Best Writer

it have to be an analysis about Jean-Jacques Rousseau’s theory and the time he starded writing his discourse and what it contained.
compaire Rousseau’s theory with Thomes Hobbes’s theory of the social contract.
“just to be clear its a Human Rights course”

You are to select one area of focus – historical trauma, racial microaggressions, or
immigration. In your paper, you are to discuss your topic of choice (provide some
background information that helps the reader understand the meaning of the term and what
it describes), its impact upon a population of your choice, and include contemporary
examples or manifestations of the phenomenon. In the final part of your paper, you are to
discuss the implications of the issue for the human services profession as it relates to one of the areas discussed in your Field Education assignment and what, as a human service
professional of your choice, the effects of the issue might be addressed.

To help with this assignment you have been provided helpful resources that relate to each topic/ area. You must use at least three of the sources provided and at least two of your own
choosing that must be included in your reference section.
should write a 4-page paper. Strict adherence to APA style is required.
Cover page
Four-page paper
Properly formatted references

*SOURCES ARE BELOW*

Please read each area carefully before doing
anything

Historical Trauma
• What is historical trauma? Please be as detailed as possible and site your sources for defining
the term. Note: You may include in your discussion historical trauma as in relates to the any groups
of people you chose or several groups of people.
• What are some manifestations of historical trauma evident in the groups of people you chose or several groups of people?
• Give historical examples of events that have taken place that may have produced historical
trauma?
• In the final part of your paper, discuss the implications of the historical trauma for the human
services profession as it relates to one of the areas discussed in your Field Education assignment
and how, as a human service professional of your choice, the effects of the issue might be
addressed.

References

Brave Heart, M. Y. H., Chase, J., Elkins, J., & Altschul, D. B. (2011). Historical trauma among indigenous peoples of the Americas: Concepts, research, and clinical considerations. Journal of psychoactive drugs, 43(4), 282-290. Retrieved from https://www.governor.wa.gov/sites/default/files/documents/Article%20-%20Historical%20Trauma%20Indigenous%20Peoples%20Meeting%206.pdf
Brown-Rice, K. (2013). Examining the Theory of Historical Trauma Among Native Americans. Professional Counselor, 3(3). Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.677.7460&rep=rep1&type=pdf
Fast, E., & Collin-Vézina, D. (2019). Historical trauma, race-based trauma, and resilience of indigenous peoples: A literature review. First Peoples Child & Family Review, 14(1), 166-181. Retrieved from https://fpcfr.com/index.php/FPCFR/article/view/379
Kirmayer, L. J., Gone, J. P., & Moses, J. (2014). Rethinking historical trauma. Transcultural psychiatry, 51(3), 299-319. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/1363461514536358
Mohatt, N. V., Thompson, A. B., Thai, N. D., & Tebes, J. K. (2014). Historical trauma as public narrative: A conceptual review of how history impacts present-day health. Social Science & Medicine, 106, 128-136.Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4001826/pdf/nihms569976.pdf
Ortega-Williams, A., Beltrán, R., Schultz, K., Ru-Glo Henderson, Z., Colón, L., & Teyra, C. (2021). An integrated historical trauma and posttraumatic growth framework: A cross-cultural exploration. Journal of Trauma & Dissociation, 22(2), 220-240. Retrieved from https://www.researchgate.net/profile/Katie-Schultz-7/publication/348700116_An_Integrated_Historical_Trauma_and_Posttraumatic_Growth_Framework_a_Cross-Cultural_Exploration/links/601d742e4585158939844e52/An-Integrated-Historical-Trauma-and-Posttraumatic-Growth-Framework-a-Cross-Cultural-Exploration.pdf
Sotero, M. (2006). A conceptual model of historical trauma: Implications for public health practice and research. Journal of health disparities research and practice, 1(1), 93-108. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/7088668/Sotero%20-%20Historical%20Trauma-with-cover-page.pdf?Expires=1620253877&Signature=ctDftKxnysXN7SPMRoaCf2qx0DJf7l1WzR9CSXzNrSf-MbjFA1XYYu~-HcrUu9atohjL-WC9rYRx6LALvwmp8G~sgAx5sytS6tYtIx5Bhy~gf-Kdj~8mbP5j8yHpdVsxD6pf2AbIoM~eZl1cXTdILMsWPymZUvCyIatBI5f1W77~mSGYYQezyhF6Ht27PcE4vSQVcyBJ-cMtJugQFhUmlhSmxMfIDEWScVaCY5jWIWS5Tt7b~aUDy8cnZjQrNV~kxcJZVI6fD84uLdAaX8DIYClT8EXMV5vHiOj3i94esRtGaaq2yzixHtcUDBE9BcdfI2QWkgZ9Vi04b~MjDZ77fw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Related to the manifestations of historical trauma.
Hooker, D., & Czajkowski, A. (2013). Transforming historical harms. Coming to the Table: Eastern Mennonite University Center for Justice and Peacebuilding. Retrieved from https://emu.edu/cjp/docs/transforming-historical-harms.pdf

