Reorganize a Report Due: September 16, 2013
In this assignment students will be given a report that the students must reorganize to its original format. Student will be given a report that is not formatted correctly with no title page, headings and subheadings in the wrong position, references not in the correct order, and the overall format of the report is incorrect. The students will need to retype the following report with no errors in the text or format (the report is attached on the next page).
Student will work on this assignment individually but may ask the teacher questions if they have any. The students are allowed 1.5 (second lesson of the day) hours to complete this assignment. They are allowed to use their notes on how to configure a report if needed. Students at the end of the class will save the document to their folder as
Myr eport(name).doc. After saving the document they will email the document to the teacher’s school email ( caprice.rosentreter@uleth.ca
).
This assignment will be graded using a checklist. The checklist is attached below outlining the requirements the students must meet to achieve each mark (See checklist for requirements for assignment).
The assignment is due on September 16, 2013 at the end of class.
The following outcomes from the CTS Program of Studies that this assignment addresses include:
1.
Create and customize documents
1.1.
Create and format simple documents; e.g., letter, memorandum, report, correspondence and tables suitable for personal use applications by:
1.1.1.
Creating/opening a document
1.1.2.
Accessing help and online references
1.1.3.
Navigating a document
1.1.4.
Entering text in a document
1.1.5.
Selecting, replacing and deleting text
1.1.6.
Saving and editing a document
1.2.
Lay out documents by:
1.2.1.
Using and changing margins and tabs
1.2.2.
Aligning text
1.2.3.
Inserting and modifying headers and footers
2.
Format content
2.1.
Format text and paragraphs by:
2.1.1.
Modifying font, style, size and color
2.1.2.
Modifying paragraph spacing
2.1.3.
Creating numbered and bulleted list
2.1.4.
Setting indentations; e.g., first line, hanging indent, negative, both sides
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2.2.
Manipulate text; e.g., cut, copy, paste
2.3.
Control pagination by:
2.3.1.
Numbering pages
2.3.2.
Inserting page breaks
3.
Review documents
3.1.
Preview documents using:
3.1.1.
Scroll
3.1.2.
Zoom
3.2.
Use spell and grammar check
3.3.
Print preview documents
4.
Apply consistent and appropriate work station routines
4.1.
Demonstrate good health and safety; e.g., posture, positioning of hardware and furniture
4.2.
Employ practices that security for hardware, software, supplies and personal work
5.
Demonstrate basic competencies
5.1.
Demonstrate fundamental skills to:
5.1.1.
Communicate
5.1.2.
Manage information
5.1.3.
Think and solve problems
5.2.
Demonstrate personal management skills to:
5.2.1.
Demonstrate positive attitudes and behaviors
5.2.2.
Be responsible
5.2.3.
Be adaptable
5.2.4.
Learn continuously
5.2.5.
Work safely
The following are the ICT Outcomes associated with this assignment:
C.6 - Students will use technology to investigate and/or solve problems
4.2 Investigate and solve problems of organization and manipulation of information
F.1 - Students will demonstrate an understanding of the nature of technology
4.1 Assess the strengths and weaknesses of computer simulation in relation to real-world problems
4.2 Apply terminology appropriate to technology in all forms of communication
F.2 - Students will understand the role of technology as it applies to self, work and society
4.1 Use technology outside formal classroom settings
F.5 - Students will practice the concepts of ergonomics and safety when using technology
4.1 Identify safety regulations specific to the technology being used
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F.6 - Students will demonstrate a basic understanding of the operating skills required in a variety of technologies
4.1 Continue to demonstrate the outcomes addressed within the previous divisions.
Students interested in pursuing advanced study in such areas as electronics, programming, computer-aided design and drafting (CADD), robotics and other industrial applications of technology will find opportunities in Career and Technology Studies (CTS) courses
P.1 - Students will compose, revise and edit text
4.1 Continue to demonstrate the outcomes achieved in prior grades and course subjects
P.6 - Students will use communication technology to interact with others
4.1 Select and use the appropriate technologies to communicate effectively with a targeted audience
Technology in the classroom is becoming part of everyday lives. Integrating the ICT curriculum into the class is a great way to manage and support what technology is achieving in the classroom.
In this assignment students will need to finish the checklist in order to get the marks.
Each item is worth 1 mark making the assignment total out of 19. The students will lose one mark for each item they do not complete.
The evaluation of this assignment is pretty straightforward. If the student has not demonstrated the item on the checklist they will not receive the mark. The grammar portion will be included in this checklist because it makes the student more conscious of what they are reading. They need to pick out at least 2 grammatical errors to receive the mark. The students need to be able to demonstrate their skills by creating the report in
Microsoft Word.
There are digital citizenship components that need to be addressed with this assignment such as digital literacy, which is the process of teaching and learning about technology and the use of technology. Students are using technology to perform this task and must be able to use the technology to perform the task. Also Digital Etiquette is essential in this assignment because the students must use the technology with respect and utilize the technology to its fullest. Finally digital security is used, which is electronic precautions to guarantee safety when using the email. The students need to make sure that they are emailing their work to the teacher and not to anyone else. Students always have digital rights and responsibilities in this course.
The technology used in this assignment is a computer as well as the Microsoft Word
Program. Microsoft Word is an easily available program that can be used universally.
The technology is standard that can be used with many other programs.
There is no FMNI integration in this assignment.
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Some ways that the students who need differentiated instruction can be assessed in this assignment is by having different reports that they can manage. Some students may not have a grade 10 reading level and cannot interpret the information to make grammatical adjustments. If these students are in the class an alternative report that is simpler in grammar components will be offered but the general format of the report will remain the same. This allows for all students to be able to complete the assignment.
The resources that are need for this assignment are Microsoft Word and a Computer.
Also I used the report that was given in the Information Processing 1030 Assignment
Booklet by Distance Learning Options South (Lethbridge Community College). They provided a great report that the students could reformat.
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Reorganize a Report
Ready to read a fun and exciting report on Emotive Theory of Ethics by Helen Aitken?
Well it is your lucky day! Your task is to reformat the following report to the correct format before it gets published online. This report should not have any errors in text or format. So make sure to proofread for errors before handing it in.
A report should have the following parts:

