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First Draft-Senior Legal Seminar Paper

 
In Bluebook format

Now that the Course Book outline has been approved, each of you are responsible for submitting a fully developed first draft of your respective chapter.

This week’s editor is responsible for collecting, and editing as appropriate, the chapter first drafts from each participant. The primary editing purposes are to ensure that each of the chapters will be, when completed:

– of sufficient analytical depth when reviewed against the Writing Rubric;

– are supported by high quality resources such as statutes, case law and law review articles; and

– that the chapters will dovetail with each other well so that the Class Book will coherently flow from one to the next and contain a coherent introduction and conclusion.

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Policy analysis paper

 
1. My topic of this final paper is about the employee pension issue in the City of Boston. The topic could be “Addressing the employee pension liabilities problem in Boston” or something like that. You can also write “Expanding employee pension funding for the City of Boston” My expression is not good. You can choose whichever is easier to write and rephrase it in your own words.
2. This is a term project of policy analysis. I have done 3 assignments about this final project before and I have uploaded them. There are some comments from professor in those paper, you should edit them first ,then you can integrate any part of the first three assignments in composing the final policy analysis. This being said, DO NOT simply cut and paste your short assignments into longer paper. Use that material strategically.
3. I ordered 6 pages. The assignment should run about 14 or 15 pages, including tables and charts (but not bibliography). I have done 6 pages before (Assign 1,2,3). So you can use some pictures and tables in the content, totally about 2 pages.
If it’s concise and good, fine. Too long is never good. And don’t puff up the page count with pictures. Use all graphics strategically. The point is to lead the reader to the conclusion, not impress the reader with your artistic skills. But don’t have 15 pages of pure text. Nobody will read it.
4.Every policy analysis starts with an executive summary. No more than 1 page. The executive summary is NOT the introduction. Then be sure to write the overview of the issue, Goals and Objectives, Policy Alternatives, Policy Evaluation, and Recommendation and Rationale.
5.Use footnotes or endnotes, but use Arabic(1,2,3…) numerals.
6. The total number of references should be around 30. You can see the format of references in samples. Please also provide the source for pictures and tables.
7. I also uploaded two samples. You can refer to these two samples. They are very clear about the structure.
8. All in all, please follow all the instructions and provide a clear and well organized structure. Be sure to include every part in the paper, executive summary, overview, Goals and Objectives, Policy Alternatives, Policy Evaluation, and Recommendation and Rationale

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Sustainability Accounting Case Study (ROYAL MAIL)

 
Within the context of the sustainability report of ROYAL MAIL company you are required to critically discuss Gray’s (2010) statement. Your essay should draw upon relevant academic literature and discuss a theoretical framework that could be used to support your argument. Your essay should specifically consider the following issues:

a) To what extent does the sustainability report comply with the GRI’s Sustainability Reporting Guidelines G4?
b) How the sustainability report compares to what is known from the academic literature on this subject?
c) Whether the sustainability report is (or should be) assured? And, if so, what level of assurance is provided?

Your essay should conclude by discussing the extent to which you agree with Gray’s (2010) statement. The essay is to be submitted on or before 13th January, 2016 by 12pm and should not exceed 3,000 words (word count should be included in the front cover of the assignment). The essay should be typed using Times New Roman font size 12, single spaced and on both sides of the paper. Essays should cite and reference academic journal articles. Both summative and formative feedback will be provided via standard coursework feedback sheet.

THE COMPANY IS ROYAL MAIL and I have provided a sample paper about what should be done, use the paper as a guidance, don’t copy paste from it.

The writer should check the lectures which will uploaded , and the CSR reports for royal mail company in the previous years.

http://www.royalmailgroup.com/responsibility/cr-reports

All in all, these are the parts that should be included:

1) introuduction about the company and whats the objective of this essay

2) extent of compliance with GRI’s Requirements (GRI4)

3) Report analysis of academic theory and framework

4) assurance levels and analyzing it

5) Conclusion and whether the writer agrees with Grays (2010) quote or not.

