Human factors play a central role in aviation safety by influencing how people interact with aircraft systems, procedures, and organizations. This research paper requires students to examine human factors from foundational theory through practical application across multiple aviation environments. For this research paper, you’re to analyze a current or recent aviation safety issue through the lens of human factors principles, organizational and interpersonal influences, system design, and error-management strategies. The paper must integrate research, theory, and applied analysis to propose realistic safety improvements.
Instructions
Select a human factorsrelated aviation safety issue (e.g., fatigue, CRM breakdowns, automation dependency, maintenance error, communication failures). The paper must address all sections below and demonstrate clear alignment with Learning Outcomes 89.
page. NO PLAGIARISM OR USE OF AI PAPER WILL BE EVALUATED THROUGH TURNITIN
Responses to Other Students: Respond to at least 1 of your fellow classmates with at least a 250-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
What did you learn from your classmate’s posting?
What additional questions do you have after reading the posting?
What clarification do you need regarding the posting?
What differences or similarities do you see between your posting and other classmates’ postings?
All sources should be cited using APA format. Grammar, spelling, punctuation, and format should be correct and professional.
Discussion Board Rubric
PLEASE READ THE POST AND RESPOND
The successful implementation of new technology requires a deliberate, phased approach that allows adequate time for troubleshooting before a full facilitywide rollout. For a barcode medication scanning system, the initial phase should focus on purchasing, installing, and testing all necessary equipment. This early stage provides the IT department with the opportunity to identify systemwide issues, refine workflows, and ensure compatibility with existing electronic medical record processes before staff begin using the technology in patient care. Taking the time to stabilize the infrastructure before introducing the system to frontline staff helps prevent frustration, reduces downtime, and supports a smoother transition overall.
The first component of my teaching plan would involve educating staff on the purpose and benefits of the barcode scanning system. Emphasizing its role in enhancing patient safety and supporting adherence to the five rights of medication administration is essential. While no system can eliminate all medication errors, barcode scanning has been shown to significantly reduce both the frequency and severity of mistakes. Helping staff understand the rationale behind the change fosters buyin and promotes a culture of safety. This educational component should also include a discussion of realworld examples or case studies that highlight how barcode scanning has prevented errors in other facilities. When staff can connect the technology to meaningful patient outcomes, they are more likely to engage with the process and integrate it into their daily workflow.
The second component would address equipment maintenance and operational readiness. Staff must understand the importance of ensuring that handheld scanners are fully charged and properly stored between shifts. Charging periods also allow for automatic software updates, which should ideally be scheduled during lowactivity hours, such as night shift, to minimize workflow disruption. Clear expectations regarding charging times and device management are necessary to maintain system reliability. Additionally, staff should be aware of who to contact when equipment malfunctions, how to report recurring issues, and what backup procedures are in place if a scanner becomes unavailable. Establishing these processes early helps prevent delays in medication administration and reinforces accountability for maintaining the equipment.
The third component would involve handson practice in a simulation environment. Simulation training allows staff to become comfortable with realworld application, including scanning patient armbands, verifying medications, and navigating alerts. This is also the ideal setting to rehearse uncommon or highrisk scenarios, such as handling IV medications, managing controlled substances, addressing unreadable barcodes, or responding to power failures and emergency situations. Practicing these situations in advance builds confidence and reduces errors during live implementation. Simulation also provides a safe space for staff to ask questions, troubleshoot challenges, and receive immediate feedback from educators, which strengthens competency and reduces anxiety about using the new system.
The final component would be a structured rollout plan. Beginning in units with lower census and lower acuity allows the organization to identify and resolve issues on a smaller scale before expanding to more complex areas. During this phase, both educators and IT specialists should remain readily available to support staff and address challenges in real time. Completion of initial training should be documented, followed by scheduled reassessments at three months, six months, and one year. These followup evaluations provide opportunities to reinforce competencies, update standard operating procedures, and ensure longterm sustainability of the technology. Ongoing evaluation also allows the organization to monitor compliance, identify trends in scanning errors or workarounds, and implement targeted interventions to maintain high standards of patient safety.
