Self Reflective-person345

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

My work throughout this course required me to make drastic revisions to my writing. These revisions required me to interact with my professor. My professor guided me through the process of researching my topic. He gave me advice on what should be revised and often how to revise the parts I had to. Social interaction with the professor was essential to get the necessary feedback needed to improve my work and to become successful in this course. My White Paper and my short arguments (Definition, Causal, and Rebuttal) are prime examples of this.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

For ideas to write about emerged by examining resources which brought in new ideas. An example of me following this core value is the Purposeful Summaries assignment. This might not seem like an obvious choice, but the assignment helped me come up with ideas that make sense and are arguable. Writing purposeful summaries about counterintuitive arguments made me come to better idea on what topics are good arguments. Also, my Stone Money essay is an example of this core value because it served as a practice argument. For this short argument, I examined multiple sources to grasp a topic to write about.

Core Value 3: My work shows that I can rhetorically analyze the concept of my writing and other texts and visual arguments. 

I met this Core Value by being able to watch a video clip and to analyze its meaning without sound. I did this in my Visual Rhetoric Rewrite. I was able to know and understand the whole ad and break it during every frame to explain and analyze the overall message of the ad and hidden meanings that by watching the ad itself cannot explain all without making the readers watch the video.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

Throughout this course, I have been supporting my ideas with relevant evidence that supports my thesis. My White Paper served as a place where I can compile all my relevant sources that were found and properly cite them. The sources I used were mostly academic articles related to my topic. I then applied the sources to support my claims in my Research Paper.

Core Value 5: My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation.

This Core Value is best represented in my Annotated Bibliography. My bibliography is consisted of all my sources that were used as evidence for my research paper. Included are the proper APA citations of all sources as well as background information and an explanation on how I used each source after each citation. In my paper, I always referenced and credited each source I used when analyzing a claim.

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My Hypothesis – CapChed

  1. Police brutality
  2. Social media, black lives matter, and police brutality
  3. Black lives matter and social media had affected people’s viewpoint on police brutality
  4. The attention of police brutality has been heightened by social media during black lives matter.
  5. Removing social media would have allowed police brutality to continue and to roam freer while going unnoticed.
  6. If people just do what they’re told and abide by the police request, then police brutality wouldn’t be a thing.
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causal rewrite-honeysucklelilac

Shopping At Thrift Stores Is Trendy

The convenience of the internet has made shopping for virtually anything extremely accessible. Now, if somebody sees something they like that is owned by someone else they can easily type into Google the description of the item and find it, or something similar, in seconds. Online shopping has become the norm for consumers when looking for clothes. A study by NPR found that as many as 84% of Americans have purchased clothes or shoes from a digital retailer. Clearly online shopping is popular and will continue to rise, particularly amongst young adults as the world becomes more technologically advanced. In the EU, e-commerce picked up, that over the 2010-2020 period those aged 16-24 had the biggest increase of online shopping at 29%. Younger generations are driving the increase of online shopping more than any other age group. 

Generation Z, (those born from 1990-2010) are in the most impressionable part of their lives right now. The desire to fit in and conform to cultural norms to get a positive reaction on social media is a factor that influences their eating habits, hobbies and clothing choices. Much of this generation is preoccupied with social acceptance and coolness associated with the clothes they wear. People liked to be liked, and tend to conform to popular trends in order to feel accepted. In an article for Mindless Mag, Rachel Howel makes the point that, “Although fashion can contribute to aiding an individual with good mental health, the immense pressure for young people to stay up to date can be jarring.” Trends in the world of fashion are constantly changing with every season so consumers need to buy more clothes before they’ve even worn through their old ones in order to keep up. Those on social media feel pressure to keep up to date with the newest trends because they want the validation received through likes on the pictures they post. Generation Z is also looking for lower priced clothes because most of them cannot afford to pay much more for their wardrobe. They are focused on putting their money towards other things and don’t want to pay designer prices if they can find something that looks the same for less. The most common solution for those in Generation Z has been to turn towards fast fashion websites. Fast fashion has allowed people to keep up with the newest trends at the cheapest price.

High school and college students are looking for clothes they can buy for cheap to wear once out at a party or other social event. They are looking for something to fit the theme of the outing they’re going to without breaking the bank. It’s known when they begin the process of looking for new clothes that the quality of the clothes isn’t going to be the best but that’s what they are expecting. If the clothes are damaged or the purchaser does only wear it once before it’s out of style, it doesn’t matter because they didn’t spend a lot of money on it to begin with. Due to the low price of the clothes, the quality of the material is also going to be low. A study done by Laitala K. and Klepp I.G. through PLATE, found that of the 620 clothing items used by 16 households, 50 of the garments were never used. In total every fifth garment was either never used or used only a couple of times by the current owner. Klepp and Laitala also found that of all the age groups studied, teenagers and young adults had the shortest average lifespan of all their garments at less than half compared to older generations. 

It is becoming more popular for these younger generations to shop at thrift stores. The motivation to shop in thrift stores is shifting towards being for fashion purposes.Thrift stores are trying to get rid of the stereotype that they are dark, disorganized and dirty. The motivation to shop at thrift stores is shifting away from being purely economic. For example, Plato’s Closet is a second hand store that specifically asks it’s donors for brand name clothes like Free People, LuluLemon and Urban Outfitters. They ask for name brands so that they’re target market knows that Plato’s Closet is a place to go to find those popular clothing brands. 

The problem is that the younger generations shop at thrift stores more than they donate. In Roger Bennett’s study titled “Factors Underlying the Inclination to Donate to Particular Types of Charity,” in the International Journal of Nonprofit and Voluntary Sector Marketing, he found that 60% of donations come from those aged 60-70. The reason these fast fashion clothes are being thrown away before their full potential is used is because there aren’t advertised places and ways to easily donate clothes.Data found in a study, Fast-fashion consumers’ post-purchase behaviours found that “fast-fashion consumers had positive attitudes towards the environment, yet they did not participate in recycling.” Author Hyun-Mee Joung, concluded that the want for these consumers to recycle was there, fast fashion companies just need to implement and remind their customers of the importance of sustainability. 

References

Bennett, Roger (2003),  “Factors Underlying the Inclination to Donate to Particular Types of Charity,” International Journal of Nonprofit and Voluntary Sector Marketing,” Vol. 8, pp. 12-29.

Commerce statistics for individuals. Retrieved April 12, 2021. 

