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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.
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Key 1Evan KeyHIST 2111 07February 2, 2015Keri Adams.docx
Key 1
Evan Key
HIST 2111 07
February 2, 2015
Keri Adams
My topic I am writing about is how African American slavery was the main reason for the growth and change in the Americas before 1865. With the transferring of Africans to the America’s, not only did population numbers increase, but also brought new traditions and conflicts to America. African Americans where not treated fairly through this time. Even with unfair treating the African American community changed life in the Americas forever.
Selected primary sources:
1. . Found in America’s History, Volume 1: To 1877, 8th edition (page 94).
2. Unknown creator, but found in the America’s History, Volume 1: To 1877, 8th edition (page 101). Permanently housed in Abby Aldrich Rockefeller Folk Art Museum, Williamsburg, VA.
3. by Thomas Branagan. Found in America’s History, Volume 1: To 1877, 8th edition (page 98). Permanently housed in library of Congress
Introduction
a) Thesis Statement
With conflicts and discoveries occurring century-by-century in the New World, nothing affected the way of living in the Americas more than the increase in slavery.
Argument Supporting Thesis
a) Plan of a Liverpool slave ship by England’s Abolitionist Society
The illustration is a plan of a slave ship used during the middle passage. The middle passage was a deadly adventure to the new world. The middle passage was also the main way that slaves where imported to the Americas. The middle passage was one of the main reasons for population growth in the Americas. Etc…
b) Virginian Luxuries c. 1810
This painting shows the violence lifestyle of being a slave. Women where sexually exploited and men where beaten miserably. With discipline increasing slaves began to attack back and rebel. These rebellions such as the Stono Rebellion changed way of living in the Americas dramatically.
c) The Penitential Tyrant
This is an image of painful ways that a master would endure on a slave to not escape. The faceguard with a spiked collar kept the slaves from eating and or even lying down. The mechanisms where another way of how slaves where still being treated unfairly which ties in to why they rebelled.
Conclusion
· I plan on supporting my thesis and arguments through my primary and secondary sources. I plan on writing about how they work individually and together to support my claim.
Primary Sources:
Plan of a Liverpool slave ship by England’s Abolitionist Society. Virginian Luxuries, and The Penitential Tyrant
Secondary Sources:
America’s History, Volume 1: To 1877, 8th edition, Free Blacks in Antebellum Savannah: An Economic Profile
1
HIST 2111
Spring 2015
Keri Adams, Instructor
Research Paper
Students must choose one (1) of the following two (2) options for the research paper
assignment. The assignment is due at the start of class on Thursday, April 2, 2015. Students will
submit both an electronic version via the Dropbox feature on CourseDen (before arriving to
class) and a p ...
American History Honors National History Day Project Devel.docx
American History Honors National History Day
Project Development Sheet3
Name/Names ___________________________________________________________________________
_________________________________________________________________________________________
Topic of Project _________________________________________________________________________
Title of Project __________________________________________________________________________
Category of Project: Paper Website Documentary Performance Exhibit
Thesis Statement _______________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
Describe the focus of your research: ____________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
Why did you choose this topic? __________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
American History Honors National History Day
Project Development Sheet4
Email the following:
Rough draft of Process Paper (typed, correct format, see below)
Roug draft of Annotated Bibliography (typed, correct format, see
below)--- You must have at least 10 primary sources and at least 6
secondary sources!!!!
The information below was taken from nhd.org
Citations/Bibliographies
To record the information the two acceptable styles of writing for NHD projects are Turabian and MLA.
Historians use Turabian but we know that many classes in middle school and high school teach the MLA
style. It does not matter which of these two styles you use, but it is important to be consistent. For help
with questions of citations, you can check out Turabian or MLA guides from your local library.
Annotated Bibliography
An annotated bibliography is required for all categories. The annotations for each source must ex.
History Detectives: Researching Local Historic Buildings Using Vermont Newspa...
History Detectives: Researching Local Historic Buildings Using Vermont Newspa...Vermont Digital Newspaper Project
A lesson plan for young history detectives on how to research historic buildings using Chronicling America as a primary source. Comes with a handy checklist and worksheet to guide student research.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. ...
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.
Recommended
Key 1Evan KeyHIST 2111 07February 2, 2015Keri Adams.docx
Key 1
Evan Key
HIST 2111 07
February 2, 2015
Keri Adams
My topic I am writing about is how African American slavery was the main reason for the growth and change in the Americas before 1865. With the transferring of Africans to the America’s, not only did population numbers increase, but also brought new traditions and conflicts to America. African Americans where not treated fairly through this time. Even with unfair treating the African American community changed life in the Americas forever.