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Written pathways paper #4

 
Please use same Criteria as previous order. I am attaching the previous paper. PLEASE READ VERY WELL and adjust after reading all comments. THEN add a page or 2 for part #4.
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Part#4. Discussion/recommendations: offer a solution or suggestions for improving how to ameliorate the impact on the health condition in the population, in both countries or at least in the low income country. Discuss public health work you propose that could change the patterns of the population health indicators of the health condition in the future. (1-2 pages)
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The whole paper Criteria : 1. Introduction of the globalization pathway: introduce it, describe it, define it, and explain how it is measured. Justify its relevance to global public health. Explain why you chose to work with it. Read Chapter 9 in the Birn et al. textbook. It contains a list of major globalization pathways, and has a discussion of how those pathways are linked to health issues. There are many combinations of pathways and health status indicators. Think of a pathway that interests you, for example, one pathway that “generates health inequities” is “environmental damage” (p. 426): as an example, it can result from agricultural issues which may affect a nutrition related health indicator, or you could use some aspect of water and relate that to an appropriate health outcome for which you have health status data. Some examples from last year: fast food proliferation and rates of death from cardiac disease, population migration and changing Chagas Disease rates and distribution, health technology proliferation and quality of health services. (1-2 pages)
2. Choose at least one health condition (and its population indicators) that is impacted through the pathway. Define the health condition, and how it is measured at the population level using epidemiologic or other numeric indicators (rates per xx population; proportions; incidence and prevalence, ratios) and define the indicators you will use. Discuss the assumptions needed to use the indicators. This is part of critical thinking, learning to critique the measures that you are using. Explain the source of the data, and whether it is valid and how you know that. We are accepting a broad definition of “Health condition”, for example, diseases, health care delivery system markers, access issues, pharmaceuticals, the context that creates vulnerability to non-optimal health status, unhealthy behaviors. You need quantitative evidence as part of your health status impact. Explain why you chose this health condition for this pathway. (1 – 2 pages)
3. Explain how the pathway impacts the health condition in a high income country and a low income country. Compare and contrast the countries. Show data verifying the HIC and LIC status of each country. Tables and graphs might be useful to compare patterns in the two countries. Critically discuss how the pathway affects the population levels of the health condition. Explain reasons why the patterns/effects exist in the two countries. Tell us why you chose these two countries to compare. (2-4 pages)
4. Discussion/recommendations: offer a solution or suggestions for improving how to ameliorate the impact on the health condition in the population, in both countries or at least in the low income country. Discuss public health work you propose that could change the patterns of the population health indicators of the health condition in the future. (1-2 pages)
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Organization and Format of the Paper
The numbers of pages per part are suggestions, but the paper should be about 6-10 pages excluding references. There should be at least 10 references, mainly from professional peer-reviewed journals. Limit references to websites to less than 1/4 of all references, and include the name and date of the web site you accessed.
Pages must be 1.5 spaced with paragraphs indented but no lines skipped between paragraphs.
The final copy of your paper will be accompanied by your “Turn It In” report (an app on Canvas) detailing the percentage of your paper that copies other people’s work. Instructions will be given to you about how to use this program. You will have the ability to submit your paper to “Turn It In” as part of your own drafting and revising process. The instructor needs to see the report of your final complete version, the one you submit for grading.
Put your name in the document not just in the file name, that way you are showing me that you take responsibility for your work.
Put the date of submission in the document.
Put your last name (family name) in the filename of the document you submit, preferably something like Lastname-part1, Lastname-part 2, etc.
Please use section headings that clearly indicate the 4 parts of your paper.
Include page numbers in the document.
Submit each part electronically to Canvas at the place set up by the TA to receive them.
Provide a professionally prepared list of references for your paper.
Referencing Guidelines for Global Health Overview Pathways Paper
Scientific reports often assume that “the scientist knows nothing” and must reference each fact as it appears in the paper. Other scientists want to know where you got your information, so they can check it for authenticity and see if they accept the facts you present.
The following example shows unclear and incomplete referencing for stated facts: “Recent rates of breastfeeding (ever) are 73.9% in the United States and 90.3% in Canada, compared to 97.1% in Kenya and 98.5% in Peru (data from the CDC and WHO).” Which reference belongs to which rate? Each fact/number needs its own reference: for example, “73.9% in the United States (reference A) and 90.3% in Canada (reference B)”.
8
GHO-task-guidelines-2015, bjs, aje, 9/14/2015 4:15 PM
Accurate information means referencing where the facts you use came from. Statements like “Studies show…” or “1 billion people in the world are undernourished” need references.
If a whole paragraph of information is derived from the same source, please put the reference at the start of the paragraph with a sentence like: “The following information comes from Jones et al. (2015).” The style of having the reference for an entire paragraph of data at the end is not acceptable. If information comes from different sources in the paragraph, then put each reference in place for each piece of information.
Anything obtained from a web site needs the accessed Internet address and the date when the accessing occurred, not just the date of the source document.
Writing Style
Avoid journalistic (subjective) writing using words like “tremendous”, “horrible”, “large”, “many”, and provide data instead with comparisons to show how big a difference there is between some standard reference (or what is considered “optimal”) and the “non-normative”. For example, “exclusive breastfeeding rates for the first 6 months of life are 4 times higher in Peru than in the USA (reference C).” For a scientific paper – you need references for subjective thoughts, and if you are quoting, then use quotation marks, or use data to make the case along with proper citation for the data.
For scientific writing we are advocating that students use a style where the “point” or “bottom line” is the first sentence in the paragraph, and the sentences in the rest of the paragraph provide information in support of the assertion. I want to read the main point, and then fact, fact, fact, in support of that point…each with its own reference at the point of stating the facts (if they each come from a different source). Here’s a good example: “Typically the problem of domestic violence is more pronounced for women, but it is a problem for both men and women. According to the CDC, about 24.3% of women and 13.8% of men “have experienced severe physical violence by an intimate partner…at some point in their lifetime” (“Domestic and Intimate Partner Violence”, 2013). Furthermore, “9.4% of women have been raped by an intimate partner” and about twice as many women (16.9%) than men (8.0%) have experienced some other form of sexual violence (“Domestic and Intimate Partner Violence”, 2013). Finally, one third of “female homicide victims [are] murdered by their current or former partner (“Domestic Violence: Statistics & Facts”, 2015).”
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FINALLY VERY IMPORTANT!The final version needs to be accompanied by an assessment of the “copying” using “Turn It In”. . According to some experts you should strive for <20% copying, but that depends on how many references you have, which should be exactly like what exists on the Internet. Anything that is quoted with quote marks is also acceptable, as long as it is properly referenced. It is best if you finish your final version and run it through Turn It In as a draft, to see for yourself what the program considers “copied”, then revise, if needed, and submit for a final run. That final run is what we need to see. If there is “too much” copying we will ask you to revise the paper, which could result in a grade of “incomplete”. So plan ahead, and check for yourself first by assessing a draft version of the final complete paper

