History
In what ways can Thomas Jefferson’s presidency be considered a revolution? Did his presidency deliver an Empire of Liberty as he envisioned? Why or why
not?
Foner, Eric. Give Me Liberty!: An American History (Volume 1). Seagull 5th Edition. W.W. Norton & Company, Inc., 2016. ISBN # 978-0-393-60342-2
Text book to reference;
Soccio, D. J., Archetypes of Wisdom: An Introduction to Philosophy, 8th Edition, Cengage Learning.
1. Make a convincing case that advertisers are sophists. Are they? Give an example of nonsophistic and sophistic advertising. Use examples from print and media. (min 100 words)
2. Briefly compare the similarities between the philosophers you studied this lesson.
Write a recommendation to your classmates about which philosopher they should study. (50-100 words)
3. What philosopher or philosophy studied so far has confirmed or supported your current thinking or personal philosophy and why? (i.e., your thinking has basically remained unchanged, and you have found that you already agree with one of the philosophers studied. Possibly, you perhaps have found that one of the philosophers studied has strengthened certain beliefs you already held.) (min 100 words)
4. What is a thought experiment? Give or design an example of a thought experiment you can use or have used in your own life. Be sure to follow your experiment through to “the end.” (min 100 words)
5. Think about Mill’s argument of the qualitative differences between pleasures and describe how these relate to your own life experiences. (min 100 words)
6. Respond thoughtfully to a classmate’s posting. Be sure your response is pertinent to their posting. (min 100 words)
7. Explain Marx’s concept of alienation, species-life, alienated and unalienated labor. Give an example of these concepts in your life or events you have knowledge of from any field or source. (min 100 words)
8. Pick a basic concept or development of philosophy from Chapter 15, 16, or the first half of 17 of your book. Explain it to three to five friends or colleagues. Ask how they feel or what they think about the topic. Write down the conversation and dialog that you have, especially as it relates to the concepts studied. You may use the style of one of Plato’s dialogs. As always, include your own reflections on the topic and how it applies to your own philosophy. Be sure to explain why or why not that concept applies to your own philosophy. (min 100 words)
Ethics
Choose a contemporary moral issue in our society and apply the ethical doctrine of Utilitarianism to defend this issue. You must pick a
moral issue that you strongly support and agree with. The paper must be done in MLA format with a minimum of 500 words (quotes are not
included in the word count)
Structure:
1. Choose two of the day’s readings.
2. Summarize the reading’s central claims (one paragraph per reading). These claims might be stated in terms of a cause and effect relationship. For example, “increasing ease and speed of trade and travel causes more frequent disease outbreaks.” Claims can also be descriptive in nature, such as “the term ‘global health’ is contested. Conceptions of the term can be separated into the following four categories…”
3. What is the primary evidence that the author(s) uses to support these claims (one paragraph per reading)?
4. Critically evaluate the above claims. Present counterarguments or alternative perspectives to the claims that you outline (one paragraph per reading).
5. After thinking through these counterarguments, in the rest of the response paper, address whether you find the readings’ claims persuasive or not. Why?
Format:
1. No more than 3 double-spaced pages.
2. Please put page numbers on every page.
3. Please use 12-point font and 1” margins.
4. Papers must cite all sources—even though you will only be using reading from class. You can use in-text citations (last name year: page number). No need to include a bibliography for these response papers.
Readings
1. Hardin, Garrett. 1968. “The Tragedy of the Commons.” Science 162: 1243-48.
2. Barrett, Scott. 2006. “Transnational public goods for health,” in Expert Paper Series One: Infectious Disease, Secretariat of the International Task Force on Global Public Goods, ed. Stockholm: Secretariat of the International Task Force on Global Public Goods. 1-20.
3. Walt, Stephen M. 2009. “What Swine Flu Tells us about Global Cooperation.” Foreign Policy Blogs.
Pain and inflammation to the Elbow – olecranon bursitis and/or tennis elbow
critically analyse a low acuity patient that the author had assessed during clinical practice within the context of evidence based practice. Using clinical and diagnostic reasoning to be used to support two differential diagnoses.