Selected primary sources:
1. . Found in America’s History, Volume 1: To 1877, 8th edition (page 94).
2. Unknown creator, but found in the America’s History, Volume 1: To 1877, 8th edition (page 101). Permanently housed in Abby Aldrich Rockefeller Folk Art Museum, Williamsburg, VA.
3. by Thomas Branagan. Found in America’s History, Volume 1: To 1877, 8th edition (page 98). Permanently housed in library of Congress
Introduction
a) Thesis Statement
With conflicts and discoveries occurring century-by-century in the New World, nothing affected the way of living in the Americas more than the increase in slavery.
Argument Supporting Thesis
a) Plan of a Liverpool slave ship by England’s Abolitionist Society
The illustration is a plan of a slave ship used during the middle passage. The middle passage was a deadly adventure to the new world. The middle passage was also the main way that slaves where imported to the Americas. The middle passage was one of the main reasons for population growth in the Americas. Etc…
b) Virginian Luxuries c. 1810
This painting shows the violence lifestyle of being a slave. Women where sexually exploited and men where beaten miserably. With discipline increasing slaves began to attack back and rebel. These rebellions such as the Stono Rebellion changed way of living in the Americas dramatically.
c) The Penitential Tyrant
This is an image of painful ways that a master would endure on a slave to not escape. The faceguard with a spiked collar kept the slaves from eating and or even lying down. The mechanisms where another way of how slaves where still being treated unfairly which ties in to why they rebelled.
Conclusion
· I plan on supporting my thesis and arguments through my primary and secondary sources. I plan on writing about how they work individually and together to support my claim.
Primary Sources:
Plan of a Liverpool slave ship by England’s Abolitionist Society. Virginian Luxuries, and The Penitential Tyrant
Secondary Sources:
America’s History, Volume 1: To 1877, 8th edition, Free Blacks in Antebellum Savannah: An Economic Profile
1
HIST 2111
Spring 2015
Keri Adams, Instructor
Research Paper
Students must choose one (1) of the following two (2) options for the research paper
assignment. The assignment is due at the start of class on Thursday, April 2, 2015. Students will
submit both an electronic version via the Dropbox feature on CourseDen (before arriving to
class) and a p ...
American History Honors National History Day Project Devel.docx
American History Honors National History Day
Project Development Sheet3
Name/Names ___________________________________________________________________________
_________________________________________________________________________________________
Topic of Project _________________________________________________________________________
Title of Project __________________________________________________________________________
Category of Project: Paper Website Documentary Performance Exhibit
Thesis Statement _______________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
Describe the focus of your research: ____________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
Why did you choose this topic? __________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
American History Honors National History Day
Project Development Sheet4
Email the following:
Rough draft of Process Paper (typed, correct format, see below)
Roug draft of Annotated Bibliography (typed, correct format, see
below)--- You must have at least 10 primary sources and at least 6
secondary sources!!!!
The information below was taken from nhd.org
Citations/Bibliographies
To record the information the two acceptable styles of writing for NHD projects are Turabian and MLA.
Historians use Turabian but we know that many classes in middle school and high school teach the MLA
style. It does not matter which of these two styles you use, but it is important to be consistent. For help
with questions of citations, you can check out Turabian or MLA guides from your local library.
Annotated Bibliography
An annotated bibliography is required for all categories. The annotations for each source must ex.
History Detectives: Researching Local Historic Buildings Using Vermont Newspa...
History Detectives: Researching Local Historic Buildings Using Vermont Newspa...Vermont Digital Newspaper Project
A lesson plan for young history detectives on how to research historic buildings using Chronicling America as a primary source. Comes with a handy checklist and worksheet to guide student research.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. ...
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.
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Assignment 2.2:
Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
Introduce your paper with your previously crafted thesis statement.
Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision.
Note:
Be sure to provide two (2) outcomes for each legislation.
Suggest three (3) reasons why slavery was and is incompatible with our political and economic system.
List three to five (3-5) driving forces that led to the Civil War.
Use at least three (3) academic references besides or in addition to the textbook.
Note
:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Recognize the main factors that led to America’s early development.
Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
Specify ways that women and minorities have responded to challenges and made contributions to American culture.
Use technology and information resources to research issues in American History to 1865.
Write clearly and concisely about American History to 1865 using proper writing mechanics
.
Students will write a 8-10 page research paper. Students will be r.docx
Students will write a 8-10 page research paper. Students will be required to submit a topic proposal, an annotated outline, and a final draft of their paper throughout the course of the semester. Each of these phases of your research paper will have deadlines which will account for a portion of your final grade. Failure to meet the deadline will result in Zero points for that portion of the paper.
