Category: Essay & Composition

[Solved] training

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You will demonstrate an understanding of goals of physical training and the basic principles of training in a creative format. https://www.canva.com/design/DAGza5ZVfkA/led2V8rpIGv9HQyPTrpwbA/edit 1. Go through the [Canva Principles of Training PresentationLinks to an external site.](https://canva.li…

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Assignment Prompt & Instructions

You will demonstrate an understanding of goals of physical training and the basic principles of training in a creative format.

https://www.canva.com/design/DAGza5ZVfkA/led2V8rpIGv9HQyPTrpwbA/edit

1. Go through the [Canva Principles of Training PresentationLinks to an external site.](https://canva.link/80w5g6otlhfp4jv "Link")
2. Gather information using the [Training Principles – links](https://midlandu.instructure.com/courses/2664534/files/395950771?wrap=1) [Download Training Principles – links](https://midlandu.instructure.com/courses/2664534/files/395950771/download?download_frd=1)
3. Create a poster, infographic or some other digital format with the Principles of Training information. You will need to include the definition and give an example of each principle (Do NOT use my example for each principle, come up with your own example)

– Specificity
– Overload
– Progression
– Reversibility
– Individuality
– Recovery
– Adaptation

3. Answer the following reflection questions:

– What is the main goal of physical training? Why is it important?
– Which principle do you think is the most important for long-term success and why?
– How would you help a beginner avaoid common mistakes by using these principles?

**Physical Training Principles**

Physical Training Principles

CriteriaRatingsPts

This criterion is linked to a Learning OutcomeDefinitions of Principles

**5** **to >4.0** **ptsAdvancedAll principles) are defined clearly and accurately**

**4** **to >3.0** **ptsProficientMost principles defined clearly and accurately**

**3** **to >1.0** **ptsProgressingSome definitions are unclear or missing**

**1** **to >0** **ptsNeeds ImprovementMany definitions are missing or incorrect**

5 pts

This criterion is linked to a Learning OutcomeReal-Life Examples

**5** **to >4.0** **ptsAdvancedEach principle includes a realistic, relevant example**

**4** **to >3.0** **ptsProficientMost principles have relevant examples**

**3** **to >1.0** **ptsProgressingSome examples are vague or unrelated**

**1** **to >0** **ptsNeeds ImprovementFew or no clear examples provided**

5 pts

This criterion is linked to a Learning OutcomeVisual Creativity & Organization

**5** **to >4.0** **ptsAdvancedInfographic, poster etc. is well-organized, neat, and visually engaging**

**4** **to >3.0** **ptsProficientInfographic, poster etc. is organized and mostly clear**

**3** **to >1.0** **ptsProgressingBasic organization; limited creativity**

**1** **to >0** **ptsNeeds ImprovementDisorganized or hard to understand**

5 pts

This criterion is linked to a Learning OutcomeReflection Responses

**5** **to >4.0** **ptsAdvancedAnswers are thoughtful, insightful, and show clear understanding (3–5 sentences)**

**4** **to >3.0** **ptsProficientAnswers are clear and show understanding**

**3** **to >1.0** **ptsProgressingAnswers are brief or somewhat off-topic**

**1** **to >0** **ptsNeeds ImprovementIncomplete or unclear responses**

5 pts

Total Points: 20

– [\
\
HPM180TrainingPrinciples-links.docx](https://www.sweetstudy.com/files/hpm180trainingprinciples-links-docx "HPM180TrainingPrinciples-links.docx")

November 6, 2026
[Solved] Below

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**files (3)** – ## OutlineTemplate-1.docx – ## OutlineModel-1.docx – ## GPS200_Sample_ResearchPaper_SentenceOutline.docx **## OutlineTemplate-1.docx** Outline Template: ### Topic ### Research Question ### Thesis ### Reason # 1 (topic sentence) ### Supporting Evidence ### Reason # 2 (topic sente…

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Assignment Prompt & Instructions

**files (3)**

– ## OutlineTemplate-1.docx

– ## OutlineModel-1.docx

– ## GPS200_Sample_ResearchPaper_SentenceOutline.docx

**## OutlineTemplate-1.docx**

Outline Template:

### Topic

### Research Question

### Thesis

### Reason # 1 (topic sentence)

### Supporting Evidence

### Reason # 2 (topic sentence)

### Supporting Evidence

### Reason # 3 (topic sentence)

### Supporting Evidence

(additional reasons as needed)

### Opposing View

### Rebuttal

References

List your sources here. You should have four sources from the Stevenson databases, and two sources from course materials. List the sources in alphabetical order and follow the APA Style Guide for correct formatting. See sections 9 and 10 in the
_Concise Guide to APA Style_ for help with formatting.

**## OutlineModel-1.docx**

Outline Model and Template

Topic: Mandatory education beyond high school

Research Question: Should high school graduates now be required to attend at least 2 years of college or trade school?

Thesis: Two years of higher education beyond high school, college, or specialized training, should be mandatory for all U.S. high school graduates.

| |
| — |
| **State Your Claim/Thesis:**(Take a stand or position on the topic – this should be a revised version of your research question and tentative thesis. It needs to be something that can be argued.) |

State the reasons supported by evidence for your claim: Given the length of this paper, 3 reasons should be sufficient. If, however, you have additional strong reasons, you may include them. Next, include examples of evidence from sources you will use to support each reason. Evidence may take any of the following forms: facts & statistics; authorities, information from people who are experts in their fields; examples, specific illustrations; anecdotes, brief stories; scenarios or what if situations found in your research; logical interpretations, explanations of how the reasons and evidence support your thesis – these are your thoughts, critical interpretation, and analysis.

Reason #1: Given modern technological advances, companies need a more skilled workforce. (This also becomes the topic sentence- these are my reasons based on my own on observations, experience, and reading)

Evidence: (ideas that should come from the research)

· Tech companies who must recruit skilled employees from other countries to meet their employment needs (author, year).

· Need for employees with specialized skills (author year)

Reason #2: Even graduates with a 2-year degree earn higher salaries.

### Evidence:

· Statistics and studies conducted in recent years (author year)

· Examples from surveys (author year)

Reason #3: Higher education leads to improved quality of life.

### Evidence:

· Provide statistics, surveys (author year)

· Anecdotal evidence

Reason #4 (optional): Follow examples above.

Opposing View: Explain objections to your point of view. (Remember, there is always more than one side in an argument!)

Reason for the opposing view: Higher education and training are costly. Who will pay for it?

Evidence and Source: Examples of the cost of tuition for 2-year degree and/or training programs.

Rebuttal: The cost to higher education will pay for itself in a more skilled workforce, increased productivity, less reliance on highly skilled immigrants, and higher paying jobs for American citizens. (Use evidence/ examples to support).

Conclusion: Restate the thesis, tie all claims together, and end with powerful persuasive statement.

References

List your sources here. You should have four sources from the Stevenson databases, and two sources from course materials. List the sources in alphabetical order and follow the APA Style Guide for correct formatting. See sections 9 and 10 in the
_Concise Guide to APA Style_ for help with formatting.

