Journal of Transformative Education Research Essay
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Journal of Transformative Education Research Essay
Required Resources Read/review the following resources for this activity:
- Textbook: review all chapters
- Minimum of 5 scholarly sources (This includes the source from Week 3 Proposal.)
Instructions Create a complete annotated bibliography for 5 academic scholarly sources (including your source from Week 3). Include the following:
- Introduction and thesis for your paper (to the best extent as you know it at this time)
- Publication details
- Annotation (a detailed reading of the source)
The annotation section should include the following:
- Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
- Describe the controversies or “problems” raised by the articles.
- State whether you agree or disagree and give reasons.
- Locate one or two quotations to be used in the final research project.
- Evaluate the ways in which this article is important and has helped you focus your understanding.
APA Reference Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.
Annotation Example In this article, Mezirow (2003) makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like.
“Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world.
Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully.
One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see better people, actors in the world, and interested investigators than we currently have graduating high school.
Writing Requirements (APA format)
- Length: 1-2 paragraphs per annotation
- 1-inch margins
- Double spaced
- 12-point Times New Roman font
- Title page
This is what you have done for week 3.
Week 3 Course Project Milestone: Marijuana Legalization Debate in the USA
The course project chosen and described in this proposal is the marijuana legalization debate in the USA. For several years, the debate on marijuana consumption has been based on its categorization as a drug capable of abuse and destruction to not only the physical health, but also, mental and social health of the consumers. However, over time, perceptions on marijuana have evolved significantly such that there have been laws that have legalized its consumption in various states in the USA (Amy et al., 2017).
Before beginning to understand marijuana legalization, an understanding of the categorization of marijuana is important as this has implications on what category of marijuana is considered safe and hence socially acceptable. The first category is CBD (cannabidiol) which is a non-psychoactive substance in marijuana which is considered useful owing to its medical benefits.
The other categorization is medical marijuana refers to marijuana that has been prescribed by a trained and certified physician to help patients to manage symptoms of certain conditions, for instance patients with intractable seizure. On the other hand, recreational pot is marijuana that is often consumed with no backing of medical justification and contains significant quantities of THC, the psychoactive substance in marijuana (Amy et al., 2017).
In the present dispensation, states that have legalized marijuana have done so in an attempt to decriminalize marijuana. This was experienced in the 1990s when five states passed medical marijuana laws that essentially eased the law to have lenient penalties extended to those possessing small quantities of marijuana. However, trafficking of marijuana as well as possession of large quantities of marijuana illegal (Amy et al., 2017).
Since the 1990s, the consumption of marijuana, especially recreational pot, has become more mainstream. Today, many people view its consumption as less harmful unlike in the past years such as the 1970s. For many states that have so far passed marijuana legalization laws, their war on drugs has had an element of decriminalization of marijuana. It should be understood that these states do not essentially legalize marijuana but decriminalize it.
This means that those found guilty of trafficking marijuana can still be prosecuted and fined or jailed, depending on the specific stipulations of the marijuana legislations in these states. Finally, the legalization of marijuana continues to be a hot debate as perceptions continue to evolve and become more liberal (Amy et al., 2017).
Amy M. Cohn, Amanda L. Johnson, Shyanika W. Rose, Jessica M. Rath & Andrea C. Villanti (2017). Support for Marijuana Legalization and Predictors of Intentions to Use Marijuana More Often in Response to Legalization Among U.S. Young Adults. Substance Use & Misuse, 52(2), p. 203-213, DOI: 10.1080/10826084.2016.1223688 .
Journal of Transformative Education Research Essay
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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