Best Writer

Professional counselors are ethically required to engage in evaluation of the programs that are offered to clients or students. Sometimes this occurs at the agency or school level and involves program review. Other times, these efforts are focused on determining the effectiveness of a local level program. This assignment is designed to broaden your understanding of your role in the program evaluation aspect of professional counseling in the venue of your specialization (mental health counseling or professional school counseling). The project will result in a written report.
You will select a local or community based program to evaluate for this paper. You will be required to discover background information on this program to justify evaluative procedures and goals. You will create goals or objectives you want to assess based on the mission and values of the program, target population, program details, and any shared data by the organization about program impact.
6 page minimum (include one title and one reference page) APA 7th edition, double spaced, 12 point font. Only Word documents will accepted. Writing must meet graduate academic writing standards. Scholarly and respectful writing required for this assignment.
Your report should include the following components:
– Program background
– The program goals or objectives you want to evaluate/assess
– The questions you set out to answer
-Design to collect the information.
-Sources of that information.
-Method(s) for collecting the information including:
Sampling procedures
Instrument used
How data will be collected
How data will be analyzed

Overview
Two of the most important questions in archaeology are “when”? and “where”? Accurate dating is essential to document changes in human behavior over time. It is necessary to be able to place things and events in a framework of time and geographic space to know what happened, when, and where; in other words, the order in which things happened. Only after when and where something happened, and by creating a chronology or a sequence of events, can archaeologists understand the past. As the archaeologist Mortimer Wheeler (1890-1976) said, “Chronology is the backbone of archaeology: not the entire skeleton, but nothing less than the backbone.”
Archaeological dating methods fall into two general categories, relative or absolute.
Relative dating methods provide an indication of the age of an item in relation to other materials. These methods rely on stratigraphic position or association – context – to determine that an object is of approximately the same age or younger or older than something else. An example of a relative association is: the Oldowan industry is older than the Levallois stone tool industry. Bow and arrow hunting technologies are a younger (or more recent development) than spear hunting technologies.
Relative dates: dates expressed relative to one another instead of in absolute terms. For instance, earlier, later or more recent.
Absolute dating methods are used to assign a specific, calendar age to an object or event in years B.P. (before the present), B.C. (before Christ), A.D. (anno Domini), B.C.E. (before Common Era), or C.E. (Common Era) calendar years, or another conventional system. For example, the Fourth Egyptian Dynasty lasted from 2680 to 2565 B.C. The Roman Colosseum was constructed between A.D. 70 and 82. The Battle of Gettysburg took place on July 1-3 in A.D. 1863. “Absolute” does not mean that the date is perfect. Instead, “absolute” means that the date is given in years according to our calendar.
Absolute date: a date expressed as specific units of scientific measurement, such as days, years, centuries, or millennia. Absolute determinations attempt to pinpoint a discrete, known interval in time.
A calendar is a system for classifying and organizing time into repeatable and predictable units. Calendars operate in both the past and the future for recording history and scheduling activities. A day is the smallest unit of calendrical time; the measurement of fractions of a day is referred to as timeskeeping and involves hours and minutes. The earliest evidence for an awareness of time comes from 15,000 years ago during the Upper Paleolithic, when seasons of the year (and perhaps the phases of the moon) were recorded in art and systems of notation. By 3000 B.C. the Sumerians in Mesopotamia were using a lunar calendar that divided the year into 30-day months and split each day into 12 equal periods. Today, there are approximately forty different calendars in use around the world. The most common among these is the Gregorian calendar. The Gregorian calendar was installed by Pope Gregory in A.D. 1582. The calendar was originally created for religious purposes to calculate the dates for the moveable feasts of Christian ritual. The Gregorian calendar is a solar calendar and is based on a cycle of 400 years of 146,097 days; each year has an average of 365.2425 days. The 12 months of the year have a fixed order and an unequal number of days. Years are counted both forward (A.D.) and backward (B.C.) from the birth of Christ. There are two types of years. A common year is 365 days; a leap year of 366 days occurs once every four years (with a few exceptions).
Calculating Time
The calendrical references (B.C./A.D., B.P., etc.) used in archaeology vary based on the period, region, and culture one is investigating. As we continue to survey the archaeological record in this class you will see variations in the way time is referenced. This activity will help you learn how to identify the archaeological time references and to accurately switch between timescales in a meaningful way.
