Nonresearch Evidence Appraisal Tool

Research and Evidence: Support the Need for a Change

In this assignment you will find evidence from the literature or research supporting the need for your proposed change project.

Find a minimum of three original research articles to support your project.

Provide a 350 word summary for each article (a summary of 350 words for each article). Each article must be:

  • Peer reviewed
  • Recent (published within 5 years)
  • Statistically significant

Complete the tables from Appendix E: Research Evidence Appraisal Tool and Appendix F: Non-Research Evidence Appraisal Tool from Johns Hopkins Nursing Evidence-Based Practice: Models and Guidelines, and, attach to your paper. You may copy the tables, or, attach your work as a Word document.

Include PDFs of the three articles as well as a reference page with an APA-formatted citation for each article. Format your paper consistent with APA guidelines.

I have uploaded the articles that you need.

Need help on how to do

Questions/Problems

Question 1: Formatting and charts (COs 1, 2, and 3; 30 points)

  • Enter your name and today’s date on the Documentation sheet
  • Save your work (CTRL+s).
  1. Select the Q1&Q2 sheet, and adjust the widths of the columns in order to display all data.
  2. Center the title “Music on Demand – Sales by Product” across columns A-D.
  3. Increase the font size to 16, and change the font color to red.
  4. Bold the column headings “Product”, “Unit Price”, “Quantity”, and “Total Sales”.
  5. Add formulas to the Total Sales column to calculate the total sales for each product.
  6. Add a grand total at the bottom of the Total Sales and Quantity columns.
  7. Format grand totals so that they are easily read.
  8. Format the numbers in the Unit Price and Total Sales columns as accounting or currency format with a dollar sign and two decimal places.Format appropriately.
  9. Correct spelling by using the Spell Check feature.
  10. Create a 3-D pie chart on a separate sheet (Chart1) that displays the total sales for each product. (Do not include the grand total in the pie chart!)
  11. Move the chart to a new worksheet titled “Chart 1”.
  12. Make the title of the chart “Total Sales by Product”.
  13. Place each product name and its percentage of sales at or inside its pie slice, with product names off to the right as well.
  14. Move the Chart1 pie chart worksheet immediately after the Quest 1&2 sheet.

Question 2: Formulas, applications and statistical functions (COs 1, 4 &9; 25 points)

Using the ‘Quest 1 & 2’ worksheet.

  1. Draw a box around the table at A22-B25, with a light shading color for the column labels.
  2. In cell E18, add a formula using a lookup function that will look up the grand total in cell D18 in the table of sales and assessments in A22:B25, and display the corresponding assessment. (For example, if the grand total of $505 is displayed in cell D18, “Good” should be displayed in cell E18.)
  3. In cell E19 add the label Highest Sales. In F19 add the function formula for Maximum based on the Total Sales column.
  4. In cell E20 add the label Lowest Sales. In F20 add the function formula for Minimum based on the Total Sales column.
  5. In cell E21 add the label Average Sales. In F21 add the function formula for Average based on the Total Sales column.
  6. Place a border around the statistics data and widen columns as needed for readability.
  7. Add a brief comment to cell F19 to point to the highest in sales.
  8. Save your work (CTRL+s).

Question 3: Lists, sorting, charts, and conditional formatting (Excel; COs 1, 4 and 6; 35 points)

Using the ‘Quest 1 & 2’ Worksheet:

  1. Copy the list of products, unit prices, quantities, total sales, Ship Fromin A3:E17 into the Quest 3 – Lists & Sorting sheet starting in cell A1.
  2. Column E contains each Ship From City and State. Insert two empty columns to the right of column E, and use an Excel feature to separate the city and state into the new columns. In the first row, label the new columns Ship From City and Ship From State. After doing this, delete the original Ship From column. Resize the columns.
  3. Convert the data into a table.

