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Choose 10 questions out of the 15 questions and answer each fully. All answers must be in full sentences and at least one paragraph long, Compare and contrast two of three phases of the French Revolution. Discuss Toussaint L’Ouverture’s involvement in the Haitian Revolution including the circumstances of his death. Discuss the congress of Vienna, including the major results, and its significance. Name and explain Marx’ five stages of history. Discuss the Alliance System, including how it directly led to World War I. Name and explain five of Woodrow Wilson’s Fourteen Points. Discuss the events of the February and October Revolutions 1917, including their outcomes. Trace the rise of either Adolf Hitler or Joseph Stalin to power, including the leadership roles they each occupied in their respective countries. Explain Japanese imperialism in the 1930’s, including any repercussions from their actions. 10. Discuss at least three ways that World War II was an example of total war. 11. Compare and contrast how Communist Governments came to power in China and Cuba. 12. Choose 3 countries (excluding the US and the USSR) and explain how the Cold War impacted them. 13. Explain how the Vietnam War Finally ended. 14. Describe 2 wars from the Arab-Israeli Conflict 15. Explain the events of the 1980s that led to the fall of the Soviet Union. .

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The Russian Revolution and the Rise of Dictators / Between Two Fires Terms to define / People to Know Leon Trotsky Fascists Benito Mussolini Mohandas Gandhi Mustafa Kemal (Attaturk) 1. Why did Russia make a separate peace treaty with Germany in World War I? 2. The Bolsheviks slogan called for revolution on the part of: 3. Explain how Stalin, Hitler, and Mussolini exemplify the Key Traits of Totalitarianism 4. The outbreak of what disease followed immediately after WWI? What was the result? 5. What new technology, popularized between the two World Wars, brought world events more directly into people’s daily lives? 6. Why were people in Italy and Germany so willing to accept the dictators that rose to power in their countries in the 1920s and 1930s? 7. Why did governments become increasingly involved in their national economies after WWI? 8. How did economic depressions in major world power nations impact less developed parts of the world? 9. List Hitler’s main goals in Germany. 10. Both Hitler and Mussolini sponsored large, military style youth leagues that encouraged what characteristics? 11. Starting in the 1920s, Japan began militaristic expansion in Asia. Where did they invade and why did they do so? 12. The League of Nations’ response to Japan’s aggression in Manchuria proved … 13. Outline the progress of Nationalist movements in China, India, and Turkey between the World Wars. World War II and the Holocaust Terms to define / People to Know Scorched earth policy kamikaze Erwin Rommel Winston Churchill Benito Mussolini Franklin D. Roosevelt Charles de Gaulle Douglas MacArthur Dwight D. Eisenhower appeasement Neville Chamberlin Harry S. Truman Bernard Montgomery Rescue at Dunkirk Island Hopping Genocide anti-Semitism Kristallnacht 1. What German action finally caused Britain and France to declare war? 2. What was the “phony war”? 3. What was agreed in the Nazi-Soviet Nonaggression Pact? 4. After the fall of France, a puppet government was set up in the city of 5. What city was the target of a Nazi “ blitz ” for 57 straight nights? 6. The United States was able to help its allies and still remain neutral through what three policies? 7. What event led to the United States entry into the war? 8. D-Day refers to what event? 9. Explain what is meant by the term “Turning Point Battle.” Be able to site and explain examples. 10. What was the main factor in Germany’s inability to take Moscow? 11. Where were atomic bombs dropped in Japan and in what order? 12. The Soviet victory at which city is viewed as a major turning point in the war? 13. Capturing the island of _______ allowed the Allies to fly bombing raids over.

