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Tag: Model Answer

  • [Solved] Lee part 3

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **Identify at least three alternatives to imprisonment options that are utilized in your jurisdiction. Post any links to websites that offer additional information to those alternatives.** – a year ago

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **Identify at least three alternatives to imprisonment options that are utilized in your jurisdiction.  Post any links to websites that offer additional information to those alternatives.**

    – a year ago

  • [Solved] IHP 620 Two Pages

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  • [Solved] Wk 5

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    please see the attached – a year ago **files (3)** – ## instructions.docx – ## sj_successvideo.pdf – sj_cp_practice.pdf **## instructions.docx** **Part I – Reference the Knowledge Items in the Introduction to the Learning System document.** **Knowledge Items test one piece of information, have a …

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    please see the attached

    – a year ago

    **files (3)**

    – ## instructions.docx

    – ## sj_successvideo.pdf

    – sj_cp_practice.pdf

    **## instructions.docx**

    **Part I – Reference the Knowledge Items in the Introduction to the Learning System document.**

    **Knowledge Items test one piece of information, have a single correct answer, and are anchored to a source. These items test recall of knowledge or a candidate’s understanding of information, ability to apply knowledge to solve problems, or ability to apply knowledge to predict an outcome. There are two types of Knowledge Items. Items referred to as basic Knowledge Items (KIs) cover key concept topics in the HR Knowledge Domains, while those referred to as Foundational Knowledge Items (FKIs) cover key concept topics in the Behavioral Competency areas. The exam presents four possible answers, but only one is correct**

    1.
    **Explain the term Knowledge Items in your own words.**

    2.
    **Explain the two types of Knowledge Item questions and the purpose of each in the SHRM-CP exam.**

    **Part II – Reference the Situational Judgment Items: from the video: PART 1: Situational Judgment Success video.**

    1.
    **Analyze each of the Five Test-Taking strategies regarding Situational Judgment Items (SJI).**

    1.
    **Explain your findings and the purpose and goal of each strategy in your analysis.**

    2.
    **Select 2-3 test-taking strategies that will work best for you in preparation for correctly responding to Situational Judgment Items.**

    1.
    **Explain the learning, mastering, and practice techniques you selected and why you believe they will work best for you.**

    **Part III – Based on your review of learning material from Week 2-5, including your experience with pre-tests thus far, in your own words, respond to the following.**

    1.
    **Create a unique example of a Knowledge Item question with four potential answers to emphasize the correct answer.**

    1.
    **Justify why the answer is correct.**

    2.
    **Create a unique scenario-based Situational Judgment Item question with four potential answers to emphasize the correct answer.**

    1.
    **Justify why the answer is correct.**

    **## sj_successvideo.pdf**

    Part I SJI Success video (Completed 08/23/22)
    Transcript by Rev.com

    Page 1 of 3

    Nancy Volpe:

    Thank you for taking time away from your SHRM learning system studying to join me in this first of two
    video series to help set you up for success with situational judgment item questions on your exam. This
    lesson presents an understanding of the source of the exam questions, namely the SHRM BASK and test-
    taking strategies and tips. Our two of the series will provide you with some hands-on practice with
    situational judgment items. The exam and the SHRM learning system are derived from the SHRM body
    of applied skills and knowledge, better known as the SHRM BASK. Which identifies nine key behavioral
    competencies and one technical competency. A behavioral competency focuses on using what you know
    and what you know how to do to perform competently as defined by the proficiency indicators for each
    of the nine behavioral competencies. You can find the SHRM BASK publication at the link noted in the
    bottom of the slide.

    A technical competency focuses specifically on what you know or know how to do commonly
    referred to as the application of knowledge. The three knowledge domains of HR expertise are defined
    as the principles, practices, and functions of effective HR management. The domains people,
    organization, and workplace, are divided into 14 HR functional areas that describe the technical
    knowledge required to perform key HR activities. Situational judgment items will test your ability to
    solve problems and make decisions by demonstrating that you have the behavioral proficiency and
    technical knowledge to handle a resolve of workplace situations effectively by relying on best practice
    solutions as defined by the proficiency indicators in the SHRM BASK. Exam questions that are formatted
    as situational judgment items are based on real-world common problems encountered by most HR
    professionals. They are written and reviewed by panels of SHRM certified subject matter experts to
    ensure they are realistic, straightforward, and clearly presented.

    There are a set of questions based on issues in the story. The exam presents 150 to 250 word
    stories, and either two, three, or four questions linked to the stories. A single story can test one, two,
    three, or four of the behavioral competencies in the SHRM BASK. Situational judgment questions test
    what competent behavior looks like according to best practice as specified by the proficiency indicators.
    They require you to use what you know to behave and perform proficiently. These types of questions
    require you to decide the best or most effective course of action to solve the challenge or issue
    presented in the question. Answer based on what you should do as defined by the SHRM BASK.
    Response options can present a range of behaviors or actions, responses that are least effective,
    somewhat effective, effective, and most effective. An effective response option is plausible, is stated
    clearly and concisely, is mutually exclusive in that it contains only a single course of action. It's within a
    range of least effective, somewhat effective, effective, and most effective, although they are not
    presented in any particular order. They also begin with an action verb.

    There are two recommended approaches to situational judgment questions. The first approach
    suggested is to read the story first, then read the question and response options, proceed to apply the
    tips presented and identify the best correct answer, the most effective response. Another option is to
    read the question and response options first. Apply the tips presented and identify what you believe
    may be the best or keyed response. Then read the story to identify any supportive or conflicted
    information that you need to confirm your first choice or reconsider a different course of action that is
    more effective than your first choice. You can practice both of these approaches as you are preparing for
    the exam and see which one works best for you. Identify which approach results in you having higher
    levels of success and be sure to apply that in your actual exam. Let's learn some proven test taken
    strategies for navigating situational judgment items.

    Strategy one is to read the question carefully and thoroughly and all the response options prior
    to making your selection. So often examinees will read a question and mistakenly focus on the wrong

    [https://www.rev.com/](https://www.rev.com/)

    This transcript was exported on Aug 23, 2022 – view latest version here.

    Part I SJI Success video (Completed 08/23/22)
    Transcript by Rev.com

    Page 2 of 3

    concept leading them to answer the question wrong. To avoid this, read the question stem and ask
    yourself, what is the focus of this question? What is this question asking me to answer? What keywords
    are present here that I need to focus on to answer the question correctly? Which behavioral
    competency is being demonstrated in this question? Once you're focused on the keywords and/or the
    focus of the question, proceed to review all of your response options, you can even read the answer
    twice backwards, such as answer D, then C, then B, then A, to avoid rushing to judgment. For situational
    judgment items you are seeking the best or most effective course of action.

    The second strategy is to read the question stem only and determine what the answer should be
    by recalling the proficiency indicators in the SHRM BASK. Deciding what the answer should be before
    looking at the choices available will minimize over-analyzing, which is a common experience with
    situational judgment test questions. When we overanalyze our question and answers, we consider
    information that is not necessary, that isn't there. Avoid over analyzing, but be sure to determine which
    behavioral competency is addressed in this question. This guides the best course of action to choose. In
    addition, if you are able to come up with the answer before looking at your choices, you are less likely to
    become distracted by the incorrect choices. Strategy three, trust your first impression. There is a correct
    answer to each question, and it's widely believed that your first impression of the correct answer will be
    a better choice.

    Oftentimes, first impressions come from our knowledge and experience and the judgment items
    are the experience based part of any SHRM certification. When we go against our first impressions, we
    start to overanalyze or rationalize why it cannot be the answer. I've even heard from participants when
    they thought the answer was too easy, so it can't be that one. Don't change your answers unless you're
    absolutely sure you found a better term asked response. You will be less likely to change your answers if
    you don't rush to select an answer before reviewing all four choices. Trust your first impression after
    considering all four options. Eliminate obvious distractors as strategy number four. For many situational
    judgment item questions, there are two distractors that usually can be easily eliminated. For example, I
    could do that, but I know I shouldn't, or I would do that, but SHRM BASK reflects what should be done,
    not what I or my company does.

    So the four response options appear in a range of most effective, least effective, again, not in
    any particular order and there's likely to be plausible responses, but not the key response. Plausible
    answers represent possible actions you could take, but are not the most effective response according to
    the SHRM BASK. When you eliminate obvious distractors, you have less responses to consider and
    you've increased your odds to select the most effective or keyed response for a situational judgment
    item. Test-taking strategy five, ask yourself, what is the HR best practice response to this question? HR
    best practice is represented in the SHRM BASK through the proficiency indicators. Proficiency indicators
    are universal definitions of what competent behavior is, they are observable behaviors. SHRM BASK
    proficiency indicators represent what competent behavior looks like when performing as an effective HR
    professional, considering the nine behavioral competencies and the 14 functional areas. While you will
    never see a proficiency indicator shown verbatim as a response option on the exam, they do serve as
    the structural foundation to which all response options are aligned. Test-taking strategy five.

    So let's look at some tips. Situational judgment item questions, the stems will target a specific
    issue to address based on the situation. Is the question asking what should you do now? And if so, look
    for the response that represents immediate response or action to the situation. Is the question asking
    what should you do to respond to an inquiry or directive? If so, look for short term focused responses, is
    the question asking, what should you do to resolve the situation or preclude from recurring? You want
    to look for those long-term preventive action responses. Once you familiarize yourself with the SHRM
    BASK, you'll see that it sometimes expects HR professionals to think and act in a strategic way. In a way

    [https://www.rev.com/transcript-editor/Edit?token=ff9APK-Y_S0KQ7IhDlkUUqcHNJTcGSLley_AshFk124OhzQ9Ww_ciff4hKeZybx_BSEUU6kQSOFC-i0ABsEWM3R1hqs&loadFrom=DocumentHeaderDeepLink](https://www.rev.com/transcript-editor/Edit?token=ff9APK-Y_S0KQ7IhDlkUUqcHNJTcGSLley_AshFk124OhzQ9Ww_ciff4hKeZybx_BSEUU6kQSOFC-i0ABsEWM3R1hqs&loadFrom=DocumentHeaderDeepLink)

    [https://www.rev.com/](https://www.rev.com/)

    This transcript was exported on Aug 23, 2022 – view latest version here.