Examples of historical events at the root of historical trauma
Martinez, M. J., & Kawam, E. (2018). Historical trauma and social work: What you need to know. The New Social Worker, 15-16. Retrieved from https://www.socialworker.com/feature-articles/practice/historical-trauma-and-social-work-what-you-need-to-know/

Microaggressions [(Racial/ Gender/ Women/ LGBTQ). You do not have to write about each of these
groups.]
• What are microaggressions? Please be as detailed as possible and site your sources for defining the term.
• What are some examples microaggressions (you can give examples of racial microaggressions, microaggressions that take place in the classroom, among women, LGBT persons, those with disabilities, religious minorities, or any toward any group you chose)?
• You may share examples of microaggressions that you have been the targeted of or of impacted individual you know of. You also discuss situations when you were the responsible party, that is, the person or within a group of people that manifested a Microaggression towards another individual or group.
• In the final part of your paper, discuss the implications of microaggressions for the human services profession and how, as a human service professional of your choice, the effects of the issue might be addressed.

References
Olkin, R., Hayward, H. S., Abbene, M. S., & VanHeel, G. (2019). The experiences of microaggressions against women with visible and invisible disabilities. Journal of Social Issues, 75(3), 757-785. Retrieved from https://www.researchgate.net/profile/Rhoda-Olkin/publication/335349534_The_Experiences_of_Microaggressions_against_Women_with_Visible_and_Invisible_Disabilities/links/5dfd497892851c83648dcb37/The-Experiences-of-Microaggressions-against-Women-with-Visible-and-Invisible-Disabilities.pdf
Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro education, 60-73. Retrieved from https://www.middlesex.mass.edu/RLOs/748/Critical-Race-Theory.pdf
Sterzing, P. R., Gartner, R. E., Woodford, M. R., & Fisher, C. M. (2017). Sexual orientation, gender, and gender identity microaggressions: Toward an intersectional framework for social work research. Journal of Ethnic & Cultural Diversity in Social Work, 26(1-2), 81-94. Retrieved from https://www.researchgate.net/profile/Colleen-Fisher-6/publication/312399291_Sexual_Orientation_Gender_and_Gender_Identity_Microaggressions_Toward_an_Intersectional_Framework_for_Social_Work_Research/links/5c6ef978a6fdcc4715919211/Sexual-Orientation-Gender-and-Gender-Identity-Microaggressions-Toward-an-Intersectional-Framework-for-Social-Work-Research.pdf
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: implications for clinical practice. American psychologist, 62(4), 271. Retrieved from https://gim.uw.edu/sites/gim.uw.edu/files/fdp/Microagressions%20File.pdf
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: implications for clinical practice. American psychologist, 62(4), 271. Retrieved from https://www.cpedv.org/sites/main/files/file-attachments/how_to_be_an_effective_ally-lessons_learned_microaggressions.pdf
Williams, M. T. (2020). Microaggressions: Clarification, evidence, and impact. Perspectives on Psychological Science, 15(1), 3-26. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/1745691619827499
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/1361332052000341006?needAccess=true

Examples of microaggressions

Firmin, R. L., Mao, S., Bellamy, C. D., & Davidson, L. (2019). Peer support specialists’ experiences of microaggressions. Psychological services, 16(3), 456. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6494735/pdf/nihms-984393.pdf.

