Document Interpretation Tutorial
Document Interpretation: Ultimate Skill of the HistorianPrimary Sources
Primary sources are generally first-hand accounts or records. They may have been written or created during the time period under investigation, or perhaps were written by someone who lived during that time period. Most crucially, they have not been interpreted by anyone else, though they may offer interpretations of the events they describe. Below are four examples of primary sources: a political cartoon, a page of correspondence, the title page of Thomas Paine's Common Sense, and a wartime poster encouraging women workers. As you can imagine, however, there are many more types of primary sources.
Countless items can be used by historians as primary sources. Almost anything you can imagine could be used as a primary source in some type of historical research. A fun exercise to help you understand the immensity of available primary sources is to look around the room you're in and ask yourself, "what would historians view or study one hundred years from now to understand the way we live and what we think today?"
The list below includes only a few of the types of primary sources utilized by historians. How many more can you add to the list?
letters • diaries • autobiographies • plays • novels • short stories • poems
scholarly journals • newspapers • popular magazines
official memoranda • government documents • census data
religious tracts • song lyrics
photographs • cartoons • posters • paintings • murals
films • television shows • performing arts recordings • email • musical recordings
clothing • political campaign signs • pottery • religious icons • tools • furniture
Secondary Sources
Secondary sources analyze, interpret, or comment upon primary sources. A secondary source says something about a primary sources, often illustrating patterns of recurring themes.
Perhaps the best example of a secondary source is your textbook. Open it to any chapter and read a couple of paragraphs and you will find that the authors have conducted extensive research utilizing primary sources. They have likely consulted other secondary sources as well. They have then written those paragraphs to explain what they have learned and how they understand the people and ideas of the past. The authors have interpreted the sources for you.
The list below includes some of the primary sources we’ve already identified accompanies by secondary sources which might, analyze, interpret, or comment upon them.
Primary Source
Secondary Sources
Abraham Lincoln’s personal letters
a biography of Abraham Lincoln
A popular magazine from 1910
an article about print advertising in the early twentieth century
The 1860 U.S. Federal Census
a PowerPoint presentation concerning U.S. population distribution before the Civil War
The lyrics “We Shall Overcome”
a book examining the Civil Rights movement of the 1960s
Grant Woods’ American Gothic
an essay on American art and artists
An episode of I.
The document introduces the APPARTS method for analyzing primary sources, which stands for Author, Place and Time, Prior Knowledge, Audience, Reason, Main Idea, and Significance. It explains what primary and secondary sources are, provides questions to consider when analyzing different types of primary sources like written documents, photographs, political cartoons, maps, and artifacts. It emphasizes the importance of considering the author's perspective and bias, and checking sources against each other. The document concludes by providing instructions for students to find and analyze a primary source using APPARTS.
Chicago history day becoming a_historianSMAStudent1
The document provides guidance for students participating in a history fair. It outlines 5 steps for students to become historians: 1) asking a historical question, 2) conducting research using primary and secondary sources, 3) taking notes and analyzing sources, 4) developing an argument supported by evidence, and 5) presenting a project to the public. The document emphasizes approaching research like a historian by considering various perspectives, causes and effects of historical events, and significance. Students are encouraged to choose topics connected to their own lives and interests.
The document provides guidance for students participating in a history fair. It outlines 5 steps for students to become historians: 1) asking a historical question, 2) conducting research using primary and secondary sources, 3) taking notes and analyzing sources, 4) developing an argument supported by evidence, and 5) presenting a project to the public. The document emphasizes approaching research like a historian by considering various perspectives, causes and effects of historical events, and significance. Students are encouraged to choose topics connected to Chicago that interest them personally.
Primary sources are first-hand accounts or objects from the past, while secondary sources are later accounts of past events. When analyzing primary sources, historians consider factors like the creator's perspective and potential biases. Most evidence has some bias, so historians critically examine sources and compare them to get a full picture of events from the past. Different types of sources like documents, photographs, maps, artifacts, and political cartoons require considering specifics about their context, purpose, symbols, and what details are included or excluded.
Primary Source Analysis PaperInstructions for Primary Source Analy.docxarleanemlerpj
This document provides instructions for a primary source analysis paper assignment. Students must analyze a primary source document in 2-3 pages and address questions about the source's type, creator, context, intent, content, and relevance. The analysis should be in essay format and incorporate at least one secondary and tertiary source to substantiate the analysis of the primary document. The goal is for students to critically examine the primary source and consider its historical and cultural context.
Assignment 1 Whos picking up the puffed riceFor this assignm.docxdeanmtaylor1545
Assignment 1: Whos picking up the puffed rice?
For this assignment, visit your local grocery store to observe and record behaviors in the various aisles. Your visit should be long enough to observe several behaviors and situations. Read the assignment thoroughly before your observational visit in order to watch for specific behaviors.
Write a five (5) page paper in which you:
1. Identify the store and the day and time you made your observation.
2. Analyze the behaviors you observed to determine how consumers progressed through the consumer behavior process while in different aisles.
3. Assess how consumers determine value for their various purchases. This can be addressed with at least two (2) specific consumer examples or by combining all the consumers you observed.
4. Pick two specific consumers that seemed to be very different from each other. Contrast how these two (2) consumers progressed through the consumer perception process.
5. Analyze how different manufacturers motivated consumers to pick their specific brands. Articulate thoroughly the behaviors displayed and tactics used by the store or manufacturer to motivate the purchase.
6. Record all your observations in a table placed in an Appendix.
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.
· 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.
For several months now you’ve been analyzing primary sources for your weekly discussion posts and your papers. I’ve described them for you as the building blocks of the historian’s craft. All of our arguments have to be based upon evidence left to us from the people at the time.
But while they are vitally important to our understanding of the past, primary sources can often be desperately flawed. Every primary source document comes filled with all sorts of bias. Authors of diaries, for example, usually tell us events only as they saw them or, worse, as they want us to see them. Diarists usually write with an audience in mind, telling the story as they want to tell it. Likewise, the authors of newspaper articles, private letters, and court depositions all bring the prejudices of their own lives to their documents. Finally, for many periods, places, and people in human history we have remarkably few sources to rely upon. And those sources we do have are skewed to being from the people with the most power and education in the society.
It is the job of the historian take all those issues into consideration and to produce an analysis of the primary source evidence that helps us use it to better understand the past. A book or journal article by a historian, therefore, isn’t a simple statement of facts. It is that his.
David McCullough warns that not knowing history is like a "creeping disease" and that everything in modern society exists because of the hard work of those who came before. Historians explore the past to understand how people lived and the decisions they made, and to see how the past is linked to our present lives. Historians use primary sources like documents, artifacts, and eyewitness accounts as well as secondary sources like textbooks to learn about history. It is important to ask questions when studying history and use multiple sources to draw conclusions, just as detectives solve cases.
The document introduces the APPARTS method for analyzing primary sources, which stands for Author, Place and Time, Prior Knowledge, Audience, Reason, Main Idea, and Significance. It explains what primary and secondary sources are, provides questions to consider when analyzing different types of primary sources like written documents, photographs, political cartoons, maps, and artifacts. It emphasizes the importance of considering the author's perspective and bias, and checking sources against each other. The document concludes by providing instructions for students to find and analyze a primary source using APPARTS.
Chicago history day becoming a_historianSMAStudent1
The document provides guidance for students participating in a history fair. It outlines 5 steps for students to become historians: 1) asking a historical question, 2) conducting research using primary and secondary sources, 3) taking notes and analyzing sources, 4) developing an argument supported by evidence, and 5) presenting a project to the public. The document emphasizes approaching research like a historian by considering various perspectives, causes and effects of historical events, and significance. Students are encouraged to choose topics connected to their own lives and interests.
The document provides guidance for students participating in a history fair. It outlines 5 steps for students to become historians: 1) asking a historical question, 2) conducting research using primary and secondary sources, 3) taking notes and analyzing sources, 4) developing an argument supported by evidence, and 5) presenting a project to the public. The document emphasizes approaching research like a historian by considering various perspectives, causes and effects of historical events, and significance. Students are encouraged to choose topics connected to Chicago that interest them personally.
Primary sources are first-hand accounts or objects from the past, while secondary sources are later accounts of past events. When analyzing primary sources, historians consider factors like the creator's perspective and potential biases. Most evidence has some bias, so historians critically examine sources and compare them to get a full picture of events from the past. Different types of sources like documents, photographs, maps, artifacts, and political cartoons require considering specifics about their context, purpose, symbols, and what details are included or excluded.
Primary Source Analysis PaperInstructions for Primary Source Analy.docxarleanemlerpj
This document provides instructions for a primary source analysis paper assignment. Students must analyze a primary source document in 2-3 pages and address questions about the source's type, creator, context, intent, content, and relevance. The analysis should be in essay format and incorporate at least one secondary and tertiary source to substantiate the analysis of the primary document. The goal is for students to critically examine the primary source and consider its historical and cultural context.
Assignment 1 Whos picking up the puffed riceFor this assignm.docxdeanmtaylor1545
Assignment 1: Whos picking up the puffed rice?
For this assignment, visit your local grocery store to observe and record behaviors in the various aisles. Your visit should be long enough to observe several behaviors and situations. Read the assignment thoroughly before your observational visit in order to watch for specific behaviors.
Write a five (5) page paper in which you:
1. Identify the store and the day and time you made your observation.
2. Analyze the behaviors you observed to determine how consumers progressed through the consumer behavior process while in different aisles.
3. Assess how consumers determine value for their various purchases. This can be addressed with at least two (2) specific consumer examples or by combining all the consumers you observed.
4. Pick two specific consumers that seemed to be very different from each other. Contrast how these two (2) consumers progressed through the consumer perception process.
5. Analyze how different manufacturers motivated consumers to pick their specific brands. Articulate thoroughly the behaviors displayed and tactics used by the store or manufacturer to motivate the purchase.
6. Record all your observations in a table placed in an Appendix.
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.
· 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.
For several months now you’ve been analyzing primary sources for your weekly discussion posts and your papers. I’ve described them for you as the building blocks of the historian’s craft. All of our arguments have to be based upon evidence left to us from the people at the time.
But while they are vitally important to our understanding of the past, primary sources can often be desperately flawed. Every primary source document comes filled with all sorts of bias. Authors of diaries, for example, usually tell us events only as they saw them or, worse, as they want us to see them. Diarists usually write with an audience in mind, telling the story as they want to tell it. Likewise, the authors of newspaper articles, private letters, and court depositions all bring the prejudices of their own lives to their documents. Finally, for many periods, places, and people in human history we have remarkably few sources to rely upon. And those sources we do have are skewed to being from the people with the most power and education in the society.
It is the job of the historian take all those issues into consideration and to produce an analysis of the primary source evidence that helps us use it to better understand the past. A book or journal article by a historian, therefore, isn’t a simple statement of facts. It is that his.
David McCullough warns that not knowing history is like a "creeping disease" and that everything in modern society exists because of the hard work of those who came before. Historians explore the past to understand how people lived and the decisions they made, and to see how the past is linked to our present lives. Historians use primary sources like documents, artifacts, and eyewitness accounts as well as secondary sources like textbooks to learn about history. It is important to ask questions when studying history and use multiple sources to draw conclusions, just as detectives solve cases.
The document discusses analyzing primary and secondary sources in social studies. Primary sources are first-hand accounts created by witnesses to events, such as letters, diaries, photographs. Secondary sources are accounts created after the fact by people who did not witness the events. When analyzing sources, historians consider factors like the creator's identity and potential biases, whether they had first-hand knowledge, and whether the evidence aligns with other sources. The document provides tips for analyzing different types of sources, including texts, photographs, political cartoons, maps, and artifacts.
The document discusses analyzing primary and secondary sources in social studies. Primary sources are first-hand accounts created by witnesses to events, such as letters, diaries, photographs. Secondary sources are accounts created after the fact by people who did not witness the events. When analyzing sources, historians consider factors like the creator's identity and potential biases, whether they had first-hand knowledge, and whether the evidence aligns with other sources. The document provides tips for analyzing different types of sources, including texts, photographs, political cartoons, maps, and artifacts.
The document discusses analyzing primary and secondary sources in social studies. Primary sources are first-hand accounts created by witnesses to events, such as letters, diaries, photographs. Secondary sources are accounts created after the fact by people who did not witness the events. When analyzing sources, historians consider factors like the creator's identity and potential biases, whether they had first-hand knowledge, and whether the evidence aligns with other sources. The document provides tips for analyzing different types of sources, including texts, photographs, political cartoons, maps, and artifacts.
GENERAL INFORMATION.A primary source is historical evidence writ.docxlianaalbee2qly
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lectures? Provid.
GENERAL INFORMATION. A primary source is historical evidence wri.docxlianaalbee2qly
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lec.
Documents provide qualitative data for sociologists to study various topics. They include written texts, images, and recorded media. Sociologists use public documents produced by organizations, as well as personal documents like diaries and letters. While documents allow insight into meanings and experiences, they also have limitations due to potential lack of authenticity, reliability, and representativeness. Sociologists may analyze documents using either formal content analysis to produce quantitative data, or thematic analysis for a qualitative examination of underlying meanings.
Grading Rubric
Exemplary Accomplished Developing Beginning
(Capstone) (Milestone) (Milestone) (Benchmark)
10 8 5 3
Determine the
Extent of
Information
Needed
Diversity of
Communities and
Cultures
Analysis of
Knowledge
Ethical Self-
Awareness
Ethical Issue
Recognition
Score
(0-10)
Demonstrates evidence of
adjustment in own attitudes
and beliefs because of
working within and learning
from diversity of communities
and cultures. Promotes
others' engagement with
Reflects on how own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits curiosity about what
can be learned from
diversity of communities and
Has awareness that own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits little curiosity about
what can be learned from
diversity of communities and
cultures.