Using the ‘Quest 3 – Lists & Sorting’ worksheet:

  1. Sort the table into descending order (highest to lowest) by Total Sales.
  2. Apply conditional formatting to the Total Sales column so that sales greater than $1,000 are highlighted in green.
  3. Convert the table back into a range. (Important)
  4. Create a pivot table using the table data from Quest 1 & 2 on a new sheet and name it MoD-3b.Then move it after ‘Quest 3 Lists & Sorting’.Create a pivot showing the list of products in alphabetical order, showing total sales by product with appropriate currency formatting.
  5. Save your work (CTRL+s).

Question 4: Functions and Financials (CO’s 2, 6, and 7;35 points)

Using the Quest 4-Financials worksheet:

  • Complete the MP3 Player analysis section provided by adding formulas (referenced shaded cell locations) and using the product and Total Sales data from the Quest 1 & 2 worksheet.Note: Do not just re-key the data, but use references from the original data.
  • Format the Total Revenue, Expenses, and Net Income in bold, and choose a fill color for the Net Income.
  • Perform a one-way analysis (i.e., Week5, iLab 6) to see at what sales volume level MP3 player sales add at least $1,000 to net income.Apply conditional formatting to the options that produce at least $1,000 in net income in the above table.
  • Format all the numeric data and labels on the worksheet using consistent and business like formatting options.
  • Save your work (CTRL+s).
  • Music on Demand (MoD) wants to apply for a 20-year loan and they need to know how much the monthly payment will be with a $10,000 down payment or a $20,000 down payment on a loan of $160,000. The annual interest rate is 3% and payment is assumed to be made at the end of the period.
  • Complete the chart and calculate the monthly payment, using an Excel function.
  • Secure/Protect, without a password, the Quest 4-Financials worksheet tab.
  • Save your work (CTRL+s).

Continue using the ‘Quest 4 – Financials’ worksheet:

Question 5: Data Consolidation & Analysis Strategies (CO’s 5, 3, 7, & 8; 35 Points)

Consolidate the information on the Quest 5-Summary sheet from the three (3) worksheets (Q5 -DC Branch, Q5-Houston Branch, and Q5-LA Branch), using consolidation strategies that include:

  • Group sheets and use the auto-fill to complete the list of months in Column A and add totals for rows and columns.
  • Apply formatting to column headings and merge and center a title across row 1 for each sheet.
  • Make sure all Data Types are correctly formatted.
  • Ungroup sheets.(This is important.) On the Q5 Summary sheet, use 3D formulas to create a summary that displays the totals for each product and quarter over all 3 regions (DC, Houston, and LA).
  • Create an appropriate chart that shows total sales of each product. Each bar should represent a product, and each individual column should represent sales by Month. Place your chart on the Q6-Report & Summarize sheet. Give the chart an appropriate title.
  • Save your work (CTRL+s).

Question 6: Analysis and Recommendation (CO’s 8 and 9; 15 Points).

Analyze the results in the chart on Product Sales. On the Quest 6-Report & Summarize sheet, analyze and report on the information:

  • Write one paragraph identifying and explaining what you have found about the top two selling items and the two lowest selling items.
  • Write one paragraph offering management a recommendation to improve the business based upon your analysis.
  • Save and close your Excel file.

Question 7:Documentation Sheet and Summary (Cos 1 and 9); 25 points)

  • Complete the documentation sheet with the following information:
    • Purpose of workbook
    • Sheet titles and Descriptions
  • Class Conclusion:Your final conclusion about completing this course and what you learned (1 paragraph).
  • Format the Documentation Sheet so that all information is easily readable and styled.

Edward Jones Analysis and Recommendations discussion

1. Identification of Problems and Issues

  • Provide a focused diagnosis of strategic issues and key problems.
  • Overview of the company’s situation in the industry, its strategy, and the significant problems and issues that confront management. Try to avoid talking history which does not throw light on the important issues, analysis, or the recommendations.
  • State problems and issues as clearly as possible.

