FOR A-PLUS WRITER ONLY

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This is a brief writing assignment based on the readings below:

– Locke, Second Treatise of Government (http://www.constitution.org/jl/2ndtreat.htm)

– Jefferson, the Declaration of Independence,

– Tocqueville, Democracy in America (selections)

http://xroads.virginia.edu/~HYPER/DETOC/1_ch17.htm

– Madison, Federalist Papers 10 & 51

10: http://www.constitution.org/fed/federa10.htm

15: http://www.constitution.org/fed/federa51.htm

 

 

1.     1.  http://www.constitution.org/jl/2ndtreat.htm

Read Locke, Ch. XVIII. Of Tyranny (sections 202-209). What is tyranny? Briefly explain if and when the people have a right to oppose it.

2.     2. http://www.constitution.org/jl/2ndtreat.htm

Read Locke, Ch. XIX. Of the Dissolution of Government (sections 219-225). When does Locke say the people have a right to dissolve the government and start a new one?

3.     3. What do you think was the purpose of the Declaration of Independence? To whom do you think it was addressed? Who does it represent and include?

4.     4. Why is there a detailed list of “Facts” about a certain king–what purpose does this serve?

5.     5. Is God mentioned? If so, in what ways and for what reason(s)?

 

Citing specific evidence from the material about the Rape of Nanking, why did this genocide occur?

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The use of the term “genocide” is usually credited to a Polish-Jewish legal scholar, Raphael Lemkin (1900-1959) when he used the term in his book, Axis Rule in Europe (1944). Thus, from the start, “genocide” was most closely applied in reference to the Jewish Holocaust carried out by the Nazis. In 1948 the United Nations adopted a Convention on the Prevention and Punishment of the Crime of Genocide, which entered into effect in 1951, with a specific definition of genocide. Despite that convention, and the agreement of the signers to abolish genocide, it has continued to take place over the last fifty years in a variety of locales across the world.

Here are some of the questions that you should consider as part of your assignment, but it is not required that you specifically answer these; it is most important that you really focus on the above assignment question. Here are other points that you might consider touching on in your group work:

 

  • What role did foreigners play in Nanking during Japanese control of the city?
  • Were the Japanese ever held accountable for their actions in Nanking?

Please, the length should be 1 page only. You will not need images, but you will need citations of quoted evidence. You do not need a works cited page. You should use as many sources as you can in the paper, which should:

 

  • be double-spaced with one-inch margins, font size 10 or 12
  • contain an introduction paragraph that directly responds to the assigned question and that indicates the specific points to follow in the group’s paper
  • use direct, quoted material to support your points (footnote the sources)
  • contain a last, conclusion paragraph

 

 

 

for MISS PROFESOR ONLY

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Writing a film reaction paper of between 1000 to 1250 words (with a typical font and spacing this will be between 4 and 5 pages) that fulfills the requirements listed on this page.

 

 

 

 The Film is THE DEPARTED 2006

 

 

 

You should structure your final project to address the items listed below, but you should also draw on other concepts you have learned throughout the semester to show your mastery of the diverse aspects of American cinema discussed in this course. Remember to:

 

 

 

*             Use technological and critical language correctly.

 

*             Discuss the specific genre of the chosen film.

 

*             Summarize key aspects of the film (plot, characters, themes, etc.)

 

*             Identify the period during which the film was made and the period it portrays.

 

*             Identify any pertinent economic issues regarding the making of the film.

 

*             Determine the cultural features of both the time period depicted and the time period during which the film was made and comment on the interplay of these elements with the film itself.

 

*             Explain the impact that this film has had on American popular culture.

 

 

 

Friendly and Professional

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Prepare: Read Chapter 7 of the textbook. Find a primary source from the 1920s that is related to the group that you chose for your Final Project and that you can use in your Final Project. You may use one of the primary sources listed this week, or you may find your own.Watch the Credibility: Critical Thinking video, and then use the Library of Congress Primary Source Analysis Tool to help you think about and understand your primary source.

*Note: Remember that a primary source is an artifact or document created at the time of an event or by someone who personally witnessed the event. Please review the handouts, Document iconTypes of Sources and Document iconPrimary Sources.

Reflect: The 1920s was a decade of significant social change and social conflict. Consider the sources of social change that occurred in the 1920s, how those changes affected the group that you chose for your Final Project, and what long-term effect those changes had. Reflect on how the event represented in your primary source relates to the larger social transformations going on. Think back on the video you watched, and think about the guidelines for credibility outlined in it. How credible is your primary source?

