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2-3 pages, double spaced --- For this project, students will access FIU's dPanther Repository ( http://dpanther.fiu.edu/dPanther/home )to conduct a primary source examination and explain how these sources on South Florida's past relate to the general themes and topics discussed in this Modern American Civilization course. The format for this project differs from a typical paper; the project focuses more on an in-depth analysis of sources rather than answering a question-based prompt. Students are expected to understand the purpose, the relevance, and the importance of the sources based on both a local and national level. For this project, students are encouraged to explore the digital archives to find a topic that they find interesting. The years of investigation for these sources should range from 1877 to 2000. Try to use between 1 to 5 sources for the project. Students should look for sources that push them to re-evaluate the themes explored throughout the course and provides fascinating historical discussions for the writing portion of the project. These are the digital collections that are acceptable for this project. These collections include documents, photographs, and videos: City of Miami Beach ( http://dpanther.fiu.edu/dPanther/collections/imbda ) Virginia Key Beach Park Trust ( http://dpanther.fiu.edu/dPanther/collections/vkt ) Coral Gables Memory ( http://dpanther.fiu.edu/dPanther/collections/cgm ) Everglades Digital Library: Reclaiming the Everglades ( http://dpanther.fiu.edu/dPanther/collections/rte ) Miami Metropolitan Archive ( http://dpanther.fiu.edu/dPanther/collections/mca ) Mile Markers: Linking Keys History ( http://dpanther.fiu.edu/dPanther/collections/mile ) Greater North Miami Historical Society ( http://dpanther.fiu.edu/dPanther/collections/ignmhs HistoryMiami Museum ( http://dpanther.fiu.edu/dPanther/collections/ihm Miami Shores Village Archives at Brockway Memorial Library ( http://dpanther.fiu.edu/dPanther/collections/bml Tequesta: the Journal of the Historical Association of Southern Florida ( http://dpanther.fiu.edu/dPanther/collections/teq I want to see creativity about combining the sources and coursework for these reports. For example, there are several photos and videos about the history of African Americans of Miami in these collections. An idea for a project is to look at the Civil Rights movement in the United States and compare it to efforts in South Florida. Other ideas include looks into how the events like the Great Depression, early 20th-century immigration, Post WWII development of the Sun Belt, and Conservationism affected the development of the South Florida area. Please only focus on a single topic. Conciseness is key. THINK ABOUT KEYWORDS FROM THE CLASS TO USE AS SEARCH TOOLS! As for citations, the textbook should serve as the primary reference. Additionally, use the discussion boards and essays to explain the themes and topics of the project. ...
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This multi-day lesson plan teaches students about immigration to the United States through primary source images and political cartoons. Over the course of five class periods, students will formulate historical research questions, analyze primary sources, and write a paper on why a specific ethnic group migrated to America. They will explore push and pull factors, expectations vs realities, occupations, settlement patterns, and assimilation over time. The lesson addresses several CT history and social studies standards and provides rubrics to evaluate students' research papers.
Rev. 0319 General Education Common Graded Assignment His.docx
This document provides instructions for a primary source analysis assignment in a History 112 course on U.S. history from 1865 to the present. Students are asked to select a topic, find two related primary sources through research, and write a 3-page essay analyzing and comparing the sources. The essay must address the background of each source's creator, the intended purpose and audience, an assessment of reliability, and similarities and differences between the sources. Proper citation in Chicago style is required.
Rev. 0319 General Education Common Graded Assignment H.docx
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
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2016 historical research getting started
This document provides guidance on developing a topic for a history fair project. It discusses formulating a thesis statement and guiding questions based on historical context. Students are advised to use both primary and secondary sources to conduct balanced research that answers their guiding questions. The research process involves developing a premise, considering different perspectives, and using a variety of source types to tell the full story of an event from history.
3 pages, double spacedAttached is the rubric in which I will gra.docx
3 pages, double spaced
Attached is the rubric in which I will grade the project.
HistoryPaperRubric.doc
For this project, students will access FIU's dPanther Repository (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site.to conduct a primary source examination and explain how these sources on South Florida's past relate to the general themes and topics discussed in this Modern American Civilization course.
The format for this project differs from a typical paper; the project focuses on an in-depth analysis of sources rather than answering a question-based prompt. Students are expected to understand the purpose, the relevance, and the importance of the sources based on both a local and national level.
You are encouraged to explore the digital archives to find a topic that they find interesting. The years of investigation for these sources should range from 1877 to 2000. Try to use between 1 to 5 sources for the project. Students should look for sources that push them to re-evaluate the themes explored throughout the course and provides fascinating historical discussions for the writing portion of the project.
These are the digital collections that are acceptable for this project. These collections include documents, photographs, and videos:
City of Miami Beach (Links to an external site.)Links to an external site.
Virginia Key Beach Park Trust (Links to an external site.)Links to an external site.
Coral Gables Memory (Links to an external site.)Links to an external site.
Everglades Digital Library: Reclaiming the Everglades (Links to an external site.)Links to an external site.
Miami Metropolitan Archive (Links to an external site.)Links to an external site.
Mile Markers: Linking Keys History (Links to an external site.)Links to an external site.
Greater North Miami Historical Society (Links to an external site.)Links to an external site.
HistoryMiami Museum (Links to an external site.)Links to an external site.
Miami Shores Village Archives at Brockway Memorial Library (Links to an external site.)Links to an external site.
Tequesta: the Journal of the Historical Association of Southern Florida (Links to an external site.)Links to an external site.
I want to see creativity about combining the sources and coursework for these reports. For example, there are several photos and videos about the history of African Americans of Miami in these collections. An idea for a project is to look at the Civil Rights movement in the United States and compare it to efforts in South Florida. Other ideas include looks into how the events like the Great Depression, early 20th-century immigration, Post WWII development of the Sun Belt, and Conservationism affected the development of the South Florida area. Please only focus on a single topic. Conciseness is key.
THINK ABOUT KEYWORDS FROM THE CLASS TO USE AS SEARCH TOOLS!
As for citations, the textbook should serve as the primary reference. Additionall.
Formal Assessment Guidelines – POTUS Foreign Policy Memo Introd.docx
*Formal Assessment Guidelines – POTUS Foreign Policy Memo
Introduction
This project is an opportunity to discuss what you think should be the highest priority (national interest) in the future of American foreign policy. Completing this activity is a mandatory component of this course. It serves as the standard course assessment for all GOVT 2305 students. Failure to submit this project in its entirety will result in a failing grade for the course. There are three steps to completing this project.
Step 1: Identify the issue and how the US government is currently addressing it. Then, identify strategies that could be used to improve those efforts.
Step 2: Gather three scholarly research articles that address the issue you selected and offer suggestions for improvement.
Step 3: Prepare a formal policy memo for the President of the United States (POTUS). This is the only part of the project you will turn in.
The grading standards used to assess the quality of your work for this project will be detailed in a grading rubric, which will be provided during the semester.
It is strongly suggested that student read ahead and use the library database during the first week of the course to begin researching a topic. This project requires carefully planning throughout the semester. Refer to the course calendar for the specific due date. The final product is to be submitted as a single file via the submission guidelines identified by the instructor.
Step 1 – Identifying the Issue
A. Throughout chapter 14 of the textbook, you will find traditional methods and core issues used to create the foreign policy agenda. Use this information as a starting point for identifying the subject of your own research.
B. Next, identify a single issue that you feel should be the highest priority in American foreign policy and specifically how the nation should go about pursuing that policy.
Step 2 - Gathering Sources
A. Find three high-quality reference materials (articles published in an academic journal) using the following criteria:
· The article must be no more than ten years old, a minimum of five pages in length, and should meet the standards of college level material.
· Carefully choose those works that provide a variety of perspectives on your topic.
· Newspaper articles, magazine articles, textbooks and items of the like are considered "supplemental sources" on the collegiate level and are not quality research materials.
· Dictionaries, Encyclopedias (including Wikipedia), Almanacs, or an Atlas are reference materials and should not be listed in any works cited page on the collegiate level.
· Properly document your sources in your memo and on a works cited page.
Step 3 – The Memo
A. Your paper should quickly explain how the President can take your advice and put it into action. He is a busy man, so keep it short and to the point.
B. This document should quickly articulate (in 2-3 paragraphs) the relevance of the issue, your policy position (citing the support.
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This multi-day lesson plan teaches students about immigration to the United States through primary source images and political cartoons. Over the course of five class periods, students will formulate historical research questions, analyze primary sources, and write a paper on why a specific ethnic group migrated to America. They will explore push and pull factors, expectations vs realities, occupations, settlement patterns, and assimilation over time. The lesson addresses several CT history and social studies standards and provides rubrics to evaluate students' research papers.
Rev. 0319 General Education Common Graded Assignment His.docx
This document provides instructions for a primary source analysis assignment in a History 112 course on U.S. history from 1865 to the present. Students are asked to select a topic, find two related primary sources through research, and write a 3-page essay analyzing and comparing the sources. The essay must address the background of each source's creator, the intended purpose and audience, an assessment of reliability, and similarities and differences between the sources. Proper citation in Chicago style is required.
Rev. 0319 General Education Common Graded Assignment H.docx
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians ...
2016 historical research getting started
This document provides guidance on developing a topic for a history fair project. It discusses formulating a thesis statement and guiding questions based on historical context. Students are advised to use both primary and secondary sources to conduct balanced research that answers their guiding questions. The research process involves developing a premise, considering different perspectives, and using a variety of source types to tell the full story of an event from history.
3 pages, double spacedAttached is the rubric in which I will gra.docx
3 pages, double spaced
Attached is the rubric in which I will grade the project.
HistoryPaperRubric.doc
For this project, students will access FIU's dPanther Repository (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site.to conduct a primary source examination and explain how these sources on South Florida's past relate to the general themes and topics discussed in this Modern American Civilization course.
The format for this project differs from a typical paper; the project focuses on an in-depth analysis of sources rather than answering a question-based prompt. Students are expected to understand the purpose, the relevance, and the importance of the sources based on both a local and national level.
You are encouraged to explore the digital archives to find a topic that they find interesting. The years of investigation for these sources should range from 1877 to 2000. Try to use between 1 to 5 sources for the project. Students should look for sources that push them to re-evaluate the themes explored throughout the course and provides fascinating historical discussions for the writing portion of the project.