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Assignment 3-4

 
This is an essay exam and should not be organized like an academic paper. I suggest answering each question with your word processor then carefully proofreading before copy/pasting into the boxes provided. Quote correctly from the texts when necessary to back up your assertions and show your understanding.

Part of what I�m doing here is checking to see if you know how to introduce and comment on quotations, and if you know how to select appropriate quotations that support the point you�re trying to make. Here is a copy/paste from the Virtual Salt website.

1. Introduce your quotations. A quotation should never suddenly appear out of nowhere. Some kind of information about the quotation is needed. Name the author, give his or her credentials, name the source, give a summary. You won’t do all of these each time, but you should usually name the author. For example:

a. But John Jones disagrees with this point, saying, “Such a product would not sell.”

b. In an article in Time Fred Jackson writes that frogs vary in the degree of shyness they exhibit: “The arboreal tree frogs seem to be especially. . . .”

2. Discuss your quotations. Do not quote someone and then leave the words hanging as if they were self-explanatory. What does the quotation mean and how does it help establish the point you are making? What is your interpretation or opinion of it? Quotations are like examples: discuss them to show how they fit in with your thesis and with the ideas you are presenting. Remember: quotations support or illustrate your own points. They are not substitutes for your ideas and they do not stand by themselves.

It is often useful to apply some interpretive phrasing after a quotation, to show the reader that the you are explaining the quotation and that it supports your argument:

�Here we see that

�This statement shows

�Clearly, then,

�We can conclude from this that

�This tells us that

�From this we can understand that
Below is the rubric I will use in evaluating your paper.