Grading Rubric:
I. Format: Title Page; PP Minimum; Numbered pp; Double Spaced/12 pt font (5 pts)
II. Thesis Statement (15pts)
III. Body:
Claims (25 pts)
Evidence (25pts)
Analysis (25pts)
VI. Bibliography (5pts)
When preparing your exam or paper please consider the following.
Brainstorm
Gather relevant Data
Organize your thoughts
Provide structure
Create an Outline
Three criteria for evaluation:
Statement
Evidence
Significance/Analysis
Superior Paper (A/A-)
Introduction: Introductory statement and Thorough Thesis Statement.
Introductory Statement
is a device to “grab” the readers’ attention.
Thesis Statement
, identifies the purpose and intent of the paper, the methodology to be used, and a brief statement on the significance of the paper (what the paper contributes to our broader knowledge or to the author’s better understanding of the topic). The Thesis Statement should serve as a road map for the reader wherein the author identifies
what s/he will do (general intent)
how s/he will do it (specific arguments/claims and evidence used to support thesis)
state why the intent is significant (i.e. what new knowledge or interpretations might the subject matter present either for the audience and/or the author).
An example of a thesis statement is:
“In this essay, I will examine Acuña’s and Villa’s essays as they pertain to Manifest Destiny. I will discuss major events that occurred prior to the Mexican American War and events following the War. This discussion will be contextualized within US foreign policy dating to the late eighteenth century toward Latin America and will allow us to see (……. Claims to be made here). Specific attention will be paid to Benjamin Franklin’s “marking” Mexico for US expansion, the attempts by the United States to purchase parts of Mexico prior to the Mexican American War, the Monroe doctrine, and the Texas Revolt. Discussion of events that followed the war will include name changes of public areas, displacement and legislation that excluded non-whites, on racial grounds, from job opportunities, land ownership, and political participation. This will be discussed in order to demonstrate how the ideals of Manifest Destiny were enacted through different practices before the war and to document their consequences on the Mexican and Indian populations after the war.”
Body: Should demonstrate clarity, sustain the thesis, and be methodical.
For each point made to support the thesis you should include the following:
A statement or argument
support it with evidence or premise (in.
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Assignment 2.2:
Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
Introduce your paper with your previously crafted thesis statement.
Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision.
Note:
Be sure to provide two (2) outcomes for each legislation.
Suggest three (3) reasons why slavery was and is incompatible with our political and economic system.
List three to five (3-5) driving forces that led to the Civil War.
Use at least three (3) academic references besides or in addition to the textbook.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Recognize the main factors that led to America’s early development.
Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
Specify ways that women and minorities have responded to challenges and made contributions to American culture.
Use technology and information resources to research issues in American History to 1865.
Write clearly and concisely about American History to 1865 using proper writing mechanics.
.
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Assignment 2.2:
Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
Introduce your paper with your previously crafted thesis statement.
Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision.
Note:
Be sure to provide two (2) outcomes for each legislation.
Suggest three (3) reasons why slavery was and is incompatible with our political and economic system.
List three to five (3-5) driving forces that led to the Civil War.
Use at least three (3) academic references besides or in addition to the textbook.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Recognize the main factors that led to America’s early development.
Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
Specify ways that women and minorities have responded to challenges and made contributions to American culture.
Use technology and information resources to research issues in American History to 1865.
Write clearly and concisely about American History to 1865 using proper writing mechanics.
Click
here
to view grading rubric.
...
Rev. 0319 General Education Common Graded Assignment His.docx
Rev. 03/19
General Education Common Graded Assignment: History 112-History of the United States II
Primary Source Analysis
HIST 112 – 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 nee ...
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
2-3 pages, double spaced---For this project, students will a
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. ...
His 204 week 5 final paper native american history
HIS 204 Week 5 Final Paper Native American history
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 4 Quiz
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
Assignment 1 Dealing with Diversity in America from Reconstructi.docx
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s
For History 105: Dr. Stansbury’s classes (6 pages here)
Due Week 3 and worth 120 points. The formal deadline is Monday at 9am Eastern time, Jan. 21. But, due to the King holiday, no late penalty will be imposed if submitted by the end of Jan. 22.
[NOTE ON ECREE: The university is adopting a tool, called ecree for doing writing assignments in many classes. We will be using the ecree program for doing our papers in this class. More instructions on this tool will be posted. You are welcome to type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise and finish it up. Or, as we suggest, you may type your paper directly into ecree. When using ecree, you should use CHROME as your browser. As posted: “Please note that ecree works best in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”]
BACKGROUND FOR THE PAPER: After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Topic and Thesis Statement—in which you can take a pro or con position:
· Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows with the four parts below (see TIPS sheet and TEMPLATE also), handling these issues:
1. The position you choose —or something close to it—will be the thesis statement in your opening paragraph. [usually this is one paragraph with thesis statement being the last sentence of the paragraph.]
