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HIST 1301-73002 Final Exam Review Final Exam Date: Monday, May 13, 11:00 AM – 12:50 PM Part I: Multiple-Choice (80 points). 40 of the following 70 key terms will appear on the exam as multiple-choice questions. Each question is worth two points. You will need a new Scantron sheet to complete Part I. Louisiana Purchase Lewis and Clark Expedition Embargo Act Tecumseh Battle of Tippecanoe War of 1812 Battle of Thames River Battle of New Orleans Adams-Onis Treaty Monroe Doctrine McCullough v. Maryland, 1819 Gibbons v. Ogden, 1824 Francis Cabot Lowell American System Denmark Vesey Tallmadge Amendment Missouri Compromise of 1820 Spoils System Kitchen Cabinet Second Bank of the United States Nullification Crisis Cherokee Nation Trail of Tears Horace Mann Dorothea Dix William Lloyd Garrison Harriet Tubman Frederick Douglass Seneca Falls Convention, 1848 Grimké Sisters Social Banditry Oregon Trail Mormons Donner Party Manifest Destiny William Henry Harrison James K. Polk Slidell Mission U.S.-Mexican War Wilmot Proviso Treaty of Guadalupe Hidalgo Compromise of 1850 Fugitive Slave Law Know-Nothing Party Popular Sovereignty Bleeding Kansas William Sumner Nat Turner Harriet Beecher Stowe Dred Scott Case Lincoln-Douglas Debates House-Divided Speech Harper’s Ferry Election of 1860 Fort Sumter Robert E. Lee Ulysses S. Grant Battle of Vicksburg Battle of Gettysburg Emancipation Proclamation William T. Sherman Appomattox Courthouse Ten Percent Plan 13th Amendment Radical Republicans Freedmen’s Bureau 14th Amendment Scalawags Sharecropping System Compromise of 1877 Part II: Book Essay (70 points). Part II of the Final Exam pertains to Trevor Noah’s Born a Crime: Stories from a South African Childhood. You must read the entire book to answer questions from the essay prompt given below. For your essay, type a response that answers the questions in approximately 6-7 paragraphs. Be sure to type your essay in paragraph form with complete sentences. You will need a new green book exam to complete Part II. Compare and contrast European colonialism in North America and South Africa. According to Trevor Noah, what are the historical implications and haunting effects of European colonialism and apartheid on issues of race, culture, class and gender in South Africa? Using examples from the book, be sure to explain how European colonialism impacted language, racial hierarchy, identity, economics and land ownership. Finally, analyze Trevor’s relationship with his mother, Patricia Nombuyiselo Noah. Discuss her influence on Trevor, particularly on religion, race and responsibility. HIST 1302-73008 Final Exam Date: Wednesday, May 15, 12:30 PM – 2:20 PM Final Exam Review Part I: Multiple-Choice (80 points). 40 of the 75 key terms below will appear on the exam as multiple-.
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1. Compare and contrast racial conflict in the South and the West. .docx
1. Compare and contrast racial conflict in the South and the West.
2. How successful were business people in overcoming the problems that confronted them in the last third of the nineteenth century?
3. How did some urban housing reforms of the late nineteenth century eventually add to urban blight?
4. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century?
2.
stion 2 of 4
25.0 Points
1. Evaluate the strengths and weaknesses of progressivism.
2. In what ways were mobilization and the war effort a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism?
3. How did popular culture—whether in the form of best-selling novels, games, films, or radio programs—reflect and respond to the ravages of the Great Depression?
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Question 3 of 4
25.0 Points
1. Describe the major war aims of the Allied Powers.
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Question 4 of 4
25.0 Points
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Copyright © by The McGraw-Hill Companies, Inc. The Mayflower Compact 1
The Mayflower Compact
Puritan Separatists aboard the Mayflower
1
OVERVIEW
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n the Name of God, Amen. We, whose names are underwritten, the Loyal
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writing-SAHMS-draft-6-26-16-footnoted
This document summarizes a presentation given on the science behind racial inequalities in the legal system. It discusses how black lives were valued during slavery through mechanisms like the 3/5 compromise and the Fugitive Slave Act. It examines how pseudoscience was used to justify slavery and argues that current issues stem from a failure to reconcile the end of the Civil War and address racial inequities. The presentation suggests exploring the historical context of racial issues to better understand current problems and their solutions.
