Fluent Essays

Week 6 Course Project: Presentation Script  Due Thursday      by 11:59pm  Points 75       Submitting      a file upload  Required Resources Read/review the following resources for this activity: Minimum      of 8 scholarly resources (These are from the Week 4 Annotated      Bibliography. Conduct additional research as needed.) Introduction You will work on a research project for the duration of this course that you will deliver as a presentation. Here is a brief breakdown of the project so that you can plan your time in the course:     Week Task Week   3--Topic   Selection  Week   5--Annotated   Bibliography  Week 6--Script  Week   8--Presentation Instructions The next step in the course project is to develop a script that you will use to record the narration for your presentation. Include headings for the slide number. Your final presentation should have 5-8 slides (not including title slide, conclusion slide, or references slide). Here are a few tips: Address      all requirements for the content. Balance      the amount of content for each slide. If there is too much content on one      slide, try to break it up into two slides or consider where you can be      more concise with your wording. Include      citations where needed (e.g., quoted material and paraphrased/summarized      ideas from a source that are not common knowledge). Note: When you get to      the recording phase - you will need to read your in-text citations aloud,      but you do not need to read your references slide. Week 6 Course Project: Presentation Script · Due Sunday by 11:59pm · Points 75 · Submitting a file upload   Required Resources Read/review the following resources for this activity: · Minimum of 8 scholarly resources (These are from the Week 4 Annotated Bibliography. Conduct additional research as needed.) Introduction You will work on a research project for the duration of this course that you will deliver as a presentation. Here is a brief breakdown of the project so that you can plan your time in the course: Week Task Week 3 Topic Selection Week 5 Annotated Bibliography Week 6 Script Week 8 Presentation Instructions The next step in the course project is to develop a script that you will use to record the narration for your presentation. Include headings for the slide number. Your final presentation should have 5-8 slides (not including title slide, conclusion slide, or references slide). Here are a few tips: · Address all requirements for the content. · Balance the amount of content for each slide. If there is too much content on one slide, try to break it up into two slides or consider where you can be more concise with your wording. · Include citations where needed (e.g., quoted material and paraphrased/summarized ideas from a source that are not common knowledge). Note: When you get to the recording phase - you will need to read your in-text citations aloud, but you do not need to read your references slide. Looking Ahead Practice reading their script now so that you will be ready to record by Week 8. You may use PowerPoint or another method (mp4 file) approved by your instructor. Writing Requirements (APA format) · Length: minimum of 3 pages (not including title page or references page) · 1-inch margins · Double spaced · 12-point Times New Roman font · Title page · References page (minimum of 8 scholarly sources) Grading This activity will be graded using the W6 Course Project Grading Rubric. Course Outcomes (CO): 2, 3, 5, 8 Due Date: By 11:59 p.m. MT on Sunday Rubric Week 6 Course Project Grading Rubric Week 6 Course Project Grading Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Length 5 pts Meets length requirement 0 pts Does not meet length requirement 5 pts This criterion is linked to a Learning Outcome Content 5 pts Paper addresses all aspects of the assignment. 4.25 pts Paper addresses most aspects of the assignment. 3.75 pts Paper addresses some aspects of the assignment. 3 pts Paper addresses few aspects of the assignment. 0 pts No effort 5 pts This criterion is linked to a Learning Outcome Analysis 20 pts Throughout the whole work, content expresses original thoughts or interprets the subject matter in a different perspective. 17 pts Throughout most of the work, content expresses original thoughts or interprets the subject matter in a different perspective. 15 pts Throughout some of the work, content expresses original thoughts or interprets the subject matter in a different perspective. 12 pts Throughout little of the work, content expresses original thoughts or interprets the subject matter in a different perspective. 0 pts No effort 20 pts This criterion is linked to a Learning Outcome Support 10 pts Throughout the whole work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support. 8.5 pts Throughout most of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support. 