These are the digital collections that are acceptable for this project. These collections include documents, photographs, and videos:
City of Miami Beach (Links to an external site.)Links to an external site.
Virginia Key Beach Park Trust (Links to an external site.)Links to an external site.
Coral Gables Memory (Links to an external site.)Links to an external site.
Everglades Digital Library: Reclaiming the Everglades (Links to an external site.)Links to an external site.
Miami Metropolitan Archive (Links to an external site.)Links to an external site.
Mile Markers: Linking Keys History (Links to an external site.)Links to an external site.
Greater North Miami Historical Society (Links to an external site.)Links to an external site.
HistoryMiami Museum (Links to an external site.)Links to an external site.
Miami Shores Village Archives at Brockway Memorial Library (Links to an external site.)Links to an external site.
Tequesta: the Journal of the Historical Association of Southern Florida (Links to an external site.)Links to an external site.
I want to see creativity about combining the sources and coursework for these reports. For example, there are several photos and videos about the history of African Americans of Miami in these collections. An idea for a project is to look at the Civil Rights movement in the United States and compare it to efforts in South Florida. Other ideas include looks into how the events like the Great Depression, early 20th-century immigration, Post WWII development of the Sun Belt, and Conservationism affected the development of the South Florida area. Please only focus on a single topic. Conciseness is key.
THINK ABOUT KEYWORDS FROM THE CLASS TO USE AS SEARCH TOOLS!
As for citations, the textbook should serve as the primary reference. Additionall.
Formal Assessment Guidelines – POTUS Foreign Policy Memo Introd.docx
*Formal Assessment Guidelines – POTUS Foreign Policy Memo
Introduction
This project is an opportunity to discuss what you think should be the highest priority (national interest) in the future of American foreign policy. Completing this activity is a mandatory component of this course. It serves as the standard course assessment for all GOVT 2305 students. Failure to submit this project in its entirety will result in a failing grade for the course. There are three steps to completing this project.
Step 1: Identify the issue and how the US government is currently addressing it. Then, identify strategies that could be used to improve those efforts.
Step 2: Gather three scholarly research articles that address the issue you selected and offer suggestions for improvement.
Step 3: Prepare a formal policy memo for the President of the United States (POTUS). This is the only part of the project you will turn in.
The grading standards used to assess the quality of your work for this project will be detailed in a grading rubric, which will be provided during the semester.
It is strongly suggested that student read ahead and use the library database during the first week of the course to begin researching a topic. This project requires carefully planning throughout the semester. Refer to the course calendar for the specific due date. The final product is to be submitted as a single file via the submission guidelines identified by the instructor.
Step 1 – Identifying the Issue
A. Throughout chapter 14 of the textbook, you will find traditional methods and core issues used to create the foreign policy agenda. Use this information as a starting point for identifying the subject of your own research.
B. Next, identify a single issue that you feel should be the highest priority in American foreign policy and specifically how the nation should go about pursuing that policy.
Step 2 - Gathering Sources
A. Find three high-quality reference materials (articles published in an academic journal) using the following criteria:
· The article must be no more than ten years old, a minimum of five pages in length, and should meet the standards of college level material.
· Carefully choose those works that provide a variety of perspectives on your topic.
· Newspaper articles, magazine articles, textbooks and items of the like are considered "supplemental sources" on the collegiate level and are not quality research materials.
· Dictionaries, Encyclopedias (including Wikipedia), Almanacs, or an Atlas are reference materials and should not be listed in any works cited page on the collegiate level.
· Properly document your sources in your memo and on a works cited page.
Step 3 – The Memo
A. Your paper should quickly explain how the President can take your advice and put it into action. He is a busy man, so keep it short and to the point.
B. This document should quickly articulate (in 2-3 paragraphs) the relevance of the issue, your policy position (citing the support.
Choosing a topic 2013
This document provides guidance on choosing a topic for a U.S. history paper. It emphasizes selecting a topic of interest and understanding terminology. Keywords are important for research. Background research in various sources provides context. Narrowing the topic ensures it is manageable. Sources should be evaluated for relevance and reliability. Developing a clear thesis statement that answers the research question is essential.
Civil Rights
This interactive simulation places students in the role of a participant in the 1960s Civil Rights movement, taking on the perspective of either a civil rights leader, grassroots activist, or segregationist. Students research the historical context surrounding Jim Crow laws and the philosophies of the Civil Rights movement. They then create a primary document or debate presenting their assigned role's perspective on key issues of the time period. The goal is for students to gain understanding of the non-violent revolution and how the country has changed as a result of the Civil Rights movement.
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History 1302 Essay Assessment AssignmentGeneral Information and In
History 1302 Essay Assessment Assignment
General Information and Instructions:
The purpose of this assignment is to use different historical methods you have learned about during this course to complete a historical research project. Your research project should start with your developing a historical question, that you then research, and then attempt to answer using both primary and secondary sources to support your research.
How to proceed:
1. Select one of the essay topics below in the Essay Options section. There are a total of four possible research options, please read each one to decide which you feel you would like to pursue.
2. Create your specific historical question within the broader essay topic you select.
3. The examples under each essay option are by no means the only topics that you can write about, they are merely provided to help you think about how you might approach this topic. You should select your own topic, however you can choose one of the examples.
4. Begin researching primary and secondary sources to gather information that support your discussion of your historical question.
5. Review the paper requirements for both the research portion and the writing portion of your assignment.
6. Review the grading rubric to ensure that you have met all of the paper requirements before making your submission.
Essay Options (select one of the following options):
Research Option #1: History Turning Points
General Overview: Select an event, incident, a legislative action, or related marked historical moment in the years from Reconstruction until today that marks an important transition in American History. This historical event can lead to a social, economic, or political transition that shaped the country's history. Additionally, you will conclude this research project with a supposition of how history might have been shaped had this event never occurred or of another possible outcome could have been possible.
Examples: How did the new technology of WWI change modern warfare? What could have been the possible benefits and problems if the Freedman's Bureau continued beyond Reconstruction?
Research Objectives & Questions to be Discussed in Your Essay: (Incorporate these questions in the writing of your essay.)
· Why did you select this event?
· What were both the short- and long-term effects of this historical event?
· Who all were impacted/affected by this historical event?
· How was history changed by this event?
· If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?
Research Option #2: Oral History and Historical Memory
General Overview: You will read two historical personal accounts in relation to life in the past or tied to a specific historical event. Then your research will compare these personal accounts with the "factual" or "documented" history of the era. Next, proceed to compare the personal account against the ...
How To Find Sources For Writing My Climate Change Research Proposal? - Phdass...
This document provides guidance on finding credible sources for a climate change research proposal. It recommends beginning with Wikipedia for preliminary research and identifying other sources, then searching the library databases and secondary sources cited in key papers. The sources should include a variety of materials like books, articles, reports, videos and interviews to provide richness. The number and types of sources should be tailored to the specific research proposal topic and size. Credibility can be evaluated based on publication date, author expertise, and number of citations.
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
throughout your time as a CAS student, you have been exposed to va
throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk.
Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages:
1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population.
· Ages can range from 4 year old's to 18 year old's
· Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.)
· Overarching goal of the space you are creating
2. The visual (3 points) representation of the space you created with each area labeled
· You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you.
· You can label using letters or numbers or short label names/descriptors
3. The index (4 points) for each area with
· a full name of the area & its goals
· the developmental aspect it is targeting
· through what processes specifically it is targeting that area of development
· Finally, how is it serving a buffer or protective factor for children and adolescents at risk
4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources.
· What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier?
*** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development.
***There are no file format restrictions given that this is more than a writing assignment.
Research Paper Project Guidelines
This project is an exercise in the social scientific study of public administration,
Students are expected to perform the following tasks:
(a) Choose a substantive, empirical issue pertaining to the topic of the class. The
topic may certainly have normative implications, but it should be
fundamentally an empirical issue. The paper should not be an advocacy
document.
(b) Examine a substantial portion of the social scientific or scholarly literature
analyzing that issue.
(c) Select one or more explanations or perspectives from t ...
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International Issues Paper Instructions– Winter 2018 .docx
International Issues Paper Instructions– Winter 2018
You are required to turn in a one paragraph summary explaining which recent
international event you INTEND to write your paper on to your TA on the evening
of Feb. 12 (the night of the midterm).Please be sure there are sufficient newspaper
articles available to support your topic choice.
The purpose of this project is to further develop your critical thinking, research skills and to
encourage you to delve into an international issue of your choosing. The project consists of two
components: a collection of at least four current newspaper articles related to a single
international event of your choosing, and 2000 word summary-analysis paper devoted to the
articles you selected for this project. You will also need to include a “works cited” or
bibliography page along with hard copies of each of your news articles when you submit your
essay on Monday, March 5.
All materials for this project are due to your TA in lecture on Mon., March 5, 2018. Late papers
will lose 10 points for each day they are late.
Purpose of the Paper (Examining the Production of Contemporary Historiography) - The goal
of this paper is to allow you to analyze how “historiography” is an ongoing process largely
influenced by the news media. History is a subjectively generated product. History incorporates
the biases and viewpoints of those who produce it. The news media today is a key source in
providing us with “meaning” connected to newsworthy “historical” events. In fact, the news
media is in fact a major part of the process that generates "history.” Although news media
reporters and editors frequently claim that they are presenting “just the facts," the way in which
these “facts” are presented often carry a number of biases that strongly influence public
perception and interpretations of current events.
For this assignment, you are going to pick a specific, single international event and examine how
this event is presented by different news media sources from around the globe. You are being
asked to compare the articles you have selected for this assignment and discuss how the differing
ways in which the event you have chosen actually reflects more than the "plain" facts, but rather
reveals complex layers of social values, assumptions, biases, beliefs and meanings by each of
your articles' authors.
Selecting a Topic
1) First, select a single international news event that has occurred in the past 60 days. Since the
purpose of the paper is to address international issues, the event you select for this assignment
must have occurred OUTSIDE of the United States (although the issue may INCLUDE the US
as one of the agents involved). There are numerous current news issues to choose from, but for
this project I strongly suggest that you choose an event of a political or social nature.
If you are struggling to find a topic for this paper, you may want to check out res.
Info about my final project hw is not the final project. Homework
Info about my final project hw is not the final project. Homework directions start on 3rd page.
My Final Project
My topic is a travel log about the renaissance.