Immigration
• Describe how the system of immigration can be oppressive to vulnerable groups of people, and act differently for privileged groups.
• What other systems work in connection with the immigration system? How do these systems ameliorate or exacerbate the oppressive nature of the immigration system?
• Many children have been and continue to be removed from their caregivers. Describe the historical context of this practice in the United States?
• In the final part of your paper, discuss the implications of immigration for the human services profession as it relates to one of the areas discussed in your Field Education assignment and how, as a human service professional of your choice, the effects of the issue might be addressed.

References

Barajas‐Gonzalez, R. G., Ayón, C., & Torres, F. (2018). Applying a community violence framework to understand the impact of immigration enforcement threat on Latino children. Social Policy Report, 31(3), 1-24. Retrieved from https://srcd.onlinelibrary.wiley.com/doi/pdf/10.1002/sop2.1
Emanuel, N. R. (2020). Do you even “like” me?: How the popularity of pro/anti-immigration tweets impacts attitudes towards immigration. Retrieved from http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1586794948_a532f860
Estrada, A. L. (2009). Mexican Americans and historical trauma theory: A theoretical perspective. Journal of Ethnicity in Substance Abuse, 8(3), 330-340.
Levers, L. L., & Hyatt‐Burkhart, D. (2012). Immigration reform and the potential for psychosocial trauma: The missing link of lived human experience. Analyses of Social Issues and Public Policy, 12(1), 68-77. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/31196772/Immigration_Reform_ASIPP-with-cover-page.pdf?Expires=1620260931&Signature=JEcOoUgtEw0ZTTG45B6KQnv0X5Mq8yhnqZzqPYBw1N8PJ5ck9tWYFQAHIaTlKVT7K2CwQSP-zsLcXIPPlhPAgzRlvViGeF3cjtHd6~TfWEuYsLAQnEYV7BqKTM9agxnkp9ql-o3u9-T8gp3SDMHoIdlLcfRjtIKLOtDBaEItTSaU3sx5TMyDMNLv2gRpOpvKeEsqr98Ec2wGt-Gun1EOl1PCsD0l-I2-wnaN46Rvn43fvSNbdmPj2marMGG5stctRM~PEoJ4avbQtWax4wWHUlaRW86z9xcEG9oRMuIYjvHE~DL0DBHdjYdwCmJ-yEb31zC5fq~6KL9ePPZVJii~ww__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
Park, Y., Bhuyan, R., Richards, C., & Rundle, A. (2011). US social work practitioners’ attitudes towards immigrants and immigration: Results from an online survey. Journal of Immigrant & Refugee Studies, 9(4), 367-392. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/41155047/U.S._Social_Work_Practitioners_Attitudes20160114-24805-xaohn3.pdf?1452828117=&response-content-disposition=inline%3B+filename%3DU_S_Social_Work_Practitioners_Attitudes.pdf&Expires=1620261690&Signature=VMjfdnPdejxCyUdDDThAp62bVmzW~Fp04vCK7X8vzHP3aTqtehbAIsCEV7XkPgAwBWu0aOqlAf6ng72dvbLbgGvZN6xX4-OEgnvkK2RYQulq9MQrKxX6g1ZIMb~FOs5gUsdRSFXnyCSEcffn5goosI~tcfd~CfCWo0dxQw9QSjKAjXibLnJjJicX9s69I6rlIEHa-N6Aoj2NRiG9DGdvmh4DqkoPRdKl~LewpbQsiIAw-emLnqSZUDGdktr4eS2KCdEJfUMGUkQdfeDCL5MzjfnE4~KGffLYU8wgVD-R~yQWjhgAvgdDkAoOqkoMFANjr1ZuNDMWqih~bhtteMdDvw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

This is a narrative review of the effects of stress on sleep across different age groups. 25 sources need to be cited but 12 sources need to be aactually reviewed within the paper. I have attached all of the work I have done so far inclusing 8 sources that need to be included and the instructions from the class.

