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  Essay 3: Evaluating Differing Views (Ebola travel bans)

  $7.00

  Essay 3:  Evaluating Differing Views

  Details:            3 pages, double-spaced, proofread, polished, stapled.

                          120 points toward your final course grade

  In class thus far, we have focused our attention on analyzing and interpreting written and visual arguments and considering what types of appeals—emotional, logical, ethical—the arguers use to convince their audience.  In that same vein, Essay 3 asks that you examine many differing perspectives on a single issue and make a claim for the position you find most convincing.

  Read through several articles that make arguments concerning your topic.  When you have decided your own position, make a case for your argument by citing relevant evidence that supports your belief and either refuting or in some way allowing for evidence that may contradict it.  Below, I have provided 2 articles (with differing perspectives) for the topic.  In your essay, you must cite at least 4 articles, including the 2 listed below.

  In keeping with our recent focus on representations of race and media caricatures of racial identity, examine the following articles that either condemn or support the continued use of “Redskins” as Washington D.C.’s NFL mascot.

  Brian Cladoosby, The Washington Post

  “A good project for Snyder’s foundation?  Fighting the use of the word ‘Redskins.’”

  Rick Reilly, ESPN

              “Have the people spoken?”

  Your essay must include:

  • a main claim regarding the issue at stake
  • compelling reasons to support your claim, drawn from your research articles
  • consideration and acknowledgement of opposing viewpoints, drawn from your research articles
  • cited references to 4 research sources, including the two articles given above
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  CREATIVITY: NOT JUST A DESTINATION BUT A JOURNEY

  $15.00

  Project 1: Profile of the Creative Individual: The Interview and Essay

  Description

  You will plan and conduct an in-person interview with a creative individual of your choice. The outcome of this project is a polished article that profiles an artist, designer, or otherwise innovative individual, and reveals his or her relationship to creativity and the creative process. You may provide a photograph or illustration of the interviewee if you choose.

  The process of creating your interview and essay includes the following:

  • Carefully selecting a subject
  • Researching background information
  • Determining the focus of the interview
  • Creating questions for the interview
  • Conducting the interview (note taking, audio recording, and videotaping are all acceptable ways to record information)
  • Writing at least one draft and a final copy of your article
  • Discussing your process of interviewing and writing the article

  Purpose

  Gain the skills of researching a field of art or design. Learn how to formulate questions to understand another person’s creative process. Engage with an artist or designer by using follow-up questions and adding new insights. Gain knowledge about the principles of the creative process through the discovery of another person’s creative process. Practice writing skills, including forming sentences and paragraphs, organizing a series of ideas in a clear and logical manner, embedding direct quotes and paraphrasing, and applying proper grammatical and mechanical conventions.

  Interview Tips

  Excerpted from: “Beyond Question: Learning the Art of the Interview,” by Sandhya Nankani and Holly Epstein Ojalvo, The New York Times, 9/20/2010.

  • Research. Read and obtain background information about the subject, source, or topic at hand before interviewing so that you can ask informed questions.
  • Ask simple questions. Keep your questions short, to the point and focused. Otherwise you risk distracting or confusing your subject, or allowing him or her to answer only part of a complex question. Break down complicated questions into shorter, simpler questions.
  • Limit closed-ended questions; use mostly open-ended questions. Closed-ended questions are yes-or-no questions or those that invite very basic, one-word answers. Open-ended questions often begin with “Why?” and “How?” or phrases such as “Tell me about ” or “How does that make you feel?” They invite longer, more insightful responses.
  • Ask follow-up questions. An inexperienced interviewer asks a question, notes the response then moves on to the next question. Don’t stick to the script—listen to the answers and probe further before moving on to your prepared questions. Often it is during a follow-up question that the right quote falls into your lap. “Following up” can also involve a non-question, like a sympathetic response, or a gesture of surprise or admiration.
  • Take notes. While having an audio recorder is helpful, always keep a notebook handy and use it to jot down quotes, statistics, or facts that strike you. You might also want to write down physical details about your environment and your subject’s appearance, facial expressions, and voice. But be sure to look up from your notebook and maintain eye contact.
  • Be conversational without having a conversation. Keep the interview informal and casual, not overly scripted, and go with the flow, allowing your subject to switch directions—as long as you remain in control of the interview and are prepared to steer it back to your topic as needed.

  Writing Tips

  How to paraphrase your question and embed quotes:

  Note: This is not a Q & A style article. It is written in narrative format. You will need to paraphrase what the interviewee said and embed direct quotes.

  Here is an example of a direct quote and paraphrased quotes in an article:

  When asked about his 16-foot-tall painting, actor and artist Jim Carrey, responded, “Physically, it was a tremendous challenge working on sections of it while hanging from scaffolding and with all the emotional ups and downs.” He added that he’d worked more than 400 hours on the piece in his New York studio.

  Here is how the actual conversation went:

  Interviewer:  Tell me about the largest painting in your show.

  Carrey’s answer:  Physically it was a tremendous challenge working on sections of it while hanging from scaffolding and with all the emotional ups and downs.

