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To demonstrate understanding of basic research methodology

This major project paper is intended to demonstrate your understanding of basic research methodology.

For this paper, you will submit a research scenario for your research question and hypothesis. Use the work you have been working on throughout this class and select the BEST method to test your hypothesis.

Include the following sections:

Title
The title should create a good first impression, inform the reviewer of the proposed research topic, and engage the reviewer’s interest.

Introduction
This is a one to two paragraph summary of the background literature that culminates with the identification of the gap in the literature (the impetus for the study) and purpose statement.

Purpose
A clear statement on the purpose of the study.This should appear at the end of the introduction.

Hypothesis
List all alternate hypotheses and null hypotheses.
Operationally define and identify the Variables. Identify the variable role (Independent, Dependent, Confounding etc) and the type of variable (categorical , continuous).

Methodology
One paragraph identifying the type of approach that will be used and WHY this is the best approach to test your hypothesis.

Participants
Sampling approach, participant recruitment, participant description, rational for participant population.
Measures/Observations
Method of assessment including the measurement reliability and validity.
Procedure
The details on how the research will be carried out from start to finish.
Analysis of Approach
Although you do not need to include the statistics and type of analysis as this is covered in future courses, here you will discuss the type of information you will gain from this proposed research: correlation vs causation. You should also discuss the reliability and validity of the study.

Avoid the use of direct quotes so that you can demonstrate your ability to synthesize the material. Avoid any personage (I, you, this researcher). Make sure to include the corresponding in-text citations and references. Include any recommendations and changes that were made as part of the discussion threads and article reviews.

****This is what I have gathered so far for this paper.

The future GAP in the literature I identified the need to consider the experiences of the children at home and school. Saito et al., (2017) states, “to facilitate more comprehensive research, data should be obtained from not only parents but also from teachers and include more detailed information on environmental factors”.

The purpose of this future GAP is comorbid behavioral and emotional symptomatology in children with Autism Spectrum Disorder (ASD) can be of equal or even greater concern to families and teachers than the child’s core autistic behaviors (Pearson et al., 2006). It can lead to increased difficulty with behavior management, learning acquisition, and the development of social relationships (Pearson et al., 2006).

H1: The experiences of the children at home and school have an impact on the association between Autistic traits in preschool children and later emotional/behavioral outcomes.

Ho: The experience of the children at home and school does not have an impact on the association between Autistic traits in preschool children and later emotional/behavioral outcomes.

IV: The experiences of the children at home and school

DV: The impact on the association between Autistic traits in preschool children and emotional/behavioral outcomes.

If the IV is categorical it would be situational, circumstances, and socioeconomics. If the DV is continuous it would impact emotional/behavioral outcomes.

Things I need to look for in my measure are the experiences of children at home and school, environments of children, and socioeconomics.

I can tell if a measure is a valid and reliable one by obtaining reliable resources. What that means is I would have to obtain reliable information from valid resources, such as parents, and teachers, etc.

References
Pearson, D. A., Loveland, K. A., Lachar, D., Lane, D. M., Reddoch, S. L., Mansour, R., & Cleveland, L. A. (2006). A Comparison of Behavioral and Emotional Functioning in Children and Adolescents with Autistic Disorder and PDD-NOS. Child Neuropsychology, 12(4–5), 321–333. https://doi-org.prx-keiser.lirn.net/10.1080/09297040600646847

Saito, A., Stickley, A., Haraguchi, H., Takahashi, H., Ishitobi, M., & Kamio, Y. (2017). Association between autistic traits in preschool children and later emotional/behavioral outcomes. Journal of Autism and Developmental Disorders, 47(11), 3333–3346. https://doi-org.prx-keiser.lirn.net/10.1007/s10803-017-3245-7

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Why Texas Joined The Confederacy Essay

Why Texas Joined The Confederacy

https://www.tsl.texas.gov/ref/abouttx/secession/2feb1861.html (copy and paste to read)

In reading Texas’s Declaration of Secession, Keep in mind the following questions

Why did Texas secede following the presidential election of Abraham Lincoln?