    Part I SJI Success video (Completed 08/23/22)
    Transcript by Rev.com

    Page 3 of 3

    that is proactive and preventive. In a way that considers data and makes evidence based decisions. And
    stay focused on alignment with the organizational strategy, goals, and objectives, or looking for the
    responses that represent behavioral competency behavior.

    So it is true, proven many times, practice makes perfect, right? The more practice you have with
    situational judgment items, the more success you will experience at answering the questions by
    selecting the keyed response or most effective course of action. Engaging with practice situational
    judgment items supports your awareness of how to identify keywords, stay focused on the questions,
    analyze scenarios for keyed information and learn the SHRM BASK by seeing it in action. So this
    concludes part one of our video series. To continue to learn more about successfully answering
    situational judgment item questions, proceed to part two of the learning program.

    [https://www.rev.com/transcript-editor/Edit?token=ff9APK-Y_S0KQ7IhDlkUUqcHNJTcGSLley_AshFk124OhzQ9Ww_ciff4hKeZybx_BSEUU6kQSOFC-i0ABsEWM3R1hqs&loadFrom=DocumentHeaderDeepLink](https://www.rev.com/transcript-editor/Edit?token=ff9APK-Y_S0KQ7IhDlkUUqcHNJTcGSLley_AshFk124OhzQ9Ww_ciff4hKeZybx_BSEUU6kQSOFC-i0ABsEWM3R1hqs&loadFrom=DocumentHeaderDeepLink)

    [https://www.rev.com/](https://www.rev.com/)

    **sj_cp_practice.pdf**

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

    **sj_cp_practice.pdf**

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

    **## instructions.docx**

    **Part I – Reference the Knowledge Items in the Introduction to the Learning System document.**

    **Knowledge Items test one piece of information, have a single correct answer, and are anchored to a source. These items test recall of knowledge or a candidate’s understanding of information, ability to apply knowledge to solve problems, or ability to apply knowledge to predict an outcome. There are two types of Knowledge Items. Items referred to as basic Knowledge Items (KIs) cover key concept topics in the HR Knowledge Domains, while those referred to as Foundational Knowledge Items (FKIs) cover key concept topics in the Behavioral Competency areas. The exam presents four possible answers, but only one is correct**

    1.
    **Explain the term Knowledge Items in your own words.**

    2.
    **Explain the two types of Knowledge Item questions and the purpose of each in the SHRM-CP exam.**

    **Part II – Reference the Situational Judgment Items: from the video: PART 1: Situational Judgment Success video.**

    1.
    **Analyze each of the Five Test-Taking strategies regarding Situational Judgment Items (SJI).**

    1.
    **Explain your findings and the purpose and goal of each strategy in your analysis.**

    2.
    **Select 2-3 test-taking strategies that will work best for you in preparation for correctly responding to Situational Judgment Items.**

    1.
    **Explain the learning, mastering, and practice techniques you selected and why you believe they will work best for you.**

    **Part III – Based on your review of learning material from Week 2-5, including your experience with pre-tests thus far, in your own words, respond to the following.**

    1.
    **Create a unique example of a Knowledge Item question with four potential answers to emphasize the correct answer.**

    1.
    **Justify why the answer is correct.**

    2.
    **Create a unique scenario-based Situational Judgment Item question with four potential answers to emphasize the correct answer.**

    1.
    **Justify why the answer is correct.**

    **## sj_successvideo.pdf**

    Part I SJI Success video (Completed 08/23/22)
    Transcript by Rev.com

    Page 1 of 3

    Nancy Volpe:

    Thank you for taking time away from your SHRM learning system studying to join me in this first of two
    video series to help set you up for success with situational judgment item questions on your exam. This
    lesson presents an understanding of the source of the exam questions, namely the SHRM BASK and test-
    taking strategies and tips. Our two of the series will provide you with some hands-on practice with
    situational judgment items. The exam and the SHRM learning system are derived from the SHRM body
    of applied skills and knowledge, better known as the SHRM BASK. Which identifies nine key behavioral
    competencies and one technical competency. A behavioral competency focuses on using what you know
    and what you know how to do to perform competently as defined by the proficiency indicators for each
    of the nine behavioral competencies. You can find the SHRM BASK publication at the link noted in the
    bottom of the slide.

    A technical competency focuses specifically on what you know or know how to do commonly
    referred to as the application of knowledge. The three knowledge domains of HR expertise are defined
    as the principles, practices, and functions of effective HR management. The domains people,
    organization, and workplace, are divided into 14 HR functional areas that describe the technical
    knowledge required to perform key HR activities. Situational judgment items will test your ability to
    solve problems and make decisions by demonstrating that you have the behavioral proficiency and
    technical knowledge to handle a resolve of workplace situations effectively by relying on best practice
    solutions as defined by the proficiency indicators in the SHRM BASK. Exam questions that are formatted
    as situational judgment items are based on real-world common problems encountered by most HR
    professionals. They are written and reviewed by panels of SHRM certified subject matter experts to
    ensure they are realistic, straightforward, and clearly presented.

    There are a set of questions based on issues in the story. The exam presents 150 to 250 word
    stories, and either two, three, or four questions linked to the stories. A single story can test one, two,
    three, or four of the behavioral competencies in the SHRM BASK. Situational judgment questions test
    what competent behavior looks like according to best practice as specified by the proficiency indicators.
    They require you to use what you know to behave and perform proficiently. These types of questions
    require you to decide the best or most effective course of action to solve the challenge or issue
    presented in the question. Answer based on what you should do as defined by the SHRM BASK.
    Response options can present a range of behaviors or actions, responses that are least effective,
    somewhat effective, effective, and most effective. An effective response option is plausible, is stated
    clearly and concisely, is mutually exclusive in that it contains only a single course of action. It's within a
    range of least effective, somewhat effective, effective, and most effective, although they are not
    presented in any particular order. They also begin with an action verb.

    There are two recommended approaches to situational judgment questions. The first approach
    suggested is to read the story first, then read the question and response options, proceed to apply the
    tips presented and identify the best correct answer, the most effective response. Another option is to
    read the question and response options first. Apply the tips presented and identify what you believe
    may be the best or keyed response. Then read the story to identify any supportive or conflicted
    information that you need to confirm your first choice or reconsider a different course of action that is
    more effective than your first choice. You can practice both of these approaches as you are preparing for
    the exam and see which one works best for you. Identify which approach results in you having higher
    levels of success and be sure to apply that in your actual exam. Let's learn some proven test taken
    strategies for navigating situational judgment items.

    Strategy one is to read the question carefully and thoroughly and all the response options prior
    to making your selection. So often examinees will read a question and mistakenly focus on the wrong

    [https://www.rev.com/](https://www.rev.com/)

    This transcript was exported on Aug 23, 2022 – view latest version here.

    Part I SJI Success video (Completed 08/23/22)
    Transcript by Rev.com

    Page 2 of 3

    concept leading them to answer the question wrong. To avoid this, read the question stem and ask
    yourself, what is the focus of this question? What is this question asking me to answer? What keywords
    are present here that I need to focus on to answer the question correctly? Which behavioral
    competency is being demonstrated in this question? Once you're focused on the keywords and/or the
    focus of the question, proceed to review all of your response options, you can even read the answer
    twice backwards, such as answer D, then C, then B, then A, to avoid rushing to judgment. For situational
    judgment items you are seeking the best or most effective course of action.

    The second strategy is to read the question stem only and determine what the answer should be
    by recalling the proficiency indicators in the SHRM BASK. Deciding what the answer should be before
    looking at the choices available will minimize over-analyzing, which is a common experience with
    situational judgment test questions. When we overanalyze our question and answers, we consider
    information that is not necessary, that isn't there. Avoid over analyzing, but be sure to determine which
    behavioral competency is addressed in this question. This guides the best course of action to choose. In
    addition, if you are able to come up with the answer before looking at your choices, you are less likely to
    become distracted by the incorrect choices. Strategy three, trust your first impression. There is a correct
    answer to each question, and it's widely believed that your first impression of the correct answer will be
    a better choice.

    Oftentimes, first impressions come from our knowledge and experience and the judgment items
    are the experience based part of any SHRM certification. When we go against our first impressions, we
    start to overanalyze or rationalize why it cannot be the answer. I've even heard from participants when
    they thought the answer was too easy, so it can't be that one. Don't change your answers unless you're
    absolutely sure you found a better term asked response. You will be less likely to change your answers if
    you don't rush to select an answer before reviewing all four choices. Trust your first impression after
    considering all four options. Eliminate obvious distractors as strategy number four. For many situational
    judgment item questions, there are two distractors that usually can be easily eliminated. For example, I
    could do that, but I know I shouldn't, or I would do that, but SHRM BASK reflects what should be done,
    not what I or my company does.

    So the four response options appear in a range of most effective, least effective, again, not in
    any particular order and there's likely to be plausible responses, but not the key response. Plausible
    answers represent possible actions you could take, but are not the most effective response according to
    the SHRM BASK. When you eliminate obvious distractors, you have less responses to consider and
    you've increased your odds to select the most effective or keyed response for a situational judgment
    item. Test-taking strategy five, ask yourself, what is the HR best practice response to this question? HR
    best practice is represented in the SHRM BASK through the proficiency indicators. Proficiency indicators
    are universal definitions of what competent behavior is, they are observable behaviors. SHRM BASK
    proficiency indicators represent what competent behavior looks like when performing as an effective HR
    professional, considering the nine behavioral competencies and the 14 functional areas. While you will
    never see a proficiency indicator shown verbatim as a response option on the exam, they do serve as
    the structural foundation to which all response options are aligned. Test-taking strategy five.

    So let's look at some tips. Situational judgment item questions, the stems will target a specific
    issue to address based on the situation. Is the question asking what should you do now? And if so, look
    for the response that represents immediate response or action to the situation. Is the question asking
    what should you do to respond to an inquiry or directive? If so, look for short term focused responses, is
    the question asking, what should you do to resolve the situation or preclude from recurring? You want
    to look for those long-term preventive action responses. Once you familiarize yourself with the SHRM
    BASK, you'll see that it sometimes expects HR professionals to think and act in a strategic way. In a way

    [https://www.rev.com/transcript-editor/Edit?token=ff9APK-Y_S0KQ7IhDlkUUqcHNJTcGSLley_AshFk124OhzQ9Ww_ciff4hKeZybx_BSEUU6kQSOFC-i0ABsEWM3R1hqs&loadFrom=DocumentHeaderDeepLink](https://www.rev.com/transcript-editor/Edit?token=ff9APK-Y_S0KQ7IhDlkUUqcHNJTcGSLley_AshFk124OhzQ9Ww_ciff4hKeZybx_BSEUU6kQSOFC-i0ABsEWM3R1hqs&loadFrom=DocumentHeaderDeepLink)

    [https://www.rev.com/](https://www.rev.com/)

    This transcript was exported on Aug 23, 2022 – view latest version here.

