Category: History

The Black Family-Discussion Moynihan-Gutman
More than any other document, the Moynihan Report has influenced political decisions for a generation after its publication in 1965.  Attributing the legacy of slavery as one of the root causes of the black family’s (by this he meant heterosexual nuclear family) poor outcomes (out-wedlock birth and fatherless homes), he advocated for stronger federal programs to ameliorate this issue.  His conservative detractors scoffed, blaming the poor outcomes of the black family on personal choices made by black men and women.  The government should stay away.
Read the following:
Slavery and the Black Family

Slavery and the Black Family

Answer the following:
Bear in mind, this person has an agenda but his portrayal of the scholarship is accurate.  Which argument do you find most compelling and why: revisionism or economics?  
works cited
James Q. Wilson is the chairman of AEI’s Council of Academic Advisers. This article is adapted from his book The Marriage Problem: How Our Culture Has Weakened Families (HarperCollins, 2002).

PAPER 1: THE DOOLEY MEMO
University of Notre Dame 
Office of the President  
Fr. John Jenkins  
Dear students,
In light of recent (re)discoveries of Tom Dooley’s legacy in the Vietnam War, the university is considering modifications to his statue, or possible removal altogether. Amidst the controversy over the university’s Christopher Columbus paintings, it is clear that Dooley’s legacy is also in need of reappraisal. As a Catholic University we should be committed to seeking the truth about the Church’s history and its participation in momentous historic events like the Vietnam War. Funding has been made available to tell Dooley’s story in a new way. I am asking you: How should we tell it?  
I would like a 5-page double-spaced memo to be submitted to the President’s Office by June 17, (7 pm) with a plan of action (email a word document to *************** Should the statue be removed? Should the statue remain as it is? Or should the University introduce additional materials (plaques, memorials, an exhibit etc.) to tell Dooley’s full story? Please propose a course of action and defend your choice with examples from the sources you have been reading in Professor Cajka’s class over the last month. Do not go beyond the sources that have been provided in class. Explain why you have chosen a particular course of action.  
Whatever action you propose, a strong memo will provide sound explanations. We want the Dooley statue to convey our history as American Catholics honestly. Please provide footnotes for the sources you draw upon. If we are going to leave the statue as is, why should Dooley appear alongside children, for example? If we are going to remove it, can we justify erasing Dooley from history? Should the statue remain near the grotto? Is it enough to leave the letter he wrote to Hesburgh or should more analysis be provided? What additional material should appear alongside the statue and why? Tens of thousands of people look upon the statue of Tom Dooley each year. We need a creative solution.  
I recently took the time out of my super busy schedule to sit down and read Deliver Us From Evil: Viet Nam’s Flight to Freedom. Dooley was the university’s most important graduate in the late 1950s and early 1960s. Any new display will use this as a critical source and deploy the book as a window onto Dooley’s legacy. How can we convey the issues of this primary source to the thousands of people who visit our campus each year and stop to pray at the grotto?  The book itself seems to have several controversial aspects while also telling the story of an important humanitarian. I have also been looking over documents related to racism, anti-communism, ideology, and the refugee crisis.
The proposal will have to integrate a number of key themes: the Catholic imagination, Dooley’s biography, the role of Notre Dame in the world, humanitarianism, Anticommunism, and the type of graduates we as a University value. How can the legacy of Dooley be utilized to tell the story of the Catholic contribution to the Vietnam War? How do we get the statue, and any additional display, to address the tensions of Catholics becoming more American while simultaneously contributing to a foreign policy disaster?  
There is also another angle to consider. I have recently been in conversation with the Notre Dame Gay and Lesbian Alumnae Association about their annual Tom Dooley Award. I am also seeking advice on how to think about Dooley’s sexual identity as well as the broader history of global Catholic sexual modernity. Any advice on how to integrate these aspects of Dooley’s life and Catholic culture will be much appreciated. How can the award feature in a new memorial? Should it?
A strong memo will consider concept of memory, story-telling, and offer appropriate descriptive analysis. Justify each choice you make about what should be added or removed to the Dooley display. No memo can hope to be comprehensive, so make sure to be selective in your treatment. The memo should have a strong thesis that connects to the evidence presented at the paragraph level. I do not need to remind you that the world is in the throes of several immigration crises at the moment. I am asking you to rethink the Dooley statue at a moment in world history when we are called as Catholics and Notre Dame graduates to contribute to the common good.  

