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The analysis should examine the historical context, author, intent, reception, and relevance of the primary source. It should be 2-3 pages addressing the context surrounding the document's creation, the author's background and potential biases, the intended message and audience, how the document was received, and what historical insights it provides along with limitations. Key areas of focus include the time period, author attributes, explicit and implicit arguments, and prescriptive or descriptive nature.
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GENERAL INFORMATION.A primary source is historical evidence writ.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lectures? Provid.
GENERAL INFORMATION. A primary source is historical evidence wri.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lec.
Primary Source Analysis PaperInstructions for Primary Source Analy.docx
This document provides instructions for a primary source analysis paper assignment. Students must analyze a primary source document in 2-3 pages and address questions about the source's type, creator, context, intent, content, and relevance. The analysis should be in essay format and incorporate at least one secondary and tertiary source to substantiate the analysis of the primary document. The goal is for students to critically examine the primary source and consider its historical and cultural context.
Analyze the document based on the questions below How t.docx
Analyze the document based on the questions below
How to Read Primary Source Documents
When confronted with a primary source document you should ask yourself several questions first:
Reading with the grain
What type of document is this? Is it a diary? A government document? A memoir? A document of a particular organization (what then is the purpose of the organization? Political? Religious? Etc.)? How does the type of document impact it’s message?
Who is the author? What can we find out about the author? Or must we infer information about the author from their writing? If so, what can we infer?
How was the author involved in the events described in the document? How might that affect their interpretation of events?
When was the document produced? Was it during the event? Or at a later date? How might that affect what is said in the document?
Who was the intended audience? Was the document written to persuade a particular person or group to an action? Was the document written to be public? Or private?
Look carefully at the language being used (terms, ideas, images, point of view) to help identify the author’s viewpoint.
Reading against the grain
What might be the author’s biases? How can we see bias? Does the language in the document indicate bias? Or does it indicate a particular viewpoint?
Whose voice is silenced in this document? What and who are not mentioned, or if they are mentioned but then ignored? How might they interpret the events in the document differently?
Are there contradictions in the document?
What is the cultural stance of the author? How do they present their culture versus others?
What are the limits of the information in the text? What do these limits suggest? [out of space? Ignorance of a topic? Disregard for particular people/places? Etc]
.
1.9.24 Intro to Course.pptx
This document provides an introduction to key concepts in social sciences including culture, identity, and public life. It defines these terms and explains how different social science disciplines like sociology, political science, anthropology, and history approach studying them. The document also discusses evaluating primary and secondary sources and factors to consider like the identity and motivations of the source's creator.
THERE ARE 4 PEER RESPONSES NEEDED.. THE FIRST 2 AND SECOND 2 SETS HA.docx
THERE ARE 4 PEER RESPONSES NEEDED.. THE FIRST 2 AND SECOND 2 SETS HAVE DIFFERENT INSTRUCTIONS..
Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
CANDICE’S POST:
Explain at least five elements of critical thinking that you found in the reading material.
1. Identification, which is described by Erstad (2018), figuring out what the issue is and what is contributing to the issue.
2. Information Seeking, finding facts that are able to back up the information with statistics reliable sources. This helps to solidify the data provided is legitimate and can be proven (Critical thinking skill. n.d.).
3. Identifying biases. Seeing the information from both sides. No matter what I believe, I need to provide the other side of this information, so I am not forcing my opinion on the matter, onto others.
4. Predicting. Being able to provide solutions and preparing for the possible outcomes. Planning based on the outcomes I believe might happen.
5. Curiosity. Having curiosity can help you dig deeper into the issue. “All it takes is a conscious effort to ask open-ended questions about the things you see in your everyday life, and you can then invest the time to follow up on these questions” (Erstad. 2018. Para. 23).
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Religion, conflict, and resolution (ABA. n.d.), is the article I chose to represent good critical thinking skills. It identifies the issue of a person’s perspective of religion and the discussion of such causes conflict because not everyone views religion the same. It seeks information from sources who are considered knowledgeable in the field of conflict resolution. This article addresses the issue from both sides, digs deeper and finds their issues with religion most likely are personal views. They also suggest learning more about other religions, although you still may feel the same, you can become more versed in their religion so you can understand their point of view.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills
.
I chose an article in The Washington Post written by Danielle Paquette. This article suggests that Islamic extremists are planting seeds of conflict. It provides a detailed account of conflict fueled by the representation of Christianity by Christian followers’ a.
MethodologiesAAS 211March 15, 2022Age
Methodologies
AAS 211
March 15, 2022
*
AgendaCheck in: “Talk story””What will you do during the break?”Go over Ethnography and autoethnography
No need to wait or go anywhereWriting down your observations and thoughts ("taking field notes" or doing "participant observation” - ethnography) is "research." Talking to people in your community and family ("doing oral history interviewing") is research. Reflecting on your experiences, especially in the context of various (intersecting) forms of oppression based on race, class, gender, sexuality, ability, age, etc. ("autoethnography") is research.
*
The original goals of Ethnic Studies and Asian American Studies were to make academic work relevant and accountable to real people and real communities, so your research is part of this lineage.The methodologies that I will go over today might help you start right away (if you already haven't).
Quantitative Method“Quantitative research (the word ‘quantitative’ comes from the word ‘quantity’) involves information or data in the form of numbers. This allows us to measure or to quantify a whole range of things. For example: the number of people who live below the poverty line; the number of children between specific ages who attend school; the average spending power in a community; or the number of adults who have access to computers in a village or town.”
Surveys are common way of doing quantitative researchQuestionnaire“Respondents” answers exact same questionsWhen have enough responses, put data together and analyse in a way that answers your research question or what you want to know/explore
Observation researchWatch for instances of certain behaviors, patterns, phenomenon, etc.Media research based on “monitoring criteria” (e.g. specific focus of the article, author, date of publication, length, etc.) For example, “of all articles in major newspapers about the Wen Ho Lee incident, ____% assumed that he was guilty when the story first broke out.”
Quantitative research may reveal important information, but you might want to go into depth with qualitative research
For example, through a survey you may find out that major newspapers portray Asian Americans a certain way, but you want to know the reasons why they do. For that you would want to do interviews the writers, publishers, etc. at the newspapers.
Advantages of surveys
Good for comparative analysis.
Can get lots of data in a relatively short space of time.
Can be cost-effective (if you use the Internet, for example).
Can take less time for respondents to complete (compared to an interview or focus group).
Disadvantages of surveys
Responses may not be specific.Questions may be misinterpreted.May not get as many responses as you need.Don’t get full story.
"The aim of qualitative research is to deepen our understanding about something, and usually this means going beyond the numbers and the statistics.”
Qualitative research helps us to give reasons why the ...
The Pursuit of HappinessResearch ProjectCh.docx
The Pursuit of Happiness
Research Project
Choosing
your person...
Choose a person who has
achieved a form of happiness.
This person could be a
humanitarian who has done
something for the greater
good, an athlete, a politician,
an actor/actress, a service
member, etc.
*Your person does not necessarily
have to be famous or well known,
however it may make your research
process a bit easier if they are.
Paper structure
�Introduction with thesis
�Body: Section 1- Introduce and discuss the person you chose as your focus. Provide background
information about them prior to them achieving their happiness. What lead them to the point where they
embarked on their road to success/happiness?
�Body: Section 2- Discuss their achievement of happiness. What did they do, how has it affected them
or other people in their lives? Has it affected society in any way?
�Conclusion
Checklist of research supports
____ A. 1 quote from a 1 piece of literature or text that reflects the aspect of
happiness
____ B. 2 quotes from these multi-media sources (news source articles,
personal internet blog, Tedtalk, database or professional journal)
____ C. 1 quotes from the person you chose as the focus of your paper
Sample Introductory Paragraph
“I have noticed that most people in this world are about as happy as they have made
up their minds to be” (Marden 74). This famous quote, said by former president Abraham
Lincoln, still holds true in today’s society. While happiness is not necessarily a conscious
choice, orientation of the mind and one's surroundings are influential on this cornerstone
of the human condition. Happiness in general is an elusive subject, as it is subjective. It
seems relatively impossible to gauge something so fluid, but through social
experimentation and research, scientists have made some progress about possible
motivations. Achieving a form of happiness can have many positive effects on the mind,
body, and overall quality of life; however, the journey to happiness can often include many
trials and tribulations as it did for insert person’s name here as he pursued his own form
of happiness.