    Part I SJI Success video (Completed 08/23/22)
    Transcript by Rev.com

    Page 3 of 3

    that is proactive and preventive. In a way that considers data and makes evidence based decisions. And
    stay focused on alignment with the organizational strategy, goals, and objectives, or looking for the
    responses that represent behavioral competency behavior.

    So it is true, proven many times, practice makes perfect, right? The more practice you have with
    situational judgment items, the more success you will experience at answering the questions by
    selecting the keyed response or most effective course of action. Engaging with practice situational
    judgment items supports your awareness of how to identify keywords, stay focused on the questions,
    analyze scenarios for keyed information and learn the SHRM BASK by seeing it in action. So this
    concludes part one of our video series. To continue to learn more about successfully answering
    situational judgment item questions, proceed to part two of the learning program.

    [https://www.rev.com/transcript-editor/Edit?token=ff9APK-Y_S0KQ7IhDlkUUqcHNJTcGSLley_AshFk124OhzQ9Ww_ciff4hKeZybx_BSEUU6kQSOFC-i0ABsEWM3R1hqs&loadFrom=DocumentHeaderDeepLink](https://www.rev.com/transcript-editor/Edit?token=ff9APK-Y_S0KQ7IhDlkUUqcHNJTcGSLley_AshFk124OhzQ9Ww_ciff4hKeZybx_BSEUU6kQSOFC-i0ABsEWM3R1hqs&loadFrom=DocumentHeaderDeepLink)

    [https://www.rev.com/](https://www.rev.com/)

    **sj_cp_practice.pdf**

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

    **## instructions.docx**

    **Part I – Reference the Knowledge Items in the Introduction to the Learning System document.**

    **Knowledge Items test one piece of information, have a single correct answer, and are anchored to a source. These items test recall of knowledge or a candidate’s understanding of information, ability to apply knowledge to solve problems, or ability to apply knowledge to predict an outcome. There are two types of Knowledge Items. Items referred to as basic Knowledge Items (KIs) cover key concept topics in the HR Knowledge Domains, while those referred to as Foundational Knowledge Items (FKIs) cover key concept topics in the Behavioral Competency areas. The exam presents four possible answers, but only one is correct**

    1.
    **Explain the term Knowledge Items in your own words.**

    2.
    **Explain the two types of Knowledge Item questions and the purpose of each in the SHRM-CP exam.**

    **Part II – Reference the Situational Judgment Items: from the video: PART 1: Situational Judgment Success video.**

    1.
    **Analyze each of the Five Test-Taking strategies regarding Situational Judgment Items (SJI).**

    1.
    **Explain your findings and the purpose and goal of each strategy in your analysis.**

    2.
    **Select 2-3 test-taking strategies that will work best for you in preparation for correctly responding to Situational Judgment Items.**

    1.
    **Explain the learning, mastering, and practice techniques you selected and why you believe they will work best for you.**

    **Part III – Based on your review of learning material from Week 2-5, including your experience with pre-tests thus far, in your own words, respond to the following.**

    1.
    **Create a unique example of a Knowledge Item question with four potential answers to emphasize the correct answer.**

    1.
    **Justify why the answer is correct.**

    2.
    **Create a unique scenario-based Situational Judgment Item question with four potential answers to emphasize the correct answer.**

    1.
    **Justify why the answer is correct.**

    **## sj_successvideo.pdf**

    Part I SJI Success video (Completed 08/23/22)
    Transcript by Rev.com

    Page 1 of 3

    Nancy Volpe:

    Thank you for taking time away from your SHRM learning system studying to join me in this first of two
    video series to help set you up for success with situational judgment item questions on your exam. This
    lesson presents an understanding of the source of the exam questions, namely the SHRM BASK and test-
    taking strategies and tips. Our two of the series will provide you with some hands-on practice with
    situational judgment items. The exam and the SHRM learning system are derived from the SHRM body
    of applied skills and knowledge, better known as the SHRM BASK. Which identifies nine key behavioral
    competencies and one technical competency. A behavioral competency focuses on using what you know
    and what you know how to do to perform competently as defined by the proficiency indicators for each
    of the nine behavioral competencies. You can find the SHRM BASK publication at the link noted in the
    bottom of the slide.

    A technical competency focuses specifically on what you know or know how to do commonly
    referred to as the application of knowledge. The three knowledge domains of HR expertise are defined
    as the principles, practices, and functions of effective HR management. The domains people,
    organization, and workplace, are divided into 14 HR functional areas that describe the technical
    knowledge required to perform key HR activities. Situational judgment items will test your ability to
    solve problems and make decisions by demonstrating that you have the behavioral proficiency and
    technical knowledge to handle a resolve of workplace situations effectively by relying on best practice
    solutions as defined by the proficiency indicators in the SHRM BASK. Exam questions that are formatted
    as situational judgment items are based on real-world common problems encountered by most HR
    professionals. They are written and reviewed by panels of SHRM certified subject matter experts to
    ensure they are realistic, straightforward, and clearly presented.

    There are a set of questions based on issues in the story. The exam presents 150 to 250 word
    stories, and either two, three, or four questions linked to the stories. A single story can test one, two,
    three, or four of the behavioral competencies in the SHRM BASK. Situational judgment questions test
    what competent behavior looks like according to best practice as specified by the proficiency indicators.
    They require you to use what you know to behave and perform proficiently. These types of questions
    require you to decide the best or most effective course of action to solve the challenge or issue
    presented in the question. Answer based on what you should do as defined by the SHRM BASK.
    Response options can present a range of behaviors or actions, responses that are least effective,
    somewhat effective, effective, and most effective. An effective response option is plausible, is stated
    clearly and concisely, is mutually exclusive in that it contains only a single course of action. It's within a
    range of least effective, somewhat effective, effective, and most effective, although they are not
    presented in any particular order. They also begin with an action verb.

    There are two recommended approaches to situational judgment questions. The first approach
    suggested is to read the story first, then read the question and response options, proceed to apply the
    tips presented and identify the best correct answer, the most effective response. Another option is to
    read the question and response options first. Apply the tips presented and identify what you believe
    may be the best or keyed response. Then read the story to identify any supportive or conflicted
    information that you need to confirm your first choice or reconsider a different course of action that is
    more effective than your first choice. You can practice both of these approaches as you are preparing for
    the exam and see which one works best for you. Identify which approach results in you having higher
    levels of success and be sure to apply that in your actual exam. Let's learn some proven test taken
    strategies for navigating situational judgment items.

    Strategy one is to read the question carefully and thoroughly and all the response options prior
    to making your selection. So often examinees will read a question and mistakenly focus on the wrong

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    concept leading them to answer the question wrong. To avoid this, read the question stem and ask
    yourself, what is the focus of this question? What is this question asking me to answer? What keywords
    are present here that I need to focus on to answer the question correctly? Which behavioral
    competency is being demonstrated in this question? Once you're focused on the keywords and/or the
    focus of the question, proceed to review all of your response options, you can even read the answer
    twice backwards, such as answer D, then C, then B, then A, to avoid rushing to judgment. For situational
    judgment items you are seeking the best or most effective course of action.

    The second strategy is to read the question stem only and determine what the answer should be
    by recalling the proficiency indicators in the SHRM BASK. Deciding what the answer should be before
    looking at the choices available will minimize over-analyzing, which is a common experience with
    situational judgment test questions. When we overanalyze our question and answers, we consider
    information that is not necessary, that isn't there. Avoid over analyzing, but be sure to determine which
    behavioral competency is addressed in this question. This guides the best course of action to choose. In
    addition, if you are able to come up with the answer before looking at your choices, you are less likely to
    become distracted by the incorrect choices. Strategy three, trust your first impression. There is a correct
    answer to each question, and it's widely believed that your first impression of the correct answer will be
    a better choice.

    Oftentimes, first impressions come from our knowledge and experience and the judgment items
    are the experience based part of any SHRM certification. When we go against our first impressions, we
    start to overanalyze or rationalize why it cannot be the answer. I've even heard from participants when
    they thought the answer was too easy, so it can't be that one. Don't change your answers unless you're
    absolutely sure you found a better term asked response. You will be less likely to change your answers if
    you don't rush to select an answer before reviewing all four choices. Trust your first impression after
    considering all four options. Eliminate obvious distractors as strategy number four. For many situational
    judgment item questions, there are two distractors that usually can be easily eliminated. For example, I
    could do that, but I know I shouldn't, or I would do that, but SHRM BASK reflects what should be done,
    not what I or my company does.

    So the four response options appear in a range of most effective, least effective, again, not in
    any particular order and there's likely to be plausible responses, but not the key response. Plausible
    answers represent possible actions you could take, but are not the most effective response according to
    the SHRM BASK. When you eliminate obvious distractors, you have less responses to consider and
    you've increased your odds to select the most effective or keyed response for a situational judgment
    item. Test-taking strategy five, ask yourself, what is the HR best practice response to this question? HR
    best practice is represented in the SHRM BASK through the proficiency indicators. Proficiency indicators
    are universal definitions of what competent behavior is, they are observable behaviors. SHRM BASK
    proficiency indicators represent what competent behavior looks like when performing as an effective HR
    professional, considering the nine behavioral competencies and the 14 functional areas. While you will
    never see a proficiency indicator shown verbatim as a response option on the exam, they do serve as
    the structural foundation to which all response options are aligned. Test-taking strategy five.

    So let's look at some tips. Situational judgment item questions, the stems will target a specific
    issue to address based on the situation. Is the question asking what should you do now? And if so, look
    for the response that represents immediate response or action to the situation. Is the question asking
    what should you do to respond to an inquiry or directive? If so, look for short term focused responses, is
    the question asking, what should you do to resolve the situation or preclude from recurring? You want
    to look for those long-term preventive action responses. Once you familiarize yourself with the SHRM
    BASK, you'll see that it sometimes expects HR professionals to think and act in a strategic way. In a way

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    that is proactive and preventive. In a way that considers data and makes evidence based decisions. And
    stay focused on alignment with the organizational strategy, goals, and objectives, or looking for the
    responses that represent behavioral competency behavior.