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Directions: Answer two of the following sets of questions. Be sure to write complete sentences, double space, set one-inch margins, and use Times Roman 12-point font. Aim for about one-and-a half to two pages for each of your answers. Be sure to place your name on your exam. Also, remember to cite any sources you use and be careful not plagiarize, which will be penalized with a grade of F for the exam. 1. Why did socialism develop into such a strong challenge to laissez faire economics (capitalism)? What were Karl Marx’s three chief criticisms of capitalism? Briefly explain his theory of revolution. According to Marx, what conditions had to be met before a country was ready for socialism? Why did Karl Marx’s critique of capitalism become so influential after his death? 2. Russia made substantial economic, social, and political progress between 1861 and 1914. Why, then, did the tsarist government collapse so suddenly in February/March* 1917 and be replaced by a Provisional (temporary) Government? Why were the Bolsheviks (soon to call themselves Communists) under Lenin able to overthrow the Provisional Government in October/November of that year, and why did they win the subsequent Russian Civil War (1918-1921)? What kind of leader was Stalin, and how did he diverge from Lenin’s policies in his “revolution from above”? *Remember: the Russian used the old Julian calendar until February 1918, when the Communists adopted the Gregorian calendar. The Julian calendar was thirteen days behind the Gregorian calendar in the 20th century. 3. What is imperialism? Briefly explain four reasons for the unprecedented European expansion into Africa and Asia during the period 1870-1914. Explain two important effects of imperialism for Europeans and two for native populations in Africa and Asia? How did people in China and India eventually respond to European imperialism? 4. Discuss the causes of the Great War (World War I) and the reasons for the Allies’ victory. Was any one nation more responsible than others for the war? Why was France so determined to punish Germany after the war? Was the punishment just? 5. What circumstances were conducive to the rise of dictatorships and the decline of democracies between 1918 and 1939, particularly in Italy and Germany? What were three important similarities between Italian fascism and German Nazism. What made German Nazism and Italian Fascism such aggressive, even warmongering, ideologies? 6. Various writers have suggested that the twentieth century’s World Wars in their European contexts were in fact civil wars between competing ideologies, one representing progressive ideas and values that originated in the Enlightenment, and the other, the antithesis of progressive ideas and values. Discuss. Bonus: Answer either A or B (if you answer both, only the first one will count). Twenty to twenty-five words should suffice. A. Based on your study of history this semester, what is the.

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Why was the Panama Canal built? Which country started the project? Which country finished it? Give at least two reasons as to why it took so long to be completed. (5 points) Why did Germany help Lenin get back to Russia after Nicholas II abdicated? What was Lenin's underlying purpose in drawing out peace talks with Germany after he took control of Russia? (5 points) Choose two nations from the following: Turkey, Egypt, Iran, Saudi Arabia, Japan. Compare and contrast how nationalistic movements within each country along with the influence of Westen powers helped shape them with either similar or different results. (10 points) Explain the different politcal, economic and social philosophies that the leaders of France, Great Britain and the United States has in regard to the creation of the Treaty of Versailles. Which of these leaders got a Treaty that mose closely resembked his desires? Why? What compromises were made? Also explain how Germany responded to the treaty? And finally, whose philosophies for the Treaty do you most agree with? Why? (10 points) Name and describe three new weapons or methods of warfare first used during World War I. What effect did the introduction of new technology have on the war? (10 points) Choose a person that we've studied who has made a major contribution to the shaping of the world between 1850 and 1930. (You're not allowed to choose Hitler because we have not spent enough time on him yet). Write a brief biography of that person describing his/her background, contributions to the world (for better or worse), and why you believe that he/she is the most significant person we've studied in terms of shaping the politcal, economic, and/or social lanscape(s) of the world. (10 points) .

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118 CHAPTER OUTLINE • Worldwide Conflict • Western Europe on the Front Line • Regional Conflicts • International and Regional Convergence Conflict and Convergence: 1945–19506 1943 Sartre’s Being and Nothingness is published The “big three” meet at Tehran conference 1945 Yalta conference is held VE Day ends the war in Europe Potsdam conference is held VJ Day ends the war in the Pacific Ho Chi Minh “decolonizes” Vietnam Korea is divided into occupation zones The United Nations is founded 1946 The first Indochina war begins Bretton Woods system goes into effect Kennan writes the “Long Telegram” Churchill makes “Iron Curtain” speech 1947 India is decolonized India and Pakistan are created UN Partition Plan for Palestine is approved Truman Doctrine, Marshall Plan, and National Security Act go into effect in United States The “Red Scare” takes hold in the United States 1941 United States and USSR join the Allies C H A P T E R T I M E L I N EC H A P T E R T I M E L I N E The World in the 20th Century: A Thematic Approach, First Edition, by Stephanie A. Hallock. Published by Pearson. Copyright © 2013 by Pearson Education, Inc. G A R R E T T , M E G A N 1 3 2 4 T S Photos from left to right: Vietminh troops march into Hanoi, 1954; UN poster; The new “big 3”; Family fleeing from square block of Jewish occupied buildings in the Jewish district of Jerusalem, February, 1948. 1948 Congress of Europe meets Gandhi is assassinated USSR blockades Berlin, and United States flies airlift around it The OAS is established State of Israel is created and recognized The first Arab- Israeli War begins 1949 Mao wins civil war in China and establishes PRC Chinese nationalists flee to Taiwan The German Federal Republic is created NATO is established 1950 Sino-Soviet Treaty is signed U.S. government issues NSC-68 1955 Moscow creates the Warsaw Pact 119 The World in the 20th Century: A Thematic Approach, First Edition, by Stephanie A. Hallock. Published by Pearson. Copyright © 2013 by Pearson Education, Inc. G A R R E T T , M E G A N 1 3 2 4 T S Worldwide Conflict The defining structural characteristic of the latter half of the twentieth century was the conflict between the two “superpowers” that emerged at the end of World War II. After thirty years of war and its consequences in Europe, Germany’s and Italy’s military ca- pacities were almost completely destroyed and Great Britain’s and France’s had been greatly diminished. What was left of Japan’s military was being dismantled by the United States during the Occupation, and China was engaged in an intermittent civil war from April 1927 through May 1950. By 1945, only the United States and USSR were capable of fielding effective military ma- chines, and the United States was clearly leading in terms of military technology, proven by its use of the atomic bombs in Japan. The military alliance these two countries forged to defeat fascism in World War ...