This assessment measures the following learning objective. Upon completion of Chapter #16, you will be able to:
Choose moments, events, objects, individuals, and/or stories from the module’s learning resources that validate a famous quote about American history AND defend your choices. NO OUTSIDE SOURCES.
The quotation below comes from a talk author James Baldwin gave to schoolteachers in October 1963. “I would try to make [students] know that just as American history is longer, larger, more various, more beautiful and more terrible than anything anyone has ever said about it, so is the world larger, more daring, more beautiful, and more terrible, but principally larger-and that it
belongs to [them].”
James Balwin, A Talk to Teachers, 1963
• Choose the moments, events, objects, individuals, and/or stories FROM CHAPTER #16’s learning resources that best validate James Baldwin’s quote for you. Make sure that your choices are focused on validating FOUR (4) of the five aspects of American history Baldwin mentions:
◦ “longer” = What specific issue rooted in the time period studied IN CHAPTER #16’s learning resources remains an issue today? Does this issue show continuity or change between past (then) and present (now)? Explain & defend your choice.
◦ “larger” = RESPOND to ‘A’ OR ‘B’:
A What particular moment, event, object, individual, and/or story FROM CHAPTER #16’s learning resources demonstrates the global intersection between American history and the histories of other countries and/or continents? Significance? Explain & defend your choice.
B What particular moment, event, object, individual, and/or story FROM CHAPTER #16’s learning resources demonstrates the broad range of possible historical topics that can be studiedbeyond just the usual subjects of wars, politics, famous/infamous persons?Significance? Explain & defend your choice.
◦ “various” = What particular moment, event, object, individual, and/or story FROM CHAPTER #16’s learning resources demonstrates that American history has been various(i.e., diverse/multicultural/immigrants of varied backgrounds/changing demographics)? Significance? Explain & defend your choice.
◦ “beautiful”  = What particular moment, event, object, individual, and/or story FROM CHAPTER #16’s learning resources demonstrates that American history has been beautiful? Significance? Explain & defend your choice.
◦ “terrible” = What particular moment, event, object, individual, and/or story FROM CHAPTER #16’s learning resources demonstrates that American history has been terrible? Significance? Explain & defend your choice.
• Make sure that you defend your FOUR (4) choices. Write a paragraph for each explaining how it validates an aspect of American history from the list above for a total of FOUR (4) paragraphs (about 20 sentences minimum; one paragraph = 5 sentences minimum; one sentence = 1 complete thought). Explain why you chose these particular moments, events, objects, individuals, and/or stories FROM CHAPTER #16’s learning resources. Persuade us, your readers, that you made thoughtful, insightful, informed choices by being specific about how they validate FOUR (4) aspects of American history from Baldwin’s quote.
MUST PASS BOTH THE PLAGIARISM DETECTOR AND THE AI TEXT DETECTOR.

watch the psychology of evil ted talk by Philip Zimbardo, then read psychology of evil chapter in the book the lucifer effect and Holocaust heroes: Heroic Altruism of Non-Jewish Moral Exemplars in Nazi Europe in handbook of heroism and heroic leadership. the chapters are pasted below

All discussion assignment participation should be informed by your critical synthesis of assigned reading, supplemental resources and additional research.
For your weekly “initial post,” you must address the assigned questions/topics with a thoughtfully-constructed response.
All initial posts should be cogently argued and supported by a minimum of two credible source citations from assigned or supplemental reading (ideally, with 50% or more citations from additional research via peer-reviewed journal articles or credible book chapters) and include citations.
For your participation posts, you must construct and post at least two “substantive” replies to your course-mates’ or instructor discussion conversations. Substantive replies must incorporate a minimum of one source/citation to support post observations and analysis (to include all footnote or end note source information); and must link the discussion(s) to the assigned lesson or course objectives.
If you meet or exceed these discussion participation expectations, you will earn full credit for weekly discussion participation. Your assessment scores will be documented each week in the course Gradebook; along with specific feedback describing shortfalls and reasons for any deductions.
Meeting all of the requirements for the discussion, please discuss the following question:
To what degree did continuing economic challenges foster reforms throughout the nineteenth century? How were these changes a product of internal and external forces? Would you consider the various reform programs of the nineteenth century successful? Why or Why not? What challenges did the Ottoman government face in implementing reforms? Be sure to be specific in your response regarding which reform program you are discussing.
COPYRIGHT 2023 APUS, ALL RIGHTS RESERVED
Sources:
Osman’s Dream
Chapters 13-15
URL http://ezproxy.apus.edu/login?url=https://ebookcentral.proquest.com/lib/apus/detail.action?docID=782126
Book Title Osman’s Dream
Author / Editor Finkel, Caroline
ISBN 9780465023974