Howell, Rachel (2020, October 10)  Gen z’s pressure to keep up with fashion trends. Retrieved April 12, 2021.

Joung, H.-M. (2014), “Fast-fashion consumers’ post-purchase behaviors” , International Journal of Retail & Distribution Management, Vol. 42 No. 8, pp. 688-697. 

Kiersten, E 15 eye-opening online Shopping statistics for 2020. (2021, February 25). Retrieved April 12, 2021.

Laitala K. and Klepp I.G. Age and active life of clothing. (2016, October 27). Retrieved April 12, 2021.NPR/Marist poll: Amazon is a Colossus in a nation of shoppers. (2018, June 06). Retrieved April 12, 2021.

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Research-Icedcoffeeislife

Understanding Anxiety in Swimming

College swimmers are faced with a crazy amount of anxiety throughout their four years in school. Most of this anxiety is coming from the pressure of their training in the pool to their academic work or school and maintaining a certain level of sanity in their life. This amount of stress can lead any person into a state where their anxiety is heightened in some way. Having this anxiety heighten can affect how a swimmer moves forward through their swim training or if they feel burnt out. Through recent studies there have been parts where anxiety shows that swimmers have been affected gravely by anxiety. When it comes to mental illness in athletes they are usually overlooked by their coaches or athletic trainers are not thinking twice about it. When in reality almost everyone on the team is dealing with some level of anxiety. Anxiety has been overlooked in athletes for years, looking into the research that has been done through the years has shown how it is still time to stop ignoring the signs that swimmers are having. There needs to be action taken in helping swimmers asking for help with their anxiety, instead of them trying to deal with it by themself. 

Anxiety is something that has been involved in any point of someone ‘s life without them even knowing. There are different levels of anxiety that athletes are faced with from practice anxiety to competition anxiety that can affect how that athlete may perform. When an athlete is faced with this anxiety that can either use it as a type of motivation in their swimming or use it as a way to destroy their confidence.  Depending on the swimmer they can either turn their anxiety into a way of fueling them or the anxiety can destroy their self-confidence. The role that anxiety and self-confidence play a huge impact on a swimmer’s life. There is a balance that needs to be formed within an individual. If there is more anxiety than self-confidence then that person is going to be living in fear of succeeding. But if there’s more self-confidence than anxiety, that person is going to be over confident and when they fail it is going to hit them hard. According to a study done by Research Quarterly for Exercise and Sport, they looked at the relationship between self-confidence and anxiety in swimming. Throughout the study there was a correlation between self-confidence and anxiety, the study states, “Swimmers achieved this by blocking out the negative thoughts and images and replacing them with positive ones, a process perceived to enhance self-confidence and performance.” With blocking out the negative thoughts that are driven by anxiety, swimmers are able to perform to the best of their ability. But this looks a lot easier said than done. To block out these thoughts, the person has to stay away from the triggers that have been formed to keep the negative thoughts out. With blocking the triggers that will lead to negative thought or anxiety,  a swimmer may be able to perform at the best of their ability. 

The pressure that swimmers face is hard to recreate in any other sports because of the individual aspect of the sport but also the team aspect. Swimmers are trying to swim their individual event, while also winning points for the team. This kind of stress of competing for a team, is the root of where the pressure comes from. A swimmer does not want to let themselves down by losing, but more importantly they don’t want to disappoint their team. Taking this amount of stress and adding on the pressure of performing well in school. This is where athletes will start to form anxiety. They are being stretched out thin by their sport and by academics. Keeping everything in order is hard when an athlete has 6:00 am practice class at 9:30 am, then another practice from 4:00 pm to 6:00 pm, and finally another class from 6:30 pm to 8:00 pm. This kind of schedule is the breeding ground for swimmers to be overwhelmed by that amount of workload. In a study done in the Journal of Issues of Intercollegiate Athletics, they focus on the pressure that swimmers face throughout the season. The study states, “heavy workload and pressure to perform increase their stress levels to the point of making it a risk factor for their wellbeing.” As a student-athlete there is already a pressure of being exposed to symptoms of anxiety or depression earlier than other students. Adding on the factor of training, class, and homework, there is little time for swimmers or any college athlete to hit the reset button to just have a little breathing room. Without creating a time management schedule there will be major negative effects on a swimmer that will cause major anxiety. Creating a schedule will help lower an athletes schedule, but keeping to this schedule can be quick and hard.  

Anxiety is such a complicated mental illness because it can be overlooked so easily, by just being stressed you just take a deep breath and move forward. Swimmers can be scared to step forward that they may have anxiety due to the fear of being looked down on. That their anxiety will be looked at as a weakness in them. The narrative that anxiety has gotten over the years is not one that should be looked at as a good one.  With many student-athletes not just swimmers have been scared to ask for help from their coach. Openly talking to a coach about suffering from anxiety, the coach is going to want to help you in the best way they possibly can, but sometimes coaches can come off the wrong way and do more harm than good. Some coaches can brush off your feelings and tell you to just push through, wherein reality it is a lot harder to push through. Other times coaches are trying to put the best team together for a meet, and they may not want to put an athlete that is going through a hard time. This is where the relationship of a coach and athlete become important. Because if there is no trust between them, a swimmer is going to have a hard time dealing with anxiety. 

In a research paper by Sarah Jean Hatteberg, she focuses on the importance that social support is important that an athlete finds, but also looking at the complicated part of social support. Having a negative relationship with a coach is one of the stresses that can lead to anxiety in swimming. Hatteberg writes, “athletes’ perceived argument with coaches, unfair treatment by coaches, and coaches’ disappointment are sources of stress emanating from the player-coach relationship.” When a coach is unable to be there for an athlete it can be very damaging to their anxiety. The athletes will start to feel their self worth going down the drain. When a swimmer does not have a supportive coach it makes it very hard to get the motivation to come to practice. This ties into a swimmer’s anxiety because how a coach is someone that a swimmer needs to provide a sense of comfort from them. A coach that is not being helpful with a swimmer that is experiencing a type of anxiety, this can turn swimming into a negative place to go. When a coach starts to chat like this, it starts to turn swimming and the coach into the rut for their anxiety. Instead of helping them the coach has made their anxiety worse. 