(2096 of your final grade)
Writing requires tension. When there is no tension, there is no need to write: everything is solved and
nothing is left to decide.
In academic writing, tension is derived from the pull of various arguments, each toward its own end.
Where one writer is in favor, another is against, and a third sides half and half with both. There may be
hundreds, thousands, even millions of voices in a discourse. So it is a grave mistake to write as though
only your perspective matters. The act of writing about an issue amounts to volunteering to join this
discourse. Writers who fail to acknowledge other perspectives appear to lack credibility and are easy to
reject. A writer who wishes to be taken seriously must take others seriously.
It is not enough to explain yourself. You must be able to explain others as well.
Step 1: Research the topic you wrote about for essay ill. Use books, newspaper, journal, or magazine
articles, televised interviews, documentaries, and/or other sources to identify various perspectives with
regard to your topic. You may also consider using primary sources, which might include interviews
(including ones you conduct), data you have collected directly from the source (i.e., polling data or
membership statistics), or materials that are in their original form, prior to academic analysis, such as a
historical figure’s journal writings or the transcript of a speech. Keep detailed notes as you research.
Step 2: Determine the relative credibility of each perspective you uncover. For example, investigate the
writer’s personal history, affiliations, belief system, willingness to find and report facts honestly, and
reputation. How do other people in the discourse view the writer and/or the writer’s views? And why do
they view the writer and/or the writer’ 5 views that way? Again, it is essential that you keep thorough
notes as you research.
Step 3: Write a 4-5 page investigation of the discourse that shapes your issue.
0 Begin with an introduction that provides the general overview of the discourse. What are the
general viewpoints that others have taken? The introduction should be 1-2 paragraphs. It should
not give your opinion or view-it should present the overall discourse.
0 Write the essay body as an investigation of different ways of thinking about the issue. Do not
invent different ways of thinking about the issue; instead base each new way of thinking about
the issue on a real person or group of people who believe in that way of thinking. One way to
organize this is to allow each paragraph to represent a different person or group. Some
viewpoints might require many paragraphs, while other viewpoints might only require one.
0 Do not simply retell what others have said; instead, spend some time in each body
paragraph retelling and some time placing specific views in a larger picture.
0 Write a conclusion that sums up the discourse. The conclusion should not be your point of view.
It should be an objective summary of other people’s points of view. The conclusion should also
not just be a rewritten introduction; it should give the reader a sense of where to go from here.
Please read through each section below.
1. The saying: Research the digital library and/or Internet resources to find some information
about the origin of the saying: “As the twig is bent, so grows the tree.” Where did this folk
theory come from? How old is this saying? What is it supposed to mean? Share your findings
about how it applies to lifespan human development.
2. The person and the theory: Select a recent news article about a life event of an individual.
It can be health related, accident related, educational, or even achievement-oriented. It will
be one “slice in the lifespan of that person.” Give a brief summary of what happened to that
individual and include the lifespan developmental stage/age as part of your summary (i.e.
Infant, child, adolescent, or adult and the chronological age).
To bring it all together, you will need to theorize how the “twig” (person) may have been bent.
Select at least three major developmentalist assumptions such as nature/nurture,
behaviorism, genetic code, sociocultural, or any other developmental concepts from your
textbook. In your presentation, discuss how these developmental concepts may have
contributed to this person’s situation before, during and after the life event featured in the
news article.
3. a PowerPoint presentation with script: Your presentation should be approximately
8-10 slides. Take the major points from the previous deliverables and create the presentation
in PowerPoint. Write a script (about 1 page long) in Microsoft Word as if you are giving your
presentation to a live audience.
Criminal Justice
Discuss ethical issues in crime and justice research involving research participants, different ways to prevent unethical research behaviors, and the
significance of addressing ethical issues in Criminal Justice
The APA Style mini research essays consist of (Basic Requirements):
a title page, with the student number (not the name of the student) where the student’s name was supposed to appear;
no abstract needed;
pages numbered;
the body (written part of your own work) is to be between 1000-3000 words
with the required APA format citations listed for at least each paragraph of your paper, but given for any change of idea that belongs to another person;
and
finally, a separate reference page in EXACT APA Publication Manual, 6th format.