Expresses attitudes and
beliefs as an individual, from
a one-sided view. Is
indifferent or resistant to
what can be learned from
diversity of communities and
cultures.
Connects and extends
knowledge (facts, theories,
etc.) from one's own
academic
study/field/discipline to civic
engagement and to one's
own participation in civic
life, politics, and
Analyzes knowledge (facts,
theories, etc.) from one's
own academic
study/field/discipline making
relevant connections to civic
engagement and to one's
own participation in civic life,
politics, and government.
Begins to connect
knowledge (facts, theories,
etc.) from one's own
academic
study/field/discipline to civic
engagement and to tone's
own participation in civic life,
politics, and government.
Begins to identify knowledge
(facts, theories, etc.) from
one's own academic
study/field/discipline that is
relevant to civic
engagement and to one's
own participation in civic life,
politics, and government.
Student can recognize
ethical issues when
presented in a complex,
multilayered (gray) context
AND can recognize cross-
relationships among the
issues.
Student can recognize
ethical issues when issues are
presented in a complex,
multilayered (gray) context
OR can grasp cross-
relationships among the
issues.
Student can recognize basic
and obvious ethical issues
and grasp (incompletely) the
complexities or
interrelationships among the
issues.
Student can recognize basic
and obvious ethical issues
but fails to grasp complexity
or interrelationships.
Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs and discussion
has greater depth and
clarity.
Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs.
Student states both core
beliefs and the origins of the
core beliefs.
Student states either their
core beliefs or articulates the
origins of the core beliefs but
not both.
So
ci
a
l R
es
p
on
si
b
ili
ty
Has difficulty defining the
scope of the research
question or thesis. Has ...
This document provides an overview of what history is from the perspective of historians. It discusses how historians approach the study of history, focusing on interpretation of primary and secondary sources to form educated guesses about the past. The document also outlines the typical expectations history instructors have of students, including demonstrating knowledge of historical facts as well as interpreting and analyzing those facts to answer questions about the past. Finally, it reviews common writing assignments in history courses like research papers, response papers, exam essays, book reviews, and historiographical essays.
Persuasive Essay Ideas For High School. 100 Persuasive Speech Topics for Stud...Chelsea Cote
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Introduction Your introduction should include the following· .docxmariuse18nolet
Introduction
Your introduction should include the following:
· Background information on the topic of your essay. This includes introducing key figures or concepts, as well as providing dates and locations to place your topic in an historical context. Do not assume that your reader knows the topic or the sources that you are using. Always fully introduce your sources, historical figures, and topics.
· A thesis statement. A thesis statement is the argument that you will be proving in your paper. For example, do not make general statements such as, "Phillip II and Henry IV had many similarities and differences." A thesis is a very focused argument. A better thesis statement would be, "Henry IV and Phillip II both faced challenges to the stability of their kingdoms that developed from religious conflicts. While Henry IV was primarily concerned with domestic unrest, Phillip II faced these challenges in outlying regions of his kingdom." You can see that one is much more focused and specific in the points that it will prove in your essay. The following link provides some great information and demonstrates how to create a thesis statement:
https://owl.english.purdue.edu/owl/resource/545/01/
1. Body of Paper:
The body of your essay should include the following:
· Historical analysis. Do not simply provide a timeline of events or a list of facts. An historical essays analyzes these events and facts to create a strong argument that proves your thesis.
· The most relevant and important information that you will use to prove your argument. Stay focused on the most important information and try to avoid including random facts that, while interesting, might not connect to, or be relevant to, your argument.
· Historical details and examples. These are the building-blocks of your argument. You should include relevant dates, events, people, and examples to prove your thesis.
· Sources. Your writing should include references to your sources and properly formatted footnotes or in-text citations. Avoid using lengthy quotes to insert historical information the majority of your writing should be your own, not quotes. General historical information can be related in your own words. Reserve direct quotes for examples that prove your point or to briefly relate the ideas of a source. Find a way to transition between your own writing and the quote to fluidly connect the statements.
2. Conclusion
Your conclusion of your essay should do the following:
· Draw together the points that you have raised in the essay.
· Connect your points to a larger revelation about the topic that proves your thesis.
· Avoid using overly general statements or making connections to our current time, unless the essay instructions specifically ask you to make this connection. For example, if you are writing an essay on women regents in Ancient Egypt, you would not end your essay with the statements, “Women have played major political roles throughout time. The position of female regents in .
Primary sources are extremely important, not only in history, bu.docxarleanemlerpj
Primary sources are extremely important, not only in history, but in many other fields. It offers a window into the past, an inside view into a certain time period. It will require you to be more critical and analytical and give you a deeper understanding of what that document meant during that time period. There are times that a source can have a hidden meaning and you will have to read between the lines. Primary sources can come in different forms. They can be photographs, memoirs, paintings, letters, newspaper articles, films, government documents, etc.
I do not want just a summary or an overview of the primary source but also an analysis. For ex., if you read a slave narrative like the
Diary of a Slave Girl
by Harriet Jacobs, you can bring in information that not only supports Jacobs's narrative but also expounds on it. While you are reading and analyzing your source, you will be thinking about the time period and the historical significance of your primary source. Think about the author’s biases and assumptions. You can bring in secondary sources and other information to round out your work.
Paper Requirements
·
The paper should utilize
APA/MLA STYLE,
double spaced, 12 pt font, and Times New Roman or
Arial
font.
·
It must be within the timeframe of HIST 1302
·
Students must turn in a hard copy of their paper and upload it on
SafeAssign (eCampus)
to receive full credit.
·
A minimum of two pages, analyzing and interpreting the historical significance of a primary source in an essay
format; including stating a position, drawing conclusion, using evidence and separating opinions from arguments.
·
The utilization of
academic
sources with proper citations (Wikipedia
does not count as a source).
·
Attach a copy of your primary source to your paper
Things to Think About: (Do not list answers to the questions below. The paper must be written in essay format)
1. When and where was the source created?
2. Who is the author?
3. What is their place in society? (gender, class, ethnicity, etc.)
4. Why did the author create the primary source and who is their intended audience?
5. What is going on in history at the time the primary source was created?
6. Is there a possibility that the intended audience and/or historical event would have shaped the perspective of this primary source?
7. Does the author have an agenda?
8. Are there any biases or beliefs that would have helped to create the message of the author?
9. Is there anything that is not discussed or mentioned?
.
1 F2016 Writing Citations for Print Sources Pr.docxoswald1horne84988
1
F2016
Writing Citations for Print Sources
Print: BOOKS, PERIODICALS, NEWSPAPERS
Information You Will Need:
TO CITE BOOKS
Author’s name (author of the entire book – or author of a separate article).
Title of the part of the book (in quotes) (This applies if you used only a short section, not the entire book.).
Title of the book (italicized),
Name of the editor, translator, or compiler (if given),
Edition used (if given),
Number(s) of volume(s) used (if it is part of a multi-volume set),
Name of publisher, and year of publication (use UP for university press, omit Company and Inc.),
Give page numbers for a reference book article, only if the articles are not arranged in ABC order
Series name is optional.
Examples:
Article From a Typical Reference Book (articles not in ABC order)
Rottner, Klemens, et al. “Cytoskeleton Proteins.” Cell Biology, edited by Julio E. Celis, 3rd ed., vol. 3. Elsevier Academic
Press, 2006, pp. 111-19.
Printed Book
Hillstrom, Kevin. The Great Depression and the New Deal. Omnigraphics, 2008.
TO CITE PERIODICALS AND NEWSPAPERS
Author’s name (if given).
Title of article in quotes.
Title of the periodical (italicized),
Volume and issue number for journals only (Do not give volume number for magazines.),
Date of publication,
Page numbers of article or section and page number for newspapers.
Examples:
Popular Magazine Article
Worland, Justin. “What is Killing off the Pollinators?” Time, 14 Mar. 2016, p. 10.
Scholarly Journal Article
Sohrabi, Nader. “Historicizing Revolutions: Constitutional Revolutions in the Ottoman Empire, Iran, and Russia,
1905-1908.”American Journal of Sociology, vol.100, no. 6, 1995, pp. 1383-477.
Newspaper Article
Hoppe, Christy. “Y’all Can’t Take My Cellphone.” Dallas Morning News, 13 Apr. 2009, pp. 1A+.
2
F2016
Writing Citations for Electronic Sources
Electronic: WEB PAGES AND SUBSCRIPTION ONLINE DATABASES
Information You Will Need:
TO CITE WEB PAGES
Author or editor’s name – last name, first name (if given).
Title of article, essay, blog entry, or poem/short story in the Web site (in quotes).
Title of the overall Web site, scholarly project, database, periodical, or professional site (italicized).
Publisher or sponsor of the site (if given); do not duplicate name of publisher if it is the same name as the Web site.
Date of material (if given) Use “n.d.” if no date is given and include access date at the end of the citation.
URL, omitting http:// or https://.
Date you accessed the Web site if no date is given for the Web site.
Note: Often you will have to consult a Web page other than the one you are viewing to identify author, date, and/or
page publisher. Examine the home page or page just before the one you are viewing.
Examples:
Author Given
Menand, Louis. “Honest, Decent, Wrong.” The New Yorker, 27 Jan. 2003, w.
The document provides an overview of the challenges involved in writing an illustration essay on the topic of "Illustration Essay Topic Ideas List." It discusses how such an essay requires extensive research to compile relevant and engaging topic ideas, as well as an understanding of different subjects to present clear examples that support the chosen theme. Additionally, the essay must be creatively and analytically organized, with a logical flow of carefully selected examples that enhance the reader's understanding. While research and organization are inherently difficult, the writer must also focus on conveying complex concepts in a clear, concise, and accessible manner for diverse audiences. In conclusion, composing this type of illustration essay is a challenging task that demands dedication of time and a strong grasp of
Assignment Write a 6 page analytic research essay in which you re.docxrock73
Assignment: Write a 6 page analytic research essay in which you research and analyze one theme or aspect of Toni Morrison’s novel The Bluest Eye. (See steps below.) The paper must be double-spaced, following APA style.
Steps to Follow to Prepare and Write Your Paper
Step 1
Fine-Tuning Your Thesis to Build a Strong Outline
Adapted from the Pocket Wadsworth Handbook
Tentative Thesis Statement (rough, more vague)
Not all Americans have access to the Internet, and this is a potentially serious problem.
Final Thesis Statement (more precise)
Although the Internet has changed our lives for the better, it threatens to leave many people behind, creating two distinct classes – those who have access and those who do not.
Step 2
In one or two sentences, identify what you think is the most important theme in TheBluest Eye. Or you might notice a key symbol or detail that runs like a thread through the novel. For example, how does Morrison portray God in the novel? Or race relations. Or family dynamics throughout the story. As you do your research, you will certainly find specific and detailed ideas that you could pursue in a paper. It is this important theme or main idea that leads into your thesis statement.
Step 3
Spend some time thinking about how to support your thesis statement. In this case, you think about how Morrison uses the various elements of fiction to highlight or explain your theme, idea, detail, symbol, etc. Identify specific passages, events, character actions, conflicts, descriptions, and details, etc. that support your thesis. This is the textual evidence that you will provide in support of your thesis.
Step 4
After you prepare your annotated bibliography, read through the five sources, the so-called "secondary" works on the novel, which you found. Add two or three more with further study as needed. (These are books, journal articles, interviews, websites on Morrison, audio-visual materials, etc.) Identify passages you can quote, paraphrase, or summarize and use as supporting evidence for the thesis of your essay. These expert sources will support your own voice as you construct your argument.
Step 5
Use the evidence from the text that you have identified, as well as the additional researched materials you have compiled, to compose a focused, well-organized, academic essay of 6 pages, double-spaced. Remember, as stated above, the essay must have an introduction that contains your thesis statement, a body of evidence that supports your thesis, and a conclusion that sums up your main points and restates your position. A basic outline might look like this:
I. Introduction – Begin with a quote related to your thesis, then create a transition into your thesis statement. Your thesis lets your reader know your main idea. Everything else in the essay then supports your main idea with examples and evidence.
II. First Example from the Novel to Support the Thesis
A. Quote from novel and discussion.
B. Support from critic or secondary ...
This document outlines the steps of historical inquiry: 1) Formulate a clear research question, 2) Gather multiple primary and secondary sources, 3) Analyze sources using the 6 C's - content, citation, context, connections, critical thinking, and conclusion, 4) Synthesize the information from various sources to draw conclusions, and 5) Communicate findings by citing sources and explaining the process used to arrive at conclusions. Historians must carefully evaluate sources for bias, propaganda, inaccuracies and missing context to solve "mysteries of the past." Widely gathering and cross-checking multiple perspectives is key to overcoming shortcomings in any single source.
The document provides an overview of how to analyze primary sources in Philippine history. It discusses that primary sources provide direct evidence from the time period being studied, while secondary sources are interpretations of primary sources created later. The document outlines six steps to effectively analyze primary sources: identify the main idea, cite the creator and time of creation, identify author biases, understand the historical context, recognize connections to prior knowledge, and determine the source's contributions to understanding history. Analyzing sources involves considering the physical nature, purpose, methods of conveying messages, and intended audience.
Running head MYTHS OF LATINO IMMIGRATION .docxjeanettehully
Running head: MYTHS OF LATINO IMMIGRATION 1
MYTHS OF LATINO IMMIGRATION 3
Myths of Latino Immigration (revised)
Myth Outlining Worksheet
1. What is your myth?
A common myth about Latino is that Latino is homogenous naturally existing and an easily identifiable group of people.