Looking at how the coaching environment and time management, when these things do not line up, can be a very negative place for a swimmer to go. When swimmers get to college they start to feel a sense of benign burnt out. With having swim for almost the utmost of their career, nothing will prepare a swimmer for the amount of stress they will face in college. According to the Journal of Issues of Intercollegiate Athletics, about only 7% of all men and women high school swimmers went on to compete in the NCAA.”  Depending on the level of division an athlete picks, there is always going to be an amount of anxiety that comes with it. Division one swimmers are faced with the most amount of stress because they are being paid to swim for the school. Where division 3 swimmers have some breathing room, but they still are being pushed to perform academically. There is still an amount of stress that is shared amongst each division of swimming, every swimmer has an understanding of what kind of stress they are unders. Swimmers want to be able to prove that the coach made the right decision on having them come to their school. 

Decision to swim in college brings on a whole different kind of anxiety for swimmers, because you picked to content swimming and any mistake that you make can have negative effects. In the high of the season, there is a lot of change in mood states during this time. Swimmers rethink why they chose to keep swimming, why they are putting themself through this. Anxiety starts to set in and this will slowly start to affect how that swimmer is going to approach their swimming now. A swimmers anxiety will mostly pop out right before a competition, this type of anxiety is called competition anxiety. According to Graham Jones and Sheldon Ashton in the “Journal of Sport and Exercise Psychology”, consider competition anxiety over the years has been viewed as negative, but in recent years it research has shown that anxiety can have a positive effect on swimmers. Depending on if a swimmer is going to be affected by their anxiety, determined by how they approach their goals. If they come into their goal with a negative mindset they are going to be negatively affected negatively. If they come in with a positive mind set, there is a higher chance that they are going to be affected positively. In the study that was conducted it showed how swimmers were affected differently, it was found that “positive goal attainment expectancy group interpreted their cognitive anxiety symptoms as being facilitative, whereas the negative/uncertain group interpreted them as being debilitative ” according to Graham Jones and Sheldon Ashton. Building strong goals is helpful in keeping a swimmer’s anxiety from being so negative. Creating goals is a way of keeping their mind busy from thinking about competing.  

How anxiety affects a person is up to the person themself. They have to decide if they want it to help them compete better or stop them from competing to the best of their ability. This is a lot easier said than done, when it comes to swimming it’s easier to get into a negative headspace. Having one bad race can lead them into a down spiral of their anxiety turning from positive to negative.There are different mental strategies that a swimmer can practice to help them get their anxiety under control. Some of these strategies are helpful for some swimmers, but they are not effective for everyone. Imagery, breathing techniques, and tia chin, are some of the best techniques that a swimmer can do to help them lower their anxiety before a race. 

In a study by Sean Cia, look at different methods to help lower anxiety and depression in student-athletes. Throughout the course of the study the most effective method was tai chin. According to Sean Cia, tia chin is “a kind of relaxation exercise”, with relaxing an athletes mind can help them to let go of some of the stress that they care about through the courses of the season. However, at the end of the study students say they know short-term effects on their anxiety and depression. This may be because they were unfamiliar with tai chi and where to use it. This is important to take into consideration, because an athlete may not have a proper understanding of what the task was and they were being asked. For a person that has been doing this sport for several years, it may be hard for them to add new techniques to help them with their mental health. Without having help from incorporating tia chin their schedule to making time for it they are mostly likely to forget about practicing tai chin. Which was noticeable in the study done by Sean Cia, that with the two groups there was no significant difference in the results. Looking at the whole of the study, there are good points that are benign made, but if the swimmers do not keep up with the practices. There is no true way of seeing if these techniques are truly useful in helping swimmers. 

Emotions of swimmers are constantly changing though the season, where towards the end swimmers anxiety is acting up the most. The pressure of performing at a championship, is something that can have a very negative effect on a swimmer. With the fear of not performing could cause the team from not winning the overall championship. Or the meet is the last chance for a swimmer  to get a cut for NCAA championship ro olympic trials. The build up to these meets, push swimmers to power through their anxiety and see if all their hard work will pay off. In a study done by Phillip Vacnher called “Changes of swimmers’ emotional States during the preparation of the National Championship.” Vacnhers writes, “emotional states were characterized by distinct trajectories during the training period preceding a major competition.” With different trajectories were the representation of different swimmers leading up to the competition. Some swimmers that were able to have reduced training leading into the meet were able to compete better than swimmers that did not have reduced training into the meet. When a swimmer had a bad race before the championship meet, they were more likely to head in the meet with a higher anxiety than other swimmers. 

Reduced training is a conversation that a coach and swimmer need to have together, if they do not have this conversation there could be confusion on what the swimmer focuses on. Causing them to have been reducing their training for the wrong meet, which would cause a sense of panic and overwhelming amount of anxiety. Vanchers claim “swimmers felt more unpleasant emotions, fewer pleasant ones and lower positive expectations of their ability to cope and reach goals,”  the emotion that swimmers are being mostly faced during these experiences is anxiety. The amount of anxiety that swimmers are feeling when their training is reduced at the wrong time is destroying their motivation. Which leads into making their new training goals hard because they were not prepared for their goals to end at that race. Where in reality they are just so overwhelmed by the amount of anxiety that is being placed on them, they lose all motivation to compete.

Anxiety affects such a large amount of swimmers that it is not common that a swimmer has to deal with some type of anxiety that another swimmer might have been going through. There is still a small amount that has not been feeling that high of anxiety as other swimmers, this swimmer is just experiencing a different level of confidence than other swimmers will experience throughout their career. This type of swimmers is a different kind, where they thrive in stressful situations and that is where they perform the best because their confidence is over ruling their anxiety. This swimmer goes through a little bit of anxiety but instead of it affecting them in a negative way, they thrive on it. Anxiety has created this idea that it will always affect a swimmer in a negative way. But when these types of athletes fail for the first time, they are hit with all the emotion that other swimmers feel after every meet. Failure, disappointment, angery, and anxiety. These swimmers may be able to overcome this failure, but there will always be a little bit of anxiety they feel each time they race. Instead of using the anxiety as a way to fuel them, but keeping them afraid of feeling anxiety again.

