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Discuss in 2-3 paragraphs which aspect of comprehensiveness you feel your community would benefit from most through additional focus (i.e., it

would improve most by focusing more on all hazards, all phases or all stakeholders.
You need to support your answer with academic resources and valid information

 

gender socialization

Please watch this video and discuss the implications of gender socialization between different cultures. In the video, are gender stereotypes being perpetuated by parents who feel that they must raise their sons as a female for them to successfully engage in domestic duties? Is this custom similar or different to the United States? Use your knowledge of customs that in other cultures defy American gender stereotypes to compare and contrast.
—-Video—-(youtube)
Pacific Beat St Ep 167 – What is a Fa’afafine

Cognitive-Behavioral
You must write a 5 page APA paper( doubled spaced ) and you must include a title page, abstract and reference page. There must be a minimum of 4 referee cars for this paper and it must be in APA format. Failure to use APA format will earn zero credit on this assignment. The title page, abstract and reference page are not included as part of the five pages. The topic of this paper is researching a theoretical orientation by conducting a literature review on a sepecfic model, important areas to include are: when was the theoretical orientation first developed, how it had changed over the year( if at all), how it is used now,key historical figures from the theoretical orientation, common treatment techniques etc.

4 References for this paper
a literature review on a specific psychological theoretical mode
For references, no wikipedia please.

 

History 1301

( Text book: 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 )

Unit 3 Exam ( there are 3 parts) – MLA form

* Part 1 (20 points)
Video and Response Essay (20 points)
Watch the documentary New York: A Documentary Film (links below). You ONLY need to watch the specified times below (about 15 minutes total). I have

also included 2 images (below the video links) for you to examine.

Part 1 Questions: Using the video, the images, and the textbook, write a short essay (minimum 200 words) answering the following questions:
1. What do the videos reveal about living conditions in urban areas during the mid-1800s?
2. Why did nativism become a powerful movement during the 1840s and 1850s? Who did it target, and why?
3. What elements of the images below reflect nativist fears and negative stereotypes of immigrants? How do you think this imagery affected the way

Americans thought about immigrants?

Part 1 Links:
• VIDEO 1 – New York: A Documentary Film, Episode 2, part 3 – https://youtu.be/OIEagsM__as (watch from minute 4:35 to minute 7:44)
• VIDEO 2 – New York: A Documentary Film, Episode 2, part 4 – https://youtu.be/zSjhrjKFg-I (watch all 9 minutes)
• VIDEO 3 – New York: A Documentary Film, Episode 2, part 5 – https://youtu.be/xIPRLlQG-yI (watch from the beginning to minute 3:20)

 

Image 1

Image 2

 

* Part 2 (40 points)
Essay (40 points)

For part 2 of the Unit 3 Exam, choose ONLY 1 essay question from the list below, which covers chapters 9 and 10 in the textbook. Grades will be based

on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

Part 2 Essay Questions:

1 – Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new

nation. Discuss the internal borderlands within the West.

2 – Discuss the impact of the market revolution on women and African-Americans (both free and slave).

3 – Explain the shift from artisan to factory worker, and discuss the factory system. What were the advantages and disadvantages? Who was left out? Who

benefited? What were some ways workers responded?

*Part 3 (40 points)
Essay (40 points)

 

For part 3 of the Unit 3 Exam, choose ONLY 1 essay question from the list below, which covers chapters 11 and 12 in the textbook. Grades will be based

on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

 

Part 3 Essay Questions:

 

1 – Despite unimaginable hardships, slaves were able to maintain a sense of identity and a determination to attain freedom. Describe how slave culture

aided those endeavors and drove slaves’ desire for freedom. Be sure to consider African heritage and slave family life, folklore, and religious life in

your response.

 

2 – For the most part, white southerners defended the “peculiar institution” whether or not they had slaves, whether they were rich or poor, and

whether they lived on large plantations or small farms. Why was this the case?

 

3 – Discuss the relationship between masters and slaves in the American South. Did masters have all the power in this relationship, or did the enslaved

exert some power? Points to consider include paternalism, the size of slaveholdings, slavery and the law, forms of slave resistance, and labor

organization (task and gang systems).

