Best Writer

Post at Least Five Similarities and Differences
Step one: I hope you found the article about child labor interesting! Now, think critically about how this article is connected to Tara Westover’s Educated. Make a list of at least five similarities AND at least five differences between the article’s information about child labor and what you’ve read about the Westover children’s work for their father.
Step two: Post your lists of similarities and differences about child labor in the Discussion forum. You can write this up in paragraph format, create a table, or just list your ideas. Whatever format you choose, make sure to clearly label what’s similar and what’s different, and be descriptive enough to explain what you mean–keep your readers’ needs in mind.
Step three: Once you’ve posted your lists, reply with specific, thoughtful feedback to at least two classmates’ postings.
Please note: For this Discussion assignment, you will need to post your own lists before you can see anyone else’s.

Link to book: https://www.google.com/books/edition/Unlikely_Allies/bERCMoBKslkC?hl=en&gbpv=1&dq=unlikely+allies&printsec=frontcover

Instructions:
Academic Opinion Essay 3 – Paul, Joel Richard. Unlikely Allies: How a Merchant, a Playwright, and a Spy Saved the American Revolution. Based on the week five and six required readings, you should have finished the entire text and the essay should reflect your impressions of the complete book.
Academic Opinion Essay Specifics
For four of the required books for this course, you will be required to write an opinion essay that evaluates the entire or designated sections of the texts. The Academic Opinion Essays will be based on the books assigned as course readings. Note that the point of the opinion essays is to discuss your personal reaction to the book – what you felt about it, what you liked and didn’t like, and why. These essays are not intended to be an objective analysis of the book, but rather a purely personal reaction to it. The purpose of these assignments is to help students understand and identify the degree to which their own personal reaction to a book influences their analysis of it.

Explain the five steps of the “preparedness cycle”.

This is a website with some information to help. Other sources can be used.

National Preparedness Cycle

Minimum word count of 300 words.

The assignment should be written in APA format, times new roman font 12-point, double spaced, 1-inch margins all around. Please include references.

Reflect on an instance
when you or someone else were unfairly excluded, discriminated against, or
otherwise neglected or treated inappropriately due to race, ethnicity,
age, gender, social class, sexuality, disability, or other category
related to diversity. Depending on the setting in which the incident
occurred, consider whether any laws or policies were violated, either
those established by an organization, such as a business or school, or
state or federal antidiscrimination policies.
Part 1 – Describe your experience:

Describe the event and the underlying
diversity issues at play.
Describe your opinions, feelings, actions,
and what you learned from the event.

Part 2 – Examine your experience:

Discuss experiences from your personal
background that might account for your feelings or reactions. Consider
areas such as your ethnicity, history, upbringing, local mores, recent
events, et cetera.
Connect your experience to at least three
sociological concepts and/or issues. For example, if you are writing
about what if feels like to be an outsider, you could connect your
discussion to the concept of power or social structure, or the broader
issue of relationships between dominant and minority groups.

Examples of other concepts you could include
are prejudice, discrimination, stereotypes, cultural pluralism,
assimilation, structural mobility, social distance, and modern racism.
Examples of theories include functional or
conflict theory, Marx’s and Weber’s theories of inequality, Park’s race
relations cycle, Gordon’s theory of assimilation, human capital theory,
scapegoat hypothesis, and the theory of authoritarian personality.

Incorporate research on the broader issue
that your experience illustrates. For example, if the incident you
describe involves discrimination in the workplace, research workplace
discrimination and find data on the prevalence or nature of this problem.
If the incident involves bullying at school, locate data on how extensive
this issue is. Questions to consider include:

Is the type of incident you describe
commonplace?
Where might this be most prevalent?
Among what groups is it most likely to
occur?
What trends did you notice in your research?
For example, does the kind of incident you experienced or observed seem
to be an increasing problem, or is it declining over time?

Analyze how relevant laws or policies might
be applied to this situation. These may be civil or criminal laws or,
perhaps, policies established in the workplace or schools.

Consider whether any laws or policies were
violated and how those laws or policies might be changed or better
enforced to address the situation you describe.

Part 3 – Reflect on your experience:

Based on your reflections of the event and
the research you have now done, share personal strategies that are useful
for informing the interactions or relationships between the involved
parties, as well as your own understanding or perspectives.