7.5 pts Throughout some of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support. 6 pts Throughout little of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support. 0 pts No effort 10 pts This criterion is linked to a Learning Outcome Writing: Mechanics & Usage 10 pts The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper. 8.5 pts The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text. 7.5 pts The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper. 6 pts The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper. 0 pts No effort 10 pts This criterion is linked to a Learning Outcome Clarity & Flow 5 pts The writing contains strong word choice that clarifies ideas and masterful sentence variety aids with the flow of ideas. 4.25 pts The writing contains varied word choice and sentence structures that clarify ideas and aid with the flow of ideas. 3.75 pts The writing contains word choice and sentence structures that can be revised for better clarification of ideas and flow of ideas. 3 pts The writing contains wording and sentence structures that are awkward and/or unclear, impeding the clarity and flow of ideas. 0 pts No effort 5 pts This criterion is linked to a Learning Outcome Source Integration 10 pts Presentation includes references to 8 or more scholarly sources and properly integrates the sources. 8.5 pts Presentation includes reference to 7 scholarly sources. 7.5 pts Presentation includes reference to 6 scholarly sources. 6 pts Presentation includes reference to 5 scholarly sources. 0 pts Presentation includes reference to fewer than 5 scholarly sources. 10 pts This criterion is linked to a Learning Outcome APA: Citation and Reference Formatting 5 pts All sources are properly cited in the text and references page demonstrating a mastery of resource and APA citation reference format. 4.25 pts Most sources are cited in the text and references page. Some minor errors may exist in citation, but it does not interfere with understanding the source of the information. 3.75 pts Most sources are integrated, structured, and cited in the text and references page. Some errors may exist in citation that need to be addressed to clarify the source of information. 3 pts Sources are not properly cited in the text/references page. Formatting contains several errors that suggest a lack of understanding of APA format. 0 pts Sources are not cited. 5 pts This criterion is linked to a Learning Outcome APA Paper Format 5 pts Paper is properly formatted in APA style throughout (i.e. title page, spacing, font, in-text citations and references). 4 pts Paper is mostly properly formatted in APA style (i.e. title page, spacing, font, in-text citations and references). 3 pts Paper is somewhat properly formatted in APA style (i.e. title page, spacing, font, in-text citations and references). 2 pts Paper is improperly formatted in APA style throughout. 0 pts No effort 5 pts Total Points: 75 1 Annotated Bibliography Jasmine Branch Chamberlain University College of Nursing HIST410N Traci Sumner 06 August 2021 Bibliography Livingston, A. (2020). Power for the Powerless: Martin Luther King, Jr.’s Late Theory of Civil Disobedience. The Journal of Politics, 82(2), 700-713. https://doi.org/10.1086/706982 The documents author Alexander Livingston is an associate professor at Cornell University under the Department of Government. Through his position, he has researched democratic theories, social movements, and political violence. Regardless, through his publication, he assesses Martin Luther King’s “Letter from a Birmingham Jail.” He identifies the civil activist’s involvement in the liberal idealization of civil disobedience and how it developed in response to the white backlash against black power in the mid to late 1960s. The article further assesses how civil disobedience was challenging to manage without the possibility of undercutting the transformative integration of black communities in an equal and unified America. Overall, the article was intended to demonstrate the challenges Martin Luther experienced within his movement and the pressures from the government and white majority. From a personal perspective, Martin Luther King was able to impose change without violence through the violent attacks that were part of the civil protests. Moreover, civil disobedience is a complex yet practical approach to enforcing the public demand for change. Rogers, L., Moffitt, U., & Foo, C. (2021). “Martin Luther King Fixed It”: Children Making Sense of Racial Identity in a Colorblind Society. Child Development. https://doi.org/10.1111/cdev.13628 The researchers are accredited faculty members from Northwestern University under the Department of Psychology. According to the authors, the US is racially diverse, and currently, colorblindness and racial coexistence are not commonly practiced. However, according to the statistics they present, approximately