’t use endnotes or footnotes.
F. Use in-text parenthetical citations. If you don’t have at least one in-text citation per paragraph (doesn’t apply to introductory and concluding paragraphs), you need additional research. There should be at least one corresponding in-text parenthetical citation for every entry in your references.
G. This paper should be about 2000 words in length, excluding the title page, abstract, and references. In other words, you should write about an eight-page, double-spaced paper, not including the cover page, abstract, and references. If your paper is longer, please edit to comply with the length requirements before submitting it. NOTE: To clarify, in addition to the 2000-word requirement, include a cover page, abstract, and references.
H. Include at least six scholarly, peer-reviewed resources, at least two per discipline. You may wish to include additional references (e.g., from government websites or appropriate but non-scholarly sources) but include peer-reviewed resources as indicated. Don’t use Wikipedia!
I. As appropriate, write in the present tense: “This paper discusses…” not “This paper will discuss….”
J. A paragraph is at least two sentences in length.
K. The audience for your research paper are people interested in your topic but who are unfamiliar with your topic or the many interdisciplinary lenses that could be used to discuss it.
L. Cite every source you quote directly and indirectly. If it isn’t your idea or definition to begin with, cite your source. Include in-text parenthetic citations that immediately follow the direct or indirect quote followed by punctuation at the end of the sentence (e.g., Smith, 2015, p. 240).
PAPER FORMAT & CONTENT
4. Page 3: At the top of the page, on the first line, center the title of your paper in bold font.
5. The introductory paragraph clearly states in any logical order:
A. In a sentence or two, identify the relevant problem or issue you’ll explore.
B. Your research question stated as a question.
C. Three different disciplines or fields of study you employ. For each, clearly
explain why you’re looking at your question through that disciplinary lens.
NOTE: It’s not what your question says about the disciplines but what the disciplines say about the question you’re addressing.
D. What an interdisciplinary approach to researching & writing helps you to accomplish.
E. Justification for your research, for example, as it relates to your major, a major or relevant discourse in your field of study, including this paper in your IDS 493 portfolio, or some such. Write persuasively to establish why your question merits examination
F. In the introduction, don’t tell the reader your conclusions, e.g., “This research finds that….” Save that for your concluding paragraph.
6. In the second paragraph:
A. Define key terms you’ll use in the paper. In 99% of the papers, do not define interdisciplinarity or your disciplines. The exception is that you can define a discipline if you are working with one that’s relatively new or unfamiliar, like disaster risk management.
NOTE: Most of you need to include this paragraph. Some of you may have topics that may require you to define only one term. A few of you – and this is the exception — may not require a definition paragraph. In particular, carefully consider that your audience/reader is an average person with no expertise in cybersecurity, technology, and so forth.
B. Begin the paragraph with a sentence that includes all the terms you’ll define (e.g., “X, X, and X are among the key terms….”)
B. Don’t define the disciplines you use or the concept of interdisciplinarity anywhere in your paper. We assume you already know what those terms mean.
C. Terms may be defined variously, so it’s critical that you cite (disciplinary) experts who define terms as you do. In general, don’t use the Wester’s Dictionary but rather use definitions by experts in an appropriate discipline or field. Further, you may think you’re stating the obvious, but in interdisciplinary work the same word can have different meanings in various contexts. The scholars you choose to quote reinforce your use of specific disciplines or fields of study and add more validity, legitimacy, and so forth to using those disciplines. For example, don’t use a definition provided by a historian if you’re not using history as a discipline. Be crystal clear about what you mean when you use the term X.
D. Write your definition paragraph in complete sentences and in paragraph form.
E. No bullet points.
F. Italicize words referred to as words. Examples:
• Sustainability is defined as, “meeting the needs of the present without compromising the ability of future generations to meet their own needs” (Brundtland, 1987).
• This defines blockchain, or the connections….
• Sklair (1980) defines globalization as….
G. Quote reputable sources. Start the sentence with something like, “Taylor Smith, a cybersecurity professor from Yale, defines a gray hat hacker as….” In other words, do appropriate research and make it clear why this person is an expert on the term, concept, theory, or idea you’re defining.
7. Three Paragraphs on disciplinary findings:
A. Show what each discipline contributes to your study. You’ll write three paragraphs, one on each discipline or field of study (henceforth referred to as “disciplines”). For example, if your disciplines are Japanese 17th century economics, poetry, and archeology, discuss each in a separate paragraph. NOTE: If you can’t do this step, indications are that you need more appropriate research or to switch to an appropriate discipline.
B. Include in-text citations for all direct and indirect quotes. See APA guidelines.
C. Do not devote any part of your paper to defining the disciplines you use. In other words, do NOT define a discipline in your paper.
8. Paragraph on creating common ground:
A. Make it crystal clear in the first sentence what you’ll discuss in this paragraph. For example, you could begin by writing something like, “There are three major findings disclosed by this interdisciplinary research. First, …”
B. Explain where you find common ground among the three disciplinary data sets or disciplinary findings. Be crystal clear about which disciplines contributed to at least three major “common ground” findings. Include findings from all three disciplines. In other words, weave at least two disciplines into each major point and integrate your data thematically or by subject. In the last sentence(s), argue that without interdisciplinary research, the insight might not otherwise have been disclosed, and why you think so.
9. Paragraph on identifying conflicts:
In a separate paragraph, identify one to three conflicts between insights and their sources, AND ways to bridge those differences. You can address conflicts between theories, disciplinary findings, and/or conflicting ethical positions.
10. Paragraph that applies Ch 12: “Constructing a More Comprehensive Understanding or Theory”:
Include insights on how to construct a more comprehensive understanding of the topic expressed by your research question. Use an appropriate topic sentence that prepares the reader for what you’ll discuss.
11. Paragraph that applies Ch. 13: “Reflecting On, Testing, and Communicating the Understanding or Theory”
Include insights on how to reflect on, test, or communicate your understanding or theory. For example, could you offer suggestions on how to build upon this research in future research, e.g., employ an additional discipline to study X aspect of the issue, or fieldwork in a particular country for the purpose of understanding or applying X? Could you include how you tested your theory?
12. Conclusion:
A. In this final paragraph of your paper, focus on what your research disclosed about the topic. Make conclusions about your topic, not the research process. In other words, DON’T write about “what I learned by using an IDS approach.” The final paragraph should address every major point you make in your introductory paragraph, so it might be helpful to revise your intro as you write your conclusion. This approach helps you to bring your paper “full circle” and to a logical close.
B. The conclusion should not contain any new research or in-text citations (those should be elsewhere in your paper).
13. References:
A. Use APA format, which includes a proper heading for the references page and spacing and indentation of each bibliographic citation.
B. There should be at least one in-text citation for each reference. You will be penalized for including a reference without a corresponding parenthetical citation in your paper.
Research Paper pro tips & proofreading reminders:
• Include a title page in APA format.
• Did you research how to write an APA abstract and follow those directions?
• Write in present tense when appropriate (“This paper focuses on…”)
• Make pronoun references clear. For example, don’t use pronouns in the first sentence of a paragraph. If you write something like, “This means that cybersecurity is compromised,” are you crystal clear about what you mean by “this”?
• Learn what comma splices and dependent clauses are and keep them out of your paper.
• Did you punctuate “however” correctly?
• Since you indent paragraphs, double-space between all lines of type, including between paragraphs. In other words, don’t quadruple-space between paragraphs.
• Paraphrase as often as possible and avoid long quotes.
• List references on a new page and in APA style.
• Did you use the “editor” feature of Word?
• Is your paper a Word document (no pdfs, please)?
• Include “References” as a heading that starts your page of references.
• Do not include subheadings.
• Since 2016, the APA hasn’t capitalized the word internet.
• When should your disciplines be capitalized?
• Double-check your references since most folks lose points on them. Don’t rely on citation machines, which are notoriously inaccurate.
Don’t take a needless chance; attach and submit your Word document to Canvas at least five minutes before the assignment deadline.
Disciplines include: Sociology, Finance, Cybersecurity