Write: Based on information from your textbook and your analysis of the primary source you chose, answer the following:

  • Why do you think the event was important, and how does it fit into the conflict and changes of the 1920s?
  • How does the event you chose relate to your Final Project topic?
  • What does the primary source you chose tell you about this topic?
  • What does it not tell you?

Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center.

Affirmative Action

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As the manager of human resources (HR) in a medium-size company that is involved with several Affirmative Action initiatives, you have noticed that the racial makeup of your workforce has an increasing number of multiracial employees (or workers who are the offspring of a biracial couple). You are wondering how these employees should be counted in any kind of attempt to implement Affirmative Action.

In other words, if future hiring is meant to make the workforce relatively proportionate to the population’s racial mix, should workers who are, for example, offspring of an African-American mother and a Caucasian father be counted as White, African-American, or neither? Explain your answer.

Discuss the following information:

  • The trend being seen in the general population in terms of people who could be characterized as biracial.
  • Study the following table and comment on the views of multiracial people regarding Affirmative Action found  

    Interviewees’ Attitudes Toward Affirmative Action

    View on Affirmative Action

    Overall

    Pro-AA and in favor of biracial persons qualifying

    58%

    Mixed feelings about AA but believe all biracial persons should qualify

    23%

    Pro-AA but unsure whether or not biracial persons who appear white should qualify

    4%

    Pro-AA but believe biracial persons who appear white should not qualify

    4%

    Opposed to AA but believe biracial persons should qualify as long as it exists

    11.5%

    (Korgen, 1999)

 How do you think biracial people should be counted in terms of Affirmative Action initiatives? Explain your answer from an objective perspective. This should be the main focus in your discussion.

 

In your discussion this week you have to write a short newscast. Select three (and only three) current news stories. Select the three stories that you think are the most important to our nation and society.

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In your discussion this week you have to write a short newscast. Select three (and only three) current news stories. Select the three stories that you think are the most important to our nation and society.

  • Write an original headline for each story.
  • Write no more than three sentences summarizing each story.
  • Include the full html web address for each story.

*It is very important to only write on three stories and keep your summaries under three sentences as this simulates how challenging it is to explain very complicated new stories in very restricted time and keeping the attention of viewers.

Your initial post will look something like this:

Catchy Headline #1

Summary sentence 1. This is the second sentence. And finally a third sentence.

http://www.not_a_real_website.com/page/super_cool_newstory.html

Catchy Headline #2

Summary sentence 1. This is the second sentence. And finally a third sentence.

http://www.not_a_real_website.com/page/super_cool_newstory.html

Catchy Headline #3

Summary sentence 1. This is the second sentence. And finally a third sentence.

http://www.not_a_real_website.com/page/super_cool_newstory.html

For your follow up posts, question your peer’s newscasts. Why did they select the stories they did? Were there other current events that they seemed to miss? Was there any bias in how the stories were presented? Was there any bias in how those stories were summarized? Why did they include certain news stories? Why did they ignore others? You may also respond to your peer’s questions for a follow post.

Please respond to the initial question by day 5 and be sure to post two additional times to peers and/or instructor by day 7. The initial post by day 5 should be 75 to 150 words, but may go longer depending on the topic. If you use any source outside of your own thoughts, you should reference that source. Include solid grammar, punctuation, sentence structure, and spelling.

 

How successful were the prison reform and asylum reform movements during the antebellum period and what accounts for that success (or lack of success)?

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write at least a 300 words answer combining the answer of the question you got from the article and also response to other people’s discussion that I will put below this instrucstion. Please add extra information that you got from the article that I will upload that the other person does not have and are related to the question.

 

Other people’s discussion: (response to this discussion below while answering the question and also adding new information)

“During the antebellum period there was a change in how prisoners were treated. A very important leader Dorothea Dix taught Sunday school at the jail. She was horrified by the conditions that the prisoners were being held. Dorothea travelled to different prisons and saw the same thing. For 2 years she traveled to prisons and reported how poorly prisoners were treated. She saw prisoners chained together and locked in cages. Dorothea pushed the movement so, mentally ill prisoners could receive proper treatment. Her reform allowed mentally ill prisoners to be removed from dirty crowded cages into a facility where they would receive proper treatment. She also fought for prisoners who committed a minor crime. For example, prisoners were fined and they were required to pay if they were not able to they would stay in prison. Because of this prisons were overcrowded. Dotothea Dixs movements outlawed cruel punishments towards prisoners and pushed prisons to be more humane.

