Do My assignment

Write a research paper on “A Review of Machine Learning and Deep Learning for COVID-19 Detection through X-Ray and CT-Scan Images.”

At the very bottom, see the video tutorial on how to complete the assignment for extra help.

The Making History Local assignment is aimed at getting you to do a little bit of historical research on your own and to connect our course themes to the region in which we live (the West Coast). Here are the instructions:

Use a free digital database of historic newspaper articles to find one article from Oregon, California, or Washington Territory about the topic of the Fourteenth Amendment and its impact on Chinese immigrants’ rights from the period 1866 – 1875. Avoid choosing an article that is merely a summary of an event, especially if it is copied from an eastern newspaper. Focus instead on finding an article that gives AN OPINION on the matter of Chinese immigrants’ rights under the Fourteenth Amendment (For instance: Does the author oppose the Fourteenth Amendment and/or Chinese immigration? Does the author support Chinese immigrants gaining rights under the Fourteenth Amendment?)

Use one of the following databases to find your article:

Historic Oregon Newspapers
The California Digital Newspaper Collection
Washington Digital Newspapers

Search tips:
You can use search terms such as: Chinese immigrants, civil rights, or Fourteenth Amendment. You may, however, get better results by making your search terms more specific: Fourteenth Amendment Chinese; OR Chinese civil rights; OR Fourteenth Amendment Chinese immigration.
Narrow your search by limiting your results to the years 1866 to 1875. Make sure your article is from these years.
Look through several articles before choosing one. Your top hits may not be the best fit for this assignment. Make sure that your article expresses an opinion of some kind about Chinese immigrants and the Fourteenth Amendment.
Writing Your Post

Include the URL or a screenshot of your complete article in your discussion board post.
Include the name of the newspaper, the geographic location of the newspaper, and the date of the newspaper in which your article appears.
Finally, write a 500-word explanation and analysis of your article. Be sure to cover:
What is the article about? Discuss the main ideas, people, places, and events mentioned.
What is the author’s opinion about Chinese immigrants’ rights and the Fourteenth Amendment?
What information does this article give us about Americans’ views of equal civil rights for racial minorities during this period?
What did you learn about attitudes toward the Fourteenth Amendment on the West Coast by doing this exercise?
Put the word count at the bottom of your post. I recommend writing your post in MS Word, getting the word count from there, and then cutting and pasting into your discussion board post.

if the writer need anything， just ask

Exploring Mental Illness Perspectives

Major theoretical perspectives center around defining dysfunction that occurs leading to mental illness and then seeking to “fix” the dysfunction, referred to as a disease model. Positive psychology takes an alternative approach, which looks at treating mental illness by focusing on strengths rather than weaknesses. Instead of fixing what is wrong, positive psychology focuses on tapping into and utilizing human strengths like courage, optimism, happiness, hope, and resilience to promote change. Martin Seligman, a leader in the positive psychology field, notes, “The aim of positive psychology is to catalyze a change in psychology from a preoccupation only with repairing the worst things in life to also building the best qualities in life.”

Read:

What is positive psychology? https://positivepsychologyinstitute.com.au/what-is-positive-psychology

Identify at least one advantage and one disadvantage of approaching mental illness from a disease model.

Identify at least one advantage and disadvantage of approaching mental illness from a positive psychology mindset.

Discuss which approach your own viewpoints most align with in terms of approaching mental illness. Provide your reasoning.

What are some positive psychology techniques that you could use to create a life that promotes psychological happiness and healthiness?

References
References

Bridley, A., & Daffin, Jr. , L. (2023, July). Fundamentals of Psychological Disorders.

Positive Psychology. (n.d.).

What is positive psychology?. Positive Psychology Institute. (n.d.).

Learning Standards

11.4 – The student will read, comprehend, and analyze relationships among American literature, history, and culture.
11.4.c – Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.
11.4.d – Interpret the social or cultural function of American literature.
11.4.k – Compare/contrast literary and informational nonfiction texts.
11.5 – The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
11.5.i – Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
Learning Objective

The student will compare and contrast the appeals, rhetorical devices, arguments, and evidence provided in the three speeches read yesterday.

Speech Comparison Chart

Yesterday’s lesson focused on three important speeches from America’s history; today you will compare and contrast these speeches by filling in the attached comparison chart. Be sure to use specific evidence to show an understanding of them. Submit the chart when it is completed.

Comparison Chart

©LU

CLICK HERE(OPENS IN A NEW TAB)

Reference
Speeches of the Era

As you close your time on this era of literature that spans the entire 1800s, you will take a look at three speeches that tie together themes not only from this module but also from the class as a whole. As you read through these speeches, consider the Bible verse above. Think about whether these speeches convey wisdom and speak out for justice.

In your next lesson, you will complete a comparison of the three speeches. Today, you should closely read the introductory material and the speeches. For each speech, take some notes on each of the following areas: tone, rhetorical appeals, purpose, and evidence (the support provided for each point). You will use these notes to complete tomorrow’s lesson.

Speech 1: “The Gettysburg Address”

The Battle of Gettysburg was fought from July 1-3, 1863. The Northern (Union) forces defeated the Southern (Confederate) forces, but the losses were staggering—over fifty thousand men were killed or wounded. On November 19, Abraham Lincoln delivered the now-famous “Gettysburg Address” at a ceremony dedicating a national cemetery on the battle site.

