Journal 1: What will you want future historians to know about today?
Everything that has happened up until this moment is part of history. Historians reconstruct the past based on documents and artifacts that are available to them, and what may be available to a given historian may differ depending on a variety of factors.
In this unit, we have been learning about the events and culture of the United States during the Reconstruction Era, roughly 150 years ago.
For this journal entry, imagine what an historian conducting research 150 years from now would want to know about what is happening in the United States today. Write for 15 minutes, or about 250 words, about what you think that historian would want and need to know. Think of your journal entry as a "primary source document" that will be uncovered in 150 years - your journal entry will help that historian understand the United States today.
Journal 2: Contesting the West
During the Gilded Age, Anglo settlers moved into the Great Plains and Mountain West regions in increasing numbers, setting up conflicts with Native American Indians who had lived on the land for many generations.
Imagine you are either a Plains Indian, or an Anglo farmer, in the West. Write for 15 minutes, or approximately 250 words, about your experiences. Be sure to write in complete sentences and in your own words.
Journal 3: Reflecting on Immigration
As you have read in Chapter 17 and watched in the accompanying video lesson, immigration was a major feature and driver of change during the Gilded Age. Immigration is also a major issue today, with some calling for restrictions on immigration, and others calling for immigrants to be welcomed into the United States, even as Texas generally and Dallas specifically have among the highest concentrations of immigrants from around the world.
Reflect on the extent to which our local and national economy and society relies on immigration, and reflect on the extent to which immigrants play a role in your daily life. Write for approximately 15 minutes, or 250 words, about your thoughts on immigrants and immigration in the 21st century.
Journal 4: Module 4 Journal: Ideologies and Empire
You have learned about both domestic racial and gender relations, as well as the beginnings of the United States' overseas empire at the turn of the 20th Century, from the chapters and video lessons.
In what ways do you think that attitudes about race and gender in the United States, intersect with ideas about the projection of U.S. economic and military power abroad, in the current era? Write for 15 minutes, or approximately 250 words, on this subject. Please write in complete sentences and in your own words.
Journal 5: Progressive Reforms Today
As you have read in Chapter 19 and watched in the accompanying video lesson, the Progressive Era was characterized by a series of significant reforms that were advanced at both the state and federal level. Many of these reforms continue with us today.
Submit your Major Essay here. Remember it is to be between Four.docxjames891
Submit your Major Essay here. Remember it is to be between Four and Eight pages and you must cite sources and provide a references cited page.
Remember, these topics are just SUGGESTIONS. You are more than welcome to explore topics outside these—but first, run your topic through me to be sure that it’s ok. Your essay is to be between FOUR eight pages in length and should have one-inch margins all the way around. Use Times New Roman ora similar font and the 12-point type and remember to cite all sources using MLA 7th edition as your citation guide. Please be sure to read through the “How to Cite” guidelines and if you have any questions, don hesitates to ask. You are required to use a minimum of THREE sources for this essay—one of which must be non-internet. EBooks and digitized articles are considered non-internet for the purposes of this paper. Your textbook IS NOT an acceptable source. Sources such as Wikipedia, answers.com, Encarta, and similar sources ARE NOT ACCEPTABLE SOURCES. Your final draft will be due NO LATER than 11:59 PM, December 4.Nota Bene: Many of these questions are very broad in scope. There is no way you can answer all facets of some of these questions in a mere four to eight pages nor do I want you to. What I want you to do is to zero in on a FEW—often just ONE or TWO—key elements and go into detail on those. State in your introduction something to the effect that you are concentrating on that/those key elements and that you are aware that there is far more to the subject.
1. Discuss the industrialization of the United States following the Civil War through circa 1900: what were some of the more important factors that influenced industrialization and how did they impact that process? Finally, what were some of the positive and what were some of the negative products of industrialization? In your essay, you should consider the role played by industrial tycoons such as Andrew Carnegie as well as labor unions and the labor movement. Also, consider the role played by immigrant labor in industrialization.
2. Describe the development of Plains Indian culture and its destruction. What was it based on? What brought about its end? Cite concrete examples and sources in your answer.
3. Trace the growth of populism in US politics. In what ways do you think the populist movement impacted on future government social and economic policies?
4. Discuss the role played by women in various political and social movements during the later 19th century. In your answer, don’t forget to discuss such issues as women’s suffrage, civil rights, prohibition, populism, and poverty, and concern for the poor.
5. Discuss the role played by immigrants in the development of the United States following the Civil War through 1900. In your answer, take into account political, economic, social, and cultural factors. In your answer, don’t forget to discuss the nativist reaction to the growing number of immigrants entering the United States in the later .
CONNECTING WITH MILLENNIALS (information found in Making Space f.docxdonnajames55
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docxrhetttrevannion
For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART3:
For part 3 of the Unit 1 Exam,
choose ONLY 1 essay question
from the list below, which covers part of ch.
His 204 week 1 dq 2 the industrial revolutionsivakumar4841
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 1 Quiz
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
His 204 week 3 dq 1 normalcy and the new dealsivakumar4841
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Submit your Major Essay here. Remember it is to be between Four.docxjames891
Submit your Major Essay here. Remember it is to be between Four and Eight pages and you must cite sources and provide a references cited page.
Remember, these topics are just SUGGESTIONS. You are more than welcome to explore topics outside these—but first, run your topic through me to be sure that it’s ok. Your essay is to be between FOUR eight pages in length and should have one-inch margins all the way around. Use Times New Roman ora similar font and the 12-point type and remember to cite all sources using MLA 7th edition as your citation guide. Please be sure to read through the “How to Cite” guidelines and if you have any questions, don hesitates to ask. You are required to use a minimum of THREE sources for this essay—one of which must be non-internet. EBooks and digitized articles are considered non-internet for the purposes of this paper. Your textbook IS NOT an acceptable source. Sources such as Wikipedia, answers.com, Encarta, and similar sources ARE NOT ACCEPTABLE SOURCES. Your final draft will be due NO LATER than 11:59 PM, December 4.Nota Bene: Many of these questions are very broad in scope. There is no way you can answer all facets of some of these questions in a mere four to eight pages nor do I want you to. What I want you to do is to zero in on a FEW—often just ONE or TWO—key elements and go into detail on those. State in your introduction something to the effect that you are concentrating on that/those key elements and that you are aware that there is far more to the subject.
1. Discuss the industrialization of the United States following the Civil War through circa 1900: what were some of the more important factors that influenced industrialization and how did they impact that process? Finally, what were some of the positive and what were some of the negative products of industrialization? In your essay, you should consider the role played by industrial tycoons such as Andrew Carnegie as well as labor unions and the labor movement. Also, consider the role played by immigrant labor in industrialization.
2. Describe the development of Plains Indian culture and its destruction. What was it based on? What brought about its end? Cite concrete examples and sources in your answer.
3. Trace the growth of populism in US politics. In what ways do you think the populist movement impacted on future government social and economic policies?
4. Discuss the role played by women in various political and social movements during the later 19th century. In your answer, don’t forget to discuss such issues as women’s suffrage, civil rights, prohibition, populism, and poverty, and concern for the poor.
5. Discuss the role played by immigrants in the development of the United States following the Civil War through 1900. In your answer, take into account political, economic, social, and cultural factors. In your answer, don’t forget to discuss the nativist reaction to the growing number of immigrants entering the United States in the later .
CONNECTING WITH MILLENNIALS (information found in Making Space f.docxdonnajames55
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docxrhetttrevannion
For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART3:
For part 3 of the Unit 1 Exam,
choose ONLY 1 essay question
from the list below, which covers part of ch.
His 204 week 1 dq 2 the industrial revolutionsivakumar4841
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 1 Quiz
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
His 204 week 3 dq 1 normalcy and the new dealsivakumar4841
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
History Essay. Part one. choose ONLY 1 essay question from the.docxpooleavelina
History Essay.
Part one.
choose ONLY 1 essay question from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.
Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART TWO
For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers part of chapter 16 and all of chapter 17 in ...
1 History 161 Latin American History Final exam stu.docxjoyjonna282
1
History 161: Latin American History
Final exam: study questions
Friday, December 13, 10:15-12:15
Format of the exam: bring at least one blue book. You are allowed to bring an outline for the long essay.
Each outline for each question should be no longer than one page: one side only and one outline per
page. During the exam, only the outline of the question chosen will be allowed so make sure you
prepare them in separate sheets. Read the instructions carefully and make sure to ask all the pertinent
questions before the day of the exam. Feel free to email me any questions about the exam. I am happy to look
at drafts of the outlines. Your deadline to submit a draft is Thursday, December 12 at noon.
The final exam will consist of three main parts:
Section A: long essay, worth 40 points
Section B: short essay, worth 25 points
Section C: multiple choice, worth 35 points
Section A: long essay, worth 40 points. Two of the following six questions will appear on the exam. You will
have to choose only ONE. Plan to allocate around 45/60 minutes to respond to this question. Write the
outline at home, read it several times to make sure it discusses all the relevant material and become very
familiar with it. Try to use examples from the sources discussed in class, the readings, and the lectures.
1- “The course of events in the Western Hemisphere over the centuries following contact demonstrates
that the Iberian factor in early Latin America was uniform and the result of long term processes. The
native peoples and the resources of their lands were the primary determinants of differentiation.”
In an integrated essay, discuss this statement with special emphasis on the long term processes, “uniformity”
of the Iberian experience, the “diversity” of native peoples, the reasons for the conquest success and its
consequences. In order to prepare for this essay you may want to consider at least (but not only) the
following questions: Why did the Iberians come to Latin America? What did they find in Latin America?
How did the Latin American circumstances shape the conquest? How and where did the Iberians develop a
“conquest strategy?” What explains the conquest success? What were the consequences of the conquest?
2- “After the conquest epoch, the Spanish Indies experienced a long time of relative stability and slow
evolution. During this period, the conditions created by the conquest had entered into certain
equilibrium with some rather uniform hallmarks such as a centralized political and economic
administration and a distinctive and hierarchical social structure. The eighteenth century altered this
pattern profoundly.”
Critically analyze the statement focusing on the stability of political and economic institutions, the ethnic
hierarchy, and the changes that resulted from the Bourbon reforms. In order to prepare for this essay you may
want to consider at least (but not only) the ...
The History of ReconstructionBackground Many Americans like.docxSUBHI7
The History of Reconstruction
Background:
Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.
Resources:
Review the following resources about the differences between primary and secondary sources:
BeamLibrary. (2009, September 23).
