Worksheet # 1 Orientalism and Colonial America Answer the f.docx
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Worksheet # 1: Orientalism and Colonial America Answer the following questions. Do not exceed front and back of single sheet of paper. Goals: 1) Recognize and analyze arguments and evidence in scholarly articles. 2) Deepen understanding of early American contacts with Asia Edward Said, Orientalism 1. In your own words, what is “Orientalism”? You can use a short quotation if needed. 2. According to Said, how does “Orientalism” help us better understand U.S.-Asia relations? What does it explain that other analysts have missed? Jack Tchen, New York Before Chinatown 3. Why, according to the Tchen reading, did the founding fathers of America care so much about Asia? Were they “Orientalist”? 4. Tchen talks a lot about Chinese art and porcelains, the China trade, and the influence of Confucius on Americans. Which one do you find most interesting? Why? Said and Tchen 5. Identify two kinds of evidence that either author uses to make their argument which you find interesting. Why did you pick them? What do you think about how the author uses this evidence? Do you think the author was fair or unfair? List page numbers where the evidence appears. 6. Identify at least two concepts or quotes from the readings that you would like explained in class and why . Worksheet # 2: Asians Discover America Answer the following questions. Do not exceed front and back of this paper. Goals: 1) Recognize and analyze original documents of US-Asia relations 2) Deepen understanding of Asian contacts with America 1. Pick a reading by an individual Chinese or Japanese from which you learned the most for Asian impressions of America. State the author, title, and page number; why did you find this most informative? 2. As we saw in “Orientalism,” Americans’ and Europeans “exoticized” the Other. Do Chinese and Japanese, in your view, also “exoticize” Americans? How? 3. How would you compare Chinese and Japanese responses to America? How are they similar? Different? 4. Identify at least two concepts or quotes from the readings that you would like elaborated in class and why . Middl~W� ...
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the name of the textbook is a people and a nation1. Discuss what.docx
the name of the textbook is a people and a nation
1. Discuss what you deem the TEN most important items [events, developments and/or episodes] discussed in the chapter. You must explain why each of the TEN deserves your consideration [why you believe it was important enough to write about?].
Question #2:
1. What information in the chapter interested you most; interested you least? Explain your response in both cases.
Question #3:
1. A large body of credible evidence shows that the Ancient Egyptians were Africans. Why do western scholars and historians ignore this evidence to support claims that there is still debate over the Egyptians' race? What factors do you think explain this problem?
Question #4:
1. The Olmecs is the oldest known civilization in Ancient America. The most visible evidence we have of them is the huge stone heads found in Central America. Review these stone heads on the Internet. Which race do you believe they belong. If you believe the heads appear to represent that of Africans, what does that tell you about Ancient America and Ancient Africans. Be reminded, several historical studies have shown an African presence in Ancient America that predates Columbus [See Michael Bradley's,
The African Presence in Pre-Columbia America
and Ivan Van Sertima's
They Came Before Columbus
..].
.
Writing GuidelinesStep 1 -- SummarizingA summary is a short para.docx
Writing Guidelines
Step 1 -- Summarizing
A summary is a short paragraph telling what the
main idea
of a reading/lecture/video is about. These are some basic steps to follow in order to create a summary:
Read the text and underline or highlight the main idea and the main details.
Put the text aside and write down the main idea and details in a separate document/on a separate piece of paper.
DO NOT LOOK AT THE ORIGINAL DOCUMENT
!
Write your summary using your typed/handwritten notes.
Check your summary and the original article to be sure you have included only the most
important information
and that you have not
directly copied from the article.
Step 2 -- Interpretation
Keep in mind these guidelines for analysis of your document from the
Document Interpretation Tutorial
.
Questions to ask of any source..
Who is the author?
Who wrote or created this? Is there a single or multiple authors? An author's identity sometimes helps you answer the later questions.
What type of source is this?
Is it a photograph or a poem? A biography or a government document? This is a simple but crucial step because you must consider what you can expect to learn from the document.
What is the message of this source?
What is the author describing? What is happening in the text or image? What is the story?
Who is the intended audience?
Who is the author addressing? Was the source intended for private or public consumption? Identifying the audience will help you answer the next question.
Why was this source created?
Does the author have an agenda, a larger purpose? Is the author trying to persuade the audience? Is the document or source simply a compilation of facts, or does it include opinion, inference, or interpretation?
Is this source credible and accurate?
Historians must examine every source with a critical eye. What do you know about the author? Does the document make sense? Do the facts presented by the author or what you know about the time period support the thesis, statement, assertion, or story the author is conveying? Why should you trust, or distrust, this source?
How is this source valuable to me?
How does the source relate to other sources from the time period or along the same issue or theme? Does it support or contradict them? Does it repeat information from other sources or add new information? How relevant is the source to your topic of inquiry? Does it extensively cover your topic, or only marginally or not at all? Remember, you should explore enough sources to obtain a variety of viewpoints.
Document Interpretation 4: "Hamilton and Jefferson", & The Masters Class
No unread replies.
2
2 replies.
Overview
One of the most important skills a historian develops is the ability to evaluate historical documents. This evaluation concerns asking questions of the documents that allows a historian to have insight in a particular topic or period being investigated. This week's documents relate to the weekly module topic. This week's documents re.
ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docx
ENG 283: Close Reading Assignment (5pts)
Taylor 2
Directions:
1) Focus on one text from the list below:
Silko, “Pueblo Ecology”
Creation/Trickster Narrative(s)
de Vaca, “The Relation of Cabeza de Vaca”
Rowlandson, “Captivity and Restoration”
Bradford, “Of Plymouth Plantation”
Edwards, “Sinners in the Hands of an Angry God”
2) Perform a close reading on a section or group of sections from a text. To do so:
Focus by identifying a significant pattern, repetition, anomaly, theme, device, etc.
a. What stands out to you or what do you notice? For example, “imagery,” “diction,” “contrast,” “conflict,” OR “repetition …” List the instances as you prepare to draft.
b. Plan to discuss each example in its own body paragraph.
c. In each body paragraph, discuss what you see as the purpose of the pattern, repetition, anomaly, theme, device, etc.? What does it show, add, symbolize, suggest, or show? Do this for each example in its own paragraph.
2) Ask a question about the pattern (see below).
*Ultimately, your close reading will help you answer one of the prompts below OR explore a new idea of your choice.These questions are intentionally broad; be specific in your essay by offering your own unique interpretation of the literary devices in a text. Be sure to define your terms and devices.
Based on your close reading of a text:
1. What is at the heart of American confessions?
2. What is the confessional tradition “about”?
3. What does the early-American literary tradition suggest about the power of place and/or space?
4. What is the American origin story? What has a work of early-American literature suggested about American beginnings?
5. Based on your reading, what is the pursuit? What has a work of early-American literature suggested about the pursuit? How is it defined?
6. Based on your reading, how were aspects of early-American identity created and remade? Challenged? What does a work of early-American literature suggest about the making, limits, and possibilities of identity?
7. What does the early-American literary tradition suggest about rebellion and/or resistance?
8. What does a work of early-American literature suggest about the power of belief?
9. What is the role of voice, authorship or authority in a work of early-American literature? (May include the power of orality/the power of speech.)
10. Based on your reading, what do you see as a key conflict or tension during the early-American period?
11. What is a recurrent theme in early-American literature?
12. How do early-American authors negotiate audience (the reader) and to what end?
13. What is the role of food, nature/environment, clothing, or another related aspect in early-American literature (can relate to one of the above)?
14. A student-generated question (from discussion or group work).
15. Another topic of your choice.
Structure
Opening Paragraph** (will eventually become a formal introduction):
a. One sentence that states your text and the literary device ...
Question #11. Discuss what you deem the TEN most important items .docx
Question #1:
1. Discuss what you deem the TEN most important items [events, developments and/or episodes] discussed in the chapter. You must explain why each of the TEN deserves your consideration [why you believe it was important enough to write about?].
Question #2:
1. What information in the chapter interested you most; interested you least? Explain your response in both cases.
Question #3:
1. A large body of credible evidence shows that the Ancient Egyptians were Africans. Why do western scholars and historians ignore this evidence to support claims that there is still debate over the Egyptians' race? What factors do you think explain this problem?
Question #4:
1. The Olmecs is the oldest known civilization in Ancient America. The most visible evidence we have of them is the huge stone heads found in Central America. Review these stone heads on the Internet. Which race do you believe they belong. If you believe the heads appear to represent that of Africans, what does that tell you about Ancient America and Ancient Africans. Be reminded, several historical studies have shown an African presence in Ancient America that predates Columbus [See Michael Bradley's,
The African Presence in Pre-Columbia America
and Ivan Van Sertima's
They Came Before Columbus
..].
.
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
AsAm 308 Guidelines for the Final Project Outline 1 P.docx
AsAm 308 Guidelines for the Final Project Outline 1
Prepare an OUTLINE for your Argumentative Final Project Essay. Distributed March 22, 2018
Submission due at Titanium Assignments by Friday, April 6, 12pm (noon).
Suggested Length: 1 page, single-spaced
Note: This handout is adapted from one by historian and Harvard professor Jill Lepore.
By your project thinking and writing, you can engage and practice making a contribution toward
our course objectives --
This course takes Asian women living in the US as the focus of analyses of identity,
culture, and political economy. We will examine works by and about Asian American
women from multiple disciplines, in order to elucidate how Asian American women
have been represented and treated as the objects of history and culture, as well as
how Asian American women in turn shape these forces. By exploring the areas of
immigration and settlement, social stereotyping, identity construction, family,
community, labor, organized resistance, and cultural production, we will attempt to
answer questions such as: Who are “Asian American women”? What are the
commonalities and differences of racialization, gender, class, sexuality, language and
culture that delineate this category? How do Asian American women negotiate the
complexities of multiple identities and positions of their lived experiences, both in the
United States and transnational spaces?
Requirement 1: What am I going to argue? This is my THESIS.
An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the
thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is
generally agreed upon or accepted as fact then there is no reason to try to persuade people.
__ In general, your thesis statement should be 1-2 sentences long and should be found at the end
of your first paragraph (or occasionally your second paragraph).
Requirement 2: A Well-Organized Body
The body of the paper is where you flesh out your thesis and present your evidence. Most people
find it helpful to outline before beginning to write. It is important that you move logically from
point to point as you move from paragraph to paragraph.
__ Present each of your paragraphs and its central idea.
This central idea is generally expressed in a topic sentence which is usually the first or second sentence in a
paragraph. Many people find it helpful to string their topic sentences together after completing an essay. This
should produce a coherent paragraph beginning with your thesis statement.
! What sequence of evidence best supports your claims?
! How and where will you engage both with what other scholars have written about your
subject, or broader interpretations about his period in history, or with theories about the
past, or historical forces?
! Are there counter-arguments that you haven’t considered?
* T.
Recommended
the name of the textbook is a people and a nation1. Discuss what.docx
the name of the textbook is a people and a nation
1. Discuss what you deem the TEN most important items [events, developments and/or episodes] discussed in the chapter. You must explain why each of the TEN deserves your consideration [why you believe it was important enough to write about?].
Question #2:
1. What information in the chapter interested you most; interested you least? Explain your response in both cases.
Question #3:
1. A large body of credible evidence shows that the Ancient Egyptians were Africans. Why do western scholars and historians ignore this evidence to support claims that there is still debate over the Egyptians' race? What factors do you think explain this problem?
Question #4:
1. The Olmecs is the oldest known civilization in Ancient America. The most visible evidence we have of them is the huge stone heads found in Central America. Review these stone heads on the Internet. Which race do you believe they belong. If you believe the heads appear to represent that of Africans, what does that tell you about Ancient America and Ancient Africans. Be reminded, several historical studies have shown an African presence in Ancient America that predates Columbus [See Michael Bradley's,
The African Presence in Pre-Columbia America
and Ivan Van Sertima's
They Came Before Columbus
..].
.
