Choose 1 of the following topics to write an essay. 700-800 word

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Choose 1 of the following topics to write an essay. 700-800 words. 1. Describe and analyze the development of the system known as “Jim Crow” in the period after the end of the Civil War. Your essay should include a discussion of legislative changes to the constitution, key aspects of the period of Reconstruction, specific actions designed to limit African American rights, and major Supreme Court decisions. 2. Describe and analyze the philosophies of three major African American race leaders or artists in the period between the Civil War and World War II. Make sure to give some biographical background on the individual, outline the individual’s major philosophies and work, and then provide a critical assessment. Suggest keywords: Emancipation Proclamation Reconstruction 13th Amendment 14th Amendment 15th Amendment Sharecropping Explain the major thesis of the book Slavery by Another Name Convict Labor A Red Record Tulsa Race Riot/Tulsa Massacre Lynching American Colonization Society Segregation Plessy vs. Ferguson Williams vs. Mississippi Name three major points of Booker T. Washington’s Atlanta Exposition Address Tuskegee Institute George Washington Carver Souls of Black Folk Talented Tenth Double Consciousness Universal Negro Improvement Association Black Star Line Marcus Garvey Pan Africanism Scramble for Africa Niagara Movement Madame C.J. Walker Straightening Comb Explain the major thesis of the book A Voice from the South by Anna Julia Cooper Storyville Ass Music Sportin’ Life Funky Butt Hall Buddy Bolden Second Line Satchmo Take the A Train Robert Johnson W. C. Handy Hoochie Coochie Man Howlin’ Wolf William Seymour Sanctified Music Thomas Dorsey Mahalia Jackson ...

Education

Improvement Association Black Star Line Marcus
Garvey Pan Africanism Scramble for Africa
Niagara Movement Madame C.J. Walker Straightening
Comb Explain the major thesis of the book A
Voice from the South by Anna Julia Cooper
Storyville Ass Music Sportin’ Life Funky Butt Hall Buddy
Bolden Second Line Satchmo Take the A Train Robert
Johnson W. C. Handy Hoochie Coochie Man
Howlin’ Wolf William Seymour Sanctified Music Thomas
Dorsey Mahalia Jackson

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1. African Americans They are also known as the black Americans or the Afro Americans. They are a group of citizens or residents living in the United States of America and they have partial or total ancestry from any native population of the sub-Saharan Africa. Some are also descendants of African Slaves. They are the second largest ethnic and racial minority in the United States 2. Events Event 1: 1877 to 1945 Event: National Association for the Advancement of Colored people (NAACP) In 12th February 1909 the National Association for advancement of colored people was founded by sixty prominent black and white intellectuals, reformers and socialists like James Weldon, Ella Baker, Moor field Storey, Walter white, Roy Wilkins, Benjamin among others they were led by W.E.B Du Bois in New York. The organization was founded when the United States was facing a national crisis of racism to secure the civil and political rights of African Americans and fight for justice for all Americans.103 years later since its inception it’s the oldest, largest and most influential civil rights organization (Tishkoff, Reed, Friedlaender, Ehret, Ranciaro, Froment & Williams, 2009). Event 2:1877 to 1945 Event: Universal Negro Improvement Association (UNIA) In August1914 Marcus Garvey established the universal Negro Improvement association an influential nationalist organization in Jamaica where it operated until he moved to England in 1935 ( Sitkoff, 2009). The organization was founded to promote the spirit of race and pride and also create the sense of peace in black people and to unite all Africa and its Diasporas and redeem it from white rule. The UNIA closed in 1982 but it is recognized as a historic landmark by the National Register of Historic Places and the Ohio Historic Preservation Office (Marable, 1991). Event 3: 1945 to present Event: Southern Christian Leadership Conference (SCLC) Between January and February 1957 a civil rights group named the Southern Christian Leadership Conference was founded by Martin Luther king, Charles k Steele and Fred L Shuttle worth in New Orleans to fight all forms of segregation (Harding, 1981). Event 4: 1945 to present Event: The first African American President and Attorney General In 2008 senator Barack Obama from Chicago became the first African American President nominee as a major party nominee for president. On November 4th 2009 he became the first African American president to be elected president and the 44th president of the United States of America. On February 2nd Erick H Holder became the first African American to serve as Attorney General. 3. Sources Primary Sources Washington, J. M. (1986). The essential writings and speeches of Martin Luther King, Jr. San Francisco: Harper San Francisco. In 28th August 1963 martin Luther King in his speech spoke of how he longed for unity between the white and black Americans and freedom for the black Americans his speech has been recited by many people and it clearly ...