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John: Hi, I'm John Green. This is Crash Course US History, and today we're going to talk about the Cold War. The Cold War is called "cold" because it supposedly never heated up into actual armed conflict. Which means, you know, that it wasn't a war. Past John: Mr. Green, Mr. Green, but if the war on Christmas is a war and the war on drugs is a war... Present John: You're not going to hear me say this often in your life, me from the past, but that was a good point. At least the Cold War was not an attempt to make war on a noun, which almost never works, because nouns are so resilient. And to be fair, the Cold War did involve quite a lot of actual war, from Korea to Afghanistan as the world's two superpowers, the United States and the USSR, sought ideological and strategic influence throughout the world. So perhaps it's best to think of the Cold War as an era lasting roughly from 1945 to 1990. Discussions of the Cold War tend to center on international and political history, and those are very important, which is why we've talked about them in the past. This, however, is United States history, so let us heroically gaze, as Americans so often do, at our own navel. Stan, why did you turn the globe to the green parts of not-America? I mean I guess to be fair, we were a little bit obsessed with this guy. So the Cold War gave us great spy novels, independence movements, an arms race, cool movies, like "Doctor Strange Love" and "War Games", one of the most evil mustaches in history, but it also gave us a growing awareness that the greatest existential threat to human beings is ourselves. It changed the way we imagined the world and humanity's role in it. In his Nobel Prize acceptance speech, William Faulkner famously said, "Our tragedy today is a general and universal physical fear so long sustained by now that we can even bear it. There are no longer problems of the spirit. There is only the question: When will I be blown up?" So today we're going to look at how that came to be the dominant question of human existence and whether we can ever get past it. (Intro plays) So after World War II the US and the USSR were the only two nations with any power left. The United States was a lot stronger. We had atomic weapons for starters, and also the Soviets had lost twenty million people in the war, and they were lead by a sociopathic, mustachioed Joseph Stalin. But the US still had worries, we needed a strong free market oriented Europe and, to a lesser extent, Asia, so that all the goods we were making could find happy homes. The Soviets, meanwhile, were concerned with something more immediate, a powerful Germany invading them, again. Germany, and please do not take this personally Germans, was very, very slow to learn the central lesson of world history: do not invade Russia, unless you're the Mongols. [Mongoltage] So at the end of World War II, the USSR encouraged the creation of pro communist go ...