College swimming is such an interesting sport to understand, because looking at the outside it seems like such a simple sport. Just get in a pool and swim the fastest to get to the wall first. In reality, it is so much more than just getting a hand on the wall. Swimmers are racing  the clock, trying to improve their time, well also scoring points for their team. Swimming is as much an individual sport as it is a team sport. Imagine having the pressure of being in a team sport, well also computing individually for yourself. This is where anxiety is formed throughout the sport. There is so much pressure put on swimmers to put up best times at each meet that it takes a mental toll on them. Add being a full time college student on top of the pressure from swimming. Anxiety needs to stop being seen as an excuress from swimmers. There are very few people that can keep their grades up well and also perform in a sport every weekend. Colleges and coaches need to start to understand that this type of anxiety is the reason why there are so many swimmers that feel overtrained and burnt out. Colleges need to stop seeing student-athletes as a way to make money, but as college students that are being asked to bend over backwards to be amazing students and athletes. Anxiety needs to be viewed as not just a mental illness but as an injury in a way. If You don’t fix an injury it will just keep getting worse, until it becomes unable to swim. That Is what anxiety represents, being an invisible injury. Without getting help for anxiety, there would be a point where that swimmer can no longer push through it. 

References

Jones, G., & Hanton, S. (2019). Interpretation of Competitive anxiety symptoms and goal attainment Expectancies. Retrieved 2021, from https://web-a-ebscohost-com.ezproxy.rowan.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=1c0a1e13-571f-4448-9a7e-5f9bf237936a%40sdc-v-sessmgr01

Vacher, P., Nicolas, M., Martinent, G., & Mourot, L. (2017, June 07). Changes of swimmers’ emotional States during the preparation of National Championship: DO recovery-stress States MATTER? Retrieved April 17, 2021, from https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01043/full

Hatteberg, S. (2015). Institutional stress and compromised social support in collegiate athletics: The student-athlete experience. Retrieved April 17, 2021, from https://search.proquest.com/docview/1709243641?pq-origsite=gscholar&fromopenview=true

Cia, S. (2000). Physical exercise and mental health: A content integrated approach in coping with college students’ anxiety and depression. Retrieved from https://search.proquest.com/docview/233005480?fromopenview=true&pf-orgsite=scholar

Stoa, R., Fogaça, J., & Johnsen, L. (2020). Feel the Pressure: Stress and Intrinsic Motivation in Collegiate Swimmers. Retrieved 2021, from http://csri-jiia.org/wp-content/uploads/2020/08/RA_2020_13.pdf

Hanton, S., & Connaughton, D. (2020). Perceived control of anxiety and its relationship to self-confidence and performance. Retrieved 2021, from https://www-proquest-com.ezproxy.rowan.edu/docview/218503534/fulltext/29A7E8B928F04248PQ/1?accountid=13605

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Annotated Bibliography – mrmba1

  1. Berchicci, Marika. “Benefits of Physical Exercise on the Aging Brain: The Role of the Prefrontal Cortex.” 2013. https://bit.ly/3vLcyyH
    1. Content: This study done by the Department of Human Movement at the University of Rome discusses and discovers that increased physical activity in later stages of life can help to preserve brain function, especially in the prefrontal cortex.
    2. How I used it: This was used in my definition paper to tie exercise to mental benefits before tying exercise to drumming and finally drumming to these benefits.
  1. Britton, Luke Morgan. “Insomnia, Anxiety, Break-ups… Musicians on the dark side of touring.” The Guardian. 2015. https://bit.ly/3wGzYGy
    1. Content: Discusses the straining mental demands of professional musicians as well as how it negatively impacts their social life.
    2. How Used It: This source was used in my rebuttal paper to actually emphasize the positive mental and social impacts of being a professional or touring drummer.
  1. De La Rue, S. E. Energy Expenditure in Rock/ Pop Drumming. 2013. https://bit.ly/39qRuVl
    1. Content: Discusses the rigorous physical exertion found from drumming, and compares drumming to multiple “real” sports such as swimming or cycling. It continues to describe a study incorporating several drummers of many ages and skill levels that aimed to identify the amount of energy used as well as how physically demanding drumming actually is, and if it qualifies as exercise.
    2. How I Used It: This was used in my causal paper to highlight many of the positive physical effects that drumming can have on people.
  1. Halevi-Katz, Dana N. “Exposure to music and noise-induced hearing loss (NIHL) among professional pop/rock/jazz musicians.” 2015. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4918652/
    1. Content: This article described the immense amounts of sound waves that come from being a professional musician or even a casual drummer and how damaging they can be on the players’ ears.
    2. How I Used It: I used this article in my rebuttal paper, as it provided the dual purpose of introducing a negative effect of drumming (hearing loss), as well as the steps required to prevent this negative from happening in the first place.
  1. Holt-Lunstad. “Loneliness and Social Isolation as Risk Factors for Mortality: A Meta- Analytic Review.” 2015. https://doi.org/10.1177/1745691614568352
    1. Content: The study discussed the negative impact of social isolation, and found that humans who lacked meaningful social interactions had a higher risk of heart diseases, and in turn a higher risk for early mortality. Since professional drummers often require many hours of practice and can easily get lost in this practice,
    2. How I Used It: I used this article in my rebuttal to display the argument that points out the possible devastating social effects of being a professional drummer.
  1. Kopp S., Maria. Where psychology meets physiology: chronic stress and premature mortality. 2003. https://bit.ly/3szmFp
    1. Content: This study found that high levels of stress led to premature death and other health risks. A simple yet powerful conclusion, this evidence was used in my rebuttal when discussing the dangerous mental effects of being a drummer. Being the drummer requires a lot of responsibility which can come with immense amounts of stress, and this study displays the effect of that stress.
    2. How I used it: this was used in my rebuttal argument to explain the negative aspects of stress that come with being a professional drummer or other musician that’s relied upon.
  1. Penedo, Frank J. “Exercise and well-being: a review of mental and physical health benefits associated with physical activity.” 2005. https://bit.ly/2QUyQir
    1. Content: This study explores the benefits of physical exercise and how it related to a healthier and longer life, reducing risks for things such as cardiovascular diseases and arthritis.
    2. How I used it: This was used in my definition paper to help readers understand the benefits of exercise before relating drumming to those benefits to get a deeper understanding of how drumming can be healthy in the long term.
  1. Perkins, Rosie. Making music for mental health: how group drumming mediates recovery. 2016. https://bit.ly/3sBRysO
    1. Content: This article follows mentally ill patients and recovering addicts through drumming treatments. It found that participating in these rhythmic, therapeutic drum circles sped up recovery and made that patients feel better mentally.
    2. How I used it: This source was used in my causal paper as it contains overwhelming evidence in support of the positive mental effects of drumming.
  1. Selvanetti, Alberto. “Overuse tendon injuries: Basic science and classification.” 1997. https://doi.org/10.1016/S1060-1872(97)80031-7
    1. Content: This article listed numerous tendon injuries caused by overuse and constant stress. It described the different types of tendon injuries as well as what causes them.
    2. How I used it: This was used in my rebuttal paper to describe the negative physical effects of drumming, as well as to provide some insight into how to prevent or postpone many of these injuries.
  1. Stoeber, Joachim, and Dirk Rennert. 2008. “Perfectionism in School Teachers: Relations with Stress Appraisals, Coping Styles, and Burnout.” Anxiety, Stress & Coping 21 (1): 37–53. https://search-ebscohost-com.ezproxy.rowan.edu/login.aspx?direct=true&db=s3h&AN=27528905&site=ehost-live
    1. Content: The study describes school teachers and how their perfectionism leads to stress and burnout, however I believe it works just as well to provide negative effects of perfectionism in musicians and artists. It talked about how the constant unrealistic aim for perfection caused immense levels of stress and even caused the teachers to experience burnout.
    2. How I used it: This study was used in my rebuttal to bring attention to the detrimental mental effects of being a professional musician.
  1. Vardonikolaki, Aikaterini. “Musicians’ Hearing Handicap Index: A New Questionnaire to Assess the Impact of Hearing Impairment in Musicians and Other Music Professionals.” 2020. https://doi.org/10.1044/2020_JSLHR-19-00165
    1. Content: This article discusses hearing loss and the dangers of extreme decibel levels that come with being a professional musician. It goes into more detail about the Musicians’ Hearing Handicap Index (HMMI) which is the recommended decibel levels of stage monitors for musicians.
    2. How I used it: The article was used in my rebuttal paper to display the destructive power of drumming on the ears of the player.

