1. Microeconomics– Producer theory
(Answer both parts together in an essay format)
Part A) Describe what happens in the short run and in the long run to a perfectly competitive firm
when new lower cost technologies are introduced. (Assume that this lower technology costs are
equivalent to a reduction in fixed costs).
Part B) “In the long run the degree of competition in a market does not matter because
technological progress reduces production costs so that consumers always benefit”. To what
extent do you agree/disagree?
2. Macroeconomics
Compare Neoclassical and Keynesian macroeconomics theories. What are the main
features of each system? Explain their contrasting views regarding key topics covered throughout the term.
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Select a commodity to use as your example. Possible commodities include:
Electrical components used in smartphone assembly
Bulk food products, such as grains and liquids
Mechanical components for industrial tool manufacturing
Wiring components used in aerospace manufacturing
Textiles used in clothing manufacturing
Develop a receiving inspection plan for suppliers of the selected commodity based on the following criteria:
Newly sourced supplier
Existing sourced supplier
Analyze why this criteria is important to the receiving inspection plan strategy.
Assess the critical inspection elements to be considered when developing the plan, including the following: Incoming lot inspections
Sampling
Frequency
Lot containment
Data management
Special handling considerations
Supplier notifications
Disposition of non-conforming material
Supplier returns
Scrap
Sorting
Include a process map of the incoming receiving inspection
process
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Part 1 : Chapter is attached. I will send u two peers response which u must reply to. approx 4-5 sentences, do not make it long with words please. Response directly to comments.
discussion for this week covers homicide and the experiences/effects of homicide on secondary victims, also known as survivors to homicide victims. Related to homicide, and other violent crimes, we also cover the history, pros, and cons of victim impact statements. Answer the following questions in your discussion post this week:
1. This week we read about and discussed the effects of homicide on secondary victims. Describe two themes identified by the Peterson Armour (2002) study. Did these themes surprise you? What is your reaction to these themes?
2. In lecture and in the reading, I discuss that secondary homicide victims often are isolated from their friends/family and have negative experiences with the police and CJ system. What can be done at the individual, community, and/or institutional levels improve social and systemic responses & post-homicide experiences for these individuals? Provide specific examples from lecture and/or the reading.
3. Do a quick Google search about support resources available to secondary homicide victims. Describe one organization or resource available to this group, including how the services they provide could be helpful and if there are places you see room for improvement.
4. This week we also discussed Victim Impact Statements. While this is relevant to homicide, victim impact statements can theoretically be used in the sentencing of any violent crime. Are you in favor or opposed to victim impact statements? Support your argument with course materials.
Part 2:
Select one of the following scenarios and write a victim impact statement. You need to pretend this crime actually happened to you. Describe the details about the crime, the feelings you experienced, and the harm you suffered. It must be a complete statement about how this crime affected your life.
The victim impact statement should be one page, typed, SINGLE SPACED (minimum). This assignment is worth 10 points. You will be graded on meeting the length requirement (4 points) as well as inclusion of the following elements in a detailed, complete response:
The crime that was committed against you or your loved one. Feel free to create details about the crime not included in the scenario (2 points).
How the crime has affected you and others emotionally, physically, and financially, or in other ways, and at multiple levels of the social ecology. Include details about the “ripple effect” this victimization has created in your life. Be detailed and descriptive! (2 points)
What type of sentence would you like the offender to receive? Discuss whether you’d like the offender to receive rehabilitation, prison (and length of sentence), the death penalty, etc. and whether you are seeking restitution from the offender. (2 points)
Scenario 1:
You are the family member of a person who was shot and killed. The suspect has been tried and found guilty for murder.
Scenario 2:
You were the victim of an armed robbery. You were robbed at gunpoint while walking off-campus to your car after class. The offender stole your wallet and jewelry and threatened to kill you if you did not comply. The offender has been found guilty.
Scenario 3:
You are a survivor to intimate partner violence. Your partner was emotionally and physically abusive toward you for several months until you ended the relationship. He/she continues to call and text you, and sometimes shows up at your work and home, making threats. You’re in the process of filing an order of protection. You plan to read the victim impact statement at your court hearing to secure the order of protection.
Scenario 4:
You are the parent of a 5-year-old child who has been sexually assaulted by a worker at the day care where you leave your child during the day when you work. The offender is on trial for sexual assault of a minor.
Part 3: Make it up please.