**## GPS200_Sample_ResearchPaper_SentenceOutline.docx**

## Sample: Research Paper – Sentence Outline

**Topic**
Mandatory education beyond high school

Research Question

Should high school graduates now be required to attend at least 2 years of college or trade school?

| |
| — |
| **Claim (Thesis)** <br>Take a stand or position on the topic. This should be a revised version of your research question and tentative thesis. It needs to be something that can be argued.<br> **A good thesis should be:**<br>· Arguable <br>· Clear<br>· Specific<br> **Model thesis:** <br>Two years of education beyond high school, college or specialized training, should be mandatory for all U.S. high school graduates. |

****Evidence and Reasoning****
State the reasons for your claim: Given the length of this paper, 3 reasons should be sufficient. If, however, you have 4 reasons that are strong, you may use 4 reasons.

Reason #1: One reason high school graduates entering the workforce need education beyond high school is that companies need more skilled workers to meet the growing challenges of technological and scientific advances. (This also becomes the topic sentence)

Evidence: (this should come from the research)

· Currently, tech companies have to recruit skilled employees from other countries to meet their employment needs (Smith, 2019).

· Need for employees with specialized skills in tech and science continues to grow (Taylor, 2018)

· Need for employees with critical thinking and problem solving skills (Vandal, 2020).

Reason #2: A second reason high school graduates should be required to obtain an advanced degree or skilled training beyond high school is the potential to earn higher salaries.

Evidence: (this should come from the research or anecdotal sources)

· Provide statistics and studies conducted in recent years (Wise, 2018)

· Examples from surveys (Bureau of labor Statistics, 2020)

· Anecdotal evidence (Vandal, 2020)

Reason #3: A final reason advanced learning should be required for high school graduates is that it often leads to an improved quality of life.

Evidence:

· Provide statistics, surveys (Wise, 2020 year)

· Greater job satisfaction (Wise, 2020)

· More opportunities for professional growth (Bureau of Labor Statistics, 2020)

· More opportunities for personal growth (Vandal, 2020)

Reason #4 (optional): Follow examples above.

Opposing View
**:** Explain objections to your point of view. (Remember, there is always more than one side in an argument!)

Reason for the opposing view: One common objection to making advanced education and training mandatory for all high school graduates is the cost for additional education beyond high school. The question most often asked is, “Who will pay for it”?

Evidence and Source: Examples of the cost of tuition for 2-year degree and/or training programs.

Rebuttal: The cost to higher education will pay for itself in a more skilled workforce, increased productivity, less reliance on highly skilled immigrants, and higher paying jobs for American citizens. (Use evidence/ examples to support).

Conclusion: Restate the thesis, tie all claims together, and end with powerful persuasive statement.

If one looks at the long-term benefits for individuals who acquire advanced degrees or skill training, it is obvious that a high school diploma is no longer enough to guarantee a well-trained workforce. Today’s high school graduates most often qualify only for minimum wage work with limited potential for advancement, professional or personal growth, or financial stability. The only way to ensure that we have a qualified workforce with the potential for professional and personal growth is to mandate that students obtain a minimum of two years advanced education beyond high school.

| | |
| — | — |
| 1 | Sample: Research Paper – Sentence Outline | ed. M Vandal, Spring 2020 |

**## GPS200_Sample_ResearchPaper_SentenceOutline.docx**

## Sample: Research Paper – Sentence Outline

**Topic**
Mandatory education beyond high school

Research Question

Should high school graduates now be required to attend at least 2 years of college or trade school?

| |
| — |
| **Claim (Thesis)** <br>Take a stand or position on the topic. This should be a revised version of your research question and tentative thesis. It needs to be something that can be argued.<br> **A good thesis should be:**<br>· Arguable <br>· Clear<br>· Specific<br> **Model thesis:** <br>Two years of education beyond high school, college or specialized training, should be mandatory for all U.S. high school graduates. |

****Evidence and Reasoning****
State the reasons for your claim: Given the length of this paper, 3 reasons should be sufficient. If, however, you have 4 reasons that are strong, you may use 4 reasons.

Reason #1: One reason high school graduates entering the workforce need education beyond high school is that companies need more skilled workers to meet the growing challenges of technological and scientific advances. (This also becomes the topic sentence)

Evidence: (this should come from the research)

· Currently, tech companies have to recruit skilled employees from other countries to meet their employment needs (Smith, 2019).

· Need for employees with specialized skills in tech and science continues to grow (Taylor, 2018)

· Need for employees with critical thinking and problem solving skills (Vandal, 2020).

Reason #2: A second reason high school graduates should be required to obtain an advanced degree or skilled training beyond high school is the potential to earn higher salaries.

Evidence: (this should come from the research or anecdotal sources)

· Provide statistics and studies conducted in recent years (Wise, 2018)

· Examples from surveys (Bureau of labor Statistics, 2020)

· Anecdotal evidence (Vandal, 2020)

Reason #3: A final reason advanced learning should be required for high school graduates is that it often leads to an improved quality of life.

Evidence:

· Provide statistics, surveys (Wise, 2020 year)

· Greater job satisfaction (Wise, 2020)

· More opportunities for professional growth (Bureau of Labor Statistics, 2020)

· More opportunities for personal growth (Vandal, 2020)

Reason #4 (optional): Follow examples above.

Opposing View
**:** Explain objections to your point of view. (Remember, there is always more than one side in an argument!)

Reason for the opposing view: One common objection to making advanced education and training mandatory for all high school graduates is the cost for additional education beyond high school. The question most often asked is, “Who will pay for it”?

Evidence and Source: Examples of the cost of tuition for 2-year degree and/or training programs.

Rebuttal: The cost to higher education will pay for itself in a more skilled workforce, increased productivity, less reliance on highly skilled immigrants, and higher paying jobs for American citizens. (Use evidence/ examples to support).

Conclusion: Restate the thesis, tie all claims together, and end with powerful persuasive statement.

If one looks at the long-term benefits for individuals who acquire advanced degrees or skill training, it is obvious that a high school diploma is no longer enough to guarantee a well-trained workforce. Today’s high school graduates most often qualify only for minimum wage work with limited potential for advancement, professional or personal growth, or financial stability. The only way to ensure that we have a qualified workforce with the potential for professional and personal growth is to mandate that students obtain a minimum of two years advanced education beyond high school.

| | |
| — | — |
| 1 | Sample: Research Paper – Sentence Outline | ed. M Vandal, Spring 2020 |

**## OutlineTemplate-1.docx**

Outline Template:

### Topic

### Research Question

### Thesis

### Reason # 1 (topic sentence)

### Supporting Evidence

### Reason # 2 (topic sentence)

### Supporting Evidence

### Reason # 3 (topic sentence)

### Supporting Evidence

(additional reasons as needed)

### Opposing View

### Rebuttal

References

List your sources here. You should have four sources from the Stevenson databases, and two sources from course materials. List the sources in alphabetical order and follow the APA Style Guide for correct formatting. See sections 9 and 10 in the
_Concise Guide to APA Style_ for help with formatting.

**## OutlineModel-1.docx**

Outline Model and Template

Topic: Mandatory education beyond high school

Research Question: Should high school graduates now be required to attend at least 2 years of college or trade school?