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Reflective Statement – mrmba1

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

For my causal paper, I reached out to Professor Hodges for recommendations of how to go about writing. He gave some advice on how to move forward and how to write the paper, which when combined with my current research at the time helped me to approach my hypothesis from a different perspective. For instance, I wasn’t thinking too much about the mental and cognitive side of my hypothesis until he recommended I look into the effects of drumming on the brain.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

For both my causal and rebuttal papers I used approximately 4 sources for each, dissecting my hypothesis that drummers live healthier lives and breaking it down into the physical, mental, and social aspects. My sources discussed all three of those pillars and by actively reading I was able to better understand and implement the material said sources contained. Throughout my essays, I was able to smoothly connect my ideas with that of the sources, and used them to the best of my ability to better understand and find the truth behind my hypothesis.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

When it comes to focusing on why an author/ director chose to say or show something rather than what was being said or shown, I believe the main and only example is in my visual rhetoric paper. While watching the thirty second ad, I broke down each frame and deciphered the meaning behind each item to the best of my ability. Although my first draft missed some details, I was able to understand how in depth and purposeful each choice from the director was. Through this assignment I was able to look at each detail, such as what pictures were pinned in the background, or even the expressions on the faces of the characters, and come to a conclusion as to the purpose behind it.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

I was able to find several sources, most through Google Scholar, that were pertinent to my topic. All sources assisted in finding the truth behind my hypothesis, whether it supported my initial idea or not, and in the end they all helped me come to what I believe to be a conclusion in favor of my hypothesis. After locating positive evidence through the sources for my causal paper, I was able to locate sources that were against my hypothesis for my rebuttal paper. By comparing the two I was able to disprove many of the claims made in the negative sources by evaluating the evidence from my casual sources.

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

While searching for sources through Google Scholar, I initially wanted to mainly find some that proved my hypothesis. However as I continues with my research and looked for more sources, I became more interested in coming to a true conclusion supported by any evidence that I obtained rather than simply using hand picked evidence to prove my initial claim. In the end, the evidence overwhelmingly supported my hypothesis about drummers being healthier without conclusive evidence supporting their elongated lifespan, but I still did my best to remain unbiased when it came to evaluating and choosing the sources to come to the truest conclusion possible. I referenced all sources for my short essays and gave credit when due (even though for my first drafts they were cited incorrectly using parenthesis following the quote), and provided links in the works cited pages of my essays.

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Self Reflective- imgoingswimming

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

I have demonstrated core value one through my writing and researching process. The process was not always in the reading, researching, discussing, and writing process but often made me go out of order. An example of this was in my Rebuttal Argument where I had to rebuttal counter arguments with my previous sources I already found. While writing I found some of my counterarguments to be weak in which I went back to researching topics in order to understand my own argument better. This process of going back and forth in order to strengthen my own argument. My argument was not just strengthened but also helped me develop even more ideas about the subject and possible effects to the reader.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

I was able to demonstrate my critical reading skills through my research that I have composed over the course of the semester. These sources included arguments driving my options and refuting my opinion. While combining these sources I was able to better understand the topic and create a conversation. The first example of me accomplishing this is my Definition Essay. The definition argument was the first time during this semester that my hypothesis and sources were combined to create a conversation. This conversation continued and developed over the next two arguments and into my research position paper which showed my understanding of core value two.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

I was able to demonstrate my ability to analyze a reading or video to understand the message the author is trying to convey to an audience. I am also able to vocalize to the reader in a specific context what I analyzed and what the meaning was. The best example of core value 3 is the Visual Argument. In the visual argument I was able to express understanding of each of the elements of a video, along with understanding the audience. I pretended that the audience was blind and unable to see the video, so each element of the video was described. Each element, such as a dark hallway has a purpose and was expressed. This understanding of the video and explanation of each element represents core value 3.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

Over the course of the semester I was able to demonstrate core value four by supporting my ideas by incorporating illustrations I found during the research process. I was able to evaluate each source to make sure they were academic sources and use each in my papers. Each of the three arguments that have been written over the course of the semester have used these sources to support my own ideas. The best example then of core value four is the Research Position Paper. The research position paper used sources from all three argument essays and also combined with more ideas to refute counter arguments to further strengthen my position. 

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. I expressed core value five by making sure each source had the proper citations. Each citation gave proper respect to the author or research organization that I used. I used core value five in my Causal Argument. I gave an intro to each source and explained what they were going to say. I then either quote or paraphrase what the source said. We were asked not to enter parenthetical citations at the end of each sentence, and to instead just address the author at the beginning of the sentence to give them credit. At the end of the essay the links and APA citations were given for each source so that whoever reads by article can check out the page for themselves.

