RLG206H5 Lecture Notes - Lecture 4: Geoffrey Ward, Cholera, Ken Burns

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7 Mar 2016

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Tutorial #4: how to write an annotated bibliography. Objectives for tutorial 4: review the requirements for the assignment, review the selection of sources for your essay. 4: review how to write chicago style citations, examples from chicago manual of style online and uoft writing centre website. Learn how to identify and summarize a source"s argument. Learn how to assess the value and relevance of a source. In the proposal describe the one object from the rom you will write about, your research topic relating to the object, and your main research question or thesis relating to the object. In gathering your thoughts about the object, think in terms of how it was made, used, and/or how it reflects buddhist teachings, philosophy, and/or practice(s) in a specific time or place. Remember that one object may only be able to speak for buddhism of one region and one time period, not all of buddhism forever.

Related Questions

For this assignment, Part One of your course project, assume the role of Dr. Madness. Your rogue nation seeks global domination. With a bare bones laboratory and your exhaustive microbiological and epidemiological knowledge, you (Dr. Madness) decide that the best way to rule the world is to create and disseminate the perfect biological weapon.

For this part of the assignment, you will develop your weapon from the ground up. Discuss nearly all of the epidemiological criteria related to it, and justify and discuss why it is used and how effective it is. This agent could be a hybrid of other biological pathogens or an entirely new one. If the agent is newly created, there must be some basis and epidemiological support of a similar agent by which you can base your justification. In other words, it will be unrealistic to create an airborne virus that inoculates and kills within one hour. There must be a realistic exposure and incubation time and must be supported through current agent biology or biochemistry (for example, influenza exposure and incubation takes 1â4 days).

Name of Agent: Explain why you chose the name. If it is a biological agent, be sure to provide a taxonomic name

Etiology: This will talk about the genesis of your agent. Where was it discovered? How was it made? How long has it been around? Why was this agent created? What were the social and economic factors of your rogue nation that made Dr. Madness focus on this element of the agent? What are the environmental precursors to this agent? Discuss the interaction among agent, host, and environment.

Identification: This will describe the basics of the agent. Is it a bacteria, virus, toxin, parasite, hybrid, or something else? Discuss how your agent presents within the human population. What are the symptoms in humans? What are the (zoonotic) symptoms in animals? How does the disease progress? Are there stages? Discuss the various stages including length of infection, severity, and the like. What are the diagnostic indicators? How would a doctor be able to identify this agent in a clinic or emergency room?

Laboratory Analysis: How will the agent be identified? Can it be grown in media? What type of laboratory methods can be used to identify the agent (microscopy, chromatography, PCR, and so on)?

Occurrence: This is the epi: who, what, when, where, how, and why of the disease. Where does it happen? When can it be found? Who is most and least susceptible to the agent (risk factors). More exotic and hard to find agents are harder to prevent and control but are also more difficult to initiate an epidemic or pandemic, whereas more generalized and known agents may be easier to cure, but have a much wider swath of causing pandemics. How do socioeconomic factors foster or inhibit the spread of disease?

Reservoir: What is the natural reservoir of the agent? Are there other organisms where this agent can reside without causing disease? Increasing the reservoir can enhance transmission but can also allow for easier identification and treatment in response to it.

Mode of Transmission: Consider inhalation, absorption, digestion, contact, and so forth. If you use multiple modes, justify your selections.

Incubation Period: Provide the range with an average (median) day of disease onset. Does the period change in different socioeconomic status identifiers (sex, age, race, creed, and so on)? Why or why not?

Period of communicability: How long is a person with this agent contagious? Increasing this period also increases the opportunity for study and thus treatment and control.

Susceptibility: Is the agent susceptible to reinfection of the same person? Allowing for this increases morbidity but usually mortality wanes in subsequent infections.

Taking on the role of Dr. Madness, generate your superweapon and describe the weapon using the above mentioned criteria. Remember, the focus in on creating something that becomes difficult to identify, monitor, or treat with prophylaxis. You will write out the proposal as Dr. Madness submitting this to his lead researcher to develop. This proposal should be approximately 6â8 pages in length, but some submissions may be longer.

Submit your Bioweapons and Epidemiology Part One proposal in the assignment area.

Please be sure to review the Bioweapons and Epidemiology Part One Scoring Guide for information on how this assignment is graded.

Project Requirements

To achieve a successful project experience and outcome, you are expected to meet the following requirements.