Grailey, K., Brazier, A., Franklin, B. D., McCrudden, C., Roberto, F. C., Brown, H., Bird, J., Acharya, A., Gregory, A., Darzi, A., & Huf, S. (2024). Raising the barcode: improving medication safety behaviours through a behavioural science-informed feedback intervention. A quality improvement project and difference-in-difference analysis. BMJ Quality & Safety,
Grailey, K., Hussain, R., Wylleman, E., Ezzat, A., Huf, S., & Franklin, B. D. (2023). Understanding the facilitators and barriers to barcode medication administration by nursing staff using behavioural science frameworks. A mixed methods study. BMC Nursing, 22, 1-12.
Williams, R., Kantilal, K., Man, K. K. C., Blandford, A., & Jani, Y. (2025). Barcode medication administration system use and safety implications: a data-driven longitudinal study supported by clinical observation. BMJ Health & Care Informatics, 32(1)
Please answer the following seven short answer questions with at least one complete response (at least 25 words each) in sentence form for each question.
In your reflection, include the specific technology platforms, programs, apps, or websites you will teach your students to use. Explain how you will design specific assignments that support a content area and each ISTE standard.
How do you envision planning and implementing the ISTE Standard of Empowered Learner in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Digital Citizen in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Knowledge Constructor in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Innovative Designer in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Computational Thinker in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Creative Communicator in the learning experiences you design for your students?
How do you envision planning and implementing the ISTE Standard of Global Collaborator in the learning experiences you design for your students?
Please answer the following seven short answer questions with at least one complete response (at least 25 words each) in sentence form for each question.
In your reflection, include the specific technology platforms, programs, apps, or websites you will teach your students to use. Explain how you will design specific assignments that support a content area and each ISTE standar
Question 12 pts
How do you envision planning and implementing the ISTE Standard of Empowered Learner in the learning experiences you design for your students?
p
Question 22 pts
How do you envision planning and implementing the ISTE Standard of Digital Citizen in the learning experiences you design for your students?
p
Question 32 pts
How do you envision planning and implementing the ISTE Standard of Knowledge Constructor in the learning experiences you design for your students?
p
Question 42 pts
How do you envision planning and implementing the ISTE Standard of Innovative Designer in the learning experiences you design for your students?
p
Question 52 pts
How do you envision planning and implementing the ISTE Standard of Computational Thinker in the learning experiences you design for your students?
p
Question 62 pts
How do you envision planning and implementing the ISTE Standard of Creative Communicator in the learning experiences you design for your students?
p
Question 72 pts
How do you envision planning and implementing the ISTE Standard of Global Collaborator in the learning experiences you design for your students?
Read all module content, the discussion instructions, and the rubric.
Part 1: Watch one of the assigned films, identify three topics of the film, explain why the topics engaged you, and discuss their context. [Post here: 60+ words]
Part 2: Use AI to learn more about the context for one of your film’s topics and explain that context in your own words. [Post here: 50+ words, plus documentation/disclosure and citations]
Part 3: Create a working thesis and explain how your research on context informs your interpretation of the film and supports your thesis. [Post here: 100+ words, with the thesis in bold]
Part 4: Thoughtfully respond to classmates’ posts [Replies: At least two classmates, 50+ words each]
Purpose
This discussion board invites you to engage with film as text and use AI in a responsible and meaningful way to learn about the larger topics, or context, presented in the text. Understanding the context surrounding your film is essential to its analysis and your essay later in the unit. Much like analyzing poetry, short fiction, and nonfiction, analyzing film utilizes the same skills of annotation and critical reading and thinking specifically as it relates to using the context of a text to identify greater significances or meanings within the film.
*This discussion aligns with Learning Outcomes: 1, 3, 6, and 11.