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Research – imgoingswimming

The Pollution of Electric Vehicles

Electric vehicles have recently come into popularity, but what many don’t know is that they have existed for over one hundred years. Electric vehicles made up twenty eight percent of all vehicles in 1900 according to the American census from 1905. Since their creation, electric vehicles have come in and out of the public’s view in the form of concept cars which never came to flourishion. These vehicles captured the public’s attention making unbelievable promises of saving the environment through zero direct emissions. The lack of battery and computer technology never allowed these concept vehicles to see public roads until as of recently. Major motor companies including Ford, Chevy, Toyota, and Honda have seen the spike in popularity and jumped on this electric bandwagon. The reason for the recent boost in popularity is because of the rising public awareness of tailpipe emissions affecting our planet, which has resulted in climate change. Electric cars do not have tailpipes to emit any kind of direct emissions into the environment, so concerned people have turned to these electric vehicles in the belief that this will make a dramatically positive change to our total emissions. Electric cars are thought of as the technology of the future with their streamlined simplistic interiors and marketing that makes them seem superior to their fossil fuel guzzling counterparts. Recently, many states in the U.S. have made promises to stop selling gasoline cars by 2035 in order to save the environment. What many consumers don’t know is that electric cars run on dirty energy thanks to irresponsibly sourced electricity, and if these electric cars are pushed by 2035 it will most certainly result in more pollution. Today’s electric cars, while much more technologically savvy and efficient, emit pollutants and still run on dirty energy from coal and gas plants just as they did over one hundred years ago.

This misconception has led many people wanting electric cars to replace gasoline cars in the United States. Many states across the U.S. have started making plans to phase out gasoline and diesel powered cars within the next fifteen to twenty years and start selling only electric cars in their place. Coultura is an organization whose goal is a gasoline free America. Coultura has documented all of the states’, cities’, and countries’ goals to replace fossil fuel vehicles. States, such as New Jersey, have been documented making legislation to make car sales all electric by 2035 in order to phase out gasoline vehicles. Other states that have made goals to stop selling gasoline powered cars from 2030 to 2040 include New York, California, Washington, Hawaii, Massachusetts, and New Hampshire. All of these states share similar goals on when they will make this change despite having completely different challenges. Some countries as a whole have said that they are making plans to slowly convert to electric cars, like Ireland, who is taking steps to put the banning of sales of new gasoline cars into legislation. Norway is making the soonest plans of putting this ban in place by 2025. This goal is very reachable for Norway as most of its residents prefer electric cars with sixty percent of all cars on the road already being electric. Iceland plans to eliminate the sale of gasoline cars by 2030, but also says it plans on eliminating half of its gas stations by then. These goals seem easily reachable and appear to be the smartest decision for our environment. What these governments do not understand is that these goals are immense and unreachable. This decision will result in increased pollution from energy production and will also result in increased pollution from the production of these cars. 

Many approve of these dates and believe that moving to electric vehicles will still be best for the environment saying that moving to electric vehicles have little to no downsides. The Office of Energy Efficiency & Renewable Energy, otherwise known as the  EERA, talks about the downsides of gasoline vehicles saying “Direct emissions are emitted through the tailpipe, through evaporation from the fuel system, and during the fueling process… All- electric vehicles produce zero direct emissions, which specifically helps improve air quality in urban areas.” Gasoline and diesel cars do emit direct emissions through their tailpipes, but electric cars also have very similar emissions. Electric cars may not have tailpipes connected to them, but they have smokestacks attached to their electric producing factories. These factories produce as much emissions as their fossil fuel counterparts. In order for energy to be considered clean energy, the U.S. would have to stop making electricity through the use of coal, diesel, or any form of natural gas. According to statistics by the US Energy Information Administration, this may be a challenge for the US as nineteen percent of electric production comes from coal and forty percent comes from natural gas. This means a total of fifty nine percent of electricity production runs on dirty energy, and if cars were to be run on clean energy in the future that would mean fifty nine percent of all electricity produced would need to be replaced. This does not include the increased demand for energy with more people owning electric cars. Countries like China and India would have a much harder time completing this goal as India’s usage is forty five percent coal, and twenty percent petroleum. China’s energy production is fifty nine percent coal, twenty percent petroleum, and eight percent natural gas. This would mean for India, sixty five percent of its production would need to be changed, while China would need to change eighty percent of all of its electricity production. These numbers help put China and India in the top fifteen countries with the most polluted air in the world. These countries will have an extremely hard time trying to convert to clean responsibly sourced energy within the next twenty years if they were to convert to electric vehicles too. These forms of energy production allow toxic forms of pollutants to enter the air. 

According to the EERA, electric cars “reduce the emissions that contribute to climate change and smog, improving public health and reducing ecological damage.” This pollution results in climate change and negative health effects of the people who breathe in this air. The Union of Concerned Scientists brings together research on challenges that negatively affect the globe through pollution such as the effect of gasoline and diesel vehicles. What comes out of the tailpipe includes particulate matter, which can be described as soot that can enter deep into the human lungs. Volatile organic compounds that are released result in smog and can cause a plethora of respiratory illnesses. Some gases released include nitrogen oxide, carbon monoxide, sulfur dioxide, and greenhouse gasses, which is a large contributor to climate change. All of these chemicals that come out of tailpipes can cause cancers, birth defects, lung disease, and even heart problems. Electric vehicles still produce these same exact chemicals and more, but just not directly out of their non-existent tailpipes. Electric vehicles get most of their energy from power plants which are powered by different kinds of fuel. These plants run on coal, natural gases, and other types of fuel which can be just as harmful for the environment, if not more. The American Lung Association talks about different types of chemicals emitted from these electricity generating plants which have a major effect on our health. These plants release chemicals such as sulfur dioxide, nitrogen dioxide, carbon monoxide, and other hazardous chemicals which we then breath in. Nitrogen dioxide, as an example, can have major effects by causing ozone pollution. Energy plants also release particle pollution which can possibly blow hundreds of miles away and land in your own town. The American Lung Association says that these coal, oil, and natural gas plants are the largest contributors of carbon pollution and the biggest driver of climate change. 

