Brisk Writers

Author: admin

  • Title: Uncovering the Value of a Painting: The Case of Teri Horton and “Who the #$&% Is Jackson Pollock?” In the documentary “Who the #$&% Is Jackson Pollock?”, the definitions of value – anticipated

    WATCH THIS VIDEO https://www.youtube.com/watch?v=rFnJLG0-Px0
    Discuss what definitions(s) of value—anticipated, perceived, or absolute (real/stand-alone) that were animated in this story and where in the film it becomes evident that value is judged this way.
    Consider the characters in the case to understand how the perceived value of the artwork is contingent on the identity of the stakeholders involved with reconciling value. Analyze three stakeholders (i.e. character names or institutions, besides Teri Horton) that matter to determining the value of the painting and how they shape the value within the case. What is the power differential between these stakeholders and Teri and how does it matter to politics of realizing the painting’s value?
    Describe specifically the kinds of utilized or (un-utilized) attributes of Teri that challenge her cause to authenticating the artwork and establishing fair market value? How does her case relate to situations of social justice/injustice and how does her situation speak to the economic/market opportunities coming from a specific class in society?
    Putting yourself in Teri’s position, describe the strategic actions or alliances you would recommend she pursue to change the value of the work and why you suggest these actions/alliances.

  • “The Enduring Influence of Mythology on Literature: Exploring its Role in Shaping Stories and Characters”

    The role of mythology in literature 
    I. Introduction 
    a. Start with an interesting fact: Stories from ancient myths have always been a big part of books and stories we love. 
    b. Main points:
    – How myths were important in old stories
    – How these myth stories have changed over time in books
    – How myths affect the way stories are told, and characters are made 
    c. Thesis Statement: How myths are used in stories shows how they continue influencing what we read, making stories more exciting and meaningful. 
    II. Body Paragraph 
    a. Main Point #1: Why myths were important in old stories 
    b. Supporting information:
    Mark E. Workman discusses how myths were the building blocks of old stories, like the ones told by the ancient Greeks.
    Workman states, “Greek mythology served as a foundational narrative for ancient Greek society, providing explanations for natural phenomena and human experiences.” 
    c. Connection to thesis: Myths were the beginnings of storytelling and still shape the stories we love today. 
    III. Body Paragraph 
    a. Main Point #2: How myths have changed in books over time 
    b. Supporting information:
    Esther Lombardi explains how myths have been used in many different ways in stories over the years, changing to fit different cultures and times.
    Lombardi notes, “The enduring legacy of Greek mythology has had a lasting impact on the culture, with its stories and characters continuing to inspire and influence literature and everyday language.” 
    c. Connection to thesis: Myths have evolved with time and continue to make stories exciting and diverse. 
    IV. Body Paragraph 
    a. Main Point #3: How myths affect the way stories are told and characters are made 
    b. Supporting information:
    Edith Hamilton discusses how myths give writers ideas for characters and plots, appearing in different forms in many stories.
    According to Hamilton, “Mythological narratives offer insight into human behavior and societal norms.” 
    c. Connection to thesis: Myths add depth and meaning to stories by uniquely shaping characters and plots. 
    V. Conclusion 
    a. Recap of discussed information: Myths have been a big part of storytelling for a long time, and they continue to shape the stories we read today. 
    b. Reflection on research findings: How stories use myths helps us understand why they are still important in literature. 
    c. Evaluation of thesis: Myths significantly make stories more exciting and meaningful, just like they always have. 
    d. Suggestions for additional research: We can learn even more by studying how myths connect with different cultures and how they influence how we tell stories worldwide. 
    -You can use these websites for extra information; they are the ones I used for my outline.
    https://www.abookgeek.com/the-impact-of-greek-mythology-on-modern-culture/ 
    by Esther Lombardi 
    https://www.jstor.org/stable/3814186 
    by Mark E. Workman 
    https://medium.com/illumination/the-importance-of-mythology-9b922983d150 
    by warren brown 
    https://www.google.com.mx/books/edition/Mythology/oZU3AQAAQBAJ?hl=en&gbpv=1&printsec=frontcover 
    by Edith hamilton
    -If the thesis changes while making the research paper, you can change it.
    -They’re six pages, but the last one is just for citation.
    -I’m providing a sample of how I want the research paper done.

