UCF State Politics Questions
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
UCF State Politics Questions
Mary Middle- Classy went on to extrapolate:
Men of color statically have more encounters with the police because unfortunately, they commit more crimes. My old liberal behavioral and social science college professors use to cite that “men of color are responding to the unfair structures of society that produced them.” However, there are no excuses. We send police to where the crime occurs. Do not resist, plan, and simple. If men of color have a problem with the system, they need to take it up with the justice system in court that is what it is there for.
After hearing the BLM presentation, Tyrone Jackson, along with several “ride or die” students at Cox High decided to demonstrate solidarity with the unarmed Black Men killed in police custody. It began with five Juniors all of whom were 16 years old at the time: Tyrone, Malcolm, Martin, Maya, and Mena. On Maya’s home computer, the five friends created stickers to wear at school. The stickers were the size of a 3.5 index card. They shaded in horizontal red, black and green stripes. Bolded white letters across the middle read:
“Screw Hate, Don’t Discriminate- Black Lives Matter.”
Southwestern Unified School District’s dress code policy outlines:
The dress, speech and work habits of the student should in every way possible support the seriousness of the educational enterprise. Southwestern USD considers the following examples ass dress in poor taste that will merit disciplinary actions: clothing imprinted with nudity, vulgarity, obscenity, profanity and double entendre pictures or slogan, or that promote illegal discrimination….
On February 4 the five students arrived at school wearing the “Screw Hate, Don’t Discriminate- Black Lives Matter” stickers as armbands on their right arms. Teachers reported no incidents of note or complaints on February 4th relevant to the stickers/ armbands.
A few other students took notice and asked Maya and Tyrone if they could have sticker armbands so that they could show their support for the BLM movement too. Tyrone agreed and printed 101 more sticker/ armbands that night at his home.
The next day, on February 5th, Tyrone and Maya passed out twenty-five stickers during the morning homeroom. Seeing this, more and more students began to express interest in wearing armbands. During lunch, Malcolm asked other students if they would join the “consciousness movement” and show solidarity for the unarmed black men and boys who died in police custody. Martin kept track of how many students requested the sticker/ armbands in his Peachee folder.
However, the North Stars’ canvassing was not entirely uneventful. When they approached a group of ROTC (Reserve Officer Training Corps) students, the lead cadet and others expressed their dissatisfaction with the word “hate” being used or singling out the “ONLY BLACK LIVES MATTER. ” The ROTC lead cadet engaged in what some observers called a “loud back and forth discussion” on the matter of whose lives matter. Mr. Right, a teacher monitoring the lunch area, quickly ended the dispute by ordering the students involved in the dispute to relax their nerves and finish eating lunch in peace. No physical altercations occurred.
UCF State Politics Questions
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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