Writing GuidelinesStep 1 -- SummarizingA summary is a short para.docx
Writing Guidelines
Step 1 -- Summarizing
A summary is a short paragraph telling what the
main idea
of a reading/lecture/video is about. These are some basic steps to follow in order to create a summary:
Read the text and underline or highlight the main idea and the main details.
Put the text aside and write down the main idea and details in a separate document/on a separate piece of paper.
DO NOT LOOK AT THE ORIGINAL DOCUMENT
!
Write your summary using your typed/handwritten notes.
Check your summary and the original article to be sure you have included only the most
important information
and that you have not
directly copied from the article.
Step 2 -- Interpretation
Keep in mind these guidelines for analysis of your document from the
Document Interpretation Tutorial
.
Questions to ask of any source..
Who is the author?
Who wrote or created this? Is there a single or multiple authors? An author's identity sometimes helps you answer the later questions.
What type of source is this?
Is it a photograph or a poem? A biography or a government document? This is a simple but crucial step because you must consider what you can expect to learn from the document.
What is the message of this source?
What is the author describing? What is happening in the text or image? What is the story?
Who is the intended audience?
Who is the author addressing? Was the source intended for private or public consumption? Identifying the audience will help you answer the next question.
Why was this source created?
Does the author have an agenda, a larger purpose? Is the author trying to persuade the audience? Is the document or source simply a compilation of facts, or does it include opinion, inference, or interpretation?
Is this source credible and accurate?
Historians must examine every source with a critical eye. What do you know about the author? Does the document make sense? Do the facts presented by the author or what you know about the time period support the thesis, statement, assertion, or story the author is conveying? Why should you trust, or distrust, this source?
How is this source valuable to me?
How does the source relate to other sources from the time period or along the same issue or theme? Does it support or contradict them? Does it repeat information from other sources or add new information? How relevant is the source to your topic of inquiry? Does it extensively cover your topic, or only marginally or not at all? Remember, you should explore enough sources to obtain a variety of viewpoints.
Document Interpretation 4: "Hamilton and Jefferson", & The Masters Class
No unread replies.
2
2 replies.
Overview
One of the most important skills a historian develops is the ability to evaluate historical documents. This evaluation concerns asking questions of the documents that allows a historian to have insight in a particular topic or period being investigated. This week's documents relate to the weekly module topic. This week's documents re.
ENG 283 Close Reading Assignment (5pts)Taylor 2Dire.docx
ENG 283: Close Reading Assignment (5pts)
Taylor 2
Directions:
1) Focus on one text from the list below:
Silko, “Pueblo Ecology”
Creation/Trickster Narrative(s)
de Vaca, “The Relation of Cabeza de Vaca”
Rowlandson, “Captivity and Restoration”
Bradford, “Of Plymouth Plantation”
Edwards, “Sinners in the Hands of an Angry God”
2) Perform a close reading on a section or group of sections from a text. To do so:
Focus by identifying a significant pattern, repetition, anomaly, theme, device, etc.
a. What stands out to you or what do you notice? For example, “imagery,” “diction,” “contrast,” “conflict,” OR “repetition …” List the instances as you prepare to draft.
b. Plan to discuss each example in its own body paragraph.
c. In each body paragraph, discuss what you see as the purpose of the pattern, repetition, anomaly, theme, device, etc.? What does it show, add, symbolize, suggest, or show? Do this for each example in its own paragraph.
2) Ask a question about the pattern (see below).
*Ultimately, your close reading will help you answer one of the prompts below OR explore a new idea of your choice.These questions are intentionally broad; be specific in your essay by offering your own unique interpretation of the literary devices in a text. Be sure to define your terms and devices.
Based on your close reading of a text:
1. What is at the heart of American confessions?
2. What is the confessional tradition “about”?
3. What does the early-American literary tradition suggest about the power of place and/or space?
4. What is the American origin story? What has a work of early-American literature suggested about American beginnings?
5. Based on your reading, what is the pursuit? What has a work of early-American literature suggested about the pursuit? How is it defined?
6. Based on your reading, how were aspects of early-American identity created and remade? Challenged? What does a work of early-American literature suggest about the making, limits, and possibilities of identity?
7. What does the early-American literary tradition suggest about rebellion and/or resistance?
8. What does a work of early-American literature suggest about the power of belief?
9. What is the role of voice, authorship or authority in a work of early-American literature? (May include the power of orality/the power of speech.)
10. Based on your reading, what do you see as a key conflict or tension during the early-American period?
11. What is a recurrent theme in early-American literature?
12. How do early-American authors negotiate audience (the reader) and to what end?
13. What is the role of food, nature/environment, clothing, or another related aspect in early-American literature (can relate to one of the above)?
14. A student-generated question (from discussion or group work).
15. Another topic of your choice.
Structure
Opening Paragraph** (will eventually become a formal introduction):
a. One sentence that states your text and the literary device ...
Question #11. Discuss what you deem the TEN most important items .docx
Question #1:
1. Discuss what you deem the TEN most important items [events, developments and/or episodes] discussed in the chapter. You must explain why each of the TEN deserves your consideration [why you believe it was important enough to write about?].
Question #2:
1. What information in the chapter interested you most; interested you least? Explain your response in both cases.
Question #3:
1. A large body of credible evidence shows that the Ancient Egyptians were Africans. Why do western scholars and historians ignore this evidence to support claims that there is still debate over the Egyptians' race? What factors do you think explain this problem?
Question #4:
1. The Olmecs is the oldest known civilization in Ancient America. The most visible evidence we have of them is the huge stone heads found in Central America. Review these stone heads on the Internet. Which race do you believe they belong. If you believe the heads appear to represent that of Africans, what does that tell you about Ancient America and Ancient Africans. Be reminded, several historical studies have shown an African presence in Ancient America that predates Columbus [See Michael Bradley's,
The African Presence in Pre-Columbia America
and Ivan Van Sertima's
They Came Before Columbus
..].
.
Paper Format Approximately 1,500 words, typed, double-spaced,.docx
Paper Format: Approximately 1,500 words, typed, double-spaced, 1-inch
margins, twelve-point font
Prompt: Read and analyze the primary secondary documents on the U.S.
Civil Rights Movement discussed in this course. Your thesis should address
the following two questions: What were the goals of the civil rights
movement that developed in the 1950s and 1960s and why did this black
freedom struggle assume the characteristics that it did? Your essay
should analyze primary documents on the injustices the movement sought to
redress, including the diverse motivations that inspired individual
participation & interpret the strategies that guided organized activism. You
should also consider the interpretation posited in the secondary source, At
the Dark End of the Street, in your analysis of the primary documents of the
civil rights movement.
Your essay should answer these questions by providing a detailed
presentation of primary & secondary evidence in support of your thesis.
Your thesis should be focused on the question identified in BOLD print
above.
Conventions of Historical Writing: The following components are
essential to a historical essay: 1) An introductory paragraph that establishes
the scope of the argument – including the specific time period, geographic
area, & demographics of the group of people you’ll discuss. 2) A thesis
statement (located at the end of the introduction) in which you establish a
specific position that you will defend in the body of your essay. 3) A
detailed presentation of evidence to support your thesis derived from both
lecture & course readings, with particular emphasis on primary documents.
Each paragraph should begin with a topic sentence that advances your
argument and is supported, in the body of the paragraph, by at least one
primary source. 4) A concluding paragraph that restates your argument and
explains its significance. No bibliography is needed. However, please cite
readings in the body of your paper by indicating the editor or author’s name
and page number in the following format: (Taylor, 65). Please proofread
your paper before submitting it. Papers will be checked for plagiarism. So
PLEASE do not use sources from outside the course readings.
Thesis (and Introduction)
20 pts
Analysis of primary source evidence on goals of civil rights movement
35 pts
Analysis of primary source evidence on characteristics of civil rights movement
35 pts
Organization, clarity, writing conventions
10 pts
Total Points: 100
EX
1. Thesis:
Although Washington and DuBois shared the goal of social equality between African
Americans and whites, Washington’s ideas were better suited for the conditions of the
time.
vs.
Although both men envisioned eventual equality, Washington’s ideas were safer, and
therefore better responses to the discriminatory legislation and violence against African
Americans after the Reconstruction era.
or
Although both men envisioned event.
AsAm 308 Guidelines for the Final Project Outline 1 P.docx
AsAm 308 Guidelines for the Final Project Outline 1
Prepare an OUTLINE for your Argumentative Final Project Essay. Distributed March 22, 2018
Submission due at Titanium Assignments by Friday, April 6, 12pm (noon).
Suggested Length: 1 page, single-spaced
Note: This handout is adapted from one by historian and Harvard professor Jill Lepore.
By your project thinking and writing, you can engage and practice making a contribution toward
our course objectives --
This course takes Asian women living in the US as the focus of analyses of identity,
culture, and political economy. We will examine works by and about Asian American
women from multiple disciplines, in order to elucidate how Asian American women
have been represented and treated as the objects of history and culture, as well as
how Asian American women in turn shape these forces. By exploring the areas of
immigration and settlement, social stereotyping, identity construction, family,
community, labor, organized resistance, and cultural production, we will attempt to
answer questions such as: Who are “Asian American women”? What are the
commonalities and differences of racialization, gender, class, sexuality, language and
culture that delineate this category? How do Asian American women negotiate the
complexities of multiple identities and positions of their lived experiences, both in the
United States and transnational spaces?
Requirement 1: What am I going to argue? This is my THESIS.
An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the
thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is
generally agreed upon or accepted as fact then there is no reason to try to persuade people.
__ In general, your thesis statement should be 1-2 sentences long and should be found at the end
of your first paragraph (or occasionally your second paragraph).
Requirement 2: A Well-Organized Body
The body of the paper is where you flesh out your thesis and present your evidence. Most people
find it helpful to outline before beginning to write. It is important that you move logically from
point to point as you move from paragraph to paragraph.
__ Present each of your paragraphs and its central idea.
This central idea is generally expressed in a topic sentence which is usually the first or second sentence in a
paragraph. Many people find it helpful to string their topic sentences together after completing an essay. This
should produce a coherent paragraph beginning with your thesis statement.
! What sequence of evidence best supports your claims?
! How and where will you engage both with what other scholars have written about your
subject, or broader interpretations about his period in history, or with theories about the
past, or historical forces?
! Are there counter-arguments that you haven’t considered?
* T.
Writing an Essay for each with a thesis answering the question.T.docx
Writing an Essay for each with a thesis answering the question.
Themajor task of “doing” history involves reading a variety of materials, forming opinions about that material, then writing or otherwise presenting this information within a well-constructed analytical framework. For this exam you will “do” history by drawing on relevant course materials as evidence to support your arguments.
For each question, you should write a coherent, well-argued essay, in which you state clearly a thesis that answers the question posed; present arguments explaining and supporting your thesis; and discuss specific historical evidence that supports your arguments. Be as specific as possible in answering the question and in supporting your thesis. The thesis you choose to argue will not be the only possible answer to the question, nor need you address all possible answers. Instead, choose the answer that you find most convincing and select evidence that supports that view. Evidence drawn from primary sources (texts written, or objects created, in the time period of the events you are discussing) will be particularly convincing.
Please keep the use of quotes to a minimum—put things in your own words (I want your ideas and conclusions, not the authors’). What I am looking for is your ability to synthesize and analyze a variety of sources to develop and support an argument. Don’t worry if you’re not sure you’re doing it “right”, critical thinking and analysis take practice, and that’s why you’re taking classes.
Each essay should be typed double-spaced with 1 inch margins and 12 font (no “cute” fonts), and be structured properly. There is no minimum or maximum length for each essay, just make sure you answer the questions thoroughly.