Critical Reading Essay on “Waiting for Godot” or “Song of Death” by Samuel Beckett

The Critical Reading Essay (CRE)
Your CRE is a 4-5 page paper in which you make an argument about one of the plays we have read/ discussed in class and online. Using the text as your main source you will try to prove something about your reading of the play.

Because this is about YOUR critical analysis of a play, you DO NOT NEED outside sources. Just the text, and your brain!

Possible arguments INCLUDE, but are NOT LIMITED TO:

The significance of the play in its historical context
The problematic nature of the play given its historical time period (ie. This play is REALLY racist/ sexist/ homophobic/ etc.!)
The progressive nature of the play given its historical time period (ie. Given that it was written in the 1900s, this play is rather amazing in terms of its treatment of women/ people of color, etc!.)
How this play changed the way that plays were written/ interpreted
How this play/ movement influenced the development of scenography/ writing/ acting/ directing/ etc.
How this play influenced the culture around it (or vice versa)

DEATH TO THE FIVE-PARAGRAPH ESSAY

NEW IDEA = NEW PARAGRAPH

In this paper you should write a clear introduction which includes the name of the play in italics, the name of the playwright (and translator, if applicable), and a THESIS STATEMENT in which you make an ARGUMENT about the play (see above).

Assume that you are writing this for someone who HAS NOT read the play… as such, you will need to SUMMARIZE the play briefly someone in the first few paragraphs. A summary is a short, concise, explanation of what the play is about.

For example: “William Shakespeare’s Romeo & Juliet tells the story of two star-crossed lovers, who are determined to be together in spite of their families long-standing war against one another. Between secret meetings, marriages, and miss-communications, their undying love comes face-to-face with the real-life consequences of hatred and teaches everyone in both households the tragic outcome of their hate.”

Once your reader is aware of the matter of the play (which should take NO MORE THAN 4-5 sentences) and your argument, the rest of the paper should be about convincing your reader about YOUR reading of the play in the following (general) format for EACH point you make in the paper:

This is what I THINK
Based on…
What I READ
Here is where you describe a specific incident (with page numbers) or insert direct quotes (with page numbers)
And THIS is why it matters
UNPACK IT
Here is where you EXPLAIN to your reader WHY the incident you’ve just described BUILDS your argument
Your conclusion should remind your reader of what your argument is and tie it all up in a nice, little, bow to remind us why we should agree with YOUR reading of the play.
ALL ESSAYS MUST SUBMITTED WITH THE FOLLOWING FORMATTING:

Times New Roman
12pt font
Double-Spaced
1 in margins on all sides
MLA Links to an external site. header
with
Play titles in italics
Song titles (if applicable) in “Quotation Marks”