all minority race children experience a form of racism by 12. The information is critical as the statistics worsen when addressed from an ethnic or race perspective. Nevertheless, the researchers affirm that racism is still a major social problem; Martin Luther King contributed to children’s education. Through his activism, he was able to bring historical crimes to the public contributing to the country’s historical education. In other words, the publication targets the government, public, and other educational institutions identifying that through Martin Luther’s activism. He demonstrated the notion that race is an unnecessary social divide. He promoted unity among all races resulting in a unified country. The information is relevant, indicating that Martin Luther’s actions had immense social impacts. Allen, A., & Leach, C. (2018). The Psychology of Martin Luther King Jr.’s “Creative Maladjustment” at Societal Injustice and Oppression. Journal Of Social Issues, 74(2), 317-336. https://doi.org/10.1111/josi.12271 The researchers of the article are accredited members of the University of Connecticut’s Department of Psychology. Through their work, they demonstrated that though Martin Luther King was unable to witness his impact, he significantly contributed to creatively misadjusted the terrible realities of social injustice. In other words, the activist exploited maladjustment to repurpose the ethical point of social integrity and unity. By focusing on the approach, the researchers state that he intended to influence his audience of minority and majority races on the value of unity. Through the 1963 speech commonly known for his phrase, “I have a dream,….” Martin Luther focused on the need for the public to alter their psychological perception of society. The authors demonstrate Luther’s psychological ideologies and strategies for positively impacting the public and leading society towards a more socially just country. From a personal perspective, the notion of exploitation of cognitive-behavioral assessment by Martin Luther in helping people become aware of the social injustices was effective as its eventual result was the Civil Rights Act. Naser, M., Katea, H., & Hammadi, M. (2020). Martin Luther King Jrs Delivery Style in Political Context: A Critical Discourse Analysis. International Journal Of Early Childhood Special Education, 12(2), p77-87. Retrieved 6 August 2021, from https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=13085581&AN=147983679&h=7yneEZ\%2fDo1UUdghEAoI0BhwDJSLu0rPAucAf96jHW3ZoFkTeK13Z02Vtwni8caAOf0XcPRamn6Bl\%2f9ubGa7Fdg\%3d\%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx\%3fdirect\%3dtrue\%26profile\%3dehost\%26scope\%3dsite\%26authtype\%3dcrawler\%26jrnl\%3d13085581\%26AN\%3d147983679 . The authors of the article are faculty members from Lancaster University, and in their research, they assess the delivery of Martin Luther’s speeches and their impact on the public. The researchers investigated the paralinguistic factors, for example, the pitch, pace, and pausing patterns. The objective was to demonstrate that though he was an activist with a message, his approach employed psychological and emotional conditioning. The outcome was impactful speeches that had a definite impact on the public concerning the white community. As a leader supporting social reform, Martin Luther had to appeal to the public, and through his speech delivery, the emotion of black oppression was comprehended. Unlike other resources that will be exploited, this was selected for numerous reasons; among them is the leadership traits demonstrated. Martin Luther placed the needs of the many over his safety against white supremacists and the oppressive government. His leadership allowed numerous social organizations to rise in the 21st century, assuming his speech delivery of a racially united nation. Nimtz, A. (2016). Violence and/or Nonviolence in the Success of the Civil Rights Movement: The Malcolm X–Martin Luther King, Jr. Nexus. New Political Science, 38(1), 1-22. https://doi.org/10.1080/07393148.2015.1125116 August H. Nimtz is a faculty member of the University of Minnesota under the Department of Political Science and African American and African studies. In the publication, he assesses the different approaches assumed by the famous social activists of the mid-20th century, Malcolm X and Martin Luther. Both activists had different techniques on how to implore the government for equal rights as Americans. The target of the publication is students partaking in political science. Nevertheless, by focusing on Martin Luther, he advocated for peaceful approaches to civil disobedience. According to the author, Martin Luther viewed violence for social change as both immoral and impractical. According to the assessments made by the author of Martin Luther, the use of violence never brings about lasting