(EXAMPLE AND RUBRIC FOR ESSAY ATTACHED)
History 110: History of African American Civilization I
COURSE DESCRIPTION: The history of the African people from the anthropological origins of humankind through ancient and medieval African history to the colonial experience in the Americas to the mid-19thcentury is traced.
REQUIRED TEXTS: Clayborne Carson, et al. The Struggle for Freedom… Pearson Longman. New York: 2011. Volume I
Chapter 2:
Question #1:
Summarize the six most important items covered in the chapter. Be sure to explain the importance of each of the items. Provide an Introduction or other roadmap for your reader to follow your presentation..
Question #2:
What information in the chapter interested you most; interested you least? Explain your response.
Question #3:
1. So far in the reading, do you feel the authors view Africans as equal to or below Europeans? In a sentence or two…
_______________________
All responses to Discussion Board questions must be submitted in ONE FILE ONLY; NO MULTIPLE FILES WILL BE ACCEPTED. Your file should clearly distinguish each question you are answering. [Question #1….. Question #2…..].
Chapter 3:
Question #1:
1. Summarize the six most important items covered in the chapter. Be sure to explain the importance of each of the items. Provide an Introduction or other roadmap for your reader to follow your presentation..
Question #2:
What information in the chapter interested you most; interested you least? Explain your response.
Question #3:
For the past decade or so, American historians have been promoting the notion that Africans, rather than Europeans, were most responsible for the Trans-Atlantic Slave Trade. What do you feel explains this new trend?
United States stability
2 page
no outside sources
from book called JUNGLE. use it as source
In lecture and through our SFA readings we have learned that the United States during the period 1865 to 1910 was undergoing extensive and rapid changes economically, politically, and socially. How are the parallel narratives of the life of Jurgis Rudkus in The Jungle reflective of what is going on in America during this period? Do you think people like Jurgis are truly “free” and/or “equal” or are there social and political forces that are limiting their freedom?
In writing this paper you are required to engage readings from The Jungle, DTA, as well as lecture materials. It is expected that you will prove
New Global Challenges and Opportunities
New Global Challenges and Opportunities
As the United States completed the 20th century, it entered into a new global economic, social, and political phase after spending 40 years under the Cold War umbrella. This new phase created challenges and opportunities for Americans. In this last assignment, you will have the chance to explore some of these issues that Americans faced or continue to face in an ever-changing world dynamic.
As the United States completed the 20th century, it entered into a new global economic, social, and political phase after spending 40 years under the Cold War umbrella. This new phase created challenges and opportunities for Americans. In this last assignment, you will have the chance to explore some of these issues that Americans faced or continue to face in an ever-changing world .
Select five of the topics from the list below.
Include one primary and one secondary source, excluding your textbook.
Write a 1,050- to 1,400-word essay in which you consider why the topic should be included in your list, how this topic affects Americans and the wider global community, what remedies and policies have been implemented on this topic/issue, and viable solutions. Additionally, address the past and current U.S. policies on the five topics you select.
Terrorism (Domestic and Foreign)
U.S. Military Interventions (Balkans, Middle East, Somalia)
The Housing Bubble
Immigration
Technology
Multicultural Society (Racial, Gender, and Ethnic Tensions)
Gun Control (State and Federal)
Environment
U.S. Economy (Recession and Federal Deficit)
U.S. Diplomatic Relations (Korea, China, Iran, Israel)
Health Issues (Obama Care, U.S. & World Health Issues)
Format your assignment according to appropriate course-level APA guidelines.
Civil War–Examine the Library of Congress' “Born in Slavery” database
Reconstruction Paper:
Examine the Library of Congress’ “Born in Slavery” database: http://memory.loc.gov/ammem/snhtml/. Use the keyword search box to locate narratives or browse by narrator or state. Clicking on the author’s name takes you to a page with some information about the interview. To read the narrative itself, you must click on “View this item” near the top of the page. Use the keyword search box to locate narratives that will allow you to answer the questions/write your paper.
Select eight narratives that will help you write your Reconstruction paper (see below)
In addition to these materials, use Chapter 17 in your textbook, Out of Many, Vol. 2, lectures, “Aftershock” and your previous Bb assignments to help you. And four additional newspaper articles from the research database “American Antiquarian Society Historical Periodicals: 1866-1877” located through the Ellis Library (in Research Databases section) web site.
Respond in writing to the following questions:
1. What indicated that there were significant differences in the lives of people of color in the South after the Civil War?
2. What indicated that little had changed?
Make sure your responses
a.) reflect what you have learned from the text, documentary, and lectures, and
b.) reflect what you have learned from the narratives and your original research.