With the increase of immigrants and crimes they system adopted a new form of imprisonments. With a calm and a more disciplined environment penitentiaries and reformatories authorities believed that these prisons would rehabilitate criminals. At these institutions their goal was to rebuild the criminal’s behavior so they could be fit for society. Many inmates were required to work in workshops and they were very limited on the things they were able to do. They worked long and hard hours during the day. Inmates slept in separated cells and were confined to silence.

After the civil war states developed state prisons. They were designed for people who committed minor crimes. Inmates would be convicted for a shorter sentence. During the colonial time mental illness was not sees as a social problem. The reform allowed a movement towards bettering prisons. Prisoners were forced to work long hours in sweatshops and they were confined to silence at night. This movement allowed prions to improve, over the years basic human rights were implemented in prisons.”

Responses to Crime

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Responses to Crime As you read, many defendants in the criminal justice system are prosecuted in state courts, which means that for the most part prosecutors rely on state case law and statutes as guidelines for whether or not they should be charged. In this assignment, you will select a defendant who has been prosecuted in your state court. Describe, in 1 page, the case against the defendant and the crimes for which the defendant has been charged. Examine the punishment assigned to the offender. If the offender you chose was acquitted or has not yet reached the punishment stage, you will still be able to examine the punishments that were available. Use both the textbook and outside resources such as the Internet and the Argosy University online library resources to locate the article or case. Also, consider searching for criminal cases in local or national news outlets. Tasks: Write a 2- to 3-page report describing the punishment that was handed down to the offender. Be specific and use proper terminology. In your paper, include the following information: Explain the purpose associated with the punishment that was imposed. Describe any other choices the judge could have selected. Explain the reasoning behind the sentence. Provide your opinion and analysis. Was the punishment correct, in your view? Explain why or why not. Submission Details:submit your final report Assignment 3 Grading Criteria Maximum Points Wrote a 1-page description of the case against the defendant and the crimes for which the defendant has been charged. 30 Wrote a 2- to 3-page report describing the punishment handed down to the offender and, if necessary, described the punishment that would have been assigned had the offender been convicted. 30 Addressed each of the following points (8 pts. each): The purpose behind the punishment The judge’s other choices The reasoning behind the sentence An opinion with reasoning 32 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and used accurate spelling, grammar, and punctuation. 8 Total: 100

None

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Instructions for Paper 2

Paper 2 should be 900-1200 words in length and should compare and contrast the views of one of the following pairs of thinkers:

(A) C. S. Lewis and Thomas Paine OR

(B) Bertrand Russell and Thomas Paine

In the paper, describe two similarities and two differences between the thinkers you have chosen. You do

not need to do outside research for the paper, but should describe the views of your chosen thinkers

accurately and in detail, as these views are presented in the iBook. For each similarity and difference you

identify, explain it clearly and fully support your claim that it is a genuine similarity or difference. Use

properly-cited paraphrases and quotations from the iBook to help you accomplish the goals described in

this paragraph.

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For this paper, we will again use point by point format. Each paragraph of the body of the paper should

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focus on a single topic (or “point”) and show how it represents a similarity or a difference between the two

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thinkers being considered. Accordingly, you will need to discuss both thinkers in each paragraph. For this

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paper, include the following paragraphs in this order:

Paragraph 1: Introduction

Paragraph 2: Similarity 1 Paragraph 3: Similarity 2

Paragraph 4: Difference 1 Paragraph 5: Difference 2

Paragraph 6: Conclusion

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Make the last sentence or two of the introduction your thesis statement: a statement that clearly describes

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the two similarities and two differences you will defend in the paper.

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Use correct spelling, grammar, and style throughout the paper. Also, be sure to follow all the instructions

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in Part 4 of the syllabus concerning assignment formatting, citations, submission, and the Turnitin

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program. The paper is due on LiveText by one minute before the time class is scheduled to begin on the

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due date.

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Your grade for the paper will be based on the quality of your work in the following areas, with the highest

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scores in each area awarded for excellent work:

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20% Factual information

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Provide detailed and accurate information about the views of the two thinkers you have

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chosen as these views are presented in the iBook.

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40% Comparing and contrasting

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Identify two similarities and two differences that are significant and interesting. Present

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these in a clear and detailed way, using point by point format. Use good logical reasoning

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and properly-cited paraphrases or quotations for each similarity and difference, to show

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that it is a genuine similarity or difference.