2. Analyze

  • Avoid merely repeating the case facts. You should use the case facts to buttress your arguments.
  • Use financial ratio analysis (e.g. DuPont Analysis) to provide some assessment of the company’s financial health
  • You need to identify the issues involved in the case, and build logically toward your recommendations.

3. Discuss Alternatives

  1. Identify alternatives
  2. Evaluate each alternatives, and
  3. Recommend the alternative you think is the best.

Be specific in your recommendations

  • Develop specific recommendations logically and make sure your recommendations are well defended by your analysis.
  • Avoid using generalizations, cliches, and ambiguous recommendations.

Networking discussion questions

** Must Be Original Work* * NO PLAGIARISM**

Only the four questions on the bottom need to be answered. About 1 Paragrapg for each.

1. What is More’s Law? and do you think it is still relevant today, please explain why.

2. Your company tasked you into building or finding the perfect data center.In your own words, what are the criteria for a good data center and what are the benefits for the company, find a data center here in the USA that has all those criterias?

3. Explain IOT or sensor networks to me by using an example.

4. Crypto currency is one of the biggest applications of blockchain. Why is it so popular here, what are the advantages of using it in the financial industry and what are the disadvantages.

Each question is created so that you have to answer in your own words. Copy/paste from the internet will be punished, even if you would use citations.

To give you some guidelines, turn it in should not show more then 10% similarity, so that means that the majority of your answers are your own words.

Walden Finding Sources of Evidence: behavioral disorders Discussion

Finding Sources of Evidence

In acquiring a background on a topic with the goal of developing an evidence-based practice, it is essential that you identify resources that are both accurate and scientific. How comfortable would you be defending a new practice if it was based on information from Wikipedia or something that you read in a random blog post that you found using Google? The time taken to ensure that you have located meaningful, credible information will provide confidence in initiating new practices. One characteristic of a credible and thorough research study is the care that is taken prior to the start of a project to determine what is currently known about a subject and to evaluate the quality of the information that is reviewed.

This week, you focus on finding meaningful, credible evidence on a particular research topic. You consider what types of sources have been previously vetted by experts in the field for the quality of the content. You also explore the different types of evidence that can be used, and you are introduced to search techniques for identifying evidence for EBP.

Learning Objectives

Students will:

  • Analyze the use of the hierarchy of evidence in the research process
  • Apply search techniques to gather credible information from databases for use in evidence-based practice

Photo Credit: BSPC/Creatas Video/Getty Images


Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Academic Guides: Keyword Searching: Finding Articles on Your Topic: Boolean. (n.d.). Retrieved August 31, 2017, from http://academicguides.waldenu.edu/library/keyword/boolean

Academic Guides: Keyword Searching: Finding Articles on Your Topic: Searching Basics. (n.d.). Retrieved August 31, 2017, from http://academicguides.waldenu.edu/library/keyword/searching-basics

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)
  • Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”

In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

Retrieved from the Walden Library databases.

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

Retrieved from the Walden Library databases.

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

Retrieved from the Walden Library databases.

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

Search/Browse Help – Boolean Operators and Nesting. (n.d.). Retrieved August 31, 2017, from https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.

Document: Course Project Overview (Word document)

Note: You will use this document to complete the Project throughout this course.

Literature Searches

An important step in the EBP process is reviewing the current body of literature to better understand the subject or topic in which you are interested. By conducting a review of the literature, you are building foundational knowledge about the topic; later, you can use this background to build new insights. Developing a strong grasp of a topic can only be garnered by taking the time to thoroughly search for relevant information and resources.

For this Discussion, you will practice searching the literature to find evidence on a specific topic.

To prepare:

  • Choose a simple search term(s) relating to a topic of your PICOT question.
  • Review the information on the evidence hierarchy discussed in Chapter 2 of the course text, in the article, “Facilitating Access to Pre-Processed Research Evidence in Public Health,” and in the multimedia presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning Resources.
  • Review the information on the Walden Library’s website, “Levels of evidence.” Take a few minutes to explore the different types of databases available for each level of evidence and focus on the meaning of filtered and non-filtered resources.
  • Conduct a literature search in the Walden Library on your selected topic using the databases that you reviewed. Use at least one database for each of the three levels of filtered information and at least one unfiltered database. Record the number of hits that you find at each level of the hierarchy of evidence.
  • Select one article from the results at each level of the hierarchy. Compare the articles based on the quality and depth of information. What would be the value of each resource if you were determining an evidence-based practice?

