Match each statement with the appropriate category given below. Place the letter of the category in the blank on the left. Some statements may fall in more than one category.
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In one to two paragraphs, compare and contrast the source you described in your initial post with the one described by your peer. Are the two sources’ theses or arguments compatible? Do they use the same or different primary sources? Is one source more reliable, in your estimation, than the other? How do these two sources, combined, add to what you know about the research topic?
‘What were the other options to the atomic bombings of Hiroshima and Nagasaki? Why were these options not pursued? Looking at this article, it is evident that the author takes a social lens. The author addresses the question of alternatives because the atomic bombings of that time have continued to remain the most controversial decisions in the history of planet earth. The fact that the bombings caused lots of death, the author looks at the various consequences of the bombings from a social perspective. How were the people affected psychologically, economically, politically, physically and otherwise? It is also clear from this article that the bombings on Japan compared to other nuclear technology bombings were founded on the social world and not political world. The bombings were very complex and revolved around a variety of social issues in a bid to end the Second World War. ‘there were so many other available options for scientists including clarifying an unconditional surrender terms, waiting for soviet entry, invasion of Japan and a continued naval blocking and withholding of necessary suppliers. This article takes a social lens because in as much as there were so many practical alternatives available, they only settled for what would cost human lives and the number of deaths and casualties is what the author uses to form a robust debate.
peer 1 Brendan
The secondary source article that I read was “Atomic bomb injuries among survivors in Hiroshima.” I chose this because I knew about the development of the atomic bomb but not so much about the effects on human life. This article had a very scientific lense and was very clear in their documentation of injuries in regards to distance of the center of the explosion. There was no focus whatsoever about the people themselves, the government, or the economy of the cities, merely that the people affected were another marker to be tallied on their analysis.
“A recent semiannual report of the Atomic Bomb Casualty Commission (4) states that “1,009 individuals surviving under 1,000 meters and 9,191 between 999 and 1,499 meters were located during the Japanese national census in 1950.”
“The data were based on histories and interviews obtained by physicians of the Joint Army-Navy Commission which investigated the medical effects of the atomic bombs in Japan within a few months after the explosions.”
Reynolds, M. L., & Lynch, F. X. (1955). Atomic Bomb Injuries among Survivors in Hiroshima. Public Health Reports (1896-1970), 70(3), 261-270. doi:10.2307/4589041
peeer 2 gerald
I chose the “Atomic Bomb Injuries Among Survivors in Hiroshima.” I don’t think this fits into any lens as it is simply stating facts regarding what type of injuries suffered depending on the locations of each victim. According to the article, “An analysis has been made of the clinical histories of 5,136 injured persons and interviews with 1,207 uninjured persons exposed to the bomb.” Let me say that I think it’s admirable that people allowed themselves to be interviewed at all. When I first started reading the article, I thought that if that was me, I would want nothing to do with people wanting to learn more about my experiences that day. But as I read further, I realized that maybe these people felt that if they told their stories about the catastrophic effects the bomb had on their lives, maybe it would convince people to never use this weapon again. I found this article different than others that describe that day because it gives detailed data regarding the injuries sustained by the people of Hiroshima. Most of the information I have read just lists numbers but not what’s behind those numbers. For example, I had no idea that only, “Three types of injury were encountered in the survivors interviewed……mechanical….radiation…and burns.” The article goes into great detail describing the differences in injuries depending on the types of structures the people were in at the time of the blast or whether they were outside. It also describes injuries based on distance from the center of the blast. To be honest, I usually find this sort of article boring but as I read it, all I thought about were these poor souls and what they must have went through. I can’t even imagine and even writing this now makes me sad that there was a time when people felt this was the best option to end the war. I’m not saying it was right or wrong, I want to research more to form that opinion, but it’s just sad that so many innocent people lost their lives because the people in charge couldn’t agree that living in peace is the best option.
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The purpose of a functional behavior assessment is to determine when, where, and why a student is engaging in challenging behaviors. Students may engage in challenging behaviors across various conditions, as behaviors may be adaptive or serve a communicative intent. Utilizing FBAs, teachers can test a hypothesis for the function of challenging behavior. Once the function of a challenging behavior is determined, teachers can put the necessary supports in place to ensure student success.
Create a digital graphic organizer explaining, in detail, the procedural steps involved in performing a functional behavior assessment.