Professor Instructons: Response papers are written as opinion pieces, not research papers. You will write an opinion/commentary about a topic that has been discussed in this portion of the lectures. If you use quotes, make certain to cite them correctly. Do not use someone else’s words as your own. Response papers are to be 3 to 5 pages in length. Use only Times Roman 12-pt font. Papers are to be double-spaced with 1-inch margins. Do not use larger fonts or wider margins. Grades will reflect how well the directions are followed as well as the effort put into the responses. Grading will also reflect spelling and grammar in the body of your work so utilize spelling checker. No handwritten papers will be accepted.
NO LATE PAPERS WILL BE ACCEPTED.
My Instructions: I have attached in the files two chapters in the texbooks of “Give Me Liberty! An American History Seagull 6th ed. Vol 2 1865 to Current, by Eric Foner. W.W.Norton & Company, New York, you can choose between just one of them, thank you in advance!
Chapter 17 – Freedom’s Boundaries, At Home and Aboard ( images from IMG_12384.HEIC – IMG_1331.HEIC )
Chapter 15 – “What Is Freedom?” Reconstruction 1865 – 1877 (images from IMG_1351.HEIC – IMG_1392.HEIC)

Use your skills in observing, interviewing, newsgathering and creative writing to weave a “human interest” story that develops the special theme or themes about your source. Remember, people don’t have to be odd, famous, or powerful to make good features. Some people just have ordinary jobs and careers, but have unique approaches to them that are interesting.
NO page requirement, only a needfulness to bring your subject to life through your writing.
The profile is based on the idea that “people are interested in people.” Profiles leave your readers feeling that they know the person being profiled. This does not mean writing the person’s life story or resume. There must be a reason that the person is deserving of the feature. Finding this reason holds the key to a successful story.
Please interview the person you’re profiling at least once. Find out what makes this person unique. What is there about this person that makes them special? Often that can be a hobby, a career, a lifestyle, a mindset, etc. This uniqueness or special quality becomes the theme or themes that become the main focus of your story. You might find several qualities about your subject that you believe make the person interesting.
As you work on your profile, consider that one of the best ways to learn about your subject is to interview people who know the subject well. Friends, relatives, colleagues can tell you a lot about the person you’re profiling. This approach often leads you to ideas you want to explore and possible themes for your profile.
REQUIRED: You will interview at least two other people and ask these people to “characterize” your subject, describe their traits and give you some examples or real life stories/anecdotes about their experiences with the person you’re profiling: in turn, you are required to integrate these quotes directly into your profile as evidence.
A few essentials for any profile:
1) Basic information — full name, age, professional title, occupation, interests, and usually marital status and children.
2) What the subject says — use direct quotes and paraphrases, as it gives a personality and energy to the subject.
3) How the subject looks – use your best judgment here, but consider not only routine facts about height, build and color of eyes and hair, but also the details that make the subject come to life: how he or she walks, talks, gestures and uses body language or facial expressions. When you are interviewing your subject, FaceTime/Zoom, Skype to get a sense of visuals and non-verbals. If you are comfortable, exchange social media accounts, as well.
4) Background or history of the subject — although this is a story of who the subject is now, often a subject’s background tells a lot about how the subject has become who he or she is. This might include education, upbringing, hobbies and interests. Note: it is usually a mistake to begin your profile with history — use it as background or context.
5) What others think and say about the subject — talk to the subject’s friends, bosses, professors, etc. Find out what they think makes the subject special. Often you can find out a great deal more talking to others about your subject than by talking to the subject. (At least two additional interviews are necessary for this assignment)
6) Details – anecdotes, quotes, real-life examples or events, images, that reveal the person’s personality or unique attributes.
Structure and a few tips:
No need to announce intentions, such as, “I chose this person because,” “When asked about….” or “When I interviewed…”
Profiles are feature stories, and they employ creative writing concepts to “bring to life” the person you’re profiling for your readers. Avoid starting your story with a straight news lead. Instead, try to entice readers by opening with key details, anecdotes or real-life examples that “show” the theme(s) of your story and capture the essence of your subject.
Profiles attempt to dig beneath the surface and get at what makes the subject interesting, special, and different. They are not promotion pieces, focusing only on the wonderful traits of your subject. Sometimes profiles can be serious or sad, depending on the person being profiled. Personality profiles are the ultimate human interest stories, and strive to bring forward the interesting elements of the person being profiled even if they are serious, sad, tragic, eccentric or funny.
REQUIRED:
□ A Meaningful title, which speaks to the over arching themes
□ In text citations for ALL quotes
□ Captions for ALL photos
□ A Works Cited page of the people you interviewed, MLA format

These reports are your thoughts on an assigned video within each unit. There will be more than one video to choose from, and all videos will cover a topic or concept contained in the unit. You are only required to watch one video to write about, however you are more than welcome to watch (and write about) more than one of the assigned videos for a given unit. The videos assigned for the reactions reports can be found within the Content section of the class, within the individual units. They are located under the header ”reaction report video links”. These videos are separate from those required for the video discussions. Don’t hesitate to contact me if you have any trouble locating or accessing one of the videos.
Each reaction report must be at least a page long (you need at least 350 words in the body of the report), typed using size 12 Arial or Times New Roman font, double-spaced, and include your thoughts on the video.