Primary, secondary, tertiary sources
. [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8
Review the
How to Research Primary Sources
and
How to Research Secondary Sources
in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.
When responding to the questions, draw from at least
ONE
of the following primary sources and specifically cite them in your post:
Bruce, B. K. (1876, March 31).
Speech in the Senate
. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php
Johnson, J. R. (1865, Aug. 4).
Northern teacher to the Freedmen’s Bureau commissioner
.
Land and Labor
, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
The Ku-Klux
. (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm
United States Congress. (1866, April 9).
Civil Rights Act
. Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html
Also, draw from the material in ONE of the following films:
Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002).
What is freedom?
. [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Pollard, S. (Producer & Director). (2012).
Slavery by another name
. [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/
Instr.
HISTORICAL PERSPECTIVE ESSAYChoose one essay question below. WSusanaFurman449
HISTORICAL PERSPECTIVE ESSAY
Choose one essay question below. Write an essay answering all parts of the question. This essay should be at least 7 pages long with a 12-point font excluding bibliography page and cover sheet. This essay will be evaluated on historical significance and examples to support the essay question. You must use additional resources besides your textbook to fully complete this essay. Please do not use ALL internet sources to complete this assignment or you will automatically be deducted ten points from your paper.You must use primary and/or some secondary sources to complete this historical essay. Please save a copy of your essay on a disk or cd.
1. Explore the European impact, positive and negative, on the native populations of South America. How did the Spanish methods of dealing with their new territories in America affect the native population? Compare and contrast Spanish colonial rule in the sixteenth century with that of Portugal. BE VERY THOROUGH IN THIS ESSAY
2. What were the most significant results of European expansions into Africa in the early modern era? To what degree did European actions determine these results? Compare and contrast slavery in Africa before the sixteenth century to African slavery after the arrival of the Europeans. Are there any similarities and differences between the two forms of slavery? Explain. Finally, how and why, was the African slave trade altered by growing European participation after 1480? Did these alternatives affect Africa or other areas more? Why?
3. Define the religious sect called the Anabaptist that emerged during the Renaissance and Reformation Era. Make sure to discuss the origins of this group and why defining the Anabaptist can be quite controversial and complex. Also, does this religious group called themselves Anabaptists? Explain. Completely review the theology of the Anabaptists and was this theology contrary to Catholicism and Protestantism? Explain. Finally, why did the Catholics and Protestant groups cruelly persecute the Anabaptists during the Renaissance and Reformation Era? Explain. Is this religious sect still practicing their religion today in the 21st Century? If so, give details on how the religion evolved or remained true to its original theology?
4. Completely compare and contrast the Protestant Reformation, English Reformation and the Catholic Reformation. Make sure to discuss the key players in each movement and how the movement affected Europe at that time.
5. Completely analyze the major events surrounding the Salem Witchcraft trials. Make sure to discuss the following when completing the essay: outside influences that led to the hysteria (war abroad led to war and uncertainty into the American colonies), the key players of this movement, the Porter family, gender roles and sexuality, public trials, public executions, how the hysteria ended and Massachusetts restitution to wrongfully accused families.
6. Explain what elements aided, and li ...
Discussion Post The Constitution 19 19 Think about the discussion in.pdfarihantmobilepoint15
Discussion Post: The Constitution 19 19 Think about the discussion in chapter two on what the
led to the \"second founding\", the experiences of the colonists, and issues the framers
encountered in establishing the constitution. What was the primary aim of the framers of the
Constitution in creating that document? Why did they think it was necessary? What did they
hope to accomplish and avoid? Overall, do you think they were successful? Why or why not?
Write approximately 3 paragraphs in response to the assignment, then make constructive
comments on the posts of at least 2 other students. If you agree or disagree with one of your
classmates responses respectfully give a detailed response as to why. Saying\"I agree\" or \"I
disagree\" alone will not count as a constructive response to others\' work.
Solution
In 1865-86, the U.S. was in a dilema. The Civil War was over. President Lincoln was dead. And
the nation was beginning to face a series of unanswerable questions in the after result of the Civil
War like:
How does the U.S. answer the Declaration of Independence’s call for equality?
How does the country define what it means to be a U.S. citizen?
How broadly should the right to vote be like?
And what role should the federal government play in protecting the civil rights of all?
These are the some of the questions raised post Civil War after Lincoln\'s death. In answer to
them the FED Govt led by President Andrew Jhonson of republican party gave a speech in 1866.
The major part of his speech was indicating some enormous changes in constitution of U.S by
the results of Civil War.
As a result of this U.S \'s first Civil Rights bill passed on APR 1866 along the amendments in the
constitution took place (13,14,15th ) which was termed as Second Founding.
I do think it is necesarry to bring some social equality in the times .As many years the Slave
System was in act in U.S and it is one of the Sparking cause for the Civil War.
Yes, It could able to restrict the nerves of the people who are suppressed over year without
getting provoked..
Answer three out of the six questions presented below. Each answer sElbaStoddard58
Answer three out of the six questions presented below. Each answer should be a minimum of 250 words, single spaced, and submitted. Please refer to the
Essay Exam Rubric
for guidelines and expectations.
Examine the restrictions placed on freedom during World War I. Be sure to analyze Debs’ piece in
Voices of Freedom
, the Committee on Public Information, and “coercive patriotism.”
After World War I and more than 20 years of reform, Americans became much more conservative in the 1920s. In fact, Reinhold Niebuhr stated that America was “rapidly becoming the most conservative nation on earth.” Give examples that defend this perception of America as conservative in the 1920s.
The 1920s presents a time when an entire nation was grappling with massive technological and social change. Americans spent the decade seeking to adapt to the rise of mass production, mass culture, and a metropolitan world that had emerged seemingly overnight. Discuss the decade in these terms, describing the many ways in which Americans sought to deal with this change.
How did the New Deal transform the relationship between the federal government and American citizens?
Eric Foner wrote, “The language with which World War II was fought helped to lay the foundation for postwar ideals of human rights that extend to all mankind.” Do you agree with this statement? Why or why not?
World War II is often referred to as the “Good War.” Evaluate that title for the war. Is it appropriate? Why or why not?
...
The Lived Experience of Ordinary PeopleBackground Especially si.docxSUBHI7
The Lived Experience of Ordinary People
Background:
Especially since the 1960s, historians have sought to understand history not just as a series of major events presided over by generals and statesmen, but also as the lived experience of ordinary people. For this last discussion, begin by reflecting on your own past with an eye toward how American society has changed over the course of your life.
Instructions:
In your response, focus less on major political or international events than on the ways day-to-day life in America is different today than it was when you were younger. You might consider such factors as the cost of goods and services, the forms of entertainment, means of communication, and so forth. Next, identify what you believe to be the most pressing problem facing America today, providing evidence from recent news sources to show that the problem is real and pressing. There are numerous issues you might consider, such as international security, personal and public debt, heightening racial tensions, economic downturns, and so forth. Be sure to provide concrete information to back your choice. Finally, describe how Americans at different times during the past 150 years have addressed problems similar to the one you identified, and assess whether those past solutions would be applicable today. Draw from material in your textbook or from scholarly outside sources, or both, when addressing this prompt.
Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s)and properly cite any references. You may use additional scholarly sources to support your points if you choose. Respond to at least two of your classmates’ posts by Day 7 in at least 100 words.
.
KATIES POST The crisis case I chose to discuss this week is th.docxdonnajames55
KATIE'S POST:
The crisis case I chose to discuss this week is the Tennessee Valley and the Kingston ash slide. On December 22, 2008, Tennessee Valley Authority who uses coal to generate electricity, had one of their containment pods that holds sludge from the ash wall begin to leak. The leak then caused the wall to eventually crumble. The leak then flowed into the Emory River that is located nearby. The river flowed into a nearby community, destroyed several houses, and forced families to evacuate the area.
Chapter 5 discusses the importance of organization members accepting that crisis can start quickly and unexpectedly. Two months before the leak, TVA was informed of a wet spot located on one retaining wall that suggested a leak was present. The moisture was eroding the structure's integrity, but TVA continued to add ash to the pond. TVA organization leaders ignored the warning signs of a potential crisis. TVA then accepted blame for the spill and began dredging the Emory River shortly after the incident. No other independent party was allowed to assess the dredging plan before it launched. If TVA's plan failed, the organization would have been at fault once again.
Upon further investigation of the crisis, lawyers were able to identify six primary failures in TVA's systems, controls, standards, and culture. “Lack of clarity and accountability for ultimate responsibility, lack of standardization, training, and metrics, siloed responsibilities and poor communication, lack of checks and balances, lack of prevention priority and resources, and being reactive instead of proactive” (Ulmer, Sellnow,& Seeger, 87).
Unfortunately, this unintentional crises could have been avoided had the proper crisis management, quality assurance, and procedures been put in place. TVA's negligence cost people their homes, polluted the river, and the uncertainty of long-term health conditions from being exposed to the ash's toxins. "The community was not able to locate reliable information about potential short- and long-term health effects, uncertainty about the extent of environmental damage, and feared plummeting property values" (Ritchie, Little, & Campbell, 179). TVA was at fault for several things, but the most significant fault they did not consider is the risk of storing large volumes of fly ash near the Emory River that flowed into a nearby community.
Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective crisis communication: Moving from crisis to opportunity. Sage Publications.
Ritchie, L. A., Little, J., & Campbell, N. M. (2018). Resource Loss and Psychosocial Stress in the Aftermath of the 2008 Tennessee Valley Authority Coal Ash Spill. International journal of mass emergencies and disasters, 36(2), 179.
.
Kate Chopins concise The Story of an Hour. What does Joseph.docxdonnajames55
Kate Chopin's concise "The Story of an Hour".
* What does Josephine represent in the story? What does Richards represent?
*The doctors said Mrs. M. died of "heart disease - of joy that kills." How is this ironic?
* What are some themes in the story? What are some symbols?
.
K-2nd Grade
3rd-5th Grade
6th-8th Grade
Major Concepts, Principles, and Learning Theories (To be completed in Topic 3)
Cognitive
Linguistic
Social
Emotional
Physical
.
Just Walk on By by Brent Staples My firs.docxdonnajames55
Just Walk on By
by Brent Staples
My first victim was a woman—white, well dressed, probably in
her early twenties. I came upon her late one evening on a deserted street
in Hyde Park, a relatively affluent neighborhood in an otherwise mean,
impoverished section of Chicago. As I swung onto the avenue behind her,
there seemed to be a discreet, uninflammatory distance between us. Not so.