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.

Abraham Lincoln

Speech 2: “Equal Rights Now”

After the North won the war, the nation passed the Thirteenth Amendment, which outlawed slavery. Sojourner Truth, a former slave and progressive-minded advocate for the rights of both blacks and women, presented the following speech to the American Equal Rights Association. The year was 1867, just two years after the Thirteenth Amendment was passed, but Sojourner Truth knew there was more to be done.

My friends, I am rejoiced that you are glad, but I don’t know how you will feel when I get through. I come from another field-the country of the slave. They have got their liberty-so much good luck to have slavery partly destroyed; not entirely. I want it root and branch destroyed. Then we will all be free indeed. I feel that if I have to answer for the deeds done in my body just as much as a man, I have a right to have just as much as a man. There is a great stir about colored men getting their rights, but not a word about the colored women; and if colored men get their rights, and not colored women theirs, you see the colored men will be masters over the women, and it will be just as bad as it was before. So I am for keeping the thing going while things are stirring; because if we wait till it is still, it will take a great while to got it going again. . . .I want women to have their rights. In the courts women have no right, no voice; nobody speaks for them. I wish woman to have her voice there among the pettifoggers. If it is not a fit place for women, it is unfit for men to be there.

I am above eighty years old; it is about time for me to be going. I have been forty years a slave and forty years free, and would be here forty years more to have equal rights for all. I suppose I am kept here because something remains for me to do, I suppose I am yet to help to break the chain. I have done a great deal of work; as much as a man, but did not get so much pay. I used to work in the field and bind grain, keeping up with the cradler; but men doing no more, got twice as much pay; so with the German women. They work in the field and do as much work, but do not got the pay. We do as much, we eat as much, we want as much. I suppose I am about the only colored woman that goes about to speak for the rights of the colored women. I want to keep the thing stirring, now that the ice is cracked. What we want is a little money. You men know that you get as much again as women when you write, or for what you do. When we get our rights we shall not have to come to you for money, for then we shall have money enough in our own pockets; and may be you will ask us for money. But help us now until we get it. It is a good consolation to know that when we have got this battle once fought we shall not be coming to you any more. You have been having our rights so long, that you think, like a slave-holder, that you own us. I know that it is hard for one who has held the reins for so long to give up; it cuts like a knife. It will feel all the better when it closes up again. I have been in Washington about three years, seeing about these colored people. Now colored men have the right to vote. There ought to be equal rights now more than ever, since colored people have got their freedom.

Sojourner Truth

Speech 3: “I Will Fight No More Forever”

With the Civil War ending in the East, conflicts with the Native Americans continued as Eastern settlers moved westward. Chief Joseph has become a symbol of the fighting spirit of the Nez Perce people, whom he led in resistance against white settlers taking over their land in the Oregon Territory. During battles throughout 1877, Chief Joseph fought thirteen different U.S. Military Commands before making a one-thousand-mile retreat toward Canada through the Pacific Northwest. His caravan, which included women and children, made it to within thirty miles of the border before near-starvation forced them to surrender after eleven weeks of flight. Upon surrendering, Chief Joseph offered this address to the U.S. Army.

Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.

Chief Joseph

References
Speeches of the Era

As you close your time on this era of literature that spans the entire 1800s, you will take a look at three speeches that tie together themes not only from this module but also from the class as a whole. As you read through these speeches, consider the Bible verse above. Think about whether these speeches convey wisdom and speak out for justice.

In your next lesson, you will complete a comparison of the three speeches. Today, you should closely read the introductory material and the speeches. For each speech, take some notes on each of the following areas: tone, rhetorical appeals, purpose, and evidence (the support provided for each point). You will use these notes to complete tomorrow’s lesson.

Speech 1: “The Gettysburg Address”

The Battle of Gettysburg was fought from July 1-3, 1863. The Northern (Union) forces defeated the Southern (Confederate) forces, but the losses were staggering—over fifty thousand men were killed or wounded. On November 19, Abraham Lincoln delivered the now-famous “Gettysburg Address” at a ceremony dedicating a national cemetery on the battle site.

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.

Abraham Lincoln

Speech 2: “Equal Rights Now”

After the North won the war, the nation passed the Thirteenth Amendment, which outlawed slavery. Sojourner Truth, a former slave and progressive-minded advocate for the rights of both blacks and women, presented the following speech to the American Equal Rights Association. The year was 1867, just two years after the Thirteenth Amendment was passed, but Sojourner Truth knew there was more to be done.

My friends, I am rejoiced that you are glad, but I don’t know how you will feel when I get through. I come from another field-the country of the slave. They have got their liberty-so much good luck to have slavery partly destroyed; not entirely. I want it root and branch destroyed. Then we will all be free indeed. I feel that if I have to answer for the deeds done in my body just as much as a man, I have a right to have just as much as a man. There is a great stir about colored men getting their rights, but not a word about the colored women; and if colored men get their rights, and not colored women theirs, you see the colored men will be masters over the women, and it will be just as bad as it was before. So I am for keeping the thing going while things are stirring; because if we wait till it is still, it will take a great while to got it going again. . . .I want women to have their rights. In the courts women have no right, no voice; nobody speaks for them. I wish woman to have her voice there among the pettifoggers. If it is not a fit place for women, it is unfit for men to be there.