Part 1:
Over the course of about 1800 years the foundations for Western Civilization were lain in the Mediterranean basin, the “cultural hearth” of the West, from about 1200 BCE to about 500 CE: that is, from about the time of the events memorialized as the Trojan War and the Exodus to the end of antiquity and the end of the Western Roman Empire. · Explain the contributions of the Hebrews, Greeks, and Romans to the evolution of Western Civilization, how the cultural values of each affected the others, and the legacy of each to Western Civilization. · Helpful hint: There is more to the Hebrews than monotheism
Part 2: Everyone answer this question (50 points): How and why did Christianity transition from a minor Jewish sect into a world religion? What did Christianity mean for the Roman Empire and the soon to emerge Europe? · Please keep in mind that we are considering Christianity from a historical perspective.
Part 3: Select and answer ONE of the following (25 points): 1. Describe the geographic framework in which early Western civilizations emerged and developed. What role did geography and climate play in shaping the course of Western civilization from its origins to about 500 CE? o Helpful hint: the timeframe in ques.
Fall 2016Columbia College History 17 SyllabusUnited Stat.docx
Fall 2016
Columbia College
History 17 Syllabus
United States History: 1877 To Present (3 units)
Professor: Tom Johnson. Office: Aspen 3
Office Hours: Tuesday and Thursday 12:45-2:40, Wednesday 4:05-5:05
Phone: 209-588-5215
e-mail: [email protected]
Website: directory.gocolumbia.edu/johnsont
Required Reading:
Howard Zinn, A People’s History of the United States (1980).
Paul Johnson, A History of the American People (1997).
Richard Hofstadter, The American Political Tradition (1948).
Course Description:
This course analyzes the development of the United States from Reconstruction to the present. Although an accurate factual understanding of each era in American history is crucial, this course is primarily about interpreting what the facts mean. The purpose of this class is for students to see a subject (like history) from as many different angles as possible. Students will see how different historians marshal similar facts in different ways in order to persuade readers that a particular interpretation superior. Students will learn to think analytically and critically about each interpretation so that students can decide for themselves which interpretation is more accurate.
Course Objectives (Student Learning Outcomes):
This course will help transform students into lifelong learners who independently read and research, and who think objectively, critically and analytically. The course promotes global awareness and fosters oral and written communication skills. Students will learn to compose essays that demonstrate college level research and writing in an organized, logical, persuasive, and grammatically correct manner. The essays will state theses supported by evidence, critically analyzing and evaluating differing interpretations of Modern American history. By the end of this course students should be able to describe the broad sweep of historical trends throughout American history from Reconstruction to the present, show basic competence in historiography, and understand the complex intertwining of socio-cultural, economic, and political trends in modern American history.
Course Requirements:
1) Class participation. Students must participate in this class. Proper participation requires preparing for each class by reading and preparing typed answers to the study questions in advance of each session (political science students must brief each of the assigned cases), asking the professor questions about the reading, study questions, and lectures, and responding to the professor’s questions. You should always stay one section ahead of the topic we are discussing in class so that you are prepared when we begin discussing the next section. In order to make sure you are prepared to ask questions in class, you should have at least 5 questions about the reading, lectures, or topic of the day typed out in advance and ready to turn in if requested by the professor. There may also be short in class or out of class written assignm ...
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
Week 3 American Abstract Expressionism Question 1 1. Imagi.docx
Week 3 "American Abstract Expressionism"
Question 1
1. Imagine you are a docent or visitor’s guide at an art museum. You are responsible for conducting an international tour of foreign visitors and students through a museum exhibit exploring American Abstract Expressionism. Write a minimum two paragraph summary of what you would say to them about the overall movement and artworks of American Expressionism.
Question 2
1. Name an artist that is considered an ‘other’ in typical Abstract Expressionist history?
Question 3
1. According to our reading, select the true statements below that illustrates how Abstract Expressionism was not a unified ‘school’ of art?
A.
The artists didn’t know each other
B.
The artists varied between realism and abstraction
C.
The artists valued personal autonomy and had different styles
D.
The artists rarely exhibited together
Question 4
1. Give a brief description of Clement Greenberg’s critical idea where he emphasized "pure" form?
Question 5
1. According to our reading, select the true statements below that contribute to the idea that American Abstract Expressionism was not a ‘unified school’ of art? (select all that apply)
A.
The artists didn’t know each other
B.
The artists varied between realism and abstraction
C.
The artists valued personal autonomy
D.
The artists rarely exhibited together
E.
The artists had different styles
Question 6
1. This style of painting, created by the Chromatic Expressionists, represents one of the two distinct styles of Abstraction Expressionism called .
Question 7
1. Read the text on 136-137, and then give a formal analysis of Williem de Kooning’s Woman I, 1950-1952, including a personal interpretation.
Question 8
1. What were some of the adjectives that Robert Motherwell used to describe Abstract Expressionist painting?
Question 9
1. In your own words, write an essay analyzing the meaning behind the painting Subway, 1950, by George Tooker?
Question 10
1. Which artist said “The modern painter cannot express this age, the airplane, the atom bomb, the radio, in old forms of the Renaissance or of any other past culture. Each age finds its own technique”.
A.
Jackson Pollock
B.
Clement Greenberg
C.
Thomas Hart Benton
D.
Norman Lewis
Week 3 "American Abstract Expressionism"
QUESTION 1
1.
Imagine you are a docent or visitor’s guide at an art museum. You are
responsible for conducting an international tour of foreign visitors and
students through a museum exhibit exploring American Abstract
Expressionism. Write a minimum two paragraph summar
y of what you would
say to them about the overall movement and artworks of American
Expressionism.
QUESTION 2
1.
Name an artist that is considered an ‘other’ in typical Abstract Expressionist
history?
QUESTION 3
1.
According to our reading, select the true statements below that illustrates
how Abstract Expressionism was not a unified ‘school’ of art?
A.
The artists didn’t know each othe.
1 Briefly explain how the Ames test is performed and the purpose .docx
1/ Briefly explain how the Ames test is performed and the purpose of the Ames test?
2/ Briefly explain the following and their significance:
(A) Retrotransposon:
(B) Tm-
(C) Glycosylase:
3/ You have just been hired by a new pharmaceutical company, Double Helix, as their quality control scientist. The company has seen an increase in the number of laboratory mistakes lately and it is your job to solve these problems. Explain how the following procedures should or should not affect the experimental results.
Explain the reasoning for your answer.
(A) a) In performing a DNA fingerprinting experiment, the researcher doesn’t denature the DNA.
(B) The researcher uses two primers in the same di- deoxy (Sanger)sequencing reaction.
(C) In performing a yeast knockout, the cells are grown in the absence of Uracil.
(D) When performing a P element insertion in Drosophila, the researcher forgets to add the marker gene on one of the plasmids.
5/ Answer the following questions regarding PCR. Briefly explain how parent First and Second generation DNA strands differ in a PCR reaction (that is the template DNA, the First product of the PCR reaction and the Second product derived from the First).
6/ After working in the lab for some time, you have developed a series of inhibitors that block specific enzymes and proteins from functioning properly (both in bacteria and in mammalian cells depending on the protein). These inhibitors work immediately and completely (the protein does not function) upon addition to cells in culture. Given inhibitors for the proteins shown below, what will happen to the cells on the treated plates? Determine if the affect on cell function will be immediate, slow or unnoticeable and explain your answers.
(A) DNA (bacteria)-
(B) Primase (bacteria)-
(C) Telomerase (mammalian cells)-
Asian American Women (AAS 308) Spring 2018 1 of 2
Guidelines for the Blog Posts
In a reading response, you shall summarize an author’s thesis/argument, cite specific examples
or evidence they use to uphold their argument, identify their key terms and concepts, and
inevitably assess how their thesis/argument and writing relates to other scholarship or connecting
ideas. By writing a reading response, you actively engage with a writer’s work and demonstrate
your comprehension of the text.
For our course, your weekly reading response (300-350 words total) should complete the
following four actions:
1. State the author’s thesis and/or argument (in your own words, do NOT merely cite).
2. Define key terms and concepts the author either references or introduces.
3. Identify specific examples and forms of evidence they use to uphold their argument.
(Indicate where you found this in the source text by including the page number.)
4. Relate how this author’s idea(s) enhances dialogue with other scholarship or perspectives.
5. Optional: Formulate 1-2 questions that this essay raises for you.
Suggestions for how you ...
Assignment 2 Project PaperDue Week 8 and worth 200 pointsThe .docx
Assignment 2: Project Paper
Due Week 8 and worth 200 points
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.
Note
: Your instructor may require you to submit your topic choice for approval before the end of Week 5.
For the topic you choose:
Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic requires you to do several things related to the topic, be sure to do each of the things listed.
While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information.
Use at least three (3) good quality academic sources with one (1) source being the class text.
Note:
Wikipedia
and other similar Websites do not quality as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Topic choices (pick 1):
Self-Portraits.
Journal.
The Renaissance artists Titian, Rembrandt, and Durer have each painted self-portraits. Imagine yourself as one of these artists (or another artist of your choice that has painted a self-portrait) and write a journal expressing your thoughts on “your” art (in other words, the journal entries the artist would probably write.) (1) Explain “your” primary reason for painting a self-portrait. (2) Describe “your” artistic choices in composition: use of color, space, etc. (3) Explain what the portrait represents about “you” (as the artist.) (4) Explain “your” choices of subject with regard to at least three other specific pieces “you” have painted.
Ladies & Gentlemen.
Survey & Report.
Some may believe that being “gentleman” or a “lady” in today’s society is an outdated notion, but others may disagree. (1) Briefly summarize the main characteristics of a well-rounded person, “l’uomo universal,” referring to specific sections within the excerpt from
The Courtier
which identifies these characteristics. (2) Create a “survey” based on the identified characteristics and “poll” at least ten people to find out whether or not the characteristics are rel.
Assignment Write a 6 page analytic research essay in which you re.docx
Assignment: Write a 6 page analytic research essay in which you research and analyze one theme or aspect of Toni Morrison’s novel The Bluest Eye. (See steps below.) The paper must be double-spaced, following APA style.
Steps to Follow to Prepare and Write Your Paper
Step 1
Fine-Tuning Your Thesis to Build a Strong Outline
Adapted from the Pocket Wadsworth Handbook
Tentative Thesis Statement (rough, more vague)
Not all Americans have access to the Internet, and this is a potentially serious problem.
Final Thesis Statement (more precise)
Although the Internet has changed our lives for the better, it threatens to leave many people behind, creating two distinct classes – those who have access and those who do not.
Step 2
In one or two sentences, identify what you think is the most important theme in TheBluest Eye. Or you might notice a key symbol or detail that runs like a thread through the novel. For example, how does Morrison portray God in the novel? Or race relations. Or family dynamics throughout the story. As you do your research, you will certainly find specific and detailed ideas that you could pursue in a paper. It is this important theme or main idea that leads into your thesis statement.
Step 3
Spend some time thinking about how to support your thesis statement. In this case, you think about how Morrison uses the various elements of fiction to highlight or explain your theme, idea, detail, symbol, etc. Identify specific passages, events, character actions, conflicts, descriptions, and details, etc. that support your thesis. This is the textual evidence that you will provide in support of your thesis.
Step 4
After you prepare your annotated bibliography, read through the five sources, the so-called "secondary" works on the novel, which you found. Add two or three more with further study as needed. (These are books, journal articles, interviews, websites on Morrison, audio-visual materials, etc.) Identify passages you can quote, paraphrase, or summarize and use as supporting evidence for the thesis of your essay. These expert sources will support your own voice as you construct your argument.
Step 5
Use the evidence from the text that you have identified, as well as the additional researched materials you have compiled, to compose a focused, well-organized, academic essay of 6 pages, double-spaced. Remember, as stated above, the essay must have an introduction that contains your thesis statement, a body of evidence that supports your thesis, and a conclusion that sums up your main points and restates your position. A basic outline might look like this:
I. Introduction – Begin with a quote related to your thesis, then create a transition into your thesis statement. Your thesis lets your reader know your main idea. Everything else in the essay then supports your main idea with examples and evidence.