Datum
All measuring devices and scales – including calendars – use a datum point. A datum is the starting point from which things are measured. A calculator, ruler, car odometer, etc. all use a datum of 0.
Example of a ruler and its 0 datum:
Calendrical and chronological time scales, which measure time, also use a datum. For example: the datum for the B.C./A.D. timescale is 0, while the datum for the B.P. timescale is 1950 A.D. Read on to learn why these datums differ.
Example of the B.C./A.D. timeline and its 0 datum:
Timescales & Date Abbreviations
There are four major timescales used to provide absolute/calendrical dates in archaeology, all of which link to the Gregorian calendar.
B.C./A.D. (before Christ/anno Domini): This scale uses the references in the Gregorian calendar. B.C. refers to the time “before Christ”. A.D. refers to “anno Domini” (Latin for “year of the Lord”) which denotes time after the birth of Christ. This timescale was not used until the spread of Christianity through Europe. It became the predominant timescale only after European colonization across many regions. Datum is 0 and symbolically represents “the year Christ was born”. Everything before datum is B.C., everything after datum is A.D.
B.C.E./C.E. (before Common Era/Common Era): This timescale is the same as above, however, it replaces the B.C./A.D. references with the abbreviations of more generalized, non-religious-based, terminology. B.C.E. refers to the time “before the Common Era”. C.E. denotes time “during the Common Era”. Essentially, B.C.E. aligns with B.C., and C.E. aligns with A.D. Datum is 0 and marks the year in between the end of B.C.E. and the transition to C.E. Everything before datum is B.C.E., everything after datum is C.E.
B.P. (before the present): This scale was developed in coordination with radiocarbon dating, an absolute dating method. Radiocarbon dating relies on the ratio of different isotopes of carbon within the atmosphere and the regular decay of the isotope carbon-14 (14C). Atomic-bomb testing in the mid-twentieth century drastically altered the ratio of different carbon isotopes within the atmosphere, so the datum in the B.P. timescale is equivalent to the year A.D. 1950 (in the Gregorian calendar). In other words, A.D. 1950 is considered “present” in the “before the present” reference. B.P. – before the present – literally means before A.D. 1950. Thus, 1800 B.P. means 1800 years before the present, or 1800 years before A.D. 1950. The B.P. timescale counts backwards, so the year 1 B.P. is equivalent to A.D. 1949, 50 B.P. is equivalent to A.D. 1900, 100 B.P. is equivalent to A.D. 1850, and so on. There is no “after the present reference” in this timescale as anything more recent than A.D. 1950 is considered to be of historical rather than archaeological nature.
ya (years ago), ka (kilo annum, thousand years ago), or mya (million years ago): These references are used to assign a general, more approximate rather than specific, date to events that occurred a very long time ago. For example, the entry of humans into the New World during the Pleistocene (Ice Age) is thought to have occurred by about 15,000 ya (years ago), or 15 ka, which is equivalent to about 14,929 B.P. and approximately 13,000 B.C.
Calculations
Because calendrical references vary in archaeology, researchers – and students – must learn to accurately switch between timescales in a meaningful way. In order to compare a B.P. reference to a B.C./A.D. reference, for example, one must first place the two references into the same timescale. This takes a bit of simple math.
First note that the B.C./A.D. and B.C.E./C.E. timescales are offset from the B.P. timescale by 1,950 years. In other words, the difference between the B.C./A.D., B.C.E./C.E. datum (0) and the B.P. datum (A.D. 1950) is 1,950 years. Therefore, to convert the dates to the same timescale one would either need to add or subtract the difference.
How to convert B.C./A.D. and B.C.E./C.E. dates to B.P. dates:
B.C. to B.P. calculation:
B.C. date + 1950
For example: 1000 B.C. + 1950 = 2950 B.P. (i.e. 2,950 years before the present or 2,950 years before A.D. 1950)
A.D. to B.P. calculation:
1950 – A.D. date
For example: 1950 – 1000 A.D. = 950 B.P. (i.e. 950 years before the present or 950 years before A.D. 1950)
B.C.E. to B.P.:
Same as the B.C. to B.P. calculation
C.E. to B.P.:
Same as the A.D. to B.P. calculation
How to convert B.P. dates to B.C./A.D. and B.C.E./C.E. dates:
When converting a B.P. date to the other timescales, always subtract the B.P. date from its own datum (A.D. 1950). A positive result is equivalent to an A.D. or C.E. date, and a negative result is equivalent to a B.C. or B.C.E. date.
For example: 1000 B.P.
1950 – 1000 B.P. = 950
The positive result indicates the converted date falls within the A.D. and C.E. range so the answer is 950 A.D. or 950 C.E.
For example: 3000 B.P.
1950 – 3000 B.P. = -1,050
The negative result indicates the converted date falls within the B.C. and B.C.E. range so the answer is 1050 B.C. or 1050 B.C.E.
Investigate the following events in human history and consider their chronology in relation to each other. Calculate the dates of the events in multiple calendrical timescales and put the events in order, from oldest to most recent.