2. What is your argument about your myth? (Should be two to three concise sentences.)
This myth is wrong because Latino is not a homogenous group or an easily identifiable group because Latino is the group that is initially from areas with different ancestries. Latino population is consisting of many types, say, Mexican, Puerto Rican, Cuban or Dominican, and they are not easily identified.
Evidence
I. Latino comprises of several sub-groups with unique identities
· One of the typical stereotype and mentality regarding the Latinos in America is that they have a shared ethnic background, race, and culture.
· However, the reality is that Latino comprises of several sub-groups with unique identities (Holloway, 2008, p.5).
· In the United States, Latino is defined in terms of their nationalities or the countries that they originated.
· For example, in the case of Midwest and Southwest, Latinos are seen as Mexicans.
· In the eastern part of America, particularly New York and Boston regions, Latino is people who are considered to have limitations of communications with the Dominicans and Puerto Ricans.
· In this case, Latinos are defined by their inability to communicate with o people other in the region. In the case of Miami, Cubans, and Central America, Latinos are groups for interpreting Latin America.
· Latin America is considered a group of Latin people who originate from different nationalities. In chapter three, Social Polarization and Colonized Labor: Puerto Ricans in the United States, between 1945–2000 Kelvin Antiago-Valles & Jiménez-Muñoz assert that the idea of homogeneity is quite extensive to the extent of some politicians treating Latino Americans as culturally unified people.
· Latino is racially diverse, thus making the ethnic category rather than a race (Gutiérrez, 2008, p.129). Technically, anyone from central, South America and the Caribbean can be described as Latino because the regions were previously empires of Spanish, Portuguese and French.
· Also, Latino as an ethnicity, has people from different nationalities. Several races are comprised of the group. The only similarity they have is that they are not the original inhabitants in America. Latinos have their roots in the immigrant groups that moved to America.
2. Latino originated from different countries with varying cultures.
· Latino is not easy to identify in terms of cultural practices.
· In chapter six, The Other “Other Hispanics”: South American–Origin Latinos In the United States, Espitia states t ...
Communicating Effectively Worksheet Answer the following questi.docxmonicafrancis71118
Communicating Effectively Worksheet
Answer the following questions, using information from this week’s readings. Respond to each question in 100 to 200 words.
1. Briefly explain the seven elements of the speech communication process. How do these elements determine a speech’s success or failure?
2. What is the difference between hearing and listening? What are some techniques you could employ to improve your listening skills?
3. Compare the four methods of delivering oral presentations. What are the benefits and drawbacks of each?
4. What are some ways to use your voice and body effectively when giving an oral presentation? In which areas do you need to improve?
CHILD DEVELOPMENT
(essay)
Beginning with Chapter 6 in your text and after visiting the links below, write an essay (3-5 pages of writing + a reference page) on the interrelatedness of infants’ temperament, attachment, and parental behavior that sets the tone for socioemotional well-being throughout childhood.
Caregiver and Child Influences on Attachment: http://www.aboutkidshealth.ca/En/News/Series/Attachment/Pages/Attachment-Part-Four-Parent-and-child-influences-on-attachment.aspx
Infant Attachment: http://aspe.hhs.gov/daltcp/reports/inatrpt.htm
Dr. Jerome Kagan’s Infant Temperament YouTube video: http://youtu.be/CGjO1KwltOw
(discussion)
The central nervous system (CNS), consisting of the brain and the spinal cord, is the division of the nervous system that processes information and directs behavior. Genetically predetermined brain development makes possible new behaviors, which lead to new interactions with the environment that then influence brain development.
Using the text (Chapter 4) and the links provided to apply to your response, discuss what you found most interesting about brain development and the CNS during infancy.
The Whole Brain Atlas: http://www.med.harvard.edu/AANLIB/home.html
Children and Brain Development: http://umaine.edu/publications/4356e/
HISTORY (The Cold War/Suburbanization and the "Sixties")
Assignment: Getting Familiar with Your Period: On the Lookout for Happiness (Weeks 4-5)
Background Reading
At this point, you have your assigned chronological period. Now you will have two weeks to do what we are thinking about as “background reading.” In this reading you should be familiarizing yourself with some of the general contours of your historical period, as well as thinking about your own particular interests. That is, you should be learning about basic dates, events, personalities, themes, and problems. You should be considering politics, economics, as well as social and cultural life.
Your background reading will involve so-called secondary sources in preparation for your later work with primary sources.
There is no expectation that for this study you are going to be looking at bundles and bundles of background material, and that you need to become an “expert” in your period. At this point, you’re not even expected to.
This document provides information about a lesson focused on third grade students. It describes characteristics of 8-9 year old third graders, including that they learn best through hands-on activities and enjoy group work. The document also lists New York State and Common Core reading standards for third grade, potential types of texts to use including stories and poems, and examples of questions to ask students before, during, and after reading to check comprehension.
Assignment ContentTo learn how to apply SPCM to a process,.docxelinoraudley582231
This document provides instructions for a week 2 assignment to continue a flow chart started in week 1 and identify variances within a process by using data from week 1, then complete the week 2 Statistical Process Control Methods worksheet.
Assignment ContentTo prepare for the Week 2 Assessment, .docxelinoraudley582231
Assignment Content
To prepare for the Week 2 Assessment,
consider
a past or current professional experience where a culture change was needed.
Using the
Organizational Change Chart
,
outline
information about the experience and organization following Kotter’s 8-Step to Change Model as a guiding line.
Kotter's 8-Step Change Model
Step One: Create Urgency.
Step Two: Form a Powerful Coalition.
Step Three: Create a Vision for Change.
Step Four: Communicate the Vision.
Step Five: Remove Obstacles.
Step Six: Create Short-Term Wins.
Step Seven: Build on the Change.
Step Eight: Anchor the Changes in Corporate Culture.
.
More Related Content
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The document discusses analyzing primary and secondary sources in social studies. Primary sources are first-hand accounts created by witnesses to events, such as letters, diaries, photographs. Secondary sources are accounts created after the fact by people who did not witness the events. When analyzing sources, historians consider factors like the creator's identity and potential biases, whether they had first-hand knowledge, and whether the evidence aligns with other sources. The document provides tips for analyzing different types of sources, including texts, photographs, political cartoons, maps, and artifacts.
The document discusses analyzing primary and secondary sources in social studies. Primary sources are first-hand accounts created by witnesses to events, such as letters, diaries, photographs. Secondary sources are accounts created after the fact by people who did not witness the events. When analyzing sources, historians consider factors like the creator's identity and potential biases, whether they had first-hand knowledge, and whether the evidence aligns with other sources. The document provides tips for analyzing different types of sources, including texts, photographs, political cartoons, maps, and artifacts.
The document discusses analyzing primary and secondary sources in social studies. Primary sources are first-hand accounts created by witnesses to events, such as letters, diaries, photographs. Secondary sources are accounts created after the fact by people who did not witness the events. When analyzing sources, historians consider factors like the creator's identity and potential biases, whether they had first-hand knowledge, and whether the evidence aligns with other sources. The document provides tips for analyzing different types of sources, including texts, photographs, political cartoons, maps, and artifacts.
GENERAL INFORMATION.A primary source is historical evidence writ.docxlianaalbee2qly
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lectures? Provid.
GENERAL INFORMATION. A primary source is historical evidence wri.docxlianaalbee2qly
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lec.
Documents provide qualitative data for sociologists to study various topics. They include written texts, images, and recorded media. Sociologists use public documents produced by organizations, as well as personal documents like diaries and letters. While documents allow insight into meanings and experiences, they also have limitations due to potential lack of authenticity, reliability, and representativeness. Sociologists may analyze documents using either formal content analysis to produce quantitative data, or thematic analysis for a qualitative examination of underlying meanings.
Grading Rubric
Exemplary Accomplished Developing Beginning
(Capstone) (Milestone) (Milestone) (Benchmark)
10 8 5 3
Determine the
Extent of
Information
Needed
Diversity of
Communities and
Cultures
Analysis of
Knowledge
Ethical Self-
Awareness
Ethical Issue
Recognition
Score
(0-10)
Demonstrates evidence of
adjustment in own attitudes
and beliefs because of
working within and learning
from diversity of communities
and cultures. Promotes
others' engagement with
Reflects on how own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits curiosity about what
can be learned from
diversity of communities and
Has awareness that own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits little curiosity about
what can be learned from
diversity of communities and
cultures.
Expresses attitudes and
beliefs as an individual, from
a one-sided view. Is
indifferent or resistant to
what can be learned from
diversity of communities and
cultures.
Connects and extends
knowledge (facts, theories,
etc.) from one's own
academic
study/field/discipline to civic
engagement and to one's
own participation in civic
life, politics, and
Analyzes knowledge (facts,
theories, etc.) from one's
own academic
study/field/discipline making
relevant connections to civic
engagement and to one's
own participation in civic life,
politics, and government.
Begins to connect
knowledge (facts, theories,
etc.) from one's own
academic
study/field/discipline to civic
engagement and to tone's
own participation in civic life,
politics, and government.
Begins to identify knowledge
(facts, theories, etc.) from
one's own academic
study/field/discipline that is
relevant to civic
engagement and to one's
own participation in civic life,
politics, and government.
Student can recognize
ethical issues when
presented in a complex,
multilayered (gray) context
AND can recognize cross-
relationships among the
issues.
Student can recognize
ethical issues when issues are
presented in a complex,
multilayered (gray) context
OR can grasp cross-
relationships among the
issues.
Student can recognize basic
and obvious ethical issues
and grasp (incompletely) the
complexities or
interrelationships among the
issues.
Student can recognize basic
and obvious ethical issues
but fails to grasp complexity
or interrelationships.
Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs and discussion
has greater depth and
clarity.
Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs.
Student states both core
beliefs and the origins of the
core beliefs.
Student states either their
core beliefs or articulates the
origins of the core beliefs but
not both.
So
ci
a
l R
es
p
on
si
b
ili
ty
Has difficulty defining the
scope of the research
question or thesis. Has ...
This document provides an overview of what history is from the perspective of historians. It discusses how historians approach the study of history, focusing on interpretation of primary and secondary sources to form educated guesses about the past. The document also outlines the typical expectations history instructors have of students, including demonstrating knowledge of historical facts as well as interpreting and analyzing those facts to answer questions about the past. Finally, it reviews common writing assignments in history courses like research papers, response papers, exam essays, book reviews, and historiographical essays.
Persuasive Essay Ideas For High School. 100 Persuasive Speech Topics for Stud...Chelsea Cote
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Introduction Your introduction should include the following· .docxmariuse18nolet
Introduction
Your introduction should include the following:
· Background information on the topic of your essay. This includes introducing key figures or concepts, as well as providing dates and locations to place your topic in an historical context. Do not assume that your reader knows the topic or the sources that you are using. Always fully introduce your sources, historical figures, and topics.
· A thesis statement. A thesis statement is the argument that you will be proving in your paper. For example, do not make general statements such as, "Phillip II and Henry IV had many similarities and differences." A thesis is a very focused argument. A better thesis statement would be, "Henry IV and Phillip II both faced challenges to the stability of their kingdoms that developed from religious conflicts. While Henry IV was primarily concerned with domestic unrest, Phillip II faced these challenges in outlying regions of his kingdom." You can see that one is much more focused and specific in the points that it will prove in your essay. The following link provides some great information and demonstrates how to create a thesis statement:
https://owl.english.purdue.edu/owl/resource/545/01/
1. Body of Paper:
The body of your essay should include the following:
· Historical analysis. Do not simply provide a timeline of events or a list of facts. An historical essays analyzes these events and facts to create a strong argument that proves your thesis.
· The most relevant and important information that you will use to prove your argument. Stay focused on the most important information and try to avoid including random facts that, while interesting, might not connect to, or be relevant to, your argument.
· Historical details and examples. These are the building-blocks of your argument. You should include relevant dates, events, people, and examples to prove your thesis.
· Sources. Your writing should include references to your sources and properly formatted footnotes or in-text citations. Avoid using lengthy quotes to insert historical information the majority of your writing should be your own, not quotes. General historical information can be related in your own words. Reserve direct quotes for examples that prove your point or to briefly relate the ideas of a source. Find a way to transition between your own writing and the quote to fluidly connect the statements.
2. Conclusion
Your conclusion of your essay should do the following:
· Draw together the points that you have raised in the essay.
· Connect your points to a larger revelation about the topic that proves your thesis.
· Avoid using overly general statements or making connections to our current time, unless the essay instructions specifically ask you to make this connection. For example, if you are writing an essay on women regents in Ancient Egypt, you would not end your essay with the statements, “Women have played major political roles throughout time. The position of female regents in .
Primary sources are extremely important, not only in history, bu.docxarleanemlerpj
Primary sources are extremely important, not only in history, but in many other fields. It offers a window into the past, an inside view into a certain time period. It will require you to be more critical and analytical and give you a deeper understanding of what that document meant during that time period. There are times that a source can have a hidden meaning and you will have to read between the lines. Primary sources can come in different forms. They can be photographs, memoirs, paintings, letters, newspaper articles, films, government documents, etc.
I do not want just a summary or an overview of the primary source but also an analysis. For ex., if you read a slave narrative like the
Diary of a Slave Girl
by Harriet Jacobs, you can bring in information that not only supports Jacobs's narrative but also expounds on it. While you are reading and analyzing your source, you will be thinking about the time period and the historical significance of your primary source. Think about the author’s biases and assumptions. You can bring in secondary sources and other information to round out your work.