Each student will select a topic for their term paper that allows them to explore the wider social context of victimology through a review of existing research and through conducting two interviews with individuals who have been affected by crime. The topic should be something where students can identify relevant scholarly articles to include in the literature review. In addition to topic selection, students will also provide the information for two individuals they intend to interview (i.e., name or pseudonym, how you know them, and how they relate to your topic as an individual affected by the
crime) as well as a list 5 potential questions you will ask each interviewee. For details regarding interviewee selection criteria, topic selection, and requirements of the Term Paper Topic Selection and Plan assignment, see the Term Paper document.Preview the document
Topic : Growing up in an abusive home
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Objective: You will be provided with a primary source from the Professor, and write a paper explaining the context of the source, utilizing at least 2-3 academic secondary sources. Why is the person you are writing about important? What is the person doing that is important? Are they advocating political, economic, cultural, social, or military change? Is your source actively influencing events in history? Is it observing people and events from afar? What might they discuss about historical events that are important?
This is not a book report- it is a paper that analyzes your topic in order to explain both its importance and historical context. Make sure that you choose secondary sources that help you flesh out their arguments, rather than tell me why Person A is “awesome”, or Person B is “evil.” Also, do not explain to me why the book is “great” or “boring.” You will write a 1,500-word paper (5-6 pages or longer) for this assignment, including footnotes and a bibliography. Please keep track of your word count!
This is to showcase how well you can critically understand history, read texts, and analyze sources to determine what is important about its historical context. It is important for you to conduct research in order to find proper sources and utilize them effectively. You are also looking to write a narrative, and build up a thesis statement and defend it in your paper.
The ability to make a cohesive argument is important for writing history. It is not enough to merely write, for instance, that Gandhi is important because we know that he is; you must show how he came to lead the Indian Independence movements with his non-violent protests, and how successful it was in creating India.
Basic Formatting Guidelines: The paper has to be 5-7 pages with a 1,500-word limit. That is a limit that you MUST attempt to reach. A 1,300-word paper is not acceptable. A 2,500-word paper is also not acceptable. However, if you have 1,999 words (or 2,020 words), don’t worry! I am not the kind of history professor that wants their students’ papers to be exactly 2,000 words and marks their papers a full letter grade for having only 1,999 words. But if your paper is 250 words over the limit, you will want to cut it down. Or, conversely, if your paper is 100 words short, you will want to find ways to add more detail and narrative focus to the paper. Writing history papers is an exercise in brevity, rather than babbling for the sake of it. I can type “All work and no play makes Jack a dull boy” over and over again on my keyboard, but that just means I like The Shining and Jack Nicholson. It doesn’t showcase the effectiveness of my writing abilities.
The paper will be in Times New Roman, Size 12 Font, with Double-Spaced Paragraphs, and regular black ink (I don’t want pink or blue ink; that just tells me you ran out of black ink at the last second, and is a sign of laziness and/or sloppiness).
You must also include a word count on the front page of your paper.
Thesis Statement: When you write an academic paper, it must present an argument to the reader. Typically, the thesis statement is in the first or second paragraph. That argument lets you structure the rest of the paper around defending and expanding upon it.
Primary Sources: The main source for your paper is the Primary Source. It could be an autobiography, a personal retelling of a historical event, a person’s collected letters and written documents, or a work of political (or technical) writing. The professor will assign you a primary source for the paper.
Secondary Sources: These are any source that is not attributed to a specific person who was writing it at the time that event or topic was occurring. It also refers to anyone writing an analysis of a political topic or book that predated them. Encyclopedias and dictionaries are NOT secondary sources (they are considered tertiary sources). Here are some good examples of secondary sources:
WW2:
Max Hastings, Armageddon: The Battle for Germany, 1944-1945, (New York: A. A. Knopf, 2004).
Japanese History
Herbert P. Bix, Hirohito and the Making of Modern Japan, (New York: Harper Collins, 2000).
Political Theory/John Stuart Mill
K.C. O’Rourke, John Stuart Mill and Freedom of Expression: The Genesis of a Theory, (London: Routledge, 2001).
Searching for Sources: You should look at the University of Dayton library, the University’s Inter-Library Loan resource, the Public Library system, Scholarly online sources (like JSTOR), online free books, and bookstores/internet storefronts (like Amazon) in your search. Don’t forget to ask the librarians (especially liaison librarians) for help if you need it! That’s what they’re around for. If you have any question about your sources, please contact the Professor to make sure that everything is in good order.