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10.1 Origins of the Cold War World War II left most of Europe in shambles. Millions were homeless because the war destroyed thousands of homes, businesses, and public buildings. The European economy was similarly devastated, with much of the industrial infrastructure destroyed or heavily damaged. Great Britain was heavily in debt to the United States and was forced to borrow even more to begin reconstruction. The Soviet Union had suffered severe population losses, including nearly 8.7 million military deaths and 19 million noncombat deaths from starvation, disease, and German prison camps and mass shootings. The USSR also experienced a significant reduction in industrial and food production in the immediate postwar period. Unable to quickly rebuild, European business elites, conservatives, and even liberals lost ground to Socialists and Communists, who supported the nationalization of banks, manufacturing, and utilities. Smaller European nations such as Greece and Italy also saw major advances by their own homegrown Communist parties. At the war’s end, the United States, with its political stability and rapid economic growth, stood as the lone strong nation among the struggling former combatants. Still, some feared that a Communist upsurge could shake the United States and challenge the nation’s traditions of free enterprise and capitalism. In this uncertain environment, despite its huge losses, the Soviet Union was the only other world power that had the ideological confidence and military might to join the United States in shaping the new world order. Although the United States and the USSR depended on one another for victory in the war, the alliance between them was tenuous. The Soviets’ Communist-based ideology, culture, and economic system, as well as the dictatorial control of Soviet leader Joseph Stalin, stood in stark contrast to American democratic values and capitalism. Although some hoped that the alliance between the two nations would last beyond the war, the relationship quickly began to unravel once the common threat of German aggression was removed. The United States and the Soviet Union became locked in a protracted struggle in which their clash of ideas and values was as central as their military and diplomatic rivalry. Beginning in the immediate postwar era, this so-called Cold War was as integral to the restructuring of the new world order as was the physical rebuilding of war-torn Europe and Japan. Roots of the Conflict When Harry S. Truman assumed the presidency following Roosevelt’s death in April 1945, he faced some of the most delicate and worrisome troubles of any American president. With little experience in international affairs, he confronted the growing division between the United States and the Soviet Union that began during the war, as evidenced in the tensions over Poland at the Yalta conference. His decisions during and immediately after World War II fostered a half century of global competition with the ...

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Lecture Slides Give Me Liberty! AN AMERICAN HISTORY FIFTH EDITION By Eric Foner 1 Chapter 22: Fighting for the Four Freedoms: World War II, 1941 to 1945 The most popular works of art in World War II were paintings of the Four Freedoms by Norman Rockwell. In his State of the Union address before Congress in January 1941, President Roosevelt spoke of a future world order based on “essential human freedoms”: freedom of speech, freedom of worship, freedom from want, and freedom from fear. During the war, Roosevelt emphasized these freedoms as the Allies’ war aims, and he compared them to the Ten Commandments, the Magna Carta, and the Emancipation Proclamation. In his paintings, created in 1943, Rockwell portrayed ordinary Americans exercising these freedoms: a citizen speaking at a town meeting, members of different religious groups at prayer, a family enjoying a Thanksgiving dinner, and a mother and father standing over a sleeping child. Though Rockwell presented images of small-town American life, the United States changed dramatically in the course of the war. Many postwar trends and social movements had wartime origins. As with World War I, but on a far greater scale, wartime mobilization expanded the size and reach of government and stimulated the economy. Industrial output skyrocketed and unemployment disappeared as war production finally ended the Depression. Demands for labor drew millions of women into the workforce and lured millions of migrants from rural America to industrial cities of the North and West, permanently changing the nation’s social geography. The war also gave the United States a new and lasting international role and reinforced the idea that America’s security required the global dominance of American values and power. Government military spending unleashed rapid economic development in the South and West, laying the basis for the modern Sunbelt. The war created a close alliance between big business and a militarized federal government—what President Dwight D. Eisenhower later called the “military-industrial complex.” And the war reshaped the boundaries of American nationality. The government recognized the contributions of America’s ethnic groups as loyal Americans. Black Americans’ second-class status attracted national attention. But toleration went only so far. The United States, at war with Japan, forced more than 100,000 Japanese-Americans, including citizens, into internment camps. The Four Freedoms thus produced a national unity that obscured divisions within America: divisions over whether free enterprise or the freedom of a global New Deal would dominate after the war, whether civil rights or white supremacy would define race relations, and whether women would return to traditional roles in the household or enter the labor market. The emphasis on freedom as an element of private life would become more and more prominent in postwar America. 2 World War II Posters Give Me Liberty!: An American H ...