Thesis: Two years of higher education beyond high school, college, or specialized training, should be mandatory for all U.S. high school graduates.

| |
| — |
| **State Your Claim/Thesis:**(Take a stand or position on the topic – this should be a revised version of your research question and tentative thesis. It needs to be something that can be argued.) |

State the reasons supported by evidence for your claim: Given the length of this paper, 3 reasons should be sufficient. If, however, you have additional strong reasons, you may include them. Next, include examples of evidence from sources you will use to support each reason. Evidence may take any of the following forms: facts & statistics; authorities, information from people who are experts in their fields; examples, specific illustrations; anecdotes, brief stories; scenarios or what if situations found in your research; logical interpretations, explanations of how the reasons and evidence support your thesis – these are your thoughts, critical interpretation, and analysis.

Reason #1: Given modern technological advances, companies need a more skilled workforce. (This also becomes the topic sentence- these are my reasons based on my own on observations, experience, and reading)

Evidence: (ideas that should come from the research)

· Tech companies who must recruit skilled employees from other countries to meet their employment needs (author, year).

· Need for employees with specialized skills (author year)

Reason #2: Even graduates with a 2-year degree earn higher salaries.

### Evidence:

· Statistics and studies conducted in recent years (author year)

· Examples from surveys (author year)

Reason #3: Higher education leads to improved quality of life.

### Evidence:

· Provide statistics, surveys (author year)

· Anecdotal evidence

Reason #4 (optional): Follow examples above.

Opposing View: Explain objections to your point of view. (Remember, there is always more than one side in an argument!)

Reason for the opposing view: Higher education and training are costly. Who will pay for it?

Evidence and Source: Examples of the cost of tuition for 2-year degree and/or training programs.

Rebuttal: The cost to higher education will pay for itself in a more skilled workforce, increased productivity, less reliance on highly skilled immigrants, and higher paying jobs for American citizens. (Use evidence/ examples to support).

Conclusion: Restate the thesis, tie all claims together, and end with powerful persuasive statement.

References

List your sources here. You should have four sources from the Stevenson databases, and two sources from course materials. List the sources in alphabetical order and follow the APA Style Guide for correct formatting. See sections 9 and 10 in the
_Concise Guide to APA Style_ for help with formatting.

**## GPS200_Sample_ResearchPaper_SentenceOutline.docx**

## Sample: Research Paper – Sentence Outline

**Topic**
Mandatory education beyond high school

Research Question

Should high school graduates now be required to attend at least 2 years of college or trade school?

| |
| — |
| **Claim (Thesis)** <br>Take a stand or position on the topic. This should be a revised version of your research question and tentative thesis. It needs to be something that can be argued.<br> **A good thesis should be:**<br>· Arguable <br>· Clear<br>· Specific<br> **Model thesis:** <br>Two years of education beyond high school, college or specialized training, should be mandatory for all U.S. high school graduates. |

****Evidence and Reasoning****
State the reasons for your claim: Given the length of this paper, 3 reasons should be sufficient. If, however, you have 4 reasons that are strong, you may use 4 reasons.

Reason #1: One reason high school graduates entering the workforce need education beyond high school is that companies need more skilled workers to meet the growing challenges of technological and scientific advances. (This also becomes the topic sentence)

Evidence: (this should come from the research)

· Currently, tech companies have to recruit skilled employees from other countries to meet their employment needs (Smith, 2019).

· Need for employees with specialized skills in tech and science continues to grow (Taylor, 2018)

· Need for employees with critical thinking and problem solving skills (Vandal, 2020).

Reason #2: A second reason high school graduates should be required to obtain an advanced degree or skilled training beyond high school is the potential to earn higher salaries.

Evidence: (this should come from the research or anecdotal sources)

· Provide statistics and studies conducted in recent years (Wise, 2018)

· Examples from surveys (Bureau of labor Statistics, 2020)

· Anecdotal evidence (Vandal, 2020)

Reason #3: A final reason advanced learning should be required for high school graduates is that it often leads to an improved quality of life.

Evidence:

· Provide statistics, surveys (Wise, 2020 year)

· Greater job satisfaction (Wise, 2020)

· More opportunities for professional growth (Bureau of Labor Statistics, 2020)

· More opportunities for personal growth (Vandal, 2020)

Reason #4 (optional): Follow examples above.

Opposing View
**:** Explain objections to your point of view. (Remember, there is always more than one side in an argument!)

Reason for the opposing view: One common objection to making advanced education and training mandatory for all high school graduates is the cost for additional education beyond high school. The question most often asked is, “Who will pay for it”?

Evidence and Source: Examples of the cost of tuition for 2-year degree and/or training programs.

Rebuttal: The cost to higher education will pay for itself in a more skilled workforce, increased productivity, less reliance on highly skilled immigrants, and higher paying jobs for American citizens. (Use evidence/ examples to support).

Conclusion: Restate the thesis, tie all claims together, and end with powerful persuasive statement.

If one looks at the long-term benefits for individuals who acquire advanced degrees or skill training, it is obvious that a high school diploma is no longer enough to guarantee a well-trained workforce. Today’s high school graduates most often qualify only for minimum wage work with limited potential for advancement, professional or personal growth, or financial stability. The only way to ensure that we have a qualified workforce with the potential for professional and personal growth is to mandate that students obtain a minimum of two years advanced education beyond high school.

| | |
| — | — |
| 1 | Sample: Research Paper – Sentence Outline | ed. M Vandal, Spring 2020 |

**## OutlineTemplate-1.docx**

Outline Template:

### Topic

### Research Question

### Thesis

### Reason # 1 (topic sentence)

### Supporting Evidence

### Reason # 2 (topic sentence)

### Supporting Evidence

### Reason # 3 (topic sentence)

### Supporting Evidence

(additional reasons as needed)

### Opposing View

### Rebuttal

References

List your sources here. You should have four sources from the Stevenson databases, and two sources from course materials. List the sources in alphabetical order and follow the APA Style Guide for correct formatting. See sections 9 and 10 in the
_Concise Guide to APA Style_ for help with formatting.

**## OutlineModel-1.docx**

Outline Model and Template

Topic: Mandatory education beyond high school

Research Question: Should high school graduates now be required to attend at least 2 years of college or trade school?

Thesis: Two years of higher education beyond high school, college, or specialized training, should be mandatory for all U.S. high school graduates.

| |
| — |
| **State Your Claim/Thesis:**(Take a stand or position on the topic – this should be a revised version of your research question and tentative thesis. It needs to be something that can be argued.) |

State the reasons supported by evidence for your claim: Given the length of this paper, 3 reasons should be sufficient. If, however, you have additional strong reasons, you may include them. Next, include examples of evidence from sources you will use to support each reason. Evidence may take any of the following forms: facts & statistics; authorities, information from people who are experts in their fields; examples, specific illustrations; anecdotes, brief stories; scenarios or what if situations found in your research; logical interpretations, explanations of how the reasons and evidence support your thesis – these are your thoughts, critical interpretation, and analysis.

Reason #1: Given modern technological advances, companies need a more skilled workforce. (This also becomes the topic sentence- these are my reasons based on my own on observations, experience, and reading)

Evidence: (ideas that should come from the research)

· Tech companies who must recruit skilled employees from other countries to meet their employment needs (author, year).

· Need for employees with specialized skills (author year)

Reason #2: Even graduates with a 2-year degree earn higher salaries.

### Evidence:

· Statistics and studies conducted in recent years (author year)

· Examples from surveys (author year)

Reason #3: Higher education leads to improved quality of life.