Paper Requirements
·
The paper should utilize
APA/MLA STYLE,
double spaced, 12 pt font, and Times New Roman or
Arial
font.
·
It must be within the timeframe of HIST 1302
·
Students must turn in a hard copy of their paper and upload it on
SafeAssign (eCampus)
to receive full credit.
·
A minimum of two pages, analyzing and interpreting the historical significance of a primary source in an essay
format; including stating a position, drawing conclusion, using evidence and separating opinions from arguments.
·
The utilization of
academic
sources with proper citations (Wikipedia
does not count as a source).
·
Attach a copy of your primary source to your paper
Things to Think About: (Do not list answers to the questions below. The paper must be written in essay format)
1. When and where was the source created?
2. Who is the author?
3. What is their place in society? (gender, class, ethnicity, etc.)
4. Why did the author create the primary source and who is their intended audience?
5. What is going on in history at the time the primary source was created?
6. Is there a possibility that the intended audience and/or historical event would have shaped the perspective of this primary source?
7. Does the author have an agenda?
8. Are there any biases or beliefs that would have helped to create the message of the author?
9. Is there anything that is not discussed or mentioned?
.
1 F2016 Writing Citations for Print Sources Pr.docxoswald1horne84988
1
F2016
Writing Citations for Print Sources
Print: BOOKS, PERIODICALS, NEWSPAPERS
Information You Will Need:
TO CITE BOOKS
Author’s name (author of the entire book – or author of a separate article).
Title of the part of the book (in quotes) (This applies if you used only a short section, not the entire book.).
Title of the book (italicized),
Name of the editor, translator, or compiler (if given),
Edition used (if given),
Number(s) of volume(s) used (if it is part of a multi-volume set),
Name of publisher, and year of publication (use UP for university press, omit Company and Inc.),
Give page numbers for a reference book article, only if the articles are not arranged in ABC order
Series name is optional.
Examples:
Article From a Typical Reference Book (articles not in ABC order)
Rottner, Klemens, et al. “Cytoskeleton Proteins.” Cell Biology, edited by Julio E. Celis, 3rd ed., vol. 3. Elsevier Academic
Press, 2006, pp. 111-19.
Printed Book
Hillstrom, Kevin. The Great Depression and the New Deal. Omnigraphics, 2008.
TO CITE PERIODICALS AND NEWSPAPERS
Author’s name (if given).
Title of article in quotes.
Title of the periodical (italicized),
Volume and issue number for journals only (Do not give volume number for magazines.),
Date of publication,
Page numbers of article or section and page number for newspapers.
Examples:
Popular Magazine Article
Worland, Justin. “What is Killing off the Pollinators?” Time, 14 Mar. 2016, p. 10.
Scholarly Journal Article
Sohrabi, Nader. “Historicizing Revolutions: Constitutional Revolutions in the Ottoman Empire, Iran, and Russia,
1905-1908.”American Journal of Sociology, vol.100, no. 6, 1995, pp. 1383-477.
Newspaper Article
Hoppe, Christy. “Y’all Can’t Take My Cellphone.” Dallas Morning News, 13 Apr. 2009, pp. 1A+.
2
F2016
Writing Citations for Electronic Sources
Electronic: WEB PAGES AND SUBSCRIPTION ONLINE DATABASES
Information You Will Need:
TO CITE WEB PAGES
Author or editor’s name – last name, first name (if given).
Title of article, essay, blog entry, or poem/short story in the Web site (in quotes).
Title of the overall Web site, scholarly project, database, periodical, or professional site (italicized).
Publisher or sponsor of the site (if given); do not duplicate name of publisher if it is the same name as the Web site.
Date of material (if given) Use “n.d.” if no date is given and include access date at the end of the citation.
URL, omitting http:// or https://.
Date you accessed the Web site if no date is given for the Web site.
Note: Often you will have to consult a Web page other than the one you are viewing to identify author, date, and/or
page publisher. Examine the home page or page just before the one you are viewing.
Examples:
Author Given
Menand, Louis. “Honest, Decent, Wrong.” The New Yorker, 27 Jan. 2003, w.
The document provides an overview of the challenges involved in writing an illustration essay on the topic of "Illustration Essay Topic Ideas List." It discusses how such an essay requires extensive research to compile relevant and engaging topic ideas, as well as an understanding of different subjects to present clear examples that support the chosen theme. Additionally, the essay must be creatively and analytically organized, with a logical flow of carefully selected examples that enhance the reader's understanding. While research and organization are inherently difficult, the writer must also focus on conveying complex concepts in a clear, concise, and accessible manner for diverse audiences. In conclusion, composing this type of illustration essay is a challenging task that demands dedication of time and a strong grasp of
Assignment Write a 6 page analytic research essay in which you re.docxrock73
Assignment: Write a 6 page analytic research essay in which you research and analyze one theme or aspect of Toni Morrison’s novel The Bluest Eye. (See steps below.) The paper must be double-spaced, following APA style.
Steps to Follow to Prepare and Write Your Paper
Step 1
Fine-Tuning Your Thesis to Build a Strong Outline
Adapted from the Pocket Wadsworth Handbook
Tentative Thesis Statement (rough, more vague)
Not all Americans have access to the Internet, and this is a potentially serious problem.
Final Thesis Statement (more precise)
Although the Internet has changed our lives for the better, it threatens to leave many people behind, creating two distinct classes – those who have access and those who do not.
Step 2
In one or two sentences, identify what you think is the most important theme in TheBluest Eye. Or you might notice a key symbol or detail that runs like a thread through the novel. For example, how does Morrison portray God in the novel? Or race relations. Or family dynamics throughout the story. As you do your research, you will certainly find specific and detailed ideas that you could pursue in a paper. It is this important theme or main idea that leads into your thesis statement.
Step 3
Spend some time thinking about how to support your thesis statement. In this case, you think about how Morrison uses the various elements of fiction to highlight or explain your theme, idea, detail, symbol, etc. Identify specific passages, events, character actions, conflicts, descriptions, and details, etc. that support your thesis. This is the textual evidence that you will provide in support of your thesis.
Step 4
After you prepare your annotated bibliography, read through the five sources, the so-called "secondary" works on the novel, which you found. Add two or three more with further study as needed. (These are books, journal articles, interviews, websites on Morrison, audio-visual materials, etc.) Identify passages you can quote, paraphrase, or summarize and use as supporting evidence for the thesis of your essay. These expert sources will support your own voice as you construct your argument.
Step 5
Use the evidence from the text that you have identified, as well as the additional researched materials you have compiled, to compose a focused, well-organized, academic essay of 6 pages, double-spaced. Remember, as stated above, the essay must have an introduction that contains your thesis statement, a body of evidence that supports your thesis, and a conclusion that sums up your main points and restates your position. A basic outline might look like this:
I. Introduction – Begin with a quote related to your thesis, then create a transition into your thesis statement. Your thesis lets your reader know your main idea. Everything else in the essay then supports your main idea with examples and evidence.
II. First Example from the Novel to Support the Thesis
A. Quote from novel and discussion.
B. Support from critic or secondary ...
This document outlines the steps of historical inquiry: 1) Formulate a clear research question, 2) Gather multiple primary and secondary sources, 3) Analyze sources using the 6 C's - content, citation, context, connections, critical thinking, and conclusion, 4) Synthesize the information from various sources to draw conclusions, and 5) Communicate findings by citing sources and explaining the process used to arrive at conclusions. Historians must carefully evaluate sources for bias, propaganda, inaccuracies and missing context to solve "mysteries of the past." Widely gathering and cross-checking multiple perspectives is key to overcoming shortcomings in any single source.
The document provides an overview of how to analyze primary sources in Philippine history. It discusses that primary sources provide direct evidence from the time period being studied, while secondary sources are interpretations of primary sources created later. The document outlines six steps to effectively analyze primary sources: identify the main idea, cite the creator and time of creation, identify author biases, understand the historical context, recognize connections to prior knowledge, and determine the source's contributions to understanding history. Analyzing sources involves considering the physical nature, purpose, methods of conveying messages, and intended audience.
Running head MYTHS OF LATINO IMMIGRATION .docxjeanettehully
Running head: MYTHS OF LATINO IMMIGRATION 1
MYTHS OF LATINO IMMIGRATION 3
Myths of Latino Immigration (revised)
Myth Outlining Worksheet
1. What is your myth?
A common myth about Latino is that Latino is homogenous naturally existing and an easily identifiable group of people.
2. What is your argument about your myth? (Should be two to three concise sentences.)
This myth is wrong because Latino is not a homogenous group or an easily identifiable group because Latino is the group that is initially from areas with different ancestries. Latino population is consisting of many types, say, Mexican, Puerto Rican, Cuban or Dominican, and they are not easily identified.
Evidence
I. Latino comprises of several sub-groups with unique identities
· One of the typical stereotype and mentality regarding the Latinos in America is that they have a shared ethnic background, race, and culture.
· However, the reality is that Latino comprises of several sub-groups with unique identities (Holloway, 2008, p.5).
· In the United States, Latino is defined in terms of their nationalities or the countries that they originated.
· For example, in the case of Midwest and Southwest, Latinos are seen as Mexicans.
· In the eastern part of America, particularly New York and Boston regions, Latino is people who are considered to have limitations of communications with the Dominicans and Puerto Ricans.
· In this case, Latinos are defined by their inability to communicate with o people other in the region. In the case of Miami, Cubans, and Central America, Latinos are groups for interpreting Latin America.
· Latin America is considered a group of Latin people who originate from different nationalities. In chapter three, Social Polarization and Colonized Labor: Puerto Ricans in the United States, between 1945–2000 Kelvin Antiago-Valles & Jiménez-Muñoz assert that the idea of homogeneity is quite extensive to the extent of some politicians treating Latino Americans as culturally unified people.
· Latino is racially diverse, thus making the ethnic category rather than a race (Gutiérrez, 2008, p.129). Technically, anyone from central, South America and the Caribbean can be described as Latino because the regions were previously empires of Spanish, Portuguese and French.
· Also, Latino as an ethnicity, has people from different nationalities. Several races are comprised of the group. The only similarity they have is that they are not the original inhabitants in America. Latinos have their roots in the immigrant groups that moved to America.
2. Latino originated from different countries with varying cultures.
· Latino is not easy to identify in terms of cultural practices.
· In chapter six, The Other “Other Hispanics”: South American–Origin Latinos In the United States, Espitia states t ...
Communicating Effectively Worksheet Answer the following questi.docxmonicafrancis71118
Communicating Effectively Worksheet
Answer the following questions, using information from this week’s readings. Respond to each question in 100 to 200 words.
1. Briefly explain the seven elements of the speech communication process. How do these elements determine a speech’s success or failure?
2. What is the difference between hearing and listening? What are some techniques you could employ to improve your listening skills?
3. Compare the four methods of delivering oral presentations. What are the benefits and drawbacks of each?
4. What are some ways to use your voice and body effectively when giving an oral presentation? In which areas do you need to improve?
CHILD DEVELOPMENT
(essay)
Beginning with Chapter 6 in your text and after visiting the links below, write an essay (3-5 pages of writing + a reference page) on the interrelatedness of infants’ temperament, attachment, and parental behavior that sets the tone for socioemotional well-being throughout childhood.
Caregiver and Child Influences on Attachment: http://www.aboutkidshealth.ca/En/News/Series/Attachment/Pages/Attachment-Part-Four-Parent-and-child-influences-on-attachment.aspx
Infant Attachment: http://aspe.hhs.gov/daltcp/reports/inatrpt.htm
Dr. Jerome Kagan’s Infant Temperament YouTube video: http://youtu.be/CGjO1KwltOw
(discussion)
The central nervous system (CNS), consisting of the brain and the spinal cord, is the division of the nervous system that processes information and directs behavior. Genetically predetermined brain development makes possible new behaviors, which lead to new interactions with the environment that then influence brain development.
Using the text (Chapter 4) and the links provided to apply to your response, discuss what you found most interesting about brain development and the CNS during infancy.
The Whole Brain Atlas: http://www.med.harvard.edu/AANLIB/home.html
Children and Brain Development: http://umaine.edu/publications/4356e/
HISTORY (The Cold War/Suburbanization and the "Sixties")
Assignment: Getting Familiar with Your Period: On the Lookout for Happiness (Weeks 4-5)
Background Reading
At this point, you have your assigned chronological period. Now you will have two weeks to do what we are thinking about as “background reading.” In this reading you should be familiarizing yourself with some of the general contours of your historical period, as well as thinking about your own particular interests. That is, you should be learning about basic dates, events, personalities, themes, and problems. You should be considering politics, economics, as well as social and cultural life.
Your background reading will involve so-called secondary sources in preparation for your later work with primary sources.
There is no expectation that for this study you are going to be looking at bundles and bundles of background material, and that you need to become an “expert” in your period. At this point, you’re not even expected to.
This document provides information about a lesson focused on third grade students. It describes characteristics of 8-9 year old third graders, including that they learn best through hands-on activities and enjoy group work. The document also lists New York State and Common Core reading standards for third grade, potential types of texts to use including stories and poems, and examples of questions to ask students before, during, and after reading to check comprehension.
Similar to Document Interpretation TutorialDocument Interpretation Ultimat.docx (20)
Assignment ContentTo learn how to apply SPCM to a process,.docxelinoraudley582231
This document provides instructions for a week 2 assignment to continue a flow chart started in week 1 and identify variances within a process by using data from week 1, then complete the week 2 Statistical Process Control Methods worksheet.