2. To support your position, use thre.
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.
.
More Related Content
Similar to Common Assignment Essay Objective of this Assignment.docx
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Assignment 2.2:
Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
Introduce your paper with your previously crafted thesis statement.
Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision.
Note:
Be sure to provide two (2) outcomes for each legislation.
Suggest three (3) reasons why slavery was and is incompatible with our political and economic system.
List three to five (3-5) driving forces that led to the Civil War.
Use at least three (3) academic references besides or in addition to the textbook.
Note
:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Recognize the main factors that led to America’s early development.
Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
Specify ways that women and minorities have responded to challenges and made contributions to American culture.
Use technology and information resources to research issues in American History to 1865.
Write clearly and concisely about American History to 1865 using proper writing mechanics
.
Students will write a 8-10 page research paper. Students will be r.docx
Students will write a 8-10 page research paper. Students will be required to submit a topic proposal, an annotated outline, and a final draft of their paper throughout the course of the semester. Each of these phases of your research paper will have deadlines which will account for a portion of your final grade. Failure to meet the deadline will result in Zero points for that portion of the paper.
Grading Rubric:
I. Format: Title Page; PP Minimum; Numbered pp; Double Spaced/12 pt font (5 pts)
II. Thesis Statement (15pts)
III. Body:
Claims (25 pts)
Evidence (25pts)
Analysis (25pts)
VI. Bibliography (5pts)
When preparing your exam or paper please consider the following.
Brainstorm
Gather relevant Data
Organize your thoughts
Provide structure
Create an Outline
Three criteria for evaluation:
Statement
Evidence
Significance/Analysis
Superior Paper (A/A-)
Introduction: Introductory statement and Thorough Thesis Statement.
Introductory Statement
is a device to “grab” the readers’ attention.
Thesis Statement
, identifies the purpose and intent of the paper, the methodology to be used, and a brief statement on the significance of the paper (what the paper contributes to our broader knowledge or to the author’s better understanding of the topic). The Thesis Statement should serve as a road map for the reader wherein the author identifies
what s/he will do (general intent)
how s/he will do it (specific arguments/claims and evidence used to support thesis)
state why the intent is significant (i.e. what new knowledge or interpretations might the subject matter present either for the audience and/or the author).
An example of a thesis statement is:
“In this essay, I will examine Acuña’s and Villa’s essays as they pertain to Manifest Destiny. I will discuss major events that occurred prior to the Mexican American War and events following the War. This discussion will be contextualized within US foreign policy dating to the late eighteenth century toward Latin America and will allow us to see (……. Claims to be made here). Specific attention will be paid to Benjamin Franklin’s “marking” Mexico for US expansion, the attempts by the United States to purchase parts of Mexico prior to the Mexican American War, the Monroe doctrine, and the Texas Revolt. Discussion of events that followed the war will include name changes of public areas, displacement and legislation that excluded non-whites, on racial grounds, from job opportunities, land ownership, and political participation. This will be discussed in order to demonstrate how the ideals of Manifest Destiny were enacted through different practices before the war and to document their consequences on the Mexican and Indian populations after the war.”
Body: Should demonstrate clarity, sustain the thesis, and be methodical.
For each point made to support the thesis you should include the following:
A statement or argument
support it with evidence or premise (in.
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Assignment 2.2:
Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
Introduce your paper with your previously crafted thesis statement.
Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision.
Note:
Be sure to provide two (2) outcomes for each legislation.
Suggest three (3) reasons why slavery was and is incompatible with our political and economic system.
List three to five (3-5) driving forces that led to the Civil War.
Use at least three (3) academic references besides or in addition to the textbook.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Recognize the main factors that led to America’s early development.
Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
Specify ways that women and minorities have responded to challenges and made contributions to American culture.
Use technology and information resources to research issues in American History to 1865.
Write clearly and concisely about American History to 1865 using proper writing mechanics.
.
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Assignment 2.2:
Liberty Challenged in Nineteenth Century America Final Paper
Due Week 10 and worth 140 points
You have already developed a thesis statement and an outline in which you explored the peculiar institution known as slavery. Now you will develop the final paper in which you explore your main points in detail.
Introduce your paper with your previously crafted thesis statement.
Describe two (2) outcomes of the 3/5ths Compromise, Missouri Compromise of 1820, Compromise of 1850, Kansas-Nebraska Act, and the Dred Scott Decision.
Note:
Be sure to provide two (2) outcomes for each legislation.
Suggest three (3) reasons why slavery was and is incompatible with our political and economic system.