Written communication: Written communication is free of errors that detract from the overall message.

APA formatting: Resources and citations should be formatted according to current APA style and formatting.

Resources: Include all literature cited in the project.

Length of paper: 6â8 typed, single-spaced pages, not including cover page and resource list.

Font and font size: Arial, 10 point.

Objectives:

ÃÂ· Learn how individuals contribute to teamwork

ÃÂ· Experience some of the features of group work and teamwork

ÃÂ· Understand what managers and organizational developers do to transform

ÃÂ· groups into teams

ÃÂ· Articulate the tangible benefits (both quantitative and qualitative) of

ÃÂ· high-performing teams

ÃÂ· Finish with an interest in learning more about these concepts and

ÃÂ· techniques to apply what you learn

Background: For this assignment, you will plan and play a game with your family or friends, or at work based on the idea of the classic prisoner's dilemma. If you have had a class on game theory, you will be well aware of this concept. It forms the basis of many TV game shows. The prisoner's dilemma was illustrated in Truman Capote's book, "In Cold Blood" concerning the 1959 robbery of a Kansas farmhouse by Perry Smith and Dick Hickock, who murdered their victims in order to eliminate the witnesses. After the men were captured, the police interrogated them separately. To get a confession, the police offered the men a reduced sentence for cooperating. Failure to cooperate would result in a death penalty charge for both.

In the prisoner's dilemma, if both parties cooperate they are mildly punished; if one betrays another, one is severely punished while the other goes free; and if both betray one-another, both are moderately punished. Can you think of settings where you work in which the organizational structure has created a prisoner's dilemma? Competition can (but does not necessarily) bring out conflict.

In game theory, there are non-cooperative and cooperative games. A non-cooperative zero-sum game has a definite winner and loser. For one to win, one must lose. We often think of politicking as an element of that. A cooperative game is where everyone who plays is better off for having played than not having played the game. That is not to say that everyone is equally well off, but simply better off than they were before playing. Hence, even in a cooperative game, some people will likely benefit more than others.

Instructions

Review in your textbook, the Big Five personality dimensions, pp. 82Ã¢ï¿½ï¿½84, and then consider the 3.1 Personality Insights inventory, pp. 89Ã¢ï¿½ï¿½91
Select four or five friends, coworkers, or family members and have them take the personality inventory
Plan and play a game with the participants
Write a 5-10 page paper that addresses the assignment questions below

As you plan and play your game, you will negotiate the type of game you want to play and your role in it. Strive to determine some personal characteristics of the game participants a head of time, or by observing them. Consider how the personal characteristics of the individuals in the game manifest themselves in the informal roles they assume during the planning and execution of the game.

For the purpose of this assignment, you will want both a cooperative and a competitive element. To do that, you can form several groups to compete and cooperate with each other, or you can have individuals in one group compete and cooperate. You can use rewards and/or punishments to create the competitive/cooperative motivations.

Evaluation: When groups are formed, we want to consider how organizational structures, processes, and situations impact on group motivation, politics, and goals achievement. Alignment of all of these structural, personal, and interpersonal components will help to ensure that the group will meld into a team. A defining feature of teamwork (versus group work) is cooperation!

One of the factors that affect cooperation is conflict. Conflict is defined as when someone perceives that his/her interests are opposed or negatively impacted by another. Conflict can at times produce positive results depending on the basis for the conflict and how the conflict is handled (functional conflict). The worst kind of dysfunctional conflict produces betrayal.

Note that team performance can be observed in how well the team coordinates their interdependencies, works efficiently, communicates, and accomplishes their mission. Consequently, as you implement your game, assess your players based on these factors and the informal roles they play.

After you have played the game, reflect on the personality assessments your participants took, and then consider how they planned and played the game.

Write a (5- 10) page analysis to address the following questions:

1. How well did the personality assessments reflect in the behaviors participants displayed during the game?

2. What do these assessments tell us about how we perceive ourselves versus how others perceive us?

3. What informal roles did participants assume during the game, and were they different from the planning portion from the playing portion of the exercise?

4. What did I learn about myself? For example, did the exercise show that you have characteristic ways of relating to others that are distinctive, or similar, to those the others? Did the exercise show that in a particular type of situation you acted in a particular way, or that when others acted in a particular way, you felt happy or anxious or angry, etc.?