My format will be travel diaries.
Final Project: Travel LogPurpose
Learners will create a travel journal or log about an imaginary trip they take back in time to a period, region, and culture studied during this course to assess students’ ability to describe the significance of cultural achievements of Western Civilizations.Description
Students will create a travel journal about their travels back to one of the cultures or societies studied in the course and write about the sites and events that they visited. The journal can be presented in a digital format such as a website, blog, social media posting series, or storyboard.
Important: Travel Logs created using Word or PowerPoint will not be accepted for grading. See media options below.Details
1. Students must choose a minimum of 5 sites or events from a single culture or society.
A. Examples of site: monuments, temples, churches, castles, famous marketplaces, battlefields, statues, painters’ workshops, taverns, etc.
B. Example of events: gladiator fights, dinner parties, sermons, receptions, parades, religious festivals or ceremonies, marriage ceremonies, etc.
2. Students will use at least 10 sources (5 primary, 5 secondary) to research how the sites were constructed and used by the societies, what events took place at these locations, and the significance of these events and monuments for the culture visited.
A. Pay attention to descriptions and images of the monument or site
B. Be sure to understand the society that site, or event was relevant to
C. Consider who might visit such a site. What types of people might the traveler encounter?
D. Imagine what sounds, smells, conversations the traveler might overhear.
Acceptable Primary and Secondary Sources include but are not limited to:
· Primary sources (court records, memoirs/autobiographies, letters, artifacts, etc.)
· Print secondary sources
· Scholarly journals
· Newspaper and other media and video archives
· Appropriate history-related websites and databases (not Wikipedia)
· Historical documentaries
· History textbooks
Please contact a NOVA librarian or your instructor if you have questions on locating sources.
3. Students will submit an annotated bibliography in Module 5
4. Descriptions of the 5 sites or events should be at least 300-500 words for each site or event presented. The descriptions should accurately demonstrate the cultural achievements and significance of the society studied and presented.
A. Consider utilizing photos of the site or an event that may have been similar to help illustrate your narrative
5. The student will present their travel narrative and descriptions of location, along with any accompanying images (properly label and cited) on a digital platform of their choice. Here are some options:
A. Google sites
B. Blogger
C. Wix
D. Weebly
E. WordPress
F. ...
Kentuckys National History Day 08 09
National History Day (NHD) is an educational program that engages middle and high school students in historical research and project-based learning. Students research a historical topic related to an annual theme and present their findings in one of five categories: exhibit, documentary, paper, performance, or website. Students compete at the district, state, and national levels. The benefits of NHD include making history engaging and relevant for students, teaching important research and critical thinking skills, and providing opportunities for creative expression and scholarship.
Writing proposal
This document provides guidance on writing thesis and dissertation proposals. It begins by stating the goals of helping to provide tips for drafting and revising individual proposal sections. It then discusses what a dissertation proposal is meant to describe, discuss, and explain. The proposal should answer questions about the problem being pursued, why it is important, and how it will be studied. Key parts of the proposal are described like the introduction, literature review, and methodology. Tips are provided for writing the proposal and dealing with writing anxiety. Sample proposal outlines, parts, and formats are also presented.
Primary Source Analysis PaperInstructions for Primary Source Analy.docx
This document provides instructions for a primary source analysis paper assignment. Students must analyze a primary source document in 2-3 pages and address questions about the source's type, creator, context, intent, content, and relevance. The analysis should be in essay format and incorporate at least one secondary and tertiary source to substantiate the analysis of the primary document. The goal is for students to critically examine the primary source and consider its historical and cultural context.
Project 1 Guidelines and Rubric Overview History is for human.docx
I. The document provides guidelines for Project 1, which requires students to develop a 1-2 page writing plan for an essay analyzing a significant historical event's impact on American society.
II. The writing plan must include: a description of the selected event and why it is significant; at least two relevant academic secondary sources; at least two relevant primary sources; a research question; and an identified audience along with how the message will be tailored for that audience.
III. Students will be assessed on addressing these critical elements in their writing plan using the provided rubric.
Project 1 Guidelines and Rubric Overview History is for human.docx
I. The document provides guidelines for Project 1, which requires students to develop a 1-2 page writing plan for an essay analyzing a significant historical event's impact on American society.
II. The writing plan must include: a description of the selected event and why it is significant; at least two relevant academic secondary sources; at least two relevant primary sources; a research question; and an identified audience along with how the message will be tailored for that audience.
III. Students will be assessed on addressing these critical elements in their writing plan using the provided rubric.
AP Lang – Argumentative Research Project – 2018 Objective.docx
AP Lang – Argumentative Research Project – 2018
Objectives
● Conduct in-depth research on a problem facing a community
● Use several sources to support an argument in a way that is relevant, logical, and effective
● Create and sustain a logical argument based on extensive research and reading
Project Overview
• Phase 1: Read widely; learn all you can about a variety of topics that interest you.
• Phase 2: Narrow your research to a specific unsolved problem facing a specific community.
• Phase 3: Conduct in-depth research on your question.
• Phase 4: Defend a claim of policy in a well written, thoroughly researched essay that proposes
a solution to the unsolved problem.
Essay requirements
• Argumentative
• 1200 – 2000 words (4 – 7 pages)
• Introduction with clear, well-worded thesis statement that argues a claim of policy
• Several body paragraphs with support from a minimum of five sources
• Conclusion
• MLA format (8th Ed) – in-text citations and works cited page
(typed, 1 inch margins, 12 pt font, Times New Roman)
• Appropriate and creative title
• Original work – take strict precautions to avoid plagiarism
Annotated Bibliography requirements
• 10 sources, minimum of 1 source in each of the five categories:
o Print – academic, peer reviewed, journal
o Print – popular (magazine, newspaper, etc.)
o Web
o Video
o Audio (radio program, podcast, etc.)
• Only 5 formal annotations are required – one in each category. Additional sources in the
category should be cited but a written annotation isn’t necessary.
Assignments & due dates:
• Annotated bibliography draft [one source]……...............March 15
o Check for appropriate style/organization on a single source.
• Annotated bibliography & Research conference.........April 9 – 12
o Formal conference one-on-one with your annotated
bibliography – walk through the development of your topic, the
research that contributed to your research question, the
sources you have gathered, and the plan to locate any
remaining sources. Any time before spring break.
• First draft of essay..........................................................April 16 – May 4
o Conference one-on-one over first draft and writing progress in
general. Students will sign up for a specific day after
concluding the research conference.
• Final Draft......................................................................May 21
Detailed overview of research project:
You will research an unsolved problem facing a community, and write an argumentative essay that
proposes a solution.
Phase 1: Read widely; learn all you can about a variety of topics that interest you. Keep an
eye out for unsolved problems facing specific communities. The terms “problem” and “community”
can be defined broadly, but ensure that a particular problem and/or community is worthy of your time
and research. Solving a particular problem for a particular community s ...
The Week 5 Homework 2 Assignment meets the following course objectiv.docx
The Week 5 Homework 2 Assignment meets the following course objectives:
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Demonstrate the ability to identify, locate, and retrieve information related to the topics in the course.
Develop written communication skills and critical thinking skills.
Apply American Psychological Association formatting and citation style when completing course assignments.
Purpose:
The primary goal of this exercise is to apply your developing sociological knowledge and skills to the analysis of a current event.
Directions and Suggestions:
Choosing a Current Event.
A current event refers to something that is happening in the world at present (i.e. the war, the presidential inauguration, 1:4 teenage girls contracting an STD, etc), and they are usually described on the news and in mass media.You must choose a report (written, from the radio, or televised) of an event that has been reported on within 3 months of the assignment deadline.Remember, the event you choose must have some relevance to the study of society, and you must properly cite the source from which you got your report.
Describe the Current Event.
Second, you will need to provide a brief summary of the current event.This should include details such as location, timing (
i.e
is
this an
ongoing event, does it appear to be a one time event, is this an example of an event that happens frequently), people involved, and any analysis offered by the report(
er
).
Analyzing the Current Event.
The final step in the process is conducting an analysis of the current event using knowledge you have gained from the course to-date.The most important thing here is that the analysis should not just be your opinion about the current event, but grounded in sociological theory and prior research.You will need to
use at least 6 sociological concepts
covered in this course to analyze the current event (i.e. social construction, stratification, social control, crime, deviance). (
hint
: sociological concepts should be clearly identified, defined AND then applied; ANY paraphrasing or direct quotes used from another source should include APA formatted in-text citations and a full citation at the end of the essay)
References.
Remember you must cite the source from which you found your current event report as well as any of the readings you directly or partly referenced.
Proper APA citation style for a TV episode is:
Director. (Year originally aired.) Episode Title.
Series Title
. Production Company. Date aired when you saw it.
Example
:
Frankonovic
, F. 2008.
The War in Iraq.
The Evening News.
WPIX New Jersey.
February 20, 2008.
Proper APA Citation style for a magazine or newspaper article (not a journal) is:
1- Author's last name, followed by a comma and the first initial and
middle
initial, ending with a per.
Primary sources are extremely important, not only in history, bu.docx
Primary sources are extremely important, not only in history, but in many other fields. It offers a window into the past, an inside view into a certain time period. It will require you to be more critical and analytical and give you a deeper understanding of what that document meant during that time period. There are times that a source can have a hidden meaning and you will have to read between the lines. Primary sources can come in different forms. They can be photographs, memoirs, paintings, letters, newspaper articles, films, government documents, etc.
I do not want just a summary or an overview of the primary source but also an analysis. For ex., if you read a slave narrative like the
Diary of a Slave Girl
by Harriet Jacobs, you can bring in information that not only supports Jacobs's narrative but also expounds on it. While you are reading and analyzing your source, you will be thinking about the time period and the historical significance of your primary source. Think about the author’s biases and assumptions. You can bring in secondary sources and other information to round out your work.
Paper Requirements
·
The paper should utilize
APA/MLA STYLE,
double spaced, 12 pt font, and Times New Roman or
Arial
font.
·
It must be within the timeframe of HIST 1302
·
Students must turn in a hard copy of their paper and upload it on
SafeAssign (eCampus)
to receive full credit.
·
A minimum of two pages, analyzing and interpreting the historical significance of a primary source in an essay
format; including stating a position, drawing conclusion, using evidence and separating opinions from arguments.