  • “The Lifelong Impact of Childhood Upbringing on Adult Development: Tracing the Effects Back to Their Causes”

    Topic: how child upbringing affects adults
    Argument can either state a cause and examine its effects or, state an effect then trace the effect back to its causes 

  • Title: Bridging the Gap: Combating Misinformation and Promoting Scientific Facts on Evolution

    Description of the issue: background and introduction. Cite the source of data/facts that you used.
    Misinformation/Disinformation (M/D). Cite the source by using a number as listed in References.
    Scientific Facts. Cite the source by using a number as listed in References.
    Conclusion: Discuss how have you or would you detect and combat the M/D yourself and on a larger scale.
    Virtually all scientists consider evolution a fact, but 52 % of Americans reject the concept of evolution. Present convincing arguments for both sides and discuss how to close this gap if appropriate.

  • The Role of the Judiciary in Enforcing Social Equity: A Case Study of Brown v. Board of Education

    Module Four Short Paper Guidelines and Rubric
    Overview
    In this short paper, you will explain
    the role of the judiciary in effecting a change in public policy. This short
    paper will examine a case study about Brown v. Board of Education, which was a Supreme
    Court case from 1952 to 1954 that addressed racial segregation in U.S. public
    schools. You are probably familiar with this case from earlier studies;
    however, for this assignment, you will examine the case using a new lens.
    Specifically, you will evaluate the role of public administrators to execute
    their duties even amidst social and political upheaval.
    Prompt
    Using the article History: Brown v. Board of Education
    Re-enactment and readings in
    Chapter 3 in your textbook, craft a short paper addressing the following: How
    is this case study emblematic of social equity? How does the court impact the
    responsibilities and activities of public administrators? What is the duty of a
    public administrator with regard to social equity?
    Address the following critical
    elements in your paper:
    ·   Establish a context for your paper by explaining the relationships
    of the different branches of government featured in the case.
    Specifically, outline the impact of Supreme Court rulings on the
    responsibilities and activities of public administrators.
    ·   Then evaluate the extent to which the specific judicial
    ruling in Brown v. Board of Education (1953) and the
    subsequent 1963 federally forced desegregation of the University of Alabama are
    emblematic of enforcing social equity through public
    administration. Defend your position with specific evidence from the readings.
    ·   Finally, conclude your paper with an analysis of the public
    administrators featured in the case as individuals. To
    what extent did they execute their duty during the civil rights movement,
    especially with regard to social equity? In your analysis, consider how you, as
    a public administrator, might have reacted in this situation. Illustrate your
    perspective with specific details that draw from the readings.
    What to Submit
    Your paper must be submitted as a 1-
    to 2-page Microsoft Word document with double spacing, 12-point Times New Roman
    font, one-inch margins, and at least two sources cited in APA format.
    Module Four Short Paper Rubric
    Criteria
    Proficient (100%)
    Needs Improvement (75%)
    Not Evident (0%)
    Value
    Relationships of Different Branches
    of Government
    Explains the
    relationships of the different branches of government featured in the case by
    outlining the impact of Supreme Court rulings on the responsibilities and
    activities of public administrators
    Addresses “Proficient”
    criteria, but there are gaps in clarity, logic, or detail
    Does not address
    critical element, or response is irrelevant
    30
    Enforcing Social Equity
    Evaluates the
    extent to which the case is emblematic of enforcing social equity through
    public administration, with specific evidence from the readings
    Addresses
    “Proficient” criteria, but there are gaps in clarity, logic, or detail
    Does not address
    critical element, or response is irrelevant
    30
    Public Administrators as Individuals
    Analyzes the
    extent to which individual public administrators executed their duty,
    including the writer’s own hypothetical reactions, and illustrates each with
    specific details from the readings
    Addresses
    “Proficient” criteria, but there are gaps in clarity, logic, or detail
    Does not address
    critical element, or response is irrelevant
    30
    Articulation of Response
    Submission has no
    major errors related to citations, grammar, spelling, or organization
    Submission has
    some errors related to citations, grammar, spelling, or organization that
    negatively impact readability and articulation of main ideas
    Submission has
    critical errors related to citations, grammar, spelling, or organization that
    prevent understanding of ideas
    10
    Total:
    100%