What type of Union did Texas view the country as having that would allow secession? (Federal, Confederal, or Unitary)

How did the civil war effect our conception of the nature of the US?

Please answer the questions in a minimum 250 word essay.

DECLARATION OF CAUSES: February 2, 1861
A declaration of the causes which impel the State of Texas to secede from the Federal Union.

The government of the United States, by certain joint resolutions, bearing date the 1st day of March, in the year A.D. 1845, proposed to the Republic of Texas, then a free, sovereign and independent nation, the annexation of the latter to the former as one of the co-equal States thereof,
The people of Texas, by deputies in convention assembled, on the fourth day of July of the same year, assented to and accepted said proposals and formed a constitution for the proposed State, upon which on the 29th day of December in the same year, said State was formally admitted into the Confederated Union.
Texas abandoned her separate national existence and consented to become one of the Confederated States to promote her welfare, insure domestic tranquility [sic] and secure more substantially the blessings of peace and liberty to her people. She was received into the confederacy with her own constitution, under the guarantee of the federal constitution and the compact of annexation, that she should enjoy these blessings. She was received as a commonwealth holding, maintaining and protecting the institution known as negro slavery–the servitude of the African to the white race within her limits–a relation that had existed from the first settlement of her wilderness by the white race, and which her people intended should exist in all future time. Her institutions and geographical position established the strongest ties between her and other slave-holding States of the confederacy. Those ties have been strengthened by association. But what has been the course of the government of the United States, and of the people and authorities of the non-slave-holding States, since our connection with them?
The controlling majority of the Federal Government, under various pretences and disguises, has so administered the same as to exclude the citizens of the Southern States, unless under odious and unconstitutional restrictions, from all the immense territory owned in common by all the States on the Pacific Ocean, for the avowed purpose of acquiring sufficient power in the common government to use it as a means of destroying the institutions of Texas and her sister slave-holding States.
By the disloyalty of the Northern States and their citizens and the imbecility of the Federal Government, infamous combinations of incendiaries and outlaws have been permitted in those States and the common territory of Kansas to trample upon the federal laws, to war upon the lives and property of Southern citizens in that territory, and finally, by violence and mob law, to usurp the possession of the same as exclusively the property of the Northern States.
The Federal Government, while but partially under the control of these our unnatural and sectional enemies, has for years almost entirely failed to protect the lives and property of the people of Texas against the Indian savages on our border, and more recently against the murderous forays of banditti from the neighboring territory of Mexico; and when our State government has expended large amounts for such purpose, the Federal Government has refused reimbursement therefor, thus rendering our condition more insecure and harrassing than it was during the existence of the Republic of Texas.
These and other wrongs we have patiently borne in the vain hope that a returning sense of justice and humanity would induce a different course of administration.
When we advert to the course of individual non-slave-holding States, and that [of] a majority of their citizens, our grievances assume far greater magnitude.
The States of Maine, Vermont, New Hampshire, Connecticut, Rhode Island, Massachusetts, New York, Pennsylvania, Ohio, Wisconsin, Michigan and Iowa, by solemn legislative enactments, have deliberately, directly or indirectly violated the 3rd clause of the 2nd section of the 4th article of the federal constitution, and laws passed in pursuance thereof; thereby annulling a material provision of the compact, designed by its framers to perpetuate amity between the members of the confederacy and to secure the rights of the slave-holdings States in their domestic institutions–a provision founded in justice and wisdom, and without the enforcement of which the compact fails to accomplish the object of its creation. Some of those States have imposed high fines and degrading penalties upon any of their citizens or officers who may carry out in good faith that provision of the compact, or the federal laws enacted in accordance therewith.