Assignment ContentTo prepare for the Week 2 Assessment, .docxelinoraudley582231
Assignment Content
To prepare for the Week 2 Assessment,
consider
a past or current professional experience where a culture change was needed.
Using the
Organizational Change Chart
,
outline
information about the experience and organization following Kotter’s 8-Step to Change Model as a guiding line.
Kotter's 8-Step Change Model
Step One: Create Urgency.
Step Two: Form a Powerful Coalition.
Step Three: Create a Vision for Change.
Step Four: Communicate the Vision.
Step Five: Remove Obstacles.
Step Six: Create Short-Term Wins.
Step Seven: Build on the Change.
Step Eight: Anchor the Changes in Corporate Culture.
.
Assignment ContentThroughout this course you will study the di.docxelinoraudley582231
Assignment Content
Throughout this course you will study the different roles that contribute to an organization's information security and assurance.
Part A:
Select
an organization you wish to explore and use throughout the course.
As you make your selection, keep in mind that you will explore the following roles in the organization: Cyber Security Threat Analyst, Penetration Tester, Cyber Security Engineer, Risk Management Analyst, and Software Engineer. You need sufficient knowledge of the organization you select to complete these security assignments.
Part B:
A Cyber Security Threat Analyst conducts analysis, digital forensics, and targeting to identify, monitor, assess, and counter cyber-attack threats against information systems, critical infrastructure, and cyber-related interests.
Take on the role of a Cyber Security Threat Analyst for the organization you select. Use the
Threats, Attacks, and Vulnerability Assessment Template
to
create
a 3- to 4-page assessment document.
Research
and
include
the following:
Tangible assets:
Include an assessment scope. The scope must include virtualization, cloud, database, network, mobile, and information system.
Asset descriptions:
Include a system model, A diagram and descriptions of each asset included in the assessment scope, and existing countermeasures already in place. (Microsoft® Visio® or Lucidhart®)
Threat agents and possible attacks
Exploitable vulnerabilities
Threat history
Evaluation of threats or impact of threats on the business
A prioritized list of identified risks
Countermeasures to reduce threat
Note:
The page assignment length requirement applies to the content of the assignment. Start the assignment with an APA formatted title page and add a reference section with at least two professional references. Use the references in the text of the assignment. For assignments that require use of the template, insert the completed template into the APA document. Delete the assignment instructions from the document. This will improve the originality score from Safe Assign. Make sure to check the SafeAssign originality score.
.
Assignment ContentThroughout this course, you have been using .docxelinoraudley582231
assignment Content
Throughout this course, you have been using different analysis strategies to determine best practices for developing your business plan. It’s time to develop a strategic plan that will help you determine where your business is now, where you want to take it, and how you will get there. Your strategic plan will help you implement and manage the strategic direction of your company. In addition, you will communicate the direction of your company to stakeholders.
Develop
a strategic plan for the company that you selected at the beginning of your MBA program and share your plan with stakeholders.
Create
a 13- to 15-slide presentation for key stakeholders to solicit their approval of your strategic plan. Address the following in your presentation:
An introduction with mission and vision statements
Core values, ethics, and social responsibility principles
Analysis of the company’s:
Internal environment (e.g. strengths and weaknesses related to resources, trademarks, patents, copyrights, or current processes)
External environment (e.g. opportunities and threats related to market trends, economic trends, demographics, or regulations)
An evaluation of internal and external environment’s impact on achieving the company strategy
Create a strategic objective for the company.
Create short- and long-term goals for achieving the company’s strategic plan.
Determine methods for collecting data and measuring success of the strategic plan.
Include
APA-formatted in-text citations and a reference page.
Cite
at least 3 peer-reviewed documents.
Note
: You may include your textbook as 1 of the sources.
Submit
your assignment.
.
Assignment ContentThis week’s readings and activities focu.docxelinoraudley582231
Assignment Content
This week’s readings and activities focused on how reason, emotion, and communication may influence critical thinking. In this assignment, you will identify the concepts of reason, emotion, and communication in your everyday critical thinking practices.
Complete
the
Reason, Emotion, and Communication in Critical Thinking Worksheet
.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
.
Assignment ContentThis week you will continue your work on the.docxelinoraudley582231
Assignment Content
This week you will continue your work on the project to evaluate higher education student aid data. You will evaluate your data warehouse data to ensure it can provide consistent, accurate query data, and provide an update to the project sponsors.
Define
and
execute
a process to evaluate your data warehouse data for incompleteness, nulls, and the ability to provide consistent query data.
Create
a summary for your project sponsors to inform them of the quality of data they can expect from the new data warehouse.
Include
the following information in your summary:
Your data evaluation strategy
Specific data evaluation queries
Sample results per query
Summary of findings
Document
your summary as either:
A 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes
A 2- to 3-page Microsoft® Word document
.
Assignment ContentThis week, you will continue building th.docxelinoraudley582231
Assignment Content
This week, you will continue building the components of your business requirements document for Hollywood Organic Co-op. In the previous weeks, you have identified the types of data, standards, and policies required for a new EDMS. This week, you determine how to electronically move data around in an EDMS and determine the physical and environmental security requirements.
Write
a 2- to 4-page evaluation of the implementation of physical and environmental controls for the new EDMS. Include the following:
How to control access to a document at each stage of its life cycle
How to move documents within the organization as team members contribute to document creation, review, approval, publication, and disposition
Physical and environmental security controls that must be implemented to protect the data and systems for Hollywood Organic Co-op's five locations, including for the identification, authentication, and restriction of users to authorized functions and data
Format
citations according to APA guidelines.
.
Assignment ContentThis week you will finalize your present.docxelinoraudley582231
Assignment Content
This week you will finalize your presentation from Week 5 by designing a deployment plan to promote your innovation project to the Executive Team of your organization.
Create
a 10- to 15-slide presentation to add to your Week 5 individual assignment.
Prepare
an Introduction or Executive Summary.
Develop
a deployment strategy and schedule for introducing the innovation project to the market.
Determine
key go-to-market considerations, which may include plans for:
Advertising
Marketing
Sales channels/distribution
Communications or promotion
Estimate
the cost and analysis for:
Development or manufacturing
Delivery
Infrastructure and product support
Estimate
high-level financial considerations, including the potential size of the market for the company and profitability.
Justify
the innovation investment.
Determine
alternative investments or a non-investment (what if the executive team disapproves the project?).
Determine
future product plans, evolution, etc. (e.g., what's next for this product in the market?).
Conclude
with a recommendation or call-to-action statement.
Submit
your assignment, the entire presentation that includes what you built in Week
.
Assignment ContentThis weeks’ discussion of correlation and ca.docxelinoraudley582231
Assignment Content
This weeks’ discussion of correlation and causation helps us interpret and understand what the data created from research means to the problem or question that we are addressing.
Write
a 700- to 1050-word paper in which you:
Differentiate between correlation and causation.
Explain how each is calculated or tested.
What is statistical significance and how does it relate to correlation?
Describe how they are used in decision and policy making. Provide examples to illustrate your understanding.
Include
at least two peer reviewed references.
Format
your paper consistent with APA guidelines.
.
Assignment ContentThis week, you will continue building the .docxelinoraudley582231
Assignment Content
This week, you will continue building the components of your business requirements document for Hollywood Organic Co-op. In the previous weeks, you have identified the types of data, standards, and policies required for a new EDMS. This week, you determine how to electronically move data around in an EDMS and determine the physical and environmental security requirements.
Write
a 2- to 4-page evaluation of the implementation of physical and environmental controls for the new EDMS. Include the following:
How to control access to a document at each stage of its life cycle
How to move documents within the organization as team members contribute to document creation, review, approval, publication, and disposition
Physical and environmental security controls that must be implemented to protect the data and systems for Hollywood Organic Co-op's five locations, including for the identification, authentication, and restriction of users to authorized functions and data
Format
citations according to APA guidelines.
.
Assignment ContentThis week you will continue your work on.docxelinoraudley582231
Assignment Content
This week you will continue your work on the project to evaluate higher education student aid data. You will evaluate your data warehouse data to ensure it can provide consistent, accurate query data, and provide an update to the project sponsors.
Define
and
execute
a process to evaluate your data warehouse data for incompleteness, nulls, and the ability to provide consistent query data.
Create
a summary for your project sponsors to inform them of the quality of data they can expect from the new data warehouse.
Include
the following information in your summary:
Your data evaluation strategy
Specific data evaluation queries
Sample results per query
Summary of findings
Document
your summary as either:
A 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes
A 2- to 3-page Microsoft® Word document
Submit
your assignment.
.
Assignment ContentThis week you learned about the application .docxelinoraudley582231
This week's assignment asks students to review a scenario about navigating employee groups, research diversity in the workplace, and complete an analysis and plan chart. Students are to complete the Navigating Employee Groups worksheet and submit the team assignment. Resources are provided to help with the assignment.
Assignment ContentThis assignment offers you the opportuni.docxelinoraudley582231
Assignment Content
This assignment offers you the opportunity to explain the commonalities found in different religions, provide examples of situations involving ethics that are faced by people in the world today, and identify contemporary challenges and issues related to religion.
Select
and
complete
either Option A or Option B.
Option A: Written Summary
Write
a 525- to 750-word paper that addresses the following topics:
What is essential (in the practices and beliefs) for a tradition to be called a religion? Illustrate your points by referring to the commonalities of at least 2 different religions. Include specific examples from the various religious traditions described in the Week 1 readings, such as a belief in one God or many gods and goddesses, the removal of one’s shoes before entering a place of worship, bathing and baptism as methods of spiritual purification, or refusing to eat certain types of meat. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
What place does religion have in making ethical decisions? Include specific examples of situations involving ethics faced by members of a religion today. Reflect on your own spiritual beliefs, how have your ethics been influenced personally or professionally? If you hold no spiritual beliefs, consider how individuals you may know or work with are faced with ethical decisions that are influenced by their beliefs.
Consider what you know about religion today. What are some modern issues that may be affecting religious traditions? How are these religions handling these issues?
Format
your paper according to appropriate course-level APA guidelines. You may find helpful resources for completing your assignment in the
Center for Writing Excellence
in the University Library.
Option B: Presentation
Prepare
a 10- to 12-slide presentation that addresses the following topics:
What is essential (in the practices and beliefs) for a tradition to be called a religion? Illustrate your points by referring to the commonalities of at least 2 different religions.
What place does religion have in making ethical decisions? Include specific examples of situations involving ethics faced by members of a religion today.
Aside from ethical challenges, what are some contemporary challenges and issues related to religion?
Include
specific examples from the various religious traditions described in the Week 1 readings, such as a belief in one God or many gods and goddesses, the removal of one’s shoes before entering a place of worship, bathing and baptism as methods of spiritual purification, or refusing to eat certain types of meat. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
You may use Microsoft® PowerPoint® or some other presentation format for this assignment.
Use
bullet points and images or graphics to illustrate your mai.
Assignment ContentThis assignment has two parts.Part 1.docxelinoraudley582231
Assignment Content
This assignment has two parts.
Part 1: Problem Statement
View
the
Dissertation Series Tutorial - Problem Formulation
.
Read
the
Guide to Developing the Problem Statement
and then
review
the two sample problems below:
SAMPLE PROBLEM 1:
The problem is that
husbands caring for wives with breast cancer have a demanding caretaking schedule,
resulting in
failure to practice their own self-care
(LeSeure & Chongkham-ang, 2015).
SAMPLE PROBLEM 2:
The problem is that
despite extreme workplace stress, police officers lack stress management skills,
resulting in
diminished health, family life, and work performance
(Toers-Bijins, 2012).
Write
a 1-sentence original problem for a prospective study you might conduct using the format below:
The problem is that _____ (state problem), resulting in ______ (consequence).
Include
a citation to support the problem, and
provide
a reference.
Part 2: Background to the Problem
Locate
2 or 3 peer-reviewed scholarly articles (published within the last 5 years) from the
University Library
that address the problem.
Write
1 to 2 paragraphs providing a brief description and background of the identified problem using the scholarly articles to support the existence of the problem. Be sure to use scholarly voice.
Use
the provided
Research Outline Template
to ensure proper APA formatting.
Note:
Beginning this week, you will be using this template for your assignments, with the expectation that all revisions are incorporated from feedback from previous week(s).
Include
APA-formatted in-text citations, a title page, and a reference page.
Submit
your assignment.
Note
: You will continue to narrow the focus of the problem as you continue reading relevant literature.
Resources
CDS Central
CDS Central > Student Resources
Copyright 2020 by University of Phoenix. All rights reserved.
Use this space to build your submission.
You can add text, images, and files.Add Content
.
Assignment ContentThis assignment is designed to help you .docxelinoraudley582231
Assignment Content
This assignment is designed to help you think about how the Founding Fathers wrote the Constitution and examine how the Presidency and Congress are functioning today.
Consider
the current Congress and Office of the President.
Discuss
how contemporary activities of these two branches of the U.S. government compare and contrast with the intentions of the founders. Use specific examples, and include support from at least 3 sources, 1 of which can be your textbook. Your examination of the topic should include information about the following:
Structure and makeup of Congress
Differences between the House of Representatives and the Senate
Powers granted to Congress and the President under the Constitution
Checks and balances of power, considering Congress, the President, and the judiciary
Roles and responsibilities of the President
Evolution of presidential power
How bills become laws
Format
your assignment as one of the following:
18- to 20-slide presentation with detailed speaker notes
875-word paper
Include
APA citations for all unoriginal ideas, facts, or definitions and an APA-formatted reference list.
Submit
your assignment.
.
Assignment ContentThere are various schools within Buddhis.docxelinoraudley582231
Assignment Content
There are various schools within Buddhism, which you have learned about this week. In this assignment, share what you have learned about Buddhism overall, and compare and contrast the schools of Buddhism.