  Interviewer: How long did it take you?

  Carrey’s answer:  Oh, I don’t know. Easily 400 hours or more in my studio, I’d say.

  Remember to:

  • Provide a context for the quote. (“When asked about his 16-foot-tall painting”).
  • Tell us who is speaking, if it isn’t obvious, by introducing the person (“actor and artist Jim Carrey, responded”).
  • Paraphrase your question so we know what the speaker is responding to (“When asked about his 16-foot-tall painting”).
  • Insert the quote exactly as the person said it, using quotation marks (“Physically, it was a tremendous challenge working on sections of it while hanging from scaffolding and with all the emotional ups and downs.”).
  • Follow the quote up with your own response, or some other way to complete the interaction (“He added that he’d worked more than 400 hours on the piece in his New York studio.”).

  As a rule, don’t provide more than two sentences of a quote in a row. Insert your own response or an observation to keep the narrative flowing.
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  Moral Positions on a Fetal Abnormality Case Study

  $15.00

  Fetal Abnormality: Case Study

  Questions

  Fetal Abnormality.” Be sure to address the following questions:

  • Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? Explain.
  • How does the theory determine or influence each of their recommendation for action? What theory do you agree with?
  • How would the theory determine or influence the recommendation for action?

  Case Study

  Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the U.S. for the last 3 years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant, and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant.   Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted and it is determined that the fetus has a rare condition in which it has not developed any arms, and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome. Dr. Wilson, the primary attending physician is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying out loud. Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis, and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears. Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes, but is finding it difficult to not view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place, and urges Jessica to think of her responsibility as a mother.
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  Notorious newly born terrorist group ISIS

  $5.00

  Critically discuss and assess, in essay form, the emergence, evolution, and future prospects of IS (aka ISIS and/or ISIL)

  Contents

  INTRODUCTION

  Emergence as far back pre AQ.

  EMERGENCE

  Motivation and causes of terrorism activities:

  HISTORY

  GROWTH

  Evolution:

  CONCLUSION

  8 Pages
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  Child Abuse: Intervention & Prevention Weekly Reading Reflections and Summaries

  $55.00

  Child Abuse: Intervention & Prevention

  Weekly Reading Reflections and Summaries

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 1 & 2

  Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

  Chapter 1

  Question: Implementing school-based programs to educate young children about violence and abuse can be a strategy to raise awareness about child maltreatment. Every child in school comes from a different family, unique background, financial status, etc. who may share their own beliefs on educating their children about abuse. Is there a specific age/grade that you believe is the appropriate time in a child’s life to discuss the harsh reality of the issue? If so, when and why?

   

  Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

  Chapter 2, 3 & 8

  Question:

  Prilletensky (2001) spoke with one of the advisers from a qualitative study who said that “an important protective factor for high-risk children and youth is having a sense that there was something…something as nebulous as hope that things could be better in the future, a belief that they could do something that would make things better for themselves.” Do you believe that resilience is an innate characteristic, or rather something that children learn throughout the early years of development?

   

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 3

  Question:

  Miller (1962) explains that “abusive parents report more conflict in their families of origin (e.g., their own childhood abuse) than do non-abuse parents, suggesting that intergenerational transmission may occur in these families.” Do you believe and support this theory which hypothesizes that there is a relationship between being abused as a child and being abusive to one’s own children? Why or why not? Please explain.

   

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 4: Sexual Abuse

  Question: Prevention roles can be effectively extended to other adults (other than parents) in a child’s environment, such as teachers. As Miller discussed, “only a few research studies have examined the effectiveness of Child Sexual Abuse prevention programs specifically targeting teachers” (Miller, 2013). Creating a safe and comfortable school environment is crucial to a student’s emotional well-being and academic achievement. What can principles, teachers, and school community members do to implement programs educating students on the severity of child sexual abuse programs? What strategies can be put in play to ensure school is a supportive and trusting environment?

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 5: Child Neglect

  Question:

  The possible negative effects associated with the most frequent form of child abuse, child neglect, are social and emotional difficulties, cognitive and academic deficits, physical consequences, and emotional & behavioural problems (Miller, 2013). The child suffers both short-term and long-term effects, influencing their life as an adolescent, continuing into their years of adulthood. With the resources and support available, do you think the victim can effectively deal with the consequences of being neglected? If so, how? If not, what do you suggest professionals implement and provide as a means to cope? Furthermore, neglected children also have been found to have difficulty in recognizing and discriminating their emotions (Miller, 2013). Do you feel that cognitive behavioural therapy can help the neglected child in developing ac self of identify and self-efficacy?

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 6: Child Psychological Maltreatment & 7: Additional Forms of Child Maltreatment

  Question:

  The human trafficking of children is a complex social problem affecting individuals domestically as well as internationally. “Despite international recognition of the problem and an increasing understanding of the negative impact of child trafficking on children’s development, the attention of psychologists, social workers, and other mental health & legal professionals toward child trafficking has been relatively limited to date. In addition, human trafficking has not been generally recognized or discussed as a form of child maltreatment” (Miller et. al, 2013). Research demonstrates that victims of human trafficking suffer significant mental and physical health consequences. Do you think that child human trafficking should be identified as a form of child maltreatment? Why or why not? Please explain.