Task 1
Create a table with six columns and seventeen lines. Title the first line of each column in the following way:
Example of the table you will create for this activity.

Event B.C. or A.D. Date B.C.E. or C.E. Date B.P. Date
Calculations
Show your work
Sequence Order
Task 2
Using your textbook and other reliable resources, conduct a bit of research on the dates of the following events.
Humans reach Australia
Wheat first domesticated
Humans reach North America
Dogs first domesticated
Great Pyramids of Giza built
Stonehenge built
Sumerian cuneiform invented
Columbus arrives in the New World
United States Declaration of Independence signed
Start of the Common Era
Quin era Great Wall of China
Ming era Great Wall of China
Battle of Little Big Horn
BP timescale datum
Humans reach Europe
Homo sapiens sapiens (AMHs) emerge in Africa
Task 3
Place the events into your table – one event per line. Enter the date you found from researching the event into the corresponding column. For example: if you learned construction began on the Roman Colosseum in A.D. 70, you would enter the date into the B.C. or A.D. Date column.
Example of the activity table.

Event B.C. or A.D. Date B.C.E. or C.E. Date B.P. Date
Calculations
Show your work
Sequence Order
Example:
Construction of the Roman Colosseum begins
A.D. 70
Task 4
Convert the remaining dates for each event and place the results in the corresponding columns. Note that you must also show your work for any calculations that are made. Provide the exact calculations. Do not round off your results. For example: if you learned construction began on the Roman Colosseum in A.D. 70, you would enter the date into the B.C. or A.D. column, and then convert and enter the dates and calculations into the B.C.E. or C.E. column and the B.P. column.
Example of the activity table.

Event B.C. or A.D. Date B.C.E. or C.E. Date B.P. Date
Calculations
Show your work
Sequence Order
Example:
Construction of the Roman Coliseum begins
A.D. 70 C.E. 70 1880 B.P. 1950 AD – 70 AD = 1880 BP
Task 5
After the dates have been calculated and entered, compare all of your events and place them in sequential order, starting with #1 and ending with #16. Enter the number for each event into the Sequence Order column of your table.
Example of the activity table.

Event B.C. or A.D. Date B.C.E. or C.E. Date B.P. Date
Calculations
Show your work
Sequence Order
Example:
Construction of the Roman Coliseum begins
A.D. 70 C.E. 70 1880 B.P. 1950 AD – 70 AD = 1880 BP 6
Task 6
Create a simple* timeline that represents the passage of time and place the events in sequential order, starting with the earliest (oldest) event and progressing to the latest (most recent) event. Note that the timeline may only use one timescale – either B.C./A.D. or B.C.E./C.E. or B.P.
The timeline must include the following elements:
A marked datum point that corresponds with your chosen timescale.
Labelled B.C. and A.D. sections or B.C.E. and C.E. sections, if you chose to use one of these timescales.
The name of each event.
The date of each event. All of the event dates must be uniform across your timeline. In other words, if you chose to create a B.P. timeline, then all of the dates must be converted and labelled using the B.P. reference.
*Note: This timeline will include a lot less information than the annotated versions you constructed for the Paleolithic Periods. That is perfectly fine! It’s a simple timeline – you are not being asked to include more information, such as annotations and photos.

Format
The activity may be typed or hand-written. If you choose to turn in a hand-written document, it may be submitted as a high-resolution JPEG image, or scanned and submitted as a PDF. Typed versions must be submitted in one of these CANVAS friendly formats – Microsoft Word, WordPerfect, Adobe PDF, JPEG, Rich Text Format (RTF), or Google Docs (submitted via the Google Drive tab).