Commemorative speeches and tributes are speeches that pay special accolades to an occasion, extraordinary person, event, idea, or monument. The purpose or scope of this speech is to reflect the emotions felt by the audience as well as underscore the reasons for the speaking event. Delivering a tribute and commemorative speech involves careful attention to language. These speeches are intended to inspire the audience, and the use of the richness of language should serve to evoke the appropriate emotions within the audience as well as the honored person(s).
Familiarize yourself with the concept of ‘speech outlining’ by engaging in Week 6 source material readings. You may conduct your own research regarding speech outlining; however, be sure you employ the CRAAP Test when choosing source material you find on your own. You will also want to use notecards to capture the citation information you will need later on. The Tribute speech is 3-5 minutes, so a bit longer than the informative speech was. You will also be required to have at least two APA citations that are verbally cited within the speech and included in proper style within the reference list. Finally, you will be required to provide at least one presentation aids.

Utilize the example outline below as a model for your tribute speech outline.
Since the outline guidelines do not change from speech to speech, you may utilize the same formatting (from the informative speech outline) by just deleting the text on your old outline and inputting the new information. Approach with caution, however. You will want to save it as a “tribute speech,” so you do not overwrite your informative speech outline.
Once your outline is turned in you will be automatically assigned a peer review
Utilize the following questions to complete your peer reviews.
Did they follow the appropriate visual framework?
Is the outline brief and not written out word-for-word?
Does the outline include at least two verbal citations within it?
Is the outline free of grammar and syntax errors?
After you are done with your peer reviews, have read through them, and read through my feedback, you may edit the outline further and resubmit. I will allow you to resubmit as many times as needed to receive full points for this assignment.
Below are just examples to follow by, thank you!

When considering a story topic, first think about who your audience is and consider their views and attitudes toward the story you plan to write. You would not want to shock or offend anyone, since your narrative will be published on an internet forum in Lesson 9 for other students to comment on and discuss. After careful consideration of your audience, write a brief outline or a few paragraphs using the list of story elements in the Lesson. Type at least 200 to 300 words. Get approval from your teacher to move on with writing your story.
Below is the rubric to guide you in your writing.

Select an AOD topic and develop a “MOCK Grant Proposal”. This proposal will address the: Statement of Need, Program Description, Goals & Objective statements, Impact, Results, Logic Model (optional), Approach & Methodology, Evaluation & Sustainability, Timeline, Budget narrative, Agency and Demonstrated Effectiveness (Show how this has been successful approach in other agencies/ programs). APA Including Cover page, In-Text citations, & Reference Page. style 8-10 pages {Graphs/ Charts Requested Included if appicable}.

***PLEASE LET ME KNOW THE AOD TOPIC YOU WOULD LIKE TO USE BEFORE STARTING THE PAPER**

Oral Presentation: Each student will prepare a presentation to present their AOD Topic, Grant Proposal and express their plan to engage the Substance Use Disorder Community with new emerging Evidence Based Practices. Students are expected to provide a minimum of 10-15 PowerPoint slides or Present a visual display of your finished Grant Proposal and explain the process, program and desired change expected in this area of the AOD environments.

You will be identifying a company (mythical or real) and a major technology project to undertake (you must make up a project, not plagiarize or regurgitate). You will be describing the project from the very beginning of evaluation through the hypercare and turnover portion. You will talk about things that went well, challenges that arose (make sure to include some challenges, all projects have them), methodologies and techniques you used to keep the project humming along and away from major risks. You will submit this paper and artifacts by the due date (Separate Project Plan is Required, not considered part of the length).

The point of this project is to put everything you learned together. Points will come from demonstrating what you’ve learned, not rambling or using catch phrases. For example, getting “skin in the game” means gaining accountability and sharing ownership. Make sure that’s clear! Also make sure to demonstrate that understanding if you use any other colloquial phrases. Some of the things to make sure you hit on are:
· Project Team Positions (Manager, SME, etc.
· Project vs. Program
· Areas of Project Failure
· SDLC & PLC
· Methodologies
· Success Approaches
· Project Management Knowledge Areas
· MOV, Business Case
· Risk
· Financial Metrics
· Project Infrastructure
· Project Governance
· Project Documentation
· Project Planning
· Critical Path
· Triple Constraints
The above is not a comprehensive list but are key points in addition to other things you’ll want to add. It’s important to go beyond this list and show me that you can take what you’ve learned and apply it in a contextual way. Try to include some book material we have not covered in detail.
What’s Due:
Final Paper (2-3 pages) w/ Project Plan (separate document, at least 50 lines), 12 font, double spaced, standard 1” margins, APA Style Citations (3 source minimum)