### Evidence:

· Provide statistics, surveys (author year)

· Anecdotal evidence

Reason #4 (optional): Follow examples above.

Opposing View: Explain objections to your point of view. (Remember, there is always more than one side in an argument!)

Reason for the opposing view: Higher education and training are costly. Who will pay for it?

Evidence and Source: Examples of the cost of tuition for 2-year degree and/or training programs.

Rebuttal: The cost to higher education will pay for itself in a more skilled workforce, increased productivity, less reliance on highly skilled immigrants, and higher paying jobs for American citizens. (Use evidence/ examples to support).

Conclusion: Restate the thesis, tie all claims together, and end with powerful persuasive statement.

References

List your sources here. You should have four sources from the Stevenson databases, and two sources from course materials. List the sources in alphabetical order and follow the APA Style Guide for correct formatting. See sections 9 and 10 in the
_Concise Guide to APA Style_ for help with formatting.

**## GPS200_Sample_ResearchPaper_SentenceOutline.docx**

## Sample: Research Paper – Sentence Outline

**Topic**
Mandatory education beyond high school

Research Question

Should high school graduates now be required to attend at least 2 years of college or trade school?

| |
| — |
| **Claim (Thesis)** <br>Take a stand or position on the topic. This should be a revised version of your research question and tentative thesis. It needs to be something that can be argued.<br> **A good thesis should be:**<br>· Arguable <br>· Clear<br>· Specific<br> **Model thesis:** <br>Two years of education beyond high school, college or specialized training, should be mandatory for all U.S. high school graduates. |

****Evidence and Reasoning****
State the reasons for your claim: Given the length of this paper, 3 reasons should be sufficient. If, however, you have 4 reasons that are strong, you may use 4 reasons.

Reason #1: One reason high school graduates entering the workforce need education beyond high school is that companies need more skilled workers to meet the growing challenges of technological and scientific advances. (This also becomes the topic sentence)

Evidence: (this should come from the research)

· Currently, tech companies have to recruit skilled employees from other countries to meet their employment needs (Smith, 2019).

· Need for employees with specialized skills in tech and science continues to grow (Taylor, 2018)

· Need for employees with critical thinking and problem solving skills (Vandal, 2020).

Reason #2: A second reason high school graduates should be required to obtain an advanced degree or skilled training beyond high school is the potential to earn higher salaries.

Evidence: (this should come from the research or anecdotal sources)

· Provide statistics and studies conducted in recent years (Wise, 2018)

· Examples from surveys (Bureau of labor Statistics, 2020)

· Anecdotal evidence (Vandal, 2020)

Reason #3: A final reason advanced learning should be required for high school graduates is that it often leads to an improved quality of life.

Evidence:

· Provide statistics, surveys (Wise, 2020 year)

· Greater job satisfaction (Wise, 2020)

· More opportunities for professional growth (Bureau of Labor Statistics, 2020)

· More opportunities for personal growth (Vandal, 2020)

Reason #4 (optional): Follow examples above.

Opposing View
**:** Explain objections to your point of view. (Remember, there is always more than one side in an argument!)

Reason for the opposing view: One common objection to making advanced education and training mandatory for all high school graduates is the cost for additional education beyond high school. The question most often asked is, “Who will pay for it”?

Evidence and Source: Examples of the cost of tuition for 2-year degree and/or training programs.

Rebuttal: The cost to higher education will pay for itself in a more skilled workforce, increased productivity, less reliance on highly skilled immigrants, and higher paying jobs for American citizens. (Use evidence/ examples to support).

Conclusion: Restate the thesis, tie all claims together, and end with powerful persuasive statement.

If one looks at the long-term benefits for individuals who acquire advanced degrees or skill training, it is obvious that a high school diploma is no longer enough to guarantee a well-trained workforce. Today’s high school graduates most often qualify only for minimum wage work with limited potential for advancement, professional or personal growth, or financial stability. The only way to ensure that we have a qualified workforce with the potential for professional and personal growth is to mandate that students obtain a minimum of two years advanced education beyond high school.

| | |
| — | — |
| 1 | Sample: Research Paper – Sentence Outline | ed. M Vandal, Spring 2020 |

November 6, 2026
[Solved] english help

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November 6, 2026
[Solved] DB 6

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1. **Figure 14.1 (Chapter 14, p.281) outlines an example of a reinforcer survey.** 1. **Create your own survey that could potentially identify reinforcers for employees. When creating your survey, individualize the options to your specific organization/field.** _(_ _(Remember the items/activities on…

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Assignment Prompt & Instructions

1. **Figure 14.1 (Chapter 14, p.281) outlines an example of a reinforcer survey.**
1. **Create your own survey that could potentially identify reinforcers for employees. When creating your survey, individualize the options to your specific organization/field.** _(_ _(Remember the items/activities on the survey should be ones that could reasonably be implemented in your workplace–avoid items that might lead to same outcome depicted on p.173). When creating your survey, examples should only be used as a guide._
2. **How might you present this survey to employees? (i.e., How would you explain the purpose of the survey?)**
3. **How might you distribute this survey to employees?**
2. **After reviewing all of the information from the assigned chapters, discuss potential areas of improvement related to reinforcement in organizations for your own workplace/field/previous experiences. This might include points about types of reinforcers, delivery of reinforcers, schedule of reinforcers, assessment of reinforcers, etc. (Please don't include any identifying information). Include any recommendation you might have for improving the issue.**

– [\
\
PerformanceManagementBook.pdf](https://www.sweetstudy.com/files/performancemanagementbook-pdf-10563903 "PerformanceManagementBook.pdf")

November 6, 2026
[Solved] Discussion: T.S.Eliot’s “Love song of J. Alfred Prufrock”

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Poem is put into 11 sections. The Love Song of J. Alfred Prufrock By T. S. Eliot 1915 1. S’io credesse che mia risposta fosse A persona che mai tornasse al mondo, Questa fiamma staria senza piu scosse. Ma percioche giammai di questo fondo Non torno vivo alcun, s’i’odo il vero, Senza tema d’infamia t…

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Assignment Prompt & Instructions

Poem is put into 11 sections.

The Love Song of J. Alfred Prufrock

By T. S. Eliot

1915

1.

S’io credesse che mia risposta fosse

A persona che mai tornasse al mondo,

Questa fiamma staria senza piu scosse.

Ma percioche giammai di questo fondo

Non torno vivo alcun, s’i’odo il vero,

Senza tema d’infamia ti rispondo.

2. Let us go then, you and I,

When the evening is spread out against the sky

Like a patient etherized upon a table;

Let us go, through certain half-deserted streets,

The muttering retreats

Of restless nights in one-night cheap hotels

And sawdust restaurants with oyster-shells:

Streets that follow like a tedious argument

Of insidious intent

To lead you to an overwhelming question …

Oh, do not ask, “What is it?”

Let us go and make our visit.

In the room the women come and go

Talking of Michelangelo.

3. The yellow fog that rubs its back upon the window-panes,

The yellow smoke that rubs its muzzle on the window-panes,

Licked its tongue into the corners of the evening,

Lingered upon the pools that stand in drains,

Let fall upon its back the soot that falls from chimneys,

Slipped by the terrace, made a sudden leap,

And seeing that it was a soft October night,

Curled once about the house, and fell asleep.