5. What did I learn about someone else in the exercise? Did you see something new about them, such as "they seemed more capable than I imagined," or "inattentive when things were stressful?"

6. In playing your game, what could you have done to increase cooperative behaviors?

7. Based on your game experience, what are some of the key factors involved in gaining cooperation from people in a business setting?

8. How would you go about getting cooperation from a "difficult" co-worker? Give an example or scenario.

Please provide a unique type of game theory preferably instead of Mafia Game.

Text:

Organizational Behavior and Management 10th Edition

John Ivancevich, Robert Konopaske, Michael Matteson

cyanfox187

*Please refer to the attached file.

You are writing a rough draft for the essay part 1,

This writing practice will focus on

Steps *1 and *2 below:

___________________

FIVE STEPS OF WRITING~*1- Prewrite*2-Draft 3- Revise 4- Edit/Proofread 5- Publish

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY

– explains, points out

Used in articles, essays, exam questions

- Used to report on research

- Used to share information, give directions

REVIEW:

Elements of Expository Essay:

Thesis

–

Thesis Statement states topic, introduces supporting points

Structure

–

- Organization - often by Cause/Effect, Problem/Solution, Compare/Contrast

- Supporting paragraphs (at least one per supporting point)

- Use of formatting, graphics, and multi-media where appropriate

- Conclusion - relates to thesis and pulls supporting points together

Style

–

- Formal tone - complete sentences; conventional construction and language

- Active voice

Assignment:

Complete the first

two

steps in writing an Expository Essay.

You can use the sample writing prompt on Page 3 or choose a topic based on stories/articles of

your choosing. Page 3 also gives a sample thesis and outline based on the writing prompt. If

writing on your own topic and texts, choose three texts from different genres – e.g., short story,

science fiction, poetry, memoir, informational text, etc.

Step 1)

Prewrite

– Write your thesis statement.

– Determine the structure and organization (e.g., compare/contrast).

– Make an Outline (should include the thesis statement plus a list of

supporting points and a conclusion).

Step 2)

Draft

– Follow your Outline.

– Consider the audience's knowledge of and experience with the topic.

– Give concrete examples (each supporting point should be at least one

paragraph).

– Relate each point back to the thesis statement.

– Draw a conclusion that relates to the thesis statement and ties the

supporting points together.

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY - SAMPLE THESIS AND OUTLINE

WRITING PROMPT

Compare/contrast the authors' treatments of the theme of

taking

responsibility

in three different genres of text:

Short Story

–"Through the Tunnel,"

Science

Fiction

– "A Sound of Thunder," and

Informational Text

– "Quit blaming; take responsibility."

Thesis

Authors Lessing, Bradbury, and Gitomer, writing in three different textual genres,

each address the theme of taking responsibility by contrasting instances of responsible and

irresponsible behavior and drawing the conclusion of the benefits of taking responsibility.

Supporting paragraphs

– with formatting (subtitles):

1. Short Story

– Lessing ("Through the Tunnel") contrasts Jerry's irresponsible/ responsible

behavior and draws conclusion responsibility is best – Jerry feels better about himself.

- Irresponsible: Jerry tries to get attention, be accepted by other boys; wants to swim

through tunnel before ready (examples from story)

- Responsible: Jerry stops trying to please other boys; adopts his quest; trains and works

to be prepared (examples from story)

- Lessing draws unstated conclusion of benefits of taking responsibility

(contrasts Jerry's feelings before and after quest)

2. Science Fiction

– Bradbury ("A Sound of Thunder") contrasts Time Safari Inc.'s/ Eckels'

responsible/irresponsible behavior and graphically illustrates the devastating results of

irresponsibility.

- Irresponsible: Eckels' uncaring, irresponsible attitude (examples in story)

- Responsible: Time Safari's careful planning and preparation for the hunt

(examples

from story)

- Bradbury ends story showing dramatic impact of being irresponsible, implying the

benefits of responsibility

3. Informational Text

–

Gitomer ("Quit blaming; take responsibility") compares salespeople

with politicians in their tendency to avoid taking responsibility and contrasts that attitude with

suggestions on taking responsibility to achieve success.