Tasks
Part 1
Conduct a close “reading” of one of the texts (films) from this unit, making certain to choose one assigned by your instructor.Identify topics that stood out to you while watching the film. Explain why each of these topics engaged you and what context surrounds them–meaning, the outside information that helps you understand the topic more fully. A film’s context might include the historical and societal factors that would have an impact on a protagonist’s life and choices. [To review how to analyze context, see this reading from .]
For example, in Tim Burtons film Alice in Wonderland, Alice, in a rebellious mood, removes her corset before attending an event. This is not only a comical moment within the film but one that is also tied to the film’s context, launching the film’s ongoing critique of social mandates regarding women’s clothing and behavior during the Victorian Era.
Be sure to identify three topics in the film and discuss their context (the real- or imaginary-world background or circumstances that help explain their meaning) in no less than 60 words or (6-7 sentences).
Part 2
Select one of your topics from Part 1 and use AI as a research tool to learn more about the context surrounding your topic. Be sure to ask AI questions about the context to assist you in learning more about the topic; you are not using AI to write your response but to generate information that helps you to better understand the context the topic in the film.
Looking back to the example above, you could ask AI questions about clothing during the Victorian Era to learn more about the significance of Alices actions in that moment as they relate to dress codes or expectations during that time.
Using the information gathered from your research, explain the context surrounding your topic.
If you prefer not to use AI, for example for ethical or environmental reasons, you may answer this question by performing research and providing a link to your source.
Your response should be 50 words (5-6 sentences) AND must , if used, including a transcript from your interactions with AI in the form of screenshots or a live session link, or if research was used, provide a PDF of OR a permalink or DOI to your research sources. Submissions without these items may not earn a grade.
Part 3
Using the information, you learned from your research in Part 2, think critically about how the film’s context could inform your analysis of the film or lead you to a greater understanding of the film as a whole.
Reflecting back to the example from Parts 1 and 2, we could consider how the clothing during the Victorian Era was representative of social dictates associated with gender and how the film illustrates that topic through Alices actions and reactions within the film.
Using your research on context, create a working thesis and write a brief explanation of how your research on context informs your interpretation of the film and supports your thesis. This discussion is preparation for your Unit 4 Essay. Your original response (without textual examples) should be, at minimum, 100 words (10-11 sentences)with the thesis identified in bold.
Part 4
Respond to at least two of your classmates’ posts. Respond to at least one peer whose context research taught you something you did not previously know. You may also make constructive comments or suggestions for your peers working thesis material. Your responses should be no fewer than 50 words (5-6 sentences) per reply.
MLA-formatted parenthetical citations are required for all sources, including the texts provided in this course. Citations of texts should include the authors last name (first reference) and the page number(s) for prose or the line number(s) for poetry/verse. For films, include a shortened version of the title and the time range. A Works Cited-style entry is not required for discussions, but if included, your instructor may provide feedback to correct formatting issues, helping you prepare for the Unit 4 Essay.
Grading Criteria
Additional outside sources or AI can be used for the purposes explicitly allowed in the prompt but must be fully attributed and cited.
Be sure to view the before you begin your post to understand how your work on this discussion will be evaluated. This activity may use a different grading rubric than other discussions and assignments.
Film Analysis Terms and Definitions
Film literacy combines the practices of literary and media studies, both of which focus on analyzing the meaning and significance of different types of texts, including both visual and written ones. This approach to film helps us broaden our understanding of how we communicate through literature and media.
Critical media pedagogy, a teaching strategy, begins with the assumption that images, songs, advertisements, and film all carry ideological and political messages. As John Berger, author of Ways of Seeing suggests, the media enacts ways of seeing that can effectively influence how we see and discuss our world, thus shaping our cultural contexts. Our job as critics is to see these images, songs, ads, films, etc. (“texts”), as a medley of cultural archives, open to analysis and critique. What do these texts say about the human experience? How do they construct meaning? Whose interests do they serve? We practiced this type of analysis in the Module 2 Discussion, where we analyzed the visual rhetoric in ads. In this unit, we will extend our analysis to films.