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check out the attachment, it has prompt, use the 4 website to quote AND paraphrase (both are required) that i pasted on there. 800 words. APA style download the attachment and follow the requiremen 1. A Swiveling Proxy That Will Even Wear a Tutu By ROBBIE BROWNJUNE 7, 2013 http://www.nytimes.com/2013/06/08/education/for-homebound-students-a-robot-proxy-in-the-classroom.html?_r=0 2. How One Boy With Autism Became BFF With Apple’s Siri By JUDITH NEWMANOCT. 17, 2014 http://www.nytimes.com/2014/10/19/fashion/how-apples-siri-became-one-autistic-boys-bff.html 3. The Ethical Frontiers of Robotics Noel Sharkey* http://webpages.uncc.edu/~jmconrad/ECGR4161-2011-05/notes/Science_Article_Robotics_Ethics2.pdf 4. THE ROBOTIC MOMENT sherry turkle In late November 2005, I took my daughter Rebecca, then fourteen, to the Darwin exhibition at the American Museum of Natural History in New York. From the moment you step into the museum and come face-to-face with a full-size dinosaur, you become part of a celebration of life on Earth, what Darwin called “endless forms most beautiful.” Millions upon millions of now lifeless specimens represent nature’s invention in every corner of the globe. There could be no better venue for documenting Darwin’s life and thought and his theory of evolution by natural selection, the central truth that underpins contemporary biology. The exhibition aimed to please and, a bit defensively in these days of attacks on the theory of evolution, wanted to convince. At the exhibit’s entrance were two giant tortoises from the Galápagos Islands, the bestknown inhabitants of the archipelago where Darwin did his most famous investigations. The museum had been advertising these tortoises as wonders, curiosities, and marvels. Here, among the plastic models at the museum, was the life that Darwin saw more than a century and a half ago. One tortoise was hidden from view; the other rested in its cage, utterly still. Rebecca inspected the visible tortoise thoughtfully for a while and then said matter-of-factly, “They could have used a robot.” I was taken aback and asked what she meant. She said she thought it was a shame to bring the turtle all this way from its island home in the Pacific, when it was just going to sit there in the museum, motionless, doing nothing. Rebecca was both concerned for the imprisoned turtle and unmoved by its authenticity. It was Thanksgiving weekend. The line was long, the crowd frozen in place. I began to talk with some of the other parents and children. My question—“Do you care that the turtle is alive?”—was a welcome diversion from the boredom of the wait. A ten-year-old girl told me that she would prefer a robot turtle because aliveness comes with aesthetic inconvenience: “Its water looks dirty. Gross.” More usually, votes for the robots echoed my daughter’s sentiment that in this setting, aliveness didn’t seem worth the trouble. A twelve-year-old girl was adam.

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Charles Mann is not only interested in how American societies arrived, developed, and evolved, but also how they adapted to the multiple environments of the Americas. How did indigenous Americans find ways to overcome environmental obstacles? What techniques, attitudes, or actions did indigenous Americans share? What techniques were unique to certain areas? Why did some communities and societies thrive in the years before 1492 while others fell apart and disbanded into new groups or the landscape? How did scholars of the eighteenth, nineteenth, and twentieth centuries differ on their ideas of American Indian development? .