Use the Chicago Manual of Style system for your end notes.
Your papers should be a minimum of 1,200 words (plus notes, 12-point type and 1-inch margins).
Disney And US Imperialism-Cultural Imperialism and Americanization
In this module, we have studied Cultural Imperialism and Americanization. For this essay, you will address how Disney might be considered as a leading force of US imperialism. Do you agree with this concept? Why or why not? Give examples.
This paper should be 1-2 pages, in APA style, utilizing the college’s library resources. One scholarly article as a minimum should be included in your essay.
Module 05 Course Project – Globalization
This week, you are to write a course project portfolio essay on the issue of globalization. Give an example of a current, active website that is based in the US, which expresses the values of globalization, and analyze the site.
Your essay should answer the following questions:
What is globalization, and in what ways has the Internet served as a vehicle for it?
What cultural values do the site you chose reflect?
What political values are reflected?
Is the site culturally or politically biased in some way? Explain.
How are these values that are reflected by the website distinctly American?
Your thesis for this essay should attempt to argue why this site is an example of the values of globalization, and use your answers from the questions above to explain why this is true.
This essay should be 2-3 pages, in APA style, utilizing the college’s library resources. Please include at least three sources, one being a scholarly resource as a minimum in your essay.
analysis of the primary sources
Read Chapter 7, 8, and 9 in the text
Based on information from your textbook and your analysis of the primary source you choose answer the following questions.
The primary source that I chose is: Hartt, R.L., (1921, Jan. 15). “The new Negro”: “When he’s hit, he hits back! . Independent, 76, 59-60. Retrieved from http://historymatters.gmu.edu/f/5127
What primary source did you choose and what even does it focus on?
Why was this event important, and how does it fit into the conflicts and changes of the 1920s?
What does your primary source tell you about the event? And what does it not tell you?
How does the event you chose relate to your Final Project topic? My final Project title will be about African Americans
The 1920s were a time of much prosperity for some groups in American Society until the Depression. How was your chosen group impacted by the Great Depression? Again I will be focusing on African American
Provide an APA citation for your primary source.
250 words please use primary source and textbook sources as references.
American history
Final Essays
Answer both of the following questions in 2.5 to 3 pages each.
The essays should be double spaced in 12 point Times New Roman font.
They must include references to all of the assigned readings
and only
assigned readings. Again, use Foner, Zinn, and lectures
only. (I will not read the essay if it employs outside sources. The purpose of the essays is to determine whether you’ve read the assigned readings, viewed lectures, and understood the material as presented.)
You must cite at least three primary documents from Zinn for each essay.
Explain in few sentences at the end of the essay why you chose these
documents.
Begin with a strong thesis statement followed by relevant evidence from
the readings and lecture. Cite Foner as (Foner pg.#); cite the Zinn
documents by the author of the document of title if the author is
anonymous, for example (Ginsburg 42); and cite the presentations/lectures
as Colling + lecture/slide #, e.g. (Colling 5/42).
Important! Combine both essays into a single document.
Questions:
1. Have America’s wars since WWII been fought to protect and secure the
health and welfare of average citizen’s? If yes, in what ways? If no, why
were they fought?
2. Given the American promise, did the United States fulfill this promise from
the ratification of the Reconstruction Amendments to the present day? If
yes, how? If not, why?
Hint for #2…you must first define “American promise” before you give your
educated opinion about its fulfillment.
You can answer the questions either chronologically or thematically, but every
statement must be backed up with source material.
please read the following and i need this essay by today 11:50pm!!!!
evaluate ethical and legal standards as related to critical professional issues
Course Syllabus
HSV400 – Ethical and Leal Issues in Human Services
Course Description:
Course Outcomes:
After completing HSV 400, the student should be able to:
· The student will be able to respond to ethical dilemmas by a decision-making process.
· The student will be able to communicate his or her value system, with emphasis on how these values are likely to impact counseling practice.
· The student will be able to identify the different major components of ethical codes for professional counselors.
· The student will be able to communicate an understanding of the laws for counselors and therapists in the state in which he/she intends to practice.
· The student will be able to communicate how her/his personal values influence her/his ethical posture.
· The student will be able to identify the professional organizations for counselors.
Course Materials:
· Corey, G., Corey, M. S., & Callanan, P. (2015). Issues and ethics in the helping professions (9th ed.). Pacific Grove, CA: Brooks/Cole Pub Co.
· Additional reading, listening, viewing materials available on Blackboard.