Post World War II
After World War II, the American economy prospered as consumer culture grew with the middle class. The G.I. Bill and baby boom led to suburbanization. During this time, civil rights progressed through various court cases and legislation under presidents Truman, Eisenhower, Kennedy and Johnson. Landmark cases like Brown v. Board of Education in 1954 ruled racial segregation was unconstitutional and helped spur the civil rights movement led by figures like Rosa Parks and Martin Luther King Jr.
Hours, A. (2014). Reading Fairy Tales and Playing A Way of Treati.docx
Hours, A. (2014). Reading Fairy Tales and Playing: A Way of Treating Abused Children. Journal Of Infant, Child & Adolescent Psychotherapy, 13(2), 122. doi:10.1080/15289168.2014.905337
Marshall, E. (2009). Girlhood, Sexual Violence, and Agency in Francesca Lia Block's "Wolf". Children's Literature In Education, 40(3), 217-234.
Sanyal, N., & Dasgupta, M. (2017). Fairy tales: The Emotional Processors of Childhood Conflicts in Dynamic Interpretative Lens. SIS Journal Of Projective Psychology & Mental Health, 24(1), 39-47.
Basile, G. (2012, May 24). Sun, Moon, and Talia. Enchanted Conversation, 1-4.
Grimm, J., & Grimm, W. (1975). Briar Rose: The Sleeping Beauty. London: Pelham.
.
How are authentication and authorization alike and how are the.docx
How are authentication and authorization alike and how are they different? What is the relationship, if any, between the two?
The paper should be 2 pages in length. Need to provide a minimum of two references and need to use APA format in the reference section and no playgarism
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How are self-esteem and self-concept different What is the or.docx
How are self-esteem and self-concept different? What is the origin of these characteristics? What are the characteristics of children and adults with low self-esteem?
Consider Erik Erikson’s theory. Why is it important for children in middle childhood to learn to do something and to do something well?
Suzy wants to follow the moral code established by her parents and teacher. She wants them to view her as obedient, cooperative, and productive. According to Kohlberg Suzy is functioning at the __________ stage of moral development.
How does the aggression of girls and boys differ? Why is it important for a child to learn self-regulation?
.
How are morality and religion similar and how are they different.docx
How are morality and religion similar and how are they different?
Discuss how your religious beliefs, or lack thereof, have shaped your own morality.
What is natural law theory? How does it compare to religion?
What criteria did Thoreau argue must exist before engaging in civil disobedience?
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There are four sections in this exam, with four questions each .You are required to answer only one question in each section. Be sure to include as much information as possible to support your answer. Each answer should be 3-5 paragraphs in length. Be sure to cite your sources.
Section 1
1. Compare and contrast racial conflict in the South and the West.
2. How successful were business people in overcoming the problems that confronted them in the last third of the nineteenth century?
3. How did some urban housing reforms of the late nineteenth century eventually add to urban blight?
4. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century?
Section 2
1. Evaluate the strengths and weaknesses of progressivism.
2. In what ways were mobilization and the war effort a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism?
3. How did popular culture—whether in the form of best-selling novels, games, films, or radio programs—reflect and respond to the ravages of the Great Depression?
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Section 3
1. Describe the major war aims of the Allied Powers.
2. How did the war change the attitudes of women and minorities toward their status in American society?
3. Many historians feel that Harry Truman as much as Joe McCarthy gave force to the postwar “Red Scare.” Explain why you agree or disagree.