 

History 1301

( Text book: 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 )

Unit 3 Exam ( there are 3 parts) ( MLA form)

Part 1 (20 points)
Video and Response Essay (20 points)

Watch the documentary Voices of the Civil War, Episode 18: “New York Draft Riot” (link below) and read the article, “Great Hanging at Gainesville”

(link below). I have also included a clip from the the film Gangs of New York (2002) for dramatic effect, but it is not required.

Part 1 Questions: Using the video, the article, and the textbook, compare these two events in a short essay (minimum 200 words) and answer the

following questions:

1. How did each event reflect discontent with the war on the Union and Confederate home fronts?
2. How did racial and ethnic tensions, including the issue of slavery, affect each event?
3. How did each side’s Conscription Acts exacerbate this discontent?

Part 1 Links:
• VIDEO – Voices of the Civil War, Episode 18: “New York Draft Riots” – https://youtu.be/mKoM22MvDwM

• ARTICLE – “Great Hanging at Gainesville” – https://tshaonline.org/handbook/online/articles/jig01
• FILM (OPTIONAL) – Gangs of New York (2002), clip from the final scene [Warning: graphic violence and language] – https://youtu.be/TKJ_OOKQVrU

Part 2 (40 points)
Essay (40 points)

For part 2 of the Unit 4 Exam, choose ONLY 1 essay question from the list below, which covers chapters 13 and part of chapter 14 in the textbook.

Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

Part 2 Essay Questions:

1 – Did morality or economics dominate the debates over slavery in the 1850s? Explain the various arguments made for and against the expansion of

slavery. Who, if anyone, was arguing for abolition?

2 – Many Americans and immigrants from other lands believed California presented a magnificent opportunity for economic freedom once gold was

discovered. However, the boundaries of freedom were tightly drawn in California. Explain the expansions and limitations of freedom there.
3 – Thinking back to previous chapters, fully explain how the forces of the market revolution heightened the tension between freedom and slavery.

Part 3 (40 points)
Essay (40 points)

For part 3 of the Unit 4 Exam, choose ONLY 1 essay question from the list below, which covers part of chapter 14 and all of chapter 15 in the textbook.

Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count.

Part 3 Essay Questions:

1 – What strategy did General Grant ultimately adopt to achieve victory for the Union, and why did he do so? Why was his strategy criticized?

2 – Using Lincoln’s speech at Sanitary Fair in 1864 (excerpted in “Voices of Freedom”), explain how Lincoln defined liberty. How does this speech

reflect a change in his thinking from 1861? Why do you think Lincoln had to change his thinking to achieve victory in this war?

3 – Black Americans eagerly signed up for service in the army and navy after the Emancipation Proclamation was issued. Describe the life of a black

soldier. How did it differ from the experiences of black sailors? Overall, how important were black servicemen in the outcome of the war? Finally,

discuss what fighting in the war meant to these men.

 

A 5-page written paper on a topic in psychology. The paper will comprise 15% of the final grade. No late papers will be accepted.

Choose a topic from the textbook that is of interest to you. The more interesting the topic is for you, the easier it will be for you to

write.

Find at least 3-5scholarly peer-reviewed articles on your topic. Read them carefully. You may not understand everything in the article, and

that’s okay, but you should be able to get the main idea.

For your paper, imagine that you are a psychologist researching your topic. Come up with an hypothesis and design an experiment to test your

hypothesis. Write up your experiment as if you were submitting to a scholarly journal. Do not actually conduct your study, all results should

be hypothetical.

Include the following sections:
Introduction- Background on your topic:definition and brief overview of research that has been done. What is your hypothesis? Clearly

describe what your independent and dependent variables will be.

Methods- How will you conduct your research? Include details. For example, how many research participants will you use and where will you

recruit them from?

Results- You are not actually going to conduct your experiment. Here you will report what you would expect to find if your experiment went the

way you expected it to. Include at least one graph or table of expected results.

Discussion- Sum up what you expected to find in your experiment. Tell me how this information might fit into, or expand upon, previous

research that has been done on your topic. Something else to include in this section are potential confounds. Is there anything that you can

think of that might interfere with your results?