Write a summary of your search. Describe what topic you selected, the search term(s) that you used, and the number of results found at each level of the hierarchy. Compare the types of information found in the articles from different levels and the value of the information from each level. Highlight a useful tip that you could share with your colleagues about conducting an effective literature search.

Course Project: Introduction to Course Project

Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.

For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the Course Project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.

Before you begin, review the Course Project Overview document located in this week’s Learning Resources.

Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.

Course Project: Part 1—Identifying a Researchable Problem

One of the most challenging aspects of EBP is to actually identify the answerable question.

—Karen Sue Davies

Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results.

In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions.

To prepare:

  • Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions.
  • Review the section beginning on page 71 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
  • Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
  • Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
  • Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question?
  • Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.

Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.

To complete:

Write a 3- to 4-page paper that includes the following:

  • A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
  • The 5 questions you have generated and a description of how you analyzed them for feasibility
  • Your preliminary PICOT question and a description of each PICOT variable relevant to your question
  • At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections

Submit your Project. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.

Reference:

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

7.4 Discussion

Assignment

There have been more than a few newsworthy failures to succeed relating to the implementation of enterprise resource planning systems (ERP) that resulted in lawsuits between companies and contracted solution providers. Large-scale roll-outs of ERP systems are notoriously difficult to pull off seamlessly and are fraught with cost overruns. Inadequate training, employee groups’ buy-in or failure to embrace change to a utilization of the new technology, poorly designed or incompatible software with legacy systems, and other factors are often stated to be the source of the difficult transitions when implementing ERP systems.

Discuss

For this assignment, conduct research on the topic of ERP systems.

If you were the CIO of a large enterprise and the implementation of an ERP system was going badly, where would you begin to try to determine what was causing the difficulties that are being encountered in the project? For example, would you bring in an outside consultant or rely on in-house talent to track down the causes that resulted in the less-than-optimal outcomes? Why would you choose one resource over the other?

ENG1000 The Argument Culture by Deborah Tannen discussion

The following attached paper is supposed to be a prewriting assignment but the instructor gave me a zero on it because she said it is in the form of an essay and not an argumentative prewriting piece. I have attached my paper as well as the sample the instructor wants us to follow.

please make sure all references are scholarly peer reviewed journals only.

Here are the original instructions:

  1. Identify a topic from the many covered in the List of Approved Articles for Writing that is relevant to your life and goals.(Topic is: The Argument Culture By Deborah Tannen) This topic may pertain to your academic program and interests, your current or future career and goals, or one of your personal passions. ( Note: you will not use any sources from your textbook for this essay. The only sources you will employ in this essay will be peer-reviewed, scholarly library sources. No sources from your textbook or elsewhere will be acceptable.)
  2. Identify a viable debate within this topic (that is, an arguable concept over which scholars and academics or professionals in the field may hold differing opinions).
  3. Research your topic identify two scholarly, peer-reviewed articles that appeal to you and which both clearly and firmly present opinions on your topic.
    • Again, note that the only sources you may use for this assignment, and for your Argumentative Essay as a whole are peer-reviewed scholarly library sources.
    • Read your peer-reviewed, scholarly library articles several times, taking careful notes on the authors’ viewpoints on your topic.
  4. Identify your own stance on the issue, creating a single statement that forwards your argument and that illustrates how your opinion is situated in the larger debate.
  5. Carefully review the following:
    • The Prentice Hall Essential Guide for College Writers:
      • Pages 298–302, Argumentative Appeals, covering logic and reason; character, credibility, and ethical appeal; and emotion (or logos, ethos, and pathos).
      • Pages 336–345, Arguing: Writing Processes.
  6. After you have reviewed these items, perform structural prewriting for your argumentative essay that focuses on voice, purpose, and audience by listing at least five items in support of your stance. Draw on the argumentative appeals of logic and reason; character, credibility, and ethical appeal; and emotion (logos, ethos, and pathos) and list at least two opposing viewpoints, or arguments that reasonable, educated scholars or professionals may make against your stance.
  7. Compose your prewriting for the Argumentative Essay. Include the following:
    • Your thesis statement (your stance on the issue in a single statement that forwards your argument and which illustrates how your opinion is situated in the larger debate).
    • The authors and titles of your two peer-reviewed scholarly library articles.
    • Your full list of at least five items in support of your stance, each of which draws on an argumentative appeal of logic or reason, character, credibility, or emotion.
    • Your full discussion of at least two opposing viewpoints, or arguments that reasonable, educated scholars or professionals may make against your stance.
    • A statement of how you will avoid bias in your argument and of how you will carefully consider audience, purpose, and voice.