I am above eighty years old; it is about time for me to be going. I have been forty years a slave and forty years free, and would be here forty years more to have equal rights for all. I suppose I am kept here because something remains for me to do, I suppose I am yet to help to break the chain. I have done a great deal of work; as much as a man, but did not get so much pay. I used to work in the field and bind grain, keeping up with the cradler; but men doing no more, got twice as much pay; so with the German women. They work in the field and do as much work, but do not got the pay. We do as much, we eat as much, we want as much. I suppose I am about the only colored woman that goes about to speak for the rights of the colored women. I want to keep the thing stirring, now that the ice is cracked. What we want is a little money. You men know that you get as much again as women when you write, or for what you do. When we get our rights we shall not have to come to you for money, for then we shall have money enough in our own pockets; and may be you will ask us for money. But help us now until we get it. It is a good consolation to know that when we have got this battle once fought we shall not be coming to you any more. You have been having our rights so long, that you think, like a slave-holder, that you own us. I know that it is hard for one who has held the reins for so long to give up; it cuts like a knife. It will feel all the better when it closes up again. I have been in Washington about three years, seeing about these colored people. Now colored men have the right to vote. There ought to be equal rights now more than ever, since colored people have got their freedom.

Sojourner Truth

Speech 3: “I Will Fight No More Forever”

With the Civil War ending in the East, conflicts with the Native Americans continued as Eastern settlers moved westward. Chief Joseph has become a symbol of the fighting spirit of the Nez Perce people, whom he led in resistance against white settlers taking over their land in the Oregon Territory. During battles throughout 1877, Chief Joseph fought thirteen different U.S. Military Commands before making a one-thousand-mile retreat toward Canada through the Pacific Northwest. His caravan, which included women and children, made it to within thirty miles of the border before near-starvation forced them to surrender after eleven weeks of flight. Upon surrendering, Chief Joseph offered this address to the U.S. Army.

Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.

Chief Joseph

References
Speeches of the Era

As you close your time on this era of literature that spans the entire 1800s, you will take a look at three speeches that tie together themes not only from this module but also from the class as a whole. As you read through these speeches, consider the Bible verse above. Think about whether these speeches convey wisdom and speak out for justice.

In your next lesson, you will complete a comparison of the three speeches. Today, you should closely read the introductory material and the speeches. For each speech, take some notes on each of the following areas: tone, rhetorical appeals, purpose, and evidence (the support provided for each point). You will use these notes to complete tomorrow’s lesson.

Speech 1: “The Gettysburg Address”

The Battle of Gettysburg was fought from July 1-3, 1863. The Northern (Union) forces defeated the Southern (Confederate) forces, but the losses were staggering—over fifty thousand men were killed or wounded. On November 19, Abraham Lincoln delivered the now-famous “Gettysburg Address” at a ceremony dedicating a national cemetery on the battle site.

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.

Abraham Lincoln

Speech 2: “Equal Rights Now”

After the North won the war, the nation passed the Thirteenth Amendment, which outlawed slavery. Sojourner Truth, a former slave and progressive-minded advocate for the rights of both blacks and women, presented the following speech to the American Equal Rights Association. The year was 1867, just two years after the Thirteenth Amendment was passed, but Sojourner Truth knew there was more to be done.

My friends, I am rejoiced that you are glad, but I don’t know how you will feel when I get through. I come from another field-the country of the slave. They have got their liberty-so much good luck to have slavery partly destroyed; not entirely. I want it root and branch destroyed. Then we will all be free indeed. I feel that if I have to answer for the deeds done in my body just as much as a man, I have a right to have just as much as a man. There is a great stir about colored men getting their rights, but not a word about the colored women; and if colored men get their rights, and not colored women theirs, you see the colored men will be masters over the women, and it will be just as bad as it was before. So I am for keeping the thing going while things are stirring; because if we wait till it is still, it will take a great while to got it going again. . . .I want women to have their rights. In the courts women have no right, no voice; nobody speaks for them. I wish woman to have her voice there among the pettifoggers. If it is not a fit place for women, it is unfit for men to be there.

I am above eighty years old; it is about time for me to be going. I have been forty years a slave and forty years free, and would be here forty years more to have equal rights for all. I suppose I am kept here because something remains for me to do, I suppose I am yet to help to break the chain. I have done a great deal of work; as much as a man, but did not get so much pay. I used to work in the field and bind grain, keeping up with the cradler; but men doing no more, got twice as much pay; so with the German women. They work in the field and do as much work, but do not got the pay. We do as much, we eat as much, we want as much. I suppose I am about the only colored woman that goes about to speak for the rights of the colored women. I want to keep the thing stirring, now that the ice is cracked. What we want is a little money. You men know that you get as much again as women when you write, or for what you do. When we get our rights we shall not have to come to you for money, for then we shall have money enough in our own pockets; and may be you will ask us for money. But help us now until we get it. It is a good consolation to know that when we have got this battle once fought we shall not be coming to you any more. You have been having our rights so long, that you think, like a slave-holder, that you own us. I know that it is hard for one who has held the reins for so long to give up; it cuts like a knife. It will feel all the better when it closes up again. I have been in Washington about three years, seeing about these colored people. Now colored men have the right to vote. There ought to be equal rights now more than ever, since colored people have got their freedom.