·
The utilization of
academic
sources with proper citations (Wikipedia
does not count as a source).
·
Attach a copy of your primary source to your paper
Things to Think About: (Do not list answers to the questions below. The paper must be written in essay format)
1. When and where was the source created?
2. Who is the author?
3. What is their place in society? (gender, class, ethnicity, etc.)
4. Why did the author create the primary source and who is their intended audience?
5. What is going on in history at the time the primary source was created?
6. Is there a possibility that the intended audience and/or historical event would have shaped the perspective of this primary source?
7. Does the author have an agenda?
8. Are there any biases or beliefs that would have helped to create the message of the author?
9. Is there anything that is not discussed or mentioned?
.
PBIS_STEMinhistory_2013_Innovation_Example
This document provides a project planner for a unit on 19th century innovations focused on the granite industry. The unit aims to have students inquire into whether 19th century innovations were a "curse or cure" through interdisciplinary lessons incorporating science, history, art, and social justice. Students will explore the scientific methods behind extracting and transporting granite, the health impacts and social issues of the granite industry, and how innovations can both benefit and harm society. Assessments may include experiments, reflections, correspondence with scientists, and challenge projects presenting different perspectives on the granite industry.
Overview research writing powerpoint 1
This document provides guidance on conducting research for a project. It discusses choosing a topic that interests the reader and meets assignment requirements. It also covers finding and evaluating information from various sources, as well as thinking through the purpose, audience, and context of the research. The document emphasizes that research involves answering questions and sharing results with others. It stresses clarifying the assignment, managing time, and outlining the research process.
Practical Research 1: Week 5, Rational of the Study
This is for students of Grade 11 that has Practical Research 1. This is about the Rationale of the study in research found in Chapter 1. You will learn on how to write the Rationale of the study provided some examples. A rationale pertains to the reasons why the study must be conducted.
It is necessary to be rational in everything that you do in research, or else it might be a waste of time and effort.
Planning your dissertation / thesis structure
This presentation shows you how to plan the structure of your dissertation or thesis. This presentation is suitable for scholars in the following disciplines : humanities, arts, social sciences, health sciences. This presentation may also aid those in other fields such as music theory, architecture and so on.
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docx
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docx
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
More Related Content
Similar to 2-3 pages, double spaced---For this project, students will a
20th Century Am History-CP
This document outlines a planned course guide for a 10th grade 20th Century American History class. Over the course of the year, students will study major events and themes from the Progressive Era to the late 1990s. By each marking period, students will master key historical content, skills, and themes related to the eras being covered. Formative assessments will gauge student understanding, and activities will include projects, research, and classroom discussions to reinforce learning.
History 1302 Essay Assessment AssignmentGeneral Information and In
History 1302 Essay Assessment Assignment
General Information and Instructions:
The purpose of this assignment is to use different historical methods you have learned about during this course to complete a historical research project. Your research project should start with your developing a historical question, that you then research, and then attempt to answer using both primary and secondary sources to support your research.
How to proceed:
1. Select one of the essay topics below in the Essay Options section. There are a total of four possible research options, please read each one to decide which you feel you would like to pursue.
2. Create your specific historical question within the broader essay topic you select.
3. The examples under each essay option are by no means the only topics that you can write about, they are merely provided to help you think about how you might approach this topic. You should select your own topic, however you can choose one of the examples.
4. Begin researching primary and secondary sources to gather information that support your discussion of your historical question.
5. Review the paper requirements for both the research portion and the writing portion of your assignment.
6. Review the grading rubric to ensure that you have met all of the paper requirements before making your submission.
Essay Options (select one of the following options):
Research Option #1: History Turning Points
General Overview: Select an event, incident, a legislative action, or related marked historical moment in the years from Reconstruction until today that marks an important transition in American History. This historical event can lead to a social, economic, or political transition that shaped the country's history. Additionally, you will conclude this research project with a supposition of how history might have been shaped had this event never occurred or of another possible outcome could have been possible.
Examples: How did the new technology of WWI change modern warfare? What could have been the possible benefits and problems if the Freedman's Bureau continued beyond Reconstruction?
Research Objectives & Questions to be Discussed in Your Essay: (Incorporate these questions in the writing of your essay.)
· Why did you select this event?
· What were both the short- and long-term effects of this historical event?
· Who all were impacted/affected by this historical event?
· How was history changed by this event?
· If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?
Research Option #2: Oral History and Historical Memory
General Overview: You will read two historical personal accounts in relation to life in the past or tied to a specific historical event. Then your research will compare these personal accounts with the "factual" or "documented" history of the era. Next, proceed to compare the personal account against the ...
How To Find Sources For Writing My Climate Change Research Proposal? - Phdass...
This document provides guidance on finding credible sources for a climate change research proposal. It recommends beginning with Wikipedia for preliminary research and identifying other sources, then searching the library databases and secondary sources cited in key papers. The sources should include a variety of materials like books, articles, reports, videos and interviews to provide richness. The number and types of sources should be tailored to the specific research proposal topic and size. Credibility can be evaluated based on publication date, author expertise, and number of citations.
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
throughout your time as a CAS student, you have been exposed to va
throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk.
Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages:
1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population.
· Ages can range from 4 year old's to 18 year old's
· Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.)
· Overarching goal of the space you are creating
2. The visual (3 points) representation of the space you created with each area labeled
· You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you.
· You can label using letters or numbers or short label names/descriptors
3. The index (4 points) for each area with
· a full name of the area & its goals
· the developmental aspect it is targeting
· through what processes specifically it is targeting that area of development
· Finally, how is it serving a buffer or protective factor for children and adolescents at risk
4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources.
· What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier?
*** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development.
***There are no file format restrictions given that this is more than a writing assignment.
Research Paper Project Guidelines
This project is an exercise in the social scientific study of public administration,
Students are expected to perform the following tasks:
(a) Choose a substantive, empirical issue pertaining to the topic of the class. The
topic may certainly have normative implications, but it should be
fundamentally an empirical issue. The paper should not be an advocacy
document.
(b) Examine a substantial portion of the social scientific or scholarly literature
analyzing that issue.
(c) Select one or more explanations or perspectives from t ...
COMM 320 syllabus
This document provides a syllabus for a course on contemporary broadcast news ethics. The course addresses ethical issues that have arisen in broadcast news in recent years due to changes in media landscape and the ubiquity of 24/7 news coverage. Over the course of the semester, students will analyze case studies and current events, learn principles of media ethics, and apply critical thinking to ethical dilemmas in broadcast journalism. Assessment will include participation in discussions, analysis of case studies, quizzes, two case study memos, an individual case study paper, and a culminating group project applying course concepts to a case study and code of ethics.
International Issues Paper Instructions– Winter 2018 .docx
International Issues Paper Instructions– Winter 2018
You are required to turn in a one paragraph summary explaining which recent
international event you INTEND to write your paper on to your TA on the evening
of Feb. 12 (the night of the midterm).Please be sure there are sufficient newspaper
articles available to support your topic choice.
The purpose of this project is to further develop your critical thinking, research skills and to
encourage you to delve into an international issue of your choosing. The project consists of two
components: a collection of at least four current newspaper articles related to a single
international event of your choosing, and 2000 word summary-analysis paper devoted to the
articles you selected for this project. You will also need to include a “works cited” or
bibliography page along with hard copies of each of your news articles when you submit your
essay on Monday, March 5.
All materials for this project are due to your TA in lecture on Mon., March 5, 2018. Late papers
will lose 10 points for each day they are late.
Purpose of the Paper (Examining the Production of Contemporary Historiography) - The goal
of this paper is to allow you to analyze how “historiography” is an ongoing process largely
influenced by the news media. History is a subjectively generated product. History incorporates
the biases and viewpoints of those who produce it. The news media today is a key source in
providing us with “meaning” connected to newsworthy “historical” events. In fact, the news
media is in fact a major part of the process that generates "history.” Although news media
reporters and editors frequently claim that they are presenting “just the facts," the way in which
these “facts” are presented often carry a number of biases that strongly influence public
perception and interpretations of current events.
For this assignment, you are going to pick a specific, single international event and examine how
this event is presented by different news media sources from around the globe. You are being
asked to compare the articles you have selected for this assignment and discuss how the differing
ways in which the event you have chosen actually reflects more than the "plain" facts, but rather
reveals complex layers of social values, assumptions, biases, beliefs and meanings by each of
your articles' authors.
Selecting a Topic
1) First, select a single international news event that has occurred in the past 60 days. Since the
purpose of the paper is to address international issues, the event you select for this assignment
must have occurred OUTSIDE of the United States (although the issue may INCLUDE the US
as one of the agents involved). There are numerous current news issues to choose from, but for
this project I strongly suggest that you choose an event of a political or social nature.
If you are struggling to find a topic for this paper, you may want to check out res.
Info about my final project hw is not the final project. Homework
Info about my final project hw is not the final project. Homework directions start on 3rd page.
My Final Project
My topic is a travel log about the renaissance.
My format will be travel diaries.
Final Project: Travel LogPurpose
Learners will create a travel journal or log about an imaginary trip they take back in time to a period, region, and culture studied during this course to assess students’ ability to describe the significance of cultural achievements of Western Civilizations.Description
Students will create a travel journal about their travels back to one of the cultures or societies studied in the course and write about the sites and events that they visited. The journal can be presented in a digital format such as a website, blog, social media posting series, or storyboard.
Important: Travel Logs created using Word or PowerPoint will not be accepted for grading. See media options below.Details
1. Students must choose a minimum of 5 sites or events from a single culture or society.
A. Examples of site: monuments, temples, churches, castles, famous marketplaces, battlefields, statues, painters’ workshops, taverns, etc.
B. Example of events: gladiator fights, dinner parties, sermons, receptions, parades, religious festivals or ceremonies, marriage ceremonies, etc.
2. Students will use at least 10 sources (5 primary, 5 secondary) to research how the sites were constructed and used by the societies, what events took place at these locations, and the significance of these events and monuments for the culture visited.
A. Pay attention to descriptions and images of the monument or site
B. Be sure to understand the society that site, or event was relevant to
C. Consider who might visit such a site. What types of people might the traveler encounter?
D. Imagine what sounds, smells, conversations the traveler might overhear.
Acceptable Primary and Secondary Sources include but are not limited to:
· Primary sources (court records, memoirs/autobiographies, letters, artifacts, etc.)