Course Evaluation:
|
Assignment |
Weight Towards Final Grade |
|
Discussion Boards |
40% |
|
Introduction & Background Information Assignment |
20% |
|
Final Written Assignment |
30% |
|
Self-Assessment Reflection Paper |
10% |
|
Student Survey* |
— |
|
TOTAL |
100% |
*To ensure that we continue to meet our academic standards and your learning expectations, we routinely assess our programs, courses, and instructors. Completion of the end-of-course Student Survey is a required component of this course.
Official University Grading Scale:
The following grades are used on academic records and carry the quality points indicated:
|
Grade |
Numerical Equivalent |
|
A |
95-100 |
|
A- |
90-94 |
|
B+ |
87-89 |
|
B |
83-86 |
|
B- |
80-82 |
|
C+ |
77-79 |
|
C |
73-76 |
|
C- |
70-72 |
|
D+ |
67-69 |
|
D |
63-66 |
|
D- |
60-62 |
|
F |
Below 60 |
Late Work:
Assignments, including discussion board postings, should be submitted on time per assignment rubric guidelines. If there is an emergency situation, a request for an extension on assignments may be requested of the instructor before the assignment deadline. If no extension request has been made, late assignments will be penalized with a 20 point deduction for each day it is submitted late. Furthermore, discussion boards
Academic Dishonesty:
“Academic dishonesty consists of plagiarism, cheating, unauthorized copying of computer discs, willful introduction of viruses, willful interruption of systems, and may also include unintentional complicity in others’ academic dishonesty. Confirmed dishonesty may result in the assignment of a failing grade of other penalties.” (Post University Student Handbook).
All papers and assignments submitted, including discussion board postings, must be your own work. Instructors have the prerogative of using internet checks for plagiarism. Any quotes or ideas from an outside source must be cited both within text and in full APA reference format at the end of an assignment. In discussion boards, outside ideas/quotes must be author/date-cited within your posting, though. Include your references at the end of your post.
Penalties for Academic Dishonesty:
Post University generally employs a three-strike process for acts of academic dishonesty; however, a flagrant violation of academic integrity may involve immediate dismissal from the University.
Strike One: The student will receive a zero for the assignment in which the act of academic dishonesty occurred.
Strike Two: The student will immediately fail the course in which the second act of academic dishonesty occurred, even if the first incident occurred in a different course.
Strike Three: The student will immediately be expelled from the University and receive an ‘F’ on the final transcript.
The student may appeal the final grade or disciplinary action as stated in the Grade Appeal or Dismissal Policy. Confirmed dishonesty may result in penalties up to and including dismissal from the University and denial of any financial reimbursements.
APA Formatting and Style:
APA (American Psychological Association) 6th edition is the official style guide of the Post
University graduate programs. Visit the APA website at www.apastyle.org for a tutorial. Purdue’s OWL site (http://owl.english.purdue.edu/owl/resource/560/01/ ) is the most comprehensive source on the internet. Bookmark it in your browser.
It is not necessary for you to memorize the entire APA style guide. Rather, focus on how to do an APA cover sheet, running head & page numbering, in-text citations and a standardized reference list. Remember, the idea is to make it easy for your reader to track your sources of ideas and research.
Discussion Forums:
Students are expected to actively participate in all discussion board questions (by answering all parts of each question) with evidence-backed statements, including sources referenced in proper APA format. Additionally, reply posts must be made to 2 colleagues. Initial posts should be uploaded by 11:59 pm on Wednesdays except when otherwise indicated, to allow for discussion throughout the week. Students who do not meet the Wednesday deadline for initial postings will be penalized with a 15 point deduction. Postings are expected to be professional and in standard written English, with correct spelling and punctuation, and properly cited with a references list. It is expected that students will demonstrate critical thinking and engagement with and reference to the course readings and activities as well as extending information. See the Discussion Board Rubric in the Course Information section of Blackboard for specific criteria.
General comments and questions not germane to a specific discussion thread should be posted at the ‘Water Cooler.’ If you have a question very specific to your own situation, please e-mail the instructor directly
Post University Credit Hour Expectations
Post University takes the integrity of our coursework very seriously. A credit hour is an academic unit earned for engaged academic time, including classroom or online instruction and outside study. This expectation varies based on the type of class in which you are enrolled:
Main Campus Courses: For a 3-credit semester course, you are expected to engage in three hours of in-class learning and six hours of outside study for a total of nine hours of engaged academic time per week for 15 weeks.
Accelerated Online or Hybrid Site Courses: For an accelerated 8-week, 3-credit hybrid site or online course, you are expected to engage in 17 hours of engaged academic time per week; for a hybrid site course, 3 of those hours will be on site.