Health of Democracy Essay Rubric
Due Week 2 Friday at 12 p.m. (noon)
What is a democracy? Describe 2-3 qualities of a healthy democracy. And, assess the health of
our democracy. In your essay, use your digital artifact, reference at least one of your peers'
artifacts, and at least two readings from Weeks 1 and 2.
Grading Criteria Grade
Organization, Use of Digital Artifact Post(s) and Course Readings
• Organized and well-structured essay with a beginning, a body, and a conclusion.
• Includes a thesis statement that presents the argument of your paper;
thesis/main argument is defended throughout the paper.
• Claims/arguments are backed by evidence from reading(s).
• Transitions between paragrap.
Recommended
GENERAL INFORMATION.A primary source is historical evidence writ.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lectures? Provid.
GENERAL INFORMATION. A primary source is historical evidence wri.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lec.
Primary Source Analysis PaperInstructions for Primary Source Analy.docx
This document provides instructions for a primary source analysis paper assignment. Students must analyze a primary source document in 2-3 pages and address questions about the source's type, creator, context, intent, content, and relevance. The analysis should be in essay format and incorporate at least one secondary and tertiary source to substantiate the analysis of the primary document. The goal is for students to critically examine the primary source and consider its historical and cultural context.
Analyze the document based on the questions below How t.docx
Analyze the document based on the questions below
How to Read Primary Source Documents
When confronted with a primary source document you should ask yourself several questions first:
Reading with the grain
What type of document is this? Is it a diary? A government document? A memoir? A document of a particular organization (what then is the purpose of the organization? Political? Religious? Etc.)? How does the type of document impact it’s message?
Who is the author? What can we find out about the author? Or must we infer information about the author from their writing? If so, what can we infer?
How was the author involved in the events described in the document? How might that affect their interpretation of events?
When was the document produced? Was it during the event? Or at a later date? How might that affect what is said in the document?
Who was the intended audience? Was the document written to persuade a particular person or group to an action? Was the document written to be public? Or private?
Look carefully at the language being used (terms, ideas, images, point of view) to help identify the author’s viewpoint.
Reading against the grain
What might be the author’s biases? How can we see bias? Does the language in the document indicate bias? Or does it indicate a particular viewpoint?
Whose voice is silenced in this document? What and who are not mentioned, or if they are mentioned but then ignored? How might they interpret the events in the document differently?
Are there contradictions in the document?
What is the cultural stance of the author? How do they present their culture versus others?
What are the limits of the information in the text? What do these limits suggest? [out of space? Ignorance of a topic? Disregard for particular people/places? Etc]
.
1.9.24 Intro to Course.pptx
This document provides an introduction to key concepts in social sciences including culture, identity, and public life. It defines these terms and explains how different social science disciplines like sociology, political science, anthropology, and history approach studying them. The document also discusses evaluating primary and secondary sources and factors to consider like the identity and motivations of the source's creator.
THERE ARE 4 PEER RESPONSES NEEDED.. THE FIRST 2 AND SECOND 2 SETS HA.docx
THERE ARE 4 PEER RESPONSES NEEDED.. THE FIRST 2 AND SECOND 2 SETS HAVE DIFFERENT INSTRUCTIONS..
Respond to Peers:
Review your classmates’ posts, and respond to at least two of your peers. When responding to your classmates, please provide feedback on their examples of good and poor critical thinking skills. Discuss additional ways one can think more critically. Each participation post should be a minimum of 75 words.
CANDICE’S POST:
Explain at least five elements of critical thinking that you found in the reading material.
1. Identification, which is described by Erstad (2018), figuring out what the issue is and what is contributing to the issue.
2. Information Seeking, finding facts that are able to back up the information with statistics reliable sources. This helps to solidify the data provided is legitimate and can be proven (Critical thinking skill. n.d.).
3. Identifying biases. Seeing the information from both sides. No matter what I believe, I need to provide the other side of this information, so I am not forcing my opinion on the matter, onto others.
4. Predicting. Being able to provide solutions and preparing for the possible outcomes. Planning based on the outcomes I believe might happen.
5. Curiosity. Having curiosity can help you dig deeper into the issue. “All it takes is a conscious effort to ask open-ended questions about the things you see in your everyday life, and you can then invest the time to follow up on these questions” (Erstad. 2018. Para. 23).
Search the Internet, media, or the Ashford University Library, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
Religion, conflict, and resolution (ABA. n.d.), is the article I chose to represent good critical thinking skills. It identifies the issue of a person’s perspective of religion and the discussion of such causes conflict because not everyone views religion the same. It seeks information from sources who are considered knowledgeable in the field of conflict resolution. This article addresses the issue from both sides, digs deeper and finds their issues with religion most likely are personal views. They also suggest learning more about other religions, although you still may feel the same, you can become more versed in their religion so you can understand their point of view.
Search the Internet, media, or the Ashford University Library, and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills
.
I chose an article in The Washington Post written by Danielle Paquette. This article suggests that Islamic extremists are planting seeds of conflict. It provides a detailed account of conflict fueled by the representation of Christianity by Christian followers’ a.
MethodologiesAAS 211March 15, 2022Age
Methodologies
AAS 211
March 15, 2022
*
AgendaCheck in: “Talk story””What will you do during the break?”Go over Ethnography and autoethnography
No need to wait or go anywhereWriting down your observations and thoughts ("taking field notes" or doing "participant observation” - ethnography) is "research." Talking to people in your community and family ("doing oral history interviewing") is research. Reflecting on your experiences, especially in the context of various (intersecting) forms of oppression based on race, class, gender, sexuality, ability, age, etc. ("autoethnography") is research.
*
The original goals of Ethnic Studies and Asian American Studies were to make academic work relevant and accountable to real people and real communities, so your research is part of this lineage.The methodologies that I will go over today might help you start right away (if you already haven't).
Quantitative Method“Quantitative research (the word ‘quantitative’ comes from the word ‘quantity’) involves information or data in the form of numbers. This allows us to measure or to quantify a whole range of things. For example: the number of people who live below the poverty line; the number of children between specific ages who attend school; the average spending power in a community; or the number of adults who have access to computers in a village or town.”
Surveys are common way of doing quantitative researchQuestionnaire“Respondents” answers exact same questionsWhen have enough responses, put data together and analyse in a way that answers your research question or what you want to know/explore
Observation researchWatch for instances of certain behaviors, patterns, phenomenon, etc.Media research based on “monitoring criteria” (e.g. specific focus of the article, author, date of publication, length, etc.) For example, “of all articles in major newspapers about the Wen Ho Lee incident, ____% assumed that he was guilty when the story first broke out.”
Quantitative research may reveal important information, but you might want to go into depth with qualitative research
For example, through a survey you may find out that major newspapers portray Asian Americans a certain way, but you want to know the reasons why they do. For that you would want to do interviews the writers, publishers, etc. at the newspapers.
Advantages of surveys
Good for comparative analysis.
Can get lots of data in a relatively short space of time.
Can be cost-effective (if you use the Internet, for example).
Can take less time for respondents to complete (compared to an interview or focus group).
Disadvantages of surveys
Responses may not be specific.Questions may be misinterpreted.May not get as many responses as you need.Don’t get full story.
"The aim of qualitative research is to deepen our understanding about something, and usually this means going beyond the numbers and the statistics.”
Qualitative research helps us to give reasons why the ...
The Pursuit of HappinessResearch ProjectCh.docx
The Pursuit of Happiness
Research Project
Choosing
your person...
Choose a person who has
achieved a form of happiness.
This person could be a
humanitarian who has done
something for the greater
good, an athlete, a politician,
an actor/actress, a service
member, etc.