References- In this section list the reference articles that you used (at least 3-5) and be sure to use APA style.

Term Paper Research Proposal
Submit a written research proposal, 1-2 pages in length and double-spaced. This proposal should present the topic for your term paper that will be

submitted in Week 8. This proposal should explain why you chose this topic, the significance of this subject to the security industry and the

credible resources that you will use in doing this Term paper. A Title page and Certificate of Authorship should accompany the submitted work.

 

VPT Task 1

 

________________________________________
Introduction:

In this task, you will identify a real-world business situation that you can perform a data analysis on in order to find an actionable recommendation. You should select an issue in your workplace or program specialty area (i.e., IT management, HC management, or MBA).

Note: Work performed for a client or an employer is their property and should not be used without written permission. Fictionalize identifiable organizational information, or obtain written permission to use any information that would be considered confidential, proprietary, or personal in nature. To obtain an organization’s permission to use proprietary information, complete and submit the attached “Organization Verification Form.”

This business situation and data will be used to complete task 2 below. Do not work on task 2 until you have successfully passed task 1, indicating that the business situation and data analysis plan have been approved.

Use the “Determining the Appropriate Analytical Technique” presentation in the Attachment section below to help you identify the appropriate analysis technique. You will choose one of the following approved data analysis techniques:
• regression (linear regression, multiple regression, logistic regression)
• trend analysis
• time series analysis
• chi-square
• one sample z-test or t-test
• two independent-samples t-test
• paired-samples t-test
• ANOVA
• statistical process control
• linear programming
• crossover analysis
• break-even analysis
• decision tree
• simulation

Requirements:

Use the attached “Data Driven Decision Making Template” to complete the following prompts:
A. Complete and submit the attached “Waiver-Release Form.”

Note: See the “Electronic Signature Instruction Sheet” for instructions on how to electronically sign the attached “Waiver-Release Form.”
1. If using information from an organization, submit the completed “Organization Verification Form.”

Note: Complete page 1 (letter template) of the attached “Organization Verification Form” and then submit the entire document to your chosen organization. The organization must complete page 2 of the “Organization Verification Form” and provide you with a copy. Submit page 2 of the “Organization Verification Form” as a separate attachment with task 1. Your task submission will not be evaluated until page 2 of the “Organization Verification Form” is provided as a separate attachment. See the attached “Electronic Signature Instruction Sheet” for instructions on how to electronically sign the attached “Organization Verification Form.” This form is not published and will remain confidential. The organization’s name should be used on this form but should be changed to a fictional name for the remaining tasks.

B. Describe a real-world business situation that could be addressed by collecting and analyzing a set of data.

Note: Your selected real-world business situation should relate to an issue in your workplace or program specialty area (i.e., IT management, HC management, or MBA). Your data analysis will be used to make an actionable business recommendation.

1. Summarize one question or decision relevant to the real-world business situation that you will answer by collecting and analyzing a set of data.
2. Explain why the situation or question would benefit from a data analysis.
3. Identify data you will need to collect that is relevant to the situation or question.

Note: A sample size of 30 or more is suggested to provide a statistically reliable finding.

4. Describe the data gathering method you will use to collect data.
5. Identify an appropriate data analysis technique, chosen from the approved list in the introduction, that you will use to analyze this data.
a. Explain why the data analysis technique you chose is an appropriate technique to analyze the data collected.

Note: The “Determining the Appropriate Analytical Technique” presentation in the Attachment section below will help you determine the appropriate analysis technique for your data and business situation.

C. When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes:
• Author
• Date
• Title
• Location of information (e.g., publisher, journal, or website URL)

 

Task 2
Introduction:

In this task, you will address the real-world business situation that you identified in task 1. Using relevant data you have gathered, analyze the data, and recommend a solution. This recommendation will be included in a report that you will write, summarizing the key details of your analysis.

Note: Work performed for a client or an employer is their property and should not be used without written permission. Fictionalize identifiable organizational information, or obtain written permission to use any information that would be considered confidential, proprietary, or personal in nature.

The “Determining the Appropriate Analytical Technique” presentation in the Attachment section below will help you identify an appropriate technique to analyze the data.

Note: You must successfully pass task 1 before work on task 2 is started.