II. First Example from the Novel to Support the Thesis
A. Quote from novel and discussion.
B. Support from critic or secondary ...
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.
Introduction Your introduction should include the following· .docx
Introduction
Your introduction should include the following:
· Background information on the topic of your essay. This includes introducing key figures or concepts, as well as providing dates and locations to place your topic in an historical context. Do not assume that your reader knows the topic or the sources that you are using. Always fully introduce your sources, historical figures, and topics.
· A thesis statement. A thesis statement is the argument that you will be proving in your paper. For example, do not make general statements such as, "Phillip II and Henry IV had many similarities and differences." A thesis is a very focused argument. A better thesis statement would be, "Henry IV and Phillip II both faced challenges to the stability of their kingdoms that developed from religious conflicts. While Henry IV was primarily concerned with domestic unrest, Phillip II faced these challenges in outlying regions of his kingdom." You can see that one is much more focused and specific in the points that it will prove in your essay. The following link provides some great information and demonstrates how to create a thesis statement:
https://owl.english.purdue.edu/owl/resource/545/01/
1. Body of Paper:
The body of your essay should include the following:
· Historical analysis. Do not simply provide a timeline of events or a list of facts. An historical essays analyzes these events and facts to create a strong argument that proves your thesis.
· The most relevant and important information that you will use to prove your argument. Stay focused on the most important information and try to avoid including random facts that, while interesting, might not connect to, or be relevant to, your argument.
· Historical details and examples. These are the building-blocks of your argument. You should include relevant dates, events, people, and examples to prove your thesis.
· Sources. Your writing should include references to your sources and properly formatted footnotes or in-text citations. Avoid using lengthy quotes to insert historical information the majority of your writing should be your own, not quotes. General historical information can be related in your own words. Reserve direct quotes for examples that prove your point or to briefly relate the ideas of a source. Find a way to transition between your own writing and the quote to fluidly connect the statements.
2. Conclusion
Your conclusion of your essay should do the following:
· Draw together the points that you have raised in the essay.
· Connect your points to a larger revelation about the topic that proves your thesis.
· Avoid using overly general statements or making connections to our current time, unless the essay instructions specifically ask you to make this connection. For example, if you are writing an essay on women regents in Ancient Egypt, you would not end your essay with the statements, “Women have played major political roles throughout time. The position of female regents in .
Rough Draft Due April 19th, 2017 Final Draft Due May 3rd,.docx
Rough Draft Due: April 19th, 2017
Final Draft Due: May 3rd, 2017
FORMAT AND REQUIREMENTS
Rough draft: 3-4 pages double-spaced, Times New Roman 12pt font, 1-inch margins, no cover
page.
Final Draft: 5-6 pages double spaced, Times New Roman 12pt font, 1-inch margins, no cover
page
In “Being WEIRD,” Ethan Watters looks at the work of social scientist Joseph Henrich,
whose research challenged long-held beliefs that humans share inherent psychological traits.
Henrich’s study of the “Ultimatum game” outside the industrial West showed that thinking and
decision-making processes are heavily shaped by culture; culture shapes how people perceive
the world around them, as well as their relationship to it, maybe even more than originally
assumed. Heinrich's research paper, co-authored with Steven Heine and Ara Norenzayan, finds
that Americans are significantly overrepresented in all kinds of scientific studies while also being
the most “weird” (by which Henrich et al. mean Western, Educated, Industrialized, Rich and
Democratic). The research by Henrich and his colleagues put culture at the front of all kinds of
experimental human research: as Watters puts it, “if human cognition is shaped by cultural
ideas and behavior, it can’t be studied without taking into account what those ideas and
behaviors are and how they are different from place to place” (499).
Watter’s “Being WEIRD” Contributes to the field of science, most specifically
anthropology and psychology, in many ways. His essay could be used as a starting point for
analyzing how specific aspects of American culture affect its citizens’ psyches and
decisionmaking.
Assignment Objectives:
For this paper, you will choose ONE aspect of American culture and use Watters'
"Being WEIRD," to form an argumentative analysis of how this cultural aspect affects
individuals in the United States. You should include at least one reference to another text we
have read as a class thus far.
CRITERIA FOR EVALUATION:
Argument: Argument directly and fully answers the prompt; is clearly stated early in the paper;
is original, compelling and logical, avoiding absolute claims.
Evidence: Appropriate amount of relevant, accurate, and justifiably interpreted quotation.
Quotations are thoroughly introduced, explained, analyzed, and connected to argument/other
texts. Possible counter-arguments are considered.
Organization: Paragraphs maintain argumentative focus, exclude extraneous information,
appear in a logical order, and transition smoothly. Introduction sets forth argument and goals of
essa. Conclusion opens up avenues for future research.
Audience: Consistent, academic tone. Appropriate amount of contextual information,
anticipating audience questions. Addresses significant issues and makes them important to
audience. No first or second person pronouns.
Grammar and Format: Errors in grammar, spelling, and usage limited or non-existent. Correct
MLA format, ...
Reading Journal for World HistoryYour journal includes refle.docx
Reading Journal for World History
Your journal includes reflections and observations on the reading. This is an opportunity to share your perspective on the topics you find most interesting. You may also want to share your insights on the type of questions historians address and how we attempt to understand societies.
Starting with Chapter 2 you will notice a particular feature called “Sources from the Past”. Please use two or more of these sections each time you turn in your journal. Put the title of the document in bold so I will know which documents you read. For example, you might have read selections from the
Epic of Gilgamesh
or
Hammurabi's Laws
. Relate the document to the events in the chapter.
I also encourage you to write about pictures, maps, or other features you find in the reading.
You do not have to write about every chapter. Usually you get the best results if you take on one or two topics each time you turn in the journal. It helps if you label the topics. You may use any style, but please divide your writing into paragraphs.
You can earn 50 points for two and a half solid pages (double spaced) of quality writing. You are welcome to write more and you can earn up to 60 points for each time it is assigned. I mainly consider how much you have thought about topics in the reading and how you use the documents or other evidence available in the chapters.
Suggested Journal Prompts
Here are some prompts that you might want to use:
1.
What did you find most interesting or surprising (in a particular section)? How does the material relate to what you learned earlier, perhaps in other classes?
2.
What trends do you seen in this chapter that have shaped the world we live in today?
3.
If you did a movie set in the time period of this chapter, what would be the key elements in your movie? Tell how you imagine some of the characters, and what challenges they would face.
4.
Describe the time span covered in this chapter. How does the span relate to key events? Why do you think the authors chose this span of time? Would you arrange it differently?
5.
How might we understand the history differently from someone living in the time period? Do you think people will react to this chapter differently, depending on their cultural background?
6.
When examining a document: What is the historical context? What do we know about the source? How can the document help us understand the society in that time and place?
16 hours ago
Exam VI (Chapters 19-21 and Themes)
Please choose four of the topics below. Write four essays, with about 1.5 pages of writing for each essay. Please also include one or more pictures with each essay. Please make sure you answer the questions in a clear and concise way, with short to medium sized paragraphs. You may use information from our course reading and also from the Websites and Videos section.
The first four questions relate to Chapters 19-21. The last four questions relate to the course as a whole; ...
Check Off List With Example Template Good morning Everyo.docx
Check Off List With Example Template
Good morning Everyone,
I hope this outline I drafted helped you complete this paper with better ease. Read my Example
Template for Essay One and Essay Two because there is overlap. FYI- although you can use my
template to guide you for structure- please make it your own.
What I saw in the last papers were problems with the Guidelines, the citations, and the good
essay structure. Watch the 5 video hamburger thesis
https://www.youtube.com/watch?v=oAUKxr946SI&t=1s
Do go for a peer review from the Writer’s Studio or a good friend.
This is to be uploaded before the next breakout.
Ms. Isenburg
I. Guidelines
3–5 pages limit (discounted for longer or less pages)
Check word count, drop-down menu under… Dot
200 words per page
(Long quotations are deleted from Word Count)
PAST TENSE
3rd Person (Never use I)
Formal Academic Voice- Remove excessive words when possible
Connect paragraphs for a smoother flow to your argument
New Times Roman 12 points, 1-inch margins,
Consistent footnote style
Do not include long quotations- Mention the source document and paraphrase (summarize) use
different words
Upload a finished Product on Canvas- provide a copy at Breakout
Check spelling, Revise and Have a Peer reading
II. Proper citations
1. End of the Essay [Label Heading as End Notes, Bibliography or Works Cited
2. In the body of the paper citations
• Reference using words of the source are mentioned Footnotes
• Use the drop-down menu under references and hit the insert footnote box. A
small number will appear slightly higher than the standard line.
At the bottom of the page the same number will appear
https://www.youtube.com/watch?v=oAUKxr946SI&t=1s
(Note- There is a different footnote number to each citation and therefore you can have many
citations for the same source)
More about Citations
1. Citations must be listed for quotations used from the document.
2. If you’re using information that is not considered common knowledge you need to cite
that with a footnote
3. If you use Chicago style in the works citation section, then you must follow Chicago for
citations in the body of the paper
4. Incomplete Citations will not be counted as given full credit
III. Structure
1. Introduction
A. Question posed- Were Indians’ savages?
B. Thesis statement
C. Mention Sources used
Body – Suggested three paragraphs- (each one either Supports or Disputes your thesis
question- (place for your support)
1. Each Paragraph
One idea
At least 6 typed lines - usually no more than a full page
Includes some analysis/Conclusions (not just a summary)
• Make sure to mentions who wrote the document (Native Indian or tribe, US
Senator, Indian Agent (aka Express Agent), White American Citizen)
• Make sure to mentions who he/she/group is writing for (audience) persuasion
to get the audience to act
• What did this document tell ...
South Asian History
These Notes are essential for a student LL.B. 5 years semester system course outline.
I am hoping the students will find it very interesting!
My country UAE No reflection UAE relies heavily on the busin.docx
My country UAE No reflection
UAE relies heavily on the business of oil and tourism; they are providing 5.8 percent of the oil to other countries in the world. Saudi Arabia is the biggest provider and seller of oil in the world. UAE is earning money by transportation and tourism, the pandemic has a drastic effect on the economy already and the transportation is ban as there are many cases in UAE, the country earned 19.5 $ billion in 2019 by air transportation and it is around 5% percent of GDP last year. It is expected that the UAE GDP will reduce to 2.5 % this year. It is noted that the Dubai Financial Market (DFM) index is reduced to 2.36 percent (40.79 points) to 1,682.08, while the Abu Dhabi Securities Exchange (ADX) dropped 2.18 percent to 3,676.46 points. "The government is making plans to announce financial support and the firms have a chance to receive additional debts.
The import and export figures of Gold are very important for UAE because UAE is the major country to import the unwrought gold and they export it in semi-worked and jewelry form that is 25 percent of their total export. The import and export can affect the economy as there is no trade going on in the world, India is on top to purchase the Gold from UAE. If the Gold prices push higher and the rupee falls the major threat is that Indian migrant workers would stop investing in the business. They are many in numbers and if they would send their money to home instead of investing it will reduce the import and export.
The Oil prices are dropping and the import and export reduction can result in dropping the currency value of UAE, they are earning money by tourism and air transport the pandemic already reduces the activities so there are many chances that the currency of UAE would badly fall if they would not control the pandemic on time. Tourism and Air transport is a total of 11 % of the total GDP of the UAE, it can drastically fall. The companies and banking sector are already affected so there are many chances the currency may lose its value. UAE have to reduce their tourism and air transport prices to overcome such issues in time.
Measures
UAE has to take serious steps to overcome such issues, the biggest issue can be unemployment because of a reduction in trade and tourism. The UAE government should focus on making plans to help needy people and employers who lost their jobs, the countries like the USA and Denmark are creating a trillion dollars budget for the people who lost their jobs. UAE has the most job holders are from India and Pakistan if they delay the budget plan the companies can be turned off eventually.