· Print secondary sources
· Scholarly journals
· Newspaper and other media and video archives
· Appropriate history-related websites and databases (not Wikipedia)
· Historical documentaries
· History textbooks
Please contact a NOVA librarian or your instructor if you have questions on locating sources.
3. Students will submit an annotated bibliography in Module 5
4. Descriptions of the 5 sites or events should be at least 300-500 words for each site or event presented. The descriptions should accurately demonstrate the cultural achievements and significance of the society studied and presented.
A. Consider utilizing photos of the site or an event that may have been similar to help illustrate your narrative
5. The student will present their travel narrative and descriptions of location, along with any accompanying images (properly label and cited) on a digital platform of their choice. Here are some options:
A. Google sites
B. Blogger
C. Wix
D. Weebly
E. WordPress
F. ...
Kentuckys National History Day 08 09
National History Day (NHD) is an educational program that engages middle and high school students in historical research and project-based learning. Students research a historical topic related to an annual theme and present their findings in one of five categories: exhibit, documentary, paper, performance, or website. Students compete at the district, state, and national levels. The benefits of NHD include making history engaging and relevant for students, teaching important research and critical thinking skills, and providing opportunities for creative expression and scholarship.
Writing proposal
This document provides guidance on writing thesis and dissertation proposals. It begins by stating the goals of helping to provide tips for drafting and revising individual proposal sections. It then discusses what a dissertation proposal is meant to describe, discuss, and explain. The proposal should answer questions about the problem being pursued, why it is important, and how it will be studied. Key parts of the proposal are described like the introduction, literature review, and methodology. Tips are provided for writing the proposal and dealing with writing anxiety. Sample proposal outlines, parts, and formats are also presented.
Primary Source Analysis PaperInstructions for Primary Source Analy.docx
This document provides instructions for a primary source analysis paper assignment. Students must analyze a primary source document in 2-3 pages and address questions about the source's type, creator, context, intent, content, and relevance. The analysis should be in essay format and incorporate at least one secondary and tertiary source to substantiate the analysis of the primary document. The goal is for students to critically examine the primary source and consider its historical and cultural context.
Project 1 Guidelines and Rubric Overview History is for human.docx
I. The document provides guidelines for Project 1, which requires students to develop a 1-2 page writing plan for an essay analyzing a significant historical event's impact on American society.
II. The writing plan must include: a description of the selected event and why it is significant; at least two relevant academic secondary sources; at least two relevant primary sources; a research question; and an identified audience along with how the message will be tailored for that audience.
III. Students will be assessed on addressing these critical elements in their writing plan using the provided rubric.
Project 1 Guidelines and Rubric Overview History is for human.docx
I. The document provides guidelines for Project 1, which requires students to develop a 1-2 page writing plan for an essay analyzing a significant historical event's impact on American society.
II. The writing plan must include: a description of the selected event and why it is significant; at least two relevant academic secondary sources; at least two relevant primary sources; a research question; and an identified audience along with how the message will be tailored for that audience.
III. Students will be assessed on addressing these critical elements in their writing plan using the provided rubric.
AP Lang – Argumentative Research Project – 2018 Objective.docx
AP Lang – Argumentative Research Project – 2018
Objectives
● Conduct in-depth research on a problem facing a community
● Use several sources to support an argument in a way that is relevant, logical, and effective
● Create and sustain a logical argument based on extensive research and reading
Project Overview
• Phase 1: Read widely; learn all you can about a variety of topics that interest you.
• Phase 2: Narrow your research to a specific unsolved problem facing a specific community.
• Phase 3: Conduct in-depth research on your question.
• Phase 4: Defend a claim of policy in a well written, thoroughly researched essay that proposes
a solution to the unsolved problem.
Essay requirements
• Argumentative
• 1200 – 2000 words (4 – 7 pages)
• Introduction with clear, well-worded thesis statement that argues a claim of policy
• Several body paragraphs with support from a minimum of five sources
• Conclusion
• MLA format (8th Ed) – in-text citations and works cited page
(typed, 1 inch margins, 12 pt font, Times New Roman)
• Appropriate and creative title
• Original work – take strict precautions to avoid plagiarism
Annotated Bibliography requirements
• 10 sources, minimum of 1 source in each of the five categories:
o Print – academic, peer reviewed, journal
o Print – popular (magazine, newspaper, etc.)
o Web
o Video
o Audio (radio program, podcast, etc.)
• Only 5 formal annotations are required – one in each category. Additional sources in the
category should be cited but a written annotation isn’t necessary.
Assignments & due dates:
• Annotated bibliography draft [one source]……...............March 15
o Check for appropriate style/organization on a single source.
• Annotated bibliography & Research conference.........April 9 – 12
o Formal conference one-on-one with your annotated
bibliography – walk through the development of your topic, the
research that contributed to your research question, the
sources you have gathered, and the plan to locate any
remaining sources. Any time before spring break.
• First draft of essay..........................................................April 16 – May 4
o Conference one-on-one over first draft and writing progress in
general. Students will sign up for a specific day after
concluding the research conference.
• Final Draft......................................................................May 21
Detailed overview of research project:
You will research an unsolved problem facing a community, and write an argumentative essay that
proposes a solution.
Phase 1: Read widely; learn all you can about a variety of topics that interest you. Keep an
eye out for unsolved problems facing specific communities. The terms “problem” and “community”
can be defined broadly, but ensure that a particular problem and/or community is worthy of your time
and research. Solving a particular problem for a particular community s ...
The Week 5 Homework 2 Assignment meets the following course objectiv.docx
The Week 5 Homework 2 Assignment meets the following course objectives:
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Demonstrate the ability to identify, locate, and retrieve information related to the topics in the course.
Develop written communication skills and critical thinking skills.
Apply American Psychological Association formatting and citation style when completing course assignments.
Purpose:
The primary goal of this exercise is to apply your developing sociological knowledge and skills to the analysis of a current event.
Directions and Suggestions:
Choosing a Current Event.
A current event refers to something that is happening in the world at present (i.e. the war, the presidential inauguration, 1:4 teenage girls contracting an STD, etc), and they are usually described on the news and in mass media.You must choose a report (written, from the radio, or televised) of an event that has been reported on within 3 months of the assignment deadline.Remember, the event you choose must have some relevance to the study of society, and you must properly cite the source from which you got your report.
Describe the Current Event.
Second, you will need to provide a brief summary of the current event.This should include details such as location, timing (
i.e
is
this an
ongoing event, does it appear to be a one time event, is this an example of an event that happens frequently), people involved, and any analysis offered by the report(
er
).
Analyzing the Current Event.
The final step in the process is conducting an analysis of the current event using knowledge you have gained from the course to-date.The most important thing here is that the analysis should not just be your opinion about the current event, but grounded in sociological theory and prior research.You will need to
use at least 6 sociological concepts
covered in this course to analyze the current event (i.e. social construction, stratification, social control, crime, deviance). (
hint
: sociological concepts should be clearly identified, defined AND then applied; ANY paraphrasing or direct quotes used from another source should include APA formatted in-text citations and a full citation at the end of the essay)
References.
Remember you must cite the source from which you found your current event report as well as any of the readings you directly or partly referenced.
Proper APA citation style for a TV episode is:
Director. (Year originally aired.) Episode Title.
Series Title
. Production Company. Date aired when you saw it.
Example
:
Frankonovic
, F. 2008.
The War in Iraq.
The Evening News.
WPIX New Jersey.
February 20, 2008.
Proper APA Citation style for a magazine or newspaper article (not a journal) is:
1- Author's last name, followed by a comma and the first initial and
middle
initial, ending with a per.
Primary sources are extremely important, not only in history, bu.docx
Primary sources are extremely important, not only in history, but in many other fields. It offers a window into the past, an inside view into a certain time period. It will require you to be more critical and analytical and give you a deeper understanding of what that document meant during that time period. There are times that a source can have a hidden meaning and you will have to read between the lines. Primary sources can come in different forms. They can be photographs, memoirs, paintings, letters, newspaper articles, films, government documents, etc.
I do not want just a summary or an overview of the primary source but also an analysis. For ex., if you read a slave narrative like the
Diary of a Slave Girl
by Harriet Jacobs, you can bring in information that not only supports Jacobs's narrative but also expounds on it. While you are reading and analyzing your source, you will be thinking about the time period and the historical significance of your primary source. Think about the author’s biases and assumptions. You can bring in secondary sources and other information to round out your work.
Paper Requirements
·
The paper should utilize
APA/MLA STYLE,
double spaced, 12 pt font, and Times New Roman or
Arial
font.
·
It must be within the timeframe of HIST 1302
·
Students must turn in a hard copy of their paper and upload it on
SafeAssign (eCampus)
to receive full credit.
·
A minimum of two pages, analyzing and interpreting the historical significance of a primary source in an essay
format; including stating a position, drawing conclusion, using evidence and separating opinions from arguments.
·
The utilization of
academic
sources with proper citations (Wikipedia
does not count as a source).
·
Attach a copy of your primary source to your paper
Things to Think About: (Do not list answers to the questions below. The paper must be written in essay format)
1. When and where was the source created?
2. Who is the author?
3. What is their place in society? (gender, class, ethnicity, etc.)
4. Why did the author create the primary source and who is their intended audience?
5. What is going on in history at the time the primary source was created?
6. Is there a possibility that the intended audience and/or historical event would have shaped the perspective of this primary source?
7. Does the author have an agenda?
8. Are there any biases or beliefs that would have helped to create the message of the author?
9. Is there anything that is not discussed or mentioned?
.
PBIS_STEMinhistory_2013_Innovation_Example
This document provides a project planner for a unit on 19th century innovations focused on the granite industry. The unit aims to have students inquire into whether 19th century innovations were a "curse or cure" through interdisciplinary lessons incorporating science, history, art, and social justice. Students will explore the scientific methods behind extracting and transporting granite, the health impacts and social issues of the granite industry, and how innovations can both benefit and harm society. Assessments may include experiments, reflections, correspondence with scientists, and challenge projects presenting different perspectives on the granite industry.
Overview research writing powerpoint 1
This document provides guidance on conducting research for a project. It discusses choosing a topic that interests the reader and meets assignment requirements. It also covers finding and evaluating information from various sources, as well as thinking through the purpose, audience, and context of the research. The document emphasizes that research involves answering questions and sharing results with others. It stresses clarifying the assignment, managing time, and outlining the research process.