Address the following:
Identifying when an FBA would be conducted
Identifying stakeholders and roles each stakeholder plays in the collaborative processes
Types of collaborative data collected and interpreted from stakeholders regarding student behavior that has led to conducting an FBA in an ethical and professional manner
Identifying and defining target behaviors
Conducting collaborative behavioral assessments, including direct observation and indirect collection methods, and how the data can be used to make decisions about individuals with disabilities
Conducting an FBA, including different types of assessment tools and an appropriate timeline
Identifying next steps after an FBA is conducted
Support your graphic organizer with a minimum of three scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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Scholarly Article Review
Instructions
Scholarly Article Review
Assignment Expectations: As part of your Research Project, the fourth assignment requirement expects students to complete a Scholarly Article Review of two peer reviewed scholarly secondary sources. For this assignment, you will do a search of UMGC’s databases for two (2) scholarly source articles in peer reviewed journals on your chosen topic – please note that you must find articles which are available in full text on the UMGC library databases. After reading and analyzing your two sources, students will write a 250-word analysis for each scholarly article. Keep reading to find out more about where to find sources for this assignment and what your analysis should include. As always, if you have questions, please feel free to reach out to your instructor.
But First, What Exactly is a Peer Reviewed Scholarly Article? Scholarly Articles are accounts of the past written by historians who use primary sources as evidence. For example, secondary sources consist of books, articles, essays and lectures. For this assignment, students should select peer reviewed articles for this assignment. I would encourage you to stick with articles, since these sources can be easily found by way of UMGC library databases. Moving forward, if you still have questions about peer reviewed scholarly sources, please email me with questions. If you prefer further verification, please feel free to email me the sources that you plan to use.
Where can I find a Peer Reviewed Scholarly Articles?: Where should students look for peer reviewed scholarly sources?? Well, the UMGC LIBRARY, of course!! Why, you ask? Well, the UMGC library subscribes to many databases that contain such resources and are available to you in full-text and electronic format.
Students can find these sources by searching through the databases at the UMGC library. Here are some helpful links to get started with the research process.
About UMGC Library OneSearch https://sites.umgc.edu/library/libhow/onesearch.cfm
Database Searching Basics https://sites.umgc.edu/library/libhow/searchingbasics.cfm
Locate and Evaluate Scholarly Articles https://sites.umgc.edu/library/libhow/articles.cfm
Identify Scholarly Journals https://sites.umgc.edu/library/libhow/scholarlyjournals.cfm
Please note that you must find articles which are available in full text through the UMGC library databases. Do not use articles from history.org, Britannica.com, online encyclopedias or similar tertiary sources. While these tertiary sources are useful for general knowledge, they are not scholarly secondary sources. Should students use one or more of these sites, then they will not receive credit and the instructor will ask you to redo this assignment.
Assignment Directions: After selecting, reading and analyzing your scholarly article, please make sure that both analyses follow the format below and includes the following information.
Format: Each scholarly article should be typed in a word document, with 1-inch margins, double spaced, and include no less than 250 words.
Bibliography: At the top of each Secondary Source Analysis, students should provide a complete bibliographic entry. This complete bibliographic entry should include a formal citation, including the URL and your date of access. You should note that the required style for this class is Chicago Humanities Style (not the author/date variant). The Effective Writing Center created a short overview on using Chicago Humanities Style called “Brief Guide to Citing Sources in Chicago.” It includes a list of sources formatted in this style. The examples labeled N=footnote/endnote format and those labeled B=bibliographic entry. A copy of this guide is located in the Writing Resources section of Course Resources under Content of this LEO class site.
Analysis and Content: Each Scholarly Article Analysis should include a detailed summary of the main points of the article – in your own words. Ultimately, this should be written within the first two paragraphs of your analysis and include:
The author’s thesis and supporting arguments
Strengths and Weaknesses of each article, with an attempt to note any commonalities or specific trends
Sources used and opinion of the article
Each scholarly article should explain how the article pertains to your research
Ideally this information would be stated at the end of your analysis
It is important that students share more than a simple sentence in this analysis. I would like to see a paragraph dedicated to this portion of the assignment.
Submitting Your Work: Students can submit their work under the Scholarly Article Review Assignment directions. Click on this assignment, scroll to the bottom of the page where you see “Add Attachments,” and then attach assignment here. Students can also submit this assignment through the Assignment tab. Students will also see the rubric attached to this assignment. Please make sure to review the rubric before submitting your final draft.
Below are the required learning resources for this week.
Chapter 11: A Nation on the Move: Westward Expansion, 1800-1860
Chapter 11: A Nation on the Move: Westward Expansion, 1800-1860
Chapter 12: Cotton is King: The Antebellum South, 1800-1860
Chapter 12: Cotton is King: The Antebellum South, 1800-1860
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Hi dear,
Can you help to finish this assignment with good quality and be on time please?