She cast back a worried glance. To her, the youngish black man—a broad
six feet two inches with a beard and billowing hair, both hands shoved
into the pockets of a bulky military jacket—seemed menacingly close.
After a few more quick glimpses, she picked up her pace and was soon
running in earnest. Within seconds she disappeared into a cross street.
That was more than a decade ago. I was 23 years old, a graduate
student newly arrived at the University of Chicago. It was in the echo of
that terrified woman’s footfalls that I first began to know the unwieldy
inheritance I’d come into—the ability to alter public space in ugly ways. It
was clear that she thought herself the quarry of a mugger, a rapist, or
worse. Suffering a bout of insomnia, however, I was stalking sleep, not
defenseless wayfarers. As a softy who is scarcely able to take a knife
to raw chicken—let alone hold it to a person’s throat—I was surprised,
embarrassed, and dismayed all at once. Her flight made me feel like an
accomplice in tyranny. It also made it clear that I was indistinguishable
from the muggers who occasionally seeped into the area from the
surrounding ghetto. That first encounter, and those that followed signified
that a vast unnerving gulf lay between nighttime pedestrians—particularly
women—and me. And I soon gathered that being perceived as dangerous
is a hazard in itself. I only needed to turn a corner into a dicey situation,
or crowd some frightened, armed person in a foyer somewhere, or make
an errant move after being pulled over by a policeman. Where fear and
weapons meet—and they often do in urban America—there is always the
possibility of death.
In that first year, my first away from my hometown, I was to
become thoroughly familiar with the language of fear. At dark, shadowy
intersections in Chicago, I could cross in front of a car stopped at a traffic
light and elicit the thunk, thunk, thunk, thunk of the driver—black, white,
male, or female—hammering down the door locks. On less traveled streets
after dark, I grew accustomed to but never comfortable with people who
crossed to the other side of the street rather than pass me. Then there were
the standard unpleasantries with police, doormen, bouncers, cab drivers,
and others whose business it is to screen out troublesome individuals
before there is any nastiness.
I moved to New York nearly two years ago and I have remained an
avid night walker. In central Manhattan, the near-constant crowd cover
minimizes tense one-on-one stre.
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choose ONLY 1 essay question from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.
Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART TWO
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1 History 161 Latin American History Final exam stu.docxjoyjonna282
1
History 161: Latin American History
Final exam: study questions
Friday, December 13, 10:15-12:15
Format of the exam: bring at least one blue book. You are allowed to bring an outline for the long essay.
Each outline for each question should be no longer than one page: one side only and one outline per
page. During the exam, only the outline of the question chosen will be allowed so make sure you
prepare them in separate sheets. Read the instructions carefully and make sure to ask all the pertinent
questions before the day of the exam. Feel free to email me any questions about the exam. I am happy to look
at drafts of the outlines. Your deadline to submit a draft is Thursday, December 12 at noon.
The final exam will consist of three main parts:
Section A: long essay, worth 40 points
Section B: short essay, worth 25 points
Section C: multiple choice, worth 35 points
Section A: long essay, worth 40 points. Two of the following six questions will appear on the exam. You will
have to choose only ONE. Plan to allocate around 45/60 minutes to respond to this question. Write the
outline at home, read it several times to make sure it discusses all the relevant material and become very
familiar with it. Try to use examples from the sources discussed in class, the readings, and the lectures.
1- “The course of events in the Western Hemisphere over the centuries following contact demonstrates
that the Iberian factor in early Latin America was uniform and the result of long term processes. The
native peoples and the resources of their lands were the primary determinants of differentiation.”
In an integrated essay, discuss this statement with special emphasis on the long term processes, “uniformity”
of the Iberian experience, the “diversity” of native peoples, the reasons for the conquest success and its
consequences. In order to prepare for this essay you may want to consider at least (but not only) the
following questions: Why did the Iberians come to Latin America? What did they find in Latin America?
How did the Latin American circumstances shape the conquest? How and where did the Iberians develop a
“conquest strategy?” What explains the conquest success? What were the consequences of the conquest?
2- “After the conquest epoch, the Spanish Indies experienced a long time of relative stability and slow
evolution. During this period, the conditions created by the conquest had entered into certain
equilibrium with some rather uniform hallmarks such as a centralized political and economic
administration and a distinctive and hierarchical social structure. The eighteenth century altered this
pattern profoundly.”
Critically analyze the statement focusing on the stability of political and economic institutions, the ethnic
hierarchy, and the changes that resulted from the Bourbon reforms. In order to prepare for this essay you may
want to consider at least (but not only) the ...
The History of ReconstructionBackground Many Americans like.docxSUBHI7
The History of Reconstruction
Background:
Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.
Resources:
Review the following resources about the differences between primary and secondary sources:
BeamLibrary. (2009, September 23).
Primary, secondary, tertiary sources
. [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8
Review the
How to Research Primary Sources
and
How to Research Secondary Sources
in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.
When responding to the questions, draw from at least
ONE
of the following primary sources and specifically cite them in your post:
Bruce, B. K. (1876, March 31).
Speech in the Senate
. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php
Johnson, J. R. (1865, Aug. 4).
Northern teacher to the Freedmen’s Bureau commissioner
.
Land and Labor
, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
The Ku-Klux
. (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm
United States Congress. (1866, April 9).
Civil Rights Act
. Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html
Also, draw from the material in ONE of the following films:
Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002).
What is freedom?
. [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
Pollard, S. (Producer & Director). (2012).
Slavery by another name
. [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/
Instr.
HISTORICAL PERSPECTIVE ESSAYChoose one essay question below. WSusanaFurman449
HISTORICAL PERSPECTIVE ESSAY
Choose one essay question below. Write an essay answering all parts of the question. This essay should be at least 7 pages long with a 12-point font excluding bibliography page and cover sheet. This essay will be evaluated on historical significance and examples to support the essay question. You must use additional resources besides your textbook to fully complete this essay. Please do not use ALL internet sources to complete this assignment or you will automatically be deducted ten points from your paper.You must use primary and/or some secondary sources to complete this historical essay. Please save a copy of your essay on a disk or cd.
1. Explore the European impact, positive and negative, on the native populations of South America. How did the Spanish methods of dealing with their new territories in America affect the native population? Compare and contrast Spanish colonial rule in the sixteenth century with that of Portugal. BE VERY THOROUGH IN THIS ESSAY
2. What were the most significant results of European expansions into Africa in the early modern era? To what degree did European actions determine these results? Compare and contrast slavery in Africa before the sixteenth century to African slavery after the arrival of the Europeans. Are there any similarities and differences between the two forms of slavery? Explain. Finally, how and why, was the African slave trade altered by growing European participation after 1480? Did these alternatives affect Africa or other areas more? Why?
3. Define the religious sect called the Anabaptist that emerged during the Renaissance and Reformation Era. Make sure to discuss the origins of this group and why defining the Anabaptist can be quite controversial and complex. Also, does this religious group called themselves Anabaptists? Explain. Completely review the theology of the Anabaptists and was this theology contrary to Catholicism and Protestantism? Explain. Finally, why did the Catholics and Protestant groups cruelly persecute the Anabaptists during the Renaissance and Reformation Era? Explain. Is this religious sect still practicing their religion today in the 21st Century? If so, give details on how the religion evolved or remained true to its original theology?
4. Completely compare and contrast the Protestant Reformation, English Reformation and the Catholic Reformation. Make sure to discuss the key players in each movement and how the movement affected Europe at that time.
5. Completely analyze the major events surrounding the Salem Witchcraft trials. Make sure to discuss the following when completing the essay: outside influences that led to the hysteria (war abroad led to war and uncertainty into the American colonies), the key players of this movement, the Porter family, gender roles and sexuality, public trials, public executions, how the hysteria ended and Massachusetts restitution to wrongfully accused families.
6. Explain what elements aided, and li ...
Discussion Post The Constitution 19 19 Think about the discussion in.pdfarihantmobilepoint15
Discussion Post: The Constitution 19 19 Think about the discussion in chapter two on what the
led to the \"second founding\", the experiences of the colonists, and issues the framers
encountered in establishing the constitution. What was the primary aim of the framers of the
Constitution in creating that document? Why did they think it was necessary? What did they
hope to accomplish and avoid? Overall, do you think they were successful? Why or why not?
Write approximately 3 paragraphs in response to the assignment, then make constructive
comments on the posts of at least 2 other students. If you agree or disagree with one of your
classmates responses respectfully give a detailed response as to why. Saying\"I agree\" or \"I
disagree\" alone will not count as a constructive response to others\' work.
Solution
In 1865-86, the U.S. was in a dilema. The Civil War was over. President Lincoln was dead. And
the nation was beginning to face a series of unanswerable questions in the after result of the Civil
War like:
How does the U.S. answer the Declaration of Independence’s call for equality?
How does the country define what it means to be a U.S. citizen?
How broadly should the right to vote be like?
And what role should the federal government play in protecting the civil rights of all?
These are the some of the questions raised post Civil War after Lincoln\'s death. In answer to
them the FED Govt led by President Andrew Jhonson of republican party gave a speech in 1866.
The major part of his speech was indicating some enormous changes in constitution of U.S by
the results of Civil War.
As a result of this U.S \'s first Civil Rights bill passed on APR 1866 along the amendments in the
constitution took place (13,14,15th ) which was termed as Second Founding.
I do think it is necesarry to bring some social equality in the times .As many years the Slave
System was in act in U.S and it is one of the Sparking cause for the Civil War.
Yes, It could able to restrict the nerves of the people who are suppressed over year without
getting provoked..
Answer three out of the six questions presented below. Each answer sElbaStoddard58
Answer three out of the six questions presented below. Each answer should be a minimum of 250 words, single spaced, and submitted. Please refer to the
Essay Exam Rubric
for guidelines and expectations.
Examine the restrictions placed on freedom during World War I. Be sure to analyze Debs’ piece in
Voices of Freedom
, the Committee on Public Information, and “coercive patriotism.”
After World War I and more than 20 years of reform, Americans became much more conservative in the 1920s. In fact, Reinhold Niebuhr stated that America was “rapidly becoming the most conservative nation on earth.” Give examples that defend this perception of America as conservative in the 1920s.
