I Need This E Ssay Due By 20 Hours let me know how much Final Assessment (20% of final grade) COMM 1003 (English Skills) – Professor Angie Nikolakakis Du

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I Need This E Ssay Due By 20 Hours let me know how much Final Assessment (20% of final grade)

COMM 1003 (English Skills) – Professor Angie Nikolakakis

Due Date: Monday, December 6, 2021 , 11:59 pm as a soft copy (please upload a Word or PDF document of your Final Assessment to Blackboard in the Assignments and Submissions Drop Box).

Instructions:

Please read all the information that is provided for this final assessment assignment.

Below you will find: the assignment requirements (p.1), the information on writing a summary (p.2), the rubrics (p. 3 and p. 4) and the two articles, “One student helped a senior start an Instagram account to document her meals”: This guy created a tech-support service that connects seniors with high schoolers (p.5-7) and Workplaces can help promote exercise, but job conditions remain a major hurdle (p.8-11).

You must complete both Part A and Part B

Part A

a. Select one of the two attached articles. Read and annotate the article; then prepare a summary.

b. Ensure you look over your work for organization, grammar, and punctuation before submitting in Blackboard.

c. Double space your work.

d. The summary is approximately 1/3 in length of the original text.

e. The summary is worth 15% of your final mark.

Part B

Write an opinion piece about the article. How do you feel about the points and examples raised by the writer? Do you agree or disagree? Why or why not? (Write about 8 to 10 sentences.) This is worth 5%.

After carefully reading the text, write a formal summary paragraph that follows the structure below:

Provide the author’s full name, article title, publication information.

Clearly state the thesis (main message) and purpose in your own words.

Outline and logically explain the major arguments/ supporting points of the work in your own words.

Identify any important evidence or references the author uses.

Conclude with a sentence that paraphrases the author’s own conclusion.

Reinking, J. A., Von der Osten, R., Cairns, S. A., & Fleming, R. (2013). Strategies for successful writing (5th Canadian ed.). Toronto, ON: Pearson.

The Summary Paragraph Criteria:

The following features are the success criteria for this assignment. Please follow this link to the rubric, which also details how you will be marked:

· Is entirely written in the student’s own words (paraphrased)

· Is approximately 1/3 of the original text

· Demonstrates student’s ability to provide a concise and accurate rephrasing of a text with enough information so that the reader can understand the main idea and purpose of the work based on the summary

· Incorporates reporting verbs to link ideas to the author

· Does not include any direct quotations

· Does not include the use of “I” and does not include student opinions or interpretations

· Follows APA referencing

Rubric for Part A: Summary

Excellent 3

Good 2

Fair 1

Poor 0

Content-

Outcome 1

The summary contains all of the key ideas in the original, including complete and accurate information about the source.

The summary may omit one of the key ideas in the original article or include a detail or example; the source information may be inaccurate but mostly complete.

The summary omits several key ideas from the original article or includes ideas that are not in the article; the source information is incomplete or missing.

This is not a summary of the article.

Focus and

Organized-

Outcome 3

The summary has a clear topic sentence and several sub-topic that explain key ideas from the original. The summary is organized.

The summary is general or short; the organization is mostly clear with some inconsistencies.

The topic sentence does not express the main idea of the original article; the summary lacks any organizational structure.

The summary has no topic sentence; the paragraph is disorganized, containing ideas in a random order.

Paraphrase-

Outcome 1

All sentences paraphrase the original source completely.

There may be one or two “echoes” of the original source.

Many sentences contain incomplete paraphrases of the original.

The summary contains sentences pasted from the original.

Sentence Precision-

Outcome 1

All sentences are clear, accurate and complete.

Most sentences are clear, accurate and complete.

Several sentences are incomplete, or the meaning is garbled and unclear.

Many sentences are incomplete, or the meaning is confused or unclear.

Grammar Usage and Mechanics-Outcome 3

The summary is free of errors.

The summary contains only one or two minor errors.

The summary contains several errors that distract the reader.

The summary contains many errors.

Rubrics for Part B: Response Paragraph:

Category

1

.75

.50

0

Topic Sentence

Topic sentence is strong and clearly states the main idea.