*Your person does not necessarily
have to be famous or well known,
however it may make your research
process a bit easier if they are.
Paper structure
�Introduction with thesis
�Body: Section 1- Introduce and discuss the person you chose as your focus. Provide background
information about them prior to them achieving their happiness. What lead them to the point where they
embarked on their road to success/happiness?
�Body: Section 2- Discuss their achievement of happiness. What did they do, how has it affected them
or other people in their lives? Has it affected society in any way?
�Conclusion
Checklist of research supports
____ A. 1 quote from a 1 piece of literature or text that reflects the aspect of
happiness
____ B. 2 quotes from these multi-media sources (news source articles,
personal internet blog, Tedtalk, database or professional journal)
____ C. 1 quotes from the person you chose as the focus of your paper
Sample Introductory Paragraph
“I have noticed that most people in this world are about as happy as they have made
up their minds to be” (Marden 74). This famous quote, said by former president Abraham
Lincoln, still holds true in today’s society. While happiness is not necessarily a conscious
choice, orientation of the mind and one's surroundings are influential on this cornerstone
of the human condition. Happiness in general is an elusive subject, as it is subjective. It
seems relatively impossible to gauge something so fluid, but through social
experimentation and research, scientists have made some progress about possible
motivations. Achieving a form of happiness can have many positive effects on the mind,
body, and overall quality of life; however, the journey to happiness can often include many
trials and tribulations as it did for insert person’s name here as he pursued his own form
of happiness.
Health of Democracy Essay Rubric
Due Week 2 Friday at 12 p.m. (noon)
What is a democracy? Describe 2-3 qualities of a healthy democracy. And, assess the health of
our democracy. In your essay, use your digital artifact, reference at least one of your peers'
artifacts, and at least two readings from Weeks 1 and 2.
Grading Criteria Grade
Organization, Use of Digital Artifact Post(s) and Course Readings
• Organized and well-structured essay with a beginning, a body, and a conclusion.
• Includes a thesis statement that presents the argument of your paper;
thesis/main argument is defended throughout the paper.
• Claims/arguments are backed by evidence from reading(s).
• Transitions between paragrap.
Copyof assignment4researchpaper
This document outlines the requirements for Assignment 4, a research paper. Students are asked to pick one issue they find intriguing and research it from multiple perspectives. They will examine their initial assumptions about the issue and how their background affects their view. The bulk of the paper involves researching the "dominant discourse" around the issue, including the rhetoric and language used by supporting and opposing groups. Students should look at words, images, concepts valued by each group. Finally, students will reflect on what they learned, how their understanding changed, and the importance of gaining different perspectives on issues. The paper requires sources from books, scholarly articles, pop culture, websites, and one image, research study, or unconventional source.
Cora Harvey Armstrong Gospel singer and pianist.docx
Cora Harvey Armstrong was a gospel singer and pianist. The document asks a series of questions about applying intercultural communication frameworks, such as the cultural iceberg model, to analyze an event from another culture. It prompts the reader to consider beliefs, values, norms, stereotypes, and verbal and nonverbal codes observed. It also addresses comprehending and misunderstanding aspects of intercultural exchange, and how attending such an event adds to one's intercultural competence.
Zegeer unit5 presentation IDOL
This document outlines five elements - context, thesis, perspective, audience, and significance - that should be analyzed when studying primary sources in history. Context refers to understanding the time period and events surrounding the primary source. Thesis identifies the main points or argument. Perspective considers the background and potential biases of the author. Audience determines who the source was intended for. Significance evaluates how the source contributes to understanding history.
How much are American Indians expected to shed their cultural herita
How much are American Indians expected to shed their cultural heritage to become a part of contemporary society? Do American Indians resist assimilation? How? Why? (Be specific, include a very detailed answer)
When discussing American Indians’ heritage and assimilation you must discuss historical notions from this group within this country, as well as argue the reasons surrounding these notions. (Discuss treaties, Federal policies, AIM, NARF, and the BIA
2) It is estimated that sometime in the next few decades Whites will become a minority when demographically compared to the sum of all other minority groups combined. One of the reasons for this change will be that Hispanic/Latinos will comprise about one-fourth of the U.S. population. Following this notion, how do Hispanics/Latinos view themselves (past, present, and future); and how are they viewed by others (past, present and future)? Using your sociological imagination how do you anticipate this futuristic demographic change will affect Hispanic/Latino alliances with other minorities and Whites?
When answering Q#2 the first pointer is not to apply a sameness approach to this group. Make sure you discuss Central and South Americans, Mexicans, Chicanos, and Caribbean people within your answer (including Puerto Ricans and Cubans). Your past, present, and future discussion will include shared issues, as well as any specific ones that you choose to present and discuss. You will need to explore myths and stereotypes attached to this group and its different members plus you will need to think futuristically about racial relations for this group in near-future United States’ society.
Read, follow, and apply your writing guidelines handout.
Please be explicit. Implicitly presenting information, using a source, or discussing a notion/concept can easily prove to be very counterproductive to your grade.
Make sure you apply critical thinking as much as you can. This means that you should include your personal insight.
Treat this assignment as a research paper and not as a take home exam. Formatting it as such is a critical component. (Please do not include a copy of the questions in your work nor should you enumerate your answers or present two separate papers).
It is of critical importance that you give equal academic importance/inclusion to every part of each question you choose to answer.
5 pages of content length minimum.
...
Falekos 1Lora FalekosEnglish 114BLusine Makarosyan18 April.docx
Falekos 1
Lora Falekos
English 114B
Lusine Makarosyan
18 April 2016
Annotated bibliography: Racial relations in America
1. Bankston, Carl L. Racial and Ethnic Relations in America. Pasadena, Calif: Salem Press, 2000. Print.
This source is a collection of primary documents from the civil rights movement in America and the events that shaped racial relationships we have today in America. I therefore feel it is appropriate for this topic because it shows how far this issue of social relations has come. It is relevant in that it documents various events in America concerning, white, black and colored people in America.
2. Levy, Peter B. The Civil Rights Movement in America: From Black Nationalism to the Women's Political Council. , 2015. Print.
This source talks about the relationships of various racial and tribal groups in North America. One gets to learn how these groups have lived since then and how their relationship has shaped racial interaction today. Therefore the book is relevant to this topic especially in the racial relations part.
3. Frey, William H. Diversity Explosion: How New Racial Demographics Are Remaking America. , 2015. Internet resource.
This sources was written by Frey William. It is examining how racial demographics are changing in the American society. According to the book the minorities are quickly becoming a majority. The book is looking at the potential impact of these demographic changes.
4. Lee, Erika. The Making of Asian America: A History. , 2015. Print.
This source was written by Lee Erica a long standing scholar of Asian American section. The book focuses on the contribution of the Asian community in America and how its role is quickly changing in the American society. The book is useful for this topic because it discusses the racial question in America
5. Feldman, Keith P. A Shadow Over Palestine: The Imperial Life of Race in America. , 2015. Internet resource.
Written by Feldman, the source deals with the racial question as a burden to some of the races in America. In this case it is a valuable source for the topic under discussion
6. Ryan, April. The Presidency in Black and White: My Up-Close View of Three Presidents and Race in America. , 2015. Print.
This book was written by Ryan April and it examines the racial question in the American leadership. It is relevant to this topic because it is talking to the racial tensions that have characterized American politics.
7. Molina, Natalia. How Race Is Made in America: Immigration, Citizenship, and the Historical Power of Racial Scripts. , 2014. Internet resource.
This source was written by Molina Natalia about how people become citizens of America as well as the ensuring racial tensions. This book is relevant to the topic because it focuses on the racial question that is the subject of discussion here
8 . Banks, Antoine J. Anger and Racial Politics: The Emotional Foundation of Racial Attitudes in America. , 2014. Print.
This book was written by Banks Antoine w ...