The 1920s presents a time when an entire nation was grappling with massive technological and social change. Americans spent the decade seeking to adapt to the rise of mass production, mass culture, and a metropolitan world that had emerged seemingly overnight. Discuss the decade in these terms, describing the many ways in which Americans sought to deal with this change.
How did the New Deal transform the relationship between the federal government and American citizens?
Eric Foner wrote, “The language with which World War II was fought helped to lay the foundation for postwar ideals of human rights that extend to all mankind.” Do you agree with this statement? Why or why not?
World War II is often referred to as the “Good War.” Evaluate that title for the war. Is it appropriate? Why or why not?
...
The Lived Experience of Ordinary PeopleBackground Especially si.docxSUBHI7
The Lived Experience of Ordinary People
Background:
Especially since the 1960s, historians have sought to understand history not just as a series of major events presided over by generals and statesmen, but also as the lived experience of ordinary people. For this last discussion, begin by reflecting on your own past with an eye toward how American society has changed over the course of your life.
Instructions:
In your response, focus less on major political or international events than on the ways day-to-day life in America is different today than it was when you were younger. You might consider such factors as the cost of goods and services, the forms of entertainment, means of communication, and so forth. Next, identify what you believe to be the most pressing problem facing America today, providing evidence from recent news sources to show that the problem is real and pressing. There are numerous issues you might consider, such as international security, personal and public debt, heightening racial tensions, economic downturns, and so forth. Be sure to provide concrete information to back your choice. Finally, describe how Americans at different times during the past 150 years have addressed problems similar to the one you identified, and assess whether those past solutions would be applicable today. Draw from material in your textbook or from scholarly outside sources, or both, when addressing this prompt.
Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s)and properly cite any references. You may use additional scholarly sources to support your points if you choose. Respond to at least two of your classmates’ posts by Day 7 in at least 100 words.
.
KATIES POST The crisis case I chose to discuss this week is th.docxdonnajames55
KATIE'S POST:
The crisis case I chose to discuss this week is the Tennessee Valley and the Kingston ash slide. On December 22, 2008, Tennessee Valley Authority who uses coal to generate electricity, had one of their containment pods that holds sludge from the ash wall begin to leak. The leak then caused the wall to eventually crumble. The leak then flowed into the Emory River that is located nearby. The river flowed into a nearby community, destroyed several houses, and forced families to evacuate the area.
Chapter 5 discusses the importance of organization members accepting that crisis can start quickly and unexpectedly. Two months before the leak, TVA was informed of a wet spot located on one retaining wall that suggested a leak was present. The moisture was eroding the structure's integrity, but TVA continued to add ash to the pond. TVA organization leaders ignored the warning signs of a potential crisis. TVA then accepted blame for the spill and began dredging the Emory River shortly after the incident. No other independent party was allowed to assess the dredging plan before it launched. If TVA's plan failed, the organization would have been at fault once again.
Upon further investigation of the crisis, lawyers were able to identify six primary failures in TVA's systems, controls, standards, and culture. “Lack of clarity and accountability for ultimate responsibility, lack of standardization, training, and metrics, siloed responsibilities and poor communication, lack of checks and balances, lack of prevention priority and resources, and being reactive instead of proactive” (Ulmer, Sellnow,& Seeger, 87).
Unfortunately, this unintentional crises could have been avoided had the proper crisis management, quality assurance, and procedures been put in place. TVA's negligence cost people their homes, polluted the river, and the uncertainty of long-term health conditions from being exposed to the ash's toxins. "The community was not able to locate reliable information about potential short- and long-term health effects, uncertainty about the extent of environmental damage, and feared plummeting property values" (Ritchie, Little, & Campbell, 179). TVA was at fault for several things, but the most significant fault they did not consider is the risk of storing large volumes of fly ash near the Emory River that flowed into a nearby community.
Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective crisis communication: Moving from crisis to opportunity. Sage Publications.
Ritchie, L. A., Little, J., & Campbell, N. M. (2018). Resource Loss and Psychosocial Stress in the Aftermath of the 2008 Tennessee Valley Authority Coal Ash Spill. International journal of mass emergencies and disasters, 36(2), 179.
.
Kate Chopins concise The Story of an Hour. What does Joseph.docxdonnajames55
Kate Chopin's concise "The Story of an Hour".
* What does Josephine represent in the story? What does Richards represent?
*The doctors said Mrs. M. died of "heart disease - of joy that kills." How is this ironic?
* What are some themes in the story? What are some symbols?
.
K-2nd Grade
3rd-5th Grade
6th-8th Grade
Major Concepts, Principles, and Learning Theories (To be completed in Topic 3)
Cognitive
Linguistic
Social
Emotional
Physical
.
Just Walk on By by Brent Staples My firs.docxdonnajames55
Just Walk on By
by Brent Staples
My first victim was a woman—white, well dressed, probably in
her early twenties. I came upon her late one evening on a deserted street
in Hyde Park, a relatively affluent neighborhood in an otherwise mean,
impoverished section of Chicago. As I swung onto the avenue behind her,
there seemed to be a discreet, uninflammatory distance between us. Not so.
She cast back a worried glance. To her, the youngish black man—a broad
six feet two inches with a beard and billowing hair, both hands shoved
into the pockets of a bulky military jacket—seemed menacingly close.
After a few more quick glimpses, she picked up her pace and was soon
running in earnest. Within seconds she disappeared into a cross street.
That was more than a decade ago. I was 23 years old, a graduate
student newly arrived at the University of Chicago. It was in the echo of
that terrified woman’s footfalls that I first began to know the unwieldy
inheritance I’d come into—the ability to alter public space in ugly ways. It
was clear that she thought herself the quarry of a mugger, a rapist, or
worse. Suffering a bout of insomnia, however, I was stalking sleep, not
defenseless wayfarers. As a softy who is scarcely able to take a knife
to raw chicken—let alone hold it to a person’s throat—I was surprised,
embarrassed, and dismayed all at once. Her flight made me feel like an
accomplice in tyranny. It also made it clear that I was indistinguishable
from the muggers who occasionally seeped into the area from the
surrounding ghetto. That first encounter, and those that followed signified
that a vast unnerving gulf lay between nighttime pedestrians—particularly
women—and me. And I soon gathered that being perceived as dangerous
is a hazard in itself. I only needed to turn a corner into a dicey situation,
or crowd some frightened, armed person in a foyer somewhere, or make
an errant move after being pulled over by a policeman. Where fear and
weapons meet—and they often do in urban America—there is always the
possibility of death.
In that first year, my first away from my hometown, I was to
become thoroughly familiar with the language of fear. At dark, shadowy
intersections in Chicago, I could cross in front of a car stopped at a traffic
light and elicit the thunk, thunk, thunk, thunk of the driver—black, white,
male, or female—hammering down the door locks. On less traveled streets
after dark, I grew accustomed to but never comfortable with people who
crossed to the other side of the street rather than pass me. Then there were
the standard unpleasantries with police, doormen, bouncers, cab drivers,
and others whose business it is to screen out troublesome individuals
before there is any nastiness.
I moved to New York nearly two years ago and I have remained an
avid night walker. In central Manhattan, the near-constant crowd cover
minimizes tense one-on-one stre.
Just make it simple. and not have to be good, its the first draft. .docxdonnajames55
Just make it simple. and not have to be good, it's the first draft.
I want it a complete essay of 2 pages before 10 am on Sunday.
The instructions in the second file. There is a picture in the third file.
CDT (Central Daylight Time)
UTC/GMT -5 hours
.
JUST 497 Senior Seminar and Internship ExperienceInternationa.docxdonnajames55
JUST 497: Senior Seminar and Internship Experience
International Film Critique: The Whistleblower
· Due: April 3
· Reaction Paper: 10 Points
· Presentation: 5 Points
Your first written assignment was to critique a newspaper article dealing with misconduct and/or corruption at a local level within the United States. The capstone essay asks you to consider a social injustice and its consequences that occur on a national level. The International film assignment asks you to consider issues of international law and justice.
The Whistleblower based on a true story depicts the horrors of human trafficking and human rights violations across international borders.
Please choose Assignment A or B.
Assignment A
Write a 3-4 page Reaction Paper to the above film. Summarize the producer’s main message in no more than a half page. The remainder of the paper should reflect your opinion of the content of the film based on your knowledge of international law. Make specific references to scenes in the film that correlate with information you have gained in previous or current coursework. Cite all sources in-text according to the Hacker & Sommers APA Manual of Style.
Cautionary Notes
· Do not summarize the video.
· Cite specific information from the film using the required APA Manual of style.
· Use 12 font, double spacing and 1 inch margins.
Students who need a special accommodation and cannot find a copy of a closed caption video, must meet with their instructor to design an alternative assignment.
Assignment B
The Whistleblower implicates the United Nations, the U.S. State Department, and private contractors in post war Bosnia in an organized human trafficking scheme. Kathryn Bolkovac discovers a lucrative, far-reaching operation involving the local police and United Nations peacekeepers, many of them protected by diplomatic immunity. This film is based on a true story and reflects the international concern with corruption and human trafficking.
Cast
· Kathryn Bolkovac: Nebraska police officer who accepts an offer to work with the U.N. International Police in Bosnia run by a private company in the U.K., Democra Security
· Madeleine Rees: Head of the United Nations Human Rights Commission
· Nick Kaufman: Kathryn’s Field Commander
· Peter Ward: Internal Affairs Specialist
· Luba, Raya and Irka: teenagers sold to the sex trafficking ring
· Fred Murray: Democra Security Officer
· John Blakely: Head of Human Resources
Based on the movie, address the following questions. Answers should be in a Question and Answer format and not essay style.
1. Discuss the suffering and oppression witnessed by (not experienced by) the main character. Cite specific scenes from the movie to support your discussion.
2. In whatspecific ways does Kathryn advocate for the victims she encounters? Cite scenes from the movie to support your answer.
3. Discuss how both local citizens and higher ranking officials contribute to organized corruption in post-war Bosn.
July 2002, Vol 92, No. 7 American Journal of Public Health E.docxdonnajames55
July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057
⏐ EDITORIAL
A Code of
Ethics for
Public Health
The mandate to ensure and pro-
tect the health of the public is an
inherently moral one. It carries
with it an obligation to care for
the well-being of communities,
and it implies the possession of an
element of power to carry out
that mandate. The need to exer-
cise power to ensure the health of
populations and, at the same time,
to avoid abuses of such power are
at the crux of public health ethics.