Several aspects of film analysis are provided below to illustrate basic maneuvers composed in film to create meaning for the viewer. These devices function in coordination and sometimes correlation with other aspects of literary analysis we have already discussed, such as characterization, setting, theme, etc.
Cinematography Devices and Definitions:
Camera: A camera shot is based on the cameras distance from and angle toward the object. The four basic shots used in films are:
A Close-up A very close shot where the camera lens focuses on some detail or the actors face.
Medium Shot A shot where the camera lens picks up some background or upper half of the actor.
Full Shot A shot where the camera lens has a full view of the actor.
Long Shot A shot taken at a distance from an object.
A camera angle is how the camera is tilted while filming.
Straight-on Angle The camera is at the same height as the object.
High Angle The camera is filming from above the object.
Low Angle The camera is looking up at the object.
Oblique Angle The camera is tilted sideways.
Lighting: Lighting plays an important role in film, as it focuses the audiences attention on the main character or object in a film; it also sets the mood or atmosphere. Three basic types of lighting are:
Three Point Lighting – Standard lighting using three sources:
A key light to provide the main source of illumination,
A fill light from another side, and
A back light from behind.
High Key Lighting – Nearly all parts of an image are illuminated.
Low Key Lighting – Creates extreme contrast between light and dark in an image (known as a chiaroscuro effect).
Sound: Sound comes in various forms within film. Four categories of sound are:
Diegetic: Sound produced in the world of the film, taking place within the narrative (dialogue, sound effects, etc.).
Non-Diegetic: Sound originating from outside the narrative, not produced in the on-screen setting (voice-overs, soundtrack, etc.).
Synchronous: Sound produced precisely with what is happening on screen (clock ticking while visible on screen).
Asynchronous: Sound produced out of unison with the visuals on screen (clock ticking without a visual on screen).
Editing: Editing is an important part of how a film affects the audience: Some editing techniques include:
Cut: A transition where one shot instantly follows another.
Sweeting: The process of adding sound effects and music and/or enhancing the existing audio effects.
Shot Reverse Shot: Alternating over-the-shoulders-shots, usually used during conversation between two characters.
Eyeline match: A technique based on the idea that viewers want to see what on-screen characters are seeing. For example, if a character is looking intently at an off-screen object, the following shot will be that object.
Examining film as a “mirror image” is part of an extended effort to think critically about normative or dominant cultural practices, discourses, and representations, particularly in the crafting of matters sexual, racial, political and cultural. The study of film as literature engages viewers to consider the correspondence between film and reality and offers us a way to discern how aspects of society (race/gender/culture) are experienced through a variety of lenses and how that either coincides or collides with our own experiences. Through this exercise, we create opportunities for discussion and analysis of those diverse interactions and experiences.
Scene Analysis – A Closer Look at Film
Analyzing a film requires more than just looking at the setting, characters, and plot; as a viewer, you must pay attention to how the film presents these components on the screen. To do this, you will need to watch the film more than once, being careful to take notes, or annotate, while viewing it. You want to consider what the “eye” of the film, or camera, has to show you.
You can begin your approach by analyzing film through a “close reading” of a single scene. Instead of analyzing the entire film at once, begin by selecting one scene to analyze. Much like a close reading of a text, in a scene analysis, you will “read” the text, annotate, and begin to discuss how the devices or elements in the text create meaning. For film, your repertoire of devices is a little different than short fiction or poetry, as the film genre includes unique devices and technologies specific to the medium. For example, instead of discussing the repetition of a word or phrase in a poem, in film, you might discuss the types of camera angles used or the asynchronous sounds in a scene.
Conducting a Scene Analysis
The first step in a scene analysis is to view the scene to be analyzed, ideally no more than a 5-minute section, and view it more than once. For the initial viewing of a scene, the goal is to merely understand what is happening in that specific section of the film.
During subsequent viewings, it is important to annotate, or take notes based on what you have seen and heard. For example, if closeup shots are used, make a note of when they are used and what you see. If music is used to set the tone of the scene, how does it do so, and what tone does it bring to the scene? During these viewings it is important to pay close attention to how the director presents the subject or material of that scene, looking for any cinematic techniques used.