And indeed there will be time

For the yellow smoke that slides along the street,

Rubbing its back upon the window-panes;

There will be time, there will be time

To prepare a face to meet the faces that you meet;

There will be time to murder and create,

And time for all the works and days of hands

That lift and drop a question on your plate;

Time for you and time for me,

And time yet for a hundred indecisions,

And for a hundred visions and revisions,

Before the taking of a toast and tea.

4. In the room the women come and go

Talking of Michelangelo.

And indeed there will be time

To wonder, “Do I dare?” and, “Do I dare?”

Time to turn back and descend the stair,

With a bald spot in the middle of my hair —

(They will say: “How his hair is growing thin!”)

My morning coat, my collar mounting firmly to the chin,

My necktie rich and modest, but asserted by a simple pin —

(They will say: “But how his arms and legs are thin!”)

Do I dare

Disturb the universe?

In a minute there is time

For decisions and revisions which a minute will reverse.

5. For I have known them all already, known them all:

Have known the evenings, mornings, afternoons,

I have measured out my life with coffee spoons;

I know the voices dying with a dying fall

Beneath the music from a farther room.

So how should I presume?

And I have known the eyes already, known them all—

The eyes that fix you in a formulated phrase,

And when I am formulated, sprawling on a pin,

When I am pinned and wriggling on the wall,

Then how should I begin

To spit out all the butt-ends of my days and ways?

And how should I presume?

6. And I have known the arms already, known them all—

Arms that are braceleted and white and bare

(But in the lamplight, downed with light brown hair!)

Is it perfume from a dress

That makes me so digress?

Arms that lie along a table, or wrap about a shawl.

And should I then presume?

And how should I begin?

Shall I say, I have gone at dusk through narrow streets

And watched the smoke that rises from the pipes

Of lonely men in shirt-sleeves, leaning out of windows? …

I should have been a pair of ragged claws

Scuttling across the floors of silent seas.

7. And the afternoon, the evening, sleeps so peacefully!

Smoothed by long fingers,

Asleep … tired … or it malingers,

Stretched on the floor, here beside you and me.

Should I, after tea and cakes and ices,

Have the strength to force the moment to its crisis?

But though I have wept and fasted, wept and prayed,

Though I have seen my head (grown slightly bald) brought in upon a platter,

I am no prophet — and here’s no great matter;

I have seen the moment of my greatness flicker,

And I have seen the eternal Footman hold my coat, and snicker,

And in short, I was afraid.

8. And would it have been worth it, after all,

After the cups, the marmalade, the tea,

Among the porcelain, among some talk of you and me,

Would it have been worth while,

To have bitten off the matter with a smile,

To have squeezed the universe into a ball

To roll it towards some overwhelming question,

To say: “I am Lazarus, come from the dead,

Come back to tell you all, I shall tell you all”—

If one, settling a pillow by her head

Should say: “That is not what I meant at all;

That is not it, at all.”

9. And would it have been worth it, after all,

Would it have been worth while,

After the sunsets and the dooryards and the sprinkled streets,

After the novels, after the teacups, after the skirts that trail along the floor—

And this, and so much more?—

It is impossible to say just what I mean!

But as if a magic lantern threw the nerves in patterns on a screen:

Would it have been worth while

If one, settling a pillow or throwing off a shawl,

And turning toward the window, should say:

“That is not it at all,

That is not what I meant, at all.”

10. No! I am not Prince Hamlet, nor was meant to be;

Am an attendant lord, one that will do

To swell a progress, start a scene or two,

Advise the prince; no doubt, an easy tool,

Deferential, glad to be of use,

Politic, cautious, and meticulous;

Full of high sentence, but a bit obtuse;

At times, indeed, almost ridiculous—

Almost, at times, the Fool.

I grow old … I grow old …

I shall wear the bottoms of my trousers rolled.

11. Shall I part my hair behind? Do I dare to eat a peach?

I shall wear white flannel trousers, and walk upon the beach.

I have heard the mermaids singing, each to each.

I do not think that they will sing to me.

I have seen them riding seaward on the waves

Combing the white hair of the waves blown back

When the wind blows the water white and black.

We have lingered in the chambers of the sea

By sea-girls wreathed with seaweed red and brown

Till human voices wake us, and we drown

Section 1: Do a little research on the epigraph to the poem, which is in Italian. Believe it or not, it isn’t hard to find out what the epigraph is saying and where it’s from. You can find what you need just by googling: “Epigraph to “Love song of J. Alfred Prufrock.” Quote the translation and origin of the Italian for us. What does it mean in relation to the whole poem? Also, how does the epigraph relate to Section 8, in which Eliot mentions Lazarus?

Section 2: Who is the speaker (the “I” of the poem) speaking to? What is the significance of the simile? What do you think the overwhelming question is? Is there rhyme throughout the section? Is it regular or irregular? Do you notice it or does it surprise you? What do you think the last two lines of this section mean? Who is Michelangelo?

Section 3: In this section, Eliot personifies the fog. What does it sound like it is? What mood does Eliot create in this section? What is Eliot referring to when he talks about “time to murder and create” and “revisions.” What is the problem with time? What does he mean by the metaphor of dropping a question “on a plate”? Is there any rhyme in this section?

Section 4: We encountered these first two lines of this section in Section 2. Who is Michelangelo? Why does Eliot repeat the lines, as if they are a refrain? What is the problem of time? Why bring up the fact (out of nowhere) that he has a bald spot on the back of his head? Are there rhymes? What does he mean by the metaphor of rolling universe up into a ball?

Section 5: Who is “all”? Explain the metaphor that he “measures” his life with “coffee spoons.” Presume to do what? What are the “butt-ends” he refers to? Is he being metaphorical when he uses this term? What is Prufrock comparing himself to when he pictures himself “pinned and wriggling on a wall”? Why does he focus just on someone’s eyes? Do body parts seem to be fragmented in this poem? Any rhymes in this section?

Section 6: In the last section, Eliot focuses just on a human’s eyes. In this section, he zeroes in on the arms. What kind of human is he talking about? Why does he fragment humans in this section (and the last) and throughout the poem? What is Prufrock afraid to presume? Are there rhymes in this section? Who is the first (and only) whole human mentioned in the poem (found in this section)? Why might that be significant? Explain the metaphor of the “ragged claws.”

Section 7: Is this the same afternoon and evening as earlier, or is this a repetition of an event that already happened that Prufrock neurotically keeps returning to? (Answer could go both ways! Support your choice). What is Prufrock talking about forcing? Which prophet’s head was brought in on a platter? Why does that matter here? (Google the religious allusion). Is there rhyme in this section? What does Eliot mean by the “Eternal Footman”?

Section 8: Who is Lazarus and what is his story? How does this section relate to section 1? (see my advice to the student who completes section 1). What is the overwhelming question? Why is this repeated? What else is repeated in this section that we’ve already seen before? What’s going on with all the repetition in the poem? What does Prufrock mean by saying that he will attempt to “squeeze the universe into a ball”? Is there rhyme in this section?

Section 9: What is a magic lantern? (google it and read what Wikipedia has to say). This section bears a resemblance to section 8, doesn’t it? Name some of the repetitions and similarities. Why does Eliot (or Prufrock) keep going backwards and repeating himself? Are there rhymes in this section?