Title Page

Headings and Subheadings

Reference (Footnotes and Bibliography)

Headers and Footers

Proper Pagination
This report will have formatting and text errors that need to be fixed before it can be published. It is your job to fix those mistakes before it gets published to the entire world.
Once you are done formatting this report, save the document as Myreport(name).doc
and send it to me at the following email: caprice.rosentreter@uleth.ca
You have been given a sheet in a previous class that outlines the procedures for formatting a report; you are welcome to use that if needed. There is a checklist for you to look over to make sure you have all the components of a report.
If you have any questions please come ask the teacher.
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THE EMOTIVE THEORY OF ETHICS
By Helen Aitken
Theories of meaning and justification in ethics can be divided into 2 major categories: cognitivist and non-cognitivist. The cognitivist theories maintain that ethical judgments are true or false and that there can be moral knowledge. The non-cognitivists contend that ethical judgements are not, strictly speaking, true or false, and that they do not have the same logical and epistemological functions as do factual assertions. One sub-class of non-cognitivism is the emotive theory.
Emotive Theory
The emotivists attempt to show that ethical judgments, insofar as they are value judgments, are grounding in the emotions rather than in knowledge. According to this theory, ethical statement of the type “X is good” do not serve to convey information, do not pass on knowledge about X, and cannot be said to be true or false. The main function of ethical words or statements is to express emotion. A word, or expression, “has emotive meaning if it serves by linguistic convention to express some emotion,”
1
Proponents of the Emotive Theory
The two chief proponents of the emotive theory are A. J. Ayer and C. L. Stevenson.
Ayer’s theory is the simplest form of the non-cognitivist emotive theory.
2
Both Ayer and
Stevenson agree that moral judgments are incapable of being true or false, but Stevenson thinks that some moral statements may be more reasonable than others.
3
The Impetus for the Emotive Theory
The emotive theory came about because of the need to find an alternative to the naturalist-non-naturalist dichotomy. Both naturalists and non-naturalist believe that
6