4. Compare the quality of life in the suburbs with the quality of life either on farms or in cities.
Section 4
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2. Defend or attack the use of civil disobedience as a strategy in the civil rights movement, using Martin Luther King’s early career as an example of the technique.
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1. Compare and contrast racial conflict in the South and the West. .docx
1. Compare and contrast racial conflict in the South and the West.
2. How successful were business people in overcoming the problems that confronted them in the last third of the nineteenth century?
3. How did some urban housing reforms of the late nineteenth century eventually add to urban blight?
4. Why was it so difficult to resolve such issues as the spoils system, the tariff, and bimetallism, which consumed congressional energies in the late nineteenth century?
2.
stion 2 of 4
25.0 Points
1. Evaluate the strengths and weaknesses of progressivism.
2. In what ways were mobilization and the war effort a fulfillment of the progressive legacy? In what ways did the war deny the basic tenets of progressivism?
3. How did popular culture—whether in the form of best-selling novels, games, films, or radio programs—reflect and respond to the ravages of the Great Depression?
4. Compare and contrast the Depression experiences of Mexican- and African-Americans. In your opinion, which group fared better?
Question 3 of 4
25.0 Points
1. Describe the major war aims of the Allied Powers.
2. How did the war change the attitudes of women and minorities toward their status in American society?
3. Many historians feel that Harry Truman as much as Joe McCarthy gave force to the postwar “Red Scare.” Explain why you agree or disagree.
4. Compare the quality of life in the suburbs with the quality of life either on farms or in cities.
Question 4 of 4
25.0 Points
1. Compare the achievements and shortcomings of President Lyndon Johnson’s Great Society with Franklin Roosevelt’s New Deal.
2. Defend or attack the use of civil disobedience as a strategy in the civil rights movement, using Martin Luther King’s early career as an example of the technique.
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Your paper should be ten to twelve pages long, double-spaced, with o.docx
Your paper should be ten to twelve pages long, double-spaced, with one-inch margins in twelve-point font, Times or Times New Roman. Draw specific examples from your readings and lecture to support your argument.
Analyze a specific form of hierarchy, for example race, class, or gender, in America from 1607 to 1845. In your paper you might explore how hierarchy changed over time, what conditions made hierarchy possible, and how groups attempted to combat hierarchy and what opposition and constraints they encountered.
Should use more primary sources and should have 8 or more sources.
Have 6 pages need 4 to 6 more and for the first 6 to be edited and more detailed and include more sources and to be re-written to flow with and include the entire time from 1607-1845.
HAVE TO USE: Kingdom of Matthias by Paul E. Johnson and Sean Wilentz
Should use the readings and known knowledge:
Readings:
Jack Hitt, “Mighty White of You: Racial Preferences Color America’s Oldest Skulls and Bones,” Harper’s, July 2005, pp. 39-55 on Canvas
04: Wednesday, January 25: Creating the Atlantic World
Readings:
Alan Taylor, American Colonies: The Settling of North America (New York: Penguin Press, 2002), pp. 24-37, 51-66 on Canvas
Documents: Christopher Columbus, The Diario of Christopher Columbus’s First Voyage to America, (1492-1493), on Canvas; Bernal Diaz del Castillo, The Conquest of New Spain, (1632), on Canvas; Mexican Accounts of Conquest from the Florentine Codex, (c. 1547), on Canvas; Bartolomé de Las Casas, The Devastation of the Indies: A Brief Account, (1542), on Canvas; “Two Views on Columbus Day,” (1991 and 2005) on Canvas
05: Friday, January 27: Sections
Week 3:
06: Monday, January 30: The Atlantic Slave Trade
Readings:
“Why Were Africans Enslaved?” in David Northrup, ed., The Atlantic Slave Trade, Second Edition (New York: Houghton Mifflin, 2002), pp. 1-29 on Canvas
Documents: John Hawkins, “An Alliance to Raid for Slaves” (1568), Willem Bosman, “Trading on the Slave Coast” (1700), Olaudah Equiano, “Kidnapped, Enslaved, and Sold Away” (c. 1756) on Canvas
07: Wednesday, February 1: An English Empire in the Americas
Readings:
Peter Linebaugh and Marcus Rediker, The Many Headed Hydra: Sailors, Slaves, and Commoners, and the Hidden History of the Atlantic (Boston: Beacon Press, 2000), pp. 8-35 on Canvas
Documents: George Peckham, “A True Reporte of the Late Discoveries,” (1583); Richard Hakluyt, the Younger, “Discourse of Western Planting,” (1584); Richard Hakluyt, the Elder, “Inducements to the Liking of the Voyage Intended towards Virginia,” (1585) on Canvas
08: Friday, February 3: Sections
Week 4:
09: Monday, February 6: Encounter
Readings:
Kathleen Brown, “The Anglo-Algonquian Gender Frontier,” in Negotiators of Change Historical Perspectives on Native American Women, ed. Nancy Shoemaker (New York: Routledge, 1995), pp. 26-48 on Canvas
Documents: John Winthrop, “But What Warrant Have We To Take That Land” (1629) (See document collection in “08”); John Smit.