Children and Technology. Why should children have access to technology such as smartphones,ipads and other technological devices?

The Argumentative Writing Assignment requires that you form an argument in favor of a specific position on one of the subjects above. In the assignment, you will be using three academic and scholarly sources; two articles should be in favor of your position and one article should feature the counterargument. The essay itself should be written in third person, and not first or second person.

Psychological Perspectives of Leadership discussion

Psychological Perspectives of Leadership

You might be wondering what psychology has to do with leadership. If so, don’t worry. Initially, many people question the seemingly unlikely pairing of psychology and leadership. As you complete the readings this week and progress through the course, you will discover that psychology is tremendously useful for understanding how and why certain people emerge as leaders and what makes them effective or ineffective. For this Discussion, you will consider various psychological perspectives of leadership.

Some psychological perspectives of leadership suggest that psychological traits, such as personality and self-confidence, are vital in the emergence and effectiveness of leaders. Others attribute followers’ perceptions, thoughts, and feelings to the emergence and effectiveness of leaders.

To prepare for this Discussion:

  • Review the article “A Social Identity Theory of Leadership” and consider the social identity perspective of leadership. Think about leadership as a group process.
  • Review the article “Abraham Maslow, Humanistic Psychology, and Organization Leadership: A Jungian Perspective.” Reflect on the humanistic and psychodynamic perspectives of leadership. Think about how motivation and personality might contribute to leadership.
  • Consider the social identity, humanistic, and psychodynamic psychological perspectives of leadership.
  • Select two psychological perspectives of leadership. Consider how such perspectives are similar to and different from each other.

With these thoughts in mind:

Post by Day 4 a comparison (similarities and differences) of two different psychological perspectives of leadership. Then explain conclusions or insights you might draw from your comparison.

REFERENCES

  • Course Text: Northouse, P. G. (2019). Leadership: Theory and practice (8th ed.). Thousand Oaks: CA: Sage Publications.
    • Chapter 1, “Introduction”
  • Article: Hogan, R., & Kaiser, R. B. (2005). What we know about leadership. Review of General Psychology, 9(2), 169-180.
    Use the PsycARTICLES database, and search using the article’s Accession Number: gpr-9-2-169
  • Article: Hogg, M. A. (2001). A social identity theory of leadership. Personality & Social Psychology Review, 5(3), 184-200.
    Use the Academic Search Premier database, and search using the article’s Accession Number: 4802751
  • Article: Schott, R. L. (1992). Abraham Maslow, humanistic psychology and organization leadership: A Jungian perspective. Journal of Humanistic Psychology, 32(1), 106-120.
    Available here Click for more options .

The Food Waste Crisis discussion

Essay 2: The Food Waste Crisis

Introduction

An estimated of 1.3 billion tons of food, about 30 percent of global production, is lost or wasted

annually while 800 billion go hungry. Much of this waste happens in the United States.