List three to five (3-5) driving forces that led to the Civil War.
Use at least three (3) academic references besides or in addition to the textbook.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Recognize the main factors that led to America’s early development.
Identify and discuss the different ways that the heritages of slavery, the Civil War, and Reconstruction have shaped America’s history.
Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
Specify ways that women and minorities have responded to challenges and made contributions to American culture.
Use technology and information resources to research issues in American History to 1865.
Write clearly and concisely about American History to 1865 using proper writing mechanics.
Click
here
to view grading rubric.
...
Rev. 0319 General Education Common Graded Assignment His.docx
Rev. 03/19
General Education Common Graded Assignment: History 112-History of the United States II
Primary Source Analysis
HIST 112 – 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 nee ...
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom :
1
. Thesis:
2
. Quotes:
1. QUOTE – Introduce quote in your own prose and use brackets and
ellipses to alter quotation.
2. CITE – Follow the provided guidelines.
3. EXPLAIN – Quotes
do not
speak for themselves. Paraphrase, call
the reader’s attention to specific words/images/phrases, and make the interpretation/meaning explicit in the text.
3. Topic sentences:
The first sentence of every paragraph should offer the paragraph’s
main idea, which you defend with evidence in the next several sentences.
Example:
Besides weighing in on the subject of educational priorities, DuBois
was a far stronger proponent of civil rights for African Americans than Washington was. In 1905, he and his educated compatriots called, in an essay announcing their “Niagara Movement,” for the fulfillment of the rights guaranteed to all Americans in the 13
th
, 14
th
, and 15
th
Amendments...
4.
General Improvements
:
1.
Be explicit and specific!
focus on it please Kim
PROOFREAD
Don’t generalize or pass judgment where you’re not asked to
H251 African-American History, 1880-Present
Part I: Identification terms:
The exam will include 5 of the following fifteen identification terms listed below. You will need to provide answers to all five id terms on the exam. Each answer should be approximately four sentences in length. Plan to spend approximately 5 minutes of exam time per term. Answers should 1) define the term, 2) place it in historical context (time, place, persons/issues involved), and, most importantly, 3) identify the significance of the term in African-American history. (5 points possible per term)
Thibodaux Sugar War Red Summer United Negro Improvement Association
National Urban League Anna Julia Cooper Plessy v. Ferguson
Fourteenth Amendment Jack Johnson War Risk Insurance Act
James Reese Europe Madame C.J. Walker
Birth of a Nation
Lynching Silent March (NYC) Mamie Smith
Part II: Primary Source Analysis:
The exam will consist of two of the primary documents listed below. You will select one to analyze. Your analysis should place the document in historical context, assess its significance to historical events and social movements of the period in which it was created, & interpret its meaning as an expression of African-American experience. Plan to spend approximately 20 minutes of exam time on primary source analysis. A copy of the primary documents will be provided with the exam. (25 points possible)
Claude McKay’s “If We Must Die” (1919) (pg. 45-46 of
From Timbuktu
…)
Marcus Garvey’s "Explanation of the Objects of the Universal Negro Improvement Association" (1921) (Canvas)
Alain Locke’s “The New Negro: An Interpretation” (1925) (pg. 43-45 of
From Timbuktu
…)
Part III: Short Essay:
On.
2-3 pages, double spaced---For this project, students will a
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. ...
His 204 week 5 final paper native american history
HIS 204 Week 5 Final Paper Native American history
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 4 Quiz
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
Assignment 1 Dealing with Diversity in America from Reconstructi.docx
Assignment 1: Dealing with Diversity in America from Reconstruction through the 1920s
For History 105: Dr. Stansbury’s classes (6 pages here)
Due Week 3 and worth 120 points. The formal deadline is Monday at 9am Eastern time, Jan. 21. But, due to the King holiday, no late penalty will be imposed if submitted by the end of Jan. 22.
[NOTE ON ECREE: The university is adopting a tool, called ecree for doing writing assignments in many classes. We will be using the ecree program for doing our papers in this class. More instructions on this tool will be posted. You are welcome to type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise and finish it up. Or, as we suggest, you may type your paper directly into ecree. When using ecree, you should use CHROME as your browser. As posted: “Please note that ecree works best in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”]
BACKGROUND FOR THE PAPER: After the Civil War, the United States had to recover from war, handle western expansion, and grapple with very new economic forms. However, its greatest issues would revolve around the legacies of slavery and increasing diversity in the decades after the Civil War. In the South, former slaves now had freedom and new opportunities but, despite the Reconstruction period, faced old prejudices and rapidly forming new barriers. Immigrants from Europe and Asia came in large numbers but then faced political and social restrictions. Women continued to seek rights. Yet, on the whole, America became increasingly diverse by the 1920s. Consider developments, policies, and laws in that period from 1865 to the 1920s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Topic and Thesis Statement—in which you can take a pro or con position:
· Political policies and movements in the period from 1865 to the 1920s generally promoted diversity and “the melting pot” despite the strong prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements from different decades to support your position.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows with the four parts below (see TIPS sheet and TEMPLATE also), handling these issues:
1. The position you choose —or something close to it—will be the thesis statement in your opening paragraph. [usually this is one paragraph with thesis statement being the last sentence of the paragraph.]