Once you have viewed the scene several times and taken notes on what you see and hear, it is time to consider how those cinematic elements lend themselves to a greater meaning or significance in the film. Consider the following scene analysis from the reaping scene in Gary Rosss adaptation of Suzanne Collinss The Hunger Games.
On the surface, the scene shows Katniss and her sister, Prim, walking with other children from the district to a check point where they must have their finger pricked for identification purposes and then proceed to the stage to await announcements from the Capitol. The children in the scene appear impoverished and anxious as they approach both the check point and stage with armed men atop buildings and about the stage area.
Examining the scene more closely for cinematic techniques, there are several things to note. The camera angles of the scene include a lot of close ups, specifically of the faces of the children and even their arms linked to one another. The scene’s sounds are solemn as they focus on the rustling of the children moving in silence, not speaking to one another. When Effie Trinket speaks, the rest of the area is silent except for the echoes of her voice. The colors of the scene are also very muted, dirty even, with all the children wearing muted colors and plain outfits; however, one point of color is Effie Trinket in her bright, velvet-like dress and coordinating hat.
Taking into account the specific cinematic devices noted above, we can now work to analyze how those devices create meaning within the scene and the film as a whole. It seems as though the stark contrast in coloration and appearance of the districts citizens juxtaposed with Effie’s illuminate the separation of social class and comments on the deprivation of the districts in comparison with the Capitol. One could also argue that the camera angles used in the scene reinforce the social class and separation of the citizens from Effie and the military of the Capitol through the close ups of the childrens faces and interlocked arms as they approach the stage. All of the close ups exhibit anxiety and fear, marks of oppression from the Capitol. Through both the coloration and camera angles, this scene contributes to the overall illumination of the theme of oppression in the film as citizens face adversity and lack of autonomy at the whims of the Capitol.
Scene analysis is an important part of examining a film as whole. It can also be a great way to begin examining a film for potential essay topics and arguments. Keep in mind, while watching a film or specific scene, to practice annotation and close reading skills to help you prepare for larger writing projects on the film.
Unit 4, Module 10: Additional Resources (recommended)
The file(s) in this submodule are optional but recommended.
External Learning Tool
External Learning Tool
External Learning Tool
Unit 4, Module 10 Links to Free Films
In this folder, links to some free film alternatives are provided for students who do not have subscriptions to streaming services, cable/satellite services, or a campus/local library with resources. Your professor will assign specific films for your section of English 1102, so be sure your focus is on an assigned film. Most of the videos here require ads for the film to be viewed for free. Additional ways to access films include (but are not limited to):
Amazon Prime offers a free 6-month student account by signing up with your home institution email account. A Prime account includes some free movies as well as movie rentals and purchases.
Your campus and local libraries should have some films available on site, but most of the assigned films can be accessed via interlibrary loan (ask your librarian).
Films available on Amazon Prime, Netflix, Hulu, Direct TV, Dish Network, Apple TV, Disney+, Tubi, and Freevee are always changing, so check your subscription services.
Remember that, in analyzing a film, you will need to watch the entire film at least once and parts of it multiple times. You will also need to provide time stamps for scenes or dialogue you analyze, so be sure to choose one of the films assigned by your professor to which you have access to for at least two weeks and on which you can track time stamps.
Explain why each KEY CONCEPT is true in a separate and thorough short paragraph form. Submit your key concept and paragraph by file uploads. If you don’t have a textbook read your home page
After opening the files below go up top to ZOOM to make it larger
Quality management is essential for companies looking to stay competitive and satisfy their customers by creating a quality-driven culture. By doing so, customers will keep returning, and the company will continue growing. However, everyone must adopt the same mindset toward quality management and work together to achieve the organizational goals.
The concept of quality management is new to your company, and it is looking for someone to help employees learn about this new concept. Based on the knowledge you have gained about quality management, you volunteered to share your knowledge of what you know about quality management.