Requirements:

Create a report (suggested length of 3–5 written pages) by doing the following:
A. Summarize the real-world business situation you identified in task 1.

B. Report the data you collected, relevant to the business situation, by doing the following:
1. Describe the relevant data you collected.
2. Create an appropriate graphical display (e.g., table, chart, descriptive statistics) of the data you collected.

C. Report how you analyzed the data using an appropriate analysis technique by doing the following:
1. Describe the analysis technique, chosen from the following approved list, that you used to appropriately analyze the data:
• regression (linear regression, multiple regression, logistic regression)
• trend analysis
• time series analysis
• chi-square
• one sample z-test or t-test
• two independent-samples t-test
• paired-samples t-test
• ANOVA
• statistical process control
• linear programming
• crossover analysis
• break-even analysis
• decision tree
• simulation

2. Include the output and any calculations of the analysis you performed.
3. Justify why you chose the analysis technique.

Note: The “Determining the Appropriate Analytical Technique” presentation in the Attachment section below will help you determine the appropriate analysis technique for your data and business situation.

D. Summarize the implications of your data analysis by doing the following:
1. Discuss the results of your data analysis.
2. Discuss the limitations of your data analysis.
3. Recommend a course of action based on your results.

E. When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes:
• Author
• Date
• Title
• Location of information (e.g., publisher, journal, or website URL)

Data Driven Decision MakingTemplate

Student name:
ID number:
Date:
PROMPT RESPONSE
B.
Describe a real-world business situation that could be addressed by collecting and analyzing a set of data.

 

 

B1.
Summarize one question or decision relevant to the real-world business situation you will answer by collecting and analyzing a set of data.

 

B2.
Explain why the situation or question would benefit from a data analysis.

 

B3.
Identify data you will need to collect that is relevant to the situation or question. Note: A sample size of 30 or more is suggested to provide a statistically reliable finding.

 

B4.
Describe the data gathering methodology you will use to collect data.

 

B5.
Identify the appropriate data analysis technique youwill use to analyze this data (e.g., linear programming, crossover analysis, t-test, regression).

 

B5a.
Explain why the data analysis technique you chose isan appropriatetechnique to analyze the data collected.

 

 

C.
Sources Used (if applicable)

 

 

 

 

 

First, view the presentation titled The Literature Review in Research and read the Module 3 background information. Then, please complete in 2-3

pages (not including the cover sheet and bibliography) a brief Literature Review related to your selected research question.

Please include the following items:

Select one of your quantitative research questions developed in Module 2 and use it here in Module 3 to guide your Literature Review.
Peruse the literature; select 4 or 5 articles that relate to your research question; and read with a purpose to identify gaps in information or

ambiguities that help to clarify and justify your research question.
Based on your review of the literature, discuss the following items in your Case assignment paper:
Show why your research question (in original format or revised) needs to be answered (for example, does it address controversies or debates, or

fill a gap, found in the literature?)
Describe the theories that support your research question (for example, are there any theoretical models that need to be tested empirically as

suggested by your research question?)
Identify the best methodology to conduct a study to answer your research question (please explain your response)
Describe how answering your research question (with completion of prospective study) would add to the research already completed.