2. To support your position, use thre.
Similar to Common Assignment Essay Objective of this Assignment.docx (17)
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Students will write a 8-10 page research paper. Students will be r.docx
Students will write a 8-10 page research paper. Students will be r.docx
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Assignment 2.2Liberty Challenged in Nineteenth Century America .docx
Rev. 0319 General Education Common Graded Assignment His.docx
Rev. 0319 General Education Common Graded Assignment His.docx
please follow the writing commom 1. Thesis 2. Quotes.docx
please follow the writing commom 1. Thesis 2. Quotes.docx
2-3 pages, double spaced---For this project, students will a
2-3 pages, double spaced---For this project, students will a
His 204 week 5 final paper native american history
His 204 week 5 final paper native american history
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Assignment 1 Dealing with Diversity in America from Reconstructi.docx
Assignment 1 Dealing with Diversity in America from Reconstructi.docx
Lesson Plan on the Impact of Settlement on the Native Americans
Lesson Plan on the Impact of Settlement on the Native Americans
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
common core state stanDarDs For
english Language arts
&
Literacy in
History/social studies,
science, and technical subjects
appendix B: text exemplars and
sample Performance tasks
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS
a
p
p
e
n
d
ix
b
| 2
exemplars of reading text complexity, Quality, and range
& sample Performance tasks related to core standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that stu-
dents should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
• Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on quali-
tative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—par-
ticularly poetry and multimedia sources—for which these measures are not as well suited, professional judg-
ment necessarily played a greater role in selection.
• Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
• Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-
quality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser-
vative interp.
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?
.
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.
Comment Commentonat least 3 Classmates’Posts (approximately 150.docx
Comment
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Pragmatism is defined as a philosophical approach in which experience is the fundamental concept. Radu explains that in pragmatism, each experience is based on the interaction between subject and object, between self and its world and represents only the result of the integration of human beings into the environment (Radu, 2011). All in all, pragmatism promotes activity based learning. Pragmatism relates to Dewey’s work in many ways. The most significant being its rejection of traditional learning, and its emphasis on solving problems in a sensible way that suits conditions that really exist rather than obeying fixed theories, ideas, or rules (Cambridge, 2016).
Progressivism is a philosophical concept belonging to ‘new education’, is ‘a Copernican revolution’ in pedagogy, promoting ‘a child-centered school’ (Radu, 2011). Radu states that Dewey’s pedagogic view is not based on his philosophical concept, but al on the social, economic and cultural realities of American society (pg. 87). Progressivism is featured around the learning capacity continuing into adulthood; Dewey called this “permanent education”. Learning is done by doing; this is because Dewey believed authentic knowledge is achieved only through direct experience. Although Dewey though some target methods were necessary when teaching, he did not believe in teachers being forced to stick to routines (Radu 2011). This idea leads to the problem-problem solving method which in short states that in order to solve problem, an individual must: define the problem, analyze the problem, determine possible solutions, propose solutions, evaluate and select a solution, and determine strategies to implement solution. The progressive theory encourages learning through discovery, this allows the learner to acquire knowledge through interest, rather than effort.
Ragu also states that there are reactions against Dewey’s progressive education. Perennialism says that permanence is the fundamental feature of the world; not change. School is intended to promote the permanent values of the past and present. Essentialists believed the main purpose of school was to prepare th.