Quality: A good response will have a focus that will interest the reader and will not be totally obvious. It will go beyond class discussion and show evidence of your own thought.
20

Accuracy: You should not distort the works or conveniently leave out evidence that doesn�t fit your purpose. While varying interpretations are possible, you must be correct about the factual details of the works.
20

Clarity: I must be able to understand what you’re saying, and your rationale for your rankings must be developed in enough detail that I can understand you.
20

Quotation: You must refer to the texts by direct quotation and paraphrase in order to back up your assertions. You must incorporate quotations gracefully into your discussion, introducing them and commenting on their significance. Remember that the quotation doesn�t speak for itself � you are the interpreter. If you are unsure about how to do this, see “Using Quotations Effectively” below.
20

Format and Editing: Your work must be spell-checked and carefully proofread. You must have a reasonable command of the conventions of formal academic writing Name your file Lastname,Assn 3. Include a Works Cited page in MLA format, in which you list all sources referred to in your paper
20

TOTAL POINTS
100

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Learning and Employee Development / This essay is critical think essay which mainly bases on theories and literature so you must understand all theories before analysing and write the essay.

 
+ + Learning and Employee Development + +
This essay base on theory and literature so you must understand theory before analysing and write the essay.

Topic : Analyse how should organizations draw on theories of human learning to influence their employee learning and development initiatives? Drawing on the relevant literature, identify and discuss how organizations currently draw on these theories and how practice could be improved. Highlight any possible constraints to improving practice.
Use your experience or knowledge of an organisation in order to illustrate your views, supported by the relevant literature.
Example of theory that need to includes are behaviourist approaches, cognitive approaches, experiantial approaches,and social and social cultural approaches (apply relevant theories to organisation)
This essay must be base on theory and literature, Please read the uploaded files, textbooks, and all theories before start.

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Homework

 

12 point Times New Roman with standard margins.
Please just answer the questions at the end of case study 10. If it turns out to be more pages will pay the difference.

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Needs thesis

 
Outline:

Introduction:

Briefly introduce the artist–where, and when of making.

Introduce the artist’s practice.

Introduce their practice in the larger field of discourse (i.e.-film theory, post-internet art, zoology, anthropology, etc.)

And give us your thesis statement–what you will focus on and the idea you set out to prove or the proposal you are putting forth.

Body of text:

In the order that makes sense for your particular Case Study: Specifically describe works that support your thesis. Write out how you are thinking through this practice (the thesis statement). Define important terms and concepts related to the work. Be sure to cover not only the conceptual underpinnings of the work, but the materiality and process of the artist as well.

Conclusion:

Beyond restating your thesis and what you’ve laid out to prove it, what new conclusions are drawn? What is the relevance of this type of work and process? This may be an opportunity to project forward the importance or urgency of this work in this particular moment. (After all, you as practitioners today must be responding to something of our zeitgeist that draws you to this particular artist’s work.)

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Jazz

 
Choose one of these either a jazz musician, a musical theme, time period or type of Jazz that is personally meaningful to me. ( I am from South America in Venezuela) and explore the topic with relevance to a psychosocial analysis of musical aspects of my identity. Talk about one of these subject and basically talk about why is that meaningful to my identity. ( since you don’t know me you will have to talk about whathever you want for example imagine I want to be a journalist and how that is my identity) This will result in a paper of about 7 pages, combining aspects of a research paper regarding the musical aspects, and a narrative of personal experience (or memoir). Choice of musician or theme should represent a resource for understanding the student’s own identity.
This project may be an unusual one, as it combines third-person research writing
with first-person memoir. To help your thinking, here are some examples,
suggested by past student projects:
a) An Art History major examined the relationship between music and the visual arts during the Harlem Renaissance periods of the 1920’s and the 1960’s.
b) A fan of rap and hip-hop explored the relationship between these musical forms and the jazz of John Coltrane, including the fusion genre known as jazz-rap.
c) A lover of poetry studied the relationship between the “jazz” or “beat” poetry of the 1950’s and music of an era important to the shaping of her own identity.
d) An international student explored the similarities between Bessie Smith’s
Biography and music, and the similar treatment of women in her culture of
origin

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Concussion in Football

 
This essay is argument Synthesis essay.

Instruction from Professor:
Synthesis
Although at its most basic level a synthesis involves combining two or more summaries, synthesis writing is more difficult than it might at first appear because this combining must be done in a meaningful way, and the final essay must generally be thesis-driven. In composition courses, “synthesis” commonly refers to writing about printed texts, drawing together particular themes or traits that you observe in those texts and organizing the material from each text according to those themes or traits. Sometimes you may be asked to synthesize your own ideas, theory, or research with those of the texts you have been assigned. In your other college classes you’ll probably find yourself synthesizing information from graphs and tables, pieces of music, and art works as well. The key to any kind of synthesis is the same.