Copyright © by The McGraw-Hill Companies, Inc. The Mayflower C.docx
Copyright © by The McGraw-Hill Companies, Inc. The Mayflower Compact 1
The Mayflower Compact
Puritan Separatists aboard the Mayflower
1
OVERVIEW
Named for the ship that brought the Pilgrims to New England, the Mayflower Compact was
an agreement among the people on board to protect themselves by forming a government
under their own laws. Forty-one men signed the compact on November 21, 1620. It became
the first plan of self-government ever put in force in the English colonies.
GUIDED READING As you read, consider the following questions:
• Why was the agreement created?
• Why did the 41 men sign the compact?
n the Name of God, Amen. We, whose names are underwritten, the Loyal
Subjects of our dread Sovereign Lord King James, by the Grace of God, of
Great Britain, France, and Ireland, King, Defender of the Faith, etc. Having
undertaken for the Glory of God, and Advancement of the Christian Faith, and
the Honour of our King and Country, a Voyage to plant the first Colony in the
northern Parts of Virginia; Do by these Presents, solemnly and mutually, in the
Presence of God and one another, covenant and combine ourselves together into a
civil Body Politick, for our better Ordering and Preservation, and Furtherance of
the Ends aforesaid: And by Virtue hereof do enact, constitute, and frame, such just
and equal Laws, Ordinances, Acts, Constitutions, and Officers, from time to time,
as shall be thought most meet and convenient for the general Good of the Colony;
unto which we promise all due Submission and Obedience. In Witness whereof
we have hereunto subscribed our names at Cape-Cod the eleventh of November,
in the Reign of our Sovereign Lord King James, of England, France, and Ireland,
the eighteenth, and of Scotland, the fifty-fourth, Anno Domini, 1620.
Mr. John Carver Mr. Samuel Fuller Peter Brown
Mr. William Bradford Mr. Christopher Martin Richard Britteridge
Mr. Edward Winslow Mr. William Mullins George Soule
Edward Tilly Mr. William Brewster John Tilly
Mr. William White Francis Cooke Isaac Allerton
Thomas Rogers Myles Standish Mr. Richard Warren
Thomas Tinker John Alden John Ridgdale
John Turner John Howland Edward Fuller
Francis Eaton Mr. Steven Hopkins Richard Clark
James Chilton Richard Gardiner John Craxton
Digery Priest Mr. John Allerton John Billington
Thomas Williams Thomas English Joses Fletcher
Gilbert Winslow Edward Doten John Goodman
Edmund Margesson Edward Liester
I
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Cyber Mercenaries: When States Exploit the Hacker Community
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The presentation discuss to what extent is the current body of international laws and norms is adequate to answer this new strategic environment and how individuals and companies of the hacker community can be impacted if used as cyber mercenaries.
writing-SAHMS-draft-6-26-16-footnoted
This document summarizes a presentation given on the science behind racial inequalities in the legal system. It discusses how black lives were valued during slavery through mechanisms like the 3/5 compromise and the Fugitive Slave Act. It examines how pseudoscience was used to justify slavery and argues that current issues stem from a failure to reconcile the end of the Civil War and address racial inequities. The presentation suggests exploring the historical context of racial issues to better understand current problems and their solutions.