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- 1. 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,
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- 3. 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
- 4. 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-valor-at-the/article_7b08cdbb- 5899-5a12-bdcd-014ebd3514fc.html https://www.theeagle.com/news/local/new-memorial-at- veterans-park-honors-marines-valor-at-the/article_7b08cdbb- 5899-5a12-bdcd-014ebd3514fc.html https://www.theeagle.com/news/local/new-memorial-at- veterans-park-honors-marines-valor-at-the/article_7b08cdbb- 5899-5a12-bdcd-014ebd3514fc.html https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html ▪ Artist Motivation: https://www.insitebrazosvalley.com/lifestyle/arts-culture/j- payne-lara- sculpting-a-soul/ ▪ Smithsonian: https://amhistory.si.edu/militaryhistory/printable/section.asp?id =4 ▪ West Point: https://history.army.mil/museums/IMCOM/westPoint/index.html #about ▪ http://www.latinamericanstudies.org/mexican.htm ▪ https://www.revolvy.com/page/List-of-
- 5. Mexican%E2%80%93American-War-monuments- and-memorials ▪ Maryland Monument: http://www.mdhs.org/underbelly/2013/01/24/to-die-is-gain- memory-and-the-u-s-mexican-war-in-maryland/ ▪ *There are other articles available in the EBSCO-affiliated databases. For instance, there are articles related to funding of the Palo Alto Battlegrounds. You may want to search the library databases for more useful source material. ▪ **Don’t be afraid of social media. What does #MexicanAmericanWar (twitter) offer in terms of posts, conversation, etc.? Are there attempts to create digital public history spaces to supplement the lack of physical memorials? ➢ Step Four: Study scholarly views regarding memorials / museums. All three sources are located in JSTOR. At least two of these sources should be referenced in your essay. o Hacker, Barton C., and Margaret Vining. "Military Museums and Social History." In Does War Belong in Museums?: The Representation of Violence in
- 6. Exhibitions, edited by Muchitsch Wolfgang, 41-60. Bielefeld: Transcript Verlag, 2013. http://0- www.jstor.org.libcat.sanjac.edu/stable/j.ctv1wxr1z.6. o SODARO, AMY. "MEMORIAL MUSEUMS: Promises and Limits." In Exhibiting Atrocity: Memorial Museums and the Politics of Past Violence, 162-84. New Brunswick, Camden, Newark, New Jersey; London: Rutgers University Press, 2018. doi:10.2307/j.ctt1v2xskk.11. o Crane, Susan A. "Memory, Distortion, and History in the Museum." History and Theory 36, no. 4 (1997): 44-63. http://0- www.jstor.org.libcat.sanjac.edu/stable/2505574. Formatting and Organization: The essay must be typed and follow college writing standards, e.g. no fragments, use appropriate grammar, develop an introductory statement and provide a conclusion, etc. No title page necessary. Your font should be either 11 or 12 pt. Your spacing should 1.15 or 1.5 and margins should be reasonable. Do not use texting language. Spell out numbers.
- 7. Your sources should be both footnoted and included in a works cited section at the end of your essay. A footnote should exist at the end of a sentence ONLY when a quote has been included in the sentence, otherwise, the footnote should exist at the end of the paragraph. Any acronyms or data that need to be further clarified may also be included in the footnote. See the screenshots and tips file for more assistance. Sources should be provided in Chicago Style format. I have provided the citation for the museum scholars in Step Four, so just copy and paste where appropriate. You should have the citation for the required sources in Part Two. If you use web-based articles or ebooks, then you should provide the full web address. Purdue is a useful online site to assist with formatting citations. • Purdue Citation Resource: https://owl.purdue.edu/owl/research_and_citation/chicago_manu al_17th_edition/cmos_formatting_and_ style_guide/chicago_manual_of_style_17th_edition.html https://www.insitebrazosvalley.com/lifestyle/arts-culture/j- payne-lara-sculpting-a-soul/ https://www.insitebrazosvalley.com/lifestyle/arts-culture/j-
- 8. payne-lara-sculpting-a-soul/ https://amhistory.si.edu/militaryhistory/printable/section.asp?id =4 https://history.army.mil/museums/IMCOM/westPoint/index.html #about http://www.latinamericanstudies.org/mexican.htm https://www.revolvy.com/page/List-of- Mexican%E2%80%93American-War-monuments-and-memorials https://www.revolvy.com/page/List-of- Mexican%E2%80%93American-War-monuments-and-memorials http://www.mdhs.org/underbelly/2013/01/24/to-die-is-gain- memory-and-the-u-s-mexican-war-in-maryland/ http://www.mdhs.org/underbelly/2013/01/24/to-die-is-gain- memory-and-the-u-s-mexican-war-in-maryland/ http://0-www.jstor.org.libcat.sanjac.edu/stable/j.ctv1wxr1z.6 http://0-www.jstor.org.libcat.sanjac.edu/stable/j.ctv1wxr1z.6 http://0-www.jstor.org.libcat.sanjac.edu/stable/2505574 https://owl.purdue.edu/owl/research_and_citation/chicago_manu al_17th_edition/cmos_formatting_and_style_guide/chicago_man ual_of_style_17th_edition.html https://owl.purdue.edu/owl/research_and_citation/chicago_manu al_17th_edition/cmos_formatting_and_style_guide/chicago_man ual_of_style_17th_edition.html 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.
- 9. 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).