Whenever you report to a friend the things several other friends have said about a film or CD you engage in synthesis. People synthesize information naturally to help other see the connections between things they learn; for example, you have probably stored up a mental data bank of the various things you’ve heard about particular professors. If your data bank contains several negative comments, you might synthesize that information and use it to help you decide not to take a class from that particular professor. Synthesis is related to but not the same as classification, division, or comparison and contrast. Instead of attending to categories or finding similarities and differences, synthesizing sources is a matter of pulling them together into some kind of harmony. Synthesis searches for links between materials for the purpose of constructing a thesis or theory.

Key Features
• It accurately reports information from the sources using different phrases and sentences;
• It is organized in such a way that readers can immediately see where the information from the sources overlap;
• It makes sense of the sources and helps the reader understand them in greater depth.

Sometimes there is very little obvious difference between a background synthesis and a thesis-driven synthesis, especially if the paper answers the question “what information must we know in order to understand this topic, and why?” The answer to that question forms the thesis of the resulting paper, but it may not be a particularly controversial thesis. There may be some debate about what background information is required, or about why, but in most cases the papers will still seem more like a report than an argument. The difference will be most visible in the topic sentences to each paragraph because instead of simply introducing the material for the paragraph that will follow, they will also link back to the thesis and assert that this information is essential because…
On the other hand, all research papers are also synthesis papers in that they combine the information you have found in ways that help readers to see that information and the topic in question in a new way. A synthesis essay with a weak thesis (such as “media images of women help to shape women’s sense of how they should look”) will organize its findings to show how this is so without having to spend much time discussing other arguments (in this case, other things that also help to shape women’s sense of how they should look). A essay with a strong thesis (such as “the media is the single most important factor in shaping women’s sense of how they should look”) will spend more time discussing arguments that it rejects (in this case, each paragraph will show how the media is more influential than other factors in that particular aspect of women’s sense of how they should look).
Two types of Syntheses
An explanatory synthesis helps readers to understand a topic. Writers explain when they divide a subject into its component parts and present them to the reader in a clear and orderly fashion. Explanations may entail descriptions that re-create in words some object, place, event, sequence of events, or state of affairs. The purpose in writing an explanatory essay is not to argue a particular point, but rather to present the facts in a reasonably objective manner. The explanatory synthesis does not go much beyond what is obvious from a careful reading of the sources. You will not be writing explanatory synthesis essays in this course. However, at times your argumentative synthesis essays will include sections that are explanatory in nature.
The purpose of an argument synthesis is for you to present your own point of view – supported, of course, by relevant facts, drawn from sources, and presented in a logical manner. The thesis of an argumentative essay is debatable. It makes a proposition about which reasonable people could disagree, and any two writers working with the same source materials could conceive of and support other, opposite theses.
Preparing to write your essay
Regardless of whether you are synthesizing information from prose sources, from laboratory data, or from tables and graphs, your preparation for the synthesis will very likely involve comparison. It may involve analysis, as well, along with classification, and division as you work on your organization. Sometimes the wording of your assignment will direct you to what sorts of themes or traits you should look for in your synthesis. At other times, though, you may be assigned two or more sources and told to synthesize them. In such cases you need to formulate your own purpose, and develop your own perspectives and interpretations. A systematic preliminary comparison will help. Begin by summarizing briefly the points, themes, or traits that the texts have in common (you might find summary-outline notes useful here). Explore different ways to organize the information depending on what you find or what you want to demonstrate. You might find it helpful to make several different outlines or plans before you decide which to use. As the most important aspect of a synthesis is its organization, you can’t spend too long on this aspect of your paper! A synthesis essay should be organized so that others can understand the sources and evaluate your comprehension of them and their presentation of specific data, themes, etc.
The following format works well:
Writing the essay
The introduction (usually one paragraph)
1. Contains a one-sentence statement that sums up the focus of your synthesis.
2. Also introduces the texts to be synthesized:
(i) Gives the title of each source (following the citation guidelines of whatever style
sheet you are using);
(ii) Provides the name of each author;
(ii) Sometimes also provides pertinent background information about the authors,
about the texts to be summarized, or about the general topic from which the
texts are drawn.
The body of a synthesis essay:
This should be organized by theme, point, similarity, or aspect of the topic. Your organization will be determined by the assignment or by the patterns you see in the material you are synthesizing. The organization is the most important part of a synthesis, so try out more than one format.
Be sure that each paragraph:
1. Begins with a sentence or phrase that informs readers of the topic of the paragraph;
2. Includes information from more than one source;
3. Clearly indicates which material comes from which source using lead in phrases and
in-text citations. [Beware of plagiarism: Accidental plagiarism most often occurs
when students are synthesizing sources and do not indicate where the synthesis
ends and their own comments begin or vice verse.]
4. Shows the similarities or differences between the different sources in ways that make
the paper as informative as possible;
5. Represents the texts fairly–even if that seems to weaken the paper! Look upon
yourself as a synthesizing machine; you are simply repeating what the source says,
in fewer words and in your own words. But the fact that you are using your own
words does not mean that you are in anyway changing what the source says.
Conclusion
When you have finished your paper, write a conclusion reminding readers of the most significant themes you have found and the ways they connect to the overall topic. You may also want to suggest further research or comment on things that it was not possible for you to discuss in the paper. If you are writing a background synthesis, in some cases it may be appropriate for you to offer an interpretation of the material or take a position (thesis). Check this option with your instructor before you write the final draft of your paper.
Peer Review
Read a peer’s synthesis and then answer the questions below. The information provided will help the writer check that his or her paper does what he or she intended (for example, it is not necessarily wrong for a synthesis to include any of the writer’s opinions, indeed, in a thesis-driven paper this is essential; however, the reader must be able to identify which opinions originated with the writer of the paper and which came from the sources).
1. What do you like best about your peer’s synthesis? (Why? How might he or she do more of it?);
2. Is it clear what is being synthesized? (i.e.: Did your peer list the source(s), and cite it/them correctly?);
3. Is it always clear which source your peer is talking about at any given moment? (Mark any places where it is not clear);
4. Is the thesis of each original text clear in the synthesis? (Write out what you think each thesis is);
5. If you have read the same sources,
a. did you identify the same theses as your peer? (If not, how do they differ?);
b. did your peer miss any key points from his or her synthesis? (If so, what are they?);
c. did your peer include any of his own opinions in his or her synthesis? (If so, what are they?);
6. Where there any points in the synthesis where you were lost because a transition was missing or material seems to have been omitted? (If so, where and how might it be fixed?);
7. What is the organizational structure of the synthesis essay? (It might help to draw a plan/diagram);
8. Does this structure work? (If not, how might your peer revise it?);
9. How is each paragraph structured? (It might help to draw a plan/diagram);
10. Is this method effective? (If not, how should your peer revise?);
11. Was there a mechanical, grammatical, or spelling error that annoyed you as you read the paper? (If so, how could the author fix it? Did you notice this error occurring more than once?) Do not comment on every typographical or other error you see. It is a waste of time to carefully edit a paper before it is revised!
12. What other advice do you have for the author of this paper?