   

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin

  Chapter 8: Key Issues in Responding to Child Maltreatment, Chapter 9: Controversial Issues in the Study of Child Maltreatment

  Question:

  Along with being majorly underpaid, child welfare workers are also putting their lives, relationships, and careers at risk by working with children who are sufferers and victims of child abuse. “Working under emotionally stressful circumstances, the average annual income for Child Protective Services workers is $35,553 which is $10,570 less than that of a teacher” (Miller et. al, 2013). Teachers and CPS workers dedicate a significant amount of their time and effort, as well as invest their emotions every single day. Do you think the annual incomes of these two fundamental roles are a reflection of being unappreciated and undervalued? Why or why not?

   

  Child Maltreatment; Cindy L. Miller-Perrin & Robin D. Perrin – Chapter 10: What You Can Do to Help

  Question:

  Questioning culturally accepted violence within families continues to be a debatable topic for social scientists, doctors, and several governments. Surveys of parental behavior indicate that almost all (mid-90% range) report using some form of corporal punishment at some point in their child’s life (MacKenzie, Nicklas, Brooks-Gunns, & Waldfogel, 2011). The correlations between corporal punishment and a variety of behavioural and psychological problems continue to be difficult to explain, similarly as are the correlations between corporal punishment and abuse. “Corporal punishment is inconsistent with the goal of a violence-free society” (Miller et. al, 2013). Do you think there are implications and concerns for children who come from homes who believe in corporal punishment on their behavior at school? Furthermore, what specific issues or negative affects can a child experience on an emotional, physical, and cognitive level who comes from a family who supports corporal punishment at home?

   

  Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

  Chapters 4: Social Policies for Promoting the Well-Being of Canadian Children and Families & Chapter 5: Programs for Preschool and Elementary-School Children

  Question: Prilleltensky et al. (2001) emphasized the significance of how parent education and training programs need to look at the importance of gender roles in families and how power is distributed among family members. “There is an important need in such programs to engage fathers more actively in their families and in the interventions that are designed to promote family wellness” (Westney, Cole & Mumford, 1988). What changes and adaptations do you think these programs can make to engage fathers more actively? Furthermore, what kind of benefits do you think the engagement of a father figure can potentially have on the well-being of the child and his or her family structure?

  Promoting Family Wellness and Preventing Child Maltreatment; Isaac Prilleltensky, Geofrey Nelson, & Leslea Peirson

  Chapter 9: Beyond the Boundaries: Themes for Thinking and Action in the Promotion of Family Wellness and the Prevention of Child Maltreatment

  Question: “It is important to hear the children’s hopes, dreams, and aspirations about what life could be and should be” (Prilleltensky, 2001). The closing chapter of Prilleltensky et al.’s text ends on heartfelt and powerful note. One child said, “I think prevention shouldn’t just be preventing the bad things. It should be prevention with the point of view of having people be healthy and happy, and not so much that they just squeak by, but for them to have the best life they can have.” In hopes of turning this dream into a reality, what can teachers, parents, school psychologists, guidance counselors, and other mental health professionals to in supporting children to live a happy and healthy life? How can we ensure that children and youth, our future generation, are given equal opportunities to achieve and reach their utmost potential throughout their lives? How can we best support children in achieving their dreams and being resilient?
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  The impact of Critical Realism and Positivism upon my proposed PhD research

  $20.00

  The impact of Critical Realism and Positivism upon my proposed PhD research

  Introduction

  A critical comparison between the central arguments of Positivism and Critical Realism

  An evaluation of the strengths and weaknesses of Positivism and Critical Realism upon my proposed PhD research

  7 Pages
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  UC Admission Essay (Chinese Student)

  $20.00

  Q1:What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

  Q2:Three things that set me apart from other candidates applying to the University of California are my unique multicultural education environment, grade skipping experience and my ability to adapt to the environment even under distinct conditions.

  Q3. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

  Q4. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
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  Motivation Resulting from Completed and Missing Actions

  $5.00

  Abstract

  This article asks, when does motivation increase as a result of attending to accomplishments and when does it increase as a result of attending to their absence? We propose that attention to accomplishments increases motivation among uncommitted and inexperienced individuals by increasing their goal commitment. In contrast, attention to lack of accomplishments increases motivation among committed and experienced individuals by increasing their perceived need to make progress on a goal. We document parallel influences of attention to completed and missing actions on the pursuit of personal and shared goals, and document similarities between the types of information on completing versus missing actions that individuals include in the feedback they seek and give to each other and how they respond to this information
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  Language of war monuments

  $5.00

  Analysing “the language of war monuments” by Abousnnouga & Machin

  • General Analysis
  • Style and Design
  • Poses
  • Gaze
  • Size
  • Materials and form

  5 Pages