  • “Unlawful Abandonment of Duty: Examining the Fourth Amendment Implications of Pretextual Stops in Passenger Investigations” “Reopening a Cold Case: The Use of DNA Evidence in the Conviction of a Serial Killer” “Assessing the Quality of a Research Paper: Evaluating Critical Thinking, Formatting, Writing, and Research Skills at the Upper Division College Level” “Developing a Strong Thesis: Incorporating Research and Legal Precedents”

    The Research Paper requires each student to demonstrate fundamental writing skills coupled with the ability to recognize a constitutional issue. You must write one original research paper. Do not copy the writing of another person, institution, or company purporting to utilize Artificial Intelligence. All papers submitted by students will be screened for material that is or has the appearance of a product of intellectual dishonesty.  Submission of a paper written by someone else will result in a failing grade for the paper and the course. Submission of a paper with substandard writing or research skills, but appears to be an honest and original effort, is likely to receive a passing grade for both the paper and the course.
    PLEASE DO NOT ATTEMPT TO SUBMIT ASSIGNMENTS WRITTEN BY A COMPANY OR GROUP PROMISING TO DELIVER ESSAYS OR INFORMATION THAT WILL BE CONSIDERED APPROPRIATE BY ANY INSTRUCTORS OF ANY INSTITUTION OF HIGHER EDUCATION. All writing assignments must be delivered to online instructors in compliance with the instructions released at the time the assignment is accessible, according to the syllabus and class schedule. Each paper submitted through the Canvas online system will be examined by computerized systems and graded for authenticity. A written assignment that is deemed NOT to be authentic will receive a score of 0 and a grade of F (for failure). In the end, remember that it is better to submit your work and receive some points rather than submit a fraudulent, academically dishonest product and subject yourself to the loss of 200 points, as well as any additional consequences, that the instructor may impose.
    Draft your paper using double-spaced lines, with one-inch margins, and either New Times Roman or Calibri, with 12 pt. font. 
    Do not include any header, cover page, or abstract, (assignments submitted in Canvas are automatically assigned to the student), however, a properly APA formatted reference page is required.
    To earn full credit for the research paper students are required to fully research the constitutional issue(s) presented in the assignment. The paper must be substantive, provide details and in-depth research and analysis, and cite sources in proper APA format. The assignment is not asking for your opinion. The Assignment requires that you ask for well-reasoned, logical, and objective conclusions, based on facts and lawfully obtained evidence.
    The research paper must include relevant U.S. Supreme Court cases and amendments in support of the paper’s position.
    The research paper must utilize a minimum of three (3) acceptable academic sources. Acceptable academic sources include treatises, law journals, and law reviews.
    You may NOT use a dictionary, blog, newspaper, online news articles; law firm/attorney websites, or Wikipedia, as a source as they are not regarded as acceptable academic sources. 
    If students do not follow the instructions for the assignment, the submission will have points reduced significantly.  Details matter and must be read and followed “to the letter”.   
    The Research Paper is worth 200 points. Read the Rubric and write accordingly.
    Late submissions will have points deducted no matter how good the content is.  Notify me with reasons why a deadline cannot be met.  Learn to submit uploaded Word documents. DO NOT submit assignments via email. NO EXCEPTIONS.
    RESEARCH:
    You must take a position in response to the issue presented and support your position with acceptable academic sources, and relevant U.S. Supreme Court cases (relevant lower federal court decisions may also be utilized).
    Read the following fact pattern and explain:
    Whether it violates the Fourth Amendment when officers abandon their duty to address a traffic violation, which justified a pretextual stop to investigate a passenger.
    Facts:
    On December 12, 1990, the body of Janet Crane was found lying in an alley. She had been shot in the head twice. She had been sexually assaulted. No arrest was made, and the case remained cold for more than twenty years.
