The Body Parts Of Your Essay Should Contain Your Support, Criticism And Counterarguments To Your Thesis. Again, The Reason To Present Some Criticism To Your Thesis Is To Show The Reader That You Understand Both Sides Of The Issue, But That You Favor One S

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There are several ways in which you can begin the essay:
You may begin by presenting the First Amendment and your interpretation of free speech and censorship; or you can summarize what trigger warnings are, by referring to the articles, “The Trigger Warning Debate” or “AS Resolution Policy Aims to Protect Students From PTSD Triggers”. Or you can, as in the second essay, summarize an event that you can comment on, such as the freshmen letter at the University of Chicago, or the “objectionable” textbooks at Crafton Hills College, or the actual trigger warning policy, sponsored by the Associated Student Body government at University of California, Santa Barbara.
Again, when summarizing, give only the pertinent details. The summary doesn’t need to be long, but it should tell enough so that the reader understands.

Then you can go into your thesis, which, again, is a statement that answers a prompt question: Should trigger warnings be mandatory in college syllabi?

Again, don’t write “I agree/disagree” or “I believe”. It’s redundant. Just state that mandatory trigger warnings are right or wrong because… Some sample theses would be:
“The policy is right because it respects the safety of students who suffer from trauma.” Or “It is wrong because it infringes on academic freedom”
If you agree that trigger warnings should be up to the instructor’s purview, then you would be against a mandate. A thesis of this nature would be:
“While trigger warnings would show concerns over a student’s well-being, it should not be mandated but left up to the instructor”
The real issue here is whether such “censoring” (in a sense it is like a rating system) threatens freedom of speech and the right to a quality education. You should consider both sides of the issue first before writing your essay:

The Body Parts of Your Essay

The body parts of your essay should contain your support, criticism and counterarguments to your thesis. Again, the reason to present some criticism to your thesis is to show the reader that you understand both sides of the issue, but that you favor one side over the other (hence, the counterargument). As a result, it is important to review both sides before deciding on a position. Let us look at the advantages and disadvantages of a trigger warning policy:

The benefits of a mandatory policy:
Such a mandate takes into account the student-centered approach to education. For so long, classes were built on an instructor teaching and a student listening. The students have very little input on what is being taught to them. They have no say in school policies, in the books being used in the classroom; sometimes, an instructor simply dominates the class time and insists that a student regurgitates what she says without challenges. It aligns with school policy in terms of accommodations with students of disability and students of color. This policy would be a way to address equity gaps among groups, who need services and accommodations based on recognized challenges of learning. As with workplace harassment, a student should not feel threatened or face conditions that would impede their progress. Materials that do provoke trauma can therefore cause debilitation and incapacity from a student. It doesn’t prevent the student from learning. If anything, it encourages them to continue with their education, by taking their concerns into account and providing them with more services to succeed. The policy would either excuse a student from the material or give them the option of doing another, equivalent lesson. It is just a sentence or two on the syllabus. A trigger warning wouldn’t extend the syllabus any longer than it is anyway. It would be enough to prepare a student for what is to come in the semester. This would also address any complaints or even lawsuits for the campus.
The detriments to a mandatory policy:
It infringes on academic freedoms. This applies to teachers more than students. While the college should be aware of the obstacles a student faces, in the classroom the teacher is in charge. Only she would know what is the best way to learn, and what is the best materials to teach those skills. She is the professional in the field. A policy like that implies that a teacher’s work is being monitored. [Then again, shouldn’t it be?] Students would abuse the warnings. They will use it as an excuse for not doing the work. While such a policy would require a student to prove a disability (as we have in the Office of Special Services), students can feign “trauma” in order not to read or write about a particular topic. Too often we cater to students’ needs as if they were still under parental supervision. In college, students shouldn’t be hand-held. They should feel discomfort (some, not full-on assault) in order to work through their challenges. Of course, there are some students with verified trauma; but there are also psychological services on campus that would be a better place to address their disability. A classroom should be for teaching, not consoling. Furthermore, an alternative lesson for accommodated students would never be truly equal or fair in terms of learning the same thing. It is unnecessary and is just another rule that teachers must follow rather than letting them do their job. Even though a trigger warning isn’t that long, the syllabus already explains to a student what to expect in the class. The books are listed and thus it should be up to the student to review the course well before the first week ends.
These are pretty thorough arguments that don’t all have to be in your essay. Pick and choose the strongest arguments for and against trigger warnings to prove enough of your point. And make sure to find support of any of these positions from the articles provided in the assignment.

Including a classroom example

Remember: The assignment further asks you to exemplify how classroom materials can challenge as well as offend students. For this, you have to take into consideration one of the topics raised in class: either The Mohammad cartoons, the Abu Ghraib photographs, or banned books that depict obscenity or offensive language. Can such materials and topics be presented in an educational way that is not offensive or even insensitive to some? Again, remember that even though you might not be offended by the “n-word” in a novel or the Mohammad cartoons, others of a different race or culture might be. [In other words, be empathetic to what other students are going through.] Do you need to show the photographs or cartoons or use the language to discuss the controversy, or might there be a better alternative that would still teach students skills? Would a trigger warning on a syllabus help or harm the lessons?

Conclusion:

As with other essays, it is best not to repeat your thesis. Even if it is reworded, it’s redundant. Instead, consider if such a policy were mandated at your college? Would this be a good or bad thing? Some beginning sentences of the conclusion would be:
If such a policy were implemented at my college, students will feel safer about the class, knowing that their traumatic concerns are taken seriously. Or If the college were to enforce such a policy, it would be an infringement upon instructor’s academic freedoms. Part of college is challenging one’s view, and a trigger warning mandate would only blunt the learning process.
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Ethical Decision Making Paper Instructions

The purpose of this assignment is to develop the ability to apply professional values, codes of ethics, and a decision-making model to the process of ethical decision making.