Five scholarly, peer-reviewed references that are cited in text and in the reference section.
This is required for all five of your exam questions (and rewrites). The answers should not deviate from the topic of the question, and they should be
concise and organized. Because the graders are looking for certain concepts to be addressed, the student should write exclusively and exhaustively about
only the topic. Each essay assignment may have more than one question. Each question should be answered in detail. Missing questions will result in missing
points.
FORMAT OF A RESEARCH ESSAY
First, answers should be written with clarity and preciseness. Literary elegance is not required or recommended. The graders are looking for certain
concepts key to their own disciplines. The student’s knowledge base is the main concept and the main idea questioned by the graders. They are also looking
for coherent, grammatically correct, English language skills.
Writing and grammar skills should follow the APA Publication Manual, 6th Ed. Please Pay special attention to the following problems that prior students
have shown issues with. The mastery of these writing skills should appear in the discussion board too. The discussion board is a segment of your research
essay. Grammatical and punctuation issues include (in no particular order — these are just what I have found as common mistakes pertaining to grammar and
punctuation in the student papers, which lost points from the graders):
No “you, me, I, we, us, etc.is allowed in an APA style research paper. These essays are APA research papers (When you use YOU, You are writing to your
reader. Therefore, YOU are, in essence, blaming the reader to telling YOUR GRADERS why they should not beat their kids! Not the best way to win a battle!)
Subject/ pronoun agreement and subject /verb agreement. As in, a singular noun should have a singular verb and a singular pronoun. For example “The
criminal was arrested and their fingerprints was taken”. Do you see the problems?
Correct capitalization (Amendments and Constitution are capitalized – APA titles in reference page are not.
No questions are allowed in APA. This mark, ?, should never be seen in APA.
Do not use any semicolons. APA only allows the use of semicolons in a few ways. Don’t risk points for the use of a semicolon!
All mention of people should only by the last name per APA rules. Never have a first name in the paper.
Never state anything in the first person. A student is sure to use an I or you if this is done!
The article or book titles are never in the body of the paper. If someone wants to know the title of the article, he will look it up in the references.
No conjunctions within a paper (can’t, won’t shouldn’t).
Watch for run-on sentences. Make sure that all compound sentences have commas before the conjoining word and there are a subject and a verb to each
independent clause.
On that note, fragments abound when run-on sentences are found. Watch your subject and verb use. If you have one, you should have the other.
Times New Roman 12 font, Double Spaced, with one-inch margins is the only way to submit in APA as of the 6th Edition of the Publication Manual.
No bullets or numbering are allowed. Students must write out in paragraph form. This is not “illegal” in APA. However, the graders have shown that they do
not like bullets. The students who used bullets failed the papers because they did not show the grader adequate knowledge base of the subject. Tables are
fine if they are correctly cited and appropriate. However, the table does not add to the body of paper word count lower limit.
Prepositions are great. But, you need to make sure that all prepositional phrases at the beginning of the sentence are set apart from the rest of the
sentence by a comma.
Oxford commas are required (i.e., a comma before conjoining word when conjoining three or more things).
Dangling modifiers can be murder! Don’t have a dangling modifier. If you do, the grader will not know what you are talking about.
No colloquialisms, slang, or jargon allowed in an APA paper. See page 68 of the APA Publication Manual for more information on this topic.
Anthropomorphism (giving human verbs to inanimate objects) is not allowed in APA. It is also confusing to the reader.
A poorly written paper will be downgraded substantially, regardless of its content. Do not lose points for basic issues.
