#GEA1 Assignment Video Reaction 1 – TED Talk THIS ASSIGNMENT IS WORTH 70 POINTS

#GEA1 Assignment
Video Reaction 1 – TED Talk
THIS ASSIGNMENT IS WORTH 70 POINTS
Due Date: Sunday, September 10th at 11:59pm

Purpose: The purpose of this assignment is to apply the three dimensions of sexuality (biological, psychological, sociocultural) that you have learned in class by describing how they are or are not covered within one of the TED Talks provided.

Assignment: You must watch a video from the list of TED talks Download list of TED talksrelated to sex, biology, gender, sexuality, relationships, and society.

Technical Requirements:
600-900 words in length (not including references)
Use of outside evidence to support your claims. You should have 3 sources: 1: the video; 2. the textbook; and 3. one source of your choice that supports your narrative and is reliable and valid.
Use of proper spelling and grammar
APA referencing style required (see Canvas for resources)
Typed
Font: Times New Roman; Arial; Calibri
Font Size: 12 pt
Margins: 1 inch each
Spacing: double spaced
Please note that only Word documents or PDFs can be viewed for grading. Please do not submit .Pages or GoogleDocs.

Content Requirements:
For this assignment, you must write a 5-paragraph essay that answers the following questions:
Paragraph 1:
Summarize the TED Talk including at least 3 details from the video.
Don’t forget to use citations for the video in your discussion.
Paragraph 2:
Define each of the three dimensions of human sexuality, using the textbook as your guide. Then, choose two dimensions that this video addresses and explain how each dimension is addressed using examples from the video.
Don’t forget to use citations for both the textbook and video in your discussion.
Paragraph 3:
What are two implications on or consequences of the content of the TED Talk on two of the following issues: sex, gender, society, or public health? (For example, if your TED Talk was about sex workers, what consequences might their work have on society? Or how might public health be influenced by the laws surrounding sex work?)
Don’t forget to use citations for both the video and the additional source in these discussions.
Paragraph 4:
How do the sexual health issues the video discussed relate to at least two of the following social institutions: health care, criminal justice, education, employment, voting, and military? For example, if you described issues related to sex workers, how are sex workers treated within the criminal justice system? What are increased health care concerns? Remember that individuals within these groups or individuals that face these health concerns are diverse, how can we address the many issues faced without being overly simplistic? Be sure to use examples and evidence to support the impact that this health issue has within these institutions using additional information beyond the video (SLO 10).
Don’t forget to use citations for both the video and the additional source in these discussions.
Paragraph 5:
Now that you have described and analyzed the dimensions of sexuality and the impact of sexual health issues in relation to health and society, you will describe your personal values and beliefs about these issues. How has your opinion about these issues changed or stayed the same since doing this research (SLO 9)?
This paragraph can be completely based on your opinions. No references required. First person language encouraged.
Rubric
#GEA1 Video Reaction I
#GEA1 Video Reaction I
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeVideo Summary
Summary, including at least 3 details from the TED Talk
12 pts
Full Marks
Summary includes at least three details from the TED Talk
8 pts
Partial Marks
Summary includes at least two details from the TED Talk
4 pts
Partial Marks
Summary includes at least one detail from the TED Talk
0 pts
No Marks
Summary does not include any specific details from the TED Talk
12 pts
This criterion is linked to a Learning OutcomeDimensions
Define all 3 dimensions of sexuality
6 pts
Full Marks
Three dimensions of sexuality are accurately and fully defined
4 pts
Partial Marks
Two dimensions of sexuality are accurately and fully defined
2 pts
Partial Marks
One dimension of sexuality is accurately and fully defined
0 pts
No Marks
No dimensions of sexuality are accurately and fully defined
6 pts
This criterion is linked to a Learning OutcomeDimension Examples
Two dimensions from the TED Talk are identified and explained
6 pts
Full Marks
Two dimensions from the TED Talk are identified and explained using examples
3 pts
Partial Marks
One dimension from the TED Talk is identified and explained using examples
0 pts
No Marks
No dimensions are identified and explained using examples
6 pts
This criterion is linked to a Learning OutcomeImplications
Two implications on or consequences of the TED Talk on sex, gender, society, or public health
12 pts
Full Marks
Two implications or consequences of the TED Talk on sex, gender, society, or public health are thoroughly explained
9 pts
Partial Marks
One implications or consequences of the TED Talk on sex, gender, society, or public health are thoroughly explained
4 pts
Partial Marks
Implications or consequences of the TED Talk on sex, gender, society, or public health are not thoroughly explained
0 pts
No Marks
No implications or consequences of the TED Talk on sex, gender, society, or public health are thoroughly explained
12 pts
This criterion is linked to a Learning OutcomeRelate to Social Institutions
Relate sex health issues to two social institutions
12 pts
Full Marks
Sex health issues related to two social institutions are thoroughly explained
9 pts
Partial Marks
Sex health issues related to one social institutions is thoroughly explained