Practical Research 1: Week 5, Rational of the Study
This is for students of Grade 11 that has Practical Research 1. This is about the Rationale of the study in research found in Chapter 1. You will learn on how to write the Rationale of the study provided some examples. A rationale pertains to the reasons why the study must be conducted.
It is necessary to be rational in everything that you do in research, or else it might be a waste of time and effort.
Planning your dissertation / thesis structure
This presentation shows you how to plan the structure of your dissertation or thesis. This presentation is suitable for scholars in the following disciplines : humanities, arts, social sciences, health sciences. This presentation may also aid those in other fields such as music theory, architecture and so on.
Similar to 2-3 pages, double spaced---For this project, students will a (20)
History 1302 Essay Assessment AssignmentGeneral Information and In
History 1302 Essay Assessment AssignmentGeneral Information and In
How To Find Sources For Writing My Climate Change Research Proposal? - Phdass...
How To Find Sources For Writing My Climate Change Research Proposal? - Phdass...
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
throughout your time as a CAS student, you have been exposed to va
throughout your time as a CAS student, you have been exposed to va
International Issues Paper Instructions– Winter 2018 .docx
International Issues Paper Instructions– Winter 2018 .docx
Info about my final project hw is not the final project. Homework
Info about my final project hw is not the final project. Homework
Primary Source Analysis PaperInstructions for Primary Source Analy.docx
Primary Source Analysis PaperInstructions for Primary Source Analy.docx
Project 1 Guidelines and Rubric Overview History is for human.docx
Project 1 Guidelines and Rubric Overview History is for human.docx
Project 1 Guidelines and Rubric Overview History is for human.docx
Project 1 Guidelines and Rubric Overview History is for human.docx
AP Lang – Argumentative Research Project – 2018 Objective.docx
AP Lang – Argumentative Research Project – 2018 Objective.docx
The Week 5 Homework 2 Assignment meets the following course objectiv.docx
The Week 5 Homework 2 Assignment meets the following course objectiv.docx
Primary sources are extremely important, not only in history, bu.docx
Primary sources are extremely important, not only in history, bu.docx
Practical Research 1: Week 5, Rational of the Study
Practical Research 1: Week 5, Rational of the Study
More from cargillfilberto
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS .docx
COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2
Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack.
The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010).
Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits;
· Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack.
· Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers.
· It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system.
Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .
Common Mistakes I see on this paper are1. Using summaries and .docx
Common Mistakes I see on this paper are
1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report.
2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points
3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless)
4. Going over the allowed length (papers that are over the criteria for length will be returned for revision)
5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved.
6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover
LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries)
Download whole report as guest
Report Brief
Summary of Report on Education
Summary of Report on Practice
Summary of recommendations
Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful.
How to Reference and Cite the IOM Report
IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below.
Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf
Research Article
The Cross-Category Effect
Mere Social Categorization Is Sufficient to Elicit an
Own-Group Bias in Face Recognition
Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg
Miami University
ABSTRACT—Although the cross-race effect (CRE) is a well-
established phenomenon, both perceptual-expertise and
social-categorization models have been proposed to ex-
plain the effect. The two studies reported here investigated
the extent to which categorizing other people as in-group
versus out-group members is sufficient to elicit a pattern of
face recognition analogous to that of the CRE, even when
perceptual expertise with the stimuli is held constant. In
Study 1, targets were categorized as members of real-life
in-groups and out-groups (based on university affiliation),
whereas in Study 2, targets were categorized into experi-
mentally created .
Common symptoms of memory changes during the lifetime in healthy.docx
Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004)
Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006)
While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided.
Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely.
References
Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.
Common Surface-Level Issues for the Informative Essay(Note Thes.docx
Common Surface-Level Issues for the Informative Essay
(Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.)
· Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!)
· Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…”
· Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…”
· The titles of articles belong in quotations marks. Italics are for books and movies.
· Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang.
· Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.”
· Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either.
· Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think.
· Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.)
Grammar/Mechanics Issues:
· Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses.
· Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course.
· Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.”
· Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. (
Formatting/Documentation Issues
· Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .
Commercial Space TravelThere are about a half dozen commercial s.docx
Commercial Space Travel
There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals.
Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources.
.
Common sports-relatedshoulder injuriesShoulder pain is.docx
Common sports-related
shoulder injuries
S
houlder pain is commonly treated in general practice; its causes are often
multi-factorial. The focus of this article is on sports-related shoulder injuries
likely to be seen in the community. This article aims to overview the presen-
tation, assessment and management of these conditions in general practice.
The GP curriculum and common sports-related shoulder injuries
Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required
for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In
particular, GPs are expected to be able to:
. Communicate health information effectively to promote better outcomes
. Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as
barriers to recovery
. Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness
. Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical
activity
. Assess the importance and meaning of the following presenting features:
. pain: nature, location, severity, history of trauma
. variation of symptoms over time
. loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or
occupation
. Understand that reducing pain and disability rather than achieving a complete cure could be the goal of
treatment
. Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans
. Diagnose common, regional soft-tissue problems that can be managed in primary care
. Understand the challenge that many musculoskeletal conditions might be better and more confidently managed
by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills
during their training
. Refer those conditions which may benefit from early referral to an orthopaedic surgeon
The four most common categories of shoulder pain
seen in primary care are (Mitchell, Adebajo, Hay, &
Carr, 2005):
. Rotator cuff disorders (85% tendinopathy)
. Glenohumeral disorders
. Acromioclavicular joint disease, and
. Referred neck pain.
There are many different types of sports that can cause
acute or chronic shoulder injuries. In professional English
Rugby Union, for example, the most common match
injury is of the acromioclavicular joint (32% overall) and
the most severe injury requiring the longest time off
(mean of 81 days) is shoulder dislocation (Headey,
Brooks, & Kemp, 2007).
Shoulder injuries can also occur in non-contact sports,
such as golf, tennis, swimming and weightlifting.
Although shoulder injuries may be more common in con-
tact sports, the injury may have a larger impact on the
performance of individuals playing non-contact sports.
For example, golfers require very precise manoeuvres
of their dominant.
Common Product Yields VEGETABLES Acorn Squash.docx
Common Product Yields
VEGETABLES
Acorn Squash Flesh Raw 74% Eggplant Trim, Pared, and Sliced 81%
Artichoke Edible Leaves and Base 40% Endive Trimmed and Cored 86%
Asparagus Trimmed Ends 80% Fennel Trimmed and Cored 86%
Beets Peeled and Diced 91% Garlic Peeled Cloves 87%
Broccoli Cored. Florets Only 47% Ginger Root Peeled Root 83-90%
Brussel Sprouts Trim and Ready To Cook 90% Iceberg Lettuce 62%
Butternut Squash 84% Leek Bulb and Flower Leaves 44%
Red & Green
Cabbage Trimmed Without Core 64% Mushrooms
90%
Carrots 68% Onions 63%
Cauliflower Cored. Florets Only. 53% Peppers 59%
Celery 60% Potatoes Skinned By Hand and Raw 63%
Cilantro 90% Romaine 86%
Corn Raw Kernals Cut Off Cob 36% Spinach Trimmed Leaves 72%
Cucumber Pared and Sliced 84% Zucchini 78%
FRUITS
Apples Peeled and Cored 40% Mango Without Pit and Skin 69%
Avocado Skin and Seeded 63% Oranges Pared, Flesh 44%
Banana 66% Papayas 65%
Blackberries 96% Peaches Without Pit and Skin 76%
Cantaloupe Rind and Seeded 43% Pears Without Pit and Skin 78%
Cherries Flesh 62% Pineapple Peeled and Cored 38%
Coconut Meat 48% Plantains Fully Ripe 65%
Figs Without Stem 97% Plums Pitted 94%
Grapefruit
Segments Without
Membrane 52% Pomegranates Seeded 44%
Grapes Stems Removed 96% Prickle Pear Pulp 44%
Honeydew Rind and Seeded 48% Strawberries Good Quality, No Stem 90%
Lemons Juiced and Strained 36% Tomato Stem and Base 90%
Lime/Lemon Zest 16% Watermelon Rind and Seeded 52%
Limes Juiced and Strained 47%
Common Product Yields
MEAT
Beef Chuck 85% Lamb Breast And Flank 89%
Flank 90% Chop 75%
Flap Meat 80% Foreleg 70%
Inside Round 65% Loin 89%
Neck 75% Rib 81%
Rib Chop 83% Shoulder 86%
Rump 79% Pork Bacon 93%
Shank Hind 43% Butt Boneless 85%
Shank Fore 61% Chop 75%
Shoulder Clod 75% Ham 85%
Short Ribs 68% Picnic 81%
Sirloin Butt 70% Shoulder 84%
Sirloin Top Full Cut 71% Tender 95%
Steak Club 83% Veal Chuck 80%
Steak Porterhouse 91% Flank 99%
Steak T-Bone 88% Fore Shank 52%
Tender PSMO 75% Leg, Boned and Trimmed 68%
Cut Steak Ribeye Steak Lip Off 72% Loin 83%
Ribeye Steak Lip On 78% Plate 79%
Strip Steak Center Cut 50% Rib 77%
Strip Steak End Cut 63% Round 77%
Top Butt Steak Cap On 52%
Top Butt Steak Center Cut 38%
Peeled Tenderloin 52%
Peeled Tenderloin c/c 38%
Common Product Yields
POULTRY AND FISH
Game Hen With Neck and Giblets 91% Bass Without Skin Filet 59%
Breast Skin On 74% Clams Edible Portion 15%
Chicken
Broiler/Fryer Without
Neck/Giblets 89% Cod Filet Without Skin 30%
Drum 63% Crab Blue From Shell 17%
Thighs 70% Dungeness From Shell 27%
Wings 50% King From Shell 25%
Breast 87% Crawfish Tail 12%
Breast Quarter 75% Back 23%
Drum 69% Flounder Filet Without Skin 41%
Leg 75% Frog Legs Flesh 65%
Leg Quarter 71% Halibut Filet Without Skin 59%
Thigh 82% Trout Fil.