Read this week’s assigned readings to help with completing your assignment:
Download the to help complete your assignment.
In a 35-page paper, address the following to help with your company concerns:
What is quality management? Include a brief overview of the evolution of quality management.
What are the 2 views of quality? Be sure to discuss the major differences between the two views. Recommend to your company which of the two views it should adopt and why.
Who are the leading contributors to the quality management concept, and what was their contribution?
How can your company implement quality management to remain competitive and satisfy its customers?
Please read all of the instructions and review the linked documents at the end of the assignment. You will need to use the paper template for your paper.
Assignment purpose:
As technical professionals, we are often called to research and report on topics associated with our projects. We must always be ready to analyze and evaluate a given problem, gain an understanding of the impact locally, nationally and internationally as well as analyze the potential ethical implications of our decisions. As part of this assignment, you will be able to practice your analysis skills as well as apply the knowledge we have gained throughout the semester.
In professional writing, we do not use personal pronouns like I when presenting a conclusion based on our research. The thesis is the reasoned conclusion based on the research. The conclusions you reach should be supported by citations from your research and should be based on what you found. In this type of writing, we never want to say things such as I believe. We want to make statements that synthesize our research and present well reasoned conclusions supported by our research sources.
For this assignment you will create a 5 to 8 page research paper to explore a technology topic in depth. The topic must involve an ethical issue that is directly caused by or significantly exacerbated by technology.
The discussion assignments throughout the semester have prepared you for this assignment. You can use the research and lessons learned during these assignments as a starting place for the paper.
The audience for the paper is someone who holds at least a bachelors degree and has a strong background in information technology.
The assignment is designed to ensure that you have practice in creating research papers in preparation for post baccalaureate work.
The genre for this assignment is an analytical research paper.
In this approach, the author is not taking a stand or expressing an opinion about the topic. Neither is it a book report, essay or summary of the resources used in researching the paper.
This paper should be used to explore the use of a technology and evaluate the ethical and global implications.
Part of a good evaluation is to present both sides of an issue. As you discuss the technology and evaluate the ethical and global implications, but sure to examine the issue(s) from both sides of the arguments. For example, we might want to strive to understand the positive as well as the negative impacts of a technology.
Your goal is to inform the reader about the topic, give him/her an in-depth understanding, and then present your conclusions. The paper should have minimal “what is” or “how to”, because this paper’s audience is technology savvy and knowledgeable of ethical theory, and the paper’s goal is to do an ethical and global analysis of your issue.
You can read more about the tone and approach as well as find an example of a thesis statement at the .
Use a topic from the list of possible topics linked below at the end of this page. If you wish to propose a new topic, please email me within Canvas mail. New topics MUST be approved by the instructor. If you previously took this course, you must select a new topic. Submitting work that was previously submitted in a prior version of this course or for another course may result in an academic charge for self-plagiarism under the FIU student code of conduct
Use the principles and analysis methods you have learned to explore the topic in-depth, showing clearly the global ethical issue(s) involved, any fallacies practiced to justify actions, what aspects of any recognized code of standards are violated or which could be applied. Include an ethical analysis using an ethical theory found in the Topic 3 material.
Be sure to explain how technology has played a key role in causing or exacerbating the global ethical dilemma. You must discuss the issues for at least two geographical areas.
Support your statements and analysis using in-text citations. A reference page is not sufficient. All works cited on the reference page must be cited using in-text citations within the paper.
Goals for the paper:
Identify the global issue or concern from the list provided or propose a new topic for your professors approval and succinctly summarize the global impact in your own words.
Analyze the global ethical issue(s) involved in your own words using the ethical theories discussed over the course of the semester. See Topic 3 for the ethical frameworks.
The paper should discuss at least two different countries (or regions) by name and give specific, concrete examples of the technology or technologies involved as well as the ethical concerned raise by the use of these technologies. The ethical analysis may be a separate section, or it may be woven into the analysis as the various aspects of the issue are presented.