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HY 1020, Western Civilization II 1 UNIT VI STUDY GUIDE World War II & Redefining the West after World War II Learning Objectives Upon completion of this unit, students should be able to: 1. Identify the expectations concerning war in the 1920s and 1930s. 2. Describe how European hopes and fears led to armed conflict in both Europe and Asia. 3. Explain how Nazi Germany conquered the continent of Europe by 1941. 4. Discuss why the Allies won in 1945. 5. Explain how and why the war against the Jews took place and what its consequences were. 6. Discuss what total war meant on the home front. 7. Explain why and how the world moved from World War II to the Cold War. 8. Discuss the impact of decolonization and the Cold War on the global balance of power. 9. Identify the patterns that characterized the history of the Soviet Union and Eastern Europe after the death of Stalin. 10. Describe the patterns that characterized the history of Western Europe in the 1950s and 1960s. Unit Lesson Twenty years after the end of World War I, Europe and the world were again engulfed in total war. The immediate cause was Hitler’s desire for a German empire in Eastern Europe, but there were other, longer-term factors that explain the origins of the war. The origins of the Second World War are tied to the settlements of the first. The treaties signed after 1918 created a fragile peace for three reasons. First, redrawing the map of central and Eastern Europe did not fulfill the nationalist ambitions of all groups. Second, the League of Nations was too weak to be the basis of a new international order. Third, the peace settlements created new resentments among both the winners and the losers. The Great Depression increased international instability as the various countries used tariff barriers to protect their economies, and some political leaders saw territorial expansion as a solution to their economic problems. In the face of the democracies’ passivity, Hitler made his first moves, withdrawing Germany from the League of Nations in 1933 and openly violating the terms of the Treaty of Versailles in 1935 by rearming Germany. In 1936, Hitler signed an alliance with Italy, creating the Rome-Berlin Axis. Hitler again violated the Treaty of Versailles in 1936 by sending troops into the Rhineland and again in 1938 by annexing Austria to Germany, in a move called the Anschluss. In neither case did France or Britain act against Germany. Early German military successes were the result of a new technology of modern offensive warfare that utilized a mobile, mechanized offensive force. Hitler’s plan for a German empire–the Third Reich–in Europe centered on the conquest of the Reading Assignment Chapter 27: World War II, pp. 858-861, 864, 866, 869-870, 872, 875-885 Chapter 28: Redefining the West after World War II, pp. 891-897, 900-910, 912-915 Supplemental Reading See information bel.

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Clarify the differences between referential and expressive language..docx

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Class : INF220 Each discussion must be at least 200 words Discussion #1 How are information systems transforming business and what is their relationship to globalization? Give examples to illustrate your answer. Discussion #2 How do enterprise applications, collaboration and communication systems, and intranets improve organizational performance? Give examples to illustrate your answer. .

Class INF220Each discussion must be at least 200 words.docx

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CJUS300 Sarah Harris, your supervisor at the pretrial diversion program where you are interning, obtains a case that she asks you to work on independently. The case involves Cindy Bichman, a mentally ill, homeless 38-year-old woman who has not showered in many weeks. She is hungry because she has not eaten in several days. Her mental illness is not under control because she is not taking any medication nor is she under the treatment of a psychiatrist because she does not know where to go, and she has no means of financial support. Therefore, her behavior is considered bizarre by those who do not know or understand her plight. She spends her days roaming downtown panhandling. She has a history of obtaining food at homeless shelters as well as sleeping in these shelters when the weather necessitates it. On one particular day, she steals some bread from a local convenient store. The clerk contacts the police, and Ms. Bichman is arrested and taken to county jail. She is eventually released to the pretrial diversion program and assigned to Ms. Harris, who in turn, gives the case to you. Ms. Harris tells you that she believes the helping professions of psychiatry and social work need to be involved with Ms. Bichman. She asks you to do the following: Identify the core values of the psychiatry profession that would be important in this case, and explain why. Identify the core values of the social work profession that would be important in this case, and explain why. Use 2 core values from each discipline stated. .