Midterm: Digital Pecha Kucha Presentation
No one wants to look at boring Powerpoint slides with too much text on them while listening to unplanned presentations. So, for our mideterm presentations, we’re going to embrace a presentation style known as Pecha Kucha, or lightning talks. PechaKucha is the Japanese word for conversation or “chit chat.” Created by two architects in Tokyo who were tired of dreadful PowerPoint presentations, PechaKucha is designed to force speakers to prepare shorter, more creative, and more polished PowerPoint presentations. More importantly, designing a PechaKucha presentation motivates speakers to think about their subjects in very different ways.
What are the characteristics of PechaKucha?
A presentation is created using PowerPoint (or any other presentation software).
Traditionally, presenters are allowed 20 slides and those slides must automatically advance every 20 seconds (thus the “20×20” label). We aren’t PechaKucha pros, though, so I’ve decided that for our class presentations we will use the slightly more relaxed 10×30 model. You have 10 slides and each slide will advance automatically every 30 seconds. 
Consequently, presentations should never be longer than 5 minutes.
Because of this format, the PowerPoint slideshow must depend on visuals, rather than text-heavy slides. This is the entire point of the genre. When you know that the information will only be up for 30 seconds, you have to plan ahead. You have to script your presentation. You have to practice your pacing. You have to think deeply about the best way to communicate your topic to an audience in an engaging and concise way. 
Presentations are expected to have structure, including an introduction and conclusion and an internal structure (clear main points, transitions) that will guide the audience through the slide show. Make sure that the thesis of your argument is clear. 
Presentations are expected to be polished, professional, and engaging. Because of the time constraints, the auto-advancing slides, and the format, speakers should spend more time planning and practicing their presentations.
Audiences are more likely to be engaged. It’s sad, but true—we don’t have a very long attention span. Consequently, speakers need experience presenting their ideas in a short period of time and in a more creative, engaging way. 
Assignment
1. Choose one of the big questions listed below. 
2. Create a short presentation in the 10×30 Pecha Kucha style that explores this question (you have 10 slides and 30 seconds on each slide).  This response should include at least three sources that we have explored in the course. It should only include sources that we have read in the class. The content of the presentation should be written by you using your own human brain. The goal here is for you to integrate information rom the course and use that information to address one of these big questions. If there’s evidence that someone else wrote your script – either human or machine – then as far as I’m concerned you didn’t do the assignment and you’ll get a zero. Just write it yourself, y’all. Come on. This is the point of college. 
3. Include your own analysis of the question within your response. Which viewpoint’s evidence do you find the most convincing? 
4. Include at least one personal connection, either by including a personal anecdote from your own life or by connecting the research to one of the happiness practice activities that you’ve done for the class. 
5. Submit your Pecha Kucha presentation in the designated forum by 11:59 pm on June 16th. 
Big Question Options (choose one to focus on*):
How objective, real, or subjective is happiness?
What role does wealth play in happiness?
What role does love and intimacy play in happiness?
What role does pleasure play in happiness?
To what extent can we influence our general happiness by the things we do?
What insights and practices, if any, can I make use of from historical philosophical and religious thought on happiness (Christianity, Hellenistic schools, Yoga, Buddhism)?
If we know so much about happiness, why not use it to guide public policy?
How compatible is happiness with instances or conditions of great sadness in one’s life?

This writing assignment comprises 36% of all course points (DUE NLT 11:55 p.m., Sunday of WEEK #8).
Write an 8-12 page research paper (page count applies to body text; not to include charts, tables or graphics, if added) on a major theme or series of influential events that shaped or defined the rise and/or decline of the Ottoman Empire.  
Your research paper must include a formal title page, page numbering, proper citations, according to Chicago Manual of Style/Turabian formatting, and a formal bibliography page. For formatting assistance, please use the short guide to the Chicago Manual of Style available at the APUS online library: APUS ePress.  Citations from online articles are permitted ONLY from scholarly websites or primary documents available via reputable archives or the APUS Online Library. 
The body of your paper should feature a strong introduction with a clear thesis statement, well-developed supporting arguments that are linked by proper transitions and supported by at least SEVEN scholarly sources, and a conclusion paragraph that ties back to the introduction and summarizes support for your stated thesis. Substantial research (in addition to assigned course readings) is necessary. Your research paper must reflect your own original thoughts. Also, you MUST receive instructor’s permission, in advance, to include any information “recycled” or previously developed as part of ANY of your previously submitted academic writing assignments. 
For the standard grading criteria (“Rubric”), please review the APUS upper division-Level Paper Grading Rubric, attached.
Deduction penalties for all papers received can include, but are not limited to “unexcused” late papers (10% for every 6 hours late); papers too short (25% for every half page short); or papers too long (20% for every half page too long).
Please remember, substantial research, in addition to assigned course readings, is required. This is a heavy load for eight weeks. You need to start on your research paper in Week One of class. Your research paper must reflect your own original thoughts. Your paper will be checked for originality using “Turnitin” software and graded based on originality or creative thinking, and quality of research, writing, and formatting. 