Until recently, the ethical na-
ture of public health has been im-
plicitly assumed rather than ex-
plicitly stated. Increasingly,
however, society is demanding ex-
plicit attention to ethics. This de-
mand arises from technological
advances that create new possibil-
ities and, with them, new ethical
dilemmas; new challenges to
health, such as the advent of HIV;
and abuses of power, such as the
Tuskegee study of syphilis.
Medical institutions have been
more explicit about the ethical
elements of their practice than
have public health institutions.
However, the concerns of public
health are not fully consonant
with those of medicine. Thus, we
cannot simply translate the princi-
ples of medical ethics to public
health. In contrast to medicine,
public health is concerned more
with populations than with indi-
viduals, and more with prevention
than with cure. The need to artic-
ulate a distinct ethic for public
health has been noted by a num-
ber of public health professionals
and ethicists.1–5
A code of ethics for public
health can clarify the distinctive
elements of public health and the
ethical principles that follow from
or respond to those elements. It
can make clear to populations and
communities the ideals of the pub-
lic health institutions that serve
them, ideals for which the institu-
tions can be held accountable.
THE PROCESS OF
WRITING THE CODE
The backgrounds and perspec-
tives of people who identify
themselves as public health pro-
fessionals are as diverse as the
multitude of factors affecting the
health of populations. Articulating
a common ethic for this diverse
group is a formidable challenge.
In the spring of 2000, the gradu-
ating class of the Public Health
Leadership Institute chose writing
a code of ethics for public health
as a group project. The institute
provides advanced leadership
training to people who are al-
ready in leadership roles in pub-
lic health. Because the fellows
bring a wealth of experience from
a wide variety of public health in-
stitutions, they are uniquely able
to represent diverse perspectives
and identify ethical issues com-
mon in public health.
At the 2000 meeting of the Na-
tional Association of City and
County Health Officers, the group
added a non-institute member
( J. C. Thomas) and charted a plan
for working toward a code. The
plan included receiving a formal
charge as the code of ethics work-
ing group at the annual meeting of
the American Public Health Asso-
c.
Journals are to be 2 pages long with an introduction, discussion and.docxdonnajames55
Journals are to be 2 pages long with an introduction, discussion and conclusion. They must be double spaced. Your formatting, sentence structure, spell checking, etc., will all be taken into account.
Utilizing YouTube, do a search for and listen to at least two perspectives from CNN, Fox News and/or MSNBC regarding culture wars. Provide me with an analysis that discusses two different perspectives. I typed in CNN/Fox News/MSNBC and then culture war, and was able to find quite a few 5 minute vignettes with regard to the topic. If you find a discussion of the culture wars either in written form or at another site, you must insure that it is a legitimate source and provide a link to the site.
Make sure to first provide your understanding of the definition of culture wars as outlined in the text readings, then provide me with your analysis obtained from the news outlets.
.
Judgement in Managerial Decision MakingBased on examples fro.docxdonnajames55
Judgement in Managerial Decision Making
Based on examples from one of the recommended articles selected by you, the lecture notes, the text, and other sources, discuss one or several of the themes: the nature of managerial decision making, the steps in the managerial decision making, organizational learning and creativity, judgmental heuristics, common biases in managerial decision making, bounds of human judgment, strategies for making better decisions.
.
Joyce is a 34-year-old woman who has been married 10 years. She .docxdonnajames55
Joyce is a 34-year-old woman who has been married 10 years. She has three children, all less than 10 years old: Sheena (age 9), Jack (age 6), and Beth (age 2). Her husband is a prominent attorney. They present an ideal picture of an upper-middle-class family. They live in a fashionable suburb. The husband has been successful to the extent that he has been made a full partner in a large law firm. The family is very active in church, the country club, and various other social organizations. Joyce is an active member of several charitable, civic, and social groups. Joyce’s initial call to the abuse center was vague and guarded. She expressed an interest in inquiring for “another woman” in regard to the purpose of the center. After she had received information and an invitation to call back, a number of weeks elapsed. Joyce’s second call occurred after receiving a severe beating from her husband.
Joyce tells the crisis worker in the phone:"Well, last night he beat me worse than ever. I thought he was really going to kill me this time. It had been building up for the past few weeks. His fuse was getting shorter and shorter, both with me and the kids. It’s his work, I guess. Finally he came home late last night. Dinner was cold. We were supposed to go out, and I guess it was my fault . . . I complained about his being late, and he blew up. Started yelling that he was gonna teach me a lesson. He started hitting me with his fists . . .knocked me down . . . and then started kicking me. I got up and ran into the bathroom. The kids were yelling for him to stop and he cuffed Sheena . . . God, it was horrible! (Wracked with sobs for more than a minute. CW waits.) I’m sorry, I just can’t seem to keep control."
As the crisis worker:
1-What typical dynamics did you see occurring—denial, guilt, fear, rationalization, withdrawal, and so on—in the victim? How would you as the crisis worker handle them?
What are some of the domestic violence intervention strategies? Pick one and how would you apply it to the scenario
.
Journal Write in 300-500 words about the following topic.After .docxdonnajames55
Journal: Write in 300-500 words about the following topic.
After watching some news and some television shows, including movies and anime. What are some portrayals of sexual harassment and rape myths that are perpetuated by social media, entertainment media, and news outlets?
What is the motivation of rapists on TV and in the movies?
What “types” of women get raped or sexually assaulted and harassed in movies and television?
Some research suggests that on TV and in the movies nontraditional women get raped more often than traditional women as a means of putting nontraditional women “in their place.”
How does what you saw compare to the research? How do gender stereotypes perpetuate rape and harassment culture?
In your experience or opinion, what are some ways society can address some of these issues around sexual assault and sexual battery, especially on college campuses and workplaces?
.
Journal Supervision and Management StyleWhen it comes to superv.docxdonnajames55
Journal: Supervision and Management Style
When it comes to supervising and managing personnel in human services organizations, everyone has his or her own leadership style. Some styles are effective and supportive; others may be ineffectual and unhelpful. When supervising and managing staff, it is important for human services administrators to first identify their leadership style and examine personal strengths and weaknesses related to their leadership style. Understanding how to utilize strengths and address weaknesses in leadership style is important for administrators to be both effective and supportive when supervising and managing.
In order to complete the Application Assignment, you must first complete the "Types of Leadership and Patterns of Management" interactive graphic provided in the Learning Resources. Once you have done so, take note of your leadership style and think about your areas of strengths and weaknesses.
After completing the self-assessment tool in this week’s Learning Resources, reflect on the results.
RESULTS:
I am very good at executing the work of a task, though I like clarity about the desired outcome.
1.
Engaging
2.
I really prefer to be peaceful and calm, finding ways to help others achieve their goals
3.
Achieving consensus among followers assures the best success
4.
It is ok to breech boundaries if we can all move in the same direction
5.
Being a change agent is never easy, but it is very stimulating for me
6.
I really prefer to be in control, though it does not have to be out in public
7.
Challenges should be addressed head on
8.
I like predictability
9.
I like to always put my best foot forward
10.
I am known to sometimes be argumentative, I believe it is the way new ideas emerge
11.
The best way to succeed is to trust oneself
12.
When determining goals to reach, we should always challenge ourselves a little beyond what we can see ourselves accomplishing
13.
The best way for me to relax is to spend some time alone quietly.
14.
When decisions are necessary my primary concern is its effect on the persons involved
15.
I am confident and assertive
16.
I am a compassionate person and there is significant value in the person (s) knowing where it comes from
17.
I am a very consistent person and am guided by my values
18.
I am a compassionate person but would rather show it behind the scenes
19.
I am conscientious and organized
20.Next
I like to focus on group cohesion
21.
When decisions are necessary I can make them easily and quickly as circumstances demand it
22.
My strong ability to envision the future makes me a result oriented leader
23.
Building and sustaining a strong image is a principle contributor to progress
24.
I see the big picture
25.
The best way for me to relax is to be reflective with a friend
26.
I am known to create harmony among others as it creates an optimal working environment. I am unimpressed with conflict
27.
Realistic
28.
I lik.
Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No.docxdonnajames55
Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No. 2 - page 37
Ethnicity, Values, and Value Conflicts of African
American and White Social Service Professionals
Andrew Edwards, MSW, Ph.D.
Cleveland State University, Emeritus
[email protected]
Mamadou M. Seck, Ph.D.
Cleveland State University
[email protected]
Journal of Social Work Values and Ethics, Volume 15, Number 2 (2018)
Copyright 2018, ASWB
This text may be freely shared among individuals, but it may not be republished in any medium without
express written consent from the authors and advance notification of ASWB.
Abstract
This aspect of a broader study included 110 (68
White/European American and 42 Black/African
American) social service professionals. The primary
focus of this aspect of the study was to verify the
value orientation or core beliefs of the practitioners
who deliver services to clients through social service
agencies and programs. The conceptualization
of the core beliefs explored the values and value
conflicts in relation to professional practice. The
participants were employed in a Midwestern
metropolitan region. They responded to a survey
instrument that included vignettes, closed-ended
items, scaled responses, as well as either-or type
items. Major categories of the exploration included:
life and death issues, lifestyle, domestic and
social perspectives, value conflicts with the social
work profession, and personal responses to value
conflicts. Specific items measuring values related
to abortion, homosexuality, religiosity, euthanasia,
and corporal punishment were included. Study
results showed statistical significance on 26 issues
as African American participants were compared
with White participants.
Keywords: value conflicts, social work, ethical
dilemmas, ethnicity, professional relationship
Introduction
The complexity of American society (Jarrett,
2000), specifically due to its historic, economic,
social, and ethnic makeup, requires that social
work professionals take their clients’ ethnicity,
values, and professional-client value conflicts
into consideration. Historical dynamics, such as
unproductive treatment, have contributed to the
reluctance of various population groups to engage
with professional service providers. This history
(Barker, 2014) has influenced the adoption of
guidelines that require social workers to be culturally
aware during interventions and recognizing that
diversity-related characteristics have influence upon
an individual’s thoughts, feelings, and behaviors.
Barker (2014) further noted that the concept of
values is influenced by one’s perceptions of what
comprises appropriate principles, practices, and
behaviors. An individual’s personal values are often
considered as a representation of one’s core beliefs
and what an individual may perceive as right.
Therefore, these beliefs do not require supporting
evidence for those who embrace them and may
result in behavio.
Journal of Personality 862, April 2018VC 2016 Wiley Perio.docxdonnajames55
Journal of Personality 86:2, April 2018
VC 2016 Wiley Periodicals, Inc.