- Irresponsible: Salespeople and politicians blame others for their failures

(specific examples from article)

- Responsible: Suggestions on how they can take responsibility by

studying failures and

making them successes (examples in article)

- Gitomer concludes that salespeople (and politicians) can achieve results

they seek by

overcoming obstacles and taking responsibility

Conclusion

Authors Lessing, Bradbury, and Gitomer, writing in three different textual

genres, each address the theme of taking responsibility by contrasting instances of responsible

and irresponsible behavior, concluding that taking responsibility brings the best r

This writing practice will focus on

Steps *1 and *2 below:

___________________

FIVE STEPS OF WRITING ~* 1-Prewrite* 2- Draft 3- Revise\ 4- Edit/Proofread 5- Publish

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY

– explains, points out

Used in articles, essays, exam questions

- Used to report on research

- Used to share information, give directions

REVIEW:

Elements of Expository Essay:

Thesis

–

Thesis Statement states topic, introduces supporting points

Structure

–

- Organization - often by Cause/Effect, Problem/Solution, Compare/Contrast

- Supporting paragraphs (at least one per supporting point)

- Use of formatting, graphics, and multi-media where appropriate

- Conclusion - relates to thesis and pulls supporting points together

Style

–

- Formal tone - complete sentences; conventional construction and language

- Active voice

Assignment:

Complete the first

two

steps in writing an Expository Essay.

You can use the sample writing prompt on Page 3 or choose a topic based on stories/articles of

your choosing. Page 3 also gives a sample thesis and outline based on the writing prompt. If

writing on your own topic and texts, choose three texts from different genres – e.g., short story,

science fiction, poetry, memoir, informational text, etc.

Step 1)

Prewrite

– Write your thesis statement.

– Determine the structure and organization (e.g., compare/contrast).

– Make an Outline (should include the thesis statement plus a list of

supporting points and a conclusion).

Step 2)

Draft

– Follow your Outline.

– Consider the audience's knowledge of and experience with the topic.

– Give concrete examples (each supporting point should be at least one

paragraph).

– Relate each point back to the thesis statement.

– Draw a conclusion that relates to the thesis statement and ties the

supporting points together.

Expository Essay Part 1

Student Resource

EXPOSITORY ESSAY - SAMPLE THESIS AND OUTLINE

WRITING PROMPT

Compare/contrast the authors' treatments of the theme of

taking

responsibility

in three different genres of text:

Short Story

–"Through the Tunnel,"

Science

Fiction

– "A Sound of Thunder," and

Informational Text

– "Quit blaming; take responsibility."

Thesis

Authors Lessing, Bradbury, and Gitomer, writing in three different textual genres,

each address the theme of taking responsibility by contrasting instances of responsible and

irresponsible behavior and drawing the conclusion of the benefits of taking responsibility.

Supporting paragraphs

– with formatting (subtitles):

1. Short Story

– Lessing ("Through the Tunnel") contrasts Jerry's irresponsible/ responsible

behavior and draws conclusion responsibility is best – Jerry feels better about himself.

- Irresponsible: Jerry tries to get attention, be accepted by other boys; wants to swim

through tunnel before ready (examples from story)

- Responsible: Jerry stops trying to please other boys; adopts his quest; trains and works

to be prepared (examples from story)

- Lessing draws unstated conclusion of benefits of taking responsibility

(contrasts Jerry's feelings before and after quest)

2. Science Fiction

– Bradbury ("A Sound of Thunder") contrasts Time Safari Inc.'s/ Eckels'

responsible/irresponsible behavior and graphically illustrates the devastating results of

irresponsibility.

- Irresponsible: Eckels' uncaring, irresponsible attitude (examples in story)

- Responsible: Time Safari's careful planning and preparation for the hunt

(examples

from story)

- Bradbury ends story showing dramatic impact of being irresponsible, implying the

benefits of responsibility

3. Informational Text

–

Gitomer ("Quit blaming; take responsibility") compares salespeople

with politicians in their tendency to avoid taking responsibility and contrasts that attitude with

suggestions on taking responsibility to achieve success.

- Irresponsible: Salespeople and politicians blame others for their failures

(specific examples from article)

- Responsible: Suggestions on how they can take responsibility by

studying failures and

making them successes (examples in article)

- Gitomer concludes that salespeople (and politicians) can achieve results

they seek by

overcoming obstacles and taking responsibility

Conclusion

Authors Lessing, Bradbury, and Gitomer, writing in three different textual

genres, each address the theme of taking responsibility by contrasting instances of responsible

and irresponsible behavior, concluding that taking responsibility brings the best r

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RLG206H5 Lecture Notes - Lecture 4: Geoffrey Ward, Cholera, Ken Burns

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