Follow Writing & Citation Guidelines
1 inch margins, 12 point Times New Roman font, double space, spell-check, grammar check,
page numbers, avoid contractions, avoid passive voice, paraphrase & check against
original; limit quotes and use last name, year, page#
 In-text cite for paraphrasing and quoting an author’s argument, data, or results with
authors’ last name and year: (Fox and Savage 2009) (Kaufman et al. 2008). For quotes:
(Kupchik 2010: 62).
Use Headings as noted below.
o Introduction Section (Heading: Introduction) (1 paragraph) (.75)
 Introduce your topic, introduce you argument, and tell the “reader” how you are going to support your argument (5 key research articles –do NOT list them).
 Introduce the key sections of your paper that will make this argument.
 One paragraph is sufficient for your introduction.
o Main Body of the Paper with Substantive Headings (e.g., Preventing Bullying) (15)
 Develop your argument using your articles and organize logically.
 Consider multiple sections & headings that effectively organize sources.
 Have an introductory sentence at the start of each section.
 Make sure that you appropriately review the key points from your sources when you use them to support your argument(s):
 Title, authors topic/focus (theory if relevant) (always cite!)
 Methods (data, sample size, where, topics)
 Results (all major ones from discussion section)
 Limitations
* Goal here is to use these articles’ core points to support your arguments.
 Use transition sentences between sections. Need to demonstrate logic of paper.
 You should be able to summarize each article in about a page. Just be sure you address each of the points above.
o Evaluation and Conclusion Section (Heading: Evaluation and Conclusion) (4)
 Evaluation: Offer some overall evaluations and conclusions about the research and topic
based on all 5 sources. Offer your core argument that pulls all this together. Put a lot of
thought into this, and write 2/3 page to 1 page on this.
Conclusion: Have a one paragraph conclusion following the evaluation. Summarize your
key argument and re-state how you have supported this argument with 5 key research
articles. Draw a broader conclusion about the importance of the topic.

Below is a list of broad topics (for the purposes of this assignment). Select ONE of the topics and use the concept mapping technique from the lecture notes and the videos to develop a more narrow topic in a thesis statement or research question format. Please see the sample concept map in your lecture notes and click on the link for a grading rubric for this assignment.

EN 121 Concept Mapping Rubric (1).docx

Texting while driving
Steroid use
Abortion
Racism

Since a literature review is information dense,
it is crucial that this section is intelligently structured to enable a reader
to grasp the key arguments underpinning your study in relation to that of other
researchers. Here you’ll want to read what others have written about your topic
area, focusing on the most current research from our SBU academic search
engines. Try to avoid work older than 7 years or so, with the exception for
‘classic’ works in the field (such as Diane Baumrind’s 1967 work on Parental
Structures) While books are appropriate the vast majority of your review should
be academic journal articles. Popular works (news, websites, etc) are allowed,
but should be just used lightly in order to help make a particular point. Be sure to break your review into sections by
using subheadings.
SOURCES;
https://www.sciencedirect.com/science/article/pii/S0145213421003689?via%3Dihub
https://bmcpediatr.biomedcentral.com/articles/10.1186/s12887-021-02870-2
Vieth VI, Peters RJ, Counsil T, et al. Responding to child abuse during a pandemic. In: Geffner R, White JW, Hamberger LK, Rosenbaum A, Vaughan-Eden V, Vieth VI, eds. Handbook of Interpersonal Violence and Abuse across the Lifespan: A Project of the National Partnership to End Interpersonal Violence Across the Lifespan (NPEIV). Springer Nature Switzerland AG; 2022:1881-1901. doi:10.1007/978-3-319-89999-2_331
https://reader.elsevier.com/reader/sd/pii/S0145213420305184?token=CCCBA8A3F398D669358127E01C020C6C09883CA99906C2016497A76F98C0750023D9DB
https://eds.p.ebscohost.com/eds/detail/detail?vid=10&sid=13757d8a-3684-4895-a33d-7520b1087370%40redis&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=2020-
https://eds.p.ebscohost.com/eds/detail/detail?vid=11&sid=13757d8a-3684-4895-a33d-7520b1087370%40redis&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=2022-12753-001&db=psyh