ethical terms refer to some property or characteristic of things. The emotivists deny that ethical terms have such a referent.
Title Page
THE EMOTIVE THEORY OF ETHICS
By Helen Aitken
For: Dr. K. Hanley
Ethical Theory
February 9, 1978
Footnotes
1 J. O. Urmson, The Emotive Theory of Ethics, Hutchinson & Co., London, 1968, p. 32
2
W. H. Werkmeister, Theories of Ethics, Johnsen Publishing Company, Lincoln, 1961, p.
17
3
C. L. Stevenson, “The Nature of Ethical Disagreement”, Value and Obligation, 1961, p.
369
Bibliography
Urmson, J. O., The Emotive Theory of Ethics, Hutchinson & Co., London, 1968
Werkmeister, W. H., Theories of Ethics, Johnsen Publishing Company, Lincoln, 1961
Stevenson, C. L., “The Nature of Ethical Disagreement”, Value and Obligation, 1961
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Name:_____________________________
Title Page
Centered Vertically and Horizontally (Both upper
page and lower page)
Main Body
Margins set to 1”
6 spaces between top of page and Title
Document is doubled spaced
Triple spaced from title to main body of Report
Title is centered and in ALL CAPS
Subtitle is centered directly under title
Side titles are formatted to the right and in ALL
CAPS
Page Break between sections
Footnotes
Footnote is indented ½” from the left margin
Header and Footer
Page number in the footer
Header must contain
Author
Assignment #1
Bibliography
Margins 2” at the top of document
Margins 1” on the sides and bottom of document
Three spaces left after title
Double space between references
Use a hanging indent
Grammar errors
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H. Aitken
THE EMOTIVE THEORY OF ETHICS
By Helen Aitken
For: Dr. K. Hanley
Ethical Theory
February 9, 1978
Assignment #1
10

H. Aitken Assignment #1
THE EMOTIVE THEORY OF ETHICS
By Helen Aitken
Theories of meaning and justification in ethics can be divided into 2 major categories: cognitivist and non-cognitivist. The cognitivist theories maintain that ethical judgments are true or false and that there can be moral knowledge. The non-cognitivists contend that ethical judgements are not, strictly speaking, true or false, and that they do not have the same logical and epistemological functions, as do factual assertions. One sub-class of non-cognitivism is the emotive theory.
EMOTIVE THEORY
The emotivists attempt to show that ethical judgments, so far are a value judgment and are grounding in the emotions rather than the knowledge. According to this theory, ethical statement of the type “X is good” does not serve to convey information, does not pass on knowledge about X, and cannot be said to be true or false. The main function of ethical words or statements is to express emotion. A word, or expression, “has emotive meaning if it serves by linguistic convention to express some emotion.”
1
1 J. O. Urmson, The Emotive Theory of Ethics, Hutchinson & Co., London, 1968, p. 32
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H. Aitken Assignment #1
PROPONENTS OF THE EMOTIVE THEORY
The two chief proponents of the emotive theory are A. J. Ayer and C. L. Stevenson.
Ayer’s theory is the simplest form of the non-cognitivist emotive theory.
2
Both Ayer and
Stevenson agree that moral judgments are incapable of being true or false, but Stevenson thinks that some moral statements may be more reasonable than others.
3
2
W. H. Werkmeister, Theories of Ethics, Johnsen Publishing Company, Lincoln, 1961, p.
17
3
C. L. Stevenson, The Nature of Ethical Disagreement, Value and Obligation, 1961, p.
369
12

H. Aitken Assignment #1
THE IMPETUS FOR THE EMOTIVE THEORY
The emotive theory came about because of the need to find an alternative to the naturalist-non-naturalist dichotomy. Both naturalists and non-naturalist believe that ethical terms refer to some property or characteristic of things. The emotivists deny that ethical terms have such a referent.
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H. Aitken Assignment #1
BIBLIOGRAPHY
Urmson, J. O., The Emotive Theory of Ethics, Hutchinson & Co., London, 1968
Werkmeister, W. H., Theories of Ethics, Johnsen Publishing Company, Lincoln, 1961
Stevenson, C. L., The Nature of Ethical Disagreement, Value and 61Obligation, 1961
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