Topic sentence is complete. The main idea is clearly stated.

Topic sentence is poorly written. The main idea is not entirely clear.

The main idea is not stated.

Body and Supporting Evidence

Consistent development of main idea. Creates interest through details and varied sentence structure.

Body contains 3 or more sentences. Mostly related details. Not all sentences are complete and focused.

Limited details.

Random ideas are hard to follow. Less than 3 complete sentences.

Concluding Sentence

The sentence is complete and restates the main idea effectively.

The sentence is complete and adequately sums up the paragraph.

The sentence is incomplete and does not sum up the paragraph.

There is no concluding sentence that connects to a main idea.

Organization

Responds to the topic in a considered, thoughtful, or creative way; main idea is focused and can be identified readily.

Main idea is focused, fairly well defined and can be followed with little difficulty.

Main idea is evident and can be followed with difficulty.

Main idea is vague or flawed and not evident.

Grammar, spelling, and mechanics

Work has been

proofread and has no

grammatical errors or

spelling mistakes that

take away from

comprehension.

Work has minor

grammatical errors and few spelling mistakes

that do not take away from reading

comprehension.

Work has several

grammar and spelling

mistakes that may

somewhat interfere

with comprehension.

Work has numerous

mistakes in grammar

and spelling, making it difficult to read.

One student helped a senior start an Instagram account to document her meals”: This guy created a tech-support service that connects seniors with high schoolers

By MaTT MCCOY Toronto Life magazine  NOVEMBER 25, 2021

Like many millennials and Gen Zers, Matt McCoy, 24, has fielded his fair share of tech support questions from his parents and grandparents. In October, he and three friends started a volunteer project that connects high school students with seniors in need of tech help, called  Student Helpers.  Here’s how the initiative came together.

—As told to Andrea Yu

“I’ve always been entrepreneurial, looking for problems to solve. In my first year at Guelph, I used my barbecue a lot and it broke down. I did some research and found that there wasn’t a big company offering a barbecue maintenance service. So I started a business with a friend, called Canadian BBQ Boys, to clean and repair barbecues. In 2019, we appeared on Dragon’s Den and got a $50,000 investment from Jim Treliving. That helped us grow the business until we sold it in 2020.

“While I was in university, I fielded a lot of tech support questions, especially from my grandmother who was in her 70s and lived alone. She would ask me for help with her phone, how to send emails and texts, how to install apps. She also used a laptop and would call me with questions about account setup and management. In 2017, when I was in my third year of university, my grandmother passed away. She was 76.

“During the pandemic, I was getting a lot more tech support questions from my parents and grandparents. For example, my mom, who is 56, is a teacher and needed help shifting online. I taught her how to get on Google Drive. My friends were telling me they had similar requests from their families too about setting up a Facebook account, downloading apps on tablets and getting on Zoom calls with friends.

“One friend said his grandparents got an iPad to help them keep in touch with the family during the pandemic, but it was a big process getting it set up remotely, and they barely ended up using it because they felt bad asking for help. That got me thinking of how many questions just didn’t even get asked because my grandma didn’t want to bother me. I did some initial research and was surprised to find out that there wasn’t any service that existed that could provide basic remote tech support to seniors.

“In May of 2020, I graduated from the University of Guelph and moved back in with my family in Oakville. I took some time off, working on non-profit projects like StartSmart, an initiative that helps students start their own summer businesses, like landscaping or car detailing, while they’re still in school. I also organized projects in the GTA to clean garbage from local trails while raising funds for local relief efforts. In January 2021, I started an alternative search app called FounderNow. We’d connect experts, like lawyers or bike mechanics, with people who had complicated questions that Google couldn’t answer.

“And I continued to help my parents with tech questions through the pandemic. My dad is always concerned about security, and he often me for advice related to protecting his privacy, passwords and properly setting up anti-virus software to protect his documents. In September of 2021, I was hearing from some of my neighbours, who are still in high school, about how difficult it had been to fulfil their mandatory volunteer hours. Remote opportunities were even harder to find. I thought about how high school students were looking for volunteer hours and seniors needed tech help. High school students are well-equipped to answer the kinds of tech questions that seniors ask. So I thought, why not start a project to connect the two?