Introduction. Write a one-page introduction that separately introduces the function and legal nature of (1) prime and (2) subcontract agreements from a general contractor’s perspective. The content in this section must be informed by material covered in course lectures, the main text, sample contracts provided by the instructor (attached to this assignment), and outside sources from individual research.
There is a great deal of flexibility and students are encouraged to focus on legal concepts they find interesting and want to explore further. The paper must be suitable for the intended audience: interested and well-educated construction professionals, but not a highly technical (lawyers) or academic audience.
Note: Include a main section heading for the introduction to clearly delineate content for this section.
Review of prime contract agreement clauses. Choose two clauses from the prime contract that was provided by the instructor and write a two-page critical analysis (one page per clause) that addresses each of the following for each of the clauses:
What is the general intent or purpose of the clause? What are the ethical considerations related to this clause?
Which party does the clause favor? In your opinion, from a general contractor’s perspective, does the clause favor the right party? Explain your answer.
Discuss the strengths and weaknesses of the clause?
What, specifically, would you change about the clause?
Note: At a minimum, include a main section heading for each of the clauses you are writing about to clearly delineate content for this section.
Review of subcontract agreement clauses. Choose two clauses from the subcontract agreement that was provided by the instructor and write a two-page critical analysis (one page per clause) that addresses each of the following for each of the clauses:
What is the general intent or purpose of the clause? What are the ethical considerations related to this clause?
Which party does the clause favor? In your opinion, from a general contractor’s perspective, does the clause favor the right party? Explain your answer.
Discuss the strengths and weaknesses of the clause?
What, specifically, would you change about the clause?
Note: At a minimum, include a main section heading for each of the clauses you are writing about to clearly delineate content for this section.
Summary analysis and reflection. Write a one-page analysis that addresses the following questions:
What did you learn over the course of the semester and/or during this exercise?
What did you learn about yourself?
What did you learn about human nature?
How will you apply what you have learned to become a better builder and professional?
Note: Include a main section heading for the summary analysis and reflection to clearly delineate content for this section.
[6 PAGES FOR PAPER, 150 POINTS]
ASSESSMENT
Subject matter content will account for 150 points (above detailed work). The remaining 50 points will be allocated by formatting/writing style and written communication (5 points), oral communication and presentation – SEE DETAILED INSTRUCTIONS BELOW FOR PRESENTATION REQUIREMENTS (35 points), information literacy (5 points), and critical thinking (5 points). Title and reference pages are required and each paper must be at least six pages in length with 1” margins, double spacing, and Times New Roman font (12-point in type size).
The submissions MUST reflect critical thought and professional writing. Points will be deducted for every instance in which (1) a position is not fully supported, (2) spelling and grammatical errors become excessive, (3) a question is not fully addressed, (4) sources are not properly cited, (5) content lacks relevance, and (6) content is not organized and arguments are not framed in a manner that is logical, comprehendible, and compelling.

theology paper

my essay question is Are human beings sinners who need to be saved from something? Why or why not? it is for a theology final paper. the class is called the problem of god

900-1100 words so im guessing 4? im not sure how many pages that would be. Double spaced as well

We need to use certain sources and are only allowed to support or go against the sources depending on the position we choose. Ill leave the citations for the sources
Elizabeth Johnson, “Atheism and Faith in a Secular World,” in Abounding in Kindness:
Writings for the People of God

Roger E. Olson, “Medieval Scholastic Philosopher-Theologian Thomas Aquinas and TreeHugger Francis of Assisi Enthuse on How to Know God”, in God in Dispute: Conversations
among Great Christian Thinkers,
those are the two sources