    In 2006, the case was reopened. State Police had preserved Crane’s garments from which DNA was extracted. A sample found on Crane’s underwear included sperm. Police discovered Roger Green had been a suspect during the initial investigation. He was later convicted of two other murders of young women in the same area and within mere weeks of Crane’s murder. It became paramount for police to obtain a sample of Green’s DNA. On August 2, 2006, Sergeant Olivia and Detective Rodrigo were tasked with procuring a sample of Green’s DNA.
    Sgt. Olivia was familiar with Green because she had arrested Green for being a felon in possession of a firearm, trafficking in marijuana, and possession of a stolen vehicle. The officers surveilled the home where Green was and observed him leave the house and get into the passenger seat of a car. The car took off at a high rate of speed. The officers followed the car and initiated a traffic stop. Knowing of Green’s pending gun charge and knowing that Green was suspected of shooting someone to death, Sgt. Olivia asked Green to step out of the car for a protective pat-down. When Green put his hands upon the car for the pat-down, he took his cigar out of his mouth and placed it on the back of the car. No citation was issued to the driver, and Green returned to the passenger seat.
    As the car drove off, the cigar fell on the ground, and Detective Rodrigo collected it.
    The cigar was submitted for testing to compare the DNA on its tip to the DNA extracted from Crane’s garments. The results were that the odds of the sperm on Crane’s garments belonging to someone other than Green were one in one-hundred-sixty trillion.
    Roger Green was indicted for first-degree rape and murder.  Green has filed a motion with the court to suppress the DNA evidence obtained from his cigar as a violation of his 4th Amendment right.
    Rubric
    Research Paper Rubric
    Research Paper Rubric
    Criteria Ratings Pts
    This criterion is linked to a Learning OutcomeSynthesis and Foundation of Knowledge
    4 pts
    Proficient
    The student clearly understands the subject matter presented in the research paper. The thesis or basis of the research paper is well defined and carefully constructed. The student displays an exemplary level of attention to detail, which includes facts and concepts in a logical presentation. The reader is able to easily understand the student’s position. The student creatively builds upon the thesis without repetition and offers an exceptionally well-documented position whose statements are supported by facts.
    3.4 pts
    Competent
    The student displays a good understanding of the subject matter presented in the research paper. The thesis or basis of the research paper is effective but the construction may make it difficult for the reader to easily understand the student’s position. The student builds upon the thesis but is somewhat repetitive and does not fully document the student’s position; however, the key issue is addressed. The student displays above average level of attention to detail, and includes adequate facts in support of the position.
    3 pts
    Beginning
    The student displays a basic understanding of the subject matter presented in the research paper. The thesis or basis of the research paper is not fully supported throughout the paper. The reader has difficulty understanding the student’s position. The student includes a few supporting facts or statements, but the student displays an average level of attention to detail with areas of some concern in creating connections between facts and supporting statements in support of the position.
    0 pts
    Non-compliant
    The student displays a limited understanding of the subject matter presented in the research paper. The thesis or basis of the research paper is not supported in the paper and the student overlooks critical details. The student’s position is vague or incomplete and the reader is unable to understand the student’s position. The student does not document the position with facts and does not have a logical sequence for the subject matter discussion. The research paper is not acceptable quality for upper division college level work.
    4 pts
    This criterion is linked to a Learning OutcomeApplication of Knowledge (Critical Thinking Skills)
    4 pts
    Proficient
    The student displays a high level of critical thinking necessary for the approach presented in the research paper. The student draws logical conclusions from the research materials. The student presents intellectual development of the position throughout the research paper.
    3.4 pts
    Competent