The EERA makes a separate point that every process of producing this gas from extracting it to putting it into your vehicle causes pollution, saying “Life cycle emissions include all emissions related to fuel and vehicle production, processing, distribution, use, and recycling/disposal.  For example, for a conventional gasoline vehicle, emissions are produced when petroleum is extracted from the ground, refined to gasoline, distributed to stations, and burned in vehicles. Like direct emissions, life cycle emissions include a variety of harmful pollutants and GHGs.”  Electric vehicles also produce emission in the creation of their fuel similarly to gasoline vehicles. The production of each type of energy for these power plants go through very similar mining and extracting processes, and with the diversity of different kinds of energy production there are different types of pollution and illnesses resulting from this. The American Lung Association says that this mining pollutes the environment and especially the health of the workers. Coal miners suffer from lung related illness, especially pneumoconiosis, which scars the lungs and impairs the ability to breath. Workers who are surrounded by uranium in the mining process have a much higher chance of developing cancers, like lung cancer, thanks to the radiation that constantly surrounds them. Workers who extract natural gases and oil also have a much higher risk of cancer thanks to their toxic surroundings. The mining process of extracting oil or natural gas through fracking leads to even more toxic emission entering the air we breathe. The American Lung Association says that the transportation process leads to even more pollution as the movement of coal, oil, and natural gas is usually transported through trains which run on coal. This endless cycle keeps spewing chemicals into the environment while trying to produce clean energy. Every process from the mining, to the transportation, to the creation, emits toxins into the air and negatively affects the health of the people involved. 

The EERA says that these electric cars limit pollution in urban areas which is true, but this pollution instead takes place outside these urban areas. Electric power plants, like coal, are built outside of less populated urban areas. In New Jersey, two coal power plants exist close to each other in South Jersey. These coal power plants are located directly on the Delaware river with another coal power plant across the river in Chesterfield Pennsylvania. Instead of spewing chemicals into these urban areas they pollute the nearby rivers where soot can land and then float into the ocean. So what is the difference between the emissions of gasoline and electric production? According to the United States Environmental Protection Agency, gasoline and diesel powered transportation make up twenty eight percent of all emissions in the United States. Fifty nine percent of this is just regular commuter cars. Electricity production makes up twenty seven percent of all pollution in the United States, making the difference only one percent between transportation and electric production. With the demand for electricity increasing as electric cars take over the road, this number will soon be surpassed. 

The demand for electricity will most certainly increase as electric cars start taking over the roads. Alex Brown from the Pew Research Center says that California expects to see electric vehicles consuming 5.4 percent of electricity by 2030. All states are different though, as Wyoming would need to up its energy production by about seventeen percent, while states like Maine have to produce fifty five percent more energy. With drastically different numbers in each state, why are so many states making a promise of selling only electric vehicles by 2030 or 2035. If states do not have the ability to make any goals yet because of an inability to produce this amount of electricity, they will still be overwhelmed. States like Maine will have a higher demand for energy because of their neighboring states’ increased numbers in electric cars. The system could also be overwhelmed, according to Brown, when he addresses charging times. Most Americans have a very similar nine to five schedule in which once they come home they turn their lights on, turn the TV on, make food, and if they own an electric car they will plug it in for the next day of use. This consumption of power at the same time each day increases strain on the system and can possibly lead to an overload if precautions are not taken. The increase needed to produce more electricity alone is massive, but with sixty percent of power already being dirty energy, there is no possible way to make electric cars run on clean energy by 2030 or 2035. Most people who are concerned over pollution created from energy plants do not understand the environmental risks the vehicle themselves have.

Electric cars themselves don’t emit fumes overtime, but are filled with chemicals that hurt our environment. Electric car batteries are made up of different kinds of heavy toxic metals but are primarily made up of lithium, unlike batteries from 1900, which were primarily nickel cadmium. According to the Institute for Energy Research, lithium mining can also lead to contamination. Lithium mines also produce emissions from the mining process and transportation, but can also result in soil contamination. This contamination in places like Argentina, contaminates streams that are used for farms which goes to livestock and the water irrigation systems for crops. This contaminated water kills fish that live in the river and cows that survive on it. In part of Chile, sixty percent of the water was consumed which results in farmers and their communities having to find their own water in other nearby locations. The reason lithium production uses so much water is because of the daunting process it takes to mine it. Holes are drilled in the ground inside of salt beds, and brine is pumped up to the surface where it sits in a bed of water until the water is evaporated. The Institute of Energy Research says that 500,000 gallons of water are needed per metric ton of lithium extracted. This process produces only enough lithium to create less than one hundred electric cars. The positive side of lithium is that products such as electric car batteries can be recycled, this is if someone cares enough to recycle them. Electric cars should last about twenty years for the average American before the batteries are dead, and with batteries unable to be replaced because they are a structural part of the car, this will result in the entire car having to be thrown away. If these cars were abandoned or dumped in a waterway, they could pose a serious environmental threat. 

Electric vehicle batteries also pose a threat if they were to malfunction which could cause toxic emissions to be released. Firefighters have a completely different challenge putting out electric vehicle fires, says the U.S. Fire Administration. Electric car batteries even have the ability to combust when they are not being driven. Electric vehicles are always on because the batteries need to constantly be cooled or they will go through a process called thermal runaway. Thermal runaway results when batteries constantly get hotter until they explode, unless they are cooled. These fires are considered a different category for firefighters and are called class C fires. These electric vehicle fires can reach temperatures of up to 5,000 degrees Fahrenheit and require a completely different kind of foam. These fires take hours to put out, unlike gas or diesel vehicles, can deliver a shock, emit toxic fumes, cause lithium burns, have toxic runoff, and can also reignite after 24 hours. This poses a serious threat to firefighters especially as electric cars take over the road. 

Electric vehicles are projected to be the only car on the road leaving fossil fuel cars being obsolete. The challenge is producing more energy from factories while simultaneously changing energy to clean energy, safely producing the amount of lithium needed for car production, and giving supplies to firefighters as electric cars take over the road. One solution to two of these problems is solar power. Solar power is looked at as the pique form of clean energy production. The EERA says “Charging your EV on renewable energy such as solar or wind minimizes these emissions even more.” According to the Union Of Concerned Scientists, the downsides of solar is that solar panels use a large amount of land, need large amounts of water in order to cool them, and also solar panels are made with many toxic chemicals that can pose environmental issues if not taken care of properly. The largest downside is that many people can not afford solar, and even if someone can afford it, they are not always in the correct location for solar panels to do their job. Solar is one of the best possible options to save the environment as long as it is used smarter, just as everything is.