Charles Mann is not only interested in how American societies arrive.docx

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Check out attachments and read instructions before you make Hand Shake. Otherwise , I can't sign the agreement" The most IMPORTANT things for me: 1) Use very simple language, I'm an international student . 2) Follow ALL instructions carefully 100%. 3) Finish it on time . 4) Last but not least, Originality. ==== I will run the paper through Copyscape that homework market provides, and the result MUST be = ZERO. .

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Chapters 5-8. One very significant period in Graphic Design History .docx

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children's right in Pakistan. 6 pages at least 7 references APA style References, citation needed outline: 1. Country in context 2. Demographics 3. History 4. Culture and socio-economic context: official language, religion, 5. Legislation/policies addressing rights 6. Health status of child 7. Education 8. Well-being and quality of life: human develop index 9. Status of children with special needs 10. summary .

childrens right in Pakistan.6 pagesat least 7 referencesAPA s.docx

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CHAPTER ONEIntroduction Learning Objectives • Be able to conceptualize the “information explosion” and how it relates to the brain sciences. • Be able to describe pharmacodynamics and pharmacokinetics. • Be able to articulate the benefits of an integrative approach to psychopharmacology. ENCOURAGEMENT TO THE READER Some of you may begin this book with some anxiety because this is a new area for you. You may imagine that psychopharmacology is exclusively a “hard science,” and perhaps you don't think of yourself as a “hard science” kind of person. You may even feel uncertain about your ability to master basic psychopharmacological concepts. First, let us assure you one more time that our goal is to make this topic accessible to readers who are practicing as or studying to be mental health professionals, many of whom may not have a background in the physical or organic sciences. Second, we recommend to those teaching a course in psychopharmacology that, because of the rapid nature of change in the field, teaching styles that rely on memorization are of limited use in this area. We recommend helping students master basic concepts and then applying these concepts to cases. To facilitate that process, we supply cases and objectives/review questions for main sections of the book. Finally, we invite you students to join us in an incredible journey centering on the most complex organ known to humanity—the human mind and brain. We hope you can revel in the complexity of the brain and the sheer magnitude of its power. We hope you can resist the temptation to want simple and concrete answers to many of the questions this journey will raise. We also hope you learn to appreciate the ambiguous nature of “mind” and its relationship to the brain. As authors and researchers who have traveled this path before us will attest, there are no simple or even known answers to many of the questions that arise (Grilly & Salmone, 2011; Schatzberg & Nemeroff, 1998). We encourage a mixture of trying to comprehend the information while dwelling in the mystery that is the context for the information. Before moving on, we offer a mantra to help you implement this recommendation. A MANTRA Even though psychopharmacology is in its embryonic stage, it is a vast and complex topic. Several years ago I (Ingersoll) engaged in some multicultural counseling training with Paul Pederson. In that training, Dr. Pederson commented, “Culture is complex, and complexity is our friend.” We offer a paraphrase as a mantra for psychopharmacology students: “Reality is complex, and complexity is our friend.” We remind the reader of this mantra throughout the book. You might try saying it aloud right now: “Reality is complex, and complexity is our friend.” If you reach a passage in this book that is challenging for you or that arouses anxiety, stop, take a deep breath, and practice the mantra. The primary audience for this book is mental health clinicians who may not have had much training in biology.