For this assignment, please type a 2-3 page double spaced reflection on your learning so far in the course. A Learning Log is basically a log or record or journal of your own learning. It is not necessarily a formal ‘academic’ piece of work. It is a personal record of your own learning. As such it is a document which is unique to you and cannot be ‘right’ or ‘wrong’. A Learning Log helps you to record, structure, think about and reflect upon, plan, develop and evidence your own learning
What is a Learning Log?
A Learning Log is a journal which evidences your own learning and skills development. It is not just a diary or record of “What you have done” but a record of what you have learnt, tried and critically reflected upon.
For example if in your Learning Log you include details of what you did or how you did something then consider asking yourself questions such as:
Did it go well? Why? What did you learn?
Did it go badly? Why? What did you learn?
How can you improve for next time?
What connections in the course content did you make?
What insights have you gained from engaging with the course content?
A Learning Log contains your record of your experiences, thoughts, feelings and reflections. One of the most important things it contains is your conclusions about how what you have learnt is relevant to you and how you will use the new information/knowledge/skill/technique in the future.
It may contain details of problems you have encountered and solved (or not solved). Examples of where you have started to try out and practice a new skill and examples of your own formal and informal learning. Formal learning is ‘taught’ in a formal academic setting – for example via a lecture. Informal learning is learning which takes place outside a formal academic setting, for example, though talking with friends or colleagues in a social setting.
A Learning Log is a personal document. Its content may be very loosely structured and only of relevance to you. Once you have commenced a Learning Log you will find it a valuable and useful ‘tool’ to help your learning and to help you to think about and structure your own learning.
How do I ‘do’ a Learning Log?
A good quality log entry is one that shows good reflection, which means that it demonstrates your insight into how you are performing and how you are learning from your everyday experiences.
Some evidence of critical thinking and analysis, describing your own thought processes;
Some self-awareness demonstrating openness and honesty about performance along with some consideration of your own feelings;
Some evidence of learning, appropriately describing what needs to be learned, why and how. Try to write something down after every new learning experience.
What you did
Your thoughts
Your feelings
What connections in the content did you make?
What insights have you gained from engaging with the course content?
How well (or badly) it went
What you learnt
What you will do differently next time.

I linked my other log i did in Feb . If you have any questions just let me know or just make up stuff

The purpose of this assignment is to help you: 1) develop analytical and research skills; 2) develop writing skills; 3) obtain an understanding of how historians interpret the past and write history; 4) learn something about American history.
The written assignment requires you to select a topic related to this class that you believe had an important impact on a specific event or person in American history, and develop an argument using primary and secondary sources that supports your claim. One example might be “the Boston Tea Party was the most influential event of the American Revolution,” and then you would support this statement with primary and secondary sources.
Proposal: You must first send me a proposal of your paper so I can approve your topic. The due date of this proposal is in the syllabus. This proposal must state: 1) the topic you would like to examine; 2) why you believe it was influential to a specific event or actions of a person; 3) at least 2 secondary sources and 2 primary sources that you’ve looked at so far. This obviously requires you to first “do your homework” by deciding on a topic and then searching for primary and secondary sources. The first place I suggest you look for a topic is in your text book. Some primary and secondary sources are listed under the “Pages” tab of Canvas. Of course, I’m also available to help you decide on a topic.
Sources and Bibliography: You must use at least 3 primary source documents and at least 4 secondary source documents in your final paper. You may NOT use your text book, lecture notes, Wikipedia or any “.com”s, such as History.com, as sources. You must cite your sources in the body of your paper, using footnotes. You must use footnotes (not end notes or parenthetical citations) and follow the Chicago Manual of Style (Links to an external site.) (CMS) form of footnoting (NOT the MLA style or parenthetical references). As a general rule, each paragraph should have at least one footnote citing the sources you used in that paragraph.
At the end of your paper, you must have a bibliography (not a “Works Cited” page) that lists the sources you used. It must be properly formatted.
NOTE: You will earn a failing grade for the assignment if you turn in a paper that has no sources cited in the body of the paper, ie. footnotes or does not have a bibliography. I will assume the paper was plagiarized, and grade accordingly.
Structure and Format: You must have a thesis statement in the beginning paragraph of your paper that poses your argument. Again, such a statement might read: “The Boston Tea Party was the most important event in the colonial struggle for independence from Great Britain because….” You should then give a brief history of the Boston Tea Party followed by your use of primary and secondary sources to support your claim. Your concluding paragraph should sum up your argument.
You can find more about writing a thesis statement at History Professor.Org (Links to an external site.) .
The length of the paper must be 4 to 6 double spaced pages. The font must be 12 point, Times New Roman.
The essay must have a cover page stating your name, date, class, professor (my name), and title of your paper.
The paper itself must have 1 inch margins on all four sides (top, bottom, right, left) and be double spaced.
The cover page and bibliography do not count toward fulfilling the minimum page requirement of the assignment, neither do images, pictures, etc. attached to the end of your paper. The cover page is not numbered and the first page of text are not numbered. Page numbering starts on the second page of text, which is numbered as page 2.
All photos, images, maps, etc. you use in your paper must be related to text in your paper and not included as “filler.” For example, if you include a map of Boston Harbor in your paper, it must be for a specific purpose and referenced in your text. “In 1774, Boston’s harbor was a few blocks from the main section of the city (see figure 1 — map of Boston Harbor).”

