Project Guidelines and Rubric<\/p>\n
Course Outcomes
\nIn this project ( help with nursing paper writing from experts with MSN & DNP degrees), you will demonstrate your mastery of the following competency:
\nAnalyze the evolving role of technology in one’s discipline of study or chosen profession by investigating the influence of technology on modern culture
\nIntegrate interdisciplinary approaches for determining how technology affects modern identity in personal and professional contexts
\nExplain how technology influences modern society by employing appropriate research strategies
\nRecommend strategies for utilizing current technology to meet personal and professional goals
\nArticulate informed viewpoints on how technology shapes the world and can influence change using effective communication skills
\nAssess the impact of emerging technologies on societal issues for incorporating diverse perspectives and viewpoints informed by relevant literature and interpersonal
\nexperiences
\nOverview
\nThis course explores technology and its impact on the world around us. Technology influences society and society influences technology, creating a feedback loop between them. You
\nwill critically analyze a feedback loop in this project ( help with nursing paper writing from experts with MSN & DNP degrees) through social, historical, and cultural approaches to technology with the aid of the four general education lenses: history,
\nhumanities, natural and applied sciences, and social sciences. From this enhanced understanding, you will be equipped to draw connections among technology, self, and society. These
\nskills are often necessary to achieve personal and professional goals across many disciplines.
\nDirections
\nFor this project ( help with nursing paper writing from experts with MSN & DNP degrees), you will write a 10-page paper that examines a social, cultural, or global event where a technology plays a significant role. In the paper, you will describe your chosen
\ntechnology and event, construct a thesis statement, perform a critical analysis that makes use of at least one of the general education lenses, and reflect on how your analysis can
\ninform your personal life and experience. You will demonstrate your ability to think critically, investigate, and communicate clearly.
\nSpecifically, you must address the following rubric criteria:
\n1. Evidence: You will use evidence to support your analysis throughout the project ( help with nursing paper writing from experts with MSN & DNP degrees).
\nA. Integrate reliable evidence from varied sources throughout your paper to support your analysis. Use at least two resources from the Module Resources sections of this
\ncourse and two resources that you find through your own research using the Shapiro Library.
\ni. It is important to draw from a more diverse pool of perspectives from varied sources to support the analysis. This is different from the Citations and Attributions
\nrubric criterion.
\nii. Reliable evidence from varied sources should be interwoven throughout the paper itself, while citing and attributing sources will be represented as APA in-text
\ncitations and a reference list at the end of your work.
\niii. You will be evaluated on both criteria.
\n2. Technology and Event Description: In this section, you will identify and discuss the factors that shape your thesis statement.
\nA. Describe a social, cultural, or global event where a technology plays a significant role. Include information such as how the event originated and what it is about.
\nB. Describe the technology significant to this event. Include information such as what the technology does and how it may help influence change.
\nC. Assess the societal or cultural influences of the technology involved in the event.
\nD. Explain your choice of general education interdisciplinary lens for analyzing the technology and its role in the event.
\nE. Construct a thesis statement that combines your event, the technology, the societal or cultural influences, and choice of general education interdisciplinary lens.
\n\uec6d \ue902
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\n3. Critical Analysis: In this section, you will analyze your technology\u2019s role in the event using one of the general education lenses and recommend strategies for using this kind of
\nanalysis to meet your personal and professional goals.
\nA. Analyze your technology\u2019s role in the event through one of the general education interdisciplinary lenses to determine the technology\u2019s impact on various institutions.
\nB. Analyze how social practices have been shaped by the technology involved in the event.
\nC. Describe at least one limitation of the technology involved in the event that could benefit from change.
\nD. Recommend strategies to address the limitations of the technology involved in the event.
\nE. Assess at least two significant factors that could affect how individuals understand the role of technology in the event, such as biases, beliefs, assumptions, and\/or
\nvalues.
\nF. Assess the benefits and challenges of critically analyzing technology in society.
\nG. Recommend strategies for using this kind of critical analysis for meeting your personal goals.
\ni. What might this look like in your everyday life? Consider how critically analyzing technology influence on a particular event can be used to address day-to-day
\nresponsibilities.
\n4. Reflection: In this section, you will describe how using critical analysis tools influences your personal experience, your field of study or profession, and how you interact with
\nothers.
\nA. Describe how critically analyzing a technology\u2019s role in an event has informed your individual framework of perception.
\ni. Consider how it has altered the way you perceive the world.
\nB. Describe how examining your bias may alter the way you use or don\u2019t use certain technologies.
\ni. Reflect on your own bias, then consider how an awareness of one\u2019s bias can change how one interacts with technology.
\nC. Explain how critically analyzing a technology\u2019s role in your event can influence your field of study or profession.
\ni. How can studying technology inform your understanding of the next big topic (sample nursing essay examples by the best nursing assignment writing service) of study in your field or profession?