    So it is true, proven many times, practice makes perfect, right? The more practice you have with
    situational judgment items, the more success you will experience at answering the questions by
    selecting the keyed response or most effective course of action. Engaging with practice situational
    judgment items supports your awareness of how to identify keywords, stay focused on the questions,
    analyze scenarios for keyed information and learn the SHRM BASK by seeing it in action. So this
    concludes part one of our video series. To continue to learn more about successfully answering
    situational judgment item questions, proceed to part two of the learning program.

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    **sj_cp_practice.pdf**

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) The Internet has changed our lives in countless ways in the past 30 years. It makes it possible to work from home, shop online, stream videos, research and share information, take classes online, and communicate with friends a…

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    The Internet has changed our lives in countless ways in the past 30 years. It makes it possible to work from home, shop online, stream videos, research and share information, take classes online, and communicate with friends and family at a distance. It can foster creativity and expand our horizons. Yet it has undoubtedly introduced new problems with misinformation and disinformation, political polarization, and internet addiction. Artificial intelligence (AI) has introduced new risks. Take a stand on the question: Is the Internet making our lives better or worse?

    Support your argument with at least two of the readings from Weeks 1 and 2. You might, for example, compare Goldsmith and Carr on whether the Internet is making us shallow OR compare Goldsmith and Rosen on limiting adolescents’ access to social media.

    In your @ss@y, address the following questions:

    1. What are the authors’ perspectives on the impact of the Internet, especially social media today? What is your stance on the issues they present?
    2. Which aspects of their articles agree with each other? Which differ and how are the differences significant in providing a broader understanding of the issue?
    3. Identify two or three key points the authors make that jumped out at you. Include one quotation from each article and explain why it speaks to your understanding and perspective on the issues the authors raise.
    4. What are some aspects the authors have not considered? Explain why this is an important consideration for a deeper understanding of the argument.
    5. Why is this issue important for your reader to consider? What recommendations do you have to address these concerns? What changes do we need to make on an individual level? On a corporate level? Do we need to create more regulations (e.g., limit access to cellphones in school, protect the privacy of information online, limit hate speech and misinformation online)?

    Your @ss@y should include a thesis statement, several body paragraphs that develop each of your points, and a strong conclusion with recommendations. Provide evidence from the readings to support your claims, including direct quotations from the text. You do not need to provide outside sources for this @ss@y.

    Follow the standards of academic writing and MLA format detailed in _They Say/I Say_ (Chapter 9) and _The Little Seagull Handbook_ (W-2)

    – a year ago

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  • [Solved] sample7

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    – a year ago **files (2)** – ## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx – ## Govt.pdf **## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx** ## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_** **Marketable Skills:** This cou…

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    – a year ago

    **files (2)**

    – ## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx

    – ## Govt.pdf

    **## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx**

    ## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_**

    **Marketable Skills:**

    This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:

    | | |
    | — | — |
    | **Core Objectives** | **Marketable Skills** |
    | ![Dallas College Quantitative/Empirical logo](https://www.sweetstudy.com/questions/sample7)**Empirical/Quantitative** | Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems.<br>Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes.  So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success! |
    | ![Dallas College Critical Thinking logo](https://www.sweetstudy.com/questions/sample7)**Critical Thinking** | The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information. |
    | ![Dallas College Leadership and Personal Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Leadership & Personal Responsibility** | Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
    | ![Dallas College Global Awareness & Social Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Global Awareness & Social Responsibility** | Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |

    To complete this course, you must submit a reflection on your accomplishments.  Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills.  In other words, “What’s the point?” We are using a format called the DEAL reflection structure:

    D = DESCRIBE

    E = EXAMINE

    AL = ARTICULATE LEARNING

    **Describe**:  In the Describe section, you are to tell the reader what you saw/read/did.  Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.

    **Examine**:  This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?

    **Articulate Learning**:  What did you learn at the end of each part of the course by engaging in the required assignments?  What will you do with what you have learned and practiced?

    **For this reflection, please respond to the following prompts:**

    Describe (D):   What did you have to do to complete the written assignments for this course? Describe the process for each.

    Examine (E):

    · What new information did you learn from completing these assignments? (Personal Growth)

    · What assumptions or preconceived notions did you bring to these assignments?  (Personal Growth)

    · How do you now view your role in the American. government in politics?  Personal/Social Responsibility)

    Articulate Learning (AL):

    Revisit the
    **Marketable Skills** folder.  For each assignment, discuss the Marketable Skills you believe you most practiced.  What other skills do you think you demonstrated in completing these assignments besides those listed?  What marketable skills do you think you need to practice/demonstrate more?

    Grading:  DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.

    **DEAL Reflection Rubric:**

    D = 10 points

    E = 20 points

    AL = 20 points

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    **## Govt.pdf**

    Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

    Hide Assignment Information

    Turnitin™

    This assignment will be submitted to Turnitin™.

    Instructions

    In crafting your responses, ensure that you refrain from restating or directly embedding the posed
    questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
    completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
    following strictly the standards outlined in the "Assignments' General Guidelines."

    For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
    is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
    for any allocation of points. You must express your critical assessment and evaluation of the subject
    matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

    This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
    provided. The incorporation of external references beyond those supplied is not permissible. Proper
    citation of the designated sources within the body of your work is essential to substantiate the veracity and
    integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
    equally vital to ensure the precision and reliability of your findings.

    Your submission must be structured to include an introductory section, a substantive body, and a
    concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
    questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
    by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
    research to the materials assigned for this task, refraining from consulting any unapproved resources. A
    comprehensive paper cannot be effectively composed without drawing upon the insights derived from
    both the warm-up and main assignment components.

    Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
    using the knowledge you gained from the warm-up activity and additional materials, please respond
    to the following essay questions. The essay is worth 150 points.

    Researching the Electoral College: Key Questions and Paper Structure

    How to Draft Your Research Paper

    When writing a research paper on the Electoral College, it is essential to follow a structured approach that
    includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
    conclusion(one to two paragraphs). The introduction should provide background information on the
    Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
    define the research focus and outline the key themes that will be analyzed. The body of the paper should
    address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
    Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
    areas for reform or further research.

    To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
    and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
    Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
    provide a comprehensive framework for examining the Electoral College's role in American democracy.

    Historical and Constitutional Foundations

    Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
    motivations for establishing this system. The research should explore how the Constitutional Convention
    debated the method of electing the president and the reasons behind choosing electors rather than a
    direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
    creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
    the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

    Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
    Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
    controversies surrounding this system. Research should examine how these elections influenced calls for
    reform and whether their outcomes challenged the legitimacy of the Electoral College.

    Impact on Democracy and Representation

    A central question in the debate over the Electoral College is whether it supports or undermines
    democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
    more populous states, ensuring a more balanced representation. However, critics highlight that the system
    can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
    raising concerns about democratic legitimacy.

    The winner-takes-all system used in most states further complicates the issue by making some votes feel
    less impactful. Research should assess how this system affects voter turnout and political engagement,
    particularly in states where one party consistently dominates elections. Another key issue is whether the
    Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

    voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
    gain electoral votes despite receiving significant portions of the popular vote.

    Effects on Elections and Political Strategy

    The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
    states that can determine election outcomes. Research should examine how the system encourages
    candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
    states with predictable voting patterns. This raises questions about whether all voters receive equal
    attention from candidates and policymakers.

    Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
    popular vote. While rare, faithless electors have raised concerns about whether the system allows for
    undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
    contributes to political polarization, as campaigns may be more focused on winning key states rather
    than appealing to a broad national electorate.

    Electoral College Reform and Alternatives

    Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
    of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
    states to allocate their electoral votes to the winner of the national popular vote. Research should explore
    the potential benefits and drawbacks of this approach, including whether it would address concerns about
    democratic legitimacy while maintaining the stability of the current system.

    Another alternative is the proportional allocation of electoral votes, where states distribute votes based
    on the percentage of popular votes each candidate receives rather than using the winner-takes-all
    approach. This could make elections more competitive and increase voter engagement. Finally, research
    should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
    whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
    democratic outcomes.

    Conclusion

    A research paper on the Electoral College should provide a thorough examination of its historical
    foundations, democratic implications, effects on elections, and potential reforms. The system remains a
    deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
    elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
    balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
    research should consider whether the system effectively represents the will of the people or whether
    alternative approaches could better serve the democratic process.

    When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
    presentation of your references will vary based on the formatting style required for your document.
    Two commonly utilized formatting styles for research papers are the American Psychological
    Association (APA) and the Modern Language Association (MLA).

    ———————————————————————————————————

    A Defense of the Electoral College

    In Defense of the Electoral College

    A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

    The Electoral College in Modern Democracy

    The Electoral College and Democratic Equality By Joseph Grcic

    "Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

    Electoral College Fast Facts

    National Popular Vote

    National Popular Vote Interstate Compact

    STATE LAWS REGARDING PRESIDENTIAL ELECTORS

    Who Are Electors and How Are They Picked?

    Who chooses each state’s electors?

    Due on Apr 26, 2025 11:59 PM

    Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

    Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

    Hide Rubrics

    Rubric Name: Assignment Rubrics

    Print

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

    [https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

    [https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

    [https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

    [https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

    [https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

    [https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

    [https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

    [https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

    Criteria Level 1: Poor Level 2: Fair Level 3: Good

    Criterion 1
    Structure

    No clear thesis. Body paragraphs are
    oversized or skimpy. Facts not arranged
    logically in paragraphs. Did not follow
    assignment instructions appropriately.

    Thesis not well defined. Paragraphs
    are too few or are widely
    disproportionate in size. Some facts
    are not arranged logically in
    paragraphs. Didn't follow assignment
    instructions well.

    Thesis could be defined better or
    presented earlier. Paragraphing
    good, but could use some
    improvement. A few key facts are not
    logically placed. Some variance
    from assignment instructions.

    Criterion 2:
    Content

    Thesis is insupportable or wrong. Very
    few facts presented. Poor
    representation of required research.
    Too opinionated without factual
    support.