Sojourner Truth

Speech 3: “I Will Fight No More Forever”

With the Civil War ending in the East, conflicts with the Native Americans continued as Eastern settlers moved westward. Chief Joseph has become a symbol of the fighting spirit of the Nez Perce people, whom he led in resistance against white settlers taking over their land in the Oregon Territory. During battles throughout 1877, Chief Joseph fought thirteen different U.S. Military Commands before making a one-thousand-mile retreat toward Canada through the Pacific Northwest. His caravan, which included women and children, made it to within thirty miles of the border before near-starvation forced them to surrender after eleven weeks of flight. Upon surrendering, Chief Joseph offered this address to the U.S. Army.

Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.

Chief Joseph

References

Speeches of the Era

As you close your time on this era of literature that spans the entire 1800s, you will take a look at three speeches that tie together themes not only from this module but also from the class as a whole. As you read through these speeches, consider the Bible verse above. Think about whether these speeches convey wisdom and speak out for justice.

In your next lesson, you will complete a comparison of the three speeches. Today, you should closely read the introductory material and the speeches. For each speech, take some notes on each of the following areas: tone, rhetorical appeals, purpose, and evidence (the support provided for each point). You will use these notes to complete tomorrow’s lesson.

Speech 1: “The Gettysburg Address”

The Battle of Gettysburg was fought from July 1-3, 1863. The Northern (Union) forces defeated the Southern (Confederate) forces, but the losses were staggering—over fifty thousand men were killed or wounded. On November 19, Abraham Lincoln delivered the now-famous “Gettysburg Address” at a ceremony dedicating a national cemetery on the battle site.

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.

Abraham Lincoln

Speech 2: “Equal Rights Now”

After the North won the war, the nation passed the Thirteenth Amendment, which outlawed slavery. Sojourner Truth, a former slave and progressive-minded advocate for the rights of both blacks and women, presented the following speech to the American Equal Rights Association. The year was 1867, just two years after the Thirteenth Amendment was passed, but Sojourner Truth knew there was more to be done.

My friends, I am rejoiced that you are glad, but I don’t know how you will feel when I get through. I come from another field-the country of the slave. They have got their liberty-so much good luck to have slavery partly destroyed; not entirely. I want it root and branch destroyed. Then we will all be free indeed. I feel that if I have to answer for the deeds done in my body just as much as a man, I have a right to have just as much as a man. There is a great stir about colored men getting their rights, but not a word about the colored women; and if colored men get their rights, and not colored women theirs, you see the colored men will be masters over the women, and it will be just as bad as it was before. So I am for keeping the thing going while things are stirring; because if we wait till it is still, it will take a great while to got it going again. . . .I want women to have their rights. In the courts women have no right, no voice; nobody speaks for them. I wish woman to have her voice there among the pettifoggers. If it is not a fit place for women, it is unfit for men to be there.

I am above eighty years old; it is about time for me to be going. I have been forty years a slave and forty years free, and would be here forty years more to have equal rights for all. I suppose I am kept here because something remains for me to do, I suppose I am yet to help to break the chain. I have done a great deal of work; as much as a man, but did not get so much pay. I used to work in the field and bind grain, keeping up with the cradler; but men doing no more, got twice as much pay; so with the German women. They work in the field and do as much work, but do not got the pay. We do as much, we eat as much, we want as much. I suppose I am about the only colored woman that goes about to speak for the rights of the colored women. I want to keep the thing stirring, now that the ice is cracked. What we want is a little money. You men know that you get as much again as women when you write, or for what you do. When we get our rights we shall not have to come to you for money, for then we shall have money enough in our own pockets; and may be you will ask us for money. But help us now until we get it. It is a good consolation to know that when we have got this battle once fought we shall not be coming to you any more. You have been having our rights so long, that you think, like a slave-holder, that you own us. I know that it is hard for one who has held the reins for so long to give up; it cuts like a knife. It will feel all the better when it closes up again. I have been in Washington about three years, seeing about these colored people. Now colored men have the right to vote. There ought to be equal rights now more than ever, since colored people have got their freedom.

Sojourner Truth

Speech 3: “I Will Fight No More Forever”

With the Civil War ending in the East, conflicts with the Native Americans continued as Eastern settlers moved westward. Chief Joseph has become a symbol of the fighting spirit of the Nez Perce people, whom he led in resistance against white settlers taking over their land in the Oregon Territory. During battles throughout 1877, Chief Joseph fought thirteen different U.S. Military Commands before making a one-thousand-mile retreat toward Canada through the Pacific Northwest. His caravan, which included women and children, made it to within thirty miles of the border before near-starvation forced them to surrender after eleven weeks of flight. Upon surrendering, Chief Joseph offered this address to the U.S. Army.

Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.

Chief Joseph

References
Speeches of the Era

As you close your time on this era of literature that spans the entire 1800s, you will take a look at three speeches that tie together themes not only from this module but also from the class as a whole. As you read through these speeches, consider the Bible verse above. Think about whether these speeches convey wisdom and speak out for justice.

In your next lesson, you will complete a comparison of the three speeches. Today, you should closely read the introductory material and the speeches. For each speech, take some notes on each of the following areas: tone, rhetorical appeals, purpose, and evidence (the support provided for each point). You will use these notes to complete tomorrow’s lesson.