“I banded together with a few friends—Alex Ryzer, Gamsa Lee and Kayley Brash—with the plan to create Student Helpers, a website with a hotline for seniors to call. One of us would answer, and we’d get information about the problem the senior needed help with. Then we’d post the call to a network of high school students who had volunteered to help. A student would claim the request and call the senior to answer their questions. The good thing about Student Helpers is that seniors know that the students who are calling them are volunteering their time and want to help, which removes any sense of guilt or being a burden.

“In October, we created a basic website in large font to describe our program. Alex put his personal cell phone number as the hotline, but we’ve since switched to a cloud-based telephone service so that the four of us can take turns answering calls. At the same time, we cold-called about 50 community centres and nursing homes to let them know about Student Helpers. Everyone we spoke to was happy to hear that we were starting a service like this. We sent them posters they could print out and put on bulletin boards. We also posted in local community groups on Facebook to spread the word. To recruit student volunteers, we reached out to local high schools. Guidance counsellors would refer students to our site, and teachers were promoting it in their Google Classrooms.

“Within a couple of days, we had our first call. It was a senior who had a 2008 Mac computer and needed help updating it to the latest version. Since then, we’ve had a steady stream of calls. Another senior was referred to Student Helpers by her daughter when she had some questions about her iPhone. She told us she had a great experience with our student, Kyle, who was efficient and courteous. One high school student helped a senior start an Instagram account to document the healthy meals she cooks. The student led her through the steps of making an account and then demonstrated how to use advanced features like filters. The senior was impressed, the student was motivated to continue volunteering and forming more connections with seniors.

“Around 100 students signed up in the first two weeks, and we now have 150 volunteers. We conduct a short phone interview with each volunteer to learn about their previous volunteer or work experiences and their student lives. Then our volunteers get on-boarded through a presentation and Q&A so they know what to expect. It mostly covers soft skills, like the importance of patience, and how to make sure the seniors feel safe and comfortable. We host training sessions in batches over Google Meet.

“We have everyone in a Whatsapp group where we send out messages when new requests come in. Then, students can claim a request if they’re available. The average request gets accepted in less than 25 seconds; our students are very eager to help. The calls will last anywhere from 15 minutes to three hours, depending on the complexity of the question and the senior’s skill level. That three-hour call was someone who wanted to learn more about social media. The student helped them create a Facebook account and showed them all the different tools and functions. The student stayed on the phone with them and helped them create their first post.

“The overhead to start the project has been really low—less than $50 for the website, domain and telephone service. But our costs will increase as the demand goes up because the cloud service we use charges by the minute. We’re going to apply for grants and seek out corporate sponsors to help with costs as they increase.

“Our vision is to take Student Helpers across North America. We have an aging population, and technology is always advancing. So we think that these tech-support questions will never go away. We eventually want to go beyond technology questions. There’s a worker shortage in the senior support field, so we’d like to take on some work from personal support workers, nurses and people who work with seniors directly. For example, we could help seniors order groceries online or get their prescriptions delivered to them. Or if seniors are feeling lonely or isolated and just want to talk to someone, we can help with that too.

“It’s been really meaningful to see this project come to life. In early November, I accepted a call from a senior woman in Oakville, where I’m from, who said she heard about us from her friends. She said she had a million technology questions, like how to set up an Amazon account to order an item that was hard to find. Our service, she said, was an absolute lifesaver. She had been frustrated about how everything stems back to technology, and that really resonated with me. It was good validation that there are lots of people out there who have questions, but they don’t have anyone to contact for support. I’m really excited about where this project could go.”

Workplaces can help promote exercise, but job conditions remain a major hurdle

November 15, 2021

Aviroop Biswas : Associate Scientist, Institute for Work & Health. Assistant Professor, Dalla Lana School of Public Health, University of Toronto

We know regular exercise is really good for health, but even with the best of intentions,  many workers do not exercise as much as they should . To get more workers in all types of workplaces to be active, public health messaging must move away from making it only an individual’s responsibility to be more active. It should instead recognize the important role employers can play in creating the conditions for workers to focus on exercise.