Common Law Strict Liability Introduction Strict liabilit.docx
Common Law Strict Liability
Introduction: Strict liability, or liability without fault, is a category of unintentional torts
in which the wrongdoer may be held liable for harm to others even when exercising
utmost care and being as careful as possible. Strict liability applies to (1) abnormally
dangerous activities. Abnormally dangerous activities are those that involve a high risk
of serious harm to persons or property that cannot be completely eliminated even with
reasonable care, such as using and storing explosives, stunt flying, keeping wild
animals, and trespassing livestock.
Product Liability**
Introduction: Product liability, sometimes called strict product liability refers to cases in
which a person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Please also see Instructor Notes link in week 2 for further details and explanation of
product liability.
**Strict product liability is often confused with the separate common law tort of strict
liability, sometimes referred to as “liability without fault”. Strict liability applies only to a
small category of abnormally dangerous activities, such as use of explosives, fireworks,
and stunt flying. Please see section above.
Warranties and Product Liability
Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain
facts are true of the goods being sold or leased. Types of warranties include (1)
warranties of title guaranteeing that the goods have clear and valid title, (2) express
warranties promising specific facts about the goods, and (3) implied warranties of
merchantability, or fitness for a particular purpose. A warranty creates a legal duty for
the seller or lessor; a non-breaching party can recover damages for breach of
warranty(ies). Because warranties are associated with the sale or lease of products,
breach of warranty claims are a part of product liability claims and manufacturers and
sellers of goods can be held liable for breach of warranty for defective products.
Warranties are subject to regulation under the UCC, product liability tort law, contract
law, and the Magnuson-Moss Warranty Act.
Product Liability**
Product liability, sometimes called strict product liability refers to cases in which a
person is injured by a product, or use of a product because the product is
defective in some way. When a product is defective it may become abnormally
dangerous although the product, when not defective, may be safe.
Definitions of a Defective Product in Product Liability
Products may become defective because of:
1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product
is manufactured so that the electric wiring is improperly made/attached, etc. and may
cause a fire or cause elect.
Common Core .docx
Common Core 2
Common Core Comment by Author: this should not be bold
Casey Berry
English / 200
September 5, 2018
Ms. Gaby Maruri
Introduction Comment by Author: this needs to be centered and not in bold; it needs to be the title of your paper Comment by Author:
Common core is a standardized education tool that is being used in almost 43 states of America. It is like an outline that has various benchmarks which need to be completed at the end of each grade so that students can successfully learn. It is like having a check and balance on what the students should learn. The primary aim is to prepare learners of America for college and make sure that they are acquiring various skills. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. Comment by Author: plural needed
However, this practice is disadvantageous for students as well as teachers because no other material knows better than the teachers about the needs, wants, and goals of the students. Teachers can easily teach their students after analyzing their needs and previous knowledge. Moreover, this tool is unconstitutional as it has been created by the National Governors Association Center for Best Practices and the Council of Chief State Officers with help from the Bill and Melissa Gates Foundation not the Department of Education. Comment by Author: choose a different phrase---“outer” is a bit awkward Comment by Author: Comment by Author: Comment by Author: rephrase this---“…can know about the needs, wants, and goals of students better than the classroom teacher.” Comment by Author: missing comma
Common core unconstitutional Comment by Author: needs to be centered; titles should not be complete sentences—think of newspaper titles…they’re fragments
The step to create a tool of education has not been taken by the Department of Education. Instead, it has been established by the National Governors Association and Council of Chief State School Officers with no input from the Department of Education. It means that they have taken the responsibility of making crucial decisions regarding policies of education and the standardized testing system from the authorities of states (Robins, 2013). Comment by Author: article missing---a
what do you mean by “the step to create a tool of education”?? Did the department of education hire the private company who created The Common Core?? Comment by Author: of Comment by Author: the standardized
Common Core not embraced by teachers
After this program was introduced, many teachers, who had been using their styles and methodologies of teaching for many years, had to adapt their methods and had to bring enormous changes to their lesso.
common core state stanDarDs For english Language arts & .docx
This document provides exemplar texts for the Common Core State Standards for English Language Arts. It begins with an introduction explaining the process used to select texts to serve as examples for each grade band. The criteria for selection were complexity, quality, and range. The document is then divided into sections for each grade band, with stories, poetry, and informational texts provided as examples along with some sample performance tasks related to the texts. The goal is to provide guideposts for teachers in selecting texts of similar complexity, quality, and range to meet the Standards for their classrooms.
COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docx
COMMON ETHICAL PROBLEMS OF INDIVIDUALS
BA 354
COLLEGE OF BUSINESS
1
ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH:
Ethical dilemmas at work are common, not rare.
You have values that you want to live up to.
There are many ways that you can voice your values.
Practicing ahead of time will help you to be more effective.
2
THE POWER OF FAIRNESS
The example of grades
Equity
Reciprocity
Impartiality
3
Discrimination
Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc.
Standard for hiring, promotions, etc., should be the ability to do a job
+
4
Have you ever experienced discrimination?
What could you have done about it?
Why is discrimination an ethical issue?
DISCRIMINATION
5
CONFLICTS OF INTEREST
Objectivity is compromised by possibility of financial or other gains.
Gifts or bribes
Access to resources such as privileged information
Relationships or Influence
6
CONFLICTS OF INTEREST
7
Conflict of Interest
Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion.
8
CUSTOMER CONFIDENCE
Includes such issues as
Confidentiality
Product safety
Truth in advertising
Fiduciary responsibilities
9
Confidentiality
You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services.
10
Product Safety
You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .
Common CoreCasey BerryEnglish 200August .docx
Common Core
Casey Berry
English / 200
August 29, 2018
Ms. Gaby Maruri
Common Core
I) Introduction
A. Common Core is an educational tool that should not be used in our public schools.
B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents.
C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons.
II) Body
A. Common core is unconstitutional.
· Common Core was not a concept done by the Department of Education (DOE).
· It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).
· Educational responsibility has been taken away from the states and local districts.
B. Common Core has not been embraced by teachers very well.
· Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum.
· It only focuses on three specific subjects such as Mathematics.
· Focuses more on “critical thinking” rather than knowledge.
C. It is not beneficial for students and their parents.
· Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems.
· Prepares students more for the workforce, rather than college.
III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations.
D. States win more money
· States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver.
E. Prepares students more efficiently
· Students who are taught Common Core are more prepared for college than others.
F. Statewide standards benefit students from other states
· Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools.
IV) Conclusion
G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools.
H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author:
I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past.
References
Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479.
I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic.
Robbins, J. (2013). Uncommonly bad. Ac.
Common Holy Days in Jewish Religious TraditionsComplete th.docx
Common Holy Days in Jewish Religious Traditions
Complete
the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified.
Note
: An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed.
Fall
(September – November)
Winter
(December – February)
Spring
(March – May)
Summer
(June – August)
Enter text.
Example:
Hanukkah
Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Enter text.
Part 2: Major Sects of Judaism
Select
three major sects of Judaism to compare and contrast. Identify them in the table below.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
Sect of Judaism
Enter text.
In the table below,
list
at least two similarities and two differences among the sects of Judaism you selected.
Similarities
Differences
Enter text.
Enter text.
Part 3: Summary
Write
a 525- to 700-word summary that includes the following:
· A description of the life and importance of one key person in Jewish history
· An explanation of one key event in the history of Judaism that is connected to that person
· A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
· Brief explanation of Jewish ethics
Summary
Enter text.
Include
references formatted according to APA guidelines.
References
Enter text.
.
Common Hacking Techniques You Should Know AboutHacking is th.docx
Common Hacking Techniques You Should Know About
Hacking
is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems.
Discussion/Research Questions
What are the best ways to guard against hacking attacks?
List one of the biggest (known) hacks of all time and provide a few details related to this incident
.
Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docx
Common Pool Resource Management
Kim Townsend
SUS 350 Sustainable Communities
Key Features of Common Pool Resources
Goods that are difficult or costly to exclude users from
Subtractability-use of a resource by one person means it is not available to another
Core resource-a measure of the stock which must be retained to provide non-declining future stock
Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest
Marine Fisheries CPR Example
Used by multiple individuals through time and at the same time.
Subtractable—over-fishing reduces availability of stock for other users.
Core—total number of fish in a specific population required to sustain the population through time.
Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time.
Water
Subtractability-use of a resource by one person means it is not available to another
Core?
Fringe?
We must consider both quantity and quality of water in a system
Why is water quantity/quality important?
The Tragedy of the Commons
https://www.youtube.com/watch?v=WYA1y405JW0
Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper
Is this model too simplistic? Which assumptions can be questioned?
Elinor Ostrom: Sustainable Development
and the Tragedy of the Commons
https://www.youtube.com/watch?v=ByXM47Ri1Kc
Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics.
7
Elinor Ostrom’s Cooperative Management Conditions
Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world
to determine what the sustainable systems had in common, and what the failures had in common.
Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs.
Ostrom’s Cooperative Management Conditions (1/2)
Clearly defined boundaries
Who gets access, who doesn’t
Resource boundaries
Congruence
Costs ≈ Benefits of cooperating
Appropriation rules are fair and sensible, locale-specific
Argues against “one rule system fits all” approach.
Collective-choice arrangements
Most individuals affected have a voice in changing the rules
Monitoring
Monitors are the cooperative members
Ostrom’s Cooperative Management Conditions (2/2)
Graduated sanctions
Punishment scaled to the offence
Sanctions administered by the cooperative
Conflict-resolution mechanisms
Access to low-cost, rapid, local way to resolve conflicts
Recognition of Rights to Organize
Community’s right t.
Common Assignment Prepare a written analysis of the impact of the.docx
Common Assignment:
Prepare a written analysis of the impact of the 4th, 5th, 6
th
8
th
and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution.
What due process rights are contained in the US Constitution? Give examples.
What is procedural due process and why does it exist?
Do you think any of these rights should be revoked at any time? Which ones?
What made you choose those?
To what extent does procedural due process hinders or strengthens the criminal justice system?
.
Common Assignment Essay Objective of this Assignment.docx
Common Assignment Essay
Objective of this Assignment: This assignment will be used to evaluate student progress on the
course learning objectives. The assignment will be uploaded as a file on Blackboard.
Instructions: Students will follow the process outlined below to guide them in the development of a
comparative essay. The essay should be approximately 700-1000 words, and should include
footnotes.