Post World War II
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Ask an interesting, thoughtful question pertaining to the topic
Answer a question (in detail) posted by another student or the instructor
Provide extensive additional information on the topic
Explain, define, or analyze the topic in detail
Share an applicable personal experience
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Make an argument concerning the topic.
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How (Not) to be Secular? by James K.A. Smith
Secular (1)—the earthly plane of domestic life as distinguished from the sacred.
Secular (2)—areligious, neutral, unbiased, “objective”
Secular (3)—a world in which it is possible to imagine not believing in God; religious belief is no longer axiomatic.
Cross-pressured—The simultaneous pressure of various spiritual options or the feeling of being caught between an echo of transcendence and the drive toward immanentization.
Immanent frame—A constructed social space that frames our lives entirely within a natural order, an order “whose working could be systematically understood and explained in its own term, leaving open the question whether this whole order had a deeper significance....” (Taylor, A Secular Age, p. 15)
Exclusive humanism—A worldview that is able to account for meaning and significance without any appeal to the divine or transcendence.
Self-transcendence—a turning of life toward something beyond ordinary human flourishing. (Taylor, p. 44)
Fullness—The human impulsion to find significance, meaning, value—even within an entirely immanent frame.
Spin—A construal of life in an immanent frame that does not recognize itself as construal. Does not grant plausibility to the alternative,
Take—A construal of life in an immanent frame that is open to appreciating the viability of other takes.
Modern Moral Order (MMO)—Understanding of morality that focuses on the organization of society for mutual benefit rather than obligation to higher or eternal norms.
Faith
Faith Development Theory and a Look at Faith Today
Definitions of Faith
Faith (in general) = one’s ultimate concern (Paul Tillich)
Religious Faith = a relationship with God which engages a person’s total personhood; (Fischer and Hart reading); personal knowledge of God (Richard McBrien)
Faith is not primarily belief in ideas but in God
Difference between faith and “the faith”—the latter usually refers to a collection of “beliefs”
Misunderstandings of the Meaning of Faith
1. Having faith is believing things, “assenting to truths”—the rationalist misunderstanding
2. Having faith is behaving morally—the moralist misunderstanding
3. Having faith is feeling something —the emotionalist misunderstanding
These are all aspects of faith but faith cannot be reduced to any one of these.
Key Points about Faith
1. “Faith seeks understanding and is a friend of reason.” (The United States Catholic Catechism for Adults) In the words of Vatican I, faith is “consonant with reason.” Faith and reason are compatible. Faith is not “blind faith.”
2. Although faith has a content (beliefs), what Christians believe in are not the formulas of faith but in the realities they express.
3. Faith is a commitment of the whole person, not just the intellect of the person.
4. Faith is both personal and communal.
Faith Development Theory
Fowler’s Stages of Faith
Similar to Lawrence Kohlberg’s Stages of Moral Development
Overview of the Stages.
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Hopefully, you enjoyed this class on Digital Media and Society.
Question #1:
Has your impression of digital media and society changed after taking this class? How? What in your opinion is the future of digital media and the Internet?
Topic 2: One Takeaway
There are no readings assigned this week. Reflect on the weekly Read & Watch content you have been exposed to throughout the semester to craft your response.
Discussion:
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Question #1:
What is the most important thing you have learned from this class? What is your Number One Takeaway?
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Brain cancer in children up to 14 years
Anxiety disorders in children aged 5-14
Dental decay in children over 12
Overweight/Obesity in children 5-14
School aged child living with an intellectual disability
Children experiencing homelessness
Low birthweight babies
Children who are exposed to or a victim of family violence
After researching the prevalence of your chosen childhood experience, develop a brief hypothetical case study (200 words or so) about a child and their family highlighting the health care setting in which you (the nurse) meet the family;
the case study helps to guide your essay and provide context for your reader.