In all the non-slave-holding States, in violation of that good faith and comity which should exist between entirely distinct nations, the people have formed themselves into a great sectional party, now strong enough in numbers to control the affairs of each of those States, based upon the unnatural feeling of hostility to these Southern States and their beneficent and patriarchal system of African slavery, proclaiming the debasing doctrine of the equality of all men, irrespective of race or color–a doctrine at war with nature, in opposition to the experience of mankind, and in violation of the plainest revelations of the Divine Law. They demand the abolition of negro slavery throughout the confederacy, the recognition of political equality between the white and the negro races, and avow their determination to press on their crusade against us, so long as a negro slave remains in these States.
For years past this abolition organization has been actively sowing the seeds of discord through the Union, and has rendered the federal congress the arena for spreading firebrands and hatred between the slave-holding and non-slave-holding States.
By consolidating their strength, they have placed the slave-holding States in a hopeless minority in the federal congress, and rendered representation of no avail in protecting Southern rights against their exactions and encroachments.
They have proclaimed, and at the ballot box sustained, the revolutionary doctrine that there is a “higher law” than the constitution and laws of our Federal Union, and virtually that they will disregard their oaths and trample upon our rights.
They have for years past encouraged and sustained lawless organizations to steal our slaves and prevent their recapture, and have repeatedly murdered Southern citizens while lawfully seeking their rendition.
They have invaded Southern soil and murdered unoffending citizens, and through the press their leading men and a fanatical pulpit have bestowed praise upon the actors and assassins in these crimes, while the governors of several of their States have refused to deliver parties implicated and indicted for participation in such offences, upon the legal demands of the States aggrieved.
They have, through the mails and hired emissaries, sent seditious pamphlets and papers among us to stir up servile insurrection and bring blood and carnage to our firesides.
They have sent hired emissaries among us to burn our towns and distribute arms and poison to our slaves for the same purpose.
They have impoverished the slave-holding States by unequal and partial legislation, thereby enriching themselves by draining our substance.
They have refused to vote appropriations for protecting Texas against ruthless savages, for the sole reason that she is a slave-holding State.
And, finally, by the combined sectional vote of the seventeen non-slave-holding States, they have elected as president and vice-president of the whole confederacy two men whose chief claims to such high positions are their approval of these long continued wrongs, and their pledges to continue them to the final consummation of these schemes for the ruin of the slave-holding States.
In view of these and many other facts, it is meet that our own views should be distinctly proclaimed.
We hold as undeniable truths that the governments of the various States, and of the confederacy itself, were established exclusively by the white race, for themselves and their posterity; that the African race had no agency in their establishment; that they were rightfully held and regarded as an inferior and dependent race, and in that condition only could their existence in this country be rendered beneficial or tolerable.
That in this free government all white men are and of right ought to be entitled to equal civil and political rights; that the servitude of the African race, as existing in these States, is mutually beneficial to both bond and free, and is abundantly authorized and justified by the experience of mankind, and the revealed will of the Almighty Creator, as recognized by all Christian nations; while the destruction of the existing relations between the two races, as advocated by our sectional enemies, would bring inevitable calamities upon both and desolation upon the fifteen slave-holding States.
By the secession of six of the slave-holding States, and the certainty that others will speedily do likewise, Texas has no alternative but to remain in an isolated connection with the North, or unite her destinies with the South.
For these and other reasons, solemnly asserting that the federal constitution has been violated and virtually abrogated by the several States named, seeing that the federal government is now passing under the control of our enemies to be diverted from the exalted objects of its creation to those of oppression and wrong, and realizing that our own State can no longer look for protection, but to God and her own sons–We the delegates of the people of Texas, in Convention assembled, have passed an ordinance dissolving all political connection with the government of the United States of America and the people thereof and confidently appeal to the intelligence and patriotism of the freemen of Texas to ratify the same at the ballot box, on the 23rd day of the present month.
Adopted in Convention on the 2nd day of Feby, in the year of our Lord one thousand eight hundred and sixty-one and of the independence of Texas the twenty-fifth.