DOI: 10.1111/jopy.12301Unique Associations Between Big
Five Personality Aspects and
Multiple Dimensions of Well-Being
Jessie Sun ,
1,2
Scott Barry Kaufman,
3
and
Luke D. Smillie
1
1
The University of Melbourne
2
University of California, Davis
3
University of Pennsylvania
Abstract
Objective: Personality traits are associated with well-being, but the precise correlates vary across well-being dimensions and
within each Big Five domain. This study is the first to examine the unique associations between the Big Five aspects (rather
than facets) and multiple well-being dimensions.
Method: Two samples of U.S. participants (total N 5 706; Mage 5 36.17; 54% female) recruited via Amazon’s Mechanical Turk
completed measures of the Big Five aspects and subjective, psychological, and PERMA well-being.
Results: One aspect within each domain was more strongly associated with well-being variables. Enthusiasm and Withdrawal
were strongly associated with a broad range of well-being variables, but other aspects of personality also had idiosyncratic
associations with distinct forms of positive functioning (e.g., Compassion with positive relationships, Industriousness with
accomplishment, and Intellect with personal growth).
Conclusions: An aspect-level analysis provides an optimal (i.e., parsimonious yet sufficiently comprehensive) framework for
describing the relation between personality traits and multiple ways of thriving in life.
Keywords: Personality, aspects, Big Five, subjective well-being, psychological well-being
When multiple positive end states are examined, it becomes
apparent that aspects of psychological well-being may be
achieved by more people than just the nonneurotic, extra-
verted members of society. (Schmutte & Ryff, 1997, p. 558)
The large literature describing the associations between person-
ality traits and well-being suggests that Extraversion (the tendency
to be bold, talkative, enthusiastic, and sociable) and Neuroticism
(the tendency to be emotionally unstable and prone to negative
emotions) are especially strong predictors of well-being (e.g.,
Steel, Schmidt, & Shultz, 2008). But is well-being only accessible
to the extraverted and non-neurotic? We propose that more
nuanced insights can be revealed by examining the relation
between narrower traits and a broader spectrum of well-being
dimensions. The goal of the current study is to comprehensively
describe the unique associations between personality aspects and
dimensions of well-being across three well-being taxonomies.
Personality Traits and Three Taxonomies
of Well-Being
Personality traits and well-being dimensions can each be
described at different levels of resolution. The Big Five domains
provide a relatively comprehensive framework for organizing
differential patterns of affect, behavior, and cognition (John,
Naumann, & Soto, 2008). These broad traits can be further bro-
ken dow.
Journal of Personality and Social Psychology1977, Vol. 35, N.docxdonnajames55
Journal of Personality and Social Psychology
1977, Vol. 35, No. 9, 677-688
Self-Reference and the Encoding of Personal Information
T. B. Rogers, N. A. Kuiper, and W. S. Kirker
University of Calgary, Canada
The degree to which the self is implicated in processing personal information
was investigated. Subjects rated adjectives on four tasks designed to force
varying kinds of encoding: structural, phonemic, semantic, and self-reference.
In two experiments, incidental recall of the rated words indicated that adjec-
tives rated under the self-reference task were recalled the best. These results
indicate that self-reference is a rich and powerful encoding process. As an
aspect of the human information-processing system, the self appears to func-
tion as a superordinate schema that is deeply involved in the processing, inter-
pretation, and memory of personal information.
Present research and theory in personality
appear to be placing more and more empha-
sis on how a person has organized his or her
psychological world. Starting with Kelly's
(1955) formulation of personal constructs,
we see a gradual emergence of a number of
avenues of inquiry that use this as their focal
point. In person perception, the concept of
lay personality theory stresses that the ob-
server's analytic network of expected trait
covariations is an integral part of how he
processes (and generates) interpersonal data
(Hastorf, Schneider, & Polefka, 1970). Bern
and Allen (1974), in their embellishment of
Allport's (1937) idiographic position, argue
that an important determinant of predictive
utility of trait measurement is the manner
in which the respondent has organized his or
her view of the trait being measured. These
authors see the overlap between the respond-
ent's and the experimenter's concept of the
trait as a necessary prerequisite of predic-
tion. Attribution theory (Jones et al., 1971)
is another example of this increased accent
on personal organization. Here the emphasis
is on how the subject explains past behavior
This research was supported by a grant from the
Canada Council. We would like to thank the fol-
lowing persons for their useful ideas and comments
on earlier drafts: F. I. M. Craik, E. J. Rowe, P. J.
Rogers, H. Lytton, J. Clark, J. Ells, C. G. Costello,
and especially one anonymous reviewer.
Requests for reprints should be sent to T. B.
Rogers, Department of Psychology, The University
of Calgary, Calgary, Alberta, Canada, T2N 1N4.
and how these explanations are organized in
an attributional network. The common
thread in all of these contemporary research
areas is the notion that the cognitions of a
person, particularly their manner of organ-
ization, should be an integral part of our
attempts to explain personality and behavior.
Of concern in the present article is the
construct of self and how it is implicated in
the organization of personal data. Our gen-
eral position is that the self is an extremely
active and powerful agent in the organizati.
Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docxdonnajames55
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Brent Sha-
phren, Deborah Skriba, Erin Dignam, and Pamela Minet
for serving as models. We are indebted to Marilyn
Waterman for filming and editing the videotape modeling
sequence, to Eileen Lynch and Sara Buxton, who acted
as experimenters, and to Nancy Adams, who assisted in
collecting the data. Finally, we also thank the staff and
children from Bing Nursery School, Stanford University.
Requests for reprints should be sent to either Kay
Bussey, School of Behavioral Sciences, Macquarie Uni-
versity, North Ryde, Australia, 2113, or to Albert Bandura,
Department of Psychology, Stanford University, Building
420 Jordan Hall, Stanford,.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Journal 1 What will you want future historians to know about to.docx
1. Journal 1: What will you want future historians to know about
today?
Everything that has happened up until this moment is part of
history. Historians reconstruct the past based on documents and
artifacts that are available to them, and what may be available
to a given historian may differ depending on a variety of
factors.
In this unit, we have been learning about the events and culture
of the United States during the Reconstruction Era, roughly 150
years ago.
For this journal entry, imagine what an historian conducting
research 150 years from now would want to know about what is
happening in the United States today. Write for 15 minutes, or
about 250 words, about what you think that historian would
want and need to know. Think of your journal entry as a
"primary source document" that will be uncovered in 150 years
- your journal entry will help that historian understand the
United States today.
Journal 2: Contesting the West
During the Gilded Age, Anglo settlers moved into the Great
Plains and Mountain West regions in increasing
numbers, setting up conflicts with Native American Indians who
had lived on the land for many generations.
Imagine you are either a Plains Indian, or an Anglo farmer, in
the West. Write for 15 minutes, or
approximately 250 words, about your experiences. Be sure to
write in complete sentences and in your own words.
Journal 3: Reflecting on Immigration
As you have read in Chapter 17 and watched in the
accompanying video lesson, immigration was a major feature
and driver of change during the Gilded Age. Immigration is also
2. a major issue today, with some calling for restrictions on
immigration, and others calling for immigrants to be welcomed
into the United States, even as Texas generally and Dallas
specifically have among the highest concentrations of
immigrants from around the world.
Reflect on the extent to which our local and national economy
and society relies on immigration, and reflect on the extent to
which immigrants play a role in your daily life. Write for
approximately 15 minutes, or 250 words, about your thoughts
on immigrants and immigration in the 21st century.
Journal 4: Module 4 Journal: Ideologies and Empire
You have learned about both domestic racial and gender
relations, as well as the beginnings of the United States'
overseas empire at the turn of the 20th Century, from the
chapters and video lessons.
In what ways do you think that attitudes about race and gender
in the United States, intersect with ideas about the projection of
U.S. economic and military power abroad, in the current era?
Write for 15 minutes, or approximately 250 words, on this
subject. Please write in complete sentences and in your own
words.
Journal 5: Progressive Reforms Today
As you have read in Chapter 19 and watched in the
accompanying video lesson, the Progressive Era was
characterized by a series of significant reforms that were
advanced at both the state and federal level. Many of these
reforms continue with us today.
Write for 15 minutes, or approximately 250 words, about a
particular Progressive Era reform - of your choice - that
continues to shape society today.
Journal 6: Wartime Propaganda
From the chapter and video lesson, you have learned how the
Wilson administration used propaganda and censorship to
3. "manufacture the consent" of voters to support the U.S.
involvement and effort in World War I.
What examples can you find today, of the U.S. government
using similar efforts to build support for its policies, actions,
and leaders? Write for 15 minutes, or 250 words, on this topic.
Be sure to use specific examples and write in your own words
using complete sentences.
Journal 7: The Ku Klux Klan and Right Wing Terrorism
Having learned about the re-birth of the Ku Klux Klan in
the 1920s, what parallels can you find between the Klan, and
right-wing terrorist groups in contemporary society? Write
for 15 minutes, or approximately 250 words, about what
similarities and differences that you see between the 1920s
KKK, and right-wing terrorist groups today. Be sure to write in
complete sentences and in your own words.
Journal 8: The Great Depression and the New Deal
You have learned about the structural causes of the Great
Depression, and about how the Hoover and Roosevelt
administrations differently responded to the Depression, in
chapter 22 and the accompanying video lessons.
Based on what you have learned, reflect on the different
responses to the Depression. To what extent should the federal
government play a role in providing relief, recovery, and
reform, when the private sector fails to meet the needs of the
citizens? Write for 15 minutes, or 250 words, on whether and
how the federal government should or should not provide relief,
recovery, and reform.
Journal 9: Why is it called "The Good War?"
Author Studs Terkel nicknamed World War II, "The Good
War," in his book by the same name. In your opinion, what is it
about World War II that causes many Americans to consider
it "The Good War?" Write for 15 minutes, or
4. approximately 250 words, on why you think this is so. Please
write in complete sentences and in your own words.
Journal 10: Are We in a New Cold War?
You have learned about the Cold War conflict between the
United States and its liberal democratic allies on one hand, and
the Soviet Union and its communist allies on the other hand,
with a large part of the world caught in an ambivalent middle
and often finding itself the location for numerous "hot" proxy
wars and interventions.
Reflect on the current global political and economic situation.
Is the United States in a new Cold War with Russia? Or with
China? Or both? If so, why? If not, why not? What similarities
and differences do you see between the Cold War and the
current geopolitical situation? Write for 15 minutes, or 250
words, with your thoughts on these questions.