To overcome the pandemic and economic issues, they must focus on giving people relief so they can again in UAE for its prosperity. The banking sector must give the companies relief packages for loan repayment and they must give them additional packages to employers and companies to overcome financial issues. Top companies in the UAE must receive additio.
My degree is an EDD in Performance Improvement Leadership .docx
My degree is an EDD in Performance Improvement Leadership
Assignment Overview
In the assignment this week, you will write a paper (7–10 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization.
What You Need to Know
Ethical Reasoning
Morris (2016) tells us:
In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)
Morris (2016) goes on to argue:
First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s
All I Really Need to Know I Learned in Kindergarten
(1988). However, sometimes simple guidelines work best. (p. 361)
Use your
Critical Thinking
text to quickly review the following:
Chapter 14, "Develop As an Ethical Reasoner," pages 345–365.
If you did not complete the
Blooming Park: Ethics, Diversity, and Personnel Selection
simulation last week, complete it now to begin work on the interviews relevant to your organization: P–12 education, higher education, business or corporate, or military. This activity will give you the opportunity to grapple with the ethical questions that frequently arise in professional contexts, which will be the focus of your assignment this week.
Diversity and Multiculturalism
Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following:
Ethnicity.
Ethnic identity.
Gend.
More Related Content
Similar to Worksheet # 1 Orientalism and Colonial America Answer the f.docx
Writing an Essay for each with a thesis answering the question.T.docx
Writing an Essay for each with a thesis answering the question.
Themajor task of “doing” history involves reading a variety of materials, forming opinions about that material, then writing or otherwise presenting this information within a well-constructed analytical framework. For this exam you will “do” history by drawing on relevant course materials as evidence to support your arguments.
For each question, you should write a coherent, well-argued essay, in which you state clearly a thesis that answers the question posed; present arguments explaining and supporting your thesis; and discuss specific historical evidence that supports your arguments. Be as specific as possible in answering the question and in supporting your thesis. The thesis you choose to argue will not be the only possible answer to the question, nor need you address all possible answers. Instead, choose the answer that you find most convincing and select evidence that supports that view. Evidence drawn from primary sources (texts written, or objects created, in the time period of the events you are discussing) will be particularly convincing.
Please keep the use of quotes to a minimum—put things in your own words (I want your ideas and conclusions, not the authors’). What I am looking for is your ability to synthesize and analyze a variety of sources to develop and support an argument. Don’t worry if you’re not sure you’re doing it “right”, critical thinking and analysis take practice, and that’s why you’re taking classes.
Each essay should be typed double-spaced with 1 inch margins and 12 font (no “cute” fonts), and be structured properly. There is no minimum or maximum length for each essay, just make sure you answer the questions thoroughly.
Part 1:
Over the course of about 1800 years the foundations for Western Civilization were lain in the Mediterranean basin, the “cultural hearth” of the West, from about 1200 BCE to about 500 CE: that is, from about the time of the events memorialized as the Trojan War and the Exodus to the end of antiquity and the end of the Western Roman Empire. · Explain the contributions of the Hebrews, Greeks, and Romans to the evolution of Western Civilization, how the cultural values of each affected the others, and the legacy of each to Western Civilization. · Helpful hint: There is more to the Hebrews than monotheism
Part 2: Everyone answer this question (50 points): How and why did Christianity transition from a minor Jewish sect into a world religion? What did Christianity mean for the Roman Empire and the soon to emerge Europe? · Please keep in mind that we are considering Christianity from a historical perspective.
Part 3: Select and answer ONE of the following (25 points): 1. Describe the geographic framework in which early Western civilizations emerged and developed. What role did geography and climate play in shaping the course of Western civilization from its origins to about 500 CE? o Helpful hint: the timeframe in ques.
Fall 2016Columbia College History 17 SyllabusUnited Stat.docx
Fall 2016
Columbia College
History 17 Syllabus
United States History: 1877 To Present (3 units)
Professor: Tom Johnson. Office: Aspen 3
Office Hours: Tuesday and Thursday 12:45-2:40, Wednesday 4:05-5:05
Phone: 209-588-5215
e-mail: [email protected]
Website: directory.gocolumbia.edu/johnsont
Required Reading:
Howard Zinn, A People’s History of the United States (1980).
Paul Johnson, A History of the American People (1997).
Richard Hofstadter, The American Political Tradition (1948).
Course Description:
This course analyzes the development of the United States from Reconstruction to the present. Although an accurate factual understanding of each era in American history is crucial, this course is primarily about interpreting what the facts mean. The purpose of this class is for students to see a subject (like history) from as many different angles as possible. Students will see how different historians marshal similar facts in different ways in order to persuade readers that a particular interpretation superior. Students will learn to think analytically and critically about each interpretation so that students can decide for themselves which interpretation is more accurate.
Course Objectives (Student Learning Outcomes):
This course will help transform students into lifelong learners who independently read and research, and who think objectively, critically and analytically. The course promotes global awareness and fosters oral and written communication skills. Students will learn to compose essays that demonstrate college level research and writing in an organized, logical, persuasive, and grammatically correct manner. The essays will state theses supported by evidence, critically analyzing and evaluating differing interpretations of Modern American history. By the end of this course students should be able to describe the broad sweep of historical trends throughout American history from Reconstruction to the present, show basic competence in historiography, and understand the complex intertwining of socio-cultural, economic, and political trends in modern American history.
Course Requirements:
1) Class participation. Students must participate in this class. Proper participation requires preparing for each class by reading and preparing typed answers to the study questions in advance of each session (political science students must brief each of the assigned cases), asking the professor questions about the reading, study questions, and lectures, and responding to the professor’s questions. You should always stay one section ahead of the topic we are discussing in class so that you are prepared when we begin discussing the next section. In order to make sure you are prepared to ask questions in class, you should have at least 5 questions about the reading, lectures, or topic of the day typed out in advance and ready to turn in if requested by the professor. There may also be short in class or out of class written assignm ...
Prof. Archibald Spring 2017 You can visit the Writing Tut.docx
Prof. Archibald Spring 2017
You can visit the Writing Tutors for help with grammar and editing your paper, but you
must go specifically for the purpose of formulating a Thesis Statement, an answer to the
paper’s prompt. The Thesis Statement is the heart and soul of your paper. Without a
strong, argumentative thesis, your paper falls apart.
Rubric:
Below Average
Student reiterates or summarizes evidence rather than making an argument
Average
Student makes an argument, stacking adequate pieces of evidence to support their
thesis
Proficient
Student makes an argument, illustrating the ways in which their selected evidence
supports their thesis, suggesting historical interpretation
Advanced
Student makes a strong argument based in one of the historical thinking skills
and utilizes multiple pieces of strong evidence to support their thesis
Historical Thinking Skills:
Significance Cause and Consequence
Change and Continuity Periodization
Contextualization Comparison
Primary Source Analysis:
The prompt for all Primary Source Analysis papers is “Why is this source significant?
What makes it important?” While you will contextualize the source, the main purpose of
the paper is to demonstrate its significance by deconstructing, or pulling apart, various
quotes and ideas.
Unit 1:
To what extent did Europeans conquer America and its Indigenous Peoples?
Unit 2:
In what ways did Europeans, Africans, and Indigenous peoples create a New
World?
Unit 3:
How transformative was the Revolutionary Era?
Unit 4:
What was the American experience during the 19th century?
Unit 5:
To what extent are the Civil War and the Constitutional Amendments a triumph of
freedom and democracy?
Final Paper:
What theme best defines the first half of American history?
1
Name
Student ID #
Due Date
Assignment (Unit # Paper/Primary Source # Paper/Final Paper)
Bold Paper Title
(For Primary Sources, Use the Source’s Title; For Unit and Final Papers, Get creative)
Indentation should start here by pressing tab. If you haven’t already noticed, the font is
Times New Roman size 12. Also, I want you to double space your paper, BUT do not add a
space before or after your paragraphs. Lastly, 1 inch margins and page number at the bottom.
As for citation, I’ve sort of changed my mind (sorry if this throws your world into utter
chaos): Only cite when you are using direct quotes. This should really only apply to the primary
sources that you use in your Unit and Final papers (I do not want you to directly quote me or the
textbook for your papers- it’s lazy and you are better than that). You will directly quote the
source in you Primary Source papers, but that is part of the analysis so there is no need to cite it.
When you cite the primary source, use whatever format you know (MLA, APA, Chicago, etc.).
Quick summary of the citation po.
Week 3 American Abstract Expressionism Question 1 1. Imagi.docx
Week 3 "American Abstract Expressionism"
Question 1
1. Imagine you are a docent or visitor’s guide at an art museum. You are responsible for conducting an international tour of foreign visitors and students through a museum exhibit exploring American Abstract Expressionism. Write a minimum two paragraph summary of what you would say to them about the overall movement and artworks of American Expressionism.
Question 2
1. Name an artist that is considered an ‘other’ in typical Abstract Expressionist history?
Question 3
1. According to our reading, select the true statements below that illustrates how Abstract Expressionism was not a unified ‘school’ of art?
A.
The artists didn’t know each other
B.
The artists varied between realism and abstraction
C.
The artists valued personal autonomy and had different styles
D.
The artists rarely exhibited together
Question 4
1. Give a brief description of Clement Greenberg’s critical idea where he emphasized "pure" form?
Question 5
1. According to our reading, select the true statements below that contribute to the idea that American Abstract Expressionism was not a ‘unified school’ of art? (select all that apply)
A.
The artists didn’t know each other
B.
The artists varied between realism and abstraction
C.
The artists valued personal autonomy
D.
The artists rarely exhibited together
E.
The artists had different styles
Question 6
1. This style of painting, created by the Chromatic Expressionists, represents one of the two distinct styles of Abstraction Expressionism called .
Question 7
1. Read the text on 136-137, and then give a formal analysis of Williem de Kooning’s Woman I, 1950-1952, including a personal interpretation.
Question 8
1. What were some of the adjectives that Robert Motherwell used to describe Abstract Expressionist painting?
Question 9
1. In your own words, write an essay analyzing the meaning behind the painting Subway, 1950, by George Tooker?
Question 10
1. Which artist said “The modern painter cannot express this age, the airplane, the atom bomb, the radio, in old forms of the Renaissance or of any other past culture. Each age finds its own technique”.
A.
Jackson Pollock
B.
Clement Greenberg
C.
Thomas Hart Benton
D.
Norman Lewis
Week 3 "American Abstract Expressionism"
QUESTION 1
1.
Imagine you are a docent or visitor’s guide at an art museum. You are
responsible for conducting an international tour of foreign visitors and
students through a museum exhibit exploring American Abstract
Expressionism. Write a minimum two paragraph summar
y of what you would
say to them about the overall movement and artworks of American
Expressionism.
QUESTION 2
1.
Name an artist that is considered an ‘other’ in typical Abstract Expressionist
history?
QUESTION 3
1.
According to our reading, select the true statements below that illustrates
how Abstract Expressionism was not a unified ‘school’ of art?
A.
The artists didn’t know each othe.
1 Briefly explain how the Ames test is performed and the purpose .docx
1/ Briefly explain how the Ames test is performed and the purpose of the Ames test?
2/ Briefly explain the following and their significance:
(A) Retrotransposon:
(B) Tm-
(C) Glycosylase:
3/ You have just been hired by a new pharmaceutical company, Double Helix, as their quality control scientist. The company has seen an increase in the number of laboratory mistakes lately and it is your job to solve these problems. Explain how the following procedures should or should not affect the experimental results.
Explain the reasoning for your answer.
(A) a) In performing a DNA fingerprinting experiment, the researcher doesn’t denature the DNA.
(B) The researcher uses two primers in the same di- deoxy (Sanger)sequencing reaction.
(C) In performing a yeast knockout, the cells are grown in the absence of Uracil.
(D) When performing a P element insertion in Drosophila, the researcher forgets to add the marker gene on one of the plasmids.