[Find a video lecture about this assignment in the Module 6 folder.]
Building upon your previous research reports, compose an essay of 800-1,000 words responding to the following prompt: Analyze how your chosen social movement shaped, or was shaped by, twentieth century U.S. history. Use secondary sources (the article you analyzed in the Module 3 research report and textbook readings assigned throughout the semester), as well as the primary source you analyzed in the Module 5 research report, to formulate a thesis and offer supporting evidence.
Find the grading rubric for the final essay here.
Note that you are required to cite your sources in this essay. Find information about how to cite your sources here.
Here is how your essay should be structured:
Paragraph 1
Introduction that begins broadly and ends with your thesis statement. This paragraph should summarize ideas and evidence you will present in the rest of your essay, which will be based on findings from your Module 3 and Module 5 research reports. The thesis statement (underlined below) should feature your own argument/interpretation of facts and demonstrate analytical thinking. For more information about how to construct a thesis, refer to assigned readings and my Module 4_1 lecture on the topic. For background on analytical thinking, see assigned readings from Module 1.
SAMPLE INTRO PARAGRAPH: United States history has been shaped by individuals and groups fighting for causes, rights, and power. Throughout the twentieth century, military veterans, who consistently struggled for recognition and rewards, constituted an example of such a movement. In some moments, the government provided generous benefits such as free college tuition and health care, but in others, benefits were severely cut or limited. Postwar economic and social climates played key roles in shaping the nature of veterans’ demands, and the public and political reaction to them.
Paragraph 2
Review of the history of the social movement – drawing from the encyclopedia article and the Module 3 research report. Be sure to incorporate ideas based on the feedback I provided on your Module 3 research report. Note that this paragraph should contain at least one footnote in Chicago 18th style – with a citation for the encyclopedia article you are discussing. You may also include information from – and cite – The American Yawp.
SAMPLE TOPIC SENTENCE: Scholars note that a veterans’ rights movement has existed since at least the eighteenth century, though the issues, ideas, and tactics that shape it have changed over time.
Here, and throughout the essay, interior sentences of paragraphs should follow the roadmap laid out in the topic/first of the paragraph sentence. In this case, I would follow the above sentence with a sentence or two explaining the early roots of veterans’ activism, then have a few sentences on the main issues of focus, and the main ideas/arguments made by participants in the movement. I would also discuss tactics used by veterans’ rights activists at key moments like World War II and the war in Vietnam, i.e. lobbying in Congress for legislation, organizing mass protests to draw attention to poor treatment, etc. Remember, your topic sentence explains the main idea of the paragraph to come – the argument you will prove with the supporting evidence you provide. All topic sentences serve as “mini-arguments” that should relate to your introduction/thesis.
Paragraph 3
Analysis of the background, content, and intention of the primary source you examined in the Module 5 research report, connecting it with the social movement history discussed in Paragraph 2, and the essay thesis statement. Note that this paragraph should draw from #1-2 of your Module 5 research report. It should contain a footnote to the primary source in Chicago 18th
SAMPLE TOPIC SENTENCE FOR PARAGRAPH 3: A New York Times article from 1923 offers perspective about how the media typically represented the veterans’ rights movement in the 1920s. Written by XX, the article notes that XXX…
Here, you are focusing on the “who, what, when, where” of the source – describing when it was created, who wrote it, and its main points. Feel free to include a quote or two from the source.
Paragraph 4
Analysis of connections between the primary source, the encyclopedia article, and the broader historical context. Note that this paragraph should draw from #3-4 of your Module 5 research report. It should contain a footnote to the primary source with proper citation information. It should also provide a broader context for the source and its time period via at least one footnote (formatted in Chicago 18th style) to the American Yawp.
SAMPLE PARAGRAPH 4: The 1923 New York Times article highlights how activism and debates focused on veterans’ benefits can be shaped by social and economic circumstances. Those who had served in the U.S. military during World War I, like their counterparts who had fought in the Civil War and Spanish-American War, faced economic and health challenges upon returning home and demanded assistance from their government. In the 1920s – in the immediate aftermath of war – the government proved willing to extend benefits like health care and pension payments. During the Great Depression of the 1930s, however, as the economy collapsed, generosity towards veterans decreased. In 1932, veterans would march on Washington in the so-called Bonus March, demanding immediate pay so they could care for themselves and their families. President Herbert Hoover reacted with hostility, as he mobilized military officials to clear former service members from outdoor areas near the Capitol. As the prosperity of the 1920s gave way to the Great Depression of the 1930s, veterans shifted from lobbying for legislation to participating in mass protests, Over the same period, the government and general public became less receptive of veterans’ demands.
Paragraph 5
Conclusion, reiterating and fortifying your thesis/argument by making strong connections between the ideas presented throughout the essay.
SAMPLE CONCLUSION PARAGRAPH: Throughout the twentieth century, the economic and social circumstances of the postwar United States shaped demands from military veterans and how policy makers and the public reacted to those demands. Veterans were particularly successful at winning entitlements when the economy was healthy and the general public viewed wars favorably. But at other moments – such as during the Great Depression and the years after the unpopular war in Vietnam – perspectives of veterans and their rights to special benefits were less favorable. While veterans’ demands, and perceptions of them fluctuated over time, it is certain that former service members would not have access to the entitlements they enjoy today without the activism of the past century.