    Thesis is not supported by facts. Weak
    on facts; some are presented, but not
    enough to prove the thesis. Insufficient
    research. Too opinionated without
    factual support.

    Good thesis but not the best choice
    of supportive facts. Many good facts,
    but some key facts left out.
    Adequate research for the
    assignment, but not outstanding.
    Too opinionated in places.

    Criterion 3:
    Writing
    Style

    Poor writing. Sentences are structurally
    inadequate. Lacks flow; wooden and/or
    awkward statements. Several
    instances of tenses changing
    inappropriately or disagreement
    between subjects and verbs. Too much
    informal language used in a formal
    piece of writin

    Overall writing is
    disappointing. Sentences are mixed:
    some are good; some need work.
    Transitions and flow need much
    improvement; reader can’t follow
    author’s argument. Style errors like
    wrong tense changes. Use of informal
    language or slang.

    Good, basic writing. Sentences lack
    excellent syntax. Lacks excellent
    flow-transition words, ordering of
    phrases. Style causes some
    confusion; tense changes. Instances
    of informal language or slang.

    Criteria Level 1: Poor Level 2: Fair Level 3: Good

    Criterion 4:
    Mechanics

    Messy paper; inattention to neatness,
    or improper formatting.
    Punctuation/capitalization is well
    below ability. Spelling is well below
    ability. Students did not spend
    adequate time on this assignment.

    Not as neat as it should be.
    Punctuation/capitalization is below
    ability. Spelling is below ability. Paper
    appears to be a rush job; not well
    done.

    Neat, but some formatting
    improvements are necessary.
    Several errors in
    punctuation/capitalization.
    Footnoting/citation errors. Spelling
    errors. Generally hurried; not as
    good as it could be.

    Overall Score

    Level 1: Poor

    Level 2: Fair

    Level 3: Good

    Level 4: Excellent

    **## Govt.pdf**

    Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

    Hide Assignment Information

    Turnitin™

    This assignment will be submitted to Turnitin™.

    Instructions

    In crafting your responses, ensure that you refrain from restating or directly embedding the posed
    questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
    completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
    following strictly the standards outlined in the "Assignments' General Guidelines."

    For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
    is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
    for any allocation of points. You must express your critical assessment and evaluation of the subject
    matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

    This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
    provided. The incorporation of external references beyond those supplied is not permissible. Proper
    citation of the designated sources within the body of your work is essential to substantiate the veracity and
    integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
    equally vital to ensure the precision and reliability of your findings.

    Your submission must be structured to include an introductory section, a substantive body, and a
    concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
    questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
    by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
    research to the materials assigned for this task, refraining from consulting any unapproved resources. A
    comprehensive paper cannot be effectively composed without drawing upon the insights derived from
    both the warm-up and main assignment components.

    Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
    using the knowledge you gained from the warm-up activity and additional materials, please respond
    to the following essay questions. The essay is worth 150 points.

    Researching the Electoral College: Key Questions and Paper Structure

    How to Draft Your Research Paper

    When writing a research paper on the Electoral College, it is essential to follow a structured approach that
    includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
    conclusion(one to two paragraphs). The introduction should provide background information on the
    Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
    define the research focus and outline the key themes that will be analyzed. The body of the paper should
    address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
    Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
    areas for reform or further research.

    To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
    and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
    Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
    provide a comprehensive framework for examining the Electoral College's role in American democracy.

    Historical and Constitutional Foundations

    Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
    motivations for establishing this system. The research should explore how the Constitutional Convention
    debated the method of electing the president and the reasons behind choosing electors rather than a
    direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
    creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
    the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

    Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
    Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
    controversies surrounding this system. Research should examine how these elections influenced calls for
    reform and whether their outcomes challenged the legitimacy of the Electoral College.

    Impact on Democracy and Representation

    A central question in the debate over the Electoral College is whether it supports or undermines
    democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
    more populous states, ensuring a more balanced representation. However, critics highlight that the system
    can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
    raising concerns about democratic legitimacy.

    The winner-takes-all system used in most states further complicates the issue by making some votes feel
    less impactful. Research should assess how this system affects voter turnout and political engagement,
    particularly in states where one party consistently dominates elections. Another key issue is whether the
    Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

    voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
    gain electoral votes despite receiving significant portions of the popular vote.

    Effects on Elections and Political Strategy

    The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
    states that can determine election outcomes. Research should examine how the system encourages
    candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
    states with predictable voting patterns. This raises questions about whether all voters receive equal
    attention from candidates and policymakers.

    Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
    popular vote. While rare, faithless electors have raised concerns about whether the system allows for
    undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
    contributes to political polarization, as campaigns may be more focused on winning key states rather
    than appealing to a broad national electorate.

    Electoral College Reform and Alternatives

    Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
    of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
    states to allocate their electoral votes to the winner of the national popular vote. Research should explore
    the potential benefits and drawbacks of this approach, including whether it would address concerns about
    democratic legitimacy while maintaining the stability of the current system.

    Another alternative is the proportional allocation of electoral votes, where states distribute votes based
    on the percentage of popular votes each candidate receives rather than using the winner-takes-all
    approach. This could make elections more competitive and increase voter engagement. Finally, research
    should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
    whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
    democratic outcomes.

    Conclusion

    A research paper on the Electoral College should provide a thorough examination of its historical
    foundations, democratic implications, effects on elections, and potential reforms. The system remains a
    deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
    elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
    balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
    research should consider whether the system effectively represents the will of the people or whether
    alternative approaches could better serve the democratic process.

    When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
    presentation of your references will vary based on the formatting style required for your document.
    Two commonly utilized formatting styles for research papers are the American Psychological
    Association (APA) and the Modern Language Association (MLA).

    ———————————————————————————————————

    A Defense of the Electoral College

    In Defense of the Electoral College

    A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

    The Electoral College in Modern Democracy

    The Electoral College and Democratic Equality By Joseph Grcic

    "Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

    Electoral College Fast Facts

    National Popular Vote

    National Popular Vote Interstate Compact

    STATE LAWS REGARDING PRESIDENTIAL ELECTORS

    Who Are Electors and How Are They Picked?

    Who chooses each state’s electors?

    Due on Apr 26, 2025 11:59 PM

    Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

    Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

    Hide Rubrics

    Rubric Name: Assignment Rubrics

    Print

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

    [https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

    [https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

    [https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

    [https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

    [https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

    [https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

    [https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

    [https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

    Criteria Level 1: Poor Level 2: Fair Level 3: Good

    Criterion 1
    Structure

    No clear thesis. Body paragraphs are
    oversized or skimpy. Facts not arranged
    logically in paragraphs. Did not follow
    assignment instructions appropriately.

    Thesis not well defined. Paragraphs
    are too few or are widely
    disproportionate in size. Some facts
    are not arranged logically in
    paragraphs. Didn't follow assignment
    instructions well.

    Thesis could be defined better or
    presented earlier. Paragraphing
    good, but could use some
    improvement. A few key facts are not
    logically placed. Some variance
    from assignment instructions.

    Criterion 2:
    Content

    Thesis is insupportable or wrong. Very
    few facts presented. Poor
    representation of required research.
    Too opinionated without factual
    support.

    Thesis is not supported by facts. Weak
    on facts; some are presented, but not
    enough to prove the thesis. Insufficient
    research. Too opinionated without
    factual support.

    Good thesis but not the best choice
    of supportive facts. Many good facts,
    but some key facts left out.
    Adequate research for the
    assignment, but not outstanding.
    Too opinionated in places.

    Criterion 3:
    Writing
    Style

    Poor writing. Sentences are structurally
    inadequate. Lacks flow; wooden and/or
    awkward statements. Several
    instances of tenses changing
    inappropriately or disagreement
    between subjects and verbs. Too much
    informal language used in a formal
    piece of writin

    Overall writing is
    disappointing. Sentences are mixed:
    some are good; some need work.
    Transitions and flow need much
    improvement; reader can’t follow
    author’s argument. Style errors like
    wrong tense changes. Use of informal
    language or slang.

    Good, basic writing. Sentences lack
    excellent syntax. Lacks excellent
    flow-transition words, ordering of
    phrases. Style causes some
    confusion; tense changes. Instances
    of informal language or slang.

    Criteria Level 1: Poor Level 2: Fair Level 3: Good

    Criterion 4:
    Mechanics

    Messy paper; inattention to neatness,
    or improper formatting.
    Punctuation/capitalization is well
    below ability. Spelling is well below
    ability. Students did not spend
    adequate time on this assignment.

    Not as neat as it should be.
    Punctuation/capitalization is below
    ability. Spelling is below ability. Paper
    appears to be a rush job; not well
    done.

    Neat, but some formatting
    improvements are necessary.
    Several errors in
    punctuation/capitalization.
    Footnoting/citation errors. Spelling
    errors. Generally hurried; not as
    good as it could be.

    Overall Score

    Level 1: Poor

    Level 2: Fair

    Level 3: Good

    Level 4: Excellent

    **## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx**

    ## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_**

    **Marketable Skills:**

    This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:

    | | |
    | — | — |
    | **Core Objectives** | **Marketable Skills** |
    | ![Dallas College Quantitative/Empirical logo](https://www.sweetstudy.com/questions/sample7)**Empirical/Quantitative** | Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems.<br>Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes.  So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success! |
    | ![Dallas College Critical Thinking logo](https://www.sweetstudy.com/questions/sample7)**Critical Thinking** | The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information. |
    | ![Dallas College Leadership and Personal Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Leadership & Personal Responsibility** | Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
    | ![Dallas College Global Awareness & Social Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Global Awareness & Social Responsibility** | Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |

    To complete this course, you must submit a reflection on your accomplishments.  Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills.  In other words, “What’s the point?” We are using a format called the DEAL reflection structure:

    D = DESCRIBE

    E = EXAMINE

    AL = ARTICULATE LEARNING

    **Describe**:  In the Describe section, you are to tell the reader what you saw/read/did.  Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.

    **Examine**:  This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?

    **Articulate Learning**:  What did you learn at the end of each part of the course by engaging in the required assignments?  What will you do with what you have learned and practiced?

    **For this reflection, please respond to the following prompts:**

    Describe (D):   What did you have to do to complete the written assignments for this course? Describe the process for each.