    The student displays a good level of critical thinking necessary for the approach presented in the research paper. The student displays an above average ability to draw logical conclusions throughout the research paper with 2 or fewer errors.
    3 pts
    Beginner
    The student displays a basic level of critical thinking necessary for the approach presented in the research paper. The student has difficulty developing the position throughout the research paper. The student displays a limited ability to draw logical conclusions throughout the research paper.
    0 pts
    Non-compliant
    The student displays only a limited approach to critical thinking but is unable to apply research and information to develop the position to a logical conclusion. The student relates confusing statements and facts in the research paper with little evidence of supporting research. The research paper is not acceptable quality for upper division college level work.
    4 pts
    This criterion is linked to a Learning OutcomeFormatting
    4 pts
    Proficient
    The student displays compliance with APA formatting. Format includes an appropriate introduction, well- developed paragraphs in support of the thesis, and an appropriate conclusion. The student demonstrates his/her ability to organize the research in a logical sequence.
    3.4 pts
    Competent
    The student displays some compliance with APA formatting, with 2 or fewer formatting errors. The student displays an understanding of the majority of points and concepts in the research paper and demonstrates a good skill level in formatting and organizing material in the research paper.
    3 pts
    Beginning
    The research paper has 3 or more APA formatting errors. The student displays a basic understanding of some points and concepts incorrectly. There is not a continuous pattern of logical sequencing.
    0 pts
    Non-compliant
    The student does not comply with APA formatting. The student presents an incomplete research paper, which does not provide adequate logical sequence. The research paper is not acceptable quality for upper division college level work.
    4 pts
    This criterion is linked to a Learning OutcomeWriting Skills
    4 pts
    Proficient
    The student displays excellent usage of words and grammar, as well as presents the position of the research paper in a clear and concise writing style. The research paper is error-free of grammar, spelling, and punctuation errors and has no APA citation and reference errors.
    3.4 pts
    Competent
    The student displays above average usage of words and grammar, as well as presents an effective position in the research. The research paper is well written with fewer than 5 grammar, spelling, and punctuation errors and has 2 or fewer APA citation errors.
    3 pts
    Beginning
    The student displays basic writing skills. The student’s writing ability is average, but demonstrates a basic understanding of the subject matter; however, there are more than 5 grammar, spelling, and punctuation errors. The student has 3 or more APA citation errors.
    0 pts
    Non-compliant
    The student displays a weak writing style, which needs improvement, and includes numerous proofreading errors and/or APA citation errors. The student’s writing lacks clarity and consistency. The research paper is not acceptable quality for upper division college level work.
    4 pts
    This criterion is linked to a Learning OutcomeResearch Skills
    4 pts
    Proficient
    The student displays a sophisticated thesis supported by research, which contributes significantly to the development of the overall thesis. The student incorporates the minimum mandatory 3 acceptable academic sources and appropriate required U.S. Supreme Court cases in support of the research paper.
    3.4 pts
    Competent
    The student displays an above average thesis supported by research, but the application is narrow to the thesis of the research paper. The student incorporates only 2 acceptable academic sources and some U.S. Supreme Court cases in support of the research paper.
    3 pts
    Beginning
    The student displays basic research skills, which provide limited application to the thesis of the research paper. The student incorporates only 1 acceptable academic source in the research paper or an insufficient number of U.S. Supreme Court cases in support of the research paper.
    0 pts
    Non-compliant
    The student displays inadequate research skills, and fails to include relevant acceptable academic sources or appropriate U.S. Supreme Court cases in the research paper. The research paper is not acceptable quality for upper division college level work.
    4 pts
    Total Points: 20