PLEASE FOLLOW INSTRUCTIONS; I NEED AN A ON THIS PAPER!!!

If you have any questions to clarify the intructions or if you need other docments or pdf’s then message me please.

Module 3 Research Paper: Sexuality AMH2020
Module 5 Research Paper: Sexuality and Capitalism
Encyclodpedia Article: SocialMovementSexualityAccess

Vignette
#1:
A
77-year-old woman was cooking in the kitchen when she collapsed onto the floor.
Her daughter called an ambulance and the woman was taken to the emergency room.
She had suffered a stroke, and slowly regained consciousness over the next two
days. However, when she woke up, she had the following signs and symptoms:
– paralysis of the right face and
arm
– loss of sensation to touch on the
skin of the right face and arm
– inability to answer questions but
ability to understand what was said to her – ability to write down her thoughts
more easily than to speak them
Questions:
1. Based upon the patient’s
symptoms, which cerebral artery was blocked? (Be Specific)

2. Why was she paralyzed in the
right face and arm?

3. What is the name of her language
disorder, and what caused it?

4. Was this woman’s dominant or
nondominant hemisphere damaged?

Vignette
#2:
A
61-year-old business executive with a long history of high blood pressure
collapsed while jogging over the lunch hour. His jogging mate quickly contacted
a police officer who helped carry the man to a hospital just down the road. At
the hospital, an MRI was performed that revealed a blockage of a major cerebral
artery and ischemic changes to the portion of the brain supplied by that
artery. With quick medical attention, the man was stabilized, and he slowly
improved over the next three weeks. The following signs and symptoms did
persist, however:
– paralysis of the right leg and
foot
– loss of sensation on the skin of
the right leg and foot
– when blindfolded, inability to
identify a tennis ball placed in the left hand, but ability to name it if
placed in the right hand
– inability to throw the tennis
ball with his left hand, but ability to throw it with his right hand

Questions:
1. Which artery was blocked in this
case? (Be Specific)

2. Explain why he is unable to
identify the tennis ball when it is placed in his left hand. In your
explanation, be sure to discuss all of the relevant pathways down which nerve
impulses must pass in order to name the object.

3. Explain why he is unable to
follow the verbal command to throw the tennis ball with his left hand but can
do so when asked to with his right hand. In your explanation, be sure to
discuss all of the relevant pathways down which nerve impulses must pass in
order follow these commands.

4. Why has he lost sensation in the
right leg and foot?

Vignette
#3:
An
81-year-old man and avid reader had a mild stroke from which he eventually
recovered. He did have some residual signs and symptoms, however, such as:
·
right-sided
homonymous hemianopia (i.e. loss of vision on the right half of the visual
field in each eye)
·
alexia
(“dyslexia”), the inability to read, which greatly frustrated this
man – loss of sensation on the skin on the right side of the body
Questions:
1. What cerebral artery was blocked
during his stroke? (Be Specific.)

2. Why was this man unable to see
the right half of his field of vision? Was there something wrong with his eyes?

3. If this man could still see the
left half of his visual field, why did he still have difficulty reading? In
your answer, be sure to mention all of the relevant pathways down which nerve
impulses must travel for him to be able to read.

Please answer both questions below. Provide specific examples from the text for your response to part 1.
Part 1. What fundamental misunderstanding does Douglass expose with the example of the sorrow songs? Why do you think this misunderstanding existed and why did Douglass need to correct it?
Part 2. Do you think non-African Americans still carry misunderstandings of traditionally African American forms of musical expressions (hip hop, gospel, R&B, for example)? Or have they developed a better understanding of the music today than they did in Douglass’ day?