Please follow the instructor carefully.
Discussion Board – The African Americans Into the Fire Documentary
Discussion Board Instructions:
Important Note Regarding Discussion Boards: For all discussion board assignments, it is always a good idea to type discussion board assignments in a Microsoft Word document and regularly save your work to your hard drive so you do not lose any work if an unexpected power outage or disconnect from the internet occurs.
1. Watch the documentary African Americans: Into the Fire 1861-1898 https://www.youtube.com/watch?v=LhF9j7wwjRM located here and in this week’s module and answer the enumerated questions below.
2. To make this assignment easier, copy and paste the questions below into a Microsoft Word document and type the answers to the questions while you are watching the documentary African Americans Into the Fire 1861-1898. Pause the video when you are typing your answers since the questions follow the documentary chronologically.
3. For questions one through twenty-one answers should be one to two sentences in length with accuracy in answers.
4. For question twenty-two the answer must be a paragraph in length with a minimum of five sentences.
5. All answers should be composed in fully grammatically correct sentences which were proofread for grammar, spelling, typos, etc. before submission.
6. Regarding a response to one student, specifically address a fellow student’s response to question twenty-two. Additionally, replies require a substantive response at least a paragraph in length (five sentences is the minimum length in a paragraph). Please refer to the Discussion Board Instructions Overview download which describes a substantive response. All students must remain academically professional and respectful at ALL TIMES when responding to classmates.
Documentary Questions:
1. What daring escape did the slave Robert Smalls attempt on May 13, 1862?
2. What did Union Major General Benjamin Butler declare the three runaway slaves as and what did this Contraband Act lead to for other slaves?
3. What did Mary Peake feel was equally important as freeing the body and ultimately what was she trying to accomplish for the slaves?
4. At the beginning of the Civil War what was Abraham Lincoln’s original objective and how did that start to change by the summer of 1862 because of runaway slaves?
5. On September 22, 1862, what bold plan did Lincoln propose to his cabinet?
6. Did the Emancipation Proclamation free all the slaves everywhere in the United States?
7. How did slaves interpret the Emancipation Proclamation and approximately how many slaves fled to find freedom?
8. Even though the Emancipation Proclamation gave male African Americans the right to fight did it provide them equal treatment by white Union soldiers and in general?
9. What did Confederate soldiers do to 255 African American soldiers who were trying to surrender at Fort Pillow, Tennessee?
10. After the war was over, what did former slaves want most and was the promise of “40 acres and a mule” kept by President Andrew Johnson after Lincoln died?
11. Did economic opportunity avail itself easily to former slaves or did some have to go back to picking cotton on plantations, sometimes even for their former masters, and did the masters pay them a living wage?
12. What was the unique accomplishment that Benjamin Montgomery was able to do and what did he have to do in order to stay prosperous when it came to whites’ reaction to his prosperity in the South?
13. What did the 14th Amendment state?
14. What did the 15th Amendment state?
15. Were African Americans elected to political office during the Reconstruction era and how many held a political office from 1868 to 1876?
16. What was Southern whites’ reaction to the increasing political power and economic success of African Americans?
17. What was the final betrayal of African Americans in 1876 and what were the long-term political and societal ramifications for African Americans in the South?
18. According to the documentary, how often did lynchings occur?
19. Why did Isaiah Montgomery of Mound Bayou decide to vote in favor of literacy tests as a requirement for voting and how did literacy tests affect the ability of male African Americans with their right to vote for decades to come?
20. What new strategy did Homer Plessy use on June 7, 1892 and what goal was he trying to accomplish?
21. What did the Plessy v. Ferguson Supreme Court decision state and because of upholding segregation in Louisiana, what status did this relegate all African Americans to in United States society for over the next half century?
22. What were most significant implications for African Americans moving forward into the 20th century from these events described in the documentary?
Thank you
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Please read the article “White Privilege: Unpacking the Invisible Knapsack” by Peggy McIntosh. After reading the article, please provide a summary of your thoughts of the information Peggy McIntosh has described in the article. Your summary should be no less than two paragraphs.
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ART102 – Art History II
Due Date: Points: 100 Overview: In this assignment, you will construct a timeline, placing the cultures covered in this week’s reading in the appropriate place on a chronological timeline and global map. Instructions: You will use the Timeline template throughout the course. You will submit your progress at the end of each unit. There are several steps to completing this assignment:
• Select an appropriate piece of art to represent each of this week’s civilizations. • Place images representing Rococo to Neoclassicism in the 18th century in
Europe and North America and Romanticism, Realism, and Photography in Europe and America (1800-1870) art in the appropriate places on the timeline and add corresponding dates for each culture.