CHAPTER ONEIntroductionLearning Objectives• Be able to concept.docx

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Chapter Ten The Federal Judiciary Brian M. Murphy Learning Objectives After covering the topic of the federal judiciary, students should understand: 1. The relationship of state courts to the federal judiciary. 2. The jurisdiction of federal courts. 3. The structure of the federal judicial system. 4. The procedures of the U.S. Supreme Court. 5. The powers of the federal judiciary. Abstract The udicial y e i he i ed a e i a ed he d c ri e federalism. Two court systems exist side-by-side, national and state, and each has a distinct set of powers. State courts, for the most part, are responsible for handling the legal issues that arise under their own laws. It is primarily when a federal uestion is presented that the federal udicial system can become in ol ed in a state court. therwise, state udiciaries are generally autonomous even from one another. The Constitution precisely outlines the types of cases that can be heard by federal courts, yet it is almost impossible to force a federal court to hear a case that falls under its urisdiction if the udge s wants to avoid it. The authority of the U.S. Supreme Court has slowly grown over time, largely through the power of udicial review. onetheless, federalism has managed to remain a signi cant barrier against federal courts becoming too powerful. The udicial system designed by the framers continues to survive and function after 200 years. Introduction The federal judicial system is the least commonly known and least understood branch of American government. In 2007, 78% could not name the current Chief Justice of the U.S. Supreme Court but 66% were able to identify at least one of the judges on the T show American Idol (Jamieson, 2007). Much of judicial work is conducted out of the limelight and courts are not considered an important in uence in the daily lives of people. It is clear the framers believed that the federal judicial system would be the weakest of the three branches because, as Alexander amilton wrote, it has no in uence over either the sword or the purse (Hamilton, 1961, 465). In other words, courts cannot command an army (or even police) to ensure that decisions are enforced or allocate money to implement one of their rulings. Judges must depend on the other branches in order to get anything done. According to an oft-repeated story, President Andrew Jackson supposedly mocked a decision by Chief Justice John Marshall with the words, John Marshall has made his decision, now let him enforce it’’ (Schwartz, 1993, 94). But times and the role of the federal judiciary have changed. One scholar even concluded that the United States is now operating under a government by judiciary’’ because the U.S. Supreme Court can revise the Constitution by how it interprets the wording (Berger, 1997). As Chief Justice Charles vans Hughes once uipped, e are under a Constitution, but the Constitution is what the judges say it is’’ (Hughes, 1916, 185). .

Chapter TenThe Federal JudiciaryBrian M. MurphyLearnin.docx

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Chapter 9 provides a discussion of the challenges of identifying ELLs’ as having a learning disability or being gifted with their lower than grade-level proficiency in English. After reading Chapter 9, write a post that addresses the following questions: What kinds of disabilities might an ELL have? What are the challenges of determining whether an ELL has a learning ability or is gifted? What kinds of interventions are used once an ELL has been identified as having a learning disability? What kinds of interventions are used once an ELL is determined to be gifted? If you were teaching a class with some ELLs in it, what signals would you look for in the behavior or they ELLs to determine whether they might need to be tested for learning disabilities or being gifted? How might you adapt your curriculum for an ELL student with a learning disability or who is gifted? .

Chapter 9 provides a discussion of the challenges of identifying ELL.docx

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Chapter 8 -- Crimes 1. Conduct that may be a misdemeanor in one state may be a felony in another state. 2. A required element for a crime is that the criminal party voluntarily commits the prohibited act (think “gun to head”). 3. A person cannot commit a crime if the person does not know that his or her conduct is criminal (think “Honduran bony fish or short lobster). 4. The Fourth Amendment prohibits ALL government searches of businesses. 5. Traditionally, extortion involves wrongful demands made by public officials. 6. A company cannot be found guilty of a crime that is committed by its agent. 7. If an employee wrongfully keeps money that was entrusted to the employee by his or employer, the employee has committed the crime of embezzlement. 8. Government officers do not need a search warrant in order to inspect property that is in "plain view". 9. The Constitution guarantees individuals the right to a speedy trial in criminal cases. 10. The Digital Millennium Copyright Act allows a person to thwart encryption devices that copy right holders place on copyrighted material if the person has purchased the copyrighted item in question. Chapter 9 -- Torts 11. One wrongful act may be both a crime and a tort. 12. A person is not entitled to recover for EVERY injury or loss that is caused by another person. 13. In general, tort liability will not be imposed for an involuntary act even if the act harms another. 14. Under tort law, one owes a duty to society to conform his or her conduct to a required standard (think: does society sue the tortfeasor does the “somebody done me wrong” individual plaintiff sue the tortfeasor?). 15. The U.S. government cannot be sued for harm caused by the negligence of federal employees. 16. In some states, a plaintiff may recover for emotional distress that is negligently caused by another. 17. Companies can now make commercial use of the name or likeness of celebrities without first obtaining the celebrities permission to do so because most states do not recognize the tort of invasion of the right to publicity. Chapter 10 18. Patents are granted by state governments, not by the federal government. 19. Trademarks may be protected for up to three years prior to the time that they are actually used. 20. A “term” acquires a secondary meaning when, through prolonged use, the public has come to associate that term with a particular product. 21. In general, mere ideas and concepts cannot be copyrighted or patented. 22. A trade secret may be disclosed without losing its legal .