Your final project consists of multiple parts: your Museum experience and background information, a biographical sketch of an artist of your choosing from the museum, plus a critical analysis of an art piece exhibited at the museum you visited by that same artist based on both your subjective response and objective response based on the elements of art and the principles of design; and finally, a bibliography documenting your research source materials.
Process:
Select a museum you would like to visit, in-person and contact me for approval.
Select one artwork from the museum that you would like to explore further and conduct in-depth research on. Find something that intrigues you visually and/or conceptually: play art detective as you explore the museum. Remember to keep an open mind and consider selecting a work that gives you a negative response, this can be just as engaging as a positive one. Your quest is to explore your ideas about the artwork while considering the artist’s intention – art can be subjective.
Start to think about the artwork by exploring the 5Ws: Who? What? When? Where? Why? What’s the medium? How was it made? What was the artist’s intent? What does it mean? Contextually analyze the artwork by investigating the original historical, cultural, political, or aesthetic context of the work.
Research the museum, artist, and artwork. Begin by reviewing the information provided by the museum, and then move to conducting a general online search using the title or name of the artist to start collecting information on this work. Try to stay away from dubious sources (Wikipedia is not acceptable for this project, but it can provide further resources) and look to CCC’s resources, the artist’s own website (if living), and/or the art gallery that represents the artist.
NOTE: you cannot write about the same artist or artwork you used for previous Reflective Analyses, you must select a different artist and artwork.
Then, you will provide details based on your research and answer some reflective questions in the following order which should include all of the following sections in essay form:

1. Museum Background and Visit Experience (25 points):
This portion should be comprised of information about the museum you selected to visit. What was your personal experience of walking through the facility? How did you feel, particularly while taking this course? What senses did this stimulate? What works caught your eye? Also include a light background on the museum and description of the space and format of the galleries as it pertains to viewing the artworks.
* Length: At least 500 words, no more than 750 words.
2. Artist (25 points): This portion should be comprised of information about the artist of your choice as well as why you selected them. Begin with: Who is the artist? Why did you choose the artist – what is generally interesting to you about it? Additional suggestions for material: date and place of birth and death, family information, lifetime accomplishments, famous art pieces, effects or impact on society, or historical significance.
* Length: At least 500 words, no more than 750 words.

3. Critical Analysis Artwork: Objective Response (25 points):
This portion of the writing assignment should be your own objective critical response to a work of art by the same artist you chose. You must base your opinion on formal elements of art (EOA) and the principles of design (POD) – using this specific vocabulary throughout. Describe the of the artwork = use descriptive adjectives = a description is what you see in the artwork, NOT an interpretation. provide appropriate background information about the artwork. Your objective interpretation/POV should be supported through an explanation of HOW the FEA, POD & context support your interpretation. Which media that we have learned about is utilized to create this artwork? How does the artist’s use of their selected media (material) emphasize and support their content – the meaning of the work? Does it align to your subjective response?
Things to consider: how does the artist’s use of the EOA and POD to emphasize and support their content – the meaning of the work? Be sure to not simply describe the work, but rather, elaborate with specific details from the work that illustrate your analysis. Answering the “HOW” part is crucial to your analysis. It is not enough to just identify the characteristics and list a few historical facts; you have to synthesize the information into a cohesive interpretation.
* Include the title of the work (in italics) and a picture of the artwork
* Length: At least 500 words, no more than 750 words
4. Critical Analysis Artwork Subjective Response (25 points):
This portion should be your own subjective response to a work of art (the same you selected above) by the same artist you selected. Why did you choose the artwork – what is generally interesting to you about it? What was your initial, subjective interpretation of the artwork? What is the artwork saying to its audience, to you? What does the artwork mean? Did it change as you found out more about the context of the artwork? What emotions, concepts, or ideas did it provoke in you? Do not simply describe the work or state whether or not you “like” the work; but rather, elaborate with specific details from the work that illustrate your response. Are there broader thematic messages conveyed by the artwork? What are they?
* Length: At least 500 words, no more than 750 words.
5. Bibliography (25 points): You must provide a bibliography in one of the formal the correct citation styles that includes at least 5 sources. Online sources are ok, but at least one source must be a book/journal/periodical/catalog and must be in addition to your textbook, and remember, Wikipedia doesn’t count. You are encouraged to research the artwork at your school’s library by searching through books and articles, written by scholars in the field of art and art history. Check out your campus’s library online and ask a librarian or tutor for help.