➢ Step One: Essay Purpose / Relevance / The Task of a Historian
o Purpose: Students should consider why the topic of memorializing the Mexican
American War is a contemporary problem facing historians.
o Task of a Historian: Your work should clearly communicate the purpose of public history
sites (museums / battlegrounds / memorials), the current struggle between art and truth,
the reasons why this event has been ignored by previous generations / administrations,
and the societal impact of neglecting a major historic event.
o Relevance: Your work should consider the current facilities and public history sites
dedicated to honoring this event and its participants, as well as the funding and
supporters associated with those sites. (At a minimum you should examine the facilities
in Texas, however, there are links provided to steer you to other state /federal facilities).
Furthermore, you should consider the message provided at those sites / exhibits and
whether this message is satisfactory given the mission of public historians.
o You may copy and paste sections of your source analysis from the previous essay, just
pay attention to flow and be sure to utilize footnotes.
➢ Step Two: You must use these two sources. Read these first so you can understand the war,
and how it has or has not been remembered.
o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial
Amnesia" by Amy Greenberg in JSTOR
o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T.
Fulmore in JSTOR
➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds,
monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas
sites in the highly suggested category.
o Highly Suggested Sources:
▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm
▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/
▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new-
memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12-
bdcd-014ebd3514fc.html
▪ Capitol 360 View of Mexican American War acknowledgement:
https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html
▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html
o Potentially Useful Sources:
https://www.nps.gov/paal/learn/historyculture/places.htm
http://www.bvvm.org/photos/
https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.
Committee on Enhancing Federal Healthcare Quality ProgramsJa.docx
Committee on Enhancing Federal Healthcare Quality Programs
Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors
THE NATIONAL ACADEMIES PRESS
Washington, D.C.
ww.nap.edu
Enhancing, Federal Healthcare Quality Programs Committee. Leadership by Example : Coordinating Government Roles in
Improving Health Care Quality, edited by Jill Eden, and Barbara M. Smith, National Academies Press, 2003. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ncent-ebooks/detail.action?docID=3375805.
Created from ncent-ebooks on 2019-04-24 06:50:39.
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THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W Washington, DC 20001
NOTICE: The project that is the subject of this report was approved by the Gov-
erning Board of the National Research Council, whose members are drawn from
the councils of the National Academy of Sciences, the National Academy of Engi-
neering, and the Institute of Medicine. The members of the committee responsible
for the report were chosen for their special competences and with regard for ap-
propriate balance.
Support for this project was provided by the Department of Health and Human
Services, the Commonwealth Fund, and the California Healthcare Foundation.
The views presented in this report are those of the Institute of Medicine Commit-
tee on Enhancing Federal Health Care Quality Programs, and are not necessarily
those of the funding agencies.
Library of Congress Cataloging-in-Publication Data
Institute of Medicine (U.S.). Committee on Enhancing Federal Healthcare
Quality Programs.
Leadership by example : coordinating government roles in improving
healthcare quality / Committee on Enhancing Federal Healthcare Quality
Programs ; Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors.
p. ; cm.
Includes bibliographical references and index.
ISBN 0-309-08618-3 (pbk.)
1. Medical policy—United States. 2. National health services—United
States.
[DNLM: 1. Health Care Reform—United States. 2. Government
Programs—United States. 3. Quality Assurance, Health Care—United
States. WA 540 AA1 I455L 2003] I. Corrigan, Janet. II. Eden, Jill.
III. Smith, Barbara M. IV. Title.
RA395.A3I4935 2003
362.1’0973—dc21
2003001324
ISBN 0-309-51693-5 (pdf)
Additional copies of this report are available from the National Academies Press,
500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202)
334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu.
For more information about the Institute of Medicine, visit the IOM home page at:
www.iom.edu.
Copyright 2003 by the National Academy of Sciences. All rights reserved.
Printed in the United States of America.
The serpent has been a symbol of long life, healing, and knowledge among almost
all cultures and religions since the beginning of reco.
Committees1. To provide for greater transparency in the HU.docx
Committees
1. To provide for greater transparency in the HUD–VASH supported housing program for homeless
veterans, and for other purposes.
2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and
Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee,
Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions,
Banking, Housing, and Urban Affairs, Energy and Natural Resources.
3. N/A no committee report
4. H.R.7022 — 115th Congress (2017-2018)
Homes for Our Heroes Act of 2018
Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs
Committee Reports: N/A
Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to
the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each
case for consideration of such provisions as fall within the jurisdiction of the committee concerned.
Tracker: introduced
Here are the steps for Status of Legislation:
1. Introduced
Members
1. To authorize the Department of Energy to conduct collaborative research with the Department of
Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other
purposes.
2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means,
Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial
Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology,
Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small
Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking,
Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental
Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation,
Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and
Veterans' Affairs.
3. The committee’s favorability is to recommend that the bill as amended do pass.
4. H.R.6398 — 115th Congress (2017-2018)
Department of Energy Veterans' Health Initiative Act
Sponsor: Rep. Norman, Ralph [R-SC-5]
Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural
Resources
Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house-
report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1
Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the
Committee on Energy and Natural Resources.
Tracker: Passed House.
Here are the steps for Status of Legislation:
1. Introduced
2. Passed House
CLASS EXERCISE #2
THE STATUS OF BILLS IN CONGRESS
Go to: http://thomas.loc.gov/ and become familiar.
Commitment to ProfessionalismCommitment to Professionalism..docx
Commitment to Professionalism
Commitment to Professionalism.
Due by Day 7
. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.
After reading the week’s text, write a reflection in two parts:
Part I
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.
Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
Create two talking points (as discussed in Chapter 13) using one
concrete example
(refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Part II
Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:
Describe how you will advocate on behalf of young children, their families, and the profession.
Describe how you will support the development of future practitioners and leaders in the field.
Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from
unskilled workers
and toward
paradigm professionals
.
The Commitment to Professionalism paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Use the text and two outside sources to support your responses.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific so.
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2-3 pages, double spaced---For this project, students will a
- 1. 2-3 pages, double spaced --- For this project, students will access FIU's dPanther Repository ( http://dpanther.fiu.edu/dPanther/home )to conduct a primary source examination and explain how these sources on South Florida's past relate to the general themes and topics discussed in this Modern American Civilization course. The format for this project differs from a typical paper; the project focuses more on an in-depth analysis of sources rather than answering a question-based prompt. Students are expected to understand the purpose, the relevance, and the importance of the sources based on both a local and national level. For this project, students are encouraged to explore the digital archives to find a topic that they find interesting. The years of investigation for these sources should range from 1877 to 2000. Try to use between 1 to 5 sources for the project. Students should look for sources that push them to re-evaluate the themes explored throughout the course and provides fascinating historical discussions for the writing portion of the project. These are the digital collections that are acceptable for this project. These collections include documents, photographs, and videos: City of Miami Beach (
- 2. http://dpanther.fiu.edu/dPanther/collections/imbda ) Virginia Key Beach Park Trust ( http://dpanther.fiu.edu/dPanther/collections/vkt ) Coral Gables Memory ( http://dpanther.fi u.edu/dPanther/collections/cgm ) Everglades Digital Library: Reclaiming the Everglades ( http://dpanther.fiu.edu/dPanther/collections/rte ) Miami Metropolitan Archive ( http://dpanther.fiu.edu/dPanther/collections/mca ) Mile Markers: Linking Keys History ( http://dpanther.fiu.edu/dPanther/collections/mile ) Greater North Miami Historical Society ( http://dpanther.fiu.edu/dPanther/collections/ignmhs
- 3. HistoryMiami Museum ( http://dpanther.fiu.edu/dPanther/collections/ihm Miami Shores Village Archives at Brockway Memorial Library ( http://dpanther.fiu.edu/dPanther/collections/bml Tequesta: the Journal of the Historical Association of Southern Florida ( http://dpanther.fiu.edu/dPanther/collections/teq I want to see creativity about combining the sources and coursework for these reports. For example, there are several photos and videos about the history of African Americans of Miami in these collections. An idea for a project is to look at the Civil Rights movement in the United States and compare it to efforts in South Florida. Other ideas include looks into how the events like the Great Depression, early 20th-century immigration, Post WWII development of the Sun Belt, and Conservationism affected the development of the South Florida area. Please only focus on a single topic. Conciseness is key. THINK ABOUT KEYWORDS FROM THE CLASS TO USE AS SEARCH TOOLS!
- 4. As for citations, the textbook should serve as the primary reference. Additionally, use the discussion boards and essays to explain the themes and topics of the project. To cite course, just use the name of the assignment like (Week 2) or (Essay 1). If you contact me before April 21th, I will CONSIDER outside secondary sources depending on your topic. These sources must meet my approval. Nevertheless, the focus of this report should be the sources from dPanther (Links to an external site.)Links to an external site. . I expect a bibliography with links to the sources used on dPanther (Links to an external site.)Links to an external site. at the end of the project. --- The project format is as follows: The introduction should introduce the sources analyzed for the project. The student must develop a thesis that clearly states why they believe the sources that will plan to use are historically relevant to both South Florida and the United States. The argument should aim to integrate chosen sources into previously discussed themes and topics from the course. State the era of the source came Identify the topic and themes of the era For the first body paragraph, students must describe their set of sources in their own words
- 5. Students need to state the type of sources they are using (Photos, Documents, Videos) Think about: Who was the focal point of the source? What was the primary idea/goal behind the source? Where was the source created/located? When was the source created?; Published? Why was this source important? How useful is this source? It is not necessary to write a paragraph on each source. Instead, combine the main points from each source to provide a comprehensive look at the set of sources. For the second paragraph, explain what this source says about South Florida during the era of the source Does the source reflect changes to the region? Or does it show the region's consistency? Do the viewpoints of the author reflect current viewpoints in the region?
- 6. For the third paragraph, relate the document to broader themes and topics in the United States Place the sources in-context with the Great United States at the time Based on the course, describe the United States at the time the sources used for the project are published? Based on the source, is South Florida experiencing the same experiences as other regions in America? Could this source relate to situations in Atlanta, Seattle, or Boston? Or is it only unique to Miami, the Keys, and Fort Lauderdale? The conclusion should summarize the ideas brought up and suggest connections to the modern relationship of South Florida to the themes and topics discussed. --- Grading for this project focuses on a few things: How well did the student analyze the digital sources? How much information did the student apply from the
- 7. coursework? How well did the student integrate the digital sources into a broader conversation about South Florida/the United States? Organization, Formatting, Spelling, Grammar, Citations