SOURCE:
Winkler, Ernest William, ed. Journal of the Secession Convention of Texas 1861, Edited From the Original in the Department of State…. Austin: Texas Library and Historical Commission, 1912, pp. 61-65.

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Elpoep of Odaroloc Revned Essay Paper

Elpoep of Odaroloc Revned

In this class, you are developing the ability to think like an anthropologist about your own culture as well as about other cultures. This assignment will help you to observe and understand your own culture from an outsider’s perspective.

Read Horace Miner’s “Body Ritual among the Nacirema” posted in D2L (under coursework/ethnography paper) and read pages 65-66 in your textbook about this article. Miner wrote this article in 1956 to illustrate how ethnocentrism can lead people to take their own culture for granted.

Using Miner’s “
as a model, compose a paper in the same style about the Elpoep of Odaroloc Revned who live north of the territory of New Mexico and south of the territory of Wyoming.

In this paper, you will write as an anthropologist attempting to accurately depict and interpret the traditions, customs, rituals, practices, or events you have observed in this group of people. You will write about the Elpoep of Odaroloc Revned as though they were an unfamiliar population instead of a group of which you are a member, and describe the way of life of these people from the point of view of an outsider.

Select one or more American traditions, customs, rituals, practices, or events to describe in detail. These may be public or private/personal. Someone from the culture may not even recognize it at first (the same way you may not have realized that Miner was describing basic American personal hygiene and health care in his description) but your description should be clear enough that eventually your reader will be able to identify what you are describing.

While some students in this class may identify with more than one culture, for the purposes of this assignment, please write about mainstream American culture. If you feel strongly that you would like to write about another culture, please talk with me.

Examples you might describe could include attending a sporting event, going to a child’s birthday party, celebrating Valentine’s Day, visiting the barbershop or nail salon, grocery shopping, riding the bus, or taking a class at Community College of Aurora. But you may not use these terms; instead, describe exactly what happens during the tradition or event you choose

This assignment is an exercise in observation and description and will rely on your ability to write as if you an anthropologist viewing a foreign culture for the first time and making it seem ‘strange’ or ‘exotic’ to the reader. This is not a research paper and does not need to follow a specific format or have references.

You can use your creativity and imagination. Have fun with this assignment!

Assignment guidelines:

Your paper should be 1500 words in length = equivalent to 3 pages single-spaced.
It should have a creative title and use correct spelling, grammar, sentence structure, and writing mechanics. Please consult the Writing Center on campus if you feel you need help with your writing.
Do NOT reveal exactly what you are describing but allow the reader to figure it out through your description.
Describe the population and where they live. You may refer to the Elpoep of Odaroloc Revned or invent another name. Then describe the event, tradition, custom, ritual or whatever you have selected. Do not use familiar, accepted terminology for the events you are describing. Use the same kind of technical language used in Miner’s paper. Simply spelling the names of events backwards is not sufficient.

Submit your paper electronically to dropbox in D2L in Microsoft Word compatible format (.doc, .docx, or .rtf). If you use a different program than Microsoft Word, you must go through the steps to SAVE AS, choose rich text format (.rtf) file type, and save.

Please keep a copy of your essay saved in another location in case of any technical problems.

The paper is due in dropbox by Wednesday, March 13th at 12:00 pm.

Grading Rubric: 100 points total

Anthropological thinking: writes from the perspective of an outsider and anthropologist in the style used by Horace Miner (25 points). Clearly describes the customs, rituals, events, traditions without identifying any elements by name (25 points)

Mechanics and language use: demonstrates mastery of sentence construction, organization, grammar, mechanics, word choice, tone, length (35 points)

Creativity and originality:
demonstrates creative approach to writing and creating a realistic and original description (15 points)

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A live musical performance Essay Paper

A live musical performance

A music documentary
A book about music or musicians
Your review should describe the subject, as well as the larger context, and offer some kind of point/argument. Why is this important? What function does it serve? What made you choose this subject? Is it connected to any broader issue/movement? Remember, everything is political and everything exists within a social context! Please be mindful of these considerations when choosing your subject.

* Albums must be new albums, released during the term (January – April). Older albums and reissues will not be accepted. Live performances must be attended during the term and music must be the central focus of the event. You may not write about performances you have seen in the past.