Chapter 8 -- Crimes 1. Conduct that may be.docx

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chapter 5 Making recommendations for I studied up to this .docx

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Chapter 4. Terris, Daniel. (2005) Ethics at Work: Creating Virtue at an American Corporation. Brandeis University Press. Apply critical thinking skills in evaluating Lockheed Martin's efforts. 1. What do you think about the notion presented by Terris that Lockheed's ethics program does little to prevent ethical breaches at the highest level of the organization? 2. Are the efforts put forth—such as making sure higher level executives participate in training—enough to help executives navigate what Terris calls the 'ethical minefield' faced by leadership in such an organization? 3. What are some things that could be done to address the issue related to ethics at higher executive levels of the organization? 4. Terris points out that the company's program is overly focused on individuals and that it doesn't really address group dynamics that can impact ethical situations. For instance, there can be a tendency for groups to ‘go with the flow’ of the group decision making process and overlook ethical issues in the process. What would you recommend that Lockheed Martin do to address this situation? (Hint: reviewing p. 128 and the following pages – before section headed “Personal Responsibility, Collective Innocence” - of the text might be helpful). Assignment Expectations: Write a 4- to 5-page paper, not including title page or references page addressing the issue. Your paper should be double-spaced and in 12-point type size. Your paper should have a separate cover page and a separate reference page. Make sure you cite your sources. .

Chapter 4. Terris, Daniel. (2005) Ethics at Work Creating Virtue at.docx

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Chapter 4 1. Read in the text about Alexander's attempt to fuse Greek and Eastern cultures (116-120 -see box Alexander meets an Indian King, 115). Then go to: Alexander the Great - a from a BBC documentary. The video will have to be opened in a new window. Write a brief review after watching the documentary (You don't have to watch the entire hour). What does Wood have to say about the scope of Alexander the Great's accomplishments? Does watching a video set in the actual landscape of Macedonia and Turkey help understand the history of an ancient civilization? How? 2. Go to: Building of the Parthenon and Optical 'tricks' at the Parthenon to see the accomplishments of Greek architects and politicians. What is the connection between Athenian politics and the building of the Parthenon? What illusions were utlitzed by the architects and engineers to emphasize the grandeur of the Parthenon? Chapter 5 Select TWO of the following questions and complete the links assignments: Remember to mention source material in your response. (Select 3 for extra credit 1. Go to: Roman Writers view their world and choose 2 authors to write an essay on entertainments and past times of Roman citizens and how eyewitnesses wrote about their world. Who are they? What position did they hold in Roman society? Is this important to their view point? 2. Go to Christian symbolism and Colors in religious art and write about how a largely illiterate (slave and lower class Romans and client state residents) society could learn about this new "Christian" religion through art, symbolism and color. How would this help the conversion process? 3. Go to Sights along the Silk Road . Click on the interactive maps and visit several of the stops along the Silk Road. What did you find? Learn? Then go to : Silk Road Project . Click on "Music and Artists." Then "Listen to Music." Click on a title for ex: "Arabian" to listen to sample of the music and instrument. Write on your findings. You may have to update your "Flash" player to hear music .

Chapter 41. Read in the text about Alexanders attempt to fuse Gre.docx

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