Section 10: Who is Hamlet, and what prevented him from avenging his father’s death? Is this Prufrock’s problem? What does the word “politic” mean in this section? What role does a “Fool” have in a Shakespearean play in general? The statement, “I grow old,” relates to what lines in sections 4 and 7. Why all the repetition? Can’t Eliot come up with anything new? What does he mean when he says he will have to “roll the bottoms of [his] pants”? Is there rhyme in this section?

Section 11: What is Prufrock talking about when he suggests that he will “part [his] hair from behind”? Why would he do this? Why should eating a peach be such a brave thing to do? Who might be the “we” he refers to? What are mermaids, and do they really exist? What is the meaning of the last 3 lines, especially the very last line? Isn’t the idea that one drowns when waking a paradox? Is there rhyme in this section?

November 6, 2026
[Solved] Discussion: Dylan Thomas’ “Do not go gentle into that good night”

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Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light. Though wise men at their end know dark is right, Because their words had forked no lightning they Do not go gentle into that good night. Good men, the last wave by, crying …

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Do not go gentle into that good night,

Old age should burn and rave at close of day;

Rage, rage against the dying of the light.

Though wise men at their end know dark is right,

Because their words had forked no lightning they

Do not go gentle into that good night.

Good men, the last wave by, crying how bright

Their frail deeds might have danced in a green bay,

Rage, rage against the dying of the light.

Wild men who caught and sang the sun in flight,

And learn, too late, they grieved it on its way,

Do not go gentle into that good night.

Grave men, near death, who see with blinding sight

Blind eyes could blaze like meteors and be gay,

Rage, rage against the dying of the light.

And you, my father, there on the sad height,

Curse, bless, me now with your fierce tears, I pray.

Do not go gentle into that good night.

Rage, rage against the dying of the light.

———————————————

Copy and paste the poem. Then, make a rhyme scheme of the whole poem, putting the alphabet letters to the right of the line you are figuring out.

For Tercet 5, count syllables in all of your lines. Scan them. In a perfect villanelle, not only is there a strict rhyme scheme, described by both Poetry Foundation and Poets.org, but each line should be written in iambic pentameter, our old friend. Is that what you come up with? Remember that each of us can read a line individually, but if you believe that the line "defaults" to iambic pentameter, you should choose that as your scansion product. Make sure to put your scansion symbols beneath the syllable that you are decoding. Spread out your syl la bulls as I am do ing here. It's easier that way to put the symbol right under the correct syllable above.

Please paraphrase Tercet 5. This poem is highly metaphorical. Do your best to figure out the meaning of the metaphor in your tercet or quatrain. Look for assonance, alliteration, consonance, puns (word play). Remember that assonance, alliteration, and consonance can fall within four touching lines of each other.

November 6, 2026
[Solved] Prep Guide 6

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Complete Attached Prep Guide Questions utilizing attachments **files (2)** – ## PrepGuide6.doc – PerformanceManagementBook.pdf **## PrepGuide6.doc** [removed] **PerformanceManagementBook.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/performancemanag…

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Complete Attached Prep Guide Questions utilizing attachments

**files (2)**

– ## PrepGuide6.doc

– PerformanceManagementBook.pdf

**## PrepGuide6.doc**

[removed]

**PerformanceManagementBook.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/performancemanagementbook-pdf-10563907)

**PerformanceManagementBook.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/performancemanagementbook-pdf-10563907)

**## PrepGuide6.doc**

[removed]

**PerformanceManagementBook.pdf**

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**## PrepGuide6.doc**

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November 6, 2026
[Solved] ethos,logos,pathos

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see attachment **files (1)** – ## Writingassignment.docx **## Writingassignment.docx** **Due 6/17**: develop a 3 page essay that explores the concept of authorship in the age of technology. You will use the narrative form (the I pronoun) and use the concepts you have learned from the course as a fou…

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see attachment

**files (1)**

– ## Writingassignment.docx

**## Writingassignment.docx**

**Due 6/17**:

develop a 3 page essay that explores the concept of authorship in the age of technology. You will use the narrative form (the I pronoun) and use the concepts you have learned from the course as a foundation for your ideas. For example: creating an argument with logos, ethos and pathos, I did an essay arguing that social media use in adolescents is harmful and used logos,ethos,pathos to build a credible argument.

**Less than 10% AI detectable and no plagiarism**.

Some potential ideas:

· When information exists digitally, who truly owns a story: the author, the reader, or the culture that consumes it?

· Has technology (for example, social media platforms or AI tools) changed what it means to be an author?

· What effect has technology had on our understanding of writers and their authority?

This post will include:

· Personal Narrative – Refer to your own experiences as you worked through the course concepts and tasks.

· Source Integration – Incorporate at least two credible outside sources (scholarly, professional, or reputable media) to situate your experience within a larger conversation about writing, technology, and the concept of authorship,

· Voice & Style – Maintain a consistent first-person point of view and an authentic, engaging tone while still addressing an academic audience.

Please be sure to validate your opinions and ideas with citations and references in APA format. Put the essay in APA format with citation and references.

**## Writingassignment.docx**

**Due 6/17**:

develop a 3 page essay that explores the concept of authorship in the age of technology. You will use the narrative form (the I pronoun) and use the concepts you have learned from the course as a foundation for your ideas. For example: creating an argument with logos, ethos and pathos, I did an essay arguing that social media use in adolescents is harmful and used logos,ethos,pathos to build a credible argument.

**Less than 10% AI detectable and no plagiarism**.

Some potential ideas:

· When information exists digitally, who truly owns a story: the author, the reader, or the culture that consumes it?

· Has technology (for example, social media platforms or AI tools) changed what it means to be an author?

· What effect has technology had on our understanding of writers and their authority?

This post will include:

· Personal Narrative – Refer to your own experiences as you worked through the course concepts and tasks.

· Source Integration – Incorporate at least two credible outside sources (scholarly, professional, or reputable media) to situate your experience within a larger conversation about writing, technology, and the concept of authorship,

· Voice & Style – Maintain a consistent first-person point of view and an authentic, engaging tone while still addressing an academic audience.

Please be sure to validate your opinions and ideas with citations and references in APA format. Put the essay in APA format with citation and references.

November 6, 2026
[Solved] ENC 5.3

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In-depth study guidance and analytical solution covering ENC 5.3.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 6, 2026
[Solved] Bias

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**files (1)** – ## Untitleddocument52.pdf **## Untitleddocument52.pdf** Write as a freshman in college Week 2 Assignment: Analysis of Personal Beliefs and Biases Due Sunday by 11:59pm Points 60 Submitting a text entry box, a website url, a media recording, or a file upload I am currently studying nu…

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Assignment Prompt & Instructions

**files (1)**

– ## Untitleddocument52.pdf

**## Untitleddocument52.pdf**

Write as a freshman in
college

Week 2 Assignment:
Analysis of Personal
Beliefs and Biases

Due Sunday by 11:59pm
Points 60
Submitting a text entry box, a website url, a media recording, or a file upload

I am currently studying nursing because I want to make a positive impact on people’s
lives. A lot of who I am comes from my family, especially my parents, who immigrated
from Cuba and worked hard to build successful careers as doctors. Watching their
dedication taught me the importance of hard work, perseverance, and helping others.
Three beliefs that are important to me are that family should always come first, that hard
work leads to success, and that treating people with compassion and respect is one of
the most important things a person can do. These beliefs have influenced my decision
to become a nurse and shape how I interact with others. I also recognize that I may be
influenced by confirmation bias because I tend to look for information that supports what
I already believe, and optimism bias because I often believe things will work out if I put
in enough effort. My experiences in school, sports, work, and healthcare have all helped
shape my perspective on life and the way I view people and situations.