70 of students will successfully research and analyze the structu.docx
This document outlines the requirements and rubric for an assignment in a Music Appreciation course at Saint Leo University. Students will research a musical genre or repertoire and write a research paper and presentation applying critical thinking skills and Saint Leo's core values of personal development, responsible stewardship, integrity, community, excellence, and respect. The paper must relate the chosen topic to issues of identity and include a minimum of three scholarly sources. Students will post their papers and presentations online for peers to review. The assignment aims to develop students' decision-making abilities through analyzing music in a scholarly way and connecting it to the university's values.
SENIOR THESIS RMAS
This document summarizes a literature review on racial microaggressions experienced by students of color at historically white institutions and the impact on their mental health and college experience. The review examines themes in the literature around personal experiences with microaggressions, effects on mental health, and coping strategies used by students. While the data suggests microaggressions negatively impact students of color, the relationships are weak and more research is needed using valid instruments. The review recommends continued testing of instruments and providing social support spaces on campus for students of color.
College English WRT 105Dr. SmythDate Due Keep t.docx
The document outlines an assignment for a college English class to analyze a form of cultural resistance and construct an argument for a particular understanding of the issue. Students are instructed to identify a topic related to cultural resistance, conduct research to explore various perspectives on the controversy, and write a paper arguing their own position while incorporating sources to further develop their argument. Examples of topics that could be analyzed include music, art, language, media, and various social movements.
ON THE ORIGINS OF VIOLENCE.docx
This document provides instructions for multiple assignments related to analyzing violence. It discusses analyzing the origins of violence through a case study of the Newtown shooting. Later assignments involve analyzing elder abuse, gang violence, and developing an educational program on a type of violence. The document provides detailed expectations for writing assignments on these topics, including length, original work, use of references, precision, depth, clarity, and critical thinking.
14a 2 t4_chapterfourteenpowerpoint_new
This document discusses the important role that journalists play in society by reporting news and analyzing issues in historical and political context. It warns against "tabloidism" and focuses too much on sensational stories rather than more significant issues. The document also emphasizes that a free press is vital for a democratic society by presenting a range of perspectives to help citizens become informed and think for themselves.
Nathalie English Research.docxFZXCXCXZCZXXZC
This document outlines a research study analyzing Henry David Thoreau's essay "On the Duty of Civil Disobedience" through Marxist and moralist approaches. The study aims to determine if the essay reflects these perspectives and how it contributes to existing knowledge on civil disobedience. It discusses the significance of examining the essay's literary strategies to understand the author's messages and perspectives. The study intends to enrich discussions on literature and civil disobedience, while promoting critical thinking skills.
Discussion Ethics in Cross-Cultural ResearchWhile many psyc.docx
Discussion: Ethics in Cross-Cultural Research
While many psychologists may be familiar with ethical considerations in their own culture, such as the use of Institutional Review Boards (IRBs) to review research, or the existence of professional documents such as American Psychological Association’s (APA) code of ethics, when conducting research outside of their majority home culture, they may be at a loss. For instance, the psychologist may not be aware of different rules and regulations for research in different nations, or about various spoken and unspoken cultural beliefs about morals and ethics and the role and purpose of research, such as differing understandings and beliefs about what merits co-authorship or what constitutes privacy and confidentiality. Familiarizing yourself with such ethical considerations will be important for you to understand in your future professional practice.
For this Discussion, you will examine ethical issues related to cross-cultural research and the necessary course of action.
To Prepare:
Consider the following:
Professor Plum wants to investigate cross-cultural differences in attitudes towards different foods. He is very interested in nation “X”. However, he has never been there nor does he know the language or culture or the political situation. He also does not know if there are any psychologists living in that nation. Understanding attitudes about foods in this nation may help with people with eating disorders in Professor Plum’s country and eventually may help people with eating disorders in many nations.
As you consider Professor Plum’s research, think about the impact of his plans on human subject protection. Also, consider the ethical implications of the aims of his research purposes and his ability to gain information that will accurately represent those from whom he collects data.
Before Professor Plum begins his research,
post
and explain some of the potential ethical issues he will need to consider (i.e., impact on human subject protection) and why this is an important consideration. Further explain two ethical issues and suggest what courses of action might be appropriate.
Learning Resources
Required Readings
Haffejee, S., & Theron, L. (2018). Contextual risks and resilience enablers in South Africa: The case of Precious. In G. Rich & S. Sirikantraporn (Eds.),
Human strengths and resilience: Developmental, cross-cultural, and international perspectives
(pp. 87–104).Lanham, MD: Lexington Books.
Credit Line: Human Strengths and Resilience: Developmental, Cross-Cultural, and International Perspectives, by Rich, G.; Sirikantraporn, S. Copyright 2018 by Lexington Books. Reprinted by permission of Lexington Books via the Copyright Clearance Center.
Ice, G.H., Dufour, D. L., & Stevens, N. J. (2015).
Disasters in field research: Preparing for and coping with unexpected events.
New York, NY: Rowman & Littlefield.
Credit Line: Disasters in Field Research: Preparing for and Cop.
Week 6 english 145
This document provides an agenda and discussion topics for an English class on September 28th and 30th. On the 28th, the class will discuss assigned readings, blog posts, and literature review samples. They will also work individually on literature reviews. On the 30th, the class will go over blog entries and a reading on the American Dream, discuss how literature reviews can help social action projects, and review more literature review samples. The document outlines various discussion topics around defining and dismantling racism, white supremacy, racial disparities, and moving beyond white guilt. It also provides tips and examples for writing a literature review.
Loc lesson-template
This multi-day lesson plan teaches students about immigration to the United States through primary source images and political cartoons. Over the course of five class periods, students will formulate historical research questions, analyze primary sources, and write a paper on why a specific ethnic group migrated to America. They will explore push and pull factors, expectations vs realities, occupations, settlement patterns, and assimilation over time. The lesson addresses several CT history and social studies standards and provides rubrics to evaluate students' research papers.
SOC 120-Research Proposal Part III_Including Extra Credit_Lisa Camarillo
This document outlines a research proposal examining how social identity and acceptance by mono-racial groups affects bi-racial individuals' self-acceptance and self-esteem. The proposal will use surveys and interviews at colleges to understand bi-racial individuals' experiences. Quantitative data will analyze demographics and qualitative data will explore questions about racial identity and belonging. The researcher will analyze themes in interviews and apply social identity and critical race theories to understand effects of marginalization on bi-racial individuals' identities.
Document Interpretation TutorialDocument Interpretation Ultimat.docx
Document Interpretation Tutorial
Document Interpretation: Ultimate Skill of the HistorianPrimary Sources
Primary sources are generally first-hand accounts or records. They may have been written or created during the time period under investigation, or perhaps were written by someone who lived during that time period. Most crucially, they have not been interpreted by anyone else, though they may offer interpretations of the events they describe. Below are four examples of primary sources: a political cartoon, a page of correspondence, the title page of Thomas Paine's Common Sense, and a wartime poster encouraging women workers. As you can imagine, however, there are many more types of primary sources.
Countless items can be used by historians as primary sources. Almost anything you can imagine could be used as a primary source in some type of historical research. A fun exercise to help you understand the immensity of available primary sources is to look around the room you're in and ask yourself, "what would historians view or study one hundred years from now to understand the way we live and what we think today?"
The list below includes only a few of the types of primary sources utilized by historians. How many more can you add to the list?
letters • diaries • autobiographies • plays • novels • short stories • poems
scholarly journals • newspapers • popular magazines
official memoranda • government documents • census data
religious tracts • song lyrics
photographs • cartoons • posters • paintings • murals
films • television shows • performing arts recordings • email • musical recordings
clothing • political campaign signs • pottery • religious icons • tools • furniture
Secondary Sources
Secondary sources analyze, interpret, or comment upon primary sources. A secondary source says something about a primary sources, often illustrating patterns of recurring themes.
Perhaps the best example of a secondary source is your textbook. Open it to any chapter and read a couple of paragraphs and you will find that the authors have conducted extensive research utilizing primary sources. They have likely consulted other secondary sources as well. They have then written those paragraphs to explain what they have learned and how they understand the people and ideas of the past. The authors have interpreted the sources for you.
The list below includes some of the primary sources we’ve already identified accompanies by secondary sources which might, analyze, interpret, or comment upon them.