Discuss any fallacies used to justify actions, what aspects of any recognized code of standards are violated or which could be applied.
Provide sufficient context and use common language to communicate your ideas to a reader who has a strong background in technology with at least a bachelors level of education.
Give examples that make abstract concepts concrete.
Organize content in a way that effectively reaches, engages, and communicates to the reader.
The paper is formatted in traditional IEEE format. The template provided within Canvas should be used for the structure and format of the paper. It also provides additional suggestions and assistance with the structure and tone of the paper.
Learning Outcomes:This assignment will fulfill one or more of the following learning outcomes:
Describe the legal, ethical, and social impacts of technology as related to individual privacy, security, and anonymity in societies across the globe and in the global Internet society. (Global Awareness)
Describe the legal, ethical, and social impacts of technology as related to intellectual property rights, and how the global reach of the Internet affects these issues. (Global Perspective)
Identify a computing professionals roles and responsibilities as related to intellectual property, privacy, anonymity, legal, social, and ethical issues. (Global Engagement)
Evaluation criteria:
REMINDER: Everything you need to know about the structure and format of the paper is in the template document. Use a copy of that file as your starting document and your formatting will already be set for you.
Key Content:
Ethical analysis included, using theory or codes of conduct
Global issue and analysis included
Counterarguments presented and ethically analyzed
Structure:
You should have an introduction that indicates the structure
The paper should be structured in appropriate sections and subsections
You should have a conclusion that summarizes
You have started new paragraphs where appropriate (not one big giant section with only 1 paragraph)
You gave a number to your last section (not N)
Formatting:
Follow the templates formatting EXACTLY for all parts of the paper
Pagination (abstract, start of body, refs page should all start on a new page)
Check that page header has correct page numbering
No excess space between paragraphs or sections
Grammar/Spelling:
Run a grammar check in Word and correct issues: run-on sentences, incorrect verb tenses, incorrect noun-verb agreement
Run a spell check in Word
Avoid useless, fluff, space-filling leading phrases (e.g., to begin with, in other words, furthermore, in addition, etc.). If you can remove that phrase and the meaning of the sentence does not change, it is useless and should be removed.
Inline citations:
All works in the reference page should have at least one inline citation within the paper.
Using citations is important to identify where that information originated.
Remember, citations both identify the source of where the ideas or thoughts originated as well as provide support for our assertions. In addition, it provides the reader with sources to explore if they wish to further explore the concept.
You followed the IEEE format (not APA, Chicago, etc.)
References:
You followed the IEEE format (not APA, Chicago, etc.) and refs are complete (not just URLs)
Refs are listed in the order encountered in the paper
Refs must include the URL you used to access the articles and they must be properly formatted.
Things that should NOT be in your paper:
Use of 1st (I, me, my, mine, we, us our, ours) or 2nd person (you, yours)
Use of contractions (e.g., doesnt should be does not)
Use of questions (this is not a conversation it is a research paper)
Personal opinions (no I think/I feel) statements must be supported by your citations
When asked: What kind of music do you listen to? many people answer: Everything but
For this discussion, please tell us about what genre(s) of music you dislike. (If there is not a genre of music that you dislike, tell us about two pieces of music you do not like.)
Begin by writing your everything but genre and include why you think it is your everything but.
Guidelines:
Elements of music should be discussed instead of song lyrics.
Specifically, discuss several elements of music (melody, rhythm, harmony, texture, timbre, form, and dynamics) to explain the reasoning for your musical genre dislikes.
Include at least two specific song examples of the music genre you do not like. Please include the song title, artist/composer, and a YouTube link for each song.
.jpg)
In this folder, links to some free film alternatives are provided for students who do not have subscriptions to streaming services, cable/satellite services, or a campus/local library with resources. Your professor will assign specific films for your section of English 1102, so be sure your focus is on an assigned film. Most of the videos here require ads for the film to be viewed for free. Additional ways to access films include (but are not limited to):