peace; rather, it is an intimidation tactic that has temporary effects. From a personal perspective, the author’s assessment is valid; violence was not the approach to solving social problems; rather, it creates more issues, making it impractical. Kearl, M. (2018). WWMLKD?: Coopting the Rhetorical Legacy of Martin Luther King, Jr. and the Civil Rights Movement. Journal Of Contemporary Rhetoric, 8(3), 184-199. Retrieved 6 August 2021, from http://contemporaryrhetoric.com/wp-content/uploads/2018/06/Kearl8_3_5.pdf. The author of the article is an activist who supports the struggles and objectives of Martin Luther in her fight against abortion. According to the author, since 2016, the country has experienced a wide resurgence of previously assumed docile organizations such as neo-Nazis. She states that Martin Luther’s dream of a united and equally treated America where the race was not a defining factor. However, with the current reappearance of racial organizations supporting white supremacy, she wonders what caused the sudden change. Though political influence has contributed to the problem, other social issues such as police brutality and discrimination against minority races have fanned the case resulting in the current divide. Overall, according to the author, America fails to accept its historical past and assumes that ignoring it and focusing on the present can solve the problem. From a personal perspective, learning from past events can allow for a more productive and united future. Verney, K. (2017). The Debate on Black Civil Rights in America. Manchester University Press. The publications author is a professor in American History and the Dean in the Faculty of Arts at Edge Hill University. In the book, he identifies that before Martin Luther supported the Civil Rights Movement, he faced numerous ethical challenges. The notion is brought about by the fact that he was a pastor seeking political and social change. He addressed the people on the value of unity publicizing the fact that American is a cultural melting pot. From a personal perspective, Martin Luther was able to employ religion in unifying the American people. The result of his actions is demonstrated in the legal regulations and support for change today, more than five decades after his death. Holmes, D., & Miller, K. (2017). Where the Sacred and Secular Harmonize. Cascade Books. The authors are faculty members in the Humanities division of Pepperdine University; in their publication, they identified Martin Luther and the Civil Rights Movement as among the most ambitious attempts to reconcile the democratic principles of society. As a speaker, he epitomized the need for change in morals, politics, and social issues on race and equality. The authors address the value of Martin Luther in detail, assessing his political and social influence. From a personal perspective, Martin Luther was a leader of significant effect, taking advantage of a crisis to unite a country. References Allen, A., & Leach, C. (2018). The Psychology of Martin Luther King Jr.’s “Creative Maladjustment” at Societal Injustice and Oppression. Journal Of Social Issues, 74(2), 317-336. https://doi.org/10.1111/josi.12271 Holmes, D., & Miller, K. (2017). Where the Sacred and Secular Harmonize. Cascade Books. Kearl, M. (2018). WWMLKD?: Coopting the Rhetorical Legacy of Martin Luther King, Jr. and the Civil Rights Movement. Journal Of Contemporary Rhetoric, 8(3), 184-199. Retrieved 6 August 2021, from http://contemporaryrhetoric.com/wp-content/uploads/2018/06/Kearl8_3_5.pdfhttp://contemporaryrhetoric.com/wp-content/uploads/2018/06/Kearl8_3_5.pdf. Livingston, A. (2020). Power for the Powerless: Martin Luther King, Jr.’s Late Theory of Civil Disobedience. The Journal Of Politics, 82(2), 700-713. https://doi.org/10.1086/706982 Naser, M., Katea, H., & Hammadi, M. (2020). Martin Luther King Jrs Delivery Style in Political Context: A Critical Discourse Analysis. International Journal Of Early Childhood Special Education, 12(2), p77-87. Retrieved 6 August 2021, from https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=13085581&AN=147983679&h=7yneEZ\%2fDo1UUdghEAoI0BhwDJSLu0rPAucAf96jHW3ZoFkTeK13Z02Vtwni8caAOf0XcPRamn6Bl\%2f9ubGa7Fdg\%3d\%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx\%3fdirect\%3dtrue\%26profile\%3dehost\%26scope\%3dsite\%26authtype\%3dcrawler\%26jrnl\%3d13085581\%26AN\%3d147983679. Nimtz, A. (2016). Violence and/or Nonviolence in the Success of the Civil Rights Movement: The Malcolm X–Martin Luther King, Jr. Nexus. New Political Science, 38(1), 1-22. https://doi.org/10.1080/07393148.2015.1125116 Rogers, L., Moffitt, U., & Foo, C. (2021). “Martin Luther King Fixed It”: Children Making Sense of Racial Identity in a Colorblind Society. Child Development. https://doi.org/10.1111/cdev.13628 Verney, K. (2020). The Debate on Black Civil Rights in America. Manchester Hive.