Notes from Professor:
Synthesis means putting ideas from many sources together in one essay/presentation. After surveying and or evaluating several books, movies, journals, articles, photos, or even classroom activities (conducting primary research counts as well), organize some of the information around a theme or a question, make generalizations and test them. In the final stages of drafting try to present your information in a logical way that clearly supports your argument.

In other words, a synthesis is a written discussion that draws on one or more sources, hopefully to reach a conclusion. It follows that your ability to write syntheses depends on your ability to infer relationships among sources – essays, articles, fiction, and also non written sources, such as lectures, interviews, observations. This process is nothing new for you, since you infer relationships all the time–say, between something you’ve read in the newspaper and something you’ve seen for yourself, or between the teaching styles of your favorite and least favorite instructors. In fact, if you’ve written research papers, you’ve already written syntheses. In an academic synthesis, you make explicit the relationships that you have inferred among separate sources.The purpose of an argument synthesis is for you to present your own point of view — supported, of course, by relevant facts, drawn from sources, and presented in a logical manner. The thesis of an argumentative essay is debatable. It makes a proposition about which reasonable people could disagree, and any two writers working with the same source materials could conceive of and support other, opposite theses.

Please remember that the synthesis is not a summary, a comparison, or a review; and while it does report, it is not a report. It is the result of an integration or amalgamation of what you’ve heard and read and your ability to use this learning to develop and support your argument.