\nD. Explain at least one way in which your analysis might have been different had you used one of the other general education lenses to analyze the technology\u2019s role in
\nyour event.
\nE. Explain how analyzing the technology\u2019s role in your event can help interactions with those of a different viewpoint, culture, and perspective.
\nWhat to Submit
\nTo complete this project ( help with nursing paper writing from experts with MSN & DNP degrees), you must submit a Word document of 10 pages in length (plus a reference page) using 12-point Times New Roman font, double spacing, and one-inch margins.
\nUse at least two resources from the Module Resources sections of this course and two resources that you find through your own research using the Shapiro Library. Sources should be
\ncited according to APA style. Consult the Shapiro Library APA Style Guide for more information on citations.
\nProject Rubric
\nCriteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
\nReliable Evidence From Varied
\nSources
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nIntegrates reliable evidence
\nfrom varied sources
\nthroughout the paper to
\nsupport analysis, including at
\nleast two resources from the
\nModule Resources sections
\nof the course and two
\nresources found through
\nindependent research using
\nthe Shapiro Library
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\ndrawing from a more diverse
\npool of perspectives, using
\nmore varied sources to
\nsupport the analysis, or using
\nat least two resources from
\nthe Module Resources
\nDoes not attempt criterion 5
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\nCriteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
\nsections of the course and
\ntwo resources found through
\nindependent research using
\nthe Shapiro Library
\nTechnology and Event
\nDescription: Social, Cultural or
\nGlobal Event
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nDescribes a social, cultural,
\nor global event where a
\ntechnology plays a significant
\nrole, including how the event
\noriginated and what it is
\nabout
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nproviding a more thorough
\ndescription of the event,
\nclear connection to the role
\nof technology, or additional
\ncontextual information about
\nthe event
\nDoes not attempt criterion 5
\nTechnology and Event
\nDescription: Technology
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nDescribes the technology
\nsignificant to the event,
\nincluding what the
\ntechnology does and how it
\nmay help influence change
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include a
\nmore thorough description
\nor greater support regarding
\nthe technology, what it does,
\nor how it may help influence
\nchange
\nDoes not attempt criterion 5
\nTechnology and Event
\nDescription: Societal or
\nCultural Influences
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nAssesses the societal or
\ncultural influences of the
\ntechnology involved in the
\nevent
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nproviding a more thorough
\nor detailed assessment of
\nhow society or culture
\ninfluences the technology
\ninvolved in the event or
\nproviding more support for
\nthat assessment
\nDoes not attempt criterion 5
\nTechnology and Event
\nDescription: General
\nEducation Lens
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nExplains choice of general
\neducation interdisciplinary
\nlens for analyzing the
\ntechnology and its role in the
\nevent
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nconnecting one of the four
\ngeneral education lenses to
\nthe role of the technology in
\nthe event or providing a
\nmore convincing or thorough
\nDoes not attempt criterion 5
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\nCriteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
\nexplanation of why the lens
\nwas chosen
\nTechnology and Event
\nDescription: Thesis Statement
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nConstructs a thesis
\nstatement that combines the
\nevent, technology, societal or
\ncultural influences, and
\nchoice of general education
\ninterdisciplinary lens
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include a
\nclearer or more concise
\nthesis statement that
\nintegrates event, technology,
\nsocietal or cultural
\ninfluences, and choice of
\ngeneral education lens
\nDoes not attempt criterion 5
\nCritical Analysis: Impact on
\nInstitutions
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nAnalyzes the technology\u2019s
\nrole in the event through a
\ngeneral education
\ninterdisciplinary lens to
\ndetermine the technology\u2019s
\nimpact on various
\ninstitutions
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nusing one of the lenses to
\nanalyze the technology\u2019s role
\nin the event, conducting a
\ndeeper analysis of the impact
\nof the technology on various
\ninstitutions through the
\nchosen lens, or providing
\ngreater support for the
\nanalysis
\nDoes not attempt criterion 5
\nCritical Analysis: Social
\nPractices
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nAnalyzes how social
\npractices have been shaped
\nby the technology involved
\nin the event
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nconducting a deeper analysis
\nof how social practices have
\nbeen shaped by a specific
\ntechnology, or providing
\ngreater support for the
\nanalysis
\nDoes not attempt criterion 5
\nCritical Analysis: Limitation
\nThat Could Benefit From
\nChange
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nDescribes at least one
\nlimitation of the technology
\ninvolved that could benefit
\nfrom change
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nproviding more thorough
\nsupport of why the chosen
\nlimitation could benefit from
\nchange or adding more detail
\nDoes not attempt criterion 5
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\nCriteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