Speech 1: “The Gettysburg Address”

The Battle of Gettysburg was fought from July 1-3, 1863. The Northern (Union) forces defeated the Southern (Confederate) forces, but the losses were staggering—over fifty thousand men were killed or wounded. On November 19, Abraham Lincoln delivered the now-famous “Gettysburg Address” at a ceremony dedicating a national cemetery on the battle site.

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.

Abraham Lincoln

Speech 2: “Equal Rights Now”

After the North won the war, the nation passed the Thirteenth Amendment, which outlawed slavery. Sojourner Truth, a former slave and progressive-minded advocate for the rights of both blacks and women, presented the following speech to the American Equal Rights Association. The year was 1867, just two years after the Thirteenth Amendment was passed, but Sojourner Truth knew there was more to be done.

My friends, I am rejoiced that you are glad, but I don’t know how you will feel when I get through. I come from another field-the country of the slave. They have got their liberty-so much good luck to have slavery partly destroyed; not entirely. I want it root and branch destroyed. Then we will all be free indeed. I feel that if I have to answer for the deeds done in my body just as much as a man, I have a right to have just as much as a man. There is a great stir about colored men getting their rights, but not a word about the colored women; and if colored men get their rights, and not colored women theirs, you see the colored men will be masters over the women, and it will be just as bad as it was before. So I am for keeping the thing going while things are stirring; because if we wait till it is still, it will take a great while to got it going again. . . .I want women to have their rights. In the courts women have no right, no voice; nobody speaks for them. I wish woman to have her voice there among the pettifoggers. If it is not a fit place for women, it is unfit for men to be there.

I am above eighty years old; it is about time for me to be going. I have been forty years a slave and forty years free, and would be here forty years more to have equal rights for all. I suppose I am kept here because something remains for me to do, I suppose I am yet to help to break the chain. I have done a great deal of work; as much as a man, but did not get so much pay. I used to work in the field and bind grain, keeping up with the cradler; but men doing no more, got twice as much pay; so with the German women. They work in the field and do as much work, but do not got the pay. We do as much, we eat as much, we want as much. I suppose I am about the only colored woman that goes about to speak for the rights of the colored women. I want to keep the thing stirring, now that the ice is cracked. What we want is a little money. You men know that you get as much again as women when you write, or for what you do. When we get our rights we shall not have to come to you for money, for then we shall have money enough in our own pockets; and may be you will ask us for money. But help us now until we get it. It is a good consolation to know that when we have got this battle once fought we shall not be coming to you any more. You have been having our rights so long, that you think, like a slave-holder, that you own us. I know that it is hard for one who has held the reins for so long to give up; it cuts like a knife. It will feel all the better when it closes up again. I have been in Washington about three years, seeing about these colored people. Now colored men have the right to vote. There ought to be equal rights now more than ever, since colored people have got their freedom.

Sojourner Truth

Speech 3: “I Will Fight No More Forever”

With the Civil War ending in the East, conflicts with the Native Americans continued as Eastern settlers moved westward. Chief Joseph has become a symbol of the fighting spirit of the Nez Perce people, whom he led in resistance against white settlers taking over their land in the Oregon Territory. During battles throughout 1877, Chief Joseph fought thirteen different U.S. Military Commands before making a one-thousand-mile retreat toward Canada through the Pacific Northwest. His caravan, which included women and children, made it to within thirty miles of the border before near-starvation forced them to surrender after eleven weeks of flight. Upon surrendering, Chief Joseph offered this address to the U.S. Army.

Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.

Chief Joseph
Speeches of the Era

As you close your time on this era of literature that spans the entire 1800s, you will take a look at three speeches that tie together themes not only from this module but also from the class as a whole. As you read through these speeches, consider the Bible verse above. Think about whether these speeches convey wisdom and speak out for justice.

In your next lesson, you will complete a comparison of the three speeches. Today, you should closely read the introductory material and the speeches. For each speech, take some notes on each of the following areas: tone, rhetorical appeals, purpose, and evidence (the support provided for each point). You will use these notes to complete tomorrow’s lesson.

Speech 1: “The Gettysburg Address”

The Battle of Gettysburg was fought from July 1-3, 1863. The Northern (Union) forces defeated the Southern (Confederate) forces, but the losses were staggering—over fifty thousand men were killed or wounded. On November 19, Abraham Lincoln delivered the now-famous “Gettysburg Address” at a ceremony dedicating a national cemetery on the battle site.

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.

Abraham Lincoln

Speech 2: “Equal Rights Now”

After the North won the war, the nation passed the Thirteenth Amendment, which outlawed slavery. Sojourner Truth, a former slave and progressive-minded advocate for the rights of both blacks and women, presented the following speech to the American Equal Rights Association. The year was 1867, just two years after the Thirteenth Amendment was passed, but Sojourner Truth knew there was more to be done.