This research paper will build upon the experiences that you had interning at Congressman Chris Collins- NY 27’s congressional office this
semester (FALL 2017). This research paper should attempt to contribute to the literature that we
have read by offering an alternative theoretical or empirical take and CONNECT THE INTERNSHIP EXPERIENCES TO THE LITERATURE. There is *a lot*
of data available on all
aspects of American CONGRESS, so there will be opportunities to offer an empirical test of the
hypotheses that you develop. Provided that data suitable to the task of writing a full research paper on
your chosen topic do not exist, *you may also take your critique of a particular literature*- (IMPORTANT) and turn it into a
plan (a research design) that will improve upon the shortcomings that you noted or expand the
literature in a different direction. Assume that you will have all the money in the world to execute your
research design, so come up with an experiment, an original survey, or some other method of data
collection that will allow you to examine a question of your choosing.
The two books that should be used are
1) Congress- The Electoral Connection by David Mayhew (Second edition)
2) Home Style House members in their districts – Richard F Fenno Jr
The link of the first book( electoral connection) is provided- https://books.google.com/books?
id=j17QomTrD1EC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
The pages that are not in the link have been sent to the email alongside with the pages of home-style members book. These 2 literature are the
main ones that should be used in this paper and also YOU can use a limited amount of outside resources that connect to these 2 pieces of
literature
MY experiences of the internship are mentioned below
• Working on Elected official spread sheets
• Working on putting new voter information into IQ and Excel documents
• Working on region letters (NY state 27th district)
• Answering phone calls
• Participating in congressional events (eg- Congressman Collins fundraiser for re election campaign 2018 where vp mike pence was also present)
see attachments please (Sections 1 and 2) are attached, along with more detailed instructions.
Complete your final project, building on Sections 1 and 2 (submitted in Module Five) by adding a section on global significance. Research and make connections between the local versus global application of your chosen topic as well as the global significance and impacts for this type of change. Depending on your topic selection, this may include comparisons to both a developed country and a developing country.
In this attachment, you will include some information from Milestone 2 (history of local vs global & Local Real World Applications opportunities and hurdles, specific steps). What else you can include is based on the rubric for final presentation II:
1. Introduction to the topic
2. Key points from Section 1: History and contemporary view point
3. Key examples from Section 2: Local Word Real Applications
4. Summary of Section 3. Global Significance
5. Action Plan
6. Conclusion: Action Plan
7. Presentation Mechanics Style and Images.
Section 4-6 are new portions that need to be added. The information below provides information on each section above: Specifically the following critical elements must be addressed in your Final Presentation:
I. Introduce the topic that you have chosen for your final project, clearly showing the impact of natural resource use on the environment.
II. Provide several descriptive slides that:
a. Describe key points to provide context using information from Section 1: History and Contemporary Viewpoint from Milestone Two
b. Use key examples that you identified in Section 2: Local Real-World Applications from Milestone Two to illustrate opportunities and challenges for the change that you want to happen
c. Illustrate the importance and impact of your topic using information from Section 3: Global Significance, Impact, and Applications from the final project paper.
I. Provide a thorough description of your action plan of specific steps that you need to take to make the change happen. This should be the major part of your presentation.
II. Create Conclusions slide(s) that illustrate how your action plan demonstrates your personal responsibility for the environment.
Complete your final project, building on Sections 1 and 2 (submitted in Module Five) by adding a section on global significance. Research and make connections between the local versus global application of your chosen topic as well as the global significance and impacts for this type of change. Depending on your topic selection, this may include comparisons to both a developed country and a developing country.
In this attachment, you will include some information from Milestone 2 (history of local vs global & Local Real World Applications opportunities and hurdles, specific steps). What else you can include is based on the rubric for final presentation II:
Highlighted portions are new portions that you will discuss. The highlighted information below provides information on each section above: Specifically the following critical elements must be addressed in your Final Presentation:
Overview The final project for this course is the creation of a paper that will be a comprehensive personal reflection and action plan focused on personal natural resource use. The purpose of this assignment is to demonstrate mastery of the course concepts and encourage students to incorporate course learning into an applicable future choice plan. The purpose of the presentation component (graded separately) is to effectively demonstrate your plan to peers and for peer review of their ideas.