    Examine (E):

    · What new information did you learn from completing these assignments? (Personal Growth)

    · What assumptions or preconceived notions did you bring to these assignments?  (Personal Growth)

    · How do you now view your role in the American. government in politics?  Personal/Social Responsibility)

    Articulate Learning (AL):

    Revisit the
    **Marketable Skills** folder.  For each assignment, discuss the Marketable Skills you believe you most practiced.  What other skills do you think you demonstrated in completing these assignments besides those listed?  What marketable skills do you think you need to practice/demonstrate more?

    Grading:  DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.

    **DEAL Reflection Rubric:**

    D = 10 points

    E = 20 points

    AL = 20 points

    ## image2.png

    ## image3.jpeg

    ## image4.jpeg

    ## image1.png

    **## Govt.pdf**

    Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

    Hide Assignment Information

    Turnitin™

    This assignment will be submitted to Turnitin™.

    Instructions

    In crafting your responses, ensure that you refrain from restating or directly embedding the posed
    questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
    completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
    following strictly the standards outlined in the "Assignments' General Guidelines."

    For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
    is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
    for any allocation of points. You must express your critical assessment and evaluation of the subject
    matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

    This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
    provided. The incorporation of external references beyond those supplied is not permissible. Proper
    citation of the designated sources within the body of your work is essential to substantiate the veracity and
    integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
    equally vital to ensure the precision and reliability of your findings.

    Your submission must be structured to include an introductory section, a substantive body, and a
    concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
    questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
    by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
    research to the materials assigned for this task, refraining from consulting any unapproved resources. A
    comprehensive paper cannot be effectively composed without drawing upon the insights derived from
    both the warm-up and main assignment components.

    Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
    using the knowledge you gained from the warm-up activity and additional materials, please respond
    to the following essay questions. The essay is worth 150 points.

    Researching the Electoral College: Key Questions and Paper Structure

    How to Draft Your Research Paper

    When writing a research paper on the Electoral College, it is essential to follow a structured approach that
    includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
    conclusion(one to two paragraphs). The introduction should provide background information on the
    Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
    define the research focus and outline the key themes that will be analyzed. The body of the paper should
    address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
    Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
    areas for reform or further research.

    To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
    and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
    Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
    provide a comprehensive framework for examining the Electoral College's role in American democracy.

    Historical and Constitutional Foundations

    Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
    motivations for establishing this system. The research should explore how the Constitutional Convention
    debated the method of electing the president and the reasons behind choosing electors rather than a
    direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
    creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
    the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

    Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
    Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
    controversies surrounding this system. Research should examine how these elections influenced calls for
    reform and whether their outcomes challenged the legitimacy of the Electoral College.

    Impact on Democracy and Representation

    A central question in the debate over the Electoral College is whether it supports or undermines
    democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
    more populous states, ensuring a more balanced representation. However, critics highlight that the system
    can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
    raising concerns about democratic legitimacy.

    The winner-takes-all system used in most states further complicates the issue by making some votes feel
    less impactful. Research should assess how this system affects voter turnout and political engagement,
    particularly in states where one party consistently dominates elections. Another key issue is whether the
    Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

    voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
    gain electoral votes despite receiving significant portions of the popular vote.

    Effects on Elections and Political Strategy

    The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
    states that can determine election outcomes. Research should examine how the system encourages
    candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
    states with predictable voting patterns. This raises questions about whether all voters receive equal
    attention from candidates and policymakers.

    Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
    popular vote. While rare, faithless electors have raised concerns about whether the system allows for
    undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
    contributes to political polarization, as campaigns may be more focused on winning key states rather
    than appealing to a broad national electorate.

    Electoral College Reform and Alternatives

    Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
    of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
    states to allocate their electoral votes to the winner of the national popular vote. Research should explore
    the potential benefits and drawbacks of this approach, including whether it would address concerns about
    democratic legitimacy while maintaining the stability of the current system.

    Another alternative is the proportional allocation of electoral votes, where states distribute votes based
    on the percentage of popular votes each candidate receives rather than using the winner-takes-all
    approach. This could make elections more competitive and increase voter engagement. Finally, research
    should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
    whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
    democratic outcomes.

    Conclusion

    A research paper on the Electoral College should provide a thorough examination of its historical
    foundations, democratic implications, effects on elections, and potential reforms. The system remains a
    deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
    elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
    balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
    research should consider whether the system effectively represents the will of the people or whether
    alternative approaches could better serve the democratic process.

    When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
    presentation of your references will vary based on the formatting style required for your document.
    Two commonly utilized formatting styles for research papers are the American Psychological
    Association (APA) and the Modern Language Association (MLA).

    ———————————————————————————————————

    A Defense of the Electoral College

    In Defense of the Electoral College

    A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

    The Electoral College in Modern Democracy

    The Electoral College and Democratic Equality By Joseph Grcic

    "Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

    Electoral College Fast Facts

    National Popular Vote

    National Popular Vote Interstate Compact

    STATE LAWS REGARDING PRESIDENTIAL ELECTORS

    Who Are Electors and How Are They Picked?

    Who chooses each state’s electors?

    Due on Apr 26, 2025 11:59 PM

    Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

    Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

    Hide Rubrics

    Rubric Name: Assignment Rubrics

    Print

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

    [https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

    [https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

    [https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

    [https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

    [https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

    [https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

    [https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

    [https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

    Criteria Level 1: Poor Level 2: Fair Level 3: Good

    Criterion 1
    Structure

    No clear thesis. Body paragraphs are
    oversized or skimpy. Facts not arranged
    logically in paragraphs. Did not follow
    assignment instructions appropriately.

    Thesis not well defined. Paragraphs
    are too few or are widely
    disproportionate in size. Some facts
    are not arranged logically in
    paragraphs. Didn't follow assignment
    instructions well.

    Thesis could be defined better or
    presented earlier. Paragraphing
    good, but could use some
    improvement. A few key facts are not
    logically placed. Some variance
    from assignment instructions.

    Criterion 2:
    Content

    Thesis is insupportable or wrong. Very
    few facts presented. Poor
    representation of required research.
    Too opinionated without factual
    support.

    Thesis is not supported by facts. Weak
    on facts; some are presented, but not
    enough to prove the thesis. Insufficient
    research. Too opinionated without
    factual support.

    Good thesis but not the best choice
    of supportive facts. Many good facts,
    but some key facts left out.
    Adequate research for the
    assignment, but not outstanding.
    Too opinionated in places.

    Criterion 3:
    Writing
    Style

    Poor writing. Sentences are structurally
    inadequate. Lacks flow; wooden and/or
    awkward statements. Several
    instances of tenses changing
    inappropriately or disagreement
    between subjects and verbs. Too much
    informal language used in a formal
    piece of writin

    Overall writing is
    disappointing. Sentences are mixed:
    some are good; some need work.
    Transitions and flow need much
    improvement; reader can’t follow
    author’s argument. Style errors like
    wrong tense changes. Use of informal
    language or slang.

    Good, basic writing. Sentences lack
    excellent syntax. Lacks excellent
    flow-transition words, ordering of
    phrases. Style causes some
    confusion; tense changes. Instances
    of informal language or slang.

    Criteria Level 1: Poor Level 2: Fair Level 3: Good

    Criterion 4:
    Mechanics

    Messy paper; inattention to neatness,
    or improper formatting.
    Punctuation/capitalization is well
    below ability. Spelling is well below
    ability. Students did not spend
    adequate time on this assignment.

    Not as neat as it should be.
    Punctuation/capitalization is below
    ability. Spelling is below ability. Paper
    appears to be a rush job; not well
    done.

    Neat, but some formatting
    improvements are necessary.
    Several errors in
    punctuation/capitalization.
    Footnoting/citation errors. Spelling
    errors. Generally hurried; not as
    good as it could be.

    Overall Score

    Level 1: Poor

    Level 2: Fair

    Level 3: Good

    Level 4: Excellent

    **## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx**

    ## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_**

    **Marketable Skills:**

    This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:

    | | |
    | — | — |
    | **Core Objectives** | **Marketable Skills** |
    | ![Dallas College Quantitative/Empirical logo](https://www.sweetstudy.com/questions/sample7)**Empirical/Quantitative** | Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems.<br>Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes.  So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success! |
    | ![Dallas College Critical Thinking logo](https://www.sweetstudy.com/questions/sample7)**Critical Thinking** | The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information. |
    | ![Dallas College Leadership and Personal Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Leadership & Personal Responsibility** | Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
    | ![Dallas College Global Awareness & Social Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Global Awareness & Social Responsibility** | Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |

    To complete this course, you must submit a reflection on your accomplishments.  Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills.  In other words, “What’s the point?” We are using a format called the DEAL reflection structure:

    D = DESCRIBE

    E = EXAMINE

    AL = ARTICULATE LEARNING

    **Describe**:  In the Describe section, you are to tell the reader what you saw/read/did.  Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.

    **Examine**:  This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?

    **Articulate Learning**:  What did you learn at the end of each part of the course by engaging in the required assignments?  What will you do with what you have learned and practiced?

    **For this reflection, please respond to the following prompts:**

    Describe (D):   What did you have to do to complete the written assignments for this course? Describe the process for each.

    Examine (E):

    · What new information did you learn from completing these assignments? (Personal Growth)

    · What assumptions or preconceived notions did you bring to these assignments?  (Personal Growth)

    · How do you now view your role in the American. government in politics?  Personal/Social Responsibility)

    Articulate Learning (AL):

    Revisit the
    **Marketable Skills** folder.  For each assignment, discuss the Marketable Skills you believe you most practiced.  What other skills do you think you demonstrated in completing these assignments besides those listed?  What marketable skills do you think you need to practice/demonstrate more?

    Grading:  DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.

    **DEAL Reflection Rubric:**

    D = 10 points

    E = 20 points

    AL = 20 points

    ## image2.png

    ## image3.jpeg

    ## image4.jpeg

    ## image1.png

    **## Govt.pdf**

    Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

    Hide Assignment Information

    Turnitin™

    This assignment will be submitted to Turnitin™.

    Instructions

    In crafting your responses, ensure that you refrain from restating or directly embedding the posed
    questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
    completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
    following strictly the standards outlined in the "Assignments' General Guidelines."

    For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
    is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
    for any allocation of points. You must express your critical assessment and evaluation of the subject
    matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

    This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
    provided. The incorporation of external references beyond those supplied is not permissible. Proper
    citation of the designated sources within the body of your work is essential to substantiate the veracity and
    integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
    equally vital to ensure the precision and reliability of your findings.