My friends, I am rejoiced that you are glad, but I don’t know how you will feel when I get through. I come from another field-the country of the slave. They have got their liberty-so much good luck to have slavery partly destroyed; not entirely. I want it root and branch destroyed. Then we will all be free indeed. I feel that if I have to answer for the deeds done in my body just as much as a man, I have a right to have just as much as a man. There is a great stir about colored men getting their rights, but not a word about the colored women; and if colored men get their rights, and not colored women theirs, you see the colored men will be masters over the women, and it will be just as bad as it was before. So I am for keeping the thing going while things are stirring; because if we wait till it is still, it will take a great while to got it going again. . . .I want women to have their rights. In the courts women have no right, no voice; nobody speaks for them. I wish woman to have her voice there among the pettifoggers. If it is not a fit place for women, it is unfit for men to be there.

I am above eighty years old; it is about time for me to be going. I have been forty years a slave and forty years free, and would be here forty years more to have equal rights for all. I suppose I am kept here because something remains for me to do, I suppose I am yet to help to break the chain. I have done a great deal of work; as much as a man, but did not get so much pay. I used to work in the field and bind grain, keeping up with the cradler; but men doing no more, got twice as much pay; so with the German women. They work in the field and do as much work, but do not got the pay. We do as much, we eat as much, we want as much. I suppose I am about the only colored woman that goes about to speak for the rights of the colored women. I want to keep the thing stirring, now that the ice is cracked. What we want is a little money. You men know that you get as much again as women when you write, or for what you do. When we get our rights we shall not have to come to you for money, for then we shall have money enough in our own pockets; and may be you will ask us for money. But help us now until we get it. It is a good consolation to know that when we have got this battle once fought we shall not be coming to you any more. You have been having our rights so long, that you think, like a slave-holder, that you own us. I know that it is hard for one who has held the reins for so long to give up; it cuts like a knife. It will feel all the better when it closes up again. I have been in Washington about three years, seeing about these colored people. Now colored men have the right to vote. There ought to be equal rights now more than ever, since colored people have got their freedom.

Sojourner Truth

Speech 3: “I Will Fight No More Forever”

With the Civil War ending in the East, conflicts with the Native Americans continued as Eastern settlers moved westward. Chief Joseph has become a symbol of the fighting spirit of the Nez Perce people, whom he led in resistance against white settlers taking over their land in the Oregon Territory. During battles throughout 1877, Chief Joseph fought thirteen different U.S. Military Commands before making a one-thousand-mile retreat toward Canada through the Pacific Northwest. His caravan, which included women and children, made it to within thirty miles of the border before near-starvation forced them to surrender after eleven weeks of flight. Upon surrendering, Chief Joseph offered this address to the U.S. Army.

Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.

Chief Joseph
Speeches of the Era

As you close your time on this era of literature that spans the entire 1800s, you will take a look at three speeches that tie together themes not only from this module but also from the class as a whole. As you read through these speeches, consider the Bible verse above. Think about whether these speeches convey wisdom and speak out for justice.

In your next lesson, you will complete a comparison of the three speeches. Today, you should closely read the introductory material and the speeches. For each speech, take some notes on each of the following areas: tone, rhetorical appeals, purpose, and evidence (the support provided for each point). You will use these notes to complete tomorrow’s lesson.

Speech 1: “The Gettysburg Address”

The Battle of Gettysburg was fought from July 1-3, 1863. The Northern (Union) forces defeated the Southern (Confederate) forces, but the losses were staggering—over fifty thousand men were killed or wounded. On November 19, Abraham Lincoln delivered the now-famous “Gettysburg Address” at a ceremony dedicating a national cemetery on the battle site.

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.

Abraham Lincoln

Speech 2: “Equal Rights Now”

After the North won the war, the nation passed the Thirteenth Amendment, which outlawed slavery. Sojourner Truth, a former slave and progressive-minded advocate for the rights of both blacks and women, presented the following speech to the American Equal Rights Association. The year was 1867, just two years after the Thirteenth Amendment was passed, but Sojourner Truth knew there was more to be done.

My friends, I am rejoiced that you are glad, but I don’t know how you will feel when I get through. I come from another field-the country of the slave. They have got their liberty-so much good luck to have slavery partly destroyed; not entirely. I want it root and branch destroyed. Then we will all be free indeed. I feel that if I have to answer for the deeds done in my body just as much as a man, I have a right to have just as much as a man. There is a great stir about colored men getting their rights, but not a word about the colored women; and if colored men get their rights, and not colored women theirs, you see the colored men will be masters over the women, and it will be just as bad as it was before. So I am for keeping the thing going while things are stirring; because if we wait till it is still, it will take a great while to got it going again. . . .I want women to have their rights. In the courts women have no right, no voice; nobody speaks for them. I wish woman to have her voice there among the pettifoggers. If it is not a fit place for women, it is unfit for men to be there.

I am above eighty years old; it is about time for me to be going. I have been forty years a slave and forty years free, and would be here forty years more to have equal rights for all. I suppose I am kept here because something remains for me to do, I suppose I am yet to help to break the chain. I have done a great deal of work; as much as a man, but did not get so much pay. I used to work in the field and bind grain, keeping up with the cradler; but men doing no more, got twice as much pay; so with the German women. They work in the field and do as much work, but do not got the pay. We do as much, we eat as much, we want as much. I suppose I am about the only colored woman that goes about to speak for the rights of the colored women. I want to keep the thing stirring, now that the ice is cracked. What we want is a little money. You men know that you get as much again as women when you write, or for what you do. When we get our rights we shall not have to come to you for money, for then we shall have money enough in our own pockets; and may be you will ask us for money. But help us now until we get it. It is a good consolation to know that when we have got this battle once fought we shall not be coming to you any more. You have been having our rights so long, that you think, like a slave-holder, that you own us. I know that it is hard for one who has held the reins for so long to give up; it cuts like a knife. It will feel all the better when it closes up again. I have been in Washington about three years, seeing about these colored people. Now colored men have the right to vote. There ought to be equal rights now more than ever, since colored people have got their freedom.