Who are you? What do you believe? What cognitive biases do you have? These are big
questions to answer, but necessary to consider before moving forward in your
professional life.

In a one- to two-page paper, consider the people and experiences that have shaped
how you see yourself, how you see life, and, most importantly, how they have shaped
your biases.

● List and then describe a minimum of three things you believe to be true,
such as the existence of God, right vs. wrong, morality, and what it means to
be a “good” person.

● Explain, in detail, how you acquired these beliefs (including the other people
or experiences that have influenced you most), why these beliefs are
important and how these beliefs will influence how you engage with people
and policies in your future career. Do not simply say something like, “I believe
in doing the right thing because it is the right thing.” You must really dig deep
into your psyche and analyze your own perspective of the world; make your
brain hurt!

● Most importantly, discuss at least two cognitive biases discussed in Chapter 1
that you might be most subject to and why. Integrate these into your three
beliefs and analyze the ways in which they shape you.

There is no right or wrong answer to these questions, but your in-depth insight is
important.

Your paper must be in APA Style, typed, and proofread. You do not need an abstract or
outside references for this paper.

Review the rubric for specific grading criteria.

Points: 60
Due Sunday, 11:59 p.m. (Pacific time)

Rubric
Analysis of Personal Beliefs and Biases

Criteria Ratings Pts

This criterion
is linked to a
Learning
Outcome

Content

30 to >26.7 ptsExceeds ExpectationsThe writer demonstrates a
sophisticated understanding of the topic. He/she presents a clear, focused
central idea (thesis) and supports it effectively with concrete details and
examples. Three or more beliefs are discussed in depth through the use of
critical thinking concepts. Discussion of biases is clear and well-integrated.

26.7 to >23.7 ptsMeets ExpectationsThe writer demonstrates a strong
understanding of the topic. He/she presents and supports a clear and
focused central idea (thesis). Supporting details are relevant but may lack
depth. Three beliefs are discussed effectively and critical thinking concepts
are used throughout the paper. Discussion of biases is mostly clear and
well-integrated.

23.7 to >20.7 ptsApproaches ExpectationsThe writer demonstrates an
adequate understanding of the topic. He/she presents a central idea
(thesis), but it may be overly general/broad. He/she adequately supports the
central idea, but supporting details may at times be vague. At least two
beliefs are discussed in the paper. Critical thinking concepts are less than
adequately used to show understanding. Discussion of biases is less than
adequate.

20.7 to >0 ptsDoes Not Meet ExpectationsThe writer does not
demonstrate an adequate understanding of the topic. The central idea
(thesis) is unclear or missing, and the essay lacks focus. Supporting details
are insufficient and/or not relevant. Less than three beliefs are discussed in
the paper and integration of critical thinking concepts is minimal. Paper
lacks a discussion of biases.

30
pts

This criterion
is linked to a
Learning
Outcome

Organization

18 to >16.02 ptsExceeds ExpectationsThe writer demonstrates a clear
sense of direction. The paper includes an engaging introduction and
conclusion. Paragraphs are unified and arranged in a logical order. Each
paragraph begins with a clear topic sentence that introduces the main idea
of that paragraph. The writer smoothly transitions from paragraph to
paragraph, showing connections between related ideas. Supporting details
within paragraphs are well-organized, and research is well-integrated.

16.02 to >14.22 ptsMeets ExpectationsThe writer demonstrates a sense
of direction. The paper includes as strong introduction and conclusion.
Paragraphs are unified and include topic sentences, but they may lack
smooth transitions between ideas. The organization of supporting details
within paragraphs may need improvement.

14.22 to >12.42 ptsApproaches ExpectationsThe writer demonstrates
some direction and includes an adequate introduction and conclusion, but
topic sentences and transitions are weak. The paragraphs show unity, but
they are not arranged in any discernable order, and supporting details may
not always be well-organized.

12.42 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates little
or no direction. The introduction and conclusion are weak. It is difficult to
identify a single subtopic for each paragraph because paragraphs are not
unified and lack clear topic sentences or transitions. The order of body
paragraphs seems random, as do the supporting details within them.

18
pts

This criterion
is linked to a
Learning
Outcome

Style/Langua
ge

6 to >5.34 ptsExceeds ExpectationsThe writer’s tone is confident,
engaging, and appropriate for the assignment and/or the intended
audience. The text demonstrates strong vocabulary skills and does not
suffer from errors in word choice. The writer expresses ideas concisely, only
using as many words as necessary to communicate a point. The writer
achieves flow and readability by employing sentence variety successfully.

5.34 to >4.74 ptsMeets ExpectationsThe writer’s tone is appropriate and
effective overall. The text demonstrates good use of vocabulary and
contains few (if any) errors in word choice. The writer expresses ideas
concisely and clearly most of the time. The writer makes an effort to employ
sentence variety.

4.74 to >4.14 ptsApproaches ExpectationsThe writer’s tone suffers from
one or more possible problems. Depending on the assignment, it may be
too informal, too personal, not authoritative enough, etc. Numerous
sentences suffer from lack of variety, awkward constructions, wordiness,
limited vocabulary, and/or errors in word choice.

4.14 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to
communicate ideas effectively because the paper suffers from significant
problems with tone, language use, and/or wordiness.

6 pts

This criterion
is linked to a
Learning
Outcome

Sentence
Structure,
Mechanics,
and APA
Formatting

6 to >5.34 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in grammar, spelling, and/or punctuation. There are no fragments or
run-on sentences. The writer makes minimal (if any) errors in APA format,
citations, or references.

5.34 to >4.74 ptsMeets ExpectationsThe writer makes some errors in
grammar, spelling, and/or punctuation, but these errors do not significantly
distract the reader from the substance of the text. The paper contains few (if
any) fragments and/or run-on sentences. The writer makes some errors in
APA format, citations, or references.

4.74 to >4.14 ptsApproaches ExpectationsThe writer makes numerous
errors in grammar, spelling, punctuation, and/or sentence structure, which at
times distract the reader from the substance of the text. The writer makes
numerous errors in APA format, citations, or references.

4.14 to >0 ptsDoes Not Meet ExpectationsThe writer makes a significant
number of errors in grammar, spelling, punctuation, and/or sentence
structure, regularly distracting the reader from the substance of the text and
hindering comprehension. The writer makes significant errors in APA
format, citations, or references.