    Your submission must be structured to include an introductory section, a substantive body, and a
    concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
    questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
    by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
    research to the materials assigned for this task, refraining from consulting any unapproved resources. A
    comprehensive paper cannot be effectively composed without drawing upon the insights derived from
    both the warm-up and main assignment components.

    Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
    using the knowledge you gained from the warm-up activity and additional materials, please respond
    to the following essay questions. The essay is worth 150 points.

    Researching the Electoral College: Key Questions and Paper Structure

    How to Draft Your Research Paper

    When writing a research paper on the Electoral College, it is essential to follow a structured approach that
    includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
    conclusion(one to two paragraphs). The introduction should provide background information on the
    Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
    define the research focus and outline the key themes that will be analyzed. The body of the paper should
    address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
    Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
    areas for reform or further research.

    To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
    and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
    Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
    provide a comprehensive framework for examining the Electoral College's role in American democracy.

    Historical and Constitutional Foundations

    Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
    motivations for establishing this system. The research should explore how the Constitutional Convention
    debated the method of electing the president and the reasons behind choosing electors rather than a
    direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
    creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
    the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

    Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
    Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
    controversies surrounding this system. Research should examine how these elections influenced calls for
    reform and whether their outcomes challenged the legitimacy of the Electoral College.

    Impact on Democracy and Representation

    A central question in the debate over the Electoral College is whether it supports or undermines
    democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
    more populous states, ensuring a more balanced representation. However, critics highlight that the system
    can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
    raising concerns about democratic legitimacy.

    The winner-takes-all system used in most states further complicates the issue by making some votes feel
    less impactful. Research should assess how this system affects voter turnout and political engagement,
    particularly in states where one party consistently dominates elections. Another key issue is whether the
    Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

    voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
    gain electoral votes despite receiving significant portions of the popular vote.

    Effects on Elections and Political Strategy

    The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
    states that can determine election outcomes. Research should examine how the system encourages
    candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
    states with predictable voting patterns. This raises questions about whether all voters receive equal
    attention from candidates and policymakers.

    Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
    popular vote. While rare, faithless electors have raised concerns about whether the system allows for
    undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
    contributes to political polarization, as campaigns may be more focused on winning key states rather
    than appealing to a broad national electorate.

    Electoral College Reform and Alternatives

    Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
    of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
    states to allocate their electoral votes to the winner of the national popular vote. Research should explore
    the potential benefits and drawbacks of this approach, including whether it would address concerns about
    democratic legitimacy while maintaining the stability of the current system.

    Another alternative is the proportional allocation of electoral votes, where states distribute votes based
    on the percentage of popular votes each candidate receives rather than using the winner-takes-all
    approach. This could make elections more competitive and increase voter engagement. Finally, research
    should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
    whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
    democratic outcomes.

    Conclusion

    A research paper on the Electoral College should provide a thorough examination of its historical
    foundations, democratic implications, effects on elections, and potential reforms. The system remains a
    deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
    elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
    balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
    research should consider whether the system effectively represents the will of the people or whether
    alternative approaches could better serve the democratic process.

    When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
    presentation of your references will vary based on the formatting style required for your document.
    Two commonly utilized formatting styles for research papers are the American Psychological
    Association (APA) and the Modern Language Association (MLA).

    ———————————————————————————————————

    A Defense of the Electoral College

    In Defense of the Electoral College

    A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

    The Electoral College in Modern Democracy

    The Electoral College and Democratic Equality By Joseph Grcic

    "Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

    Electoral College Fast Facts

    National Popular Vote

    National Popular Vote Interstate Compact

    STATE LAWS REGARDING PRESIDENTIAL ELECTORS

    Who Are Electors and How Are They Picked?

    Who chooses each state’s electors?

    Due on Apr 26, 2025 11:59 PM

    Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

    Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

    Hide Rubrics

    Rubric Name: Assignment Rubrics

    Print

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

    [https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

    [https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

    [https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

    [https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

    [https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

    [https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

    [https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

    [https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

    [https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

    Criteria Level 1: Poor Level 2: Fair Level 3: Good

    Criterion 1
    Structure

    No clear thesis. Body paragraphs are
    oversized or skimpy. Facts not arranged
    logically in paragraphs. Did not follow
    assignment instructions appropriately.

    Thesis not well defined. Paragraphs
    are too few or are widely
    disproportionate in size. Some facts
    are not arranged logically in
    paragraphs. Didn't follow assignment
    instructions well.

    Thesis could be defined better or
    presented earlier. Paragraphing
    good, but could use some
    improvement. A few key facts are not
    logically placed. Some variance
    from assignment instructions.

    Criterion 2:
    Content

    Thesis is insupportable or wrong. Very
    few facts presented. Poor
    representation of required research.
    Too opinionated without factual
    support.

    Thesis is not supported by facts. Weak
    on facts; some are presented, but not
    enough to prove the thesis. Insufficient
    research. Too opinionated without
    factual support.

    Good thesis but not the best choice
    of supportive facts. Many good facts,
    but some key facts left out.
    Adequate research for the
    assignment, but not outstanding.
    Too opinionated in places.

    Criterion 3:
    Writing
    Style

    Poor writing. Sentences are structurally
    inadequate. Lacks flow; wooden and/or
    awkward statements. Several
    instances of tenses changing
    inappropriately or disagreement
    between subjects and verbs. Too much
    informal language used in a formal
    piece of writin

    Overall writing is
    disappointing. Sentences are mixed:
    some are good; some need work.
    Transitions and flow need much
    improvement; reader can’t follow
    author’s argument. Style errors like
    wrong tense changes. Use of informal
    language or slang.

    Good, basic writing. Sentences lack
    excellent syntax. Lacks excellent
    flow-transition words, ordering of
    phrases. Style causes some
    confusion; tense changes. Instances
    of informal language or slang.

    Criteria Level 1: Poor Level 2: Fair Level 3: Good

    Criterion 4:
    Mechanics

    Messy paper; inattention to neatness,
    or improper formatting.
    Punctuation/capitalization is well
    below ability. Spelling is well below
    ability. Students did not spend
    adequate time on this assignment.

    Not as neat as it should be.
    Punctuation/capitalization is below
    ability. Spelling is below ability. Paper
    appears to be a rush job; not well
    done.

    Neat, but some formatting
    improvements are necessary.
    Several errors in
    punctuation/capitalization.
    Footnoting/citation errors. Spelling
    errors. Generally hurried; not as
    good as it could be.

    Overall Score

    Level 1: Poor

    Level 2: Fair

    Level 3: Good

    Level 4: Excellent

  • [Solved] Business & Finance Assignment 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    No plagiarism! and also check the grammar. 300 words each file. Instructions are provided in the file. Due in less than 24 hours Please read all the instructions – [\ \ Assignment2.zip](https://www.sweetstudy.com/files/assignment2-zip-10290823 "Assignment2.zip") – a year ago

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    Please read all the instructions

    – [\
    \
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    – a year ago

  • [Solved] “Rough Guide to Spotting Bad Science”

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    This module, we discussed what makes quality research. Peruse your current news feed from your favorite social media account (if you do not use social media, search "news in science" or something similar). Select an article published within the past year, based on a "discovery" or scientific claim a…

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    This module, we discussed what makes quality research. Peruse your current news feed from your favorite social media account (if you do not use social media, search "news in science" or something similar). Select an article published within the past year, based on a "discovery" or scientific claim and evaluate it based on the "Rough Guide to Spotting Bad Science". You do not have to locate the actual journal article – we are examining media portrayal of science, so you do not have to go further than the actual news story.

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    **files (3)**

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    – Information_Security_Fundamentals_—-_6_Physical_Security.pdf

    **## DisscusionandRepliesInstructions.docx**

    Discussion

    **In 250 words total, answer the questions below with 4 evidence base scholarly articles. APA format.**

    Think about systems you currently utilized or have utilized in the past that were deployed to the enterprise.

    1. Discuss the similarities or opportunities for improvement based on the assign readings.

    2. What approach do you think may be the most effective and why?

    Replies

    **In 400 words total, replying to the two posts below. Each reply must be 200 words for post 1 and post 2.**

    **A.A POST 1**

    Hello class,

    One of the systems I've used in the past that was distributed to an enterprise was a content management system. Enterprise CMS solutions prioritize built-in security, compliance tools, and dedicated support, making them ideal for industries with strict regulatory requirements. Open-source CMS platforms, such as Drupal, and Joomla, contrast with enterprise CMS solutions like Adobe Experience Manager (AEM) and Sitecore in several keyways. For businesses requiring scalability, security, and enterprise-grade support, an enterprise CMS is often the better choice.

    The system I used contained one central repository for all information, a system to manage access and permission control, and an option to keep track of revisions. One potential area for opportunity that I have noticed is the way the system handles access control and permissions. In the system for managing content, there was just one permission level available, and that was to read or write. I believe it's advantageous to have more specific control over permissions to allow certain users to only read specific documents or be able to write or read certain documents.

    Another area of improvement could be in the way the system keeps track of revisions. In the CMS I was using, it was the only method to look at revisions, and that was by date. I believe it's beneficial to be able to see revisions by author to know what changes each author made. A strong revision history helps streamline content management, making teamwork more organized and effective (Haug, 2020). Seeing who made specific changes ensures accountability, making it easier to resolve issues or correct errors without confusion.

    I believe the most efficient method of deploying an enterprise-level system is to make use of a combination of on-premises and cloud-based solutions. I believe that on-premises solutions are crucial to storing sensitive data as well as providing a high degree of control for access and authorization. Cloud-based solutions are crucial to providing a cost-effective way to store and share information and providing an opportunity to access data from any location.

    Thank you.

    Peltier, T. R. (2016). Information Security Fundamentals (2nd ed.). CRC Press.

    Haug, A. (2020) The Implementation of Enterprise Content Management Systems in SMEs. Journal of Enterprise Information Management, 25, 349-372.
    [http://dx.doi.org/10.1108/17410391211245838](http://dx.doi.org/10.1108/17410391211245838)

    **S.R POST 2**

    In my professional career, I’ve worked with several enterprise-level systems across very different industries. While in the Coast Guard, I interacted with mission-critical systems designed for secure communications and situational awareness, often operating in environments where downtime was not an option. Later, as a network systems engineer in a telecommunications company, I worked with analog and digital radio systems, many of which were legacy systems requiring updates for better communications and critical features used in different industries. Now, as a software developer at Booz Allen, I help design and build scalable applications for government clients, where security, integration, and performance are top priorities.