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Transnational development institutions

Question 1:
For the past three decades transnational development institutions (WB, IMF, WTO) insisted that neoliberal free-market policies were the best policy alternative to foster development in countries
in the Global South. Select a country that adopted these policies in the Global South to answer the
following question: have neoliberal development policies had a positive or a negative impact on
human development?
Your answer should briefly provide a historical review of the development profile of the country,
describe the specific neoliberal policies that we
2
STEP 1: PROGRESS REPORT
The purpose of the PR is to assist students formulate and organize their ideas and develop a tentative
argument after they read the relevant sources identified through research. Students should devote a
significant amount of time to identify a suitable case study, to read the main sources, and to develop a
tentative argument.
Note: Students must have their topic approved by their TA before doing research for the Progress Report.
The PR must include the following (in this order and using these subheadings):
Subject:
Identify the topic and tentative title. Justify the choice of country or movement in relation to its relevance to the ideas presented in course materials. Why is your choice relevant? (200 words)

Tentative Thesis Statement:
Drawing from your research, indicate in a succinct statement the argument that you will develop in the
essay. The thesis statement must be clearly written and must indicate why you are making the particular
argument. It must directly address the essay question.

Discussion of the THREE most important academic sources in the bibliography:
Indicate the following for each of these three sources: why is this source useful/relevant for your essay?
What is the main argument? What kind of data or argument from this source will you be using? You
should write around 250 words for each source. Note: at least one of these three sources must be
published after 2010.

Outline:
Provide a structure for the essay, indicating the various sections that you will require in order to develop your argument. Indicate the main points to be developed within each section, and the supporting
data/ideas drawn from the eight sources in your bibliography. This section should be presented in point form, but it must contain enough information to show that you have data/ideas for each topic.

Bibliography:
List EIGHT scholarly sources that directly relate to your topic, using proper academic referencing style.
Include books, book chapters, and articles from academic journals (as opposed to newspaper or magazine articles) indicating the library call numbers for each source. You may also include a maximum of two documents produced by governments and/or development institutions. If you are using internet sources, they must come from academic journals. Students who choose question two can also list the website (if applicable) of the movement/campaign they have selected. In assessing your PR we will take into account the direct relevance of each source for the essay topic. Note: at least three of these sources must be published after 2010.

Questions/Problems:
Indicate whether you have any additional academic questions about the topic, issues that you cannot
resolve, additional material you might need (be specific), additional help that you might require in order to develop your ideas.
3
STEP 2: RESEARCH ESSAY (RE)
The research essay (RE) will bring together the students’ work in preparation of the PR, the feedback
provided by the tutorial leader, and, if required, additional research.
¨ It must be organized around a clear argument (thesis statement) addressing the essay question. The discussion must be presented in the context of the issues and concepts discussed in class, and must
integrate relevant sources from class readings.
¨ It should contain an introduction, a thesis statement (in bold), a main body, and a concluding
paragraph. Each paragraph must be clearly structured around a topic sentence (in bold).
¨ It must be thoroughly and properly documented using standard academic references for direct
quotations or for sources you paraphrased. You must include a proper bibliography.
¨ Students must attach to their essays the original copy of the progress report with the comments from
the tutorial leader. Essays without the progress report or the TA feedback will not be graded.
¨ Students may be asked to attend an interview with the tutorial leader and/or course director to discuss
the content of their assignments.

PROGRESS REPORT & ESSAY SUBMISSION:
The essay questions have different due dates. Students who fail to submit their PR by the first deadline
(Feb. 12) will automatically be expected to work on question 2, which has a later PR deadline.
Assignments are due at 11:59pm on the day before the lecture. They must be submitted online through
the course’s Moodle site and will be checked through turnitin for possible breaches of academic honesty.
In tutorials where the TA requested hard copies of the assignment, students must submit hard copies to
their TA in lecture immediately after the online deadline.

LATE ASSIGNMENTS: Assignments submitted late will receive a penalty deduction of 2 points per
day. No essays will be accepted after one week (no exceptions). Late penalties will be assigned based on
the date and time of online submission. Late essays will not necessarily be returned on the same day as
essays submitted by the due date. Students who submit late assignments must notify their Teaching
Assistant and must attach an electronic version of their paper with the notification message.
EXTENSIONS: Students anticipating problems submitting their assignments on time, and who have
proper documentation for their circumstances, must contact their TAs to discuss whether they can be
granted an extension. Please note that the course director does not grant extensions. Requests for
extensions after the deadline will not be considered except under exceptional circumstances.