Blended Courses: Blended courses vary in the balance of classroom and online instruction. For a 3-credit blended course, students are expected to complete a total of 135 hours of engaged academic time, whether it is a semester-long or accelerated format.
What is ‘engaged academic time’? This is the time you are engaging in academic learning activities related to a course. These activities include both in-class, out-of-class, and online activities such as readings, lectures, group work, videos, presentations, webinars, research, writing, surveys, discussions, practice exercises, web development, creating, producing, studying, and any other learning experiences that contribute to the achievement of course outcomes.
Your responsibility as a student at Post University is to fulfill these academic expectations in the time you devote to this class.
For the full Academic Credit Hour Policy, please refer to the Post University Catalog Section 9, the Post University website, or the Blackboard student services portal.
Non-Discrimination Policy
Post University does not discriminate on the basis of age, race, gender, sexual orientation, color, national or ethnic origin, or disability, in the recruitment and admission of students and the recruitment and employment of faculty and staff. (For more specific information, please refer to the policy statement available through the Office of Human Resources.)
Americans with Disabilities Act
Students with documented disabilities who need course accommodations, have emergency medical information or require special arrangements should contact the instructor within the first two weeks of class. Verification of any special arrangements should go through Caity Masiewicz at cmasiewicz@post.edu.
Tutoring Resources/Writing Coaches
Tutor.com is available 24 hours a day for any students that need tutoring. Writing coaches in the Post University Learning Center are available to give feedback on your essay by submitting the essay here: http://www.post.edu/maincampus/writingcenterform.shtml
Academic Course Engagement:
Post University considers you to be a student once you have begun a course and engaged in an academic activity within the first full week of a course. Academic activity is defined as posting to a discussion board, submitting an assignment, taking a quiz or a test, or other measurable academic activity. If you have NOT engaged in an academic activity by 11:59PM on the 2nd Monday following the beginning of a module you will be dropped from the course and will be charged a drop fee. Please understand your financial aid may also be impacted by not engaging in each enrolled course. If you happen to be registered in more than one course in a module, the University will evaluate if you did begin each course and you will be dropped only from those courses in which you have not begun.
Unearned F:
Course participation is assessed by faculty when final course grades are determined. Faculty members will assign an unearned F grade to you should you choose not to complete any graded academic activity after the midpoint of a course.
As a result of receiving an unearned F, it is important for you to understand that you may be administratively withdrawn and the University may be required to determine how much financial aid you may owe. Thus, this may result in the return of unearned financial aid to the U.S. Department of Education or other third parties and you may be obligated to pay for charges originally paid by the unearned financial aid and/or return any excess funds paid to you. Receiving an unearned F may also impair future course registrations and financial aid availability. Unearned F grades also count as failing grades in your GPA and pace of completion.
Course Schedule
Units begin at 12:01 a.m. Monday and end at 11:59 p.m. Sunday.
|
Unit |
Objectives |
Activities |
|
Unit 1 |
· Identify the difference between law and ethics · Discuss professional monitoring of practices · Differentiate between aspirational ethics, mandatory ethics, principle ethics, and virtue ethics · Describe the role of ethics codes in making ethical decisions · List six moral principles that can be applied to ethical dilemmas · Apply the steps to take in working through an ethical dilemma · Discuss the involvement of the client in the ethical decision making process |
· Readings and Videos · Discussion Boards
|
|
Unit 2 |
· Describe the role of counselor self-awareness in ethical practice · Clarify the importance of personal therapy for counselors · Identify how transference and countertransference can be ethical concerns · Discuss the ethical issues involved in the imposition of therapist values · Discuss the difference between exposing and imposing of therapist values · Explain how to effectively address value conflicts in therapy |
· Readings and Videos · Discussion Boards · Begin thinking about your paper topic |
|
Unit 3 |
· Describe and recall essential terminology related to multiculturalism and diversity · Identify how cultural encapsulation is an ethical issue · Analyze cultural values and assumption in therapy · Explain when matching of client and counselor is important · Evaluate ethical issues pertaining to sexual orientation · Discuss what is involved in developing multicultural competence |
· Readings and Videos · Discussion Boards
|
|
Unit 4 |
· Describe what is involved in informed consent · Identify and develop an informed consent document · Examine a counselor’s responsibility in record keeping · Analyze ethical issues related to online counseling · Distinguish ethical issues in working with minors · Evaluate involuntary commitment and human rights · Justify practical strategies for risk management |
· Readings and Videos · Discussion Boards · Submit Introduction and Background Information on your Topic |
|
Unit 5 |