    One consistent theme across these roles has been the need for a reliable and secure communication infrastructure. Whether in the military or civilian sector, communications systems must operate with high availability and minimal latency. However, a common challenge has been the integration of legacy systems with newer technologies. For example, in the radio telecom industry, analog systems are still used in many critical environments, but they don’t always interface easily with newer digital or software-defined platforms. Similarly, in government applications, older systems often hinder how quickly we can deploy modern software solutions.

    A key opportunity for improvement is through gradual modernization using modular and service-oriented architecture (SOA). This approach allows for phased integration, bringing modern functionality to legacy environments without a complete system overhaul (IBM, 2025). It also aligns with Zero Trust security principles, which are increasingly relevant across all the environments I’ve worked in, especially in defense and federal sectors. Implementing microservices, API gateways, and robust authentication layers can help bridge the gap between old and new systems while improving security posture. Using SOA combined with CI/CD and Zero Trust principles is the most effective approach. This would allow systems to be both resilient and adaptable, which is essential for high-stakes environments.

    References

    IBM. (2025).
    _What is service-oriented architecture (SOA)?_ Retrieved from IBM: https://www.ibm.com/think/topics/soa

    **Information_Security_Design_Implementation_Measure…_—-_Chapter_11_Physical_and_Environmental_Security.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-11-physical-and-environmental-security-pdf)

    **Information_Security_Fundamentals_—-_6_Physical_Security.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-6-physical-security-pdf)

    **Information_Security_Fundamentals_—-_6_Physical_Security.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-6-physical-security-pdf)

    **## DisscusionandRepliesInstructions.docx**

    Discussion

    **In 250 words total, answer the questions below with 4 evidence base scholarly articles. APA format.**

    Think about systems you currently utilized or have utilized in the past that were deployed to the enterprise.

    1. Discuss the similarities or opportunities for improvement based on the assign readings.

    2. What approach do you think may be the most effective and why?

    Replies

    **In 400 words total, replying to the two posts below. Each reply must be 200 words for post 1 and post 2.**

    **A.A POST 1**

    Hello class,

    One of the systems I've used in the past that was distributed to an enterprise was a content management system. Enterprise CMS solutions prioritize built-in security, compliance tools, and dedicated support, making them ideal for industries with strict regulatory requirements. Open-source CMS platforms, such as Drupal, and Joomla, contrast with enterprise CMS solutions like Adobe Experience Manager (AEM) and Sitecore in several keyways. For businesses requiring scalability, security, and enterprise-grade support, an enterprise CMS is often the better choice.

    The system I used contained one central repository for all information, a system to manage access and permission control, and an option to keep track of revisions. One potential area for opportunity that I have noticed is the way the system handles access control and permissions. In the system for managing content, there was just one permission level available, and that was to read or write. I believe it's advantageous to have more specific control over permissions to allow certain users to only read specific documents or be able to write or read certain documents.

    Another area of improvement could be in the way the system keeps track of revisions. In the CMS I was using, it was the only method to look at revisions, and that was by date. I believe it's beneficial to be able to see revisions by author to know what changes each author made. A strong revision history helps streamline content management, making teamwork more organized and effective (Haug, 2020). Seeing who made specific changes ensures accountability, making it easier to resolve issues or correct errors without confusion.

    I believe the most efficient method of deploying an enterprise-level system is to make use of a combination of on-premises and cloud-based solutions. I believe that on-premises solutions are crucial to storing sensitive data as well as providing a high degree of control for access and authorization. Cloud-based solutions are crucial to providing a cost-effective way to store and share information and providing an opportunity to access data from any location.

    Thank you.

    Peltier, T. R. (2016). Information Security Fundamentals (2nd ed.). CRC Press.

    Haug, A. (2020) The Implementation of Enterprise Content Management Systems in SMEs. Journal of Enterprise Information Management, 25, 349-372.
    [http://dx.doi.org/10.1108/17410391211245838](http://dx.doi.org/10.1108/17410391211245838)

    **S.R POST 2**

    In my professional career, I’ve worked with several enterprise-level systems across very different industries. While in the Coast Guard, I interacted with mission-critical systems designed for secure communications and situational awareness, often operating in environments where downtime was not an option. Later, as a network systems engineer in a telecommunications company, I worked with analog and digital radio systems, many of which were legacy systems requiring updates for better communications and critical features used in different industries. Now, as a software developer at Booz Allen, I help design and build scalable applications for government clients, where security, integration, and performance are top priorities.

    One consistent theme across these roles has been the need for a reliable and secure communication infrastructure. Whether in the military or civilian sector, communications systems must operate with high availability and minimal latency. However, a common challenge has been the integration of legacy systems with newer technologies. For example, in the radio telecom industry, analog systems are still used in many critical environments, but they don’t always interface easily with newer digital or software-defined platforms. Similarly, in government applications, older systems often hinder how quickly we can deploy modern software solutions.

    A key opportunity for improvement is through gradual modernization using modular and service-oriented architecture (SOA). This approach allows for phased integration, bringing modern functionality to legacy environments without a complete system overhaul (IBM, 2025). It also aligns with Zero Trust security principles, which are increasingly relevant across all the environments I’ve worked in, especially in defense and federal sectors. Implementing microservices, API gateways, and robust authentication layers can help bridge the gap between old and new systems while improving security posture. Using SOA combined with CI/CD and Zero Trust principles is the most effective approach. This would allow systems to be both resilient and adaptable, which is essential for high-stakes environments.

    References

    IBM. (2025).
    _What is service-oriented architecture (SOA)?_ Retrieved from IBM: https://www.ibm.com/think/topics/soa

    **Information_Security_Design_Implementation_Measure…_—-_Chapter_11_Physical_and_Environmental_Security.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-11-physical-and-environmental-security-pdf)

    **Information_Security_Fundamentals_—-_6_Physical_Security.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-6-physical-security-pdf)

    **## DisscusionandRepliesInstructions.docx**

    Discussion

    **In 250 words total, answer the questions below with 4 evidence base scholarly articles. APA format.**

    Think about systems you currently utilized or have utilized in the past that were deployed to the enterprise.

    1. Discuss the similarities or opportunities for improvement based on the assign readings.

    2. What approach do you think may be the most effective and why?

    Replies

    **In 400 words total, replying to the two posts below. Each reply must be 200 words for post 1 and post 2.**

    **A.A POST 1**

    Hello class,

    One of the systems I've used in the past that was distributed to an enterprise was a content management system. Enterprise CMS solutions prioritize built-in security, compliance tools, and dedicated support, making them ideal for industries with strict regulatory requirements. Open-source CMS platforms, such as Drupal, and Joomla, contrast with enterprise CMS solutions like Adobe Experience Manager (AEM) and Sitecore in several keyways. For businesses requiring scalability, security, and enterprise-grade support, an enterprise CMS is often the better choice.

    The system I used contained one central repository for all information, a system to manage access and permission control, and an option to keep track of revisions. One potential area for opportunity that I have noticed is the way the system handles access control and permissions. In the system for managing content, there was just one permission level available, and that was to read or write. I believe it's advantageous to have more specific control over permissions to allow certain users to only read specific documents or be able to write or read certain documents.

    Another area of improvement could be in the way the system keeps track of revisions. In the CMS I was using, it was the only method to look at revisions, and that was by date. I believe it's beneficial to be able to see revisions by author to know what changes each author made. A strong revision history helps streamline content management, making teamwork more organized and effective (Haug, 2020). Seeing who made specific changes ensures accountability, making it easier to resolve issues or correct errors without confusion.

    I believe the most efficient method of deploying an enterprise-level system is to make use of a combination of on-premises and cloud-based solutions. I believe that on-premises solutions are crucial to storing sensitive data as well as providing a high degree of control for access and authorization. Cloud-based solutions are crucial to providing a cost-effective way to store and share information and providing an opportunity to access data from any location.

    Thank you.

    Peltier, T. R. (2016). Information Security Fundamentals (2nd ed.). CRC Press.

    Haug, A. (2020) The Implementation of Enterprise Content Management Systems in SMEs. Journal of Enterprise Information Management, 25, 349-372.
    [http://dx.doi.org/10.1108/17410391211245838](http://dx.doi.org/10.1108/17410391211245838)

    **S.R POST 2**

    In my professional career, I’ve worked with several enterprise-level systems across very different industries. While in the Coast Guard, I interacted with mission-critical systems designed for secure communications and situational awareness, often operating in environments where downtime was not an option. Later, as a network systems engineer in a telecommunications company, I worked with analog and digital radio systems, many of which were legacy systems requiring updates for better communications and critical features used in different industries. Now, as a software developer at Booz Allen, I help design and build scalable applications for government clients, where security, integration, and performance are top priorities.

    One consistent theme across these roles has been the need for a reliable and secure communication infrastructure. Whether in the military or civilian sector, communications systems must operate with high availability and minimal latency. However, a common challenge has been the integration of legacy systems with newer technologies. For example, in the radio telecom industry, analog systems are still used in many critical environments, but they don’t always interface easily with newer digital or software-defined platforms. Similarly, in government applications, older systems often hinder how quickly we can deploy modern software solutions.

    A key opportunity for improvement is through gradual modernization using modular and service-oriented architecture (SOA). This approach allows for phased integration, bringing modern functionality to legacy environments without a complete system overhaul (IBM, 2025). It also aligns with Zero Trust security principles, which are increasingly relevant across all the environments I’ve worked in, especially in defense and federal sectors. Implementing microservices, API gateways, and robust authentication layers can help bridge the gap between old and new systems while improving security posture. Using SOA combined with CI/CD and Zero Trust principles is the most effective approach. This would allow systems to be both resilient and adaptable, which is essential for high-stakes environments.

    References

    IBM. (2025).
    _What is service-oriented architecture (SOA)?_ Retrieved from IBM: https://www.ibm.com/think/topics/soa

    **Information_Security_Design_Implementation_Measure…_—-_Chapter_11_Physical_and_Environmental_Security.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-11-physical-and-environmental-security-pdf)

    **Information_Security_Fundamentals_—-_6_Physical_Security.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-6-physical-security-pdf)

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