Specifically, the following critical elements must be addressed in the final paper:
iii. The global community
III. Section 2: Local Real-World Applications and Specific Steps. Include and build upon your Section 2 submission (Opportunities and Hurdles) from Milestone Two by incorporating instructor feedback and by adding:
iii. A timeframe (e.g., time necessary for planning stage, implementation stage, most limiting time-based action items, etc.)
Final Submission: Final Paper you will submit your final paper.
Include an introduction outlining the topic and what the reader can expect within each of the three sections. The paper should consist of the introduction, the three sections of research you conducted over the course of the term, and a conclusion, which will be a reflective analysis of what you learned from the research you conducted. The final project should be cohesive and polished. This submission will be graded using the Final Product Rubric.
Final Product Rubric Requirements of Submission:
Written components of project must follow these formatting guidelines when applicable: title page, double spacing, 12-point Times New Roman font, one-inch margins, and a references page in APA style. The final paper should be cohesive and polished. The paper should be at least 10 and no more than 15 pages, excluding the cover sheet and references page, and the PowerPoint presentation should be included as an appendix to the document. You must incorporate at least 10 scholarly resources, using two to four resources per section. Proper APA formatting is expected for all elements of the document, including references.
This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.
Critical Elements
Introduction – Scope of Topic Meets “Proficient” criteria and illustrates scope with many detailed and specific examples Clearly defines the topic and scope to be covered, specifying the natural resources involved and using examples to illustrate the relationships
Introduction – Importance to American Society Meets “Proficient” criteria, and evaluation of natural resource topic’s impact on society is well supported by examples. Illustrates the importance of natural resource topic through collection and analysis of evidence to make informed conclusions
Introduction – Importance to American Society Meets “Proficient” criteria, and evaluation of natural resource topic’s impact on society is well supported by examples. Evaluates the social impact of natural resource topic
Importance to Global Community Meets “Proficient” criteria, and explanation of natural resource topic’s impact on humanity is well supported by examples Explains the global impact of natural resource topic
History and Contemporary Viewpoint – Synopsis of Section 1 Meets “Proficient” criteria, and description is well supported with research. Describes the history of the natural resource topic
History and Contemporary Viewpoint – Timeline Meets “Proficient” criteria, and description supporting timeline is well supported with research. Describes the significant development of the topic (e.g., scientific discoveries, local actions) using a timeline
Local Real-World Applications and Specific Steps – Synopsis of Section 2 Meets “Proficient” criteria and illustrates the potential with many specific examples. Identifies specific opportunities for addressing the natural resource topic.
Action Plan – Costs Meets “Proficient” criteria, and costs are substantiated with research. Describes the short- and long-term costs to implement the change (for example, monetary, social, time, effort, etc.)
Action Plan – Skills Meets “Proficient” criteria, and details are supported by research. Details the skills needed and their availability to implement the change
Action Plan – Timeframe Meets “Proficient” criteria, and timeframe is detailed and realistic. Provides a timeframe to implement the action plan
Action Plan – Laws and Regulations Meets “Proficient” criteria and substantiates with specific information. Identifies relevant laws and regulations to address
Global Significance, Impact, and Applications – DifferencesMeets “Proficient” criteria and illustrates differences with specific examples. Provides a comparison between two communities, describing key differences
Global Significance, Impact, and Applications – Similarities Meets “Proficient” criteria and provides details of specific examples. Provides a comparison between two communities, describing key similarities
Conclusion – Summary Meets “Proficient” criteria, and evidence provided is analyzed to support conclusions. Applies natural resource concepts and issues through collection and analysis of evidence to make informed conclusions
Conclusion – Skills and Resources Meets “Proficient” criteria, and details are supported by research. Describes the skills and resources required to implement the action plan
Conclusion – Reflection Meets “Proficient” criteria, and description is detailed, showing a progression in the interpretation of the issues and opportunities. Provides a comprehensive description of how the interpretation of the issues and opportunities changed over the course of the research, reflecting instructor feedback from milestone submissions
Articulation of Response – Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format. Submission has no major errors related to citations, grammar, spelling, syntax, or organization
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