These questions are a guide as to what to think about when composing your report and do not need to be answered individually within your report:
1. Was the material understandable?
2. Did the information from the video help you to better understand some of the concepts covered within the unit?
3. Are there ways you can relate the information to everyday life?
4. What are the implications of the information?
5. How did you feel about the topic – agree or disagree?
6. Do you have any critiques regarding the topic or information presented in the video?
7. Do you have any questions regarding the information presented in the video?
Grading criteria for reaction reports:
You will get full credit for the reaction reports as long as they meet the minimum length requirements and you give me your thoughts on the content of the video. When giving me your thoughts, attempt to relate to the information, relate the information to what we have covered in the unit, etc.

Here is the Video based on for the report:

read the book “1984”
submit a “compare and contrast” analysis of the
ethical concepts revealed in the society described in “1984” versus our society today. How many of the
situations or conditions in Orwell’s vision have come true—wholly or in part? Are any likely to become
reality soon? After your “compare/contrast” portion, express any concerns you may have about what you
discern may become reality and describe how you would apply what you have learned about ethics to
alter, inhibit, or prevent factors in Orwell’s society from becoming reality.in your future or your children’s
future.

What interventions with schools and caregivers improves the academic and emotional outcomes of children with disabilities who have experienced trauma?
Hypothesis: effect of the program
Independent v: The interventions vs lack of interventions
Dependent variable: The child’s emotional and academic wellbeing.
Also, my school social work database is strictly required. I can give you my details so you can enter my school.

Please use the Reading Which I provide. And each Question have one Paragraph

The question of personal identity
1a. Explain the question of personal identity in your own words. Use the distinction between qualitative and numerical identity to distinguish the question from a similar-sounding question.
1b. State two theories of personal identity. Say how these theories answer the question of personal identity.
1c. State a problem for one of these theories that are not a problem for the other. Say why the problem is a problem for the one theory but not the other theory.
1d. Watch this video. State a generalization of the question of personal identity that arises for both persons and ships. Use the Ship of Theseus puzzle to illustrate the question.
1e. Identify a solution to the Ship of Theseus puzzle that differs in plausibility from an analogous answer to the question of personal identity. Give one reason for thinking that they differ in plausibility.

Arguments for the soul theory
2a. If you haven’t already, watch this video (also linked above). Construct an analog of the Many Minds Argument that purports to show that the Ship of Theseus is not a material thing.
2b. What’s a potential disanalogy between ships and persons that might make these arguments differ in plausibility?
2c. Construct an analog of the Revised Argument from Doubt that is couched in terms of Bruce Wayne and Batman instead of you and your body.
2d. Evaluate the argument you constructed in 2c. Say what your evaluation implies for the Revised Argument from Doubt.
2e. Raise an objection to one of the arguments in the Kim reading that Kim doesn’t consider and offer a reply to the objection on behalf of the soul theorist.

Problems of soul-body causation (5 pts)
3a. Explain the difference between the interaction problem, the pairing problem, and the neural discernment problem.
3b. Pick one of these problems and explain why it is a problem for the soul theorist but not for the spatiotemporal continuity theorist.
3c. Identify a solution to one of these problems that cannot be used to solve one of the others. Explain why the solution solves the one problem but not the other.
3d. Consider the “epiphenomenalist” view that the brain causes states in the soul but the soul itself doesn’t cause anything. Pick one of the noted problems and say why this view does (not) help with that problem.
3e. Describe a conceivable scenario in which an empirical discovery should make us more or less confident in the soul theory.

The metaphysics of uploading (5 pts)
4a. Does the soul theory make any predictions about whether uploading your psychology (your memory, personality traits, etc.) to a computer would upload you to a computer? If so, say what the theory predicts and why. If not, sketch two versions of the soul theory, one of which predicts that you survive the upload and the other of which predicts that you do not.
4b. Describe a view and a scenario such that whether you survive uploading in the scenario depends on whether your psychology is uploaded to one computer or two.
4c. Describe a view on which uploading your psychology to a computer might be a good idea even though you would not survive the upload.
4d. Describe:
(i) a version of the spatiotemporal continuity theory of personal identity,
(ii) a view of consciousness, and
(iii) a scenario
such that uploading would be a bad idea in that scenario even though you would survive the upload on that theory.
4e. Describe someone for whom it’s worth the risk to upload their psychology when they are 60 years old but not when they are 20 years old. (Hint: this person should be uncertain whether uploading would produce the best outcome for them because they are uncertain about how uploading would affect personal identity and/or consciousness.)

Video Link

Reading Link
https://www.newyorker.com/magazine/2011/09/05/how-to-be-good