Write a research paper about the legend that has changed over time: The Resurrection Story (Moreland, pp. 87-99).SHORT ARGUMENT: JESUS THE RESURRECTION AND THE WAY ASSIGNMENT INSTRUCTIONS
OVERVIEW
Some attacks that cast doubts on Christianity come from skepticism about the resurrection. In this short argument, you will be arguing for the resurrection of Jesus, but your defense argument will depend on the type of attack you are defending the resurrection against. Whichever direction you choose to take, it will be a topic and a line of defense that you will have occasion to use in the future.

INSTRUCTIONS
Use a paper format for this argument. There is no template used for this assignment. The paper should be 4-5 pages long. A current Turabian format title page, footnotes, and bibliography are required.
Be sure to begin by crafting a strong thesis for your argument. The methodologies from previous assignments in this course may be useful for you in this short argument.
Naturalist Explanations for the Resurrection of Christ (Gould p. 109-19) and The Resurrection (Part 2) (Moreland p. 87-99) provide good material to start your defense of the resurrection as does Sweis, Chapters 37-39; Gould in Chapter 4 “Miracles”. Sweis, Chapters 33-35 may also provide useful lines of argument for establishing the possibility of the resurrection; Gould in Chapter 5, “The Reliability of the New Testament”, Sweis – Chapter 31 and Moreland in Chapter 6 provide useful lines of argument for the historicity of the resurrection based on the reliability of the New Testament and the eyewitnesses it presents. There is more material than you need for 4-5 pages. A well-crafted thesis will help you to know what material to choose.
Choose only one of the following subtopics for your argument (there are five from which to choose). Be sure to choose a topic that can be addressed through a line of argument that is different than what you have already used in this or in previous courses.
The Resurrection Story is a Legend that Evolved over Time (Moreland p. 87-99)
The paper must have a proper introduction and conclusion.
1. The introduction (one paragraph, 3-5 sentences, no direct quotes or citable information) must be built around the thesis statement. This thesis statement provides unity to the overall presentation, so every word of the paper must be related to and supportive of the thesis statement. Remember, a maximum of five sentences.
2. The conclusion (also one paragraph, 3-5 sentences, no direct quotes or citable information) must summarize the main points presented that support your thesis. This is neither an outline of your paper nor a reiteration of the argument but rather a summary of how you supported your thesis. Remember, a maximum of five sentences.
Including both the introduction and conclusion but not the title and bibliography pages, the total length of the paper must be 4-5 pages in current Turabian format (including the main text only, not footnotes, front matter, or the bibliography). In the final submission, assertions should be supported by 3 resources (more are allowed). Scripture should be used when applicable but does not count as one of the countable bibliographic resources. Course textbooks should be used, be footnoted, and be placed in the bibliography, but they do not count towards the required 3 resources.

Prompt:
Using information from the textbooks, lectures, and videos, explain why Europeans were so much more technologically advanced when compared to the Indian societies in the New World? How were the Europeans able to conquer the Indians so easily? Be sure to describe how Jared Diamond’s theory from the book Guns, Germs, and Steel helps explain this.

Essays should be in a standard font and font size (like Times New Roman, 12 pt.), with 1 inch margins, and double-spaced. Make sure there is no wasted space on your paper (like between paragraphs, etc.); you do not need any fancy title pages, etc. Each essay should be no less than two full pages long and no more than four pages long.

The ONLY sources you can use, but still need to be referenced and cited:
Book Chapters 1-3:
https://openstax.org/books/us-history/pages/1-introduction

Videos:

I also attached the lecture slides.

https://touro.instructure.com/courses/112450/files/8921858/download?wrap=1
https://touro.instructure.com/courses/112450/files/8920976/download?wrap=1
PBIS website: Positive Behavioral Interventions & Supports Links to an external site.
IRIS website: IRIS Resources Links to an external site.
APA resource: APA formatting resource Links to an external site.

Part 1: Defining Behavior for Raul

In order to successfully complete part 1, you must read all of the Star Sheets listed below. They provide definitions and examples of the best practice when defining the target and desired behaviors.

Read Star Sheets: p. iii, p. 7 (Overview), 9 (Observable Terms), 11 (Measurable Terms), 13 (Positive Terms), & 15 (Clear, Concise, and Complete).
Complete Case Study: Level A*Case 2 for Raul: Respond to the prompts at the end of his case study on one typed page.

Part 2: Case Study (Juanita or Fred)

Choose a student, Juanita or Fred, to focus on for this assignment. Details of each case are found on Canvas. Once you have chosen a focus student, you will write a 6 to 8-page paper in APA format addressing each of the topics described below. The page count does not include the title page or the reference page. You will support your ideas with academic research from the field of EDUCATION about various aspects of the behavior, intervention, outcome, appropriateness, and the maintenance of using the intervention.