There’s much to be said for this approach. From a public health perspective, focusing on workplaces can seem like low-hanging fruit, since they are settings where people already go every day. Consider the resources that would otherwise be required to build activity-friendly environments, let alone address  the root social causes of physical inactivity . However, the reality is more complicated.

On-site gyms and access to walking paths or stairs support workplace fitness. (Shutterstock)

The World Health Organization’s  physical activity guidelines  recommend adults strive for at least 150-300 minutes of moderate-intensity aerobic physical activity, or 75-150 minutes of vigorous-intensity aerobic physical activity, or an equivalent combination every week. To meet these recommendations, for 80 per cent of working-age Canadians  in full-time jobs , it means finding time to exercise before, after or at work.

That’s easier for some than others. I am part of a team at the  Institute for Work and Health  that  published a paper  showing that people in certain work conditions are less likely to exercise. These are workers who: report long work hours, have little say in how to use their skills, or are in physically or psychologically demanding jobs.

Other   studies  have reported the same. These findings  support the theory  that stressful and strenuous working conditions can increase a worker’s fatigue and decrease motivation and perceived time available to exercise.

Workplace spillover

Job-related physical activity often does not provide the same health benefits of leisure-time exercise. (Shutterstock)

The spillover of strenuous working lives on exercise participation is a reality for many people — especially when there are competing demands such as taking care of children. But the ability to overcome these barriers can depend on job type.

Supportive workplace facilities that offer standing desks, stairs, on-site showers and gyms and easy access to walking paths  can make it easier for people to fit in exercise  and reduce sedentary time. However, these are mostly available to white-collar, higher-income workers who already face fewer barriers to exercise outside of work.

Emphasizing worker responsibility for exercising more can exacerbate health inequalities between high- and low-income workers. Low-income workers in non-standard or precarious jobs often have little say about how they spend their work time. These workers  also have few opportunities to exercise and engage in other healthy behaviours outside work .

Some manual labour jobs involve high levels of physical activity with little time to rest, while workers in service sector jobs can spend long periods of time standing. A body of research is showing the  potential harm of these occupational activities  — including the risks of physical activity for people doing such jobs. Job-related physical activity often does not provide the same health benefits of leisure-time exercise, and can even have negative effects because of factors like the nature of the movements and duration of work.

Healthy workers are safer workers

Many employees have little say in how they spend their work time. (Shutterstock)

Physical activity guidelines aimed at all adults will not be achievable for many workers. A more inclusive solution is for employers to create the conditions for their workers to thrive so that they can also prioritize their health.

This approach pushes for employers to think of workplace policies as levers to address the safety, health and well-being of their workers. Research shows that  healthy workers are safe workers , and this concept is endorsed by  international labour agencies  and the  Total Worker Health program  in the United States.

What could such an approach look like? One example is the case of an insurance company offering flexible scheduling and telecommuting options to help its workers reduce their stress. This  led to workers walking more, taking breaks away from their desks and engaging in stress-reducing social activities  such as ping-pong competitions and indoor nerf basketball tournaments.

At one construction company, a 14-week intervention focused on health education, reinforcing safety and health behaviours and improving work-life balance. The result was  more workers reporting exercising at least 30 minutes a day .

In another example, a police department reduced the number of night shifts for its officers. It also offered mental health support and allowed staff to take one hour off each shift to exercise. The result was  a reduction in workplace injuries .

Enhancing working conditions

Employers should discuss supportive policies and practices with workers to create a workplace environment that supports the safety, health and well-being of their employees. (Unsplash/Arlington Research)

So how do we get more employers to get behind this?  Our team’s research  in Canada and  other studies  have highlighted the importance of convincing employers with data that this approach can be successful. For example, an employer-led approach has  increased participation in safety and wellness efforts, and reduced workplace injuries and health-care costs .

Employers that want to create an environment conducive to the safety, health and well-being of their employees should discuss with their workers how policies and practices could support those goals.

While there is no simple solution to getting workers more physically active, an important step forward is to get employers involved in enhancing working conditions so that more Canadian workers are supported in getting the health benefits of regular exercise.

www.theconversation.com

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