Journal 11: The Consumer Society
Chapter 25 refers to the period of 1945 to 1961 as "The
Consumer Society." In what ways are we still a consumer
society? In what ways might that be changing? Do we think the
present changes might be permanent? Or are we still
consumers, but just with different consumption patters? Write
for 15 minutes, or approximately 250 words, on these
questions. Be sure to write in your own words and in complete
sentences.
Journal 12: What Civil Rights Work Remains?
In Chapter 26 and the accompanying video lessons, we saw the
successes of the Civil Rights Movement lead to the
advancement of ongoing reform movements designed to improve
the lives of youth, women, Latinx peoples, and American
Indians.
Based on what you have learned, what unfinished work remains
to secure the blessings of liberty for various groups who live in
5. the United States? What further reforms are needed? Write for
15 minutes, or approximately 250 words, to answer these
questions.
Journal 13: Living with Less
The title of chapter 27 is "Living with Less." The 1970s
featured both economic problems and political scandals. What
parallels do you see in the current era? Write for 15 minutes, or
approximately 250 words, on the similarities and differences
between the 1970s and the current era. Be sure to use your own
words and write in complete sentences.
Journal 14: Does Conservatism Remain Triumphant?
Based on your reading of previous chapters and watching
previous lessons, one broad theme you should have seen is that,
from 1877 to 1932, the Republican Party was the stronger of the
two parties, and apart from the Progressive Era, American
voters tended to favor a limited role for the federal government.
Beginning in 1932, voters began voting for more Democratic
candidates and supporting an larger role for the federal
government, such as a permanent standing army and
national security infrastructure, and economic security programs
like those of the New Deal and Great Society. But starting in
1968, with the election of Richard Nixon, continuing with the
1976 election of Jimmy Carter as an outsider, and
certainly culminating with the 12 years of Ronald Reagan
and George H.W. Bush, the United States entered an era
in which the federal government was increasingly scrutinized
and limited in certain areas, even as it expanded in other areas
that aligned with conservative priorities.
Today, our politics seems hopelessly divided between
Republicans and Democrats, conservatives and liberals. Are we
still in a conservative era? Or are Americans again becoming
more liberal/progressive? Write for 15 minutes,
or approximately 250 words, to answer these questions to the
best of your ability.
6. Journal 15: The Bill Clinton Presidency
As you have read in Chapter 29, Bill Clinton's presidency
stretched across much of the decade. Historians are now only
beginning to have the perspective in which to evaluate his
presidency within the broader historical context. What are your
thoughts on Bill Clinton's presidency? Write for 15 minutes, or
approximately 250 words, on what your thoughts are regarding
his presidency and legacy. Make sure to use your own words
and write in complete sentences.
Journal 16: What will you want future historians to know about
today?
The Module 1 Journal asked you to write about what you would
want future historians to know about today. You wrote that
journal entry on the basis of what you knew at the beginning of
the course, having just completed the reading and video lesson
for Module 1.
Having now read chapters 16-30 in the textbook, watched
numerous video lessons, and completed other activities, how
would you answer that question differently? Based on what you
have learned in this course, and reflecting upon your learning,
what would you want an historian 150 years from now, to know
about life in the United States today? Think of
your journal entry as a "primary source document" that will be
uncovered in 150 years.
Why we need to recycle
7. Did you know
The little things we do make a difference
What can be recycled
Help the trees be free
#Helpushelpyou
English 201
My Words Change Lives
8. By Charonda Grubbs
REASONS
*Children are easy targets for abuse
*Foster parents are not always properly trained or supported
when dealing with certin behaviors
*Caseworkers are overwhelmed with heavy caseloads and can't
check in with families as often as needed.
Issue
The issue is children who are mistreated and overlooked
in foster care. This is important because these children are taken
away from their biological families and placed in these homes
to give them a better life, but that is not always the case.
Types of Abuse in Foster Care
10% face physical neglect
5.6% face physical abuse
3.7% face sexual abuse
4.0% face sexual abuse and maltreatment
Purpose
The purpose of this campaign is tonot only bring awareness to
the issue of mistreatment while in the foster care system. It's
also meant to provide families. Ageancies, and children with
resources that can help them make these situations better.
Children need to be properly cared for no matter who they are
and where they come from.
Better Care While In Foster Care
9. #NoMoreHarm
These children have already faced somekind of harm thatcauses
them to be placed into foster care.
Do not cause them any more pain by neglecting, abusing or
mistreating them.
#HelpMeWhileIHelp
Many times the people who want to become foster parents do
not have the proper training and assistance they need.
Give them the resources and suppot that is required to help
make these childrren in their care have a better life.
Message
Foster children not be mistreated. The purpose of foster care
system is to give these children better lives. Caseworkers need
to make sure they are not taking on more than they can handle.
Agencies need have enough staff to support workers and the
families. For those who want to become foster parents, they
need receive the proper training and resources that can help
them.
Audience
This message is for foster parents as well as foster agencies.
The parets need to understand how their treatment has a lasting
effect on the child even after they have grown into adults.
Agencies need to know that giving a caseworker to many
caseloads effects their job performance and can put a child in
unwanted situations.
Teachers, neighbors and other members of the community need
to know how their actions and words towards these families
effects them as well.
10. Approach
Social media
Spreading the word
Asking for help and donations for events
Recruting trainers, volunteers, and support team
Meetings
Offer support and resources for families
Trainings and information ondealing with certain behaviors
Support groups to share experiences and feelings
Relates to Civically Engaged Reader
This campaign wants to lead people into creating better lives
for foster children. We want people to follow in the positive
footsteps and set great examples for how children should be
treated. By doing this we are giving the children better lives and
a sense that they are loved and belong somewhere.
Method of Evaluation
Keep intouch wih families
Make sure families receive enough training and resources
Offer more services to caseworkers, children and families
Have more meetings with information and support groups as
needed
Concluding Plea
Overall this will be a great campaign for the children and
families of the foster care system. Doing this can makes things
11. easier and better for all parties involved. It is important to
address this issue and solve the problems so that for one the
children are getting the proper care they deserve as these
children don't grow up and repeat the cycle of abuse that was
done to them. Let's come together to give these children the
lifestyle they deserve. The system is here to help them do better
so we need to make sure we are doing all we can to make this
happen.
Refrence List
Jacob Fuchsberg Law firm Protecting ChildrenAgainst Abuse in
Foster care Retrieved from
https://www.fuchsberg.com/pa/accidents/foster-care-abuse/
Foster and Adoptive Care Coalition 2019,May 20 The Real
“Crisis” in Foster Care Retrieved from https://www.foster-
adopt.org/blog/real-crisis-foster-care/
Grimm, Bill & Darwall, Julian Foster Parents: Who Are They
and What Are Their Motivations?
Retrieved from https://youthlaw.org/publication/foster-parents-
who-are-they-and-what-are-their-motivations/
Your name: Yuqi Liu Date of submission: May 22, 2020
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#wordschangelives
PART 1: PERSONAL REFLECTION
12. TOPIC: Alcoholism as a social menace
PERSONAL CONNECTION: Some years ago, we lost our
grandfather, an elderly man at the age of seventy-nine who
could have lived longer, were it not for his drinking habits.
Even though he had survived through throat cancer, a
consequence of his intensive drinking, his health had led his
peers to almost accurately predict his demise. Barely a decade
on, his colleagues at the drinking den followed him, leaving
behind their destitute children and grandchildren, who were
portraits of broken families, and poverty-stricken individuals
whose riches had been gleefully gobbled down. They dropped
like flies to the extent that their demise provoked the feeling of
foul play. My native community has since time memorial battled
against alcoholism, a vice that has engulfed individuals of every
age and gender. People are oblivious of the dangers of
alcoholism, which has dragged the society into severe poverty,
as breadwinners are unable to provide basic needs, and children
are left to fend for themselves, often opting to take up small
jobs which can only facilitate them to live from hand to mouth.
ROOT CAUSE HYPOTHESIS: Negligence, misinformation,
depression, and partial illiteracy is what propels individuals to
seek solace in alcoholism. Some individuals dowse their
sorrows by guzzling pints of alcohol whereas others simply
imitate the actions of their elders to satisfy their
inquisitiveness, both of which lead to addiction. Others believe
that their predecessors lived long lives with the same drinking
habits, oblivious to the fact that alcoholic drinks served to
previous generations were subtle, in crude form, and free of
toxic substances. Others pick the habit from their friends when
they flock in entertainment joints, fearing reprisal for taking
soft drinks. Once alcoholism progresses from a weekend-based
13. routine to an every-day occurrence, there is no taming the habit.
AUDIENCE HYPOTHESIS: My target audience is primarily my
community members, and secondarily, individuals who are
predisposed to incidences that may incite them to engage in
alcoholism. Even though it is served as “beverage” is bars,
restaurants, and drinking dens, those who are within the initial
stages of alcoholism are within my targeted audience. Addicts
are inclusive of the audience, but the essence of my research is
to caution those who are yet to dive head-first into the habit of
excessive drinking, by educating them on the consequences to
be derived.
RESEARCH QUESTIONS: What are the influences that
promote alcoholism? Who are those predisposed to alcoholism?
When do you know that alcoholism has become a problem?
PART 2: RESEARCH SUMMARY
SOURCE #1: Chassin, L., Haller, M., Lee, M. R., Handley, E.,
Bountress, K., & Beltran, I. (2016). Familial factors influencing
offspring substance use and dependence.
This is a journal article sourced from www.indianjournals.com
and is considered as intellectual property of Chassin, Haller,
Lee, Handley, Bountress, and Beltran. It answers the research
question, who are those predisposed to alcoholism?
· Psychosocial problems are prevalent where parental
14. alcoholism is an issue.
· Behavioral disorders are also significant consequences of
parental alcoholism.
· Girls are particularly affected where their breadwinners are
pinned down by parental alcoholism.
By knowing how alcoholism affects children within family units
where parental alcoholism is a problem, it is easier to identify
how best to help them, or which professional is most relevant in
assisting the victims of these circumstances.
By knowing why or how girls are the most affected where there
is parental alcoholism, aid is preliminarily provided to those
who are mostly affected.
This source projects behavioral disorders and psychosocial
problems are the outcomes of parental alcoholism. Girls are
mostly affected, as compared to boys. This is important as it
identifies who and how are others affected by alcoholism.