Here is a copy of my Annotated Bibliography:

Gerald Pacheco
Professor Howell
English 122-106
Floating Deadline
Mandatory regulation is the most effective tool for post-concussion management
Baugh, Christine M., et al. “Perceived Coach Support and Concussion Symptom-Reporting: Differences between Freshmen and Non-Freshmen College Football Players.” Journal of Law, Medicine & Ethics 42.3 (2014): 314-322. Academic Search Complete. Web. 22 Nov. 2015.
Baugh et al. assert the challenges football athletes have transitioning from high school to college. The study asserts freshmen and non-freshmen had a different perception of support for self-reporting symptoms of concussions to the coaching staff. The study indicated non-freshmen who felt they had the support from their coach to report symptoms of a concussion reported and were not required to play while experiencing concussion symptoms. However, the study found that coach’s support could lead to many undiagnosed concussions and athletes returning to play with symptoms of a concussion.
Bazarian, Jeffrey J., et al. “Persistent, Long-Term Cerebral White Matter Changes After Sports-Related Repetitive Head Impacts.” Plos one 9.4 (2014): 1-12. Academic Search Complete. Web. 24 Nov. 2015.
Bazarian et al. study analyzes the effects of repetitive head impacts (RHI) by using helmet-based accelerometers to estimate the average of RHI during a single season. The study occurred with ten Division III college football players and five non-athlete controls. Bazarian et el. stated, “the group underwent diffusion tensor imaging (DTI), physiologic, cognitive, and balance testing at preseason, post-season, and after six-months of no-contact rest” (1). The results reveal diffusion tensor imaging change from preseason, post-season, and six-months of no-contact rest.
Case, David, and Edmond Richer. “Analysis of Sports Related mTBI Injuries Caused by Elastic Wave Propagation through Brain Tissue.” International Journal of Multiphysics 9.1 (2015): 1-8. Academic Search Complete. Web. 24 Nov. 2015.
Case and Richer study “aimed to improve Finite element models use to predict the effect of impact on the brain, by taking into consideration the strains/stresses and pressure gradients created in the brain tissue by the propagation of elastic waves produced by the impact” (2). The finding of the study indicated intense pressure formed in specific areas of the brain could exceed the maximum pressure applied to the helmet. Case and Richer express, the Finite model and use of pressure wave propagation provided an “understanding of the mechanism of brain injury and improve the accuracy of mTBI prediction” (7).
Cook, Amanda, Harold King, and John A. Polikandriotis. “Where Do We Go From Here? An Inside Look Into The Development Of Georgia’s Youth Concussion Law.” Journal of Law, Medicine & Ethics 42.3 (2014): 284-289. Academic Search Complete. Web. 22 Nov. 2015.
The authors study recognizes Georgia as one of the last states to adopt a youth concussion law after Lysted Law of Washington State. The study compares Georgia’s youth concussion law with all 50 states and District of Columbia. The authors express the importance of coaches, athletes, and parents need to receive mandatory formal training provided by medical professionals trained in the management of concussion. This training will assist in understanding the importance of self-reporting and the decision of returning athletes to the playing field.
Drysdale, Thomas A. “Helmet-To-Helmet Contact: Avoiding A Lifetime Penalty By Creating A Duty To Scan Active NFL Players For Chronic Traumatic Encephalopathy.” Journal of Legal Medicine 34.4 (2013): 425-452. Academic Search Complete. Web. 24 Nov. 2015.
Drysdale study analyzes chronic traumatic encephalopathy CTE in the NFL. The study argues for the NFL to recognize the symptoms of CTE, implement regulation to prevent future concussion, and the future of the NFL. Drysdale study is compelling to discuss the consolidated concussion lawsuits filed against the NFL.
JOHNSON, L. SYD M. “Return to Play Guidelines Cannot Solve the Football-Related Concussion Problem.” Journal of School Health 82.4 (2012): 180-185. Academic Search Complete. Web. 22 Nov. 2015.
Johnson’s study on “return to play guidelines” for concussion is on the largest group of athletes to play football, the high school athlete. The guideline is the only tool for preventing the athlete from returning to the playing field to soon. Johnson states, “Cognitive impairments affecting verbal learning and memory, flexibility and inhibition, attention and speed of information processing” (18). At the same time, the study makes a strong recommendation for children and adolescent athletes. The study reveal there is no guideline for safe return to play for children playing contact sports.
The annotated bibliography are the six sources I choose to write my argument synthesis essay. If you decide to change a source can you call or email me before Tuesday the first. Tuesday is the deadline for turning in my annotated Bibliography. I been thinking of a “causal-cause/effect” argument.