Your paper must be in current APA format including title page, abstract and reference page. The body of your paper must be 6–9 pages and include at least 6 references. Your paper must be well-thought-out and demonstrate critical thinking.
Begin by reading through the entire document, “A Practitioner’s Guide to Ethical Decision Making.” This is necessary BEFORE you begin to apply the decision making steps to an ethical scenario. After reading the ethical decision making document above, choose one of the ethical dilemmas from the document entitled, “Ethical Decision Making Paper Scenarios,” found under the assignment instructions in bb . Read and analyze the chosen scenario. Attached is the scenarios Approach the scenario as if it has already happened and now you must address the problems the scenario has created. In other words, as in much of real life and practice, you must now do damage control. To apply the steps of the ethical decision making model to your chosen scenario, divide the body of your paper—formatted in current APA style—into the steps outlined in the “A Practioner’s Guide to Ethical Decision Making” document, and outlined below, making sure to address all questions for each section:
Identify the problem(s). In this section make sure to:
Outline the facts, separating out innuendos, assumptions, hypotheses, or suspicions. Correctly and clearly identify the problem(s) by answering the questions, “Is this problem an ethical, legal, professional, or clinical problem? Is it a combination of more than one of these?” Identify the problem as related to self, client, institution, or agency. In other words, answer the questions, “Is the issue related to me and what I am or am not doing? Is it related to a client and/or the client’s significant others and what they are or are not doing? Is it related to the institution or agency and their policies and procedures?”
Apply the ACA Code of Ethics. In this section make sure to:
Identify all applicable ACA Code of Ethics. Which codes apply, or can address, the problem(s) presented in the scenario? Make sure to cite the code numbers.
Determine the nature/dimensions of the dilemma. In this section make sure to:
Correctly identify the moral principles of the profession that apply. In other words, which of the professional values apply to this problem? Autonomy, beneficence, justice, nonmaleficence, fidelity, and/or veracity? Why? Identify the relevant professional literature that applies to the dilemma. What does the professional literature say that might help you solve the problem? Go to the LUO databases and find articles or textbooks that address the problem. For example, what do experts say about the confidentiality, technology and counseling, etc.? Identify persons that would be consulted. Who could you consult that might help you come up with ideas to address the problem? Identify state or national professional associations that would be consulted. What professional associations or state boards might be able to give advice?
Potential courses of action. In this section make sure to:
List all potential courses of action. Brainstorm as many possible courses of action as possible.
Consider consequences/Determine course of action. In this section make sure to:
Describe the potential consequences and implications for each course of action. Identify the best course of action and explain why. In other words, considering the information you have gathered and the priorities you have set, evaluate each option and assess the potential consequences for all the parties involved. Ponder the implications of each course of action for the client, for others who will be effected, and for yourself as a counselor. Eliminate the options that clearly do not give the desired results or cause even more problematic consequences. Review the remaining options to determine which option or combination of options best fits the situation and addresses the priorities you have identified.
Evaluate the selected course of action. In this section make sure to:
Review the selected course of action to see if it presents any new ethical problems. Apply the tests of justice, publicity, and universality.
Implement the course of action. In this section make sure to:
Describe what steps will be taken to implement the course of action. In other words, step-by-step, what are you now going to do to address the problem and do damage control?
When you have completed your paper, save it as a Microsoft Word document under your name and assignment title (Example: Doe_J_Ethical_Minute_Paper). Submit it via the SafeAssign draft link in Module/Week 7 by Friday. Wait until the link indicates that SafeAssign has analyzed your paper and prepared a report.

Return to the safe assign report and evaluate the report. You will notice that SafeAssign often matches on headings, titles, and references. If you see matches on entire sentences or paragraphs that are not enclosed in quotation marks, then you have unintentionally plagiarized. You will need to go back and re-write those sections in your own words.

Submit your final assignment via SafeAssign and LiveText by 11:59 p.m. (ET) on Friday of Module/Week 7.Competencies for Project Managers
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Read the 9 mini-case study series from the Project Management Institute on the Global Green Books Publishing company before starting this assignment.

Write a six to eight (6-8) page paper in which you:
Describe at least three challenges that supervisors face as managers of resources on projects similar to Global Green Books Publishing. Provide a rationale for your choices. Identify at least three key skills/competencies supervisors need to be effective in managing teams’ performance while working on projects similar to Global Green Books Publishing. Provide a rationale for your choices. Describe at least three challenges that team members face when working on projects similar to Global Green Books Publishing and provide a rationale for your choices. Identify at least three skills/competencies that team members need in order to be effective in working on projects similar to Global Green Books Publishing and provide a rationale for your choices. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.For this benchmark, you will create a lesson plan that integrates ELA and math standards, with an aligning summative assessment. You may use any prior assignments as applicable from this course to complete the benchmark, provided you incorporate feedback
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For this benchmark, you will create a lesson plan that integrates ELA and math standards, with an aligning summative assessment. You may use any prior assignments as applicable from this course to complete the benchmark, provided you incorporate feedback from your instructor. Use the “Class Profile” for background information on your students to plan the lesson plan and summative assessment. The lesson plan and summative assessment must be aligned to the chosen Grades K-8 state standards and learning objectives

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