Introduction
Have you ever accidentally used salt instead of
sugar?
Drinking tea that has been sweetened with salt or eating vegeta‐
bles that have been salted with sugar tastes awful! Salt and sugar
may look the same, but they obviously taste very different. They
are also very different chemically. Salt is made up of sodium and
chloride and is ionically bonded. Sugar, on the other hand, is com‐
posed of carbon, oxygen, and hydrogen and has covalent bonds.
A salt (sodium‐chloride) molecule is made up of one sodium atom
and one chlorine atom. In order for the atoms to combine, the
sodium atom must lose an electron, while the chlorine atom must
gain an electron; the resulting ions have opposite charges and at‐
tract one another.
When sodium loses an electron it becomes a positively charged
ion (Na+), called a cation.
Na  Na+ + e
–
The chlorine atom adds this free electron, becoming a negatively charged
anion.
Cl + e-  ClA bond can now form between the negatively‐charged Cl– and the positively‐
charged Na+. This type of bond is called an ionic bond. Ionic bonds typically
form between one metal and one non‐metal ion. The above reaction can be
written as:
Na+ + Cl-  Na+ClTable sugar (sucrose) differs from salt in the bonding between its atoms. The
atoms in sugar do not form ions; instead, they are held together because of
shared electrons. This is an example of covalent bonding. Table sugar has a
Figure 1: In order to undergo ionic bonding, an electron
must transfer between the Na and Cl atoms. This gives
each atom an opposite charge, resulting in attraction.
Figure 2: Covalent bonding diagram for meth‐
ane (CH4). Note that both the carbon and
hydrogen atoms have full outer shells.
Concepts to explore:
 Understand the differences between ionic and covalent bonding
 Link ionic and covalent bonding with the physical properties of
matter
130
much more complex chemical structure than salt (see Figure 3). A covalent bond between one carbon atom and one hydrogen
atom forms when one of the valence electrons of the carbon atom groups with one of the valence electrons of the hydrogen
atom, forming an electron pair.
Note: This is normally written C‐H.
Ionically bonded compounds behave very differently from covalently bonded compounds. In the first part of this lab you will
investigate how ionically bonded and covalently bonded substances behave differently in their conduction of electricity. You
will do this by using a simple anodizing apparatus that uses a stainless steel screw and an iron nail as electrodes. In an anodiz‐
ing apparatus the water between the electrodes must contain enough ions to conduct electricity. As this happens, the water
will react to form hydrogen and oxygen gases.
2H2O  2H2 + O2
In the second part of this lab you will explore the differences in melting points between ionically bonded and covalently
bonded compounds.
Figure 3: Chemical structure for table sugar (sucrose). Here, different atoms combine via
covalent bonding, as opposed to ionic bonding. Notice the complexity of this molecule
compared to NaCl.
Lab 12: Ionic and Covalent Bonds
131
Pre‐lab Questions
1. What is an ionic bond?
2. What is a covalent bond?
3. Do you think sugar or salt will melt at a higher temperature? Explain your answer.
Lab 12: Ionic and Covalent Bonds
132
Experiment: Sugar or Salt?
Stainless steel is not very reactive, while iron will react with oxygen to form iron oxide, commonly called rust. You will use this
fact to help determine how well dissolved sugar and salt conduct electricity.
The melting points of sugar and salt can be tested by placing a small amount of substance in a test tube and heating it at differ‐
ent heights over a burner or lighter flame. These experiments will help you draw comparisons between ionically and covalently
bonded materials.
Procedure
Part 1: Nail Test for Ionic Bonding
1. Rinse a clean 250 mL beaker several times with distilled water to prevent contamination from ions that may
be on the beaker. Fill the beaker about ¾ full with distilled water.
2. Pour a packet of sugar (about 3 g) into the 250 mL beaker. Stir the solution with a clean stirring rod until the
sugar is dissolved and the solution is well mixed.
3. Stretch two rubber bands around the 250 mL beaker. Be careful not to spill any of the solution. The rubber
bands should loop from the top to the bottom of the beaker. Position the 2 rubber bands next to each other
(Figure 4). HINT: Do not position the bands around the circumference of the beaker.
4. Attach the first wire lead to just underneath the flat head of an iron nail (using the alligator clip). Place the
iron nail between the 2 rubber bands on one side of the 250 mL beaker so that it is suspended in the water.
The end of the nail should be in the solution while the head with clip is resting on the rubber bands. (See
Figure 4).
Lab 12: Ionic and Covalent Bonds
Materials
Safety Equipment: Safety goggles, gloves
2 Sugar packets Test tube holder
2 Salt packets Test tube rack
9‐Volt battery Stir rod
2 Rubber bands Butane lighter
Iron nail (uncoated) Tea light candle
Stainless steel screw Spatula