• On the slide devoted to each culture: o Drag the star to the corresponding part of the world map. o Provide three sentences in your own words describing three ‘big-picture’
ideas, or significant traits of Rococo to Neoclassicism in the 18th century in Europe and North America and Romanticism, Realism, and Photography in Europe and America (1800-1870) art.
Note: The work from this week’s reading is from two different continents. Place the star on your map on the place of origin of the particular piece(s) you’ve selected. Requirements:
• Use the Timeline template. • Choose an appropriate picture that represents Rococo to Neoclassicism in the
18th century in Europe and North America and Romanticism, Realism, and Photography in Europe and America (1800-1870) art.
• Write three complete sentences in your own words describing three ‘big-picture’ ideas of Rococo to Neoclassicism in the 18th century in Europe and North America and Romanticism, Realism, and Photography in Europe and America (1800-1870) art.
ART102–Art History II TimelineActivity
Be sure to read the criteria below by which your work will be evaluated before you write and again after you write.
Evaluation Rubric for Timeline Assignment
CRITERIA Deficient Needs Improvement
Proficient Exemplary
0 points 1 – 9 points 10 points Picture Depicting Cultures
No pictures were provided.
Inaccurate or inappropriate choice of pictures to represent cultures.
Accurate and appropriate choice of pictures to represent cultures.
Dates for the Cultures
Doesn’t move the stars or has the incorrect locations and has many errors for the dates on the timeline and slides specific for cultures.
Moves the stars to locations on the map and may have an error for the dates on the timeline and slides specific for cultures.
Moves the stars to the correct locations on the map and has accurate dates on the timeline and slides specific for cultures.
0 – 19 points 20 – 35 points 36 – 53 points 54 – 60 points Big-Picture Ideas/Traits
Doesn’t provide any big-picture ideas or provides inaccurate big- picture ideas/traits of the cultures.
Provides some accurate big- picture idea/trait that represents the cultures. May be missing key ideas/traits of the cultures.
Provides almost all accurate big- picture ideas/traits that represent the cultures. May be missing key ideas/traits of the cultures.
Provides all necessary accurate and well-written big-picture ideas/traits that represent the cultures.
0 points 5 points 10 points Written Length
Doesn’t have any writing on the slides.
More or less than three sentences or incomplete sentences per culture.
Writes three sentences per culture.
0 – 5 points 6 – 7 points 8 – 9 points 10 points Clear and Professional Writing
Errors impede professional presentation.
Significant errors that do not impede
Few errors that do not impede professional presentation.
Writing and format are clear,
CRITERIA Deficient Needs Improvement
Proficient Exemplary
professional presentation.
professional, and error-free.
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Reading: Toni Morrison, “The Nobel Lecture in Literature,” in The Source of Self-Regard (102-109); Jack A. Goldstone, “Chapter 1: What is a revolution?” in Revolutions: A Very Short Introduction (1-9). Post your reaction to this reading by August 30, 9 pm. You can post about the Morrison, the Goldstone, or both. (Morrison video linked here.)
These must be at least 250 words. This is a minimum word count, and it’s fine if you write up to 300 or 500 words if you have a lot to say. Anything short of 150 words will lose considerable credit. Post as prompted. Choose 1 or more points that you found to be the most important. Define these key points and tell me why you found them important and interesting. You must tell me why you chose these items, in your own voice, with your own words and thoughts about them in order to get these 5 weekly points. Be clear, be thorough, take care with your language, and don’t just dash these off or you will lose points. Take this work seriously since it will add up to 70 percent of your grade! Once you post, you will see your classmates’ postings. In addition to your required post, if you reply thoughtfully and constructively to one or more of your classmates’ posts, you can earn extra credit.
https://www.nobelprize.org/prizes/literature/1993/morrison/lecture/
https://www.youtube.com/watch?v=FC_Tv0gxQBI
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Please keep in mind that this is only a section of the original paper that I am working on. This section/category of the paper is called “background of the issue†so basically the history or background of substance abuse among nurses needs to be discussed. To help write this section of the paper, the following guide must be used:
• Where did the issue originate
• Who first became concerned
• Who are the participants
• What contexts/events shaped the issue
• Beliefs/assumptions influencing the issue
• Historical/legal/social/political factors that have shaped the issue
I will upload the 3 articles that need to be used in writing this portion of the paper. Please use APA formating.
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Please respond to only ONE of the following questions.
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