5/ Answer the following questions regarding PCR. Briefly explain how parent First and Second generation DNA strands differ in a PCR reaction (that is the template DNA, the First product of the PCR reaction and the Second product derived from the First).
6/ After working in the lab for some time, you have developed a series of inhibitors that block specific enzymes and proteins from functioning properly (both in bacteria and in mammalian cells depending on the protein). These inhibitors work immediately and completely (the protein does not function) upon addition to cells in culture. Given inhibitors for the proteins shown below, what will happen to the cells on the treated plates? Determine if the affect on cell function will be immediate, slow or unnoticeable and explain your answers.
(A) DNA (bacteria)-
(B) Primase (bacteria)-
(C) Telomerase (mammalian cells)-
Asian American Women (AAS 308) Spring 2018 1 of 2
Guidelines for the Blog Posts
In a reading response, you shall summarize an author’s thesis/argument, cite specific examples
or evidence they use to uphold their argument, identify their key terms and concepts, and
inevitably assess how their thesis/argument and writing relates to other scholarship or connecting
ideas. By writing a reading response, you actively engage with a writer’s work and demonstrate
your comprehension of the text.
For our course, your weekly reading response (300-350 words total) should complete the
following four actions:
1. State the author’s thesis and/or argument (in your own words, do NOT merely cite).
2. Define key terms and concepts the author either references or introduces.
3. Identify specific examples and forms of evidence they use to uphold their argument.
(Indicate where you found this in the source text by including the page number.)
4. Relate how this author’s idea(s) enhances dialogue with other scholarship or perspectives.
5. Optional: Formulate 1-2 questions that this essay raises for you.
Suggestions for how you ...
Assignment 2 Project PaperDue Week 8 and worth 200 pointsThe .docx
Assignment 2: Project Paper
Due Week 8 and worth 200 points
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or literature. The project will reflect your views and interpretation of the topic. This project is designed to help you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the list of topic choices below. Read the topic carefully. Write a three to four (3-4) page paper (750-1,000 words) that responds to each of the items described in the topic.
Note
: Your instructor may require you to submit your topic choice for approval before the end of Week 5.
For the topic you choose:
Support your ideas with specific, illustrative examples. If there are questions or points associated with your chosen topic, be sure to answer all of the listed questions and address all of the items in that topic. If your topic requires you to do several things related to the topic, be sure to do each of the things listed.
While some of the topics tend to lend themselves toward particular writing genres, you are not restricted to the specific format suggested for the individual topic. For example, you may do an “interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other written genre for almost any of the topics. The project is intended to be fun as well as informative, so feel free to be creative with the delivery of your information.
Use at least three (3) good quality academic sources with one (1) source being the class text.
Note:
Wikipedia
and other similar Websites do not quality as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.
Topic choices (pick 1):
Self-Portraits.
Journal.
The Renaissance artists Titian, Rembrandt, and Durer have each painted self-portraits. Imagine yourself as one of these artists (or another artist of your choice that has painted a self-portrait) and write a journal expressing your thoughts on “your” art (in other words, the journal entries the artist would probably write.) (1) Explain “your” primary reason for painting a self-portrait. (2) Describe “your” artistic choices in composition: use of color, space, etc. (3) Explain what the portrait represents about “you” (as the artist.) (4) Explain “your” choices of subject with regard to at least three other specific pieces “you” have painted.
Ladies & Gentlemen.
Survey & Report.
Some may believe that being “gentleman” or a “lady” in today’s society is an outdated notion, but others may disagree. (1) Briefly summarize the main characteristics of a well-rounded person, “l’uomo universal,” referring to specific sections within the excerpt from
The Courtier
which identifies these characteristics. (2) Create a “survey” based on the identified characteristics and “poll” at least ten people to find out whether or not the characteristics are rel.
Assignment Write a 6 page analytic research essay in which you re.docx
Assignment: Write a 6 page analytic research essay in which you research and analyze one theme or aspect of Toni Morrison’s novel The Bluest Eye. (See steps below.) The paper must be double-spaced, following APA style.
Steps to Follow to Prepare and Write Your Paper
Step 1
Fine-Tuning Your Thesis to Build a Strong Outline
Adapted from the Pocket Wadsworth Handbook
Tentative Thesis Statement (rough, more vague)
Not all Americans have access to the Internet, and this is a potentially serious problem.
Final Thesis Statement (more precise)
Although the Internet has changed our lives for the better, it threatens to leave many people behind, creating two distinct classes – those who have access and those who do not.
Step 2
In one or two sentences, identify what you think is the most important theme in TheBluest Eye. Or you might notice a key symbol or detail that runs like a thread through the novel. For example, how does Morrison portray God in the novel? Or race relations. Or family dynamics throughout the story. As you do your research, you will certainly find specific and detailed ideas that you could pursue in a paper. It is this important theme or main idea that leads into your thesis statement.
Step 3
Spend some time thinking about how to support your thesis statement. In this case, you think about how Morrison uses the various elements of fiction to highlight or explain your theme, idea, detail, symbol, etc. Identify specific passages, events, character actions, conflicts, descriptions, and details, etc. that support your thesis. This is the textual evidence that you will provide in support of your thesis.
Step 4
After you prepare your annotated bibliography, read through the five sources, the so-called "secondary" works on the novel, which you found. Add two or three more with further study as needed. (These are books, journal articles, interviews, websites on Morrison, audio-visual materials, etc.) Identify passages you can quote, paraphrase, or summarize and use as supporting evidence for the thesis of your essay. These expert sources will support your own voice as you construct your argument.
Step 5
Use the evidence from the text that you have identified, as well as the additional researched materials you have compiled, to compose a focused, well-organized, academic essay of 6 pages, double-spaced. Remember, as stated above, the essay must have an introduction that contains your thesis statement, a body of evidence that supports your thesis, and a conclusion that sums up your main points and restates your position. A basic outline might look like this:
I. Introduction – Begin with a quote related to your thesis, then create a transition into your thesis statement. Your thesis lets your reader know your main idea. Everything else in the essay then supports your main idea with examples and evidence.
II. First Example from the Novel to Support the Thesis
A. Quote from novel and discussion.
B. Support from critic or secondary ...
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.
Introduction Your introduction should include the following· .docx
Introduction
Your introduction should include the following:
· Background information on the topic of your essay. This includes introducing key figures or concepts, as well as providing dates and locations to place your topic in an historical context. Do not assume that your reader knows the topic or the sources that you are using. Always fully introduce your sources, historical figures, and topics.
· A thesis statement. A thesis statement is the argument that you will be proving in your paper. For example, do not make general statements such as, "Phillip II and Henry IV had many similarities and differences." A thesis is a very focused argument. A better thesis statement would be, "Henry IV and Phillip II both faced challenges to the stability of their kingdoms that developed from religious conflicts. While Henry IV was primarily concerned with domestic unrest, Phillip II faced these challenges in outlying regions of his kingdom." You can see that one is much more focused and specific in the points that it will prove in your essay. The following link provides some great information and demonstrates how to create a thesis statement:
https://owl.english.purdue.edu/owl/resource/545/01/
1. Body of Paper:
The body of your essay should include the following:
· Historical analysis. Do not simply provide a timeline of events or a list of facts. An historical essays analyzes these events and facts to create a strong argument that proves your thesis.
· The most relevant and important information that you will use to prove your argument. Stay focused on the most important information and try to avoid including random facts that, while interesting, might not connect to, or be relevant to, your argument.
· Historical details and examples. These are the building-blocks of your argument. You should include relevant dates, events, people, and examples to prove your thesis.
· Sources. Your writing should include references to your sources and properly formatted footnotes or in-text citations. Avoid using lengthy quotes to insert historical information the majority of your writing should be your own, not quotes. General historical information can be related in your own words. Reserve direct quotes for examples that prove your point or to briefly relate the ideas of a source. Find a way to transition between your own writing and the quote to fluidly connect the statements.
2. Conclusion
Your conclusion of your essay should do the following:
· Draw together the points that you have raised in the essay.
· Connect your points to a larger revelation about the topic that proves your thesis.
· Avoid using overly general statements or making connections to our current time, unless the essay instructions specifically ask you to make this connection. For example, if you are writing an essay on women regents in Ancient Egypt, you would not end your essay with the statements, “Women have played major political roles throughout time. The position of female regents in .
Rough Draft Due April 19th, 2017 Final Draft Due May 3rd,.docx
Rough Draft Due: April 19th, 2017
Final Draft Due: May 3rd, 2017
FORMAT AND REQUIREMENTS
Rough draft: 3-4 pages double-spaced, Times New Roman 12pt font, 1-inch margins, no cover
page.
Final Draft: 5-6 pages double spaced, Times New Roman 12pt font, 1-inch margins, no cover
page
In “Being WEIRD,” Ethan Watters looks at the work of social scientist Joseph Henrich,
whose research challenged long-held beliefs that humans share inherent psychological traits.
Henrich’s study of the “Ultimatum game” outside the industrial West showed that thinking and
decision-making processes are heavily shaped by culture; culture shapes how people perceive
the world around them, as well as their relationship to it, maybe even more than originally
assumed. Heinrich's research paper, co-authored with Steven Heine and Ara Norenzayan, finds
that Americans are significantly overrepresented in all kinds of scientific studies while also being
the most “weird” (by which Henrich et al. mean Western, Educated, Industrialized, Rich and
Democratic). The research by Henrich and his colleagues put culture at the front of all kinds of
experimental human research: as Watters puts it, “if human cognition is shaped by cultural
ideas and behavior, it can’t be studied without taking into account what those ideas and
behaviors are and how they are different from place to place” (499).
Watter’s “Being WEIRD” Contributes to the field of science, most specifically
anthropology and psychology, in many ways. His essay could be used as a starting point for
analyzing how specific aspects of American culture affect its citizens’ psyches and
decisionmaking.
Assignment Objectives:
For this paper, you will choose ONE aspect of American culture and use Watters'
"Being WEIRD," to form an argumentative analysis of how this cultural aspect affects
individuals in the United States. You should include at least one reference to another text we
have read as a class thus far.
CRITERIA FOR EVALUATION:
Argument: Argument directly and fully answers the prompt; is clearly stated early in the paper;
is original, compelling and logical, avoiding absolute claims.
Evidence: Appropriate amount of relevant, accurate, and justifiably interpreted quotation.
Quotations are thoroughly introduced, explained, analyzed, and connected to argument/other
texts. Possible counter-arguments are considered.
Organization: Paragraphs maintain argumentative focus, exclude extraneous information,
appear in a logical order, and transition smoothly. Introduction sets forth argument and goals of
essa. Conclusion opens up avenues for future research.
Audience: Consistent, academic tone. Appropriate amount of contextual information,
anticipating audience questions. Addresses significant issues and makes them important to
audience. No first or second person pronouns.
Grammar and Format: Errors in grammar, spelling, and usage limited or non-existent. Correct
MLA format, ...
Reading Journal for World HistoryYour journal includes refle.docx
Reading Journal for World History
Your journal includes reflections and observations on the reading. This is an opportunity to share your perspective on the topics you find most interesting. You may also want to share your insights on the type of questions historians address and how we attempt to understand societies.
Starting with Chapter 2 you will notice a particular feature called “Sources from the Past”. Please use two or more of these sections each time you turn in your journal. Put the title of the document in bold so I will know which documents you read. For example, you might have read selections from the
Epic of Gilgamesh
or
Hammurabi's Laws
. Relate the document to the events in the chapter.
I also encourage you to write about pictures, maps, or other features you find in the reading.
You do not have to write about every chapter. Usually you get the best results if you take on one or two topics each time you turn in the journal. It helps if you label the topics. You may use any style, but please divide your writing into paragraphs.
You can earn 50 points for two and a half solid pages (double spaced) of quality writing. You are welcome to write more and you can earn up to 60 points for each time it is assigned. I mainly consider how much you have thought about topics in the reading and how you use the documents or other evidence available in the chapters.
Suggested Journal Prompts
Here are some prompts that you might want to use:
1.