- 10. 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:
- 11. ▪ 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-valor-at-the/article_7b08cdbb- 5899-5a12-bdcd-014ebd3514fc.html https://www.theeagle.com/news/local/new-memorial-at- veterans-park-honors-marines-valor-at-the/article_7b08cdbb- 5899-5a12-bdcd-014ebd3514fc.html https://www.theeagle.com/news/local/new-memorial-at- veterans-park-honors-marines-valor-at-the/article_7b08cdbb-
- 12. 5899-5a12-bdcd-014ebd3514fc.html https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html ▪ Artist Motivation: https://www.insitebrazosvalley.com/lifestyle/arts-culture/j- payne-lara- sculpting-a-soul/ ▪ Smithsonian: https://amhistory.si.edu/militaryhistory/printable/section.asp?id =4 ▪ West Point: https://history.army.mil/museums/IMCOM/westPoint/index.html #about ▪ http://www.latinamericanstudies.org/mexican.htm ▪ https://www.revolvy.com/page/List-of- Mexican%E2%80%93American-War-monuments- and-memorials ▪ Maryland Monument: http://www.mdhs.org/underbelly/2013/01/24/to-die-is-gain- memory-and-the-u-s-mexican-war-in-maryland/ ▪ *There are other articles available in the EBSCO-affiliated databases. For instance, there are articles related to funding of the Palo Alto Battlegrounds. You may want to
- 13. search the library databases for more useful source material. ▪ **Don’t be afraid of social media. What does #MexicanAmericanWar (twitter) offer in terms of posts, conversation, etc.? Are there attempts to create digital public history spaces to supplement the lack of physical memorials? ➢ Step Four: Study scholarly views regarding memorials / museums. All three sources are located in JSTOR. At least two of these sources should be referenced in your essay. o Hacker, Barton C., and Margaret Vining. "Military Museums and Social History." In Does War Belong in Museums?: The Representation of Violence in Exhibitions, edited by Muchitsch Wolfgang, 41-60. Bielefeld: Transcript Verlag, 2013. http://0- www.jstor.org.libcat.sanjac.edu/stable/j.ctv1wxr1z.6. o SODARO, AMY. "MEMORIAL MUSEUMS: Promises and Limits." In Exhibiting Atrocity: Memorial Museums and the Politics of Past Violence, 162-84. New Brunswick, Camden, Newark, New Jersey; London: Rutgers University Press, 2018.
- 14. doi:10.2307/j.ctt1v2xskk.11. o Crane, Susan A. "Memory, Distortion, and History in the Museum." History and Theory 36, no. 4 (1997): 44-63. http://0- www.jstor.org.libcat.sanjac.edu/stable/2505574. Formatting and Organization: The essay must be typed and follow college writing standards, e.g. no fragments, use appropriate grammar, develop an introductory statement and provide a conclusion, etc. No title page necessary. Your font should be either 11 or 12 pt. Your spacing should 1.15 or 1.5 and margins should be reasonable. Do not use texting language. Spell out numbers. Your sources should be both footnoted and included in a works cited section at the end of your essay. A footnote should exist at the end of a sentence ONLY when a quote has been included in the sentence, otherwise, the footnote should exist at the end of the paragraph. Any acronyms or data that need to be further clarified may also be included in the footnote. See the screenshots and tips file for more assistance.
- 15. Sources should be provided in Chicago Style format. I have provided the citation for the museum scholars in Step Four, so just copy and paste where appropriate. You should have the citation for the required sources in Part Two. If you use web-based articles or ebooks, then you should provide the full web address. Purdue is a useful online site to assist with formatting citations. • Purdue Citation Resource: https://owl.purdue.edu/owl/research_and_citation/chicago_manu al_17th_edition/cmos_formatting_and_ style_guide/chicago_manual_of_style_17th_edition.html https://www.insitebrazosvalley.com/lifestyle/arts-culture/j- payne-lara-sculpting-a-soul/ https://www.insitebrazosvalley.com/lifestyle/arts-culture/j- payne-lara-sculpting-a-soul/ https://amhistory.si.edu/militaryhistory/printable/section.asp?id =4 https://history.army.mil/museums/IMCOM/westPoint/index.html #about http://www.latinamericanstudies.org/mexican.htm https://www.revolvy.com/page/List-of- Mexican%E2%80%93American-War-monuments-and-memorials https://www.revolvy.com/page/List-of- Mexican%E2%80%93American-War-monuments-and-memorials http://www.mdhs.org/underbelly/2013/01/24/to-die-is-gain- memory-and-the-u-s-mexican-war-in-maryland/ http://www.mdhs.org/underbelly/2013/01/24/to-die-is-gain- memory-and-the-u-s-mexican-war-in-maryland/