\nabout the kind of limitation
\ndescribed
\nCritical Analysis: Strategies to
\nAddress the Limitations
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nRecommends strategies for
\nhow to address the
\nlimitations of the technology
\ninvolved in the event
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nproviding more relevant or
\nappropriate strategies for
\nhow to address the
\nlimitations of the technology,
\nor providing a more
\nthorough explanation of the
\nstrategies selected or the
\nreason why they were
\nrecommended
\nDoes not attempt criterion 5
\nCritical Analysis: Factors That
\nCould Impact Understanding
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nAssesses at least two
\nsignificant factors that could
\nimpact how individuals
\nunderstand the role of
\ntechnology in the event,
\nsuch as biases, beliefs,
\nassumptions, and\/or values
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nidentifying two specific
\nfactors that could affect how
\nindividuals understand the
\nrole of technology in the
\nevent, or providing more
\nthorough support for choice
\nof factors
\nDoes not attempt criterion 5
\nCritical Analysis: Benefits and
\nChallenges
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nAssesses the benefits and
\nchallenges of critically
\nanalyzing technology in
\nsociety
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nconnecting the benefits and
\nchallenges assessed to
\ntechnology, providing a more
\ndetailed assessment of
\nthese, or providing more
\nsupport for them or how
\nthey relate to technology in
\nsociety
\nDoes not attempt criterion 5
\nCritical Analysis: Strategies for
\nPersonal Goals
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nRecommends strategies for
\nusing critical analysis for
\nmeeting personal goals
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nproviding more relevant or
\nDoes not attempt criterion 5
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\nCriteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
\nappropriate strategies for
\nusing critical analysis for
\nmeeting personal, or
\nproviding a more thorough
\nexplanation of the strategies
\nselected or the reason why
\nthey were recommended
\nReflection: Individual
\nFramework of Perception
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nDescribes how critically
\nanalyzing a technology\u2019s role
\nin an event has informed
\nindividual framework of
\nperception
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nproviding additional details
\nor a more specific
\ndescription of how critically
\nanalyzing a technology\u2019s role
\nin an event has informed
\nindividual framework of
\nperception
\nDoes not attempt criterion 5
\nReflection: Bias Exceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nDescribes how examining
\nbias may alter the use or lack
\nof use of certain
\ntechnologies
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nclearly connecting bias and
\nthe use or lack of use of
\ncertain technologies, or
\nproviding more thorough
\nsupport for how examining
\nbias may alter this usage
\nDoes not attempt criterion 5
\nReflection: Field of Study or
\nProfession
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nExplains how critically
\nanalyzing a technology\u2019s role
\nin an event can influence
\nfield of study or profession
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nconnecting the critical
\nanalysis of a technology\u2019s
\nrole in an event to an
\nacademic or professional
\nexperience, or providing
\nmore thorough support for
\nthis connection
\nDoes not attempt criterion 5
\nReflection: Different General
\nEducation Lens
\nExceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nExplains at least one way the
\nanalysis might have been
\ndifferent if another general
\neducation lens was used to
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nDoes not attempt criterion 5
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\nCriteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
\nanalyze the technology\u2019s role
\nin the event
\nuse of an alternative general
\neducation lens, a clearer
\nexplanation of how the
\nanalysis might have been
\ndifferent if one of the other
\ngeneral education lenses had
\nbeen used to analyze the
\ntechnology\u2019s role in the
\nevent, or more support for
\nthe explanation
\nReflection: Interactions Exceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nExplains how analyzing the
\ntechnology\u2019s role in the
\nevent can help interactions
\nwith those of a different
\nviewpoint, culture, or
\nperspective
\nShows progress toward
\nproficiency, but with errors
\nor omissions; areas for
\nimprovement may include
\nconnecting the value of
\ncritical analysis to
\ninteractions with people with
\na different viewpoint,
\nculture, or perspective, or
\nproviding a more thorough
\nexplanation of how the
\nanalysis can help these
\ninteractions
\nDoes not attempt criterion 5
\nArticulation of Response Exceeds proficiency in an
\nexceptionally clear, insightful,
\nsophisticated, or creative
\nmanner
\nClearly conveys meaning
\nwith correct grammar,
\nsentence structure, and
\nspelling, demonstrating an
\nunderstanding of audience
\nand purpose
\nShows progress toward
\nproficiency, but with errors
\nin grammar, sentence
\nstructure, and spelling,
\nnegatively impacting
\nreadability
\nSubmission has critical errors
\nin grammar, sentence
\nstructure, and spelling,
\npreventing understanding of
\nideas
\n5
\nCitations and Attributions Uses citations for ideas
\nrequiring attribution, with
\nfew or no minor errors
\nUses citations for ideas
\nrequiring attribution, with
\nconsistent minor errors
\nUses citations for ideas
\nrequiring attribution, with
\nmajor errors
\nDoes not use citations for
\nideas requiring attribution
\n5
\nTotal: 100%<\/p>\n","protected":false},"excerpt":{"rendered":"
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