· Differentiate between confidentiality, privacy, and privileged communication · Describe the purpose and limitations of confidentiality · Identify privacy issues with telecommunication devices · Analyze and explain the implications of HIPPA for mental health providers · Explain and identify landmark court cases and there implications for practice · Recall and illustrate one’s duty to protect children, dependent adults, and the elderly from harm · Identify confidentiality issues in the area of HIV/AIDS counseling |
· Readings and Videos · Discussion Boards |
|
Unit 6 |
· Differentiate between various perspectives on multiple relationships · Formulate ways to minimize risk and prevent harm · Differentiate between boundary crossing and boundary violations · Evaluate the pros and cons of bartering and receiving gifts · Identify what ethics codes say about specific gifts · Appraise the ethical aspects in managing boundaries |
· Readings and Videos · Discussion Boards |
|
Unit 7 |
· Discuss how professional competence is an ethical issue · Identify how and when to make referrals · Describe the basis of screening candidates for training programs · Interpret the purpose of licensing and credentialing · Explain how continuing education is vital to maintaining competence |
· Readings and Videos · Discussion Boards · Submit your Written Assignment |
|
Unit 8 |
· Identify how one’s theory pertains to ethical practice · Illustrate how ethical issues are involved in using techniques · Evaluate ethical, clinical, and cultural issues in assessment and diagnosis · Justify and defend arguments for and against diagnosis · Recognize the use of tests in counseling · Describe ethical issues involved in managed care. · Identify the pros and cons of working within a system. |
· Readings and Videos · Discussion Boards · Self-Assessment Reflection Paper |
Creating Newsletter Parent Education home to school connections
Create Parent & Staff only Newsletter Article
Assignment 1:
Create Newsletter Parent Education home to school connections
Imagine that you have, been, asked by your school principal to write an article for each of your school’s newsletters: one for families and the other for staff. Include a reference page of at least 2 outside resources per article (minimum of 4 resources) Using APA style.
Write a -page article for each of the following scenarios:
· Scenario 1 Parent Newsletter: The first article is for the parent newsletter that is, sent to all families. Write a 1- page article on creating positive relationships between school staff and families.
In your article, include to the following:
1. Why home and school relationships are important. Provide a rationale citing specific references to the Learning Resources and outside resources you researched.
2. Strategies for creating positive relationships between home and school.
3. Ideas for using technology to increase interactions between home and school.
· Scenario 2 Staff only Newsletter: The second article is for the staff-only newsletter that is, sent to all staff at the school. Write a 1-page article on creating positive school professional to student relationships. Keep in mind that all school professional to student relationships are important, including the secretary, the lunchroom aide, the custodian, etc.
In your article, include the following:
1. Why school staff and student relationships are important. Provide a rationale citing specific references to the Learning Resources and outside resources you researched.
2. Strategies for creating positive relationships between school staff and students
3. Provide ideas for building relationships with students from diverse backgrounds.
Helpful Reference or Use other references.
Wilkins, J. (2014). Good teacher-student relationships: Perspectives of teachers in urban high schools. American Secondary Education, 43(1), 52–68.
Waddell, J. H. (2013). Working with families in urban teacher education: A critical need for all students. Teacher Educator, 48(4), 276–295.
Create Newsletter Parent Education home to school connections
Imagine that you have, been, asked by your school principal to write an article for each of your school’s newsletters: one for families and the other for staff. Include a reference page of at least 2 outside resources per article (minimum of 4 resources) Using APA style.
Write a -page article for each of the following scenarios:
· Scenario 1 Parent Newsletter: The first article is for the parent newsletter that is, sent to all families. Write a 1- page article on creating positive relationships between school staff and families.
In your article, include to the following:
1. Why home and school relationships are important. Provide a rationale citing specific references to the Learning Resources and outside resources you researched.
2. Strategies for creating positive relationships between home and school.
3. Ideas for using technology to increase interactions between home and school.
· Scenario 2 Staff only Newsletter: The second article is for the staff-only newsletter that is, sent to all staff at the school. Write a 1-page article on creating positive school professional to student relationships. Keep in mind that all school professional to student relationships are important, including the secretary, the lunchroom aide, the custodian, etc.
In your article, include the following:
1. Why school staff and student relationships are important. Provide a rationale citing specific references to the Learning Resources and outside resources you researched.
2. Strategies for creating positive relationships between school staff and students
3. Provide ideas for building relationships with students from diverse backgrounds.
Helpful Reference or Use other references.
Wilkins, J. (2014). Good teacher-student relationships: Perspectives of teachers in urban high schools. American Secondary Education, 43(1), 52–68.
Waddell, J. H. (2013). Working with families in urban teacher education: A critical need for all students. Teacher Educator, 48(4), 276–295.