Primary Source
Secondary Sources
Abraham Lincoln’s personal letters
a biography of Abraham Lincoln
A popular magazine from 1910
an article about print advertising in the early twentieth century
The 1860 U.S. Federal Census
a PowerPoint presentation concerning U.S. population distribution before the Civil War
The lyrics “We Shall Overcome”
a book examining the Civil Rights movement of the 1960s
Grant Woods’ American Gothic
an essay on American art and artists
An episode of I.
Chapter 6 Qualitative Research Typologies.ppt
The document provides an overview of different qualitative research methods, including phenomenology, ethnography, case study research, grounded theory, historiography, hermeneutics, narrative analysis, participatory action research, and secondary analysis. For each method, it describes the research purpose, typical data collection approaches, data analysis techniques, and expected narrative report focus. The document aims to educate readers on the key dimensions and approaches used in various qualitative research designs.
WRITING ADVICEPromptIn 6-8 pages develop an argument.docx
WRITING ADVICE
Prompt
In 6-8 pages develop an argument about the key
factors determining successful presidential
leadership in the modern era (FDR forward).
Your argument should be deeply rooted in the
scholarly literature on the presidency. Develop
your argument in more detail by exploring two
cases where a president attempted to provide
leadership in some way. The cases that you
select should be narrow (e.g. FDR and the
passage of the Social Security Act rather than
FDR and the New Deal).
Prompt (cont.)
You only have a few short pages to discuss each
case and it is better to be an inch wide and a
mile deep than a mile wide and an inch deep. I
think that the easiest way to do this would be to
choose a policy or action widely viewed as a
historical success and another that is widely
viewed as a historical failure (e.g. Truman’s
Marshall Plan and Nixon’s invasion of Cambodia).
However, you do not need to follow this mold.
You could also compare two successes or two
failures.
Prompt (cont.)
In the development of your mini-case studies, you
should draw heavily from the Green Library’s
large collection of newspapers (available online).
For each case, you should be citing from The New
York Times and other online newspaper databases
from the week surrounding the event. This will help
give your cases much more depth. I also
encourage you to find other supplemental
sources like presidential biographies, journal
articles, academic books, primary documents,
and oral histories about the actual event to bolster
What do you need?
A theory of presidential leadership
developed from the scholarly literature
• Two interesting cases that you’ll analyze in
light of that theory
Developing a theory
Look for books and articles about presidential
leadership
• Look for useful references in the “suggested
readings” section of your textbook
• Where do you start? http://library.fiu.edu
• Search books for “presidential leadership” or other
important key terms that you might be interested in
• Sign in from off campus to have access to articles (“Log
in for Access” on the yellow toolbar)
• Go to “Find > A-Z List > G > Google Scholar” to make
your way to Google Scholar from off campus
What about the cases?
Explore the appendix in Greenstein (233-274)
• Read newspapers from the time
• Produce copies or directly transcribe into a Word
document with the information that you will need for
citations and references
• “Blah, blah, blah... Marshall Plan...” (Greg A. Halpriggs,
“The Marshall Plan,” NY Times, March 27th, 1948, Section
A-11, Paragraph 4). Not an actual citation or reference
(just the info you will eventually need)
• Look for scholarly works on the cases in the
same way that you did for your theory
Organization
Write a strong thesis statement that clearly
elaborates your main argument and organizes
your paper:
• Ex. “Ultimately, the paper contends that the failure of
President Nixon’s invasion of Cambod.
As you finalize your research paper, please be reminded of the fol.docx
As you finalize your research paper, please be reminded of the following:
1. All term papers mustconform to the documentation standards set forth by the Modern Language Association (MLA), Turabian, University of Chicago, or the American Psychological Association.
2. The research paper must be typewritten, double-spaced, with margins of 1 inch. The cover page should reflect the title of the paper, your name, the course number, the professor, and the date. All papers must have page numbers.
3. A minimum of ten (7) peer reviewed scholarly journal articles must be employed in the undergraduate paper; a minimum of fifteen (15) must be employed in graduate student papers.
4. All research papers must reflect a systematic investigation and analysis of some aspect of the civil rights movement. The use of headings is required in this research paper. Utilizing the traditional social science format, the paper must address the following: 1) Introduction -this section of the paper should establish the context and parameters for your research and set up you paper; 2) Purpose - clearly state your research question(s) and/or hypothesis or thesis; 3) Significance of the Study - in this section in addition to explaining why it is important to carry out the research, be sure to explain why your topic is important to black politics; 4) Methodology - i.e., What specific steps will you take to carry out or perform the research required to address your research question(s)? 5) Review of Literature - this section of your paper should reflect a systematic discussion of the literature (refereed or peer-reviewed scholarly publications and other materials) related to your topic of investigation. Before proceeding, have in mind a clear purpose/focus for your literature review (also, refer to the handout “How to do a Review of Literature”). 6) Analysis and Discussion - in this section of the paper you need to specify the kind of analysis you will perform and why; this section leads to the discovery of the answer(s) to the research question(s) you raised; 7) Summary and Conclusion; 8) Implications - i.e., What is the meaning or contemporary relevance of the results of your study of the civil rights movement in the assigned state (e.g., for public policy, American society and politics, African American political organization)?
5. Undergraduate student papers must be a minimum of 10-12 pages (not including cover page, bibliography, and notes); graduate student papers must be a minimum of 25 pages.
6. Proof read your paper carefully and correct all typographical, spelling, punctuation, and grammatical errors. Double-check your work to ensure proper sentence structure and usage. Because we often "get too close to our work to detect errors", you may opt to ask someone who is skilled in the mechanics of writing to review your work prior to submission. Do not use the first person (I) in writing the research paper
8. Term papers will be evaluated along the f ...
roles are largely complete when they hand an investigation.docx
This document outlines the responsibilities of investigators at different phases of a criminal investigation from initial response to a crime scene through trial preparation. It provides guidance to complete an assignment detailing the steps, procedures, best practices, legal obligations and potential pitfalls at each phase, including: processing the initial crime scene; gathering information and interviewing witnesses during the investigation; identifying, locating, apprehending and interrogating suspects; assembling the final report and presenting the case to prosecutors; and preparing evidence and testimony for prosecution and trial. The assignment criteria include describing responsibilities at each phase, examining relevant procedures, analyzing strategies, and citing references.
Role of the Military in Disaster.docx
The military plays an important role in responding to domestic disasters by providing personnel, equipment, and logistical support. During 9/11 and Hurricane Katrina, fighter jets patrolled cities and the National Guard and Coast Guard conducted large-scale rescue operations. While the military is effective at disaster response, there are also debates around federalizing the National Guard, authorizing deadly force, and declaring martial law during relief efforts.
Role of telemedinine in disease preventions.docx
Telemedicine can play an important role in preventive medicine by allowing medical professionals to monitor patients remotely, collect health data over time, and intervene early if signs of disease emerge. However, the source material did not include a full research article describing a study on this topic. It only listed keywords and did not provide details on goals, methods, findings or impact. More information would be needed to fully evaluate telemedicine's role in prevention.
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This document outlines the requirements for Assignment 4, a research paper. Students are asked to pick one issue they find intriguing and research it from multiple perspectives. They will examine their initial assumptions about the issue and how their background affects their view. The bulk of the paper involves researching the "dominant discourse" around the issue, including the rhetoric and language used by supporting and opposing groups. Students should look at words, images, concepts valued by each group. Finally, students will reflect on what they learned, how their understanding changed, and the importance of gaining different perspectives on issues. The paper requires sources from books, scholarly articles, pop culture, websites, and one image, research study, or unconventional source.
Cora Harvey Armstrong Gospel singer and pianist.docx
Cora Harvey Armstrong was a gospel singer and pianist. The document asks a series of questions about applying intercultural communication frameworks, such as the cultural iceberg model, to analyze an event from another culture. It prompts the reader to consider beliefs, values, norms, stereotypes, and verbal and nonverbal codes observed. It also addresses comprehending and misunderstanding aspects of intercultural exchange, and how attending such an event adds to one's intercultural competence.