According to Oliver Milman, a writer for

The Guardian

, “Americans waste about a pound

of food per person each day […]. About 150,000 tons of food is tossed out in US households each

day, equivalent to about a third of the daily calories that each American consumes.”

The numbers are shocking. But there is something we can all do about it. In this classroom, we

find young students who will soon inherit this crisis, we find parents who do the grocery

shopping and cooking in the household, and we find some who work at restaurants or grocery

stores. In the end, we are all consumers of food, and it is my hope that this unit will get us to

consider our consumption, and more specifically what we don’t end up consuming, more closely

and carefully.

With this assignment, we will address the food waste epidemic by analyzing its core causes and

effects while considering ways that we can advocate for solutions and change.

Reading and Writing Skills

Over the course of this assignment, we will continue to work on developing key academic

reading and writing skills, which you will use throughout your career as a student and which

constitute the basis of most scholarly writing. We will be annotating and close reading texts,

dissecting parts of argument, evaluating different types of sources, taking into consideration the

purpose and audience of our writing, and finally creating our own arguments by developing

strong thesis statements, incorporating sources into our argument and thoroughly explaining

and analyzing evidence to convince our intended audience of our argument and to hopefully

make a change.

Focusing Questions

Now that you briefly understand what we are doing with this assignment and why we are doing

it, I will now introduce our guiding questions. Through our reading and writing over the next

few weeks, we will be considering and discussing the following:

What are the primary causes

and/or immediate effects of the current food waste crisis? What are some possible solutions to

this crisis?

Assignment Overview

The section below outlines the specific requirement of this assignment.

Purpose

The purpose of this assignment is to:

1. Read and respond to a college-level text.

2. Compose college-level writing.

3. Evaluate sources for credibility and appropriateness in respect to their audience and

purpose.

4.

Complete the writing process—synthesizing information, brainstorming, outlining and

writing drafts.

5. Respond to a topic with an original argument.

Goals

This assignment will help students meet the following Student Learning Objectives, as stated on

the course syllabus:

Texts

Aubrey , Allison. “It’s Time To Get Serious About Reducing Food Waste, Feds Say.”

National Public Radio Inc

, 16 Sept. 2015.

Oliver, John. “Food Waste.” Last Week Tonight. 19 Jul. 2015. Web.

Royte , Elizabeth. “One-Third of Food Is Lost or Wasted: What Can Be Done.”

National

Geographic

, 13 Oct. 2014.

Stuart, Tristan. “The Global Food Waste Scandal.” Ted Talk.

TEDSalon

, London. Sep

2012.Web.

Qi, Danyi, Brian E. Roe. “Household Food Waste: Multivariate Regression and Principal

Components of Analyses of Awareness and Attitudes among U.S. Consumers.”

PLoS

One

. 21 Jul. 2016.

Task

Compose an essay, between 100-1200 words in length, which presents an argument about the

causes and effects of food waste in the United States and presents possible solutions to the crisis.

More Specifically:

Identify a narrowed topic and develop an argument about that topic

Be well organized and demonstrate coherence. Your paper should include:

o

An introduction section that states your topic and thesis;

o

A discussion section which develops your argument with PIE paragraphs: clear

point, at least two examples from the articles and analysis

o

A conclusion section which wraps up the paper

1. Use active/critical-reading strategies to produce accurate, concise

summaries of college level/academic texts.

2. Synthesize researched material from multiple texts to create and support

an argument in response to a prompt. Draw direct evidence from texts in

support of claims and analyze how that evidence supports the claim.

3. Utilize the various phases in the writing process—prewriting, writing

revision, and proofreading—to produce clear, articulate, well-supported,

well-organized essays.

4. Avoid plagiarism by properly citing quoted, summarized, and

paraphrased material using MLA format.

o

NOTE: Since you are citing the articles and videos, and possibly your

own sources, don’t forget your Works Cited page.

Requirements:

1. Rough Draft for Peer Review (30 points)

2. Final Draft (100 points)