What did you find most interesting or surprising (in a particular section)? How does the material relate to what you learned earlier, perhaps in other classes?
2.
What trends do you seen in this chapter that have shaped the world we live in today?
3.
If you did a movie set in the time period of this chapter, what would be the key elements in your movie? Tell how you imagine some of the characters, and what challenges they would face.
4.
Describe the time span covered in this chapter. How does the span relate to key events? Why do you think the authors chose this span of time? Would you arrange it differently?
5.
How might we understand the history differently from someone living in the time period? Do you think people will react to this chapter differently, depending on their cultural background?
6.
When examining a document: What is the historical context? What do we know about the source? How can the document help us understand the society in that time and place?
16 hours ago
Exam VI (Chapters 19-21 and Themes)
Please choose four of the topics below. Write four essays, with about 1.5 pages of writing for each essay. Please also include one or more pictures with each essay. Please make sure you answer the questions in a clear and concise way, with short to medium sized paragraphs. You may use information from our course reading and also from the Websites and Videos section.
The first four questions relate to Chapters 19-21. The last four questions relate to the course as a whole; ...
Check Off List With Example Template Good morning Everyo.docx
Check Off List With Example Template
Good morning Everyone,
I hope this outline I drafted helped you complete this paper with better ease. Read my Example
Template for Essay One and Essay Two because there is overlap. FYI- although you can use my
template to guide you for structure- please make it your own.
What I saw in the last papers were problems with the Guidelines, the citations, and the good
essay structure. Watch the 5 video hamburger thesis
https://www.youtube.com/watch?v=oAUKxr946SI&t=1s
Do go for a peer review from the Writer’s Studio or a good friend.
This is to be uploaded before the next breakout.
Ms. Isenburg
I. Guidelines
3–5 pages limit (discounted for longer or less pages)
Check word count, drop-down menu under… Dot
200 words per page
(Long quotations are deleted from Word Count)
PAST TENSE
3rd Person (Never use I)
Formal Academic Voice- Remove excessive words when possible
Connect paragraphs for a smoother flow to your argument
New Times Roman 12 points, 1-inch margins,
Consistent footnote style
Do not include long quotations- Mention the source document and paraphrase (summarize) use
different words
Upload a finished Product on Canvas- provide a copy at Breakout
Check spelling, Revise and Have a Peer reading
II. Proper citations
1. End of the Essay [Label Heading as End Notes, Bibliography or Works Cited
2. In the body of the paper citations
• Reference using words of the source are mentioned Footnotes
• Use the drop-down menu under references and hit the insert footnote box. A
small number will appear slightly higher than the standard line.
At the bottom of the page the same number will appear
https://www.youtube.com/watch?v=oAUKxr946SI&t=1s
(Note- There is a different footnote number to each citation and therefore you can have many
citations for the same source)
More about Citations
1. Citations must be listed for quotations used from the document.
2. If you’re using information that is not considered common knowledge you need to cite
that with a footnote
3. If you use Chicago style in the works citation section, then you must follow Chicago for
citations in the body of the paper
4. Incomplete Citations will not be counted as given full credit
III. Structure
1. Introduction
A. Question posed- Were Indians’ savages?
B. Thesis statement
C. Mention Sources used
Body – Suggested three paragraphs- (each one either Supports or Disputes your thesis
question- (place for your support)
1. Each Paragraph
One idea
At least 6 typed lines - usually no more than a full page
Includes some analysis/Conclusions (not just a summary)
• Make sure to mentions who wrote the document (Native Indian or tribe, US
Senator, Indian Agent (aka Express Agent), White American Citizen)
• Make sure to mentions who he/she/group is writing for (audience) persuasion
to get the audience to act
• What did this document tell ...
South Asian History
These Notes are essential for a student LL.B. 5 years semester system course outline.
I am hoping the students will find it very interesting!
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My country UAE No reflection
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Measures
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My degree is an EDD in Performance Improvement Leadership
Assignment Overview
In the assignment this week, you will write a paper (7–10 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization.
What You Need to Know
Ethical Reasoning
Morris (2016) tells us:
In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)
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First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s
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Critical Thinking
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Chapter 14, "Develop As an Ethical Reasoner," pages 345–365.
If you did not complete the
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Diversity and Multiculturalism
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Ethnicity.
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Gend.
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Must use the required Template below. No attachments. Do a copy.docx
Must use the
required
Template below. *No attachments. Do a copy and paste here in the submission area.
Overview
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Watch
ONE specific press briefing
. You can view it in real time on TV or see it online.
Your focus will
ONLY
be on President Trump's
one-on-one
interaction with one or two
reporters
.
The interactions are at the end of each press briefing (can just google Trump coronavirus virus task force press briefings)
For this assignment: Fill in each section in the template below.
----------------------------------------
TEMPLATE: (REQUIRED) [Use the Required Sections and Labels (labels are highlighted in GREEN).
Example:
Section 2: Introduction, or Section 3 Application: *CHAPTER 4 APPLICATION, and *CHAPTER 5 APPLICATION.
Put your content right after each Section+ Label.
Section 1:
(5 pts)
Date of Trump's coronavirus task force press briefing
Section 2: Introduction:
(5 pts) Briefly describe the briefing, such as who was there and one of the important pieces of information that was provided in the briefing. Only one or two sentences.
Section 3: Application:
(5 pts for this label)
See below for how to organize your response in this section. Do it exactly like that using the
numbers and labels
. Put your response to each item right next to it.
================
CHAPTER 4 APPLICATION
(5 pts for this label)
Chapter 4
talks about nonverbal communication.
(5 pts)
Define
the term "nonverbal communication" as stated in the textbook._________
(5 pts)
NAME
ONE type
of nonverbal communication stated in the textbook_
(5 pts)
Describe/define the ONE type
of nonverbal communication stated in #2________
(5 pts) Provide
your own example
of the ONE type of nonverbal communication stated in #2.
(30 pts) (200 word minimum)
Explain
how President Trump used this ONE type of nonverbal communication (stated in #2) during his interaction with one or more reporters.
Be specific and provide details.
What was the question being asked at the time? What was Trump’s response, and
how did he use this type of nonverbal communication (stated #2)?
(5 pts)
Why
do you think Trump used this type of nonverbal communication?
=========
(5 pts)
NAME a
DIFFERENT type
of nonverbal communication stated in the textbook (different from the one you discussed in the previous section)______________
(5 pts)
Describe/define the ONE type
of nonverbal communication stated in #7________
(5 pts) Provide
your own example
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(30 pts) (200 word minimum)
Explain
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Take
on the role of Software Engineer for the organization you selected in Week 1.
Use
the
technical guide template
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Research
and
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Diagram your staging environment
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Create a secure coding technique/quality and testing standard for your organization covering the following secure coding techniques:
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Normalization
Stored procedures
Code signing
Encryption
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Code reuse/dead code
Server-side vs. client-side execution and validation
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My last name starts with an M DirectionsBased on the firs.docx
My last name starts with an: M
Directions
Based on the first letter of your last name, find your assigned child welfare role from the list below.
Assume that you are part of a wrap-around services team.
For example: If your last name is Ford, your assigned special population would be Addiction Specialist.
Last name (A–F) = Addiction Specialist
Last name (G–L) = Child Protection Investigator
Last name (M–R) = Homelessness Specialist
Last name (S–Z) = Foster Care Social Worker
This case study will allow you to apply the information that you have learned to a case study. Review the case study, keeping in mind your child welfare role. After reviewing your textbook and resources, answer the case questions in the discussion board.
Case Study Scenario
Marie, a 67-year-old grandmother, is fostering her 14-year-old granddaughter, Audrey. Marie wants to help Audrey and is even thinking about adopting her.
Marie has just learned that Audrey witnessed her father’s death from a heroin overdose. She has seen her mother overdose several times.
Because of her parents’ addiction, Audrey and her mother were homeless and were found living under a bridge.
Audrey’s mother, Elaine, demanded that Audrey panhandle for money, which she used to buy more drugs.
Elaine is trying to kick her habit and is accepted in a residential facility for long-term addiction treatment, instead of a short-term detox center, in the hopes that she can get Audrey back.
Audrey also dug through dumpsters to find enough food for herself and her mother. Despite being destitute, Audrey is terrified to leave her mother, for fear she will die as her father did.
After Elaine’s last overdose, Audrey was removed from her mother’s care and placed with her grandmother, who is estranged from Elaine.
Audrey is acutely malnourished and thin; while she denies using drugs, there are some apparent tracks on her arms.
Since moving in with Marie, she has been hoarding food and wants to sleep on the floor instead of the bed. There is also evidence that Audrey has been cutting herself.
Case Questions
to answer
based upon your role:
Explain how you will prepare Marie to care for Audrey as a foster parent.
What should Marie know about the impact of Audrey’s experiences?
What services or resources will Audrey need?
Would you advise Marie against adopting Audrey, given that Elaine wants to get clean?
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My Bondage andMy FreedomByFrederick DouglasA Penn .docx
My Bondage and
My Freedom
By
Frederick Douglas
A Penn State Electronic Classics Series Publication
My Bondage and My Freedom by Frederick Douglas is a publication of the Pennsylvania
State University. This Portable Document file is furnished free and without any charge of
any kind. Any person using this document file, for any purpose, and in any way does so at
his or her own risk. Neither the Pennsylvania State University nor Jim Manis, Faculty Edi-
tor, nor anyone associated with the Pennsylvania State University assumes any responsi-
bility for the material contained within the document or for the file as an electronic trans-
mission, in any way.
My Bondage and My Freedom by Frederick Douglas, the Pennsylvania State University,
Electronic Classics Series, Jim Manis, Faculty Editor, Hazleton, PA 18201-1291 is a Por-
table Document File produced as part of an ongoing student publication project to bring
classical works of literature, in English, to free and easy access of those wishing to make
use of them.
Cover Design: Jim Manis
Copyright © 2004 The Pennsylvania State University
The Pennsylvania State University is an equal opportunity university.
3
Frederick Douglas
My Bondage and
My Freedom
By
Frederick Douglas
By a principle essential to Christianity, a PERSON is eternally
differenced from a THING; so that the idea of a HUMAN
BEING, necessarily excludes the idea of PROPERTY IN THAT
BEING.
—Coleridge
Entered according to Act of Congress in 1855 by Frederick
Douglass in the Clerk’s Office of the District Court of the
Northern District of New York
TO HONORABLE GERRIT SMITH, AS A SLIGHT
TOKEN OF ESTEEM FOR HIS CHARACTER, ADMI-
RATION FOR HIS GENIUS AND BENEVOLENCE,
AFFECTION FOR HIS PERSON, AND GRATITUDE
FOR HIS FRIENDSHIP, AND AS A Small but most Sin-
cere Acknowledgement of HIS PRE-EMINENT SERVICES
IN BEHALF OF THE RIGHTS AND LIBERTIES OF
AN AFFLICTED, DESPISED AND DEEPLY OUT-
RAGED PEOPLE, BY RANKING SLAVERY WITH PI-
RACY AND MURDER, AND BY DENYING IT EITHER
A LEGAL OR CONSTITUTIONAL EXISTENCE, This
Volume is Respectfully Dedicated, BY HIS FAITHFUL
AND FIRMLY ATTACHED FRIEND, FREDERICK
DOUGLAS. ROCHESTER, N.Y.
4
My Bondage and My Freedom
EDITEDITEDITEDITEDITOR’S PREFOR’S PREFOR’S PREFOR’S PREFOR’S PREFAAAAACECECECECE
If the volume now presented to the public were a mere work
of ART, the history of its misfortune might be written in
two very simple words—TOO LATE. The nature and char-
acter of slavery have been subjects of an almost endless vari-
ety of artistic representation; and after the brilliant achieve-
ments in that field, and while those achievements are yet
fresh in the memory of the million, he who would add an-
other to the legion, must possess the charm of transcendent
excellence, or apologize for something worse than rashness.