Zegeer unit5 presentation IDOL
This document outlines five elements - context, thesis, perspective, audience, and significance - that should be analyzed when studying primary sources in history. Context refers to understanding the time period and events surrounding the primary source. Thesis identifies the main points or argument. Perspective considers the background and potential biases of the author. Audience determines who the source was intended for. Significance evaluates how the source contributes to understanding history.
How much are American Indians expected to shed their cultural herita
How much are American Indians expected to shed their cultural heritage to become a part of contemporary society? Do American Indians resist assimilation? How? Why? (Be specific, include a very detailed answer)
When discussing American Indians’ heritage and assimilation you must discuss historical notions from this group within this country, as well as argue the reasons surrounding these notions. (Discuss treaties, Federal policies, AIM, NARF, and the BIA
2) It is estimated that sometime in the next few decades Whites will become a minority when demographically compared to the sum of all other minority groups combined. One of the reasons for this change will be that Hispanic/Latinos will comprise about one-fourth of the U.S. population. Following this notion, how do Hispanics/Latinos view themselves (past, present, and future); and how are they viewed by others (past, present and future)? Using your sociological imagination how do you anticipate this futuristic demographic change will affect Hispanic/Latino alliances with other minorities and Whites?
When answering Q#2 the first pointer is not to apply a sameness approach to this group. Make sure you discuss Central and South Americans, Mexicans, Chicanos, and Caribbean people within your answer (including Puerto Ricans and Cubans). Your past, present, and future discussion will include shared issues, as well as any specific ones that you choose to present and discuss. You will need to explore myths and stereotypes attached to this group and its different members plus you will need to think futuristically about racial relations for this group in near-future United States’ society.
Read, follow, and apply your writing guidelines handout.
Please be explicit. Implicitly presenting information, using a source, or discussing a notion/concept can easily prove to be very counterproductive to your grade.
Make sure you apply critical thinking as much as you can. This means that you should include your personal insight.
Treat this assignment as a research paper and not as a take home exam. Formatting it as such is a critical component. (Please do not include a copy of the questions in your work nor should you enumerate your answers or present two separate papers).
It is of critical importance that you give equal academic importance/inclusion to every part of each question you choose to answer.
5 pages of content length minimum.
...
Falekos 1Lora FalekosEnglish 114BLusine Makarosyan18 April.docx
Falekos 1
Lora Falekos
English 114B
Lusine Makarosyan
18 April 2016
Annotated bibliography: Racial relations in America
1. Bankston, Carl L. Racial and Ethnic Relations in America. Pasadena, Calif: Salem Press, 2000. Print.
This source is a collection of primary documents from the civil rights movement in America and the events that shaped racial relationships we have today in America. I therefore feel it is appropriate for this topic because it shows how far this issue of social relations has come. It is relevant in that it documents various events in America concerning, white, black and colored people in America.
2. Levy, Peter B. The Civil Rights Movement in America: From Black Nationalism to the Women's Political Council. , 2015. Print.
This source talks about the relationships of various racial and tribal groups in North America. One gets to learn how these groups have lived since then and how their relationship has shaped racial interaction today. Therefore the book is relevant to this topic especially in the racial relations part.
3. Frey, William H. Diversity Explosion: How New Racial Demographics Are Remaking America. , 2015. Internet resource.
This sources was written by Frey William. It is examining how racial demographics are changing in the American society. According to the book the minorities are quickly becoming a majority. The book is looking at the potential impact of these demographic changes.
4. Lee, Erika. The Making of Asian America: A History. , 2015. Print.
This source was written by Lee Erica a long standing scholar of Asian American section. The book focuses on the contribution of the Asian community in America and how its role is quickly changing in the American society. The book is useful for this topic because it discusses the racial question in America
5. Feldman, Keith P. A Shadow Over Palestine: The Imperial Life of Race in America. , 2015. Internet resource.
Written by Feldman, the source deals with the racial question as a burden to some of the races in America. In this case it is a valuable source for the topic under discussion
6. Ryan, April. The Presidency in Black and White: My Up-Close View of Three Presidents and Race in America. , 2015. Print.
This book was written by Ryan April and it examines the racial question in the American leadership. It is relevant to this topic because it is talking to the racial tensions that have characterized American politics.
7. Molina, Natalia. How Race Is Made in America: Immigration, Citizenship, and the Historical Power of Racial Scripts. , 2014. Internet resource.
This source was written by Molina Natalia about how people become citizens of America as well as the ensuring racial tensions. This book is relevant to the topic because it focuses on the racial question that is the subject of discussion here
8 . Banks, Antoine J. Anger and Racial Politics: The Emotional Foundation of Racial Attitudes in America. , 2014. Print.
This book was written by Banks Antoine w ...
70 of students will successfully research and analyze the structu.docx
This document outlines the requirements and rubric for an assignment in a Music Appreciation course at Saint Leo University. Students will research a musical genre or repertoire and write a research paper and presentation applying critical thinking skills and Saint Leo's core values of personal development, responsible stewardship, integrity, community, excellence, and respect. The paper must relate the chosen topic to issues of identity and include a minimum of three scholarly sources. Students will post their papers and presentations online for peers to review. The assignment aims to develop students' decision-making abilities through analyzing music in a scholarly way and connecting it to the university's values.
SENIOR THESIS RMAS
This document summarizes a literature review on racial microaggressions experienced by students of color at historically white institutions and the impact on their mental health and college experience. The review examines themes in the literature around personal experiences with microaggressions, effects on mental health, and coping strategies used by students. While the data suggests microaggressions negatively impact students of color, the relationships are weak and more research is needed using valid instruments. The review recommends continued testing of instruments and providing social support spaces on campus for students of color.
College English WRT 105Dr. SmythDate Due Keep t.docx
The document outlines an assignment for a college English class to analyze a form of cultural resistance and construct an argument for a particular understanding of the issue. Students are instructed to identify a topic related to cultural resistance, conduct research to explore various perspectives on the controversy, and write a paper arguing their own position while incorporating sources to further develop their argument. Examples of topics that could be analyzed include music, art, language, media, and various social movements.
ON THE ORIGINS OF VIOLENCE.docx
This document provides instructions for multiple assignments related to analyzing violence. It discusses analyzing the origins of violence through a case study of the Newtown shooting. Later assignments involve analyzing elder abuse, gang violence, and developing an educational program on a type of violence. The document provides detailed expectations for writing assignments on these topics, including length, original work, use of references, precision, depth, clarity, and critical thinking.
14a 2 t4_chapterfourteenpowerpoint_new
This document discusses the important role that journalists play in society by reporting news and analyzing issues in historical and political context. It warns against "tabloidism" and focuses too much on sensational stories rather than more significant issues. The document also emphasizes that a free press is vital for a democratic society by presenting a range of perspectives to help citizens become informed and think for themselves.
Nathalie English Research.docxFZXCXCXZCZXXZC
This document outlines a research study analyzing Henry David Thoreau's essay "On the Duty of Civil Disobedience" through Marxist and moralist approaches. The study aims to determine if the essay reflects these perspectives and how it contributes to existing knowledge on civil disobedience. It discusses the significance of examining the essay's literary strategies to understand the author's messages and perspectives. The study intends to enrich discussions on literature and civil disobedience, while promoting critical thinking skills.
Discussion Ethics in Cross-Cultural ResearchWhile many psyc.docx
Discussion: Ethics in Cross-Cultural Research
While many psychologists may be familiar with ethical considerations in their own culture, such as the use of Institutional Review Boards (IRBs) to review research, or the existence of professional documents such as American Psychological Association’s (APA) code of ethics, when conducting research outside of their majority home culture, they may be at a loss. For instance, the psychologist may not be aware of different rules and regulations for research in different nations, or about various spoken and unspoken cultural beliefs about morals and ethics and the role and purpose of research, such as differing understandings and beliefs about what merits co-authorship or what constitutes privacy and confidentiality. Familiarizing yourself with such ethical considerations will be important for you to understand in your future professional practice.
For this Discussion, you will examine ethical issues related to cross-cultural research and the necessary course of action.