6 pts

Total Points: 60

– Write as a freshman in college
– Week 2 Assignment: Analysis of Personal Beliefs and Biases
– Rubric

**## Untitleddocument52.pdf**

Write as a freshman in
college

Week 2 Assignment:
Analysis of Personal
Beliefs and Biases

Due Sunday by 11:59pm
Points 60
Submitting a text entry box, a website url, a media recording, or a file upload

I am currently studying nursing because I want to make a positive impact on people’s
lives. A lot of who I am comes from my family, especially my parents, who immigrated
from Cuba and worked hard to build successful careers as doctors. Watching their
dedication taught me the importance of hard work, perseverance, and helping others.
Three beliefs that are important to me are that family should always come first, that hard
work leads to success, and that treating people with compassion and respect is one of
the most important things a person can do. These beliefs have influenced my decision
to become a nurse and shape how I interact with others. I also recognize that I may be
influenced by confirmation bias because I tend to look for information that supports what
I already believe, and optimism bias because I often believe things will work out if I put
in enough effort. My experiences in school, sports, work, and healthcare have all helped
shape my perspective on life and the way I view people and situations.

Who are you? What do you believe? What cognitive biases do you have? These are big
questions to answer, but necessary to consider before moving forward in your
professional life.

In a one- to two-page paper, consider the people and experiences that have shaped
how you see yourself, how you see life, and, most importantly, how they have shaped
your biases.

● List and then describe a minimum of three things you believe to be true,
such as the existence of God, right vs. wrong, morality, and what it means to
be a “good” person.

● Explain, in detail, how you acquired these beliefs (including the other people
or experiences that have influenced you most), why these beliefs are
important and how these beliefs will influence how you engage with people
and policies in your future career. Do not simply say something like, “I believe
in doing the right thing because it is the right thing.” You must really dig deep
into your psyche and analyze your own perspective of the world; make your
brain hurt!

● Most importantly, discuss at least two cognitive biases discussed in Chapter 1
that you might be most subject to and why. Integrate these into your three
beliefs and analyze the ways in which they shape you.

There is no right or wrong answer to these questions, but your in-depth insight is
important.

Your paper must be in APA Style, typed, and proofread. You do not need an abstract or
outside references for this paper.

Review the rubric for specific grading criteria.

Points: 60
Due Sunday, 11:59 p.m. (Pacific time)

Rubric
Analysis of Personal Beliefs and Biases

Criteria Ratings Pts

This criterion
is linked to a
Learning
Outcome

Content

30 to >26.7 ptsExceeds ExpectationsThe writer demonstrates a
sophisticated understanding of the topic. He/she presents a clear, focused
central idea (thesis) and supports it effectively with concrete details and
examples. Three or more beliefs are discussed in depth through the use of
critical thinking concepts. Discussion of biases is clear and well-integrated.

26.7 to >23.7 ptsMeets ExpectationsThe writer demonstrates a strong
understanding of the topic. He/she presents and supports a clear and
focused central idea (thesis). Supporting details are relevant but may lack
depth. Three beliefs are discussed effectively and critical thinking concepts
are used throughout the paper. Discussion of biases is mostly clear and
well-integrated.

23.7 to >20.7 ptsApproaches ExpectationsThe writer demonstrates an
adequate understanding of the topic. He/she presents a central idea
(thesis), but it may be overly general/broad. He/she adequately supports the
central idea, but supporting details may at times be vague. At least two
beliefs are discussed in the paper. Critical thinking concepts are less than
adequately used to show understanding. Discussion of biases is less than
adequate.

20.7 to >0 ptsDoes Not Meet ExpectationsThe writer does not
demonstrate an adequate understanding of the topic. The central idea
(thesis) is unclear or missing, and the essay lacks focus. Supporting details
are insufficient and/or not relevant. Less than three beliefs are discussed in
the paper and integration of critical thinking concepts is minimal. Paper
lacks a discussion of biases.

30
pts

This criterion
is linked to a
Learning
Outcome

Organization

18 to >16.02 ptsExceeds ExpectationsThe writer demonstrates a clear
sense of direction. The paper includes an engaging introduction and
conclusion. Paragraphs are unified and arranged in a logical order. Each
paragraph begins with a clear topic sentence that introduces the main idea
of that paragraph. The writer smoothly transitions from paragraph to
paragraph, showing connections between related ideas. Supporting details
within paragraphs are well-organized, and research is well-integrated.

16.02 to >14.22 ptsMeets ExpectationsThe writer demonstrates a sense
of direction. The paper includes as strong introduction and conclusion.
Paragraphs are unified and include topic sentences, but they may lack
smooth transitions between ideas. The organization of supporting details
within paragraphs may need improvement.

14.22 to >12.42 ptsApproaches ExpectationsThe writer demonstrates
some direction and includes an adequate introduction and conclusion, but
topic sentences and transitions are weak. The paragraphs show unity, but
they are not arranged in any discernable order, and supporting details may
not always be well-organized.

12.42 to >0 ptsDoes Not Meet ExpectationsThe writer demonstrates little
or no direction. The introduction and conclusion are weak. It is difficult to
identify a single subtopic for each paragraph because paragraphs are not
unified and lack clear topic sentences or transitions. The order of body
paragraphs seems random, as do the supporting details within them.

18
pts

This criterion
is linked to a
Learning
Outcome

Style/Langua
ge

6 to >5.34 ptsExceeds ExpectationsThe writer’s tone is confident,
engaging, and appropriate for the assignment and/or the intended
audience. The text demonstrates strong vocabulary skills and does not
suffer from errors in word choice. The writer expresses ideas concisely, only
using as many words as necessary to communicate a point. The writer
achieves flow and readability by employing sentence variety successfully.

5.34 to >4.74 ptsMeets ExpectationsThe writer’s tone is appropriate and
effective overall. The text demonstrates good use of vocabulary and
contains few (if any) errors in word choice. The writer expresses ideas
concisely and clearly most of the time. The writer makes an effort to employ
sentence variety.

4.74 to >4.14 ptsApproaches ExpectationsThe writer’s tone suffers from
one or more possible problems. Depending on the assignment, it may be
too informal, too personal, not authoritative enough, etc. Numerous
sentences suffer from lack of variety, awkward constructions, wordiness,
limited vocabulary, and/or errors in word choice.

4.14 to >0 ptsDoes Not Meet ExpectationsThe writer often fails to
communicate ideas effectively because the paper suffers from significant
problems with tone, language use, and/or wordiness.

6 pts

This criterion
is linked to a
Learning
Outcome

Sentence
Structure,
Mechanics,
and APA
Formatting

6 to >5.34 ptsExceeds ExpectationsThe writer makes minimal (if any)
errors in grammar, spelling, and/or punctuation. There are no fragments or
run-on sentences. The writer makes minimal (if any) errors in APA format,
citations, or references.

5.34 to >4.74 ptsMeets ExpectationsThe writer makes some errors in
grammar, spelling, and/or punctuation, but these errors do not significantly
distract the reader from the substance of the text. The paper contains few (if
any) fragments and/or run-on sentences. The writer makes some errors in
APA format, citations, or references.

4.74 to >4.14 ptsApproaches ExpectationsThe writer makes numerous
errors in grammar, spelling, punctuation, and/or sentence structure, which at
times distract the reader from the substance of the text. The writer makes
numerous errors in APA format, citations, or references.

4.14 to >0 ptsDoes Not Meet ExpectationsThe writer makes a significant
number of errors in grammar, spelling, punctuation, and/or sentence
structure, regularly distracting the reader from the substance of the text and
hindering comprehension. The writer makes significant errors in APA
format, citations, or references.

6 pts

Total Points: 60

– Write as a freshman in college
– Week 2 Assignment: Analysis of Personal Beliefs and Biases
– Rubric

November 6, 2026