SOURCE #2: Wall, T. L., Luczak, S. E., & Hiller-Sturmhöfel,
S. (2016). Biology, genetics, and environment: underlying
factors influencing alcohol metabolism. Alcohol research:
current reviews, 38(1), 59.
This is an article published in the National Center for
Biotechnology Information site, which has a .gov extension, and
thus, it seems sufficient to be branded as a reliable source.
· Gene variants such as alcohol dehydrogenase and aldehyde
dehydrogenase elevate risks of dependence on alcohol.
· Environmental factors such as childhood adversity, individual
characteristics such as behavioral undercontrol, influence the
level at which the gene variants and alleles contribute to alcohol
15. involvement.
These facts are important in understanding what causes
prevalence in dependency to alcohol for individuals who engage
in alcoholism, or what predisposes them to addiction.
Biological influences heavily contribute to alcohol dependence
and underlying factors, such as environmental factors only
boost the effect of these influences over alcoholism. It answers
the research question, what are the influences that promote
alcoholism?
SOURCE #3: Rapsey, C. M., Wells, J. E., Bharat, M. C., Glantz,
M., Kessler, R. C., & Scott, K. M. (2019). Transitions Through
Stages of Alcohol Use, Use Disorder, and Remission: Findings
from Te Rau Hinengaro, The New Zealand Mental Health
Survey. Alcohol and Alcoholism, 54(1), 87-96.
This is an article published on the https://academic.oup.com
website and is characterized as the intellectual property of
Rapsey, Wells, Bharat, Glants, Kessler, and Scott.
· Alcohol use starts at an early age of approximately sixteen
years of age.
· By the age of twenty-five years, dependence disorders are
already developed.
· Men are at a greater risk of remitting these disorders as
compared to women.
These facts are significant in identifying which age-group to
target when campaigning against alcoholism since dependence
16. disorders emerge within nine years when an individual starts
consuming alcohol.
This source answered the research question, when does alcohol
abuse become a problem. It sheds light on why it is essential to
target young people who are on the brink of emulating alcohol
abuse.
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished
prose for your final project.
Headline: The headline of my campaign is that alcoholism is a
social menace. My hashtag is alcohol the social disease. I
selected these words because alcoholism has been proven to be
elevated by environmental and biological factors that predispose
individuals to addiction.
Message: Alcoholism affects all genders, the males directly
because they are predisposed to dependence on alcohol and
females, especially girls who are the most affected where
parental alcoholism infiltrates the family unit. It is never too
early to combat this menace.
17. Audience: My campaign targets young people as it intends on
cautioning them on the impending consequences should they
indulge in alcoholism. This would eradicate the menace before
it starts, as it is a preventative initiative.
Approach: Social media, on platforms such as Instagram, and
Facebook is where I would build my campaign. These platforms
have large numbers of subscribers, and the media to be used is a
picture file, since people are more likely to interact with a
picture than a video. It becomes inexpensive and more people
are bound to interact with the flyer projecting my campaign.
Theme of Civic Engagement: This campaign is associative. It
establishes consequences of dependence on alcohol to what
causes it, or how individuals are predisposed to it.
Materials and Cost: I would use the full amount to organize a
social event where participants are directed by the flyer to
congregate and explore the issue of alcoholism. It would
account for all associated costs in ensuring its success.
Associated costs include sourcing the skills of a graphics
designer to develop an attractive flyer and giving a tip to
individuals who help convey the message.
18. Running head: #MYWORDSCHANGELIVES PROJECT
#MYWORDSCHANGELIVES PROJECT 4
#MyWordsChangeLives Project
Yuqi Liu
ENG-201
June 7, 2020
A brief overview of the issue
The effects of intensive drinking continue to be felt
significantly in the society. These include fatalities, diseases,
and social effects like domestic violence, among other issues. A
national survey carried out in the USA by the National Institute
19. of Alcohol Abuse and Alcoholism, 86.3% of the people past the
age of 18 years reported that they had at some point drank
alcohol (NIAAA, 2020). 70% of these people reported that they
had drunk in the previous year while 55.3% reported that they
had drunk alcohol in the last month.
According to the survey, 14,400,000 adults aged eighteen and
above had developed the alcohol use disorder. Among these,
9,200,000 were men while 5,200,000 were women. Besides, the
report indicated that 401,000 adolescents had this condition.
The report also indicated that the average number of people who
die alcohol-related causes per year was 88,000 people. The
number of deaths caused by drunk drivers in 2014 was 9,967
(NIAAA, 2020). Besides, the impact was further assessed in
terms of the economic burden of alcoholism. The cost of alcohol
misuse in the USA in 2010 was estimated to be $ 249 billion. A
significant proportion of this cost was due to binge drinking.
Globally, 3.3 million deaths in 2012 were believed to have been
as a result of alcoholism. WHO in 2014 reported that more than
200 diseases and health-related injuries were caused by
alcoholism (NIAAA, 2020). Alcohol therefore according to this
report ranked fifth among the risk factors that cause premature
disabilities and death.
Therefore, the issue of alcoholism and related conditions is an
important factor that deserves to be addressed with utmost
seriousness. This is because it not only leads to fatalities but
also to disabilities, economic losses, and social ills.
Several efforts have been made to address this problem. The
measures are based on the implementing government but there
are no clearly stipulated measures that cut across states.
However, there are various measures that have been common in
many countries. One of the measures has been to make cheap
alcohol unavailable (Sassi, 2015). This leads to a reduction in
the number of people demanding to take alcohol and also
reduces the rate of drinking.
The second common measure which has been taken is to ban
adverts which appeal to young people to start taking alcohol.
20. This is because it has been established that there exists a strong
link between alcohol adverts and the number of people below
the age of 18 years taking alcohol (Sassi, 2015). Therefore, this
led to a stoppage of adverts placed in contexts that appeal to
young people in some countries. The other measure commonly
taken has been to an enhanced shared responsibility between the
alcohol industry and the public health sector (Sassi, 2015). This
is because the industry has certain ways to reach out and appeal
to customers than the government. They also have the technical
knowledge to produce less harmful products. Other measures
put in place have sought to support those affected by alcohol
disorders through rehabilitation and support to their families.
Despite the fact that these measures have heard some impact in
the reduction of alcohol consumption and dependency, there is
not much that has been done to mobilize the public on the
implications of alcohol dependency and why it is a social vice.
There has not been mass mobilization on social media and other
platforms. In fact, the marketing adverts for alcohol supersede
those which seek to reduce their dependency. Therefore, there is
a need to undertake this mobilization program which has the
potential of reducing alcohol dependency, therefore reducing
the negative impacts being witnessed in the society.
The Headline
The campaign headline shall be "Alcohol the social menace."
The hashtag to be used is #alcohol the social disease. I selected
those words because the negative impacts of alcohol health-
wise, economically, and socially qualify it to be referred to as a
social menace.
The message
The main message in this headline is that alcohol brings more
social harm than benefits. Alcoholism affects all genders and
has negative impacts on the health, economic, and social status
of an individual. The headline therefore not only mobilizes and
creates awareness among people but also calls for action.
The audience
21. My audience will be mainly comprised of young people
especially the males whose rate of dependency on alcohol
according to statistics, has proven to be higher than men. The
headline approach will be effective in this age group because it
is short and to the point. People in this age group do not prefer
reading long messages. The message will lead to the eradication
of the problem from the grassroots since the youth form the
future generation.
The approach
The campaign approach shall be the use of major social media
platforms. These are mainly Facebook, Twitter, and Instagram.
This is because the platforms have a huge number of people
who fall in the age of my target audience. The approach is
therefore, effective and will not strain the campaign budget. The
media to be used in the campaign shall be a picture that is more
likely to be viewed by the audience as compared to a video.
Therefore, pictures and fliers shall be the major tools in the
campaign.
The theme of civic engagement
The campaign shall take an associative approach. It shall be
seeking to establish the impacts of high alcohol dependency, its
causes, and risk exposures. This approach shall, therefore, be
effective as it justifies the causes, risks and also provides
possible solutions.
Materials and costs
The full amount would be used in the organization of a social
event where participants will be mobilized using fliers
concerning the issue of alcoholism. Besides, the campaign
would also include sponsoring of our hashtag to be among the
top trends on twitter as well as the other identified platforms.
The cost will also include paying a designer to help develop
quality flier. Facebook sponsoring on Shopify starts with a free
trial and then a cost $79 per month (Facebook Store 2020). To
cut on cost on Twitter, we shall use the promoted tweet
approach, which will cost $2 per day (WebFX, 2020). The cost
of designing a flier will depend on the designer. However, the
22. average cost may not exceed $1 per flier.
Method of evaluation
Establishing the effect of the campaign will be based on the
number of views for our Facebook page as well as the number
of retweets for our sponsored tweet. In the long-run, the
evaluation method will be based on the rate of reduction in
alcohol dependency. This however, will require identification of
the impact our campaign has on the reduction.
Concluding plea
In a nutshell, alcohol has a significant negative implication on
our society today. As observed from the statistics, the number
of deaths caused by alcohol-related issues in 2012 was 3.3
million people. This number must have risen in recent years.
Besides, the World Health Organization reported that alcohol is
the cause of 200 diseases and injuries globally. The use of
social media as a key mobilization tool, especially targeting the
youth, will be effective since this age group is mostly available
on social media. Focusing on the youth shall ensure that going
forward, the coming generation shall not be suffering from this
condition. I am the right person to implement this project
because I have experienced its impact first hand after the
demise of my grandfather. I, therefore, have a personal feeling
attached to this project.
References
National Institute of Alcohol Abuse and Alcoholism (NIAAA),
23. (2020). Alcohol Facts and Statistics.
Sassi, F., Cecchini, M., Devaux, M., & Astolfi, R. (2015).
Health and economic impacts of key alcohol policy options.
Tackling harmful alcohol use, 141.
Facebook Store. (2020). Plans and pricing. Shopify. Retrieved
from
https://www.shopify.com/pricing?&term=businesses%20on%20f
acebook&Network=Search&SiteTarget=&mt=b&adid=43877463
4272&adpos=&CampaignId=1506803497&gclid=CjwKCAjwt-
L2BRA_EiwAacX32d4tlvUCHuFYPKU15e-
9O3_fP8XeL5oMRglzvvvZmeEf3E3ch2L8lRoCKkgQAvD_BwE
&gclsrc=aw.ds
WebFX. (2020). How Much Does It Cost to Advertise on
Twitter?