Behavioral Challenges: Describe the student’s behavior challenges. Define the behaviors using the criteria for defining behavior from the IRIS module that you completed.
Behavioral Interventions: Describe the behavioral interventions that the student received. Discuss the research that supports these SPECIFIC interventions using at least two academic resources from the field of EDUCATION. (Fred’s behavior interventions are in bold type on page 4 and Juanita’s behavior interventions are in bold type on page 3.)
Behavioral Outcomes: Describe the student’s behavioral outcomes after he/she/they received the behavioral intervention. How will you maintain the student’s appropriate behavior(s)? Remember that you are discussing the specific behavior interventions identified on page 4 for Fred and page 3 for Juanita. This is NOT a general discussion of any behavioral intervention but is specific to the behavior interventions identified in the case study.
Provide at least one academic reference from the field of EDUCATION about maintaining this behavior when using the specific interventions identified in the student’s case study.

Conclusion: In what circumstances might you foresee using this intervention (the specific behavior interventions identified in the case study)? What are some downsides of these interventions (the specific behavior interventions identified in the case study)? Are there cultural, ethnic, and/or gender considerations to using this intervention (the specific behavior interventions identified in the case study)? Does this intervention appeal to you? Why or why not? Provide at least one academic reference for research on the downsides of these specific behavior interventions.
******please follow this directions
Target Behavior (Part 1)
Behavior is stated in positive terms, is measurable, observable, and is clear, concise, and complete.
Desired Behavior (Part 1)
Behavior is stated in positive terms, is measurable, observable, and is clear, concise, and complete.
Descriiption of behavior (Part 2)
Descriiption is stated in positive terms, is measurable, observable, and is clear, concise and complete.
Behavior intervention
Descriiption includes a complete descriiption of the both interventions and two citations are provided for each intervention.
behavior outcomes and maintenance (Part 2)
Behavioral outcomes are described using same criteria as criteria above and include two suggestions to maintain behavior.
Conclusion and Downsides (Part 2)
Appropriate circumstances are described and two downsides are included.
APA and grammar (Parts 1 & 2)
Paper is written in grammatically correct language and APA format throughout.

Breastfeeding has long been established as the ‘gold standard’ for infant nutrition as the benefits to mom and baby are numerous. However, nurses should be prepared to educate and support moms, infants, and families with the infant feeding decision that is best for them.

In this assignment, research to find the advantages and disadvantages of both breast and formula feeding. This will prepare you to be the best advocate for your families. Factors you might consider include health/nutrition, social and/or family factors, and time involved.

Each section of the ‘Breastfeeding’ map are complete. Advantages and Disadvantages to both mom and baby are listed. Submission indicates learner has a solid knowledge of the topic.

Each section of the ‘Formula Feeding’ map are complete. Advantages and Disadvantages to both mom and baby are listed. Submission indicates learner has a solid knowledge of the topic.

Reference(s) are included and are from a textbook or peer-reviewed journal. Citations are formatted per the APA 7th edition style guidelines.

Please use the template with bullet points and extra page for the references.

Write a research paper addressing the question, “What does economic globalization mean?”

Engagement 2A is the first part of an assignments that helps you develop a research plan by focusing on a topic in the field of communication studies*.

Your paper should consist of:

your research topic & its importance (i.e., what do you want to study and why do you want to study this topic? why did authors in your articles want to study this topic? 200 words minimum; cite your articles in the narrative) 2 points
Note: Teacher classroom communication is NOT a research topic because it is too broad to be studied. You need to narrow it down so it is specific enough to be studies such as “The effects of computer-mediated teacher self-disclosure on student affective learning.”

review of 4 quantitative scholarly peer reviewed research articles Links to an external site.on your research topic (i.e., summaries of research articles including purpose and findings using your own words (no quotes) – 200 words minimum each and attach the 4 articles either as pdf files or full text DOI links [only if they open and are full texts; please note some DOI links only give you abstracts] [you will receive 0 point without submitting the articles or when your links do not open because I need to read the articles to evaluate your paper]; 8 points). Qualitative studies only receive 1/2 credit.
your research hypothesis (1 only; focus on 2 variables such as “Teacher self-disclosure [IV] and affective learning [DV]”) OR research question (1 only; focus on 2 variables such as “What is the relationship between teacher self disclosure and student affective learning [Variable 1: teacher self disclosure] {Variable 2: student motivation]?) If you cannot come up with your own hypothesis or research question, you may borrow one in one of your articles, but be sure to cite the source. (2 points)
your audio file: Use your own recording device or use Canvas recording device to record yourself describing your research to a friend or family member (2 mins audio file; submit your audio file; in conversational tone; not a READING of your paper; 2 points)
your reflection: send your audio file to a friend or family member to solicit feedback (i.e., do they understand your research topic? What questions do they have?) Explain what you have learned from sharing your research topic and the feedback you received ( 1 point)
*If your articles are not from communication studies journals listed below, prior approval is required.

Journal of Nonverbal Communication
Human Communication Research
Journal of Communication
Communication Education
Communication Monographs
Communication Quarterly
Communication Reports
Communication Research
The Southern Communication Journal
Journal of Family Communication
The Western Journal of Communication
Journal of Computer-Mediated Communication