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Bulletproof Material/Clothing Essay Paper

Bulletproof Material/Clothing

Our topic is Bulletproof Material/Clothing.
Please follow the instruction and write a research paper about bulletproof material and clothing.
Mainly investigate the principle of current bulletproof vest and material (Kevlar/aramid material) and what are the limitations, and what kind of New Material could possibly improve/fix the issue? (Minimize the thickness/weight of the bulletproof vest? Lower the production cost? More environmental friendly?)

Instructions:
1. Fibers and materials: existing, new and to be developed
2. Fabrication/assembly methods and clothing structure
3. Evaluation criteria & testing methods/procedures
4. Re-design
5. Proposed product(s) and specifications

Important criteria for evaluation will be to:
1) successfully blend quantitative and qualitative research, consider a multi-method approach (i.e. Testing data/graph/ text)
2) thoughtfully cover the micro to macro aspects of the topic,
3) examine relevant physical and social/cultural aspects of the topic,

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SELF ESTEEM ESSAY ASSIGNMENT PAPER

SELF ESTEEM

Read the following document on Management and Leadership. It will provide an insight and starting point in developing an approach to your analysis:
Self Esteem

Below is an example of situation that represents an employee situation that confront businesses:
Your objective is to analyze the situation and discuss recommendations based on your perception of the problem and potential solutions:
Think of yourself as an executive/manager/consultant for the company and be sure to consider both short and long range objectives. Also consider the issues and solutions from the perspective of the employees and management.

Employee Self-Esteem
Enlightened company owners and managers know their employees want to feel good about themselves. It’s probably no surprise that people with poor self-esteem don’t perform as well as those who have a healthy, balanced, self-opinion. While it is true that throughout life we are all exposed to negative messages about ourselves, messages of unworthiness can dramatically affect a person’s confidence, which is an important success ingredient.
Most managers do not have a degree in social work or counseling. The good news is that it does not require a degree for a manager to work with people and help them develop a positive perception of themselves. As employee self-esteem grows, productivity will improve, staff turnover will be reduced, and profitability will increase.
Discuss the characteristics of people with low and high self-esteem and ways in which individual can increase their self-esteem. In what ways can organizations can support individual efforts to improve self-esteem.

The following questions are provided to stimulate your thinking for possible incorporation into your assignment. They are not to be answered directly or in a Q/A format:
• How is self-esteem established?
• Who is responsible for an employee’s self-esteem?
• Why is employee self-esteem important?
• Why should organizations be concerned with employee self-esteem?
• What can organizations do to help employees increase and maintain high self-esteem?

Objective:
Create a report that addresses the most important issues you have identified in the case and how they can be addressed currently and avoided in the future.

Do not just restate the facts of the case or answer the questions; discuss the importance of relevant issues and how they can be addressed/incorporated into a business solution.

Requirements:
Successful Critical Thinking Exercise will be three (3)
to five (5) pages in length and incorporate the
information and knowledge gained in the course
addressing the areas defined in the Analysis Questions.

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Equity and Justice Essay Assignment Paper

Equity and Justice

For this critical thinking assignment, compare the main healthcare-related components of the Rio Policy Statement (as found in the article, For a Global Agenda or Post Millennium Development Goals) to the health components of Saudi Arabia’s Vision 2030. In your analysis, highlight those components that are in agreement. Also, be sure to include the components where there may be disagreement. Be sure to examine any resource allocation that might be different.

You will develop a written paper including the following sections to organize your writing:

Rio Policy Statement,
Saudi Vision 2030,
Compare and Contrast, and
Discussion.
Your paper should meet the following structural requirements:

The paper should be 4-6 pages in length, not including the cover sheet and reference page.
Formatted according to APA writing standards.
Provide support for your statements with in-text citations from a minimum of four scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but two must be external.