To Prepare:
Consider the following:
Professor Plum wants to investigate cross-cultural differences in attitudes towards different foods. He is very interested in nation “X”. However, he has never been there nor does he know the language or culture or the political situation. He also does not know if there are any psychologists living in that nation. Understanding attitudes about foods in this nation may help with people with eating disorders in Professor Plum’s country and eventually may help people with eating disorders in many nations.
As you consider Professor Plum’s research, think about the impact of his plans on human subject protection. Also, consider the ethical implications of the aims of his research purposes and his ability to gain information that will accurately represent those from whom he collects data.
Before Professor Plum begins his research,
post
and explain some of the potential ethical issues he will need to consider (i.e., impact on human subject protection) and why this is an important consideration. Further explain two ethical issues and suggest what courses of action might be appropriate.
Learning Resources
Required Readings
Haffejee, S., & Theron, L. (2018). Contextual risks and resilience enablers in South Africa: The case of Precious. In G. Rich & S. Sirikantraporn (Eds.),
Human strengths and resilience: Developmental, cross-cultural, and international perspectives
(pp. 87–104).Lanham, MD: Lexington Books.
Credit Line: Human Strengths and Resilience: Developmental, Cross-Cultural, and International Perspectives, by Rich, G.; Sirikantraporn, S. Copyright 2018 by Lexington Books. Reprinted by permission of Lexington Books via the Copyright Clearance Center.
Ice, G.H., Dufour, D. L., & Stevens, N. J. (2015).
Disasters in field research: Preparing for and coping with unexpected events.
New York, NY: Rowman & Littlefield.
Credit Line: Disasters in Field Research: Preparing for and Cop.
Week 6 english 145
This document provides an agenda and discussion topics for an English class on September 28th and 30th. On the 28th, the class will discuss assigned readings, blog posts, and literature review samples. They will also work individually on literature reviews. On the 30th, the class will go over blog entries and a reading on the American Dream, discuss how literature reviews can help social action projects, and review more literature review samples. The document outlines various discussion topics around defining and dismantling racism, white supremacy, racial disparities, and moving beyond white guilt. It also provides tips and examples for writing a literature review.
Loc lesson-template
This multi-day lesson plan teaches students about immigration to the United States through primary source images and political cartoons. Over the course of five class periods, students will formulate historical research questions, analyze primary sources, and write a paper on why a specific ethnic group migrated to America. They will explore push and pull factors, expectations vs realities, occupations, settlement patterns, and assimilation over time. The lesson addresses several CT history and social studies standards and provides rubrics to evaluate students' research papers.
SOC 120-Research Proposal Part III_Including Extra Credit_Lisa Camarillo
This document outlines a research proposal examining how social identity and acceptance by mono-racial groups affects bi-racial individuals' self-acceptance and self-esteem. The proposal will use surveys and interviews at colleges to understand bi-racial individuals' experiences. Quantitative data will analyze demographics and qualitative data will explore questions about racial identity and belonging. The researcher will analyze themes in interviews and apply social identity and critical race theories to understand effects of marginalization on bi-racial individuals' identities.
Document Interpretation TutorialDocument Interpretation Ultimat.docx
Document Interpretation Tutorial
Document Interpretation: Ultimate Skill of the HistorianPrimary Sources
Primary sources are generally first-hand accounts or records. They may have been written or created during the time period under investigation, or perhaps were written by someone who lived during that time period. Most crucially, they have not been interpreted by anyone else, though they may offer interpretations of the events they describe. Below are four examples of primary sources: a political cartoon, a page of correspondence, the title page of Thomas Paine's Common Sense, and a wartime poster encouraging women workers. As you can imagine, however, there are many more types of primary sources.
Countless items can be used by historians as primary sources. Almost anything you can imagine could be used as a primary source in some type of historical research. A fun exercise to help you understand the immensity of available primary sources is to look around the room you're in and ask yourself, "what would historians view or study one hundred years from now to understand the way we live and what we think today?"
The list below includes only a few of the types of primary sources utilized by historians. How many more can you add to the list?
letters • diaries • autobiographies • plays • novels • short stories • poems
scholarly journals • newspapers • popular magazines
official memoranda • government documents • census data
religious tracts • song lyrics
photographs • cartoons • posters • paintings • murals
films • television shows • performing arts recordings • email • musical recordings
clothing • political campaign signs • pottery • religious icons • tools • furniture
Secondary Sources
Secondary sources analyze, interpret, or comment upon primary sources. A secondary source says something about a primary sources, often illustrating patterns of recurring themes.
Perhaps the best example of a secondary source is your textbook. Open it to any chapter and read a couple of paragraphs and you will find that the authors have conducted extensive research utilizing primary sources. They have likely consulted other secondary sources as well. They have then written those paragraphs to explain what they have learned and how they understand the people and ideas of the past. The authors have interpreted the sources for you.
The list below includes some of the primary sources we’ve already identified accompanies by secondary sources which might, analyze, interpret, or comment upon them.
Primary Source
Secondary Sources
Abraham Lincoln’s personal letters
a biography of Abraham Lincoln
A popular magazine from 1910
an article about print advertising in the early twentieth century
The 1860 U.S. Federal Census
a PowerPoint presentation concerning U.S. population distribution before the Civil War
The lyrics “We Shall Overcome”
a book examining the Civil Rights movement of the 1960s
Grant Woods’ American Gothic
an essay on American art and artists
An episode of I.
Chapter 6 Qualitative Research Typologies.ppt
The document provides an overview of different qualitative research methods, including phenomenology, ethnography, case study research, grounded theory, historiography, hermeneutics, narrative analysis, participatory action research, and secondary analysis. For each method, it describes the research purpose, typical data collection approaches, data analysis techniques, and expected narrative report focus. The document aims to educate readers on the key dimensions and approaches used in various qualitative research designs.
WRITING ADVICEPromptIn 6-8 pages develop an argument.docx
WRITING ADVICE
Prompt
In 6-8 pages develop an argument about the key
factors determining successful presidential
leadership in the modern era (FDR forward).
Your argument should be deeply rooted in the
scholarly literature on the presidency. Develop
your argument in more detail by exploring two
cases where a president attempted to provide
leadership in some way. The cases that you
select should be narrow (e.g. FDR and the
passage of the Social Security Act rather than
FDR and the New Deal).
Prompt (cont.)
You only have a few short pages to discuss each
case and it is better to be an inch wide and a
mile deep than a mile wide and an inch deep. I
think that the easiest way to do this would be to
choose a policy or action widely viewed as a
historical success and another that is widely
viewed as a historical failure (e.g. Truman’s
Marshall Plan and Nixon’s invasion of Cambodia).
However, you do not need to follow this mold.
You could also compare two successes or two
failures.
Prompt (cont.)
In the development of your mini-case studies, you
should draw heavily from the Green Library’s
large collection of newspapers (available online).
For each case, you should be citing from The New
York Times and other online newspaper databases
from the week surrounding the event. This will help
give your cases much more depth. I also
encourage you to find other supplemental
sources like presidential biographies, journal
articles, academic books, primary documents,
and oral histories about the actual event to bolster
What do you need?
A theory of presidential leadership
developed from the scholarly literature
• Two interesting cases that you’ll analyze in
light of that theory
Developing a theory
Look for books and articles about presidential
leadership
• Look for useful references in the “suggested
readings” section of your textbook
• Where do you start? http://library.fiu.edu
• Search books for “presidential leadership” or other
important key terms that you might be interested in
• Sign in from off campus to have access to articles (“Log
in for Access” on the yellow toolbar)
• Go to “Find > A-Z List > G > Google Scholar” to make
your way to Google Scholar from off campus
What about the cases?
Explore the appendix in Greenstein (233-274)
• Read newspapers from the time
• Produce copies or directly transcribe into a Word
document with the information that you will need for
citations and references
• “Blah, blah, blah... Marshall Plan...” (Greg A. Halpriggs,
“The Marshall Plan,” NY Times, March 27th, 1948, Section
A-11, Paragraph 4). Not an actual citation or reference
(just the info you will eventually need)
• Look for scholarly works on the cases in the
same way that you did for your theory
Organization
Write a strong thesis statement that clearly
elaborates your main argument and organizes
your paper:
• Ex. “Ultimately, the paper contends that the failure of
President Nixon’s invasion of Cambod.