Write
a
350 word
paper that includes the following:
A summary of the major historical events related to Buddhism and the life of the Buddha
An explanation of the basic teachings and moral aspects of Buddhism, including the three marks of reality, the Four Noble Truths, and the Noble Eightfold Path
A comparison of the three major Buddhist traditions—Theravada, Mahayana, and Vajrayana—and how each tradition developed from the early teachings
Include
APA-formatted citations and a references page.
.
Assignment ContentThere are two deliverables for this assi.docxelinoraudley582231
Assignment Content
There are two deliverables for this assignment. You will fill out and submit the Financial Transactions Risk Table and you will
write
and submit a 1,050- to 1,400-word paper.
Address
the following in your paper:
Describe risk exposures by filling out the Financial Transaction Risks Table.
Describe features you would choose to measure interest risks and identify which transactions are influenced by interest rates or income. Some are influenced by both.
Format
your paper consistent with APA guidelines.
Submit
your assignment as a Microsoft® Word document.
.
Assignment ContentThere are offenders whose criminality is.docxelinoraudley582231
Assignment Content
There are offenders whose criminality is based on biological factors. This may or may not be known to the offender prior to a deadly incident like the examples in this assignment. Biological anomalies are not common, but in many cases, the results are catastrophic. The cases outlined for this assignment are some of the most notorious. This assignment will help you develop a better understanding of mental illness and physiology as factors when measuring criminality.
Choose
a criminal offender from the list below whose criminal behavior was connected to a biological abnormality (physical, psychological, or chemical):
Andrea Yates
and the documented evidence of psychiatric issues, including postpartum depression and psychosis, prior to murdering her five children.
Jeffrey Dahmer
and the documented evidence of psychiatric issues prior to murdering 17 men.
John Wayne Gacy
and the documented evidence of psychiatric issues prior to murdering 33 young men and boys.
Charles Whitman
murdered 16 people, including his wife and mother. An autopsy suggested Whitman had a brain tumor pressing on his amygdala, a region of the brain crucial for emotion and behavioral control.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation with speaker notes in which you:
Summarize the case.
Discuss the genetic or physiological evidence that supports the notion that biology played a key role in explaining the offender's criminality.
Research the behaviors that constitute psychopathy and discuss in detail the specific behaviors demonstrated by the offender that align (or not) with behaviors indicative of a psychopathic individual.
Identify if the positivist perspective applies to your chosen example. Explain your answer.
Identify if the punishment rendered in your chosen example best supports the classical or neoclassical perspective of crime. Explain your answer.
Include
at least 2 academic references and cite your sources according to APA guidelines.
.
Assignment ContentThere are many different threats to the conf.docxelinoraudley582231
Assignment Content
There are many different threats to the confidentiality, integrity, and availability of data-at-rest, data-in-transit, and processing. Some threats affect one of these security risks (like confidentiality only), and some threats affect more than one or even all these risks.
Create
a 1-to 2 -page table, in Microsoft® Word, listing a minimum of 6 threats using the column headers and details below:
Threat – List the threat.
Threat to Type of Data (data-at-rest,data-in-transit, or processing) – Identify the type.
Confidentiality/Integrity/Availability– Identify whether some or all are affected by labelling: C, I, and/orA.
Mitigation Suggestion – Describe a mitigation plan in 2-3 sentences.
Example
:
Threat
: Password Compromise
Threat to Type of Data
: Data-At-Rest
Confidentiality/Integrity/Availability
: C & I
Mitigation
: Employ a strong password that is changed at regular intervals. Do not share your password or write it down on sticky notes on your desk.
Include
a short paragraph that highlights two access control techniques or policies that enforce security.
Cite
at least two resources within the assignment in APA format.
.
Assignment ContentThe strategic sourcing plan is a plan fo.docxelinoraudley582231
Assignment Content
The strategic sourcing plan is a plan for how you will do business going forward. The sourcing plan can address how to supply resources to staff, your current and future systems, and how you will purchase raw materials or new IT systems.
Develop
a high-level IT sourcing plan to guide Phoenix Fine Electronics to adopting enterprise solutions rather than multiple stand-alone systems. As a guideline, your sourcing plan should be a 3- to 4-page outline or summary.
Include
the following in your sourcing plan:
The current technologies being utilized
Major issues with that technology
New technologies to implement as replacements for current technologies
How it addresses the current issues
Additional advantages or value added
Approximate time frame to implement the technology
Any dependencies that the company does not currently have in order to implement
.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
1. Document Interpretation Tutorial
Document Interpretation: Ultimate Skill of the HistorianPrimary
Sources
Primary sources are generally first-hand accounts or records.
They may have been written or created during the time period
under investigation, or perhaps were written by someone who
lived during that time period. Most crucially, they have not
been interpreted by anyone else, though they may offer
interpretations of the events they describe. Below are four
examples of primary sources: a political cartoon, a page of
correspondence, the title page of Thomas Paine's Common
Sense, and a wartime poster encouraging women workers. As
you can imagine, however, there are many more types of
primary sources.
Countless items can be used by historians as primary sources.
Almost anything you can imagine could be used as a primary
source in some type of historical research. A fun exercise to
help you understand the immensity of available primary sources
is to look around the room you're in and ask yourself, "what
would historians view or study one hundred years from now to
understand the way we live and what we think today?"
The list below includes only a few of the types of primary
sources utilized by historians. How many more can you add to
the list?
letters • diaries • autobiographies • plays • novels • short
stories • poems
scholarly journals • newspapers • popular magazines
official memoranda • government documents • census data
religious tracts • song lyrics
photographs • cartoons • posters • paintings • murals
films • television shows • performing arts recordings
• email • musical recordings
clothing • political campaign signs • pottery • religious icons
• tools • furniture
2. Secondary Sources
Secondary sources analyze, interpret, or comment upon primary
sources. A secondary source says something about a primary
sources, often illustrating patterns of recurring themes.
Perhaps the best example of a secondary source is your
textbook. Open it to any chapter and read a couple of
paragraphs and you will find that the authors have conducted
extensive research utilizing primary sources. They have likely
consulted other secondary sources as well. They have then
written those paragraphs to explain what they have learned and
how they understand the people and ideas of the past. The
authors have interpreted the sources for you.
The list below includes some of the primary sources we’ve
already identified accompanies by secondary sources which
might, analyze, interpret, or comment upon them.
Primary Source
Secondary Sources
Abraham Lincoln’s personal letters
a biography of Abraham Lincoln
A popular magazine from 1910
an article about print advertising in the early twentieth century
The 1860 U.S. Federal Census
a PowerPoint presentation concerning U.S. population
distribution before the Civil War
The lyrics “We Shall Overcome”
a book examining the Civil Rights movement of the 1960s
Grant Woods’ American Gothic
an essay on American art and artists
An episode of I Love Lucy
a made-for-t.v. movie on the life of Lucille Ball
A Sioux blanket
a photo essay comparing Native American textiles
Questions to ask of any source..Who is the author?Who wrote or
created this? Is there a single or multiple authors? An author's
identity sometimes helps you answer the later questions.
What type of source is this?Is it a photograph or a poem? A
3. biography or a government document? This is a simple but
crucial step because you must consider what you can expect to
learn from the document.
What is the message of this source? What is the author
describing? What is happening in the text or image? What is the
story?
Who is the intended audience? Who is the author addressing?
Was the source intended for private or public consumption?
Identifying the audience will help you answer the next question.
Why was this source created? Does the author have an agenda, a
larger purpose? Is the author trying to persuade the audience? Is
the document or source simply a compilation of facts, or does it
include opinion, inference, or interpretation?
Is this source credible and accurate? Historians must examine
every source with a critical eye. What do you know about the
author? Does the document make sense? Do the facts presented
by the author or what you know about the time period support
the thesis, statement, assertion, or story the author is
conveying? Why should you trust, or distrust, this source?
How is this source valuable to me? How does the source relate
to other sources from the time period or along the same issue or
theme? Does it support or contradict them? Does it repeat
information from other sources or add new information? How
relevant is the source to your topic of inquiry? Does it
extensively cover your topic, or only marginally or not at all?
Remember, you should explore enough sources to obtain a
variety of viewpoints.
In these weekly assignments you will analyze primary sources
for yourself, rather than merely reading others' interpretations
in secondary sources. When analyzing any primary source, ask
yourself seven key questions about the source. In this
assignment, you will share your particular interpretation with
your group members and comment on their interpretations of the
document they chose.
MAPS
Maps are yet another valuable historical source, and there are
4. many different kinds of maps.
Political maps show the names and boundaries of countries, or
political units within countries, such as states, counties, or
parishes.
Physical maps use shades of gray or various colors to illustrate
the locations of mountains, valleys, rivers, etc.
Topographic maps are similar to physical maps, but use contour
lines to show elevation differences, and usually also include
locations of rivers, cities, etc.
Thematic maps provide information relative to particular topics,
such as population or temperature zones.
Census maps are a form of thematic map which include not only
population distribution, but other details such as age or income.
Satellite maps are produced by computers which analyze
satellite data.
Atlases contain a wealth of information about an area and can
combine features of the other maps. Perhaps the most common
type of atlas is the road atlas, which focuses on an area’s
roadways.
Those which were either actually created in the past or modern
maps which illustrate historical events, such as a map of Civil
War battlefields in the U.S.
Identifying the type of map you are using will help you
understand what information it can offer. For example, if you
wanted to identify the largest U.S. cities in 1920, a satellite map
would be of no use. But a census map or political map of 1920
would be very valuable.
The Basics
Map analysis requires some very basic steps. First, locate the
title of the map. Second, locate the scale of the map, which tells
you the proportion of the map, generally in miles or kilometers.
Third, locate the map’s legend, which explains the meaning of
various colors, symbols, or graphic elements used on the map.
Seven Questions
Once you’ve completed those steps, the seven questions used to
analyze primary source documents are also useful in analyzing a
5. map. You will need to determine, if possible:
who created the map
the type of map
what the map is describing
the intended audience
the reason for its creation
the credibility and accuracy of the information
the value of the source to your study
Details, Details, Details
Map analysis is often complex, depending upon the amount of
information a map’s creator is attempting to describe. A sharp
eye for detail is often your best map analysis tool. It is also
important to keep in mind that determining a map’s limitations
(what it cannot tell you) is just as important as identifying its
purpose (what it can tell you).
A Note on Historical Maps
Historical maps, specifically those created in the past rather
than modern maps which portray the past, have a value beyond
the information which they convey. Rare and antique maps are
highly valued as art and are appreciated for their beauty. As a
result, these maps are often used as primary sources not only to
interpret historical events but as part of art history, as well.
An Example of an "A" paper for you to see
Class,
This is a former student's final assessment. While it isn't 100%
perfect or everything you will need until
week 5, I do recommend you look at the assignment instructions
and then look at this paper. The
student has allowed us to share this paper (and it isn't a
6. character or historical figure we will use in our
class, but you can see how well each item is addressed and the
types of information to include in each
section). The purpose of providing this paper is to give you an
example of an "A" assessment. Do be
sure not to plagiarize as it has been put into TurnItIn.
Buzz Aldrin-Psychological Report
Student’s Name
PSY303
Instructor’s Name
Date
7. Buzz Aldrin-Psychological Report
I. Identifying Information
Name: Buzz Eugene Aldrin
Sex: Male
Gender Identity: Male
Sexual Orientation: Heterosexual
Age: 85
Date of Birth: January 20, 1930
Ethnicity: European American of Scottish, Swedish and German
Ancestry
Occupation: Astronaut (currently retired)
Location of current residence: Los Angeles, CA USA
8. II. Chief Complaint/Presenting Problem
Mr. Aldrin began experiencing some marital difficulties and
contemplated divorce from his first wife and
marriage to a woman he was having an affair with (Aldrin &
Abraham, 2009). His list of complaints
included feelings of despair, stress, and tiredness; he also
complained of shoulder and neck pain (Aldrin
& Abraham, 2009). The immense amount of distress caused by
the emotions of these events may have
been the reason for his suffering.
III. Symptoms
Mr. Aldrin showed signs of depression with his symptoms of
extreme low moods, not wanting to get out
of bed, irritability and emotional indifference towards family
and friends, and the increasing pain in his
shoulder and arm (Aldrin & Abraham, 2009). Mr. Aldrin also
began drinking heavily which often
exacerbated his symptoms of depression (Aldrin & Abraham,
2009). His depression seemed to improve
for short periods of time but returned with similar symptoms
(Aldrin & Abraham, 2009). This suggests
9. that his depressive disorder may be what is termed Dysthymia, a
persistent form of depression that
typically last a few years but can continue indefinitely
(Getzfeld& Schwartz, 2014).
Culture and genetics can play a role in the health of an
individual. The possible presence of mood
disorders which resulted in the suicide of Mr. Aldrin’s mother
and grandfather suggests that there may be
an inherited factor (Getzfeld & Schwartz, 2014). The cultural
aspect of living with a parent who routinely
showed symptoms of depression may also have played a role in
the way Mr. Aldrin chose to deal with his
emotional upsets. It is not known whether Mr. Aldrin’s mother
or grandfather had a challenge with
alcohol consumption but if they did this might also have been a
factor for his alcoholic tendencies.
IV. Personal History
Buzz Aldrin was born in Montclair, New Jersey on January 20,
1930 (Buzz Aldrin Enterprises, 2014). He
grew up in the New Jersey area and attended schools there as a
10. child (Buzz Aldrin Enterprises,
2014). Mr. Aldrin had a younger sister who could not
pronounce the word “brother” and called him
“buzzer”; his family shortened the name and began calling him
Buzz, which he made his legal first name
in 1988 (Buzz Eugene Aldrin, 2014).