10% Spelling, grammar, and style

10% APA style format, citations, and References page

20% Other instructions
Follow the other instructions in this document and on the syllabus.

In addition to your grade, which will be based on the above criteria, I will also complete a standard rubric that is associated with the paper on LiveText. The marks on the rubric will be approximate and will not directly affect your grade, but are meant to give you a rough sense of how you are doing in various areas of the writing process. When I complete the rubric, I will mainly focus on the general categories on the left side of the rubric, rather than the small text in each box. (The row for “content area” will relate to the factual information you present in the paper and the row for “writing strategy” will relate to your use of point by point format.)

<><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><> Citation Help

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The following link shows you how to compose in-text citations and References page entries for the iBook

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readings, using APA style:

http://lynn-library.libguides.com/apa/ibook/dbr100.

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prof 2013

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We’ve often written here about how the copyright industry loves to confuse attribution with control of copying. The two are quite different, of course: plagiarism is not the same as the unauthorized sharing of properly-attributed materials. For example, when college students download songs from the Internet, they do not replace the artists’ names with their own. The vast majority of shared files are accurately credited, even when the copying itself is illegal.

But the industry knows that the public gets much more upset about misattribution (“Artists deserve credit for their work!”) than about illegal copying (“What, I can’t share with my friends?”). So industry representatives take the easy route and simply pretend that one is the other.

I hadn’t expected to see a New York University associate provost fall for the trick, though. Marilyn McMillan, Associate Provost and CITO at NYU, has published A Note on Illegal Downloading. It starts out with a few paragraphs purely about illegal copying, then takes a turn into truly weird territory…

We know that illegal downloading of music is a widespread practice. It has become an international phenomenon, one that is hardly confined to college campuses. Its allure is clear: why would you pay for something—a song to load on your MP3 player or a movie to load on your laptop—when you can get it for free with a little exploration and few keystrokes? And why would you not share something for free with friends?

 

In answering those questions, the University appeals to what Abraham Lincoln once called “the better angels” of your nature and to your commitment to the culture of scholarship.

 

As communities of scholars and learners, research universities—such as NYU—have two primary missions: to educate students and to create knowledge. This latter mission involves the production of original scholarship and research. Accordingly it is accompanied by an enormous respect for proper recognition being given to the creator of those ideas and knowledge. In higher education, it is considered a grave act to take another’s work without permission or attribution. At NYU, which also has large and renowned programs in the arts, this respect extends to the creation of new art.

 

Few in this community would uphold shoplifting CDs from a record store. And few would be content to see their own work—a paper, for instance, or a journal article, or a term project in a course—taken by someone else and used without permission.

 

Yet, in reality, that is what you do when you download copyrighted files illegally. …

What a coincidence: that’s exactly the same analogy Hilary Rosen (the former head of the RIAA) used to offer when talking on college campuses, and it makes no more sense now than it did when Rosen first tried it. Copying is not like shoplifting (when you copy a song, the original doesn’t go missing), and it’s not like presenting others’ work as your own, either. But if McMillan had stuck to the real issue and said “Few in this community would support post-publication sharing of other people’s papers and journal articles…”, well, she might have found some of her own faculty disagreeing with her: for example, the ones who support Science Commons, the Public Library of Science, and other academic organizations devoted to the idea that sharing knowledge is a good idea.

McMillan ends with this zinger:

The Internet has brought unimaginable access to information and extraordinary flexibility and opportunities for exploration and communication. NYU wants you to take advantage of all that. But, just as you abide by certain standards of behavior for scholarship and for University life, so, too, should you abide by high standards when it comes to the intellectual property of others on the Internet.

Is it too much to ask that a university stand for the spread of knowledge and culture, and that university officials distinguish between crediting and copying? Unfortunately, McMillan is not alone in believing that the prevention of sharing is part of a university’s mission. Consider proposed Amendment 2314 to the U.S. Senate Higher Education Act of 2007 (S. 1462). It would require institutions of higher education to monitor file-sharing, report to the Secretary of Education, and “provide evidence to the Secretary that the institution has developed a plan for implementing a technology-based deterrent to prevent the illegal downloading or peer-to-peer distribution of intellectual property.”

ASSIGNMENT:

Now that you’ve read it, assess the argument. Is it logical, is it reasonable, and what do you think about? Finally, how might a change in thinking like this, affect your college career.

Explore this is a 1-2 page paper.