  • Title: My Take on “Mi Vida Loca” and “Menace to Society” As a movie enthusiast, I have always been drawn to films that depict the harsh realities of life in inner-city neighborhoods. Two such movies that have left

    Write a 2 page essay response about whether you agree or disagree with the movie, Mi Vida Loca OR A Menace to Society. Be personal and give your opinion as to why you are for or not for the movie. 

  • “Golden Retrievers: The Perfect Companion for New Pet Owners”

    It’s an argumentative research paper that tries to convince that a golden retriever is a better pet for many new pet owners. 

  • Exploring Ideas of Salvation and the Afterlife in Various Religious Traditions The Power and Perspectives of Death and Dying: A Comparative Analysis of Religious Beliefs and Philosophical Perspectives

    Please include all answers within one file or Word Doc
    Pick one question from each section and answer a total of 3 questions
    Each answer will be graded out of 20 points, for a total of 60 points. 
    Each response needs to be at least 1.5 pages double-spaced [minimum], you can write more if you would like.
    Each response needs 4 references/in-text citations 
    There will be a total of 4.5 double-spaced pages with written responses at a minimum.
    There will be a total of 12 references at minimum. 
    Format: 12-pt font and 1-inch margins, include a title for each essay, and paragraphs should be orderly/organized. 
    Reference Instructions:
    Death and Dying in World Religions / In-text reference: (Bregman, Pg#)
    A Brief History of Death / In-text reference: (Spellman, Pg#)
    “Ways of Grieving Among Ojibwe Elders: ‘They’re All Around Us. They’re Always.’” / In-text reference: (Dennis and Washington, Pg#)
    “Death Scenes” from Roman Death: The Dying and the Dead in Ancient Rome / In-text reference: (Hope, Pg#)
    Cremation Rites in Hinduism / In-text reference: (Idler, Pg#)
    Hindu entry from Religious Understandings of a Good Death in Hospice Palliative Care / In-text reference: (Rambachan, Pg#)
    Relics of the Buddha / In-text reference: (Strong, Pg#)
    Buddhist entry from Religious Understandings of a Good Death in Hospice Palliative Care / In-text reference: (Bruce, Pg#)
    “Sallekhana: The Ethicality and Legality of Religious Suicide…:” (Braun, Pg#)
    “Attitudes and Practices of Euthanasia…;” (Emanuel, Pg#)
    “Tradition and Change in Jewish Ideals…” (Ravvin, Pg#)
    “Excremental Assault:” (Des Pres, Pg#) 
    “Noble Death or Death Cult?…” (Middleton, Pg#)
    “The Association Between Religious Beliefs and Practices…:” (Silton, Pg#)
    ““Remember Death: An Examination of Death…:” (Davoudi, Pg#)
    “Xunzi Versus Zhuangzi…:” (Fraser, Pg#) 
    When you reference a Lecture use this in-text reference format:
    Each essay response for each question MUST include:
    4 References at minimum
    3 textual references from class readings listed above at minimum
    1 lecture reference at minimum
    An answer to all parts of the question
    Section One: Pick only ONE question from this section
    Based on all the religions, traditions, and cultures we read about or discussed throughout the lectures in Weeks 9-14 pick TWO examples that allow you to explore ideas of salvation.
    How does salvation work in each example and what are the significant differences?
    How is salvation tied to beliefs in the afterlife?
    What hopes and fears do these beliefs in salvation address?
    How might attitudes to death be impacted by believing in salvation?
    Based on all the religions, traditions, and cultures we read about or discussed throughout the lectures in Weeks 9-14 pick TWO examples that allow you to explore ideas of the afterlife.
    What are some beliefs found within each [chosen] culture which relate to the  afterlife and what are the significant similarities/differences?
    How are attitudes toward death tied to beliefs in the afterlife?
    How might beliefs in the afterlife have impacted the practices surrounding death within the chosen culture?
    Based on all the religions, traditions, and cultures we read about or discussed throughout the lectures in Weeks 9-14 pick TWO examples that allow you to explore burial and/or cremation.
    What are some specific burial and cremation practices?
    How is burial or cremation tied to beliefs in the afterlife?
    What hopes and fears do these practices address?
    How might attitudes to death be impacted by either practicing burial or cremation?
    Section Two: Pick only ONE prompt from this section [must include 4 references/in-text citations]
    Based on all the religions, traditions, and cultures we read about or discussed throughout the lectures in Weeks 9-14 use THREE examples to demonstrate the significance of martyrdom/sacrifice in death and dying.
    Based on all the religions, traditions, and cultures we read about or discussed throughout the lectures in Weeks 9-14 use THREE examples to demonstrate the power of the spirit world.
    Based on all the religions, traditions, and cultures we read about or discussed throughout the lectures in Weeks 9-14 use THREE examples to demonstrate the power of transition/liminal states in death and dying.
    Based on all the religions, traditions, and cultures we read about or discussed throughout the lectures in Weeks 9-14 use THREE examples to demonstrate the power of the gods/goddesses/spirits/saints/martyrs related to death and dying. 
    Section Three: Pick only ONE question from this section [must include 4 references/in-text citations]
    Based on all the religions we read about or discussed throughout the lectures in Weeks 9-14 use THREE examples to explore three religious beliefs or philosophical perspectives related to death and dying that were the most surprising or interesting to you.
    Based on all the religions, traditions, and cultures we read about or discussed throughout the lectures in Weeks 9-14 compare TWO conceptions of dying a “good death.”
    What are the specific conditions of dying a “good death” in each example?
    What do you think these conceptions say about what each culture values?
    Do you believe the framework of dying a “good death” is useful? What would the merits or limitations of this framing
    How has our study of the religions, traditions, and cultures covered throughout this courseinformed/altered your views on the ethics of death? Please explain your views, and then use specific topics covered during the course to reflect on how the course content has informed/altered your views. [You may reference any of the course content for this answer: weeks 2-14]
    IF a topic we have covered in the second part of class (weeks 9-14) has impacted the way you view life and death, then write about this impact and explain why it caused a perspectival shift.
    12. IF you have hopes related to death (the manner of death, the nature of the afterlife, community remembrance, etc.) explain them, and then use specific topics covered during this course to reflect on how these topics may have informed those hopes. [You may reference any of the course content for this answer: weeks 2-14]