Edwin Aldrin, Buzz Aldrin’s father, was a Colonel in the U.S.
Air Force (Buzz Aldrin Enterprises, 2014).
His mother, Marion Moon, also came from a military family;
her father was an Army Chaplain (Buzz
Eugene Aldrin, 2014). Military lifestyle has a culture all its own
which no doubt influenced his life
choices.
Mr. Aldrin spent his childhood in New Jersey where he
graduated a year early from Montclair High
School and went on to West Point Military Academy (Buzz
Aldrin Enterprises, 2014). In 1951, he
graduated third in his class with a BS in mechanical engineering
(Buzz Eugene Aldrin, 2014). Education
seemed to bring out a motivational side to his character that
drove him to excel in his academics.
11. Considering the high placement in his classes, Mr. Aldrin
obviously did very well in his academics. After
joining the Air Force, Mr. Aldrin attended MIT where he
received his Doctorate of Science in
Astronautics (Buzz Aldrin Enterprises, 2014). The compilation
of his educational experiences propelled
him into his life as an astronaut providing all the mental and
emotional aspects necessary for this type of
demanding career.
By all accounts, Mr. Aldrin had no challenges getting along
with his co-workers (Aldrin and Abraham,
2009). His ability to work well with others enabled him to enjoy
the mission to the moon and gave him a
once in a life time experience. He has been able to maintain
lifetime friendships with his fellow astronauts
and military connections (Aldrin & Abraham, 2009).
Buzz Aldrin has been married three times (Buzz Eugene Aldrin,
2014). He admits to a marital affair in
which he contemplated marriage (Aldrin & Abraham, 2009). He
went on to marry two other women, the
last one in 1988 which he is currently married to (Buzz Eugene
Aldrin, 2014). He maintains a friendly
12. relationship with his first wife Joann despite their rocky
relationship and eventual separation (Aldrin&
Abraham, 2009). Romantic relationships seem to come and go
in the life of Mr. Aldrin, but his ability to
maintain friendships appears to be one of his strengths.
V. Family History
Buzz Aldrin’s father was born in 1896 and his mother was born
in 1903 (Findagrave.com). This would
make them 34 and 27 respectively when Buzz was born. Buzz
was raised by his natural parents with one
other sibling. His father was extremely influential in his life
choices but not forceful in his decision
making. Mr. Aldrin admits that there were many career moves
he made that were opposite of what his
father wanted for him, but he received support nonetheless.
Mr. Aldrin’s mother was often very unhappy and unfortunately
took her own life not long after his rise to
fame. He stated that he carries a portion of guilt regarding his
mother’s death. In addition to his mother,
his maternal grandfather, as well as other distant family
members, also committed suicide. This fact has
13. caused him to question whether he would ever follow this
direction of emotional turmoil.
Considering the fact that he was raised in a military family,
Buzz Aldrin did not move as often as most
military families. He was raised in the New Jersey area which
enabled him to go to school in his
community (Buzz Eugene Aldrin, 2014). This most likely had
an impact on his ability to excel in life. The
feeling of community connections can provide a sense of
belonging that promotes an individual’s overall
well-being. He has a strong healthy relationship with his sister
that no doubt stems from his strong ties to
his culture (Aldrin & Abraham, 2009).
Mr. Aldrin was raised in a Christian faith and his religious
training seemingly followed him to the moon
when he performed a religious communion ceremony to
commemorate the momentous occasion (Aldrin&
Abraham, 2009). With both parents from military families the
influences of military culture had the
opportunity to impact his life as well. The two cultures taught
aspects of honesty, strength, commitment,
14. and determination. The strong influence of these cultures may
be what helped him conquer his mental and
emotional challenges.
VI. Therapy History
When Mr. Aldrin first began experiencing feelings of
depression, along with shoulder and neck pain, he
enlisted the help of Dr. Carlos Perry who treated him for his
neck and shoulder complaints and directed
him to Dr. Don Flinn (Aldrin & Abraham, 2009). Although
these two doctors were instrumental in getting
him the help he needed it was Colonel John Sparks the chief of
psychiatry at Wilford Hall who was able
to diagnose and treat Mr. Aldrin.
Dr. Sparks began treatment by attempting to get Mr. Aldrin to
verbalize his feelings about why he thought
he was feeling this way (Aldrin & Abraham, 2009). Along with
psychiatric treatment, Dr. Sparks used
relaxation techniques and medication to help improve the
depression issues of Mr. Aldrin (Aldrin&
Abraham, 2009).
15. For an individual coming from a culture where men are
expected to be in control of their emotions this
type of treatment was not easy for Mr. Aldrin (Aldrin &
Abraham, 2009). However, it is sometimes the
barriers of a culture that promote the growth of emotional
challenges and breaking through those barriers
can produce changes that allow healing (Getzfeld & Schwartz,
2014).
The treatment and therapy lasted approximately four weeks with
the ultimate diagnosis of depression
(Aldrin & Abraham, 2009). It seemed to be successful, and gave
Mr. Aldrin the opportunity to understand
why he had these feelings and what he could do to help himself
in the future (Aldrin & Abraham, 2009).
Eventually these feelings of depression came back and Mr.
Aldrin began adding the element of alcohol to
his mental and emotional challenges (Aldrin & Abraham, 2009).
Through the support of Alcoholics
Anonymous Mr. Aldrin has been able to control these issues and
lead a normal life (Aldrin & Abraham,
2009). The techniques used for the treatment of depression and
alcoholism seem to be successful and
have allowed Mr. Aldrin to manage his mental and emotional
16. state.
VII. Medical Conditions
All research indicates that Mr. Aldrin has good physical health
other than the mental and emotional
aspects of alcoholism and depression (Aldrin & Abraham,
2009). Due to the privacy issues of an
individual’s medical history no other information is available at
this time regarding any other medical
conditions.
VIII. Substance Use
The largest issue of substance use, according to Mr. Aldrin, has
been his overuse of alcohol (Aldrin &
Abraham, 2009). By his own account he used alcohol as a tool
to deal with the emotional challenges of
his personal and public life (Aldrin& Abraham, 2009). As with
drug abuse, alcoholism is a disorder that
can lead to extreme physical and emotional issues if left
untreated (Uhart, et al, 2006).
17. IX. Collateral
After dealing with some psychological issues with their son,
Buzz Aldrin and his wife Joan enlisted the
services of Dr. Robert Prall who quickly decided that their
marital challenges were due to Mr. Aldrin’s
behaviors (Aldrin & Abraham, 2009). Dr. Prall found Mr.
Aldrin to be temperamental and indifferent to
those around him (Aldrin & Abraham, 2009).
Buzz Aldrin and his wife continued to have marital difficulties
and he began having an affair with another
woman (Aldrin & Abraham, 2009). When Mr. Aldrin confided
to his sisters that he was contemplating
leaving his wife and marrying a woman named Marianne they
voiced their concerns about his mental
state and his ability to make rational decisions (Aldrin &
Abraham, 2009).
While under a doctor’s care for possible depression, Mr. Aldrin
visited close friend Merv Hughs who
seemed surprised at the amount of alcohol that Buzz was
consuming (Aldrin & Abraham, 2009). That
same weekend, Mr. Aldrin confided to a minister friend, Dean
Woodruff that he was suffering from
18. depression (Aldrin & Abraham, 2009). Mr. Woodruff was
surprised to hear the news because he did not
feel there were signs of this disorder in Mr. Aldrin’s behavior
(Aldrin & Abraham, 2009).
There seemed to be a common understanding between Mr.
Aldrin’s close friends and family about his
behaviors. Those close to him observed his abnormal behaviors
and were concerned for his well-being
(Aldrin & Abraham, 2009). Acquaintances who were not close,
or those who had not seen him for a
while, did not seem to notice anything unusual about his
behaviors (Aldrin & Abraham, 2009). Mr.
Aldrin seemed to be able to maintain a positive demeanor in the
public eye but not with those close to
him.
Other than the psychological issues with his son, Mr. Aldrin did
not seem to have any dealings with other
individuals who were dealing with issues of depression or
alcoholism (Aldrin & Abraham, 2009). By his
own reports, Mr. Aldrin’s challenges were due to his inability to
deal with the disappointments in his life
(Aldrin & Abraham, 2009).
19. Mr. Aldrin and his wife were involved in a very serious
automobile accident that could easily have taken
their lives (Aldrin & Abraham, 2009). Although there was no
official police report regarding the cause of
the accident, Mr. Aldrin admits that alcohol was involved and
was likely the reason for the accident
(Aldrin & Abraham, 2009). It is possible that this event had an
impact on his awareness of his condition
and behaviors.
Personality and intelligence testing was performed on Mr.
Aldrin when he first joined the military. By all
accounts he was healthy and did not show any signs of distress
at the time of the tests (Aldrin &
Abraham, 2009). Because of the privacy factor, these reports
are not available to view. However, Mr.
Aldrin did well in school and was very successful in his military
career (Buzz Aldrin Enterprises,
2014). It can be concluded that prior to his career he did not
show signs of depression or alcoholism.
X. Results of Evaluation
20. Psychological research and study have created basic theories of
behavior that aid in personality
development. Sigmund Freud created the psychoanalytical
theory which explains the human psyche as an
unconscious and conscious mind consisting of the “id”, the
“ego” and the “super ego” (Getzfeld &
Schwartz, 2014, Psychoanalytic Theory, par. 3). The idea that
each of these three parts of human thought,
work together to create the conscience, morals and personality
of an individual may explain how a
personality forms but is not necessarily inclusive of
environmental factors and makes it difficult to
explain Mr. Aldrin’s depression disorder.
Behaviorists expound a bit more on how the actions of an
individual can impact their emotional state by
evaluating the results of the behaviors (Getzfeld & Schwartz,
2014). Unfortunately, this idea is also
lacking in the ability to understand Mr. Aldrin’s behaviors
because it lacks the element of environmental
factors. Cognitive Behaviorism, however, accentuates the value
of conscious thought as it relates to active
behaviors (Getzfeld & Schwartz, 2014). This idea supports the
21. theory of social learning and can be used
to explain the irrational thoughts of worthlessness that Mr.
Aldrin felt after the euphoric experience of
landing on the moon was deflated by the adoration given to Neil
Armstrong for being the first man on the
moon (Aldrin & Abraham, 2009). The maladaptive behaviors
shown by Mr. Aldrin after this event
showcase the social and cultural aspects of this theory in his
attempts to attach himself to the public light
shown to Neil Armstrong. The lack of recognition was an event
that led him to believe he deserved more,
and the ultimate consequence altered his ability to cope with
reality.
The theory of learned helplessness suggests that an individual’s
behaviors are reflective of the human
environment they are raised in (Getzfeld & Schwartz, 2014).
This theory does help to share how the
cultural aspect of Mr. Aldrin’s family life had an impact on his
ability to deal with emotional conflict. The
suicidal tendencies of his mother most likely had a negative
impacted on his desire to overcome
emotional stress and yet the strict military discipline of his
father seems to have had a positive impact on
22. his ability to recover from stressors. The conflict between the
two would seem to be a possible source of
his emotional turmoil.
Using the learned helplessness theory can help to explain some
of the irrational behaviors and thought
processes of Mr. Aldrin as he lived through the turmoil of
emotional stress and disappointments of life.
Evaluating each of the events that led to his breakdowns can aid
in the understanding of his mental and
emotional state.
For example, the death of his mother led him to doubt his
ability to cope with life stressors and he often
wondered if he could be capable of committing suicide as well
(Aldrin & Abraham, 2009). This self-
doubt is an indicator that his emotional weakness was directly
related to the environment of his childhood
and how it affected his view of his own character. The negative
side of this self-doubt inhibited his self-
esteem which promoted the behaviors that led him to feelings of
depression.
The deterioration of his marriage can also be seen as a factor
that led to his depressive state. Serious
23. emotional upsets can cause an individual to doubt their value as
a person and cause them to exhibit
behaviors that are contrasting to their basic character (Getzfeld
& Schwartz, 2014). In addition, the stress
of emotions can lead to substance abuse, such as alcohol or
drugs and cause further erratic behaviors
(Almeida-filho, et al, 2007). Mr. Aldrin’s increased alcohol
consumption is evidence that he was having
difficulty dealing with life stressors and exhibited the symptoms
of alcoholism.
The decline in his publicity was also a great source of Mr.
Aldrin’s frustration. His behaviors of
aggression (punching a camera man), leaving his wife for
another woman (who ended up marrying
someone else), and excessive fatigue (sometimes staying in bed
for days) were all signs of depression and
an eminent need for medical attention (Aldrin & Abraham,
2009). His numerous attempts to reach out to
doctors for a diagnosis that would eliminate his chronic pain
and explain some of his feelings of
frustration are an indicator that he realized he needed help. His
family’s realization that his abnormal
behaviors were increasing were instrumental in his eventual
24. diagnoses.
Based on the personal information provided, Mr. Aldrin issues
with depression and alcoholism are a
result of cultural environments (mother with emotional issues,
unexpected fame), and personal family
issues (deterioration of marriage, expectations of his father)
(Aldrin & Abraham, 2009). There is also
hereditary evidence (family suicide incidents) that may have
made him more susceptible to a depressive
disorder and issues with alcohol abuse (Aldrin & Abraham,
2009).