To explore the impact of your chosen childhood experience on the child and their family in the case study you have developed, read widely and address the following prompts informed by
contemporary and relevant
developmental, nursing and family care theory:
Outline the prevalence in Australia of the childhood experience chosen and highlight the short term, medium term and potential long term health outcomes/impact on the child
Discuss the impact (protective or otherwise) of family, culture and environment on the identified health outcomes for children identified from prompt 1
Explore the impact of the chosen childhood experience on the learning and development of the child in the case study, in light of their age/stage of development
When you (the nurse) meet the family (as outlined in your case study) how might you engage therapeutically with the child and family? Outline age/development appropriate communication strategies that you could adopt to support child/family flourishing
Based on the chosen childhood experience selected and the case study specifics, provide two priority nursing actions/interventions with rationales, that would advocate for positive child/family health outcomes
This essay will be developed with an introduction, body and conclusion, with correct grammar and spelling and acknowledging sources using APA 7th Edition referencing style. Word count of 2000 words +/-10% will be maintained; inclusive of intext references, excluding reference list.
Rubric
Assessment 3: Case study and literature review
Assessment 3: Case study and literature reviewCriteriaRatingsPtsThis criterion is linked to a learning outcome1.Case study developed is clear, informative and feasible
5
PtsExceeds expectationsVery well considered case study. The child/family circumstances are realistic and comprehensively presented in light of the chosen childhood experience; the context of the family and nurse interaction is clearly defined.4
PtsMeets ExpectationsWell considered case study. The child/family circumstances are realistic and thoroughly present.
honesty, hard work, caring, excellence HIS 1110 Dr. .docx
honesty, hard work, caring, excellence
HIS 1110 Dr. G. J. Giddings
ANALYSIS PAPER: GREAT MIGRATION HISTORY AS TACTIC
4 pages; 4 “works cited”/reference sources (at least 1 primary source)
Related Course Outcome: Identify and analyze connections between individual events and national
historic events.
OPTIONS I
Analysis Paper: Migration As Tactic/
Solution
(Long Interviews as main resource) (4 pages)
Millions of African Americans escaped or ran away from their homes in the South to seek refuge
in the North. Explore your individual interviewees’ descriptions of problems (lack of opportunities, racial
terrorism, personal reasons, etc.) they faced in the South or wherever, and how they attempted to
escape these problems by choosing migration as a tactic or solution. Explore how the individual
migration stories connect to or compare with the general Great Migration “push” and “pull” factors,
which motivated so many African Americans to leave the South. To help draw these connections,
identify and compare the “pull” and “push” factors of the Great Migration as well as other related
course themes such as: leadership tactics, African America socio-economic and culture status/state,
protest; demographic shifts/changes, etc.
OPTIONS II
Analysis Paper: Migration As Tactic/
.
hoose one of the four following visualsImage courtesy o.docx
hoose one of the four following visuals:
Image courtesy of: Nike® 2013 advertisement
Image courtesy of: Parents magazine June 2011
Image courtesy of: Harley Davidson® advertisement
Image courtesy of: Bank of America advertisement
In a
2-3-page APA formatted paper with an additional reference page
(
template here
), analyze the strategic use of perceptual visual communication:
Analyze how specific semiotic visuals in your chosen image affect different cultural perceptions (age, ethnicity, social group, etc.).
Describe how each culture’s cognitive memories and experiences may affect how they perceive this image.
Explain why cultural perception is important to consider when working with international or global cultures.
Discuss why it is important to consider cultural perception when interacting with different age cultures and different social groupings.
Support the items above by including relevant quotes and paraphrases from academic/scholarly sources.
.