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Sustainability – Intensive animal farming/Industrial livestock production

This essay must be about the topic of SUSTAINABILITY and INTENSIVE ANIMAL FARMING

“A sustainable food system provides us with a diet that is low in environmental impact, which delivers food and nutritional security, and thus supports a healthy life for present and future generations. A sustainable food system is also protective and respectful of our food animals, biodiversity and ecosystems; delivers food to society in a manner that is culturally acceptable, accessible, economically fair and affordable; is nutritionally adequate, safe and healthy; is not dependent on non-renewable resources or exhaustive of conditionally renewable ones; and is not exploitative or abusive of human resources, especially its labor pool”, how does topic fit in? What is/are your thesis/es with respect to this topic – what aspect of the current unsustainability of our current food system does your chosen topic illustrate and why? How will understanding this topic/aspect help us better understand, with respect to our food system, what is unsustainable and what is not and why? If you are researching an aspect of the food system held up to us as an illustration or example/model of sustainability, what makes it so and what standard/alternative is it being compared against? How can we better understand what is unsustainable by looking closely at this alternative?

Your essay is expected to be research based, using source of information to support it – peer-reviewed journal articles, both open-access and via our library (e.g. from Frontiers in Sustainable Food Systems, Sustainable Production and Consumption, International Journal of Sustainable Development, etc.); governmental, institutional or reputable non-governmental reports (e.g. from FAO, World Resources Institute, etc.); and high-quality journalistic reporting (e.g. from The Economist, The Guardian, the NYT, National Geographic, etc.). All uses of published material must be cited.
You should not rely on small number of sources for the majority of your facts and figures but seek out a topic and sources by multiple authors and works.

You must make it clear in your introductory section, what the purpose of your essay is, what the thesis/es is/are (i.e. what your arguments are), and what the reader will know and understand having read your essay. Your essay will be judged, in part, on whether these stated expected learning outcomes for your essay are supported by the subsequent content.

Please write your essay using the following style guide.
• No larger than 12 point font
• Margins (1” left and right, 1” top and bottom)
• Name at the end of your paper (i.e. on the last page only) after all references, figures, etc. next to word count
• 2.0 spacing of text
• Indented first line of new paragraphs (1”)
• No widows or orphans (single line or heading stranded at start of paragraph at bottom of a page, single line or heading stranded at end of paragraph at top of a page)
• Title (UPPER CASE BOLD – centered)
• Major sub-headings (Lower case bold – left margin) – please use these to break up and structure your essay
• Sub-headings to be informative (i.e. guide the reader, must not be merely Introduction, Conclusion, etc.)
• Supporting figures and/or tables to be included, numbered sequentially, and cited in the text where they are first referred to – all graphics like phtotos, graphs, maps, etc. are figures (Figure 1), (Figure 2) and all data sets in a matrix are tables (Table 1), (Table 2), etc. All figures or table must have a caption and shall be cited as to its source as with all other information (e.g. Smith 2001).
• All material used from the literature to be cited in text using author-date (person or agency responsible if no byline) e.g. (Smith 2001) with citations at the END of the paper in REFERENCES section – absolutely NO referencing materials in footnotes or end notes.
• Pages to be numbered in header, right adjusted (do not include your name or the title of the paper, just the page number).
• All acronyms to be printed in full on first usage, thereafter in abbreviated form e.g. Food and Agricultural Organization (FAO) first usage, FAO 2nd and thereafter.
• Word count to be included at bottom of essay next to your name (can use auto counter in MS Word). Only include words in main body of essay (not References, etc.)

Citations and referencing

Please use the Geographical Review format when listing sources in your REFERENCES section. These are the general instructions that the Geographical Review provides for authors about referencing which you should use:

Use the in-text, author-date system of documentation described in The Chicago Manual of Style. Locate the citations discreetly in the text, preferably at the end of a sentence, so that prose flow is uninterrupted (e.g. Smith 1989 p13-14). Specify the page numbers on which direct quotations or statistics appear otherwise, if you are merely paraphrasing, you don’t need the page number, just the author and year (e.g. Smith 1989). If a citation contains more than one reference, list the oldest first and the most recent last (e.g. Taft 1934; Hart 1984, 1990; Smith 1989). The first time someone is named in the text, use the full name; thereafter, use only the surname e.g. In 1989, John Smith said that…. (Smith 1989). Smith also said ……. In the REFERENCES, include only works cited in the text, captions, and notes pertaining to illustrations and tables. If you did not cite it in your paper, then it should not be entered in your REFERENCES. Conversely, make sure that all cited works have entries in the REFERENCES. Arrange entries in your REFERENCES alphabetically by author; list works by the same author in chronological order, with the oldest first and the most recent last. If an author has two or more entries with the same year of publication, place an a, b, c and so forth after the date in your citation based on which is first cited in your paper and repeat this notation in your REFERENCES (e.g. Smith 1990a, Smith 1990b). Here is the citation guide from the Geographical

Review:

Book by a single author (include the subtitle):
Zelinsky, W. 2001. The Enigma of Ethnicity: Another American Dilemma. Iowa City: University of Iowa Press.