  • Transcript for Testimony on Transnational Crime in front of the Senate Foreign Relations Committee

    I need the transcript for the below mention tasks. Submit the transcript as a Word document.  You need a References List as the last page.  Your citation style for the class is Chicago 16th Author-Date. 
    Instructions
    For this project you will choose a particular type of transnational crime. You will then create a video in which you simulate testifying in front of the Senate Foreign Relations Committee. Here is an example of a real-life testimonial. If you like you can have someone question you as part of your video, but it is fine just to do opening remarks and skip the questioning part.
    https://www.c-span.org/video/?411236-1/william-brownfield-testifies-transnational-crime
    Before you begin video production:  Write the text of your testimony just like you would a written policy assignment.  You’ll need to work from a transcript with citations for your sources.  Remember, you should not take anything from a source word-for-word without putting it in quotation marks, citing it, and referring to it in the References List.  Testimony before a committee like this needs a high standard so any hint of plagiarism, and that is not good.  Focus on paraphrasing rather than quoting – because it’s supposed to be your own words anyway.  You can share the thoughts of others (cite them) but most of this needs to be in your words.  For example, “John Mayer suggests that …” (Mayer 2020, 17).  You would read the “John Mayer” part but not the citation.  Any questions about this, ask me. 
    Your video presentation should be ten to fifteen minutes in length, demonstrate an understanding of the issue an awareness of the challenges to addressing it, and an ability to communicate it effectively.  Do not go over the 15 minutes.  It’s a skill you are learning to be able to compose within limits.