4 pts
Partial Marks
Sex health issues related to social institutions are not thoroughly explained
0 pts
No Marks
No Sex health issues related to social institutions are explained
12 pts
This criterion is linked to a Learning OutcomePersonal Values and Beliefs
Describe personal values and beliefs and changes in opinions.
8 pts
Full Marks
Fully described
4 pts
Partial Marks
Partially described
0 pts
No Marks
No descriiption
8 pts
This criterion is linked to a Learning OutcomeAPA Referencing
APA references and in-text citation
6 pts
Full Marks
Reference page and in-text citations included
3 pts
Partial Marks
Reference page or in-text citations missing
0 pts
No Marks
Reference page and in-text citations missing
6 pts
This criterion is linked to a Learning OutcomeSpelling and Grammar
4 pts
Full Marks
Less than 5 spelling and grammatical errors
2 pts
Partial Marks
More than 5 spelling and grammatical errors but doesn’t interfere with communication
0 pts
No Marks
More than 5 spelling and grammatical that interfere with communication
4 pts
This criterion is linked to a Learning OutcomeTechnical Requirements
600-900 words; typed; font – Times New Roman, Arial, or Calibri; 12pt font; 1-inch margins; double spaced
2 pts
Full Marks
All technical requirements are met
1 pts
Partial Marks
One technical requirement not met
0 pts
No Marks
More than one technical requirement not met.
2 pts
This criterion is linked to a Learning OutcomeAdditional Resource
One additional reliable and valid external source used to support narrative
2 pts
Full Marks
One reliable and valid external source used to support narrative
1 pts
Partial Marks
One external source not reliable or valid used to support narrative
0 pts
No Marks
No reliable and valid external source used to support the narrative
2 pts
This criterion is linked to a Learning OutcomeEnhanced Gen Ed Communication
Students will produce well-organized, well-developed communications that reflect appropriate use of language to achieve a specific purpose and address specific audiences.
threshold: 2.0 pts
3 pts
Proficient: Student demonstrates a thorough understanding of required context and is able to create a skillfully developed presentation that provides relevant, detailed, and compelling assertions supported by credible and relevant sources.
2 pts
Developing: Student demonstrates an adequate understanding of required context and is able to explore ideas that are fairly-well developed in a presentation that is mostly organized and includes basic use of relevant sources to support ideas.
1 pts
Novice: Student is able to develop simple ideas in portions of the assignment, provides a basic, somewhat organized presentation, and attempts to use sources to support ideas with some attention to context.
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This criterion is linked to a Learning OutcomeEnhanced Gen Ed Critical & Analytical Thinking
Students will comprehensively explore issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions.
threshold: 2.0 pts
3 pts
Proficient: Student identifies and states problems clearly and completely in understandable terms, carefully and comprehensively evaluates the relevance of assumptions and questions the viewpoints of experts when presenting a position, and formulates conclusions based on a thorough and logical thought process that reflects careful analysis of appropriate assumptions and evidence.
2 pts
Developing: Student identifies problems to be considered critically with some omissions or lack of clarity, gathers mostly appropriate information to develop coherent arguments, and questions some conventional assumptions and often considers opposing viewpoints when formulating conclusions.
1 pts
Novice: Student demonstrates some awareness of assumptions when identifying positions, states problems in simple terms without much clarification, generally accepts viewpoints of experts as fact without question, and routinely reaches conclusions not consistently tied to some of the available information.
—
This criterion is linked to a Learning OutcomeEnhanced Gen Ed Problem Solving
Students will design, evaluate, and implement a strategy to answer open-ended questions or achieve desired goals.
threshold: 2.0 pts
3 pts
Proficient: Student demonstrates the ability to construct a clear and insightful problem statement and to identify multiple approaches to solve a problem that indicate insightful comprehension of the problem and carefully addresses multiple contextual factors and thoroughly reviews results relative to the problem with specific consideration of need for further work.
2 pts
Developing: Student demonstrates the ability to construct a problem statement, proposes multiple solutions that suggest comprehension of the problem, some of which apply within a specific context, and reviews results relative to the problem with some consideration of need for further work.
1 pts
Novice: Student demonstrates a limited ability to identify a problem statement and approaches for solving the problem, provides vague and cursory solutions that do not directly address a problem, and reviews results superficially with no consideration of need for further work.
—
This criterion is linked to a Learning OutcomeEnhanced Gen Ed Human and Cultural Diversity
Students will demonstrate an understanding of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
threshold: 1.0 pts
1 pts
Satisfactory: Student satisfactorily demonstrates human and cultural diversity attributes by demonstrating effective and appropriate interaction in a variety of cultural contexts.
0 pts
Unsatisfactory: Student does not satisfactorily demonstrate human and cultural diversity attributes.
—
Total Points: 70