Book by multiple authors (include every author, as well as the subtitle):
Moore, A. M. T., G. C. Hillman, and A. J. Legge. 2000. Village on the Euphrates: From Foraging to Farming at Abu Hureyra. London: Oxford University Press.
Edited book (include the subtitle):

Nostrand, R. L., and L. E. Estaville, eds. 2001. Homelands: A Geography of Culture and Place across America. Baltimore, Md.: Johns Hopkins University Press.

Chapter in an edited book (always include the page numbers):
Sheridan, T. E. 2000. Human Ecology of the Sonoran Desert. In A Natural History of the Sonoran Desert, edited by S. J. Phillips and P. W. Comus, 105-118. Tucson: Arizona–Sonora Desert Museum Press; Berkeley: University of California Press.

Translation:
Nora, P., ed. 1996-1998. Realms of Memory: Rethinking the French Past. Translated by A. Goldhammer. Edited by L. D. Kritzman. 3 vols. New York: Columbia University Press.
Journal article (include the issue number, if any):
Mills, A. 2005. Narratives in City Landscapes: Cultural Identity in Istanbul. Geographical Review 95 (3):441–462.
Newspaper article (if no author, cite the name of the newspaper; for example, Economist):
Thompson, G. 2001. An Exodus of Migrant Families Is Bleeding Mexico’s Heartland. New York Times (National Edition), 17 June, §1, 1, 8.
Dissertation or thesis:
Skop, E. H. 2002. Saffron Suburbs: Indian Immigrant Community Formation in Phoenix. Ph.D. diss., Arizona State University.
Interview:
Marsh, S. 2001. Interview with the author. Amarillo, Tex., 13 June.
Web page URL (use only publicly accessible Web sites; do not force a break in the URL at the end of a line; and if the Web site no longer exists, insert “Formerly at” before the URL):
PRC [People’s Republic of China]. 2000. The Bai Ethnic Minority. Washington, D.C.: Ministry of Foreign Affairs, People’s Republic of China. [https://www.fmprc.gov.cn/eng/5255.html]. (Last accessed 10 October, 2018).

Do not use footnotes for references.
Cite all references in the text (e.g. Mason and Lang 2017)
and then include the full reference in the references
section at the end of your paper. Be sure to cite every
time you paraphrase the literature you are using,
sentence-by-sentence, not just at the end of a long
paragraph. Cite the sources of figures, photos, etc.
also. Your essay should aim to weave information from multiple sources together in a coherent narrative and thus should be interspersed by multiple citations, not just the same article ten times in ten sentences, for example. If you quote something verbatim, please place it in quotation marks and include the page number with your citation (e.g. Mason and Lang 2017 p17).
If your quote is more than a single sentence, include it as a separate paragraph indented 1” from both margins.

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Book Review & Critical Analysis – Climate Changed

Read the book : Climate Changed: A personal Journey through the Science by Philippe Squarzoni (2014)

– Provide a summary of the book (1 page)
– Provide a brief overview of the evidence presented in the book linking human activity to climate change, and the associated climate change impacts (1 page)

– Answer the following questions succinctly but completely (max 2 pages)
– What does humanity need to do in order to limit climate change and the impacts of climate change?
– What challenges do we face in doing so?
– What challenges does the author grapple with in changing his own behaviours?
– Is the author hopeful?

– Give your views on climate change (2 pages).
– Do you agree with the science presented in the book?
– Are you prepared to make changes to your lifestyle to reduce your impact?
– What changes as a society do we need to make?
– What challenges do you anticipate?
– Are you hopeful?

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