The reader is, therefore, assured, with all due promptitude,
that his attention is not invited to a work of ART, but to a
work of FACTS—Facts, terri.
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My name is Meridith Hollins and I work and live in Birmingham, Alabama. I currently work for hte Birmingham Water Works Boarda as a trianing coordinaotr. My ulimate goal is to be able to move into managment.
Part II: At my company we use temp agencies to hire for certain jobs and the templs are treated diffrently from everyone else. Instated of them getting the current hires new hire orieantaton. They just start work. Also with them being a temp they are not eligible for beneifits or any other benefits of the company. Sometimes the probation ia longer than most. Some of the most important things they miss are going over the handlook which can lead to termination if not disussed properly. This is a huge con.
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My research topic is
: How does the company Whole Foods go about making sure they deliver the highest quality fruits and vegetables to their customers?
(Include their processes in sourcing, how they choose suppliers to make sure they deliver high quality goods)
- For The quality research section, there is no interviews which must be conducted. Just more research, if possible find online interview which was conducted or statements which they put out.
- For the Limitation section, mention how it was hard to compare actual data because of the inability to conduct interviews due to corona virus.
Length: 10-12 pages
APA format.
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My role is a cuban male, he coe to USA when he has 13 years, studied psychology to help my coleguas and the cuban people to adapt he at the state.
Did you see people writing at home?
Did your parents respect and value the ability to write?
Your school experience: Did you have good writing teachers?
Did you have a history of failure or success with writing?
Was writing fun, or was it a chore?
Did your school emphasize writing?
Social influences: How did your school friends do at writing?
What were your friends’ attitudes toward writing?
What feelings about writing did you pick up from TV or the movies?
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My evaluation of journals will focus on originality, application of.docx
"My evaluation of journals will focus on originality, application of your sociological imagination, evidence of your commitment to the effort, and the whole range of stylistic issues. It is critical that your entries be sociological; they must be informed by sociological concepts (social construction of deviance, framing, hegemonic and subversive narratives, definition of the situation, race, class, gender, etc.) and focused on sociological questions (who benefits?, does this particular arrangement reproduce social relations?). Go beyond mere observation or opinion; analyze."
I would appreciate it if its 2 pages long and it was in a professional personal perspective. It is for my college sociology of deviance class.
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My intent is to provide each member of the community of this class t.docx
My intent is to provide each member of the community of this class the opportunity to share with the rest of the community their considered approach to dealing with ethical dilemmas that will come up through your career (MY CAREER IS CIVIL ENGINEER).
I invite you to consider the following phases as you ponder and articulate your approach.
Secure your own Moral Clarity :
If you sense there is the potential of a problem of violation ethical standards at work or your life at large refuse to ignore it. Investigate and determine the facts of the case.
Always uphold paramount the standard that you became an engineer because you are dedicated securing the health safety and welfare of the public and the environment.
You are loyal to ethical practices of your firm institution as well as your client.
Know the Facts ensure that the information you are dealing with facts not opinions or distortions by:
Get hard documented facts, cross check the information.
Establish the competence and integrity of the source of the information
3. Consider options
a. Investigating the diversity of potential actions you may take. Evaluate and discuss
b. considering the Long-term, short-term perspectives, repercussions?
c. finding out if any laws, codes, or fiduciary duties are violated by any of the alternatives
d. recognizes the potential impact of the options on you and your loved ones
e. locate a Moral Agent among your trusted acquaintance who can help you to assess any and to your understanding of the problem and its consequences.
f. Is there a “Creative middle solution”?
4. Make an objective and moral decision
a. Weigh all factors, recognize “gray areas”/compromises
b. In the process list the pros and cons of each of the alternative decision under consideration.
c. List how you will feel living with consequences of each alternative
Remember just because your deliberations followed the above phases, there is no guarantee the final decision will be easy.
2 PAGES
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My major is mechanical engineering. As you gave me an idea to relate my major to sustainability. I would like to grab that opportunity. I will try creative ideas so that my pursuing degree can do sustainable things for the future generation
I have attached my first two essays and third essay question which is a significant change. please consider all the details.
.
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****Must use the attached articles ****
· Present an argument for your stance with respect to the first controversial issue regarding substance-related disorders: Is it possible for individuals with substance-related disorders, such as those who abuse alcohol, to moderate their use instead of taking the abstinence approach to treatment? Support your argument with evidence from this week’s required Learning Resources.
· Present an argument for your stance with respect to the second controversial issue—namely, is a substance-related disorder a disease? Again, support your argument with evidence from this week’s required Learning Resources.
References MUST come from the attached articles:
1. The Effects of Drinking Goal on Treatment Outcome for Alcoholism
2. Behavioural self-management with problem drinkers: One-year follow-up of a controlled drinking group treatment approach
3. Comer, R. J., & Comer, J. S. (2019). Fundamentals of abnormal psychology (9th ed.). Worth.
Chapter 10, "Substance Use and Addictive Disorders"
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My hometown — Port Clinton, Ohio, population 6,050 — was in the 19.docx
My hometown — Port Clinton, Ohio, population 6,050 — was in the 1950s a passable embodiment of the American dream, a place that offered decent opportunity for the children of bankers and factory workers alike.
But a half-century later, wealthy kids park BMW convertibles in the Port Clinton High School lot next to decrepit “junkers” in which homeless classmates live. The American dream has morphed into a split-screen American nightmare. And the story of this small town, and the divergent destinies of its children, turns out to be sadly representative of America.
Growing up, almost all my classmates lived with two parents in homes their parents owned and in neighborhoods where everyone knew everyone else’s first name. Some dads worked in the local auto-part factories or gypsum mines, while others, like my dad, were small businessmen. In that era of strong unions and full employment, few families experienced joblessness or serious economic insecurity. Very few P.C.H.S. students came from wealthy backgrounds, and those few made every effort to hide that fact.
Half a century later, my classmates, now mostly retired, have experienced astonishing upward mobility. Nearly three-quarters of them surpassed their parents in education and in that way advanced economically as well. One-third of my classmates came from homes with parents who had not completed high school and, of that group, nearly half went to college.
Low costs at public and private colleges across Ohio were supplemented by locally raised scholarships — from the Rotary Club, the United Automobile Workers, the Junior Women’s Club and the like. Although the only two black students in my class encountered racial prejudice in town and none of their parents had finished grade school, both reached graduate school. Neither for them nor for our white classmates was family background the barrier to upward mobility that it would become in the next century.
Photo
Marie and Philip Berry are managers of Seed Faith Food Pantry in Port Clinton.Credit Andrew Borowiec for The New York Times
Our (white) star quarterback, whom I will call J, grew up on the poor side of town. His dad, who had an eighth-grade education, worked two jobs to keep the family afloat — on the line at Port Clinton Manufacturing from 7 to 3, then at the canning factory from 3:30 to 11. Despite his 70-plus-hour workweek, J’s dad made it to J’s games. Unable to afford a car, J’s family hitched rides with neighbors to church every week and ate a lot of hash. Despite their modest background, J’s parents urged him to aim for college, and he chose the college-prep track at P.C.H.S., finishing in the top quarter of our class. His minister pointed him toward a downstate Lutheran institution and made a phone call to help find him financial aid. J graduated debt-free and continued on to seminary and a successful career as a Lutheran minister, coaching high school football on the side.
J’s rise from a well-knit but modest working-class family t.
My degree is an EDD in Performance Improvement LeadershipSyste.docx
My degree is an EDD in Performance Improvement Leadership
Systems Thinking and Problems of Practice
Evidence-Based Practice
One of the design concepts attributed to successful EdD programs is the scholarly practitioner, which The Carnegie Project on the Education Doctorate (n.d.) defines as practitioners who:
Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals. (Design-Concepts Upon Which to Build Programs section)As you move toward the final weeks of our course, a high priority for all who lead learning is the application of systems thinking as you identify a problem of practice relevant to your organization.
As noted by Dirkx (2006):
The demand for evidence-based research (EBR) in education has evoked considerable debate regarding the nature of knowledge practitioners hold, how they come to know, and the sociopolitical contexts in which that knowledge is generated. Proponents of EBR such as Michael Feuer stress the need for research that validly identifies solutions to important problems of educational practice. Critics such as Elizabeth St. Pierre decry such approaches to research on practice as epistemologically inappropriate and oblivious to their political and moral implications. Both positions illuminate important dimensions of improving practice, but what works seems to get lost in the rhetoric. In this article, the author suggests that we in adult education take seriously the question of what works in practice by developing a knowledge base grounded in research methods and strategies that give voice to the particularities of practice contexts, what he refers to as the "insider perspective." (p. 273)
As you proceed through your EdD program, you will be required to identify a problem of practice, not simply an isolated problem in your organization, but instead a problem of practice that is clearly supported in the professional literature. Note that such problems were most likely identified as you developed the Literature Review assignment—all work of doctoral scholars must be firmly corroborated in the literature and research relevant to your organization’s problems of practice.
As you work to identify a problem of practice in your organization, please note the imperative to apply systems thinking. As noted by Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2012):
Systems thinking is the ability to understand (and sometimes to predict) interactions and relationship in complex, dynamic systems—the kinds of systems we are surrounded by and embedded in. Some of the systems already under study in clas.
My homework is to answer 16 questions (questions are below). No need.docx
My homework is to answer 16 questions (questions are below). No need to write in academically form, just answer the questions. The questions are related to Chapter 6 and 7 from the book:
Social Media Marketing
. Tuten, T. L. & Solomon, M. R., 2018.
3rd ed. and I don't have the book!
What social activities are the focus of participation in social communities?
How can brands create identities in social communities?
What are the types of social networks in social media?
What are the characteristics of social ads? How effective are social ads?
How can brands engage consumers in social communities?
What is earned media? How do brands encourage earned media with their social networking activities?
What are the characteristics of brand fans?
What is social publishing? What kinds of content can be published socially?
How can social publishing, along with SEO and SMO, help to meet marketing objectives?
How can a site be optimized for search engines?
Why is it important to achieve a top three ranking in a list of search engine results?
Explain the concept of the linkwheel.
What are the different types of tags that are used by search engine optimizers to influence search engine indexing?
What role does social media optimization play in search engine optimization? How are the two concepts related?
Explain the five types of linkbait and why linkbaiting is important.
Is there a difference between social news sites and social bookmarking sites? Explain.
.
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2 pages- double spaced
.
Must follow attached text book In chapter 6, the author desc.docx
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In chapter 6, the author describes basic components of a business network. Create a new thread, choose one of the types of participants discussed in chapter 6, and explain how you think the chosen participant type could effectively use assets in an enterprise blockchain environment to impact the organization’s outcomes.
Then think of three questions you’d like to ask other students and add these to the end of your thread. The questions should be taken from material you read in Chapter 5 or 6. You’re not trying to test each other, but you are trying to start a discussion.
You must do the following:
1) Create a new thread. As indicated above, choose one of the types of participants discussed in chapter 6, and explain how you think the chosen participant type could effectively use assets in an enterprise blockchain environment to impact the organization’s outcomes. Then think of three questions you’d like to ask other students and add these to the end of your thread. The questions should be taken from material you read in Chapter 5 or 6. You’re not trying to test each other, but you are trying to start a discussion.
2) Select AT LEAST 3 other students' threads and post substantive comments on those threads. Your comments should answer AT LEAST one of the questions posed in the thread and extend the conversation started with that thread. Make sure that you include the question in your comment so I can see what question you’re answering.
ALL original posts and comments must be substantive AND ORIGINAL. (I'm looking for about a paragraph - not just a short answer.) Do not plagiarize!! Use your own words.
Hands-OnBlockchainwithHyperledger
BuildingdecentralizedapplicationswithHyperledgerFabricandComposer
NitinGaur
LucDesrosiers
VenkatramanRamakrishna
PetrNovotny
Dr.SalmanA.Baset
AnthonyO'Dowd
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