Also, the books that I have listed for the 1st paper topics all have their original publisher’s info on them. This is because many of them are published over and over again. Any edition of the books listed is fine, as long as it is not an “abridged” version. If you have any questions about the publication or edition of the book, feel free to contact the Professor.
What NOT to do:
1. This is not a book report. You are to critically analyze a work of history to understand its historical value and context.
2. The objective of this assignment is not to tell me if the work you choose is right or wrong. Writing a paper on how “imperialism sucks”, while discussing David Livingstone’s trips through Africa misses the point.
3. Remember to write a narrative and make sure that your paper has a thesis statement. I have seen many papers that discuss a topic, but never present a concise argument.
4. Make sure that your narrative is NOT emotional. I have seen many papers that merely state “slavery is bad!” or “The Holocaust was evil!” or “I like Ike!” Papers that don’t get beyond an emotional response to the topic at hand, hurts the writer’s because they are spending too much time debating a topic as a value judgment rather than understanding the topic’s historical context. Separate your emotions from your writing as best you can.
5. Do not write your paper as though you are speaking aloud. Beware passive voice. This is a good guideline against it: http://owl.english.purdue.edu/owl/resource/539/3/.
6. There is nothing worse than receiving a paper that is not stapled. The class is a professional setting- and it demands professionalism out of all of us. Papers that are not stapled are a sign of sloppy and rushed work.
7. Topics from the 17th Century to the 19th Century are what the 1st paper will cover. If you think your topic straddles the 19th to 20th Century line, ask the Professor if it is okay to choose it. Do not assume that I will accept it. Please do not use topics that are in the 20th or 21st Century; that is what the 2nd paper will be about. So, for the 2nd paper, do not write a paper on President Ronald Regan or the Soviet General Secretary, Josef Stalin.
8. Do not use internet sources that are not scholarly sources. Wikipedia is not a scholarly source. JSTOR and Google Scholar are scholarly sources, and I will only accept sources from them. Please do not use random websites as your sources, even if it is a university/history website. Use them with care. Ask the Professor if the sources are acceptable.
9. Please don’t space your paragraphs out and try to hide multiple paragraph spacing beyond double spaces in your paper. Also, don’t drag out your name/date/class/title out too far and “pretend” that you have 6 pages with it. I have seen these kinds of tricks to make your paper look longer than it really is.
10. You will be required to submit your paper to the turnitin.com; it is an anti-plagiarism tool that is available on Isidore. I have the 1st Paper listed under assignments, and you will upload a copy of the paper to turnitin through that device.
What TO do:
1. Make sure that you footnote your paper properly. Please use the Chicago Manual of Style or MLA (Modern Language Association) for proper citation format. The same goes for the Bibliography. The library should have a copy of the Chicago Manual of Style and the MLA in reference. Ask the librarians and the writing center for help with it. There are also citation devices like Refworks and Zotero that can help you with formatting. This is a good starting point for understanding the way MLA works: (http://owl.english.purdue.edu/owl/resource/747/01/) and this also shows the Chicago Manual of Style works: (http://www.chicagomanualofstyle.org/tools_citationguide.html). Your paper should have at least 3-6 citations in it. The more you cite (properly) the better off you are. Err on the side of caution!
2. Make sure that you finish with enough time to look over your paper. You might want to have roommates or friends look over your paper to make edits and corrections. Take advantage of the writing center on campus, as well.
3. If you have an outline or a rough draft, feel free to send it to the Professor for review, comments, and corrections, up to a week and a half before the paper is due.
4. Find a topic that you like. Don’t settle for something that you don’t really enjoy working on. Think of the topic list as a general list to choose from, rather than a strict guideline. If you have a primary source that you think can work, ask the professor.
5. Don’t forget to have fun!
6. Below, on the 5th page, is an example of a cover page.
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Tuesday with Morrie paper …. students will read the supplemental book, “Tuesday with Morrie”, and write a three page paper on how the characters in the text relate to Erikson’s Psychosocial Theory.
In the paper, there must be at least three examples. For example, if you choose to use Morrie you might want to discuss how life and personality conflicts relate to integrity versus despair. That would be considered one example. You must come up with two more. Be sure and explain the stage according to he textbook and then use examples from the book to relate the character to each stage.
This paper should be in APA format
( cover page, in text citations, and reference page)
and should have no grammatical errors. Points will be deducted for APA and grammatical errors.
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To demonstrate understanding of basic research methodology
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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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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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 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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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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