As you finalize your research paper, please be reminded of the fol.docx
As you finalize your research paper, please be reminded of the following:
1. All term papers mustconform to the documentation standards set forth by the Modern Language Association (MLA), Turabian, University of Chicago, or the American Psychological Association.
2. The research paper must be typewritten, double-spaced, with margins of 1 inch. The cover page should reflect the title of the paper, your name, the course number, the professor, and the date. All papers must have page numbers.
3. A minimum of ten (7) peer reviewed scholarly journal articles must be employed in the undergraduate paper; a minimum of fifteen (15) must be employed in graduate student papers.
4. All research papers must reflect a systematic investigation and analysis of some aspect of the civil rights movement. The use of headings is required in this research paper. Utilizing the traditional social science format, the paper must address the following: 1) Introduction -this section of the paper should establish the context and parameters for your research and set up you paper; 2) Purpose - clearly state your research question(s) and/or hypothesis or thesis; 3) Significance of the Study - in this section in addition to explaining why it is important to carry out the research, be sure to explain why your topic is important to black politics; 4) Methodology - i.e., What specific steps will you take to carry out or perform the research required to address your research question(s)? 5) Review of Literature - this section of your paper should reflect a systematic discussion of the literature (refereed or peer-reviewed scholarly publications and other materials) related to your topic of investigation. Before proceeding, have in mind a clear purpose/focus for your literature review (also, refer to the handout “How to do a Review of Literature”). 6) Analysis and Discussion - in this section of the paper you need to specify the kind of analysis you will perform and why; this section leads to the discovery of the answer(s) to the research question(s) you raised; 7) Summary and Conclusion; 8) Implications - i.e., What is the meaning or contemporary relevance of the results of your study of the civil rights movement in the assigned state (e.g., for public policy, American society and politics, African American political organization)?
5. Undergraduate student papers must be a minimum of 10-12 pages (not including cover page, bibliography, and notes); graduate student papers must be a minimum of 25 pages.
6. Proof read your paper carefully and correct all typographical, spelling, punctuation, and grammatical errors. Double-check your work to ensure proper sentence structure and usage. Because we often "get too close to our work to detect errors", you may opt to ask someone who is skilled in the mechanics of writing to review your work prior to submission. Do not use the first person (I) in writing the research paper
8. Term papers will be evaluated along the f ...
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一比一原版卡尔加里大学毕业证（uc毕业证）如何办理
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This webinar discusses the limitations of traditional approaches for business process simulation based on had-crafted model with restrictive assumptions. It shows how process mining techniques can be assembled together to discover high-fidelity digital twins of end-to-end processes from event data.
Drownings spike from May to August in children
Did you know that drowning is a leading cause of unintentional death among young children? According to recent data, children aged 1-4 years are at the highest risk. Let's raise awareness and take steps to prevent these tragic incidents. Supervision, barriers around pools, and learning CPR can make a difference. Stay safe this summer!
REUSE-SCHOOL-DATA-INTEGRATED-SYSTEMS.pptx
Enhanced data collection methods can help uncover the true extent of child abuse and neglect. This includes Integrated Data Systems from various sources (e.g., schools, healthcare providers, social services) to identify patterns and potential cases of abuse and neglect.
Experts live - Improving user adoption with AI
Bekijk de slides van onze sessie Enhancing Modern Workplace Efficiency op Experts Live 2024.
ML-PPT-UNIT-2 Generative Classifiers Discriminative Classifiers
Generative Classifiers: Classifying with Bayesian decision theory, Bayes’ rule, Naïve Bayes classifier.
Discriminative Classifiers: Logistic Regression, Decision Trees: Training and Visualizing a Decision Tree, Making Predictions, Estimating Class Probabilities, The CART Training Algorithm, Attribute selection measures- Gini impurity; Entropy, Regularization Hyperparameters, Regression Trees, Linear Support vector machines.
Cell The Unit of Life for NEET Multiple Choice Questions.docx
celltheunitoflife
ribosomes
thegolgi
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phragmoplast
一比一原版(Sheffield毕业证书)谢菲尔德大学毕业证如何办理
原版制作【微信:41543339】【(Sheffield毕业证书)谢菲尔德大学毕业证】【微信:41543339】《成绩单、外壳、雅思、offer、留信学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器一制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
原版制作(unimelb毕业证书)墨尔本大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(unimelb毕业证书)墨尔本大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(uom毕业证书)曼彻斯特大学毕业证如何办理
原版一模一样【微信：741003700 】【(uom毕业证书)曼彻斯特大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(uom毕业证书)曼彻斯特大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(uom毕业证书)曼彻斯特大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(uom毕业证书)曼彻斯特大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(uom毕业证书)曼彻斯特大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
原版一比一爱尔兰都柏林大学毕业证(UCD毕业证书)如何办理
原版制作【微信:41543339】【爱尔兰都柏林大学毕业证(UCD毕业证书)】【微信:41543339】《成绩单、外壳、雅思、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版马来西亚博特拉大学毕业证（upm毕业证）如何办理
原版一模一样【微信：741003700 】【马来西亚博特拉大学毕业证（upm毕业证）成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理马来西亚博特拉大学毕业证（upm毕业证）【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理马来西亚博特拉大学毕业证（upm毕业证）【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理马来西亚博特拉大学毕业证（upm毕业证）【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理马来西亚博特拉大学毕业证（upm毕业证）【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
[VCOSA] Monthly Report - Cotton & Yarn Statistics March 2024
We are pleased to share with you the latest VCOSA statistical report on the cotton and yarn industry for the month of March 2024.
Starting from January 2024, the full weekly and monthly reports will only be available for free to VCOSA members. To access the complete weekly report with figures, charts, and detailed analysis of the cotton fiber market in the past week, interested parties are kindly requested to contact VCOSA to subscribe to the newsletter.
一比一原版爱尔兰都柏林大学毕业证(本硕）ucd学位证书如何办理
原版一模一样【微信：741003700 】【爱尔兰都柏林大学毕业证(本硕）ucd成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理爱尔兰都柏林大学毕业证(本硕）ucd学位证书【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理爱尔兰都柏林大学毕业证(本硕）ucd学位证书【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理爱尔兰都柏林大学毕业证(本硕）ucd学位证书【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理爱尔兰都柏林大学毕业证(本硕）ucd学位证书【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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- 1. The analysis should examine the historical setting, author and bias, intent of t The analysis should examine the historical setting, author and bias, intent of the source, reception of the source, and its relevance to the study of the United States history. The analysis should be 2-3 pages and follow standard paper formatting (Double spaced, 1″ margins, size 12 Times New Roman font). For more information about the primary source analysis, consult the Primary Source Analysis Assignment Guide and Sample Primary Source Analysis below. Your examination of the historical setting should examine the context in which the document is produced. What is going on in history during this time period? How does the historical setting affect the document or situate it within American history? In terms of author and bias, ask yourself, what do I know about the author—race, sex, class, occupation, religion, age, region,political beliefs, etc.? How do these things affect the source? Does the author have an inherent bias that affects his/her perspective on the topic? Next, think about the author’s intent in writing the document. Look at the purpose of the source. What was the author’s message or argument? What was he/she trying to get across? Is the message explicit, or are there implicit messages as well? Also, how does the author try to get the message across? What methods does he/she use? Who constituted the intended audience? Was this source meant for one person’s eyes, or for the public? How does that affect the source?From there, I want you to look at how the source was received. How did people respond to it? Is it prescriptive (telling you what people thought should happen) or descriptive (telling you what people thought did happen)? Does it describe ideology and/or behavior? Finally, address the relevance of this source to United States History. What historical questions can you answer using this source? What are the benefits of using this kind of source? Whatquestions can this source NOT help you answer? What are the limitations of this type of source