Electric vehicles are the future and will eventually take over our roads, making the world a much healthier place. The issue is over pushing the need for electric vehicles on the road because one form of pollution from fossil fuel vehicles will result in hundreds of different kinds of pollution with electric vehicles. Eventually these issues will be fixed, and the system will become self sufficient as long as the correct steps are taken and not rushed. Norway currently already has sixty percent electric vehicles and their production from electricity is powered by ninety eight percent clean energy so their goal to go electric by 2025 is completely reachable. The United States and many other countries still have much to accomplish. In the future, electric vehicles will take over, and the recycling system of lithium will become semi self sufficient as long as a recycling process is put in place. Incentives by auto companies could reassure that people will not abandon these cars. Auto makers would be able to recycle the lithium and scrap metal, leaving the least amount of waste possible. This will limit the amount of lithium that would need to be mined. One of the first steps the U.S. should make is pushing large companies to convert to electric vehicles because medium and heavy duty trucks are twenty three percent of vehicle emissions according to the United States Environmental Protection Agency. Large companies that own warehouses, such as Amazon and UPS, can place solar panels on their roofs. This helps these companies run on almost completely clean energy just by using space they are already not using and saving the amount of land used for solar. States will face large challenges trying to replace dirty energy plants, but it is still possible to reach clean energy. With the right steps we can limit the amount of emissions produced while converting to electric vehicles, and we could possibly see all electric vehicles by 2050. Forcing electric cars on the road as soon as possible to fix emissions, will just result in more emissions.  Every piece of the puzzle needs to be understood or we would find all of our work to be counterintuitive.

Resources

Brown, A. B. (2020, January 9). Electric Cars Will Challenge State Power Grids. The Pew Charitable Trusts. Retrieved March 29 2021.

Cars, Trucks, Buses and Air Pollution. (2008, July 18). Union of Concerned Scientists, Retrieved March 30 2021.

Commerford, T. M. C. (1905)Electrical Apparatuses and Supplies.. US Census Bereau, Retrieved March 29 2021.

Electric Utilities. (n.d.). American Lung Association. Retrieved April 5, 2021, Retrieved March 29 2021.

Electric Vehicle Benefits. (n.d.). Energy.Gov. Retrieved March 30, 2021.

Electricity in the U.S..- U.S. Energy Information Administration (EIA). (n.d.). U.S. Energy Information Administration. Retrieved March 29, 2021. 

Environmental Impacts of Solar Power. (2013d, March 5). Union of Concerned Scientists, Retrieved April 10 2021.

Fast Facts on Transportation Greenhouse Gas Emissions. (2020, July 29). US EPA, Retrieved April 14 2021.

Gasoline Phaseouts Around The World. (n.d.). Coltura – Moving beyond Gasoline. Retrieved March 29, 2021.

International China- U.S. Energy Information Administration (EIA).(n.d.). U.S. Energy Information Administration. Retrieved April 3, 2021.

International India- U.S. Energy Information Administration (EIA). (n.d.-b). U.S. Energy Information Administration. Retrieved April 4, 2021. 

The Environmental Impact of Lithium Batteries. (2020, November 12). IER. Retrieved April 5 2021.

U.S. Fire Administration. (2019, June 18). Coffee Break Bulletin. Retrieved April 5 2021. 

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Self Reflective-Justheretopass

Core value 1: My work demonstrates responsiveness to readers’ feedback through reflection and revision.

I think I met this core value by asking professor David Hodges for feedback and then correcting my mistakes he pointed out. I could have just asked for feedback just to look like “a good student” but I was responsive to the readers’ feedback and improved it to help professors and others who might read my work. My practice opening is a great example of how I demonstrated responsiveness to readers feedback.  My goal coming into the year was to actually take what my teacher or professor said on my rough draft and make my writing better. Professor David Hodges’ first couple words when speaking to the class was that “there are always ways to improve your writing” and I think I have shown that throughout the year. 

Core Value 2: My work shows that I can recognize or trace how ideas emerge and combine to create meaning in others’ arguments as well as your own.

I do believe that I met this core value. The assignment that would show me recognizing how ideas emerge and combine to make my argument would be my stone money essay. I was able to take in ideas from a podcast, website, and book and develop my own ideas while using what I have previously read. I was able to take bits and pieces from each source I used to construct my essay. I was able to decipher what was important and what wasn’t to also help me in my writing. 

Core Value 3: My work shows that I can rhetorically analyze the concept of my writing and other texts and visual arguments. 

The assignment that I believe best showcases this talent would be the visual rhetoric assignment. I was able to describe a 30 second advertisement in just words and what I saw and why I think the director shot a particle shot. I was able to just use my eyes instead of listening to what was happening. I only used my eyes to help me explain and tell the reader what I’m viewing without them actually watching the advertisement. I described items such as facial expressions, clothing, race, gender, time of day, settings, and how it was shot. I was able to show emotion from how I was describing each second of the 30 sec ad. 

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

The best piece of work I have for this core value would be my white paper assignment. The topic I chose was very fresh and recent to everyday life so there were a lot of articles on my topic. Not every article I read was credible and useful so I asked  professor for some guidecane. He brought my attention to google scholar which was very helpful and beneficial for helping me find my articles to use in my research paper. I was able to see the difference between real academic articles as opposed to biased articles. 

Core Value 5: My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation.The assignment that best demonstrates my respect to cite sources of my information with appropriate citations would be my annotated bibliography. While writing multiple essays I was able to use a lot of articles to help me. In order for my writing to be correct and plagiarism free I had to properly cite them to give the creator of the article it’s credit. Professor helped me properly cite articles using APA format because all of my high school career they had us cite articles in MLA format. 

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Not Because-Justheretopass

1. Coats was fired for violating workplace policy, not because he was using a legal drug, marijuana, for a legitimate purpose for which he had a prescription. 

2. Employers are not allowed to fire someone based on mental health issues like anxiety. 

3. Marijuana is legal in Colorado, still most employees go out for a few beers after work instead. 

4. Coats was wrongfully fired for trying to treat his daily struggle. 

5.Using marijuana for spasms is not a valid reason to not hire someone. 

6. Coats’ usage of marijuana on his own time did not hurt anyone at his workplace. 

7.Omar Gonzalez’s plans were stopped because of the fast action of the Secret Service agents. 

8. How the breach occurred is under question, but the Secret Service isn’t compelled to explain its action. 

9. Julia Pierson’s chance of getting fired due to her incompetence is greater than the testimony she gave in Congress. 

10. Secret Service agents were not required to use deadly force against the intruder because he was carrying a knife with a 4-inch blade.

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