CJUS300Sarah Harris, your supervisor at the pretrial diversion pro.docx

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CJUS300 Cindy Hart is 23 years of age. She was born on 6/11/86, the fourth child born to Betty Hart (born 6/1/66) and Barney Hart (born 4/11/55). Her father, Barney Hart, was an alcoholic who drank daily and recently passed away from cirrhosis of the liver. Mr. Hart was extremely violent with his wife and his children. He repeatedly beat his wife throughout the marriage and was often violent with the children. Cindy and her three siblings were taken from the custody of their parents several times during their formative years because of their father's drinking, domestic violence, and their mother's inability to protect them. Cindy likely bore the brunt of her father's alcoholism and family violence because she was the youngest of her siblings, and her father's alcoholism was severe for the last 12 years before his death. Cindy's father could not hold a job because of his alcoholism, and her mother did not work, so the family had limited funds and finances were always a source of great strain and tension. Cindy's mother was ineffectual and inept as a parent. She allowed repeated beatings of the children by Mr. Hart. Her mental health is questionable. Her older siblings are Noah, age 25; Colleen, age 26; and Laura, age 28. Noah is currently incarcerated after recently being found guilty of drug trafficking. He is to serve a 40-year sentence. Colleen has six children; three of whom have been removed by Child Protective Services (CPS) because of issues involving drugs, inadequate supervision, and her recent arrests for prostitution. Laura, who is the most stable of the siblings, is married, has one child, and is working full-time as a physician assistant. She has no ties with her siblings or her mother. Cindy Hart has never been married and has two children: Benjamin, age 5 and Luke, age 3. The children have different fathers and neither father is involved on a regular basis with either child. Cindy is receiving Temporary Assistance to Needy Families (TANF) (i.e., welfare) and Medicaid as health insurance for the children. She lives in an apartment in a crime-ridden, rundown neighborhood. She did not complete high school and did not graduate with her class but instead she dropped out in the 11th grade. She had a series of drug binges during this period. She eventually did receive her GED and is very proud of that fact because only her sister Laura graduated. Cindy works part-time in a day care center as an aide. She has a history of mental health treatment, which includes two psychiatric hospital stays (one at the age of 15 and the other at the age of 21). She currently takes antidepressant medication, has a dual diagnosis (DSM-IV-TR diagnosis plus a substance abuse diagnosis), and has very few social supports. She sees her psychiatrist monthly for medication consults but has missed her last two appointments. She also sees her social worker for ongoing mental health counseling twice per month but has missed her last two appointments. Luke, her 3-y.

CJUS300Cindy Hart is 23 years of age. She was born on 61186, the.docx

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CJHS311-1501B-01 Study of Alcohol Use and Abuse Task Name: Phase 2 Discussion Board Deliverable Length: 4–6 paragraphs Details: Reminder: Initial Discussion Board posts due by Wednesday, responses due by Sunday Students will be expected to post their first initial discussion board posting by Wednesday of each week. Discussion posts will be graded and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. Students are expected to post their responses to peers by Sunday. NOTE: All submission posting times are based on midnight Central Time. Since your last meeting with Mr. Moore, you have come to be aware that because he is home so infrequently, he does not spend much quality time sober with his children. He recently missed his daughters’ national gymnastics championships in San Francisco, CA. The girls excel at gymnastics and are among the best in the country at their level. Mr. Moore has been to one gymnastic meet 3 years ago. His son, Jeffrey, plays hockey and is on a travel team. Mr. Moore has never been to one hockey game. Mr. Moore has never missed work due to drinking, although you have come to be aware that he sleeps only 4–5 hours per night and is typically hung over the next day after being out drinking the night before. He has very little patience, chain smokes, and has many regrets in his life (although drinking is not yet one of them). When asked about his children, he appears to know very little about them. He is unable to tell you who each child’s best friend is, what each child’s favorite color is, what television shows they like to watch, what music interests them, or what foods they like to eat. He cannot recall ever doing any activity with any of them individually or together. He is not sure of their schedule, and he has never been to a school parent/teacher conference or any doctor or dentist appointments. However, he is very vocal in his expectation that his children excel in school and get all As. He did disclose that he reviews their report cards to be sure they are getting all As. When asked about his children’s apparent athletic ability, he is apathetic. He truly believes that he cannot attend such events because it interferes with his business. Mr. and Mrs. Moore travel frequently as a couple with different retail groups, and these trips are paid for by the manufacturers of the furniture that Mr. Moore carries in his stores. The children do not come on these trips. There are about two per year, each lasting for 1 week. When asked about these trips during an interview, Mrs. Moore’s face elongates and she looks down. She is very guarded in her responses to you as the probation officer. You learn that these trips are a source of great stress for Mrs. Moore because all decisions are left up to her. She decides and plans for the child care for the children when they travel, she does the pack.

CJHS311-1501B-01 Study of Alcohol Use and AbuseTask NamePhase 2.docx

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CJHS315-1404B-01 Child Abuse Task Name: Phase 1 Individual Project Deliverable Length: 1-2 pages Details: Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. You are working in a center and your boss has asked you to prepare an informative essay to inform the new counselors of historical information relevant to the profession, specifically the term Parens Patriae. Using the Library and/or the Internet research child abuse from a historical perspective and prepare an essay on the following: An overview of the concept of Parens Patriae The historical originsof Parens Patriae Use of Parens Patriae in modern juvenile court, providing two examples .

CJHS315-1404B-01 Child AbuseTask NamePhase 1 Individual Project.docx

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