Wire leads with alligator clips on each end Permanent marker
250 mL beaker Ruler
2 Test tubes Distilled water*
*You must provide
133
Part 2: Melting Points
1. Place a spatula tip full of sugar into a test tube. The sugar should just coat the bottom of the test tube.
CAUTION: Be sure the test tube does not have any small cracks or chips in it.
2. Light the candle using the butane lighter. CAUTION: Long hair should be tied up and loose clothing re‐
strained when around an open flame to prevent fire and burns. Be sure you are wearing your safety gog‐
gles.
3. Place the test tube containing the sugar in a test tube holder. Hold the test tube at a slight angle over the
candle flame. Position the test tube so that it contacts the blue inner core of the flame.
4. Continue to hold the test tube in the flame until the sugar just begins to melt. HINT: If you keep the sugar in
the flame until it turns dark brown or black, you will not be able to clean the test tube. Stop heating test
tube as soon as it begins to melt. Extinguish the candle.
Lab 12: Ionic and Covalent Bonds
Figure 4: Apparatus for Procedure Part 1
_ +
Iron Nail
Steel Screw
5. Attach the second wire to just below the head of the stainless steel screw. Place the screw between the 2
rubber bands on the opposite side of the 250 mL beaker, next to the nail. Make sure the end of the screw is
in the solution and the head with the clip is resting on the rubber bands.
6. Connect the wire coming from the iron nail to the positive (+) terminal of the 9‐volt battery (usually the cir‐
cular terminal). CAUTION: Be careful when using energy sources such as batteries around water.
7. Connect the wire coming from the steel screw to the negative (‐) terminal of the battery (usually the hexago‐
nal terminal). CAUTION: Be careful when using energy such as batteries around water.
8. Allow the apparatus to stand for two minutes and make observations. Record your observations in Part 1 of
the Data section.
9. Thoroughly clean the glassware, nail and screw with distilled water.
10. Repeat the procedure using a salt packet (approximately 0.65 g) instead of a sugar packet.
134
Lab 12: Ionic and Covalent Bonds
Data
Part 1
Observations for the sugar solution:
Observations for the salt solution:
Part 2
Observations for the melting of sugar:
Observations for the melting of salt:
5. Allow the test tube to cool to room temperature before touching it. CAUTION: The test tube will be very
hot and can burn your skin if touched before it cools. Hint: After the test tube has cooled for a few sec‐
onds, place it in the test tube rack to finish cooling and continue with the procedure.
6. Record your observations in the Data section.
7. Repeat the procedure using salt instead of the sugar.
8. Make sure the test tubes have cooled to room temperature before touching them. CAUTION: The test tube
will be very hot and can burn your skin if touched before it cools.
9. Record your observations in the Data section.
10. Clean‐up: The sugar and salt solutions can be poured down the drain. Rinse the beaker, screw, nail, and stir‐
ring rod several times with distilled water. Clean the test tubes with water first and then rinse them with
distilled water. They may need to soak for a few minutes in hot water in order to remove the melted sub‐
135
Lab 12: Ionic and Covalent Bonds
Post‐lab Questions
1. Why is distilled water instead of tap water used in Part 1?
2. In Part 1, why did you not observe a stream of bubbles coming off the stainless steel screw in the sugar solu‐
tion?
3. Did any bubbles form off the screw in the sugar solution at all? Why might this happen, despite your answer to
Question 2?
136
Lab 12: Ionic and Covalent Bonds
4. In Part 1, why did you observe a stream of bubbles coming off the steel screw in the salt solution?
5. Explain any changes that took place on the nail.
6. In Part 2, which of the substances has the lower melting point? Was this what you expected? Explain your
results.

Creative writing

Requirements: each entry must be at least 125 words.

1. Consider A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson. In her narrative, Rowlandson provides an account of the time she spent in captivity. The narrative documents the abduction of Rowlandson and the death of some of her family members, and clearly one of the purposes of the work is to describe this terrible time in her life. However, the narrative also serves to describe the Native American culture. Rowlandson makes several observations about the similarities/differences in cultural traditions between the Native Americans and the European settlers. Discuss one similarity and one difference that Rowlandson describes. What is her attitude toward these differences?

2.Fight for Freedom. Consider Douglass’s speech “What to the Slave is the Fourth of July?” What logic does he use to make his point? His speech contains a lot of emotion, including anger. His anger is certainly justified, but does his anger take away from the effectiveness from his argument? Describe a time when you argued a position you were angry about. Were you able to make an effective argument? Why or why not?