HomeworkChoose a site used by the public such as a supermark.docx
Homework
Choose a site used by the public such as a supermarket, doctor's office, library, post office, or department store and observe one or more key processes, the associated suppliers, inputs, process steps, outputs, customers, the measurement systems, and how the measurements are used to manage and improve the process. Submit a Word document in which you include the following:
Company visited.
Process observed.
SIPOC elements.
Process measurements.
Process management systems used.
.
Homework 2 Please answer the following questions in small paragraph.docx
The document contains homework questions asking about the conditions in Europe that led to the conquest of America, the effects of the conquest on native peoples and Europeans, the motives and backgrounds of Spanish conquistadors, and factors explaining how a small number of Spaniards conquered large indigenous empires.
HomeNotificationsMy CommunityBBA 2010-16J-5A21-S1, Introductio.docx
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BBA 2010-16J-5A21-S1, Introduction to Business
Unit VI
Upload Assignment: Unit VI Case Study
BBA 2010-16J-5A21-S1, Introduction to Business
COURSE INFORMATION
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Course Resource Booklet (Final Submission Due)
Child Welfare Advocates have many resources available to them to assist those in need. The key is to know what resources are available. This assignment will require students to create resources on local and child welfare social services and present in a booklet format. This will be an ongoing course project as you learn about new resources in each module. As you continue with your classes, you may even choose to add additional resources.
Timeline
Module 1
— Course Resource Project assigned
Module 2
— Submit for instructor feedback – non-graded.
Students will submit the title page, introduction and one agency description in Module 2 for purposes of non-graded feedback.
Module 5
— Final Course Resource project due
Directions
Students will create a booklet that compiles information for twelve different agencies.
The twelve agencies must represent the following categories of general services. No category can be eliminated.
Adult Assistance — include one agency that specializes in helping the homeless
Child Development — include one agency that specializes in helping those in poverty
Family Support Services — include one resource on family violence
Health — include one agency that specializes in helping those with addiction
Legal — include the Guardian Ad Litem program
Mental Health
Each category should include:
A maximum of two agency resources for each category.
No more than one state agency may be included in each category.
Do not use the same agency more than once.
Agencies should be alphabetized by category.
Students should work on the Course Resource Booklet each module so they have a cumulative booklet ready for submission. Do not wait until the last minute.
Each local agency resource should include the following information. Use headings for components, as needed.
(See sample page attached.)
Name of Agency
Agency address (Domestic Violence shelters may use outreach center)
Website URL
Hours of Operation
Agency Description of 150 to 175 words
. This part of the resource booklet must be written and paraphrased in paragraph format and must include the following information:
(1.5 spacing for submission to instructor)
Mission/Purpose of the resource
Populations Served
Specific Type of Services
Eligibility Requirements
One strength and one limitation of the agency or its services
The final booklet should include:
A Title Page
Table of Contents
An introduction with a statement of purpose and definition of child welfare
Use paragraph form for agency description, strength and limitations of resource
Agency information should be alphabetized and spaced at 1.5
Use Times New Roman, size 12 font
Include page numbers
Be visually appealing and professional in appearance
Submit your document to Turnitin®. Turnitin® will tell you if you have copied text from o.
Homeless The Motel Kids of Orange CountyWrite a 1-2 page pa.docx
Homeless: The Motel Kids of Orange County
Write a 1-2 page paper double spaced using 12 point Calibri/Times New Roman font.
Your paper should be written using the “conflict” and “symbolic interactionism” perspective. 1) What was the premise of the video? 2) Give two examples of how the children understood the situation they are in. 3) Why or why not do you see hope for the children. 4) How did the video make you feel?
.
Home work 8 Date 042220201. what are the different between.docx
The document discusses two California government websites, waterboards.ca.gov and water.ca.gov and asks what the differences are between the agencies that run each site. It instructs the reader to visit both websites to learn more.
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hoose (1) one childhood experience from the list provided below..docx
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hoose one of the four following visualsImage courtesy o.docx
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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The utilization of land is impacted by human needs and environmental factors. In countries
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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