Week 6 Readings: Chapter 29, Chapter 30, and Chapter 31
Two commentators are arguing on a political radio show. Dr. James Pacifist (perhaps it is Dr. Jane Realist) states that the military situation in South Vietnam at the end of 1968 proves that the conflict is unwinnable, and has left a lasting stain on President Lyndon Johnson’s administration. Mr. John Warhawk (or is it Senator Randall Real Politic) claims that the average soldier was betrayed by the government and if more troops were sent to South Vietnam that country can still be saved from communism. You have been divided into two groups. For this forum, Group A (Last name A-M) will assume the role of an individual endorsing Dr. Pacifist’s stance, while Group B (Last name N-Z) will argue in support of further escalation endorsed by Mr. Warhawk. You do not need to restrict yourself to the moral justification. The arguments for, and against, the United States involvement took many avenues. Try not to make assumptions. Instead, assume the historical role of someone who lived in the United States during the era. While addressing the legacy of the war you can move to more recent decades. While defending your stance be sure to address the effect that ground troops had on the war regarding potential failure or success during combat and how the escalation of troops affected anti-war movement. Finally, be sure to bring in the potential effects the war had on Johnson’s presidency and the legacy of Vietnam.
Because the use of AI keeps creeping into my classrooms, I am going to insist that you all reference the textbook in your responses, make sure your response reflects the chapters. After your initial submission, you are then required to continue the debate by responding to three of your classmates. Your responses should contribute to the dialogue.

Research the history of the transportation systems in the Los Angeles Area and summarize the lessons learned. (2 pages)
Research the history of the 1984 Summer Olympics and summarize how L.A. was dealing with the traffic congestion issues back then.  (2 pages) 
Use as many sources as needed

Instructions
Systematic thoughtful actions clearly related to the nursing process are essential for providing nursing care. Registered nurses are expected to competently perform nursing actions that are “thoughtful, informed, evidence-based,and ethical” (Ferguson & Rohatinsky 2018, p. 412). To ensure appropriate care is provided registered nurses must be able to effectively communicate verbally with patients, families, and other members of the health care team. Therefore, this
assignment and rubric have been designed to guide beginning students as they move through the Assessment, Analysis and Diagnosis phases of the nursing process to inform the nursing actions they choose to take with patients and families.
Using the same family/index person from your Case Report communicate the essential nursing knowledge that is specific to your specific client and family to a colleague in a case conference setting.
Please ensure the report;
Offers a deep insight regarding personal values and beliefs with a concise and effective explanation
of how these are related to your nursing practice. Identifies speaker designation as well as date the report was produced
Highly relevant and perceptive connections between theory, the clinical picture, and etiology.
Selects highly effective assessment tools. Describes an environment conducive to therapeutic
communication that includes highly relevant questioning practices.
Conducts a comprehensive and systematic assessment. Data are valid and reliable for this
clinical situation. Organizes and synthesizes data to reveal important connections between the appropriate evidence, the established database, the individual/family, and the clinical picture. Indicates effective plan to address data gaps or inconsistencies
Astutely identifies client strengths and health issues that effectively focuses the selection collaborative and/or independent nursing interventions. Accurately selects and prioritizes
highly relevant nursing diagnoses. Effectively organized, concise connection between nursing
diagnoses and assessment/analysis with no extraneous details.
Formulate an in-depth diagnosis that is highly relevant in the current individual/family clinical
context. Exceptional explanation of supporting rationale that demonstrates clear connections
to all steps of the nursing process, including ethical practice. Specific example of potential
individual/family response or reaction to your nursing diagnosis and highly effective therapeutic
response that demonstrates ethical practice
Please script should be two pages double spacing and properly referenced.
Attached are the family case reports 1 and 2
Comments from Customer
There is no discipline. The system chose it automatically.