XI. Diagnostic Impression with Differential Justification
Stress can be a defining factor for numerous challenges and
illnesses. Alcoholism is a disease that can
begin for a variety of reasons (Uhart, Oswald, McCaul, Chong
& Wand, 2006). Besides family history,
stress can be a factor that promotes alcoholism and its behaviors
(Uhart, et al, 2006). The stressful
challenges of being an astronaut, dealing with the fame of being
one of the first men on the moon and the
25. discontent of family life may have played a role in the alcoholic
tendencies of Mr. Aldrin. His inability to
control the amount of alcohol he drank is a clear indicator of
the progression of this disorder.
The dysphoria created by attempting to be someone you are not
can prove too overwhelming for some
individuals. Many people suffering from elements of dysphoria
begin to show signs of depression
(Getzfeld & Schwartz, 2014). The concern of his family and
close friends is an indicator that Mr. Aldrin
was headed towards the potential for depression and its
maladaptive behaviors. The brief stay in a
psychiatric ward is also an indication that Mr. Aldrin had
difficulty dealing with his emotions which can
be a result of depression.
In reviewing the evidence, it can be concluded that Buzz Aldrin
showed signs of depression and
alcoholism. Both of these disorders create challenges with
mental and emotional stability (Almeida-filho,
et al, 2007). With proper care and continued support from his
family it is probable that Mr. Aldrin will be
able to maintain a normal, healthy, functional life
26. XII. Recommendations
Based on the information provided, it is recommended that Mr.
Aldrin begin treatment for Persistent
Depressive Disorder (Dysthymia) and alcoholism. There are
several methods used for the treatment of
these disorders. For depression, much success has come from
both drug and psychological treatments
(Getzfeld & Schwartz, 2014). In the past, tricyclic
antidepressants have been used with some degree of
success, but recent studies have shown that selective serotonin
reuptake inhibitors (SSRIs) preform just as
well with much milder side effects (Getzfeld& Schwartz, 2014).
Severe cases may require the use of
Electroconvulsive therapy (ECT) if other methods do not show
results (Getzfeld & Schwartz, 2014). This
does not seem to be a necessary option for Mr. Aldrin.
Psychological treatments such as Interpersonal Psychotherapy
(IPT) and cognitive-behavioral treatment
are recommended to help Mr. Aldrin deal with life stressor and
determine how his feelings promote
inappropriate behaviors. IPT is structured to help individuals
27. view how social issues impact their personal
relationships; cognitive behavior therapy helps individuals
identify negative thoughts that could foster
negative feelings that lead to depression (Getzfeld & Schwartz,
2014).
Recent studies have shown that combining both drug and
psychological treatments have greater positive
results than using each treatment alone (Blais, et al, 2013).
However, research also shows that there are
numerous side effects from psychotic drugs such as Paxil
(Getzfeld & Schwartz, 2014). Treatment for Mr.
Aldrin should begin with IPT and cognitive behavior therapy
and the addition of Paxil if the symptoms
persist for more than one year.
Mr. Aldrin’s substance abuse with alcohol seems to stem from
his depression disorder. As a result this
condition needs to be monitored as well. The recommended
treatment for this issue is first, a
detoxification treatment that will enable his body to control his
alcohol cravings. Second, it is
28. recommended that he join a support group such as Alcoholics
Anonymous to maintain his sobriety and
give him the social support he needs to remain sober.
Alcohol is a natural depressant, so it is vital for Mr. Aldrin’s
depression issues that he eliminates all
alcohol consumption. This is not an easy task and has its
structural complications. People with alcohol
addictions, much like drug addictions, tend to go through stages
of positive maintenance and then relapse
into abuse again (Ukachi, 2013). To ensure that Mr. Aldrin is
able to maintain abstinence from alcohol is
essential that he have the support of his family and friends. This
familial support can be as important as
prescription drugs or therapy. With proper support and
treatment, Mr. Aldrin has a great chance of
success in managing both of his disorders.
References
29. Aldrin, B., & Abraham, K. (2009). Magnificent Desolation.
New York, NY: Harmony Books
Almeida-Filho, N., Lessa, I., Magalhães, L., Araújo, M. J.,
Aquino, E., & de Jesus Mari, J.
(2007). Co-occurrence patterns of anxiety, depression and
alcohol use disorders.
European archives of psychiatry and clinical neuroscience,
257(7), 423-431.
Blais, M. A., Malone, J. C., Stein, M. B., Slavin-Mulford, J.,
O'Keefe, S. M., Renna, M., & Sinclair, S. J.
(2013). Treatment as usual (TAU) for depression: A comparison
of psychotherapy,
pharmacotherapy, and combined treatment at a large academic
medical center. Psychotherapy,
50(1), 110-118. doi:10.1037/a0031385
Buzz Aldrin Enterprises. (2014). Biography. Retrieved from
http://buzzaldrin.com/the-man/biography/
Buzz Eugene Aldrin. (2014). The Biography.com website.
Retrieved from
http://www.biography.com/people/buzz-aldrin-9179894.
Findagrave (n.d.) Grave search. Retrieved from
http://www.findagrave.com/cgi-
30. bin/fg.cgi?page=gr&GRid=32487286
Getzfeld, A.R.& Schwartz, S (2014) Abnormal psychology
DSM-5. San Diego, CA: Bridgepoint
Education.
Uhart, M., Oswald, L., McCaul, M. E., Chong, R., & Wand, G.
S. (2006). Hormonal responses to
psychological stress and family history of alcoholism.
Neuropsychopharmacology, 31(10), 2255-2263.
doi:http://dx.doi.org/10.1038/sj.npp.1301063
Ukachi, M. (2013). Motivational interview; evidence based
strategy in the treatment of alcohol and drug
Addiction. IFE Psychologia, 21(3-S), 174-196.
http://buzzaldrin.com/the-man/biography/
http://www.biography.com/people/buzz-aldrin-9179894
http://www.findagrave.com/cgi-
Running head: COLLATERAL INFORMATION
Collateral Information 2
Collateral Information
31. Lisa M. Buentello
PSY 303: Abnormal Psychology
Instructor: Yolanda Harper
April 4, 2016
Collateral Information
Collateral Information
Collateral information in psychology refers to the information
about a patient from those close to the patient like friends,
employer or family members (Hersen & Thomas, 2009). This
type of information helps to identify whether what the third
parties will say about the client is similar to the clinical
information gathered during the patient interview or other
clinical tests. Collateral may assist in identifying other areas
about the patient that may require further investigations.
I interviewed friends and family members of Joan, who
described her as a person who for some time has been suffering
from alcoholism and mood swings. They noted that Joan usually
consumes alcohol after being in conditions of sad or angry
feelings. However, these third parties could not state or identify
the reasons why Joan engaged in excessive alcohol
consumption. They also described her as being abusive to all
people who are close to her at some point in time. Joan is also
very obsessive with certain things like cleanliness and would
highly insist until the things were done the way she thinks they
should be done to perfection.
The information collected also showed great commonalities
between the collateral sources and the original diagnosis. The
commonalities include experiences of abuse as a child, suffering
from bipolar disorder and sudden and extreme changes in
feelings and moods. Joan's mood swings were shaped by the
32. conditions of her mother when she was a child where the mother
would treat her with mixed emotions. Joan's daughter shared
this information.
There is no evidence from the information collected from the
collateral sources that provide any new psychological issues
that could have an effect on the patient’s problem. From the
collateral sources, Joan’s problem arose from the need to feel
wanted and successful. She needs constant attention and
confirmation of her successes.
References
Hersen, M., & Thomas, J. C. (2009). Handbook of Clinical
Psychology Competencies, Volumes 1-3. Berlin: Springer
Science & Business Media.
Running head: PSYCHOLOGICAL ASSESSMENT
Psychological Assessment
2
33. Psychological Assessment
Lisa M. Buentello
PSY 303: Abnormal Psychology
Instructor: Yolanda Harper
March 28, 2016
Psychological Assessment
Identifying Information
Name: Joan Crawford
Gender: Female
Sexual orientation: Attracted to males
Age: 72
Race: Caucasian
Occupation: Actress
Location of residence: U.S.A, California, Western Region
Chief Complaint/ Presenting Problem
Joan is a 72-year-old Caucasian lady has a history of poor
work performance and anger management. She has been
diagnosed with three mental disorders, one of them being
Bipolar disorder. Bipolar disorder is a serious mental heal issue
diagnosed during adolescence and early adulthood. It is defined
as a disorder where an individual experiences episodes of
maniac and alternating with major depression. It involves a
sudden change in one’s moods from high peaks to low depths
(Kiesbye, 2010). Bipolar disorder has been associated with
alcohol abuse and in the last two decades there have been
numerous clinical and epidemiological studies that have proved
this relationship.
34. The order disorder that Joan is suffering from is Obsessive
Compulsive Disorder which is an anxiety disorder where an
individual experiences persistent, unwanted, intrusive impulses
or thoughts.
The last disorder is alcoholism whereby Joan became a
heavy drinker. Alcoholism is a mental and physical condition
that changes behaviors and reactions (Borowski, 2013). Those
that become alcoholics use alcohol as a means to cope with or
distant themselves with reality.
Symptoms
There are various symptoms that Joan exhibits which show
the mental disorders she is suffering from. Joan’s daughter
Christina remembers her mother dragged her from bed at night
when she was just nine years old. Her mother beat her with a
can of scouring powder simply because she left streaks of soap
on the bathroom floor (Lowe, 2007). This is a symptom of OCD
in that Joan was obsessive with cleanliness. Her mindset is
fixed on perfection and ultra-cleanliness. The bizarre behaviors
like cleaning hands and scrubbing clean floors assist Joan in
reducing her anxieties and fears. One result of these behaviors
is over-reaction to minor issues that she faces (Kiesbye, 2010).
This tendency expects an individual and others around him or
her to be perfect. She always wants things to be done in a
particular way or her way.
Joan also exhibits some symptoms of Bipolar disorder.
There are several occasions when Joan’s moods would just
change out of nowhere. An example is when she was kissing her
children goodnight and then looks at Christina’s closet where
she finds a dress that's hanging on a wire hanger. She is
overcome with rage and begins ripping all the cloths off the
hangers. She then hits Christina with the wire hanger and tells
her to pick up the mess. Joan’s tantrums are wild and violent for
instance when she is fired by her studio boss from MGM after
the theatre owner branded her as box office poison (Lowe,
2007). In the middle of the night she forces her children to
watch her and flies into a bitter rage. She goes ahead to hack
35. down her prize rose garden and goes ahead to chop down a tree
dressed in a ball gown.
Joan was a very heavy drinker and as an actor she went to
many parties and this is most likely where her addiction begun.
After drinking, she would at times become violent, a common
characteristic of alcoholics. An example of a scene in the movie
is after going to a party with her boyfriend at that time. She
goes on drinking at home and they get into a fight. Her
boyfriend ends up breaking up with her and she becomes very
furious. However, when she realizes that the relationship is
coming to an end, she begins to seduce him into staying. This is
an example of OCD where Joan shows the desire to control her
boyfriend and bipolar where she exhibits an abrupt change in
moods (Johnson, & Diamond, 2008). These two disorders are
enhanced by the alcohol that she is taking.
Personal History
Joan Crawford whose real name is Lucille Fay Lesueur was
born in San Antonio. This is where she was born and brought up
where she experienced the Caucasian culture. Joan came from a
dysfunctional family where her parents had separated before she
was born. Her mother ended up getting married again to the
theatre owner Harry Cassin. However, this relationship did not
last long as her mother and step father ended up splitting.
Joan’s school life was quite interesting, she attended two
private schools. She ended up working on the premises in order
to be able to pay for her tuition and also got harsh treatment.
She received corporal punishment for any perceived misdeeds.
She had a huge workload which made it difficult for her to
attend classes that made her scholastic record to be faked.
Family history
Joan did not grow up in a stable home because first, her
parents separated before her birth. Secondly, after her mother
remarried, that marriage did not last. This shows that Joan did
not grow up in a good environment where she could be brought
up with good guidance. This is among the factors that
contributed to the development of the mental disorders that she
36. suffered in her adulthood. When it comes to her medical
history, it is reported that Joan had difficulties in breathing
during her infancy stage. Joan also suffered from migraine
headaches that would have been linked with the development of
Bipolar disorder. Joan also suffers from alcohol abuse whereby
she started drinking at a night out in a party in Hollywood.
After this experience, she ended up being addicted to alcohol.
Her drinking started as a social thing and then escalated to a
regulatory source.
When interviewing people who were in contact with Joan,
they described her as an alcoholic who is abusive, obsessive
with cleanliness and seemed to also suffer from bipolar
disorder. There are some common things between collateral
sources reports which are Bipolar disorder, child abuse, and
OCD. Christina shared a childhood memory, whereby it was
shaped with violent mood swings of her mother. This ranged
from one moment being bought extravagant dresses and the next
minute getting a hard spanking. There is no evidence from
collateral sources that indicate any psychological issues that
might have increased the patient’s problem. From the
evaluation, we can conclude that Joan’s lacked attention when
she was growing up from her parents as well as the constant
reminder that she needs to be accepted and have some sense of
belonging.
References
Borowski, M. (2013). Psychological Sciences; Addiction as a
Disease. European Researcher, 55(7-2), 1945-1964.
Johnson, D. L., & Diamond, C. (2008). Mommy Dearest. Dale
City, VA: Reluctant Press.
Kiesbye, S. (2010). Bipolar disorder. Farmington Hills, MI:
Greenhaven Press/Gale Cengage Learning.
Lowe, C. (2007). The everything health guide to OCD:
Professional advice on handling anxiety, understanding
treatment options, and finding the support you need. Avon, MA:
Adams Media.