Category: Essay

 
From my last order. My teacher stated I need more details. Here is my list. You should have ref list from my last paper.

Background Literature
Selected articles relating to online education and its impact on at-risk students are described here. The more against it the better:

Background Literature
Selected articles relating to online education and its impact on at-risk students are described here:

1. Atisabda, Kritpracha, Kaosaiyaporn, and Pattaro (2015) argued that institutions of distance education need to identify what subject learners to risks to accommodate them. For instance, various variables associated with the personal or family background of the student makes significant contribution in terms of increasing failure risk in a learning institution. …need more details…methodology, findings, suggestions…

2.Bowman (2010) stated that online learning is user friendly for both the high school and college students. Online learning for at-risk students ensures that they have access to lectures in an easier and convenient manner. Bowman reported that online learning works best when discussions are used with students. . …need more details…methodology, findings, suggestions…

3.Burley (2012) claimed that online learning programs are not as effective and that it (define it) is the duty of teaching personnel to conduct a thorough research on a given online program before using it (define it). Before these programs are place into school, targeted students need to be identified. …need more details…methodology, findings, suggestions…

4.Cesarei and Baldaro (2015) argued that it (define it) is ideal to examine why learners are subject to risks based on the barriers prevalent, as well as the manner in which the differences between online and face-to-face education influences them. One barrier for online courses would be the lack of clear instructional strategies. Some include engage students in thinking critically or speaking with a partner.

5.Ferdig and Kennedy (2014) argued that online programs can help the students at- risk to benefit since the programs are normally designed to meet the needs of special people. The use of INACOL and CEC form of data ensures that the right information gets to these students. …need more details…methodology, findings, suggestions…

6.Gonzalez (2013) stated that online programs are effective methods of conducting research and participating in classes as long as proper evaluation is conducted. Evaluation monitors the reliability of this source of information to ensure that the population at-risk benefits fully. …need more details…methodology, findings, suggestions…

7.Hernández-Garcìa, González-González, Jiménez-Zarco, & Chaparro-Peláez (2015) argue that at-risk students refer to learners who are not anticipated to succeed when taking online courses, while their chances of dropping out are high. The barriers that at-risk students encounter when pursuing their online courses may result to early attrition. . …need more details…methodology, findings, suggestions…

8.Hou (2015) noted that for most of the students who pursue online education, they tend to undertake this role in an independent manner, unlike in the case of classroom students, who tend to be more collaborative and dependent. Educators should undertake an inventory of learning styles because the understanding learning preferences among students plays a key role in preparing the class. . …need more details…methodology, findings, suggestions…

9.Moller and Huett (2012) described some of the effects of using online learning in the society today. Most students partaking classes through online tend not to give much commitment or portray as sense of dedication. Online course tend to take up more time than traditional classes. There is a lot of reading in these courses and if this is an area of struggle for a student at-risk it can become overwhelming. …need more details…methodology, findings, suggestions…

10.Moore and Kearsley (2011) claimed that online learning empowers students by encouraging them to make new discoveries for themselves. This (define this) helps to enhance creativity and innovation. Besides (use different wording) fostering common educational practices like conventional classrooms, distance education promotes student interactions and enhances learning outcomes by utilizing advanced computer technology. …need more details…methodology, findings, suggestions…

11.Pelet (2014) stated that online learning is a technique that has positively transformed education by making it better and of higher quality. At-risk students can learn new ideas by just logging in to their class websites. Online classes have the potential to serve hard to reach student populations. . …need more details…methodology, findings, suggestions…

12.Scheg (2014) argued that online learning involves the observations of certain regulations in regards to passing information learning. It (define it) becomes difficult for at-risk students to familiarize with studying online. In order for online learning to work, the students must be self-motivators, and needs to become an independent learners. . …need more details…methodology, findings, suggestions…
13.Shank (2011) stated that the technique of online learning brings about certain negative effects such as lack of jobs for teachers and other tutors within the nation. The method can hence degrade the living standards of some citizens. …need more details…methodology, findings, suggestions…

14.Watkins and Corry (2011) agreed that online learning is effective but only if student are given the right guidelines on how to learn without having to attend classes. This method may not be a good fit for at-risk students, because most work is self-directed. …need more details…methodology, findings, suggestions…

15.Zlatović, Balaban, and Kermek (2015) stipulated that in case it is possible to eliminate these barriers, then it is highly likely the learners would likely succeed when taking their initial course and embark on pursing others. They (define they) add that any online program that can facilitate in eliminating such kinds of barriers can facilitate in lowering attrition. . …need more details…methodology, findings, suggestions…

 
Choose a genre to evaluate your chosen film (e.g. comedy, drama, romance, horror, etc.). For example, if you select comedy, you will develop criteria for what makes a good comedy. The criteria you create and the weight you give each criterion should be based on the research you do on your selected genre (Y-term). Furthermore, the weight you assign is also determined by the genre and should be apparent in the paper.

The basic grammatical structure of the claim for the Evaluation Argument is: X is (not) a good Y; as in, “John Doe is a good student.” There are other evaluative terms that can be to substitute the word “good:” effective, successful, workable, etc. Similar to the definitional argument, you need to develop criteria for the Y-term and determine if the X-term matches that criterion. The difference between the two is the Evaluation Argument is a categorical argument, meaning the argument is focused upon whether the X-term fits into the category, or Y-term.

Evaluating Inglourious Basterds as outstanding Historical Drama genre.
MOST IMPORTANT thing in this essay is to have criteria for what makes a good-Y and display the weight given to each criterion, and justification for the selected criteria and the weight given. And show how the selected movie matches or does not match the established criteria; include a potential counterarguments which address either the criteria or criteria-match and the rebuttal of the counterargument;

I have set some criteria to make it easier and clear.
Please choose 3 out of these 4, or you can add or remove if there is a better one.
Historical Drama genre
1. has hidden messages
2. different analytical perspectives
3. fictional but related to real history
4. criticize the existing ideology or ideas in sarcastic way.

 
I. Perform ALL of the following tasks:

(1) Select one or two films from the course syllabus, and one or two films from the Supplemental Films List (see below), for a total of THREE films. The films may be from the same era or different eras, and they may be from either the Hero genre or the Monster genre, or both. If there is a film you would like to analyze that is not on the syllabus or Supplemental Films List, you will need to obtain the Instructor�s permission to write about it. Watch them. Take notes.

(2) Contrast and compare the Discourse of the Three films you have chosen. Ask yourself what they are saying. In order to make a convincing argument, you should apply, at minimum, Genre Theory, Narrative Theory, Structuralist Analysis, and Ideological Analysis to make a Preferred Reading of the films. Feminist Film Criticism, Semiotics, Film Aesthetics, and Psychoanalytic Film Theory may also be applied, as warranted. What do the films say about Heroism and/or Monstrosity?

(3) Contextualize the films in their historical moment of production. What do the films tell us about the era(s) in which they were produced? What does your Ideological Analysis (from Task #2, above) tell us about their relationship to Hegemony? How are the films similar or different? What do they tell us about the ways in which things have (or haven�t) changed in American culture, over time?

(4) Enrich (and possibly elevate) your own discussion with references to the discussions of Heroism and/or Monstrosity from David Skal and Grant Morrison. It is part of the purpose of the assignment for you to convince me you have completed the assigned course readings. Papers which cite the course lectures instead of the appropriate readings will be marked down for laziness. Likewise, papers which make only perfunctory, skimpy, and unconvincing references to the readings will not receive a favorable grade. Your discussion should be informed by the readings, especially if any of the films you have chosen are discussed in the books (check their indexes). Your paper should reflect both a grasp of the course methods (Tasks #2 and #3) and the scholarship to which I�ve introduced you, in order for your own papers to count as scholarship themselves, and not mere opinion.

The two discussions of Heroism and/ or Monstrosity come from the works of:

Morrison, Grant. Supergods. Trade Paperback edition. New York: Siegel & Grau (Random House), 2012.

Skal, David J. The Monster Show. Revised edition. New York: Faber & Faber, Inc. (Farrar, Strauss, and Giroux), 2001.

(5) Begin writing your paper. If you attempt to write the paper without completing steps 1-4 first, you will have a difficult time. Organize your paper in three sections: (A) Your Claim (i.e. what you think, e.g. �The films I chose demonstrate the persistence of racism in American culture,� or �The films I chose show a relocation of Monstrosity from Europe to Corporate America,� or �The films I chose show an uneasy transition for Heroism over the last 15 years,� etc.); (B) Your Evidence (i.e. how you know, e.g. the information produced by completing tasks 1-4; �A structuralist analysis shows us�� etc. This section will probably take up most of your paper. This is where you might also include material from Skal and Morrison, if it supports your claim (or if you want to dispute some of their claims!); and, lastly, (C) Why it matters (or the answer to the �So what?� question, e.g. �If heroism becomes a personal matter unrelated to the common good, and the viewing public follows suit, lacking a model of civic action, how can the nation be expected to achieve a more perfect union?�. This is another place where an invocation of (or argument with) Skal and/or Morrison might be appropriate and useful.

If you have trouble coming up with a clear claim, you are not ready to begin writing. One thing that can help you start forming a claim is to think about what made you choose those three films in the first place. And usually, when performing your analyses in Tasks 2-4, the evidence will begin to suggest a claim, just as having a claim will help you decide which evidence is relevant and which isn�t. Apologies if that sounds like circular reasoning, but there are gestalt/holistic aspects to this kind of thought process. Look for patterns of discourse that either repeat or contradict each other. Or, move on to the next step�

(6) Before turning in the paper for credit, make sure (A) you have completed each of the above tasks, as directed; (B) that you have proofread your paper for errors; (C) that your paper satisfies each of the Grading Criteria (see below); and (D) that you are not in violation of the Research Parameters or Academic Honesty Policy (see below).

II. Grading Criteria
Your paper will be evaluated on the following criteria: (1) Degree of mastery of the course theories, concepts, and methods of analysis; (2) An appropriate level of scholarship; (3) Apparent depth of thought and seriousness of approach; (4) fair and intelligent handling of the evidence; (5) Clarity of thought and written expression, including error-free spelling and grammar; and (6) Fidelity to and thoroughness in completion of the assignment (as directed).

III. Research Parameters
This assignment asks you to think for yourself, and perform your own analysis of the films you choose (primary sources). For the most part, it does not ask you to find what other people think by looking it up on the Internet or in the Library (those would be secondary sources). The only authorized secondary sources for use in the course are Turner, Skal, and Morrison. You should not need any other secondary sources to complete this assignment.
However, it is remotely possible that you would want to make use of additional secondary sources. In all cases (Turner, Skal, Morrison, or whomever) you must cite your secondary sources properly. That is, you must use internal citations in the MLA style (Author, Page number) and then give a full Bibliographic entry in your Works Cited page. Anytime you paraphrase or summarize another author�s ideas, you must cite them immediately thereafter using an internal citation in the body of the paragraph. If you use another author�s ideas and exact language (including a phrase), you must both cite them and use quotation marks around their words. If you use any secondary sources, give credit where it is due and cite them properly.
IV. Format
The papers should be 7-10 pages long (plus a Works Cited page, including your films and any secondary sources), typed, double-spaced, with fonts and margins of a reasonable size. You may use sub-headings to help organize the paper and signal transitions. Citations should be in MLA style. DO NOT USE APA STYLE.

 
This paper is based on the annotated bibliography on sports advertising I’ve wrote earlier. It asks for patterns and similarities in those articles I’ve talked about. It’s important to say that: this paper is limited regarding to the references and not the number of pages. For example, it could take 5-6 articles to talk about a topic in a page or even a paragraph